# Colorado Academic Standards (CAS)

Main Criteria: Colorado Academic Standards (CAS) | ||

Secondary Criteria: ReadyRosie | ||

Subjects: Health and PE, Language Arts, Mathematics, Science | ||

Grades: K, 1, 2, 3 | ||

Correlation Options: Show Correlated |

Colorado Academic Standards (CAS) |

Health and PE |

Grade: K - Adopted: 2018 |

CONTENT AREA | Prepared Graduates in Comprehensive Health and Physical Education | |

STANDARD | 6. Apply knowledge and skills that promote healthy, violence-free relationships.ReadyRosieFeelings Charades How can I stop my kids from fighting? |

CONTENT AREA | Comprehensive Health - Kindergarten, Standard 2. Physical and Personal Wellness | |

STANDARD | CH.K.2.2 | Explain how personal hygiene and cleanliness affect wellness. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | Students Can: | |

INDICATOR | CH.K.2.2.c. | Explain positive outcomes from brushing and flossing teeth daily.ReadyRosieBrushing Your Teeth |

INDICATOR | CH.K.2.2.d. | Demonstrate steps for proper hand washing, brushing, and flossing of teeth.ReadyRosieBrushing Your Teeth |

CONTENT AREA | Comprehensive Health - Kindergarten, Standard 3. Social and Emotional Wellness | |

STANDARD | CH.K.3.1 | Recognize the relationship between emotions and actions. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | Students Can: | |

INDICATOR | CH.K.3.1.a. | Demonstrate ways to show respect, consideration, and care for others, such as saying please, thank you, and I’m sorry.ReadyRosieFavorite People Place Cards Routine Strategy: Routine Chart |

INDICATOR | CH.K.3.1.b. | Identify a variety of emotions.ReadyRosieEmotion Meter Scale Feelings Charades School Routine Practice |

INDICATOR | CH.K.3.1.c. | Recognize that feelings influence actions.ReadyRosieClap and Count Freeze Dance |

INDICATOR | CH.K.3.1.d. | Identify and demonstrate appropriate ways to express emotions and cope with strong feelings.ReadyRosieClap and Count Emotion Meter Scale Family Poem Feelings Charades Freeze Dance Red Light Purple Light Challenge School Routine Practice What Do I Like? |

CONTENT AREA | Comprehensive Health - Kindergarten, Standard 3. Social and Emotional Wellness | |

STANDARD | CH.K.3.2 | Demonstrate how to effectively communicate and cooperate with others. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | Students Can: | |

INDICATOR | CH.K.3.2.a. | Demonstrate effective listening skills.ReadyRosieConversation Starters Feelings Charades Routine Strategy: Transition Timer Sharing Chores and Your Day Sink or Swim |

INDICATOR | CH.K.3.2.b. | Demonstrate effective verbal and nonverbal communication skills.ReadyRosieSharing Chores and Your Day |

INDICATOR | CH.K.3.2.d. | Demonstrate strategies to cooperate with others.ReadyRosieClap and Count Problem Solving Tool: Rock, Paper, Scissors Sharing Chores and Your Day Super Kindness |

CONTENT AREA | Comprehensive Health - Kindergarten, Standard 4. Prevention and Risk Management | |

STANDARD | CH.K.4.1 | Explain the importance of respecting the personal space and boundaries of self and others. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | Students Can: | |

INDICATOR | CH.K.4.1.b. | Identify characteristics of a trusted adult.ReadyRosieAll About My Family Family Poem |

CONTENT AREA | Prepared Graduates in Physical Education | |

STANDARD | 5. Exhibit responsible personal and social behavior that respects self and others in physical activity settings.ReadyRosieClap and Count Conversation Starters Favorite People Place Cards Feelings Charades Fishing for Tens How can I stop my kids from fighting? Sink or Swim Super Kindness |

CONTENT AREA | Physical Education - Kindergarten, Standard 3. Social and Emotional Wellness | |

STANDARD | PE.K.3.1 | Demonstrate respect for self, others, and equipment. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | Students Can: | |

INDICATOR | PE.K.3.1.c. | Participate as a leader and follower.ReadyRosieClap and Count Super Kindness |

INDICATOR | PE.K.3.1.e. | Play without interfering with others.ReadyRosieClap and Count Emotion Meter Scale Is my child overscheduled? Red Light, Green Light Routine Strategy: Transition Timer Simon Says |

CONTENT AREA | Physical Education - Kindergarten, Standard 3. Social and Emotional Wellness | |

STANDARD | PE.K.3.2 | Demonstrate the ability to follow directions. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | Students Can: | |

INDICATOR | PE.K.3.2.a. | Start and stop on an auditory and visual signal.ReadyRosieRoutine Strategy: Transition Timer |

INDICATOR | PE.K.3.2.b. | Follow a simple series of instructions for an activity.ReadyRosieRoutine Strategy: Transition Timer |

INDICATOR | PE.K.3.2.c. | Speak at appropriate times.ReadyRosieConversation Starters Feelings Charades Sink or Swim |

INDICATOR | PE.K.3.2.d. | Follow established class protocols.ReadyRosieConversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |

Colorado Academic Standards (CAS) |

Health and PE |

Grade: 1 - Adopted: 2018 |

CONTENT AREA | Prepared Graduates in Comprehensive Health and Physical Education | |

STANDARD | 6. Apply knowledge and skills that promote healthy, violence-free relationships.ReadyRosieFeelings Charades How can I stop my kids from fighting? |

CONTENT AREA | Comprehensive Health - First Grade, Standard 3. Social and Emotional Wellness | |

STANDARD | CH.1.3.1 | Demonstrate how to express emotions in healthy ways. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | Students Can: | |

INDICATOR | CH.1.3.1.a. | Explain possible causes for a variety of emotions.ReadyRosieEmotion Meter Scale Feelings Charades I Love My Family Because... School Routine Practice What Do I See When I Hear...? |

INDICATOR | CH.1.3.1.b. | Identify appropriate ways to express emotions and cope with strong feelings.ReadyRosieClap and Count Emotion Meter Scale Family Poem Feelings Charades Freeze Dance I Love My Family Because... Inside Outside Traits Red Light Purple Light Challenge School Routine Practice What Do I Like? What Do I See When I Hear...? What I Like About Me |

INDICATOR | CH.1.3.1.c. | Demonstrate effective listening skills and verbal/non verbal communication skills.ReadyRosieConversation Starters Feelings Charades I Love My Family Because... Routine Strategy: Transition Timer Sharing Chores and Your Day Sink or Swim |

INDICATOR | CH.1.3.1.e. | Demonstrate strategies to resolve conflicts, such as sharing, collaboration and appropriately advocating for personal needs.ReadyRosieClap and Count Emotion Meter Scale Family Poem Feelings Charades How can I stop my kids from fighting? I Love My Family Because... Inside Outside Traits Problem Solving Tool: Rock, Paper, Scissors School Routine Practice Sharing Chores and Your Day Super Kindness What Do I Like? What Do I See When I Hear...? What I Like About Me |

CONTENT AREA | Comprehensive Health - First Grade, Standard 3. Social and Emotional Wellness | |

STANDARD | CH.1.3.2 | Identify parents, guardians, and other trusted adults as resources for information about health. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | Students Can: | |

INDICATOR | CH.1.3.2.a. | Identify trusted adults at home and at school.ReadyRosieAll About My Family Family Poem I Love My Family Because... Super Kindness |

INDICATOR | CH.1.3.2.c. | Demonstrate the ability to talk about feelings with parents and other trusted adults.ReadyRosieEmotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits School Routine Practice What Do I Like? What Do I See When I Hear...? What I Like About Me |

INDICATOR | CH.1.3.2.d. | Demonstrate the ability to ask for help from a parent and/or trusted adults.ReadyRosieAll About My Family Family Poem |

CONTENT AREA | Prepared Graduates in Physical Education | |

STANDARD | 5. Exhibit responsible personal and social behavior that respects self and others in physical activity settings.ReadyRosieClap and Count Conversation Starters Feelings Charades Fishing for Tens Folding a Blanket How can I stop my kids from fighting? I Love My Family Because... Sink or Swim Super Kindness |

CONTENT AREA | Physical Education - First Grade, Standard 1. Movement and Competence Understanding | |

STANDARD | PE.1.1.3 | Establish a beginning movement vocabulary. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | Students Can: | |

INDICATOR | PE.1.1.3.b. | Respond appropriately to a variety of cues.ReadyRosieRoutine Strategy: Transition Timer |

CONTENT AREA | Physical Education - First Grade, Standard 3. Social and Emotional Wellness | |

STANDARD | PE.1.3.1 | Work independently and with others to complete work. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | Students Can: | |

INDICATOR | PE.1.3.1.a. | Identify and demonstrate acceptable responses to challenges, successes, and failures.ReadyRosieFishing for Tens |

INDICATOR | PE.1.3.1.c. | Identify and demonstrate the attributes of being an effective partner or group member in physical activity.ReadyRosieClap and Count Folding a Blanket Super Kindness |

INDICATOR | PE.1.3.1.d. | Help another student share space effectively.ReadyRosieConversation Starters I Love My Family Because... |

CONTENT AREA | Physical Education - First Grade, Standard 3. Social and Emotional Wellness | |

STANDARD | PE.1.3.2 | Follow the rules of an activity. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | Students Can: | |

INDICATOR | PE.1.3.2.b. | Develop rules for an activity with teacher assistance, and participate in the activity while following the rules.ReadyRosieConversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |

INDICATOR | PE.1.3.2.c. | Follow the rules for simple games and activities.ReadyRosieConversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |

INDICATOR | PE.1.3.2.d. | Accept responsibility for one’s behavior in a game situation.ReadyRosieFishing for Tens |

CONTENT AREA | Physical Education - First Grade, Standard 4. Prevention and Risk Management | |

STANDARD | PE.1.4.1 | Develop movement control for safe participation in games and physical activities. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | Students Can: | |

INDICATOR | PE.1.4.1.b. | Demonstrate the ability to follow verbal and nonverbal instruction.ReadyRosieRoutine Strategy: Transition Timer |

Colorado Academic Standards (CAS) |

Health and PE |

Grade: 2 - Adopted: 2018 |

CONTENT AREA | Prepared Graduates in Comprehensive Health and Physical Education | |

STANDARD | 6. Apply knowledge and skills that promote healthy, violence-free relationships.ReadyRosieFeelings Charades How can I stop my kids from fighting? |

CONTENT AREA | Comprehensive Health - Second Grade, Standard 3. Social and Emotional Wellness | |

STANDARD | CH.2.3.1 | Utilize knowledge and skills to develop a positive self-concept. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | Students Can: | |

INDICATOR | CH.2.3.1.b. | Identify the personal traits that best represent who you are and why they are important.ReadyRosieStory of Your Name |

INDICATOR | CH.2.3.1.c. | Describe the importance of being aware of one’s own feelings and of being sensitive to the feelings of others.ReadyRosieEmotion Meter Scale Feelings Charades I Love My Family Because... What Do I See When I Hear...? |

CONTENT AREA | Comprehensive Health - Second Grade, Standard 3. Social and Emotional Wellness | |

STANDARD | CH.2.3.2 | Utilize knowledge and skills to develop an awareness of others and maintain healthy relationships. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | Students Can: | |

INDICATOR | CH.2.3.2.c. | Describe how you will use pro-social behaviors such as cooperation, being sensitive to the feelings of others, helping others, and being respectful of others.ReadyRosieKitchen Conversations Problem Solving Tool: Rock, Paper, Scissors Routine Strategy: Routine Chart Sharing Chores and Your Day Super Kindness |

CONTENT AREA | Prepared Graduates in Physical Education | |

STANDARD | 5. Exhibit responsible personal and social behavior that respects self and others in physical activity settings.ReadyRosieConversation Starters Fair Share Feelings Charades How can I stop my kids from fighting? I Love My Family Because... Kitchen Conversations Subtraction War Super Kindness This Is Important |

CONTENT AREA | Physical Education - Second Grade, Standard 2. Physical and Personal Wellness | |

STANDARD | PE.2.2.1 | Identify healthy habits for personal wellness. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | Students Can: | |

INDICATOR | PE.2.2.1.e. | Identify feelings resulting from challenges, successes, and failures in physical activity.ReadyRosieEmotion Meter Scale |

CONTENT AREA | Physical Education - Second Grade, Standard 3. Social and Emotional Wellness | |

STANDARD | PE.2.3.1 | Demonstrate positive and helpful behavior and words toward other students. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | Students Can: | |

INDICATOR | PE.2.3.1.b. | Participate in a variety of group settings without distracting behavior.ReadyRosieEmotion Meter Scale Is my child overscheduled? Routine Strategy: Transition Timer Simon Says This Is Important |

INDICATOR | PE.2.3.1.c. | Encourage others by using verbal and nonverbal communication.ReadyRosieConversation Starters I Love My Family Because... |

Colorado Academic Standards (CAS) |

Health and PE |

Grade: 3 - Adopted: 2018 |

CONTENT AREA | Prepared Graduates in Comprehensive Health and Physical Education | |

STANDARD | 6. Apply knowledge and skills that promote healthy, violence-free relationships.ReadyRosieFeelings Charades How can I stop my kids from fighting? |

CONTENT AREA | Comprehensive Health - Third Grade, Standard 3. Social and Emotional Wellness | |

STANDARD | CH.3.3.1 | Utilize knowledge and skills to treat self and others with care and respect. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | Students Can: | |

INDICATOR | CH.3.3.1.b. | Acknowledge the value of personal and others’ talents and strengths.ReadyRosieStory of Your Name |

INDICATOR | CH.3.3.1.d. | Discuss the importance of treating others the way you would like to be treated.ReadyRosieRoutine Strategy: Routine Chart |

CONTENT AREA | Comprehensive Health - Third Grade, Standard 3. Social and Emotional Wellness | |

STANDARD | CH.3.3.2 | Demonstrate interpersonal communication skills to support positive interactions with families, peers, and others. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | Students Can: | |

INDICATOR | CH.3.3.2.a. | Demonstrate effective interpersonal communication skills necessary to express emotions, personal needs, and wants in a healthy way.ReadyRosieEmotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important Who Are Your Heroes? |

INDICATOR | CH.3.3.2.b. | Describe positive ways to show care, consideration, and concern for others.ReadyRosieRoutine Strategy: Routine Chart |

INDICATOR | CH.3.3.2.e. | Identify potential conflicts that arise within relationships and strategies to resolve those conflicts.ReadyRosieHow can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |

CONTENT AREA | Comprehensive Health - Third Grade, Standard 4. Prevention and Risk Management | |

STANDARD | CH.3.4.2 | Describe pro-social behaviors and skills that enhance healthy interactions with others. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | Students Can: | |

INDICATOR | CH.3.4.2.a. | Give examples of pro-social behaviors such as helping others, being respectful of others, cooperation, consideration and being kind.ReadyRosieKitchen Conversations Problem Solving Tool: Rock, Paper, Scissors Routine Strategy: Routine Chart Sharing Chores and Your Day Super Kindness |

INDICATOR | CH.3.4.2.b. | Set a goal and a plan to be helpful and supportive to another person at school or at home.ReadyRosieCelebrate Learning Routine Strategy: Chore Chart Setting Summer Learning Goals |

INDICATOR | CH.3.4.2.d. | Demonstrate strategies for self-control that can manage anger and other strong feelings in positive ways.ReadyRosieEmotion Meter Scale Freeze Dance Red Light Purple Light Challenge |

CONTENT AREA | Prepared Graduates in Physical Education | |

STANDARD | 5. Exhibit responsible personal and social behavior that respects self and others in physical activity settings.ReadyRosieConversation Starters Fair Share Feelings Charades How can I stop my kids from fighting? I Love My Family Because... Kitchen Conversations Super Kindness This Is Important |

CONTENT AREA | Physical Education - Third Grade, Standard 3. Social and Emotional Wellness | |

STANDARD | PE.3.3.1 | Demonstrate positive social behaviors during physical activity. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | Students Can: | |

INDICATOR | PE.3.3.1.a. | Identify the positive behaviors of self and others.ReadyRosieConversation Starters I Love My Family Because... |

INDICATOR | PE.3.3.1.c. | Follow directions, activity-specific rules, procedures, and etiquette with few reminders.ReadyRosieConversation Starters How do I get my child to______? Routine Strategy: Transition Timer |

INDICATOR | PE.3.3.1.d. | Encourage others regularly, and refrain from put-down statements.ReadyRosieConversation Starters I Love My Family Because... |

INDICATOR | PE.3.3.1.e. | Ask a partner to participate in a physical activity.ReadyRosieConversation Starters I Love My Family Because... This Is Important |

INDICATOR | PE.3.3.1.f. | Congratulate friends for performing a skill correctly.ReadyRosieConversation Starters I Love My Family Because... |

Colorado Academic Standards (CAS) |

Language Arts |

Grade: K - Adopted: 2018 |

CONTENT AREA | Prepared Graduates in Reading, Writing, and Communicating | |

STANDARD | 1 | Collaborate effectively as group members or leaders who listen actively and respectfully; pose thoughtful questions, acknowledge the ideas of others; and contribute ideas to further the group’s attainment of an objective.ReadyRosieBuilding a Fort Sharing Chores and Your Day |

STANDARD | 2 | Deliver effective oral presentations for varied audiences and varied purposes.ReadyRosieHere Are the Facts Share Your Knowledge Sharing Chores and Your Day Who Am I? |

STANDARD | 3 | Read a wide range of literary texts to build knowledge and to better understand the human experience.ReadyRosieWhat Do I Like? |

STANDARD | 4 | Read a wide range of informational texts to build knowledge and to better understand the human experience.ReadyRosieBooks I Like |

STANDARD | 5 | Understand how language functions in different contexts, command a variety of word-learning strategies to assist comprehension, and make effective choices for meaning or style when writing and speaking.ReadyRosieFamily Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller |

STANDARD | 7 | Craft informational/explanatory texts using techniques specific to the genre.ReadyRosieAll 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 |

STANDARD | 8 | Craft narratives using techniques specific to the genre.ReadyRosieA 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? |

STANDARD | 9 | Demonstrate mastery of their own writing process with clear, coherent, and error-free polished products.ReadyRosieNature Journaling |

CONTENT AREA | RW.K.1. | Oral Expression and Listening |

STANDARD | RW.K.1.1. | Communicate using verbal and nonverbal language. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.K.1.1.a. | Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (CCSS: SL.K.1) |

INDICATOR | RW.K.1.1.a.i. | Follow agreed-upon rules for discussions (for example: listening to others and taking turns speaking about the topics and texts under discussion). (CCSS: SL.K.1a)ReadyRosieA Memorable Story Conversation Starters Conversations in the Car Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who's Coming to Dinner? |

INDICATOR | RW.K.1.1.a.ii. | Continue a conversation through multiple exchanges. (CCSS: SL.K.1b)ReadyRosieA Memorable Story Conversation Starters Conversations in the Car Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who's Coming to Dinner? |

CONTENT AREA | RW.K.1. | Oral Expression and Listening |

STANDARD | RW.K.1.1. | Communicate using verbal and nonverbal language. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.K.1.1.b. | 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. (CCSS: SL.K.2)ReadyRosie20 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 |

EVIDENCE OUTCOMES | RW.K.1.1.c. | Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CCSS: SL.K.3)ReadyRosie20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |

EVIDENCE OUTCOMES | RW.K.1.1.d. | Listen with comprehension to follow two-step directions.ReadyRosieFreeze Dance |

EVIDENCE OUTCOMES | RW.K.1.1.e. | Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CCSS: L.K.6)ReadyRosieFamily 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 |

CONTENT AREA | RW.K.1. | Oral Expression and Listening |

STANDARD | RW.K.1.2. | Develop oral communication skills through a language-rich environment. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.K.1.2.a. | Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CCSS: SL.K.4)ReadyRosie20 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? |

EVIDENCE OUTCOMES | RW.K.1.2.b. | Add drawings or other visual displays to descriptions as desired to provide additional detail. (CCSS: SL.K.5)ReadyRosie20 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? |

EVIDENCE OUTCOMES | RW.K.1.2.c. | Speak audibly and express thoughts, feelings, and ideas clearly. (CCSS: SL.K.6)ReadyRosieConversation Starters Here Are the Facts I Know All About Sharing Chores and Your Day Simon Says Where Would You Go? Who Am I? |

EVIDENCE OUTCOMES | RW.K.1.2.d. | Sort common objects into categories (for example: shapes, foods) to gain a sense of the concepts the categories represent. (CCSS: L.K.5a)ReadyRosieGuess the Group |

EVIDENCE OUTCOMES | RW.K.1.2.e. | Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). (CCSS: L.K.5b)ReadyRosieSpeedy Synonyms |

EVIDENCE OUTCOMES | RW.K.1.2.g. | Distinguish shades of meaning among verbs describing the same general action (for example: walk, march, strut, prance) by acting out the meanings. (CCSS: L.K.5d)ReadyRosieNursery Rhymes |

EVIDENCE OUTCOMES | RW.K.1.2.h. | Use new vocabulary that is directly taught through reading, speaking, and listening.ReadyRosieFamily 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 |

EVIDENCE OUTCOMES | RW.K.1.2.i. | Relate new vocabulary to prior knowledge.ReadyRosieFamily 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 |

CONTENT AREA | RW.K.2. | Reading for All Purposes |

STANDARD | RW.K.2.1. | Develop and apply the concepts of print and comprehension of literary texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.K.2.1.a. | Use Key Ideas and Details to: |

INDICATOR | RW.K.2.1.a.i. | With prompting and support, ask and answer questions about key details in a text. (CCSS: RL.K.1)ReadyRosieIsn't That Bold? Making Connections Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |

INDICATOR | RW.K.2.1.a.ii. | With prompting and support, retell familiar stories, including key details. (CCSS: RL.K.2)ReadyRosieRetelling the Story Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |

INDICATOR | RW.K.2.1.a.iii. | With prompting and support, identify characters, settings, and major events in a story. (CCSS: RL.K.3)ReadyRosieFeelings Charades Making Connections Reading Strategy: Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |

CONTENT AREA | RW.K.2. | Reading for All Purposes |

STANDARD | RW.K.2.1. | Develop and apply the concepts of print and comprehension of literary texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.K.2.1.b. | Use Craft and Structure to: |

INDICATOR | RW.K.2.1.b.i. | Ask and answer questions about unknown words in a text. (CCSS: RL.K.4)ReadyRosieFeelings Charades Nursery Rhymes Reading Rhymes Storytelling with a Picture Book What Makes a Good Storyteller |

INDICATOR | RW.K.2.1.b.ii. | Recognize common types of texts (for example: storybooks, poems). (CCSS: RL.K.5)ReadyRosieWhat Do I Like? |

INDICATOR | RW.K.2.1.b.iii. | With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (CCSS: RL.K.6)ReadyRosieIsn't That Bold? Storytelling with a Picture Book |

CONTENT AREA | RW.K.2. | Reading for All Purposes |

STANDARD | RW.K.2.1. | Develop and apply the concepts of print and comprehension of literary texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.K.2.1.c. | Use Integration of Knowledge and Ideas to: |

INDICATOR | RW.K.2.1.c.i. | With prompting and support, describe the relationship between illustrations and the story in which they appear (for example: what moment in a story an illustration depicts). (CCSS: RL.K.7)ReadyRosieIsn't That Bold? Reading Strategies: Look at the Picture Retelling the Story Wordless Picture Books |

INDICATOR | RW.K.2.1.c.ii. | With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. (CCSS: RL.K.9)ReadyRosieStorytelling with a Picture Book What Makes a Good Storyteller |

CONTENT AREA | RW.K.2. | Reading for All Purposes |

STANDARD | RW.K.2.1. | Develop and apply the concepts of print and comprehension of literary texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.K.2.1.d. | Use Range of Reading and Level of Text Complexity to: |

INDICATOR | RW.K.2.1.d.i. | Actively engage in group reading activities with purpose and understanding. (CCSS: RL.K.10)ReadyRosieI Read to You, You Read to Me Making Connections Pattern Books Storytelling with a Picture Book |

CONTENT AREA | RW.K.2. | Reading for All Purposes |

STANDARD | RW.K.2.2. | Develop and apply the concepts of print and comprehension of informational texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.K.2.2.a. | Use Key Ideas and Details to: |

INDICATOR | RW.K.2.2.a.i. | With prompting and support, ask and answer questions about key details in a text. (CCSS: RI.K.1)ReadyRosieWhat's Cool About Nonfiction? |

INDICATOR | RW.K.2.2.a.ii. | With prompting and support, identify the main topic and retell key details of a text. (CCSS: RI.K.2)ReadyRosieBook Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |

CONTENT AREA | RW.K.2. | Reading for All Purposes |

STANDARD | RW.K.2.2. | Develop and apply the concepts of print and comprehension of informational texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.K.2.2.b. | Use Craft and Structure to: |

INDICATOR | RW.K.2.2.b.i. | With prompting and support, ask and answer questions about unknown words in a text. (CCSS: RI.K.4)ReadyRosieShare Your Knowledge |

CONTENT AREA | RW.K.2. | Reading for All Purposes |

STANDARD | RW.K.2.2. | Develop and apply the concepts of print and comprehension of informational texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.K.2.2.c. | Use Integration of Knowledge and Ideas to: |

INDICATOR | RW.K.2.2.c.i. | With prompting and support, describe the relationship between illustrations and the text in which they appear (for example: what person, place, thing, or idea in the text an illustration depicts). (CCSS: RI.K.7)ReadyRosieBooks I Like How Far Does It Fly? |

INDICATOR | RW.K.2.2.c.ii. | With prompting and support, identify the reasons an author gives to support points in a text. (CCSS: RI.K.8)ReadyRosieBook Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |

CONTENT AREA | RW.K.2. | Reading for All Purposes |

STANDARD | RW.K.2.2. | Develop and apply the concepts of print and comprehension of informational texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.K.2.2.d. | Use Range of Reading and Level of Text Complexity to: |

INDICATOR | RW.K.2.2.d.i. | Actively engage in group reading activities with purpose and understanding. (CCSS: RI.K.10)ReadyRosieI Read to You, You Read to Me |

CONTENT AREA | RW.K.2. | Reading for All Purposes |

STANDARD | RW.K.2.3. | Develop basic reading skills through the use of foundational skills. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.K.2.3.a. | Demonstrate understanding of the organization and basic features of print. (CCSS: RF.K.1) |

INDICATOR | RW.K.2.3.a.i. | Follow words from left to right, top to bottom, and page by page. (CCSS: RF.K.1a)ReadyRosieReading Strategy: Using Your Reading Finger |

INDICATOR | RW.K.2.3.a.iii. | Understand that words are separated by spaces in print (concept of word). (CCSS: RF.K.1c)ReadyRosieReading Strategy: Using Your Reading Finger |

INDICATOR | RW.K.2.3.a.iv. | Recognize and name all upper- and lowercase letters of the alphabet. (CCSS: RF.K.1d)ReadyRosieAlphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound |

CONTENT AREA | RW.K.2. | Reading for All Purposes |

STANDARD | RW.K.2.3. | Develop basic reading skills through the use of foundational skills. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.K.2.3.b. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CCSS: RF.K.2) |

INDICATOR | RW.K.2.3.b.i. | Recognize and produce rhyming words. (CCSS: RF.K.2a)ReadyRosieName Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |

INDICATOR | RW.K.2.3.b.iii. | Blend and segment the onset and rime of single-syllable spoken words. (adapted from CCSS: RF.K.2c)ReadyRosieReading Strategy: Chunk the Word |

INDICATOR | RW.K.2.3.b.iv. | Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (adapted from CCSS: RF.K.2d)ReadyRosieFavorite People Place Cards |

INDICATOR | RW.K.2.3.b.v. | Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. (CCSS: RF.K.2e)ReadyRosieName Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star Super Hero Names |

INDICATOR | RW.K.2.3.b.vi. | Read text consisting of short sentences comprised of learned sight words and consonant-vowel-consonant (CVC) words.ReadyRosieFavorite People Place Cards |

INDICATOR | RW.K.2.3.b.vii. | Identify phonemes for letters.ReadyRosieName Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star Super Hero Names |

CONTENT AREA | RW.K.2. | Reading for All Purposes |

STANDARD | RW.K.2.3. | Develop basic reading skills through the use of foundational skills. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.K.2.3.c. | Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.K3) |

INDICATOR | RW.K.2.3.c.i. | Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. (adapted from CCSS: RF.K.3a)ReadyRosieAll About My Family Alphabet Dice Game I Found This Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Super Hero Names You Know It! |

INDICATOR | RW.K.2.3.c.ii. | Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. (CCSS: RF.K.3b)ReadyRosieAll About My Family I Found This Letters on My Back Race to the Letter Sound |

INDICATOR | RW.K.2.3.c.iii. | Read common high-frequency words by sight (for example: the, of, to, you, she, my, is, are, do, does). (CCSS: RF.K.3c)ReadyRosieFishing for Words My Words, Your Words Where's That Word? You Know It! |

INDICATOR | RW.K.2.3.c.iv. | Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CCSS: RF.K.3d)ReadyRosieReading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |

CONTENT AREA | RW.K.2. | Reading for All Purposes |

STANDARD | RW.K.2.3. | Develop basic reading skills through the use of foundational skills. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.K.2.3.d. | Read emergent-reader texts with purpose and understanding. (CCSS: RF.K.4)ReadyRosieDaily Reading Routines Making Connections My Library List Pattern Books Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |

CONTENT AREA | RW.K.2. | Reading for All Purposes |

STANDARD | RW.K.2.3. | Develop basic reading skills through the use of foundational skills. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.K.2.3.f. | Identify and manipulate sounds. |

INDICATOR | RW.K.2.3.f.i. | Identify and produce groups of words that begin with the same sound (alliteration).ReadyRosieFamily Alliteration Name Game Silly Song Singing Super Hero Names Tongue Twister Time |

INDICATOR | RW.K.2.3.f.ii. | Identify the initial, medial, and final phoneme (speech sound) of spoken words.ReadyRosieFamily Alliteration Name Game Stinkle, Stinkle, Stittle Star Super Hero Names |

CONTENT AREA | RW.K.3. | Writing and Composition |

STANDARD | RW.K.3.1. | Write opinions using labels, dictation, and drawing. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.K.3.1.a. | 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 (for example: My favorite book is…). (CCSS: W.K.1)ReadyRosieCaptioning Your Childhood My First Journal Tips for helping your child love reading |

EVIDENCE OUTCOMES | RW.K.3.1.b. | With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. (CCSS: W.K.5)ReadyRosieAll About Me Captioning Your Childhood I Know All About Labeling Your Story Make a Card Nature Journaling Write Me a Story |

CONTENT AREA | RW.K.3. | Writing and Composition |

STANDARD | RW.K.3.2. | Write informative/explanatory texts on a topic using labels, dictation, and drawing. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.K.3.2.a. | 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. (CCSS: W.K.2)ReadyRosieAll 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 |

EVIDENCE OUTCOMES | RW.K.3.2.b. | With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. (CCSS: W.K.5)ReadyRosieAll About Me Captioning Your Childhood I Know All About Labeling Your Story Make a Card Nature Journaling Write Me a Story |

CONTENT AREA | RW.K.3. | Writing and Composition |

STANDARD | RW.K.3.3. | Write real or imagined narratives using labels, dictation, and drawing. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.K.3.3.a. | 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. (CCSS: W.K.3)ReadyRosieA 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 |

EVIDENCE OUTCOMES | RW.K.3.3.b. | With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. (CCSS: W.K.5)ReadyRosieAll About Me Captioning Your Childhood I Know All About Labeling Your Story Make a Card Nature Journaling Write Me a Story |

CONTENT AREA | RW.K.3. | Writing and Composition |

STANDARD | RW.K.3.4. | Use appropriate mechanics and conventions when creating simple texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.K.3.4.a. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.K.1) |

INDICATOR | RW.K.3.4.a.i. | Print many upper- and lowercase letters. (CCSS: L.K.1a)ReadyRosieCaptioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |

INDICATOR | RW.K.3.4.a.ii. | Use frequently occurring nouns and verbs. (CCSS: L.K.1b)ReadyRosieAll About My Family |

INDICATOR | RW.K.3.4.a.iv. | Understand and use question words (interrogatives) (for example: who, what, where, when, why, how). (CCSS: L.K.1d)ReadyRosie20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |

INDICATOR | RW.K.3.4.a.vi. | Produce and expand complete sentences in shared language activities. (CCSS: L.K.1f)ReadyRosieCaptioning Your Childhood Make a Card |

CONTENT AREA | RW.K.3. | Writing and Composition |

STANDARD | RW.K.3.4. | Use appropriate mechanics and conventions when creating simple texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.K.3.4.b. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.K.2) |

INDICATOR | RW.K.3.4.b.i. | Capitalize the first word in a sentence and the pronoun I. (CCSS: L.K.2a)ReadyRosieMake an Invitation |

INDICATOR | RW.K.3.4.b.ii. | Recognize and name end punctuation. (CCSS: L.K.2b)ReadyRosieIsn't That Bold? |

INDICATOR | RW.K.3.4.b.iii. | Write a letter or letters for most consonant and short-vowel sounds (phonemes). (CCSS: L.K.2c)ReadyRosieCaptioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |

INDICATOR | RW.K.3.4.b.iv. | Spell simple words phonetically, drawing on knowledge of sound-letter relationships. (CCSS: L.K.2d)ReadyRosieAll About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |

CONTENT AREA | RW.K.4. | Research Inquiry and Design |

STANDARD | RW.K.4.1. | Explore the purposes for research and inquiry by accessing resources in collaborative settings. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.K.4.1.a. | Participate in shared research and writing projects (for example: explore a number of books by a favorite author and express opinions about them). (CCSS:W.K.7)ReadyRosieColor Poem Create a Crazy Character Family Adventure List I Want to Know About Make a Card Nature Journaling Write Me a Story |

EVIDENCE OUTCOMES | RW.K.4.1.b. | Identify a clear purpose for research or inquiry (for example: If the class is learning about trees, is my need to know more about pets related?).ReadyRosieI Want to Know About Nature Journaling |

EVIDENCE OUTCOMES | RW.K.4.1.c. | Ask a specific question and gather relevant information from various sources related to that question that inform clarity of purpose and conclusions about research.ReadyRosieGuess Who Let's Explore |

EVIDENCE OUTCOMES | RW.K.4.1.d. | Ask primary questions of clarity, significance, relevance, and accuracy to improve quality of thinking.ReadyRosieGuess Who Let's Explore |

EVIDENCE OUTCOMES | RW.K.4.1.e. | Use a variety of resources to answer questions of interest through guided inquiry (for example: texts read aloud or viewed, direct observation).ReadyRosieNature Journaling |

EVIDENCE OUTCOMES | RW.K.4.1.f. | Gather relevant information and check various information sources for accuracy (for example: In a class discussion focused on butterflies, students ask questions related to a butterfly and the life cycle).ReadyRosieNature Journaling |

EVIDENCE OUTCOMES | RW.K.4.1.g. | With guidance and support from adults, recall information from experience or gather information from provided sources to answer a question. (CCSS:W.K.8)ReadyRosieI Found This I Want to Know About Let's Explore Nature Journaling |

Colorado Academic Standards (CAS) |

Language Arts |

Grade: 1 - Adopted: 2018 |

CONTENT AREA | Prepared Graduates in Reading, Writing, and Communicating | |

STANDARD | 1 | Collaborate effectively as group members or leaders who listen actively and respectfully; pose thoughtful questions, acknowledge the ideas of others; and contribute ideas to further the group’s attainment of an objective.ReadyRosieBuilding a Fort Sharing Chores and Your Day |

STANDARD | 2 | Deliver effective oral presentations for varied audiences and varied purposes.ReadyRosieShare Your Knowledge Sharing Chores and Your Day |

STANDARD | 3 | Read a wide range of literary texts to build knowledge and to better understand the human experience.ReadyRosieWhat Do I Like? |

STANDARD | 5 | Understand how language functions in different contexts, command a variety of word-learning strategies to assist comprehension, and make effective choices for meaning or style when writing and speaking.ReadyRosieFamily Sensory Walk Feelings Charades How can I help my child learn new words? Million Dollar Words Nursery Rhymes Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread Share Your Knowledge Storytelling with a Picture Book What Does It Mean? What Makes a Good Storyteller Wondering About Words |

STANDARD | 6 | Craft arguments using techniques specific to the genre.ReadyRosieI'd Really Like |

STANDARD | 7 | Craft informational/explanatory texts using techniques specific to the genre.ReadyRosieAll 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 |

STANDARD | 8 | Craft narratives using techniques specific to the genre.ReadyRosieCaptioning Your Childhood Labeling Your Story Magical Creature Writing My First Journal Remember The Story Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around |

STANDARD | 9 | Demonstrate mastery of their own writing process with clear, coherent, and error-free polished products.ReadyRosieNature Journaling |

CONTENT AREA | RW.1.1. | Oral Expression and Listening |

STANDARD | RW.1.1.1. | Communicate using verbal and nonverbal language to express and receive information. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.1.1.1.a. | Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (CCSS: SL.1.1) |

INDICATOR | RW.1.1.1.a.i. | Follow agreed-upon rules for discussions (for example: listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS: SL.1.1a)ReadyRosieConversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |

INDICATOR | RW.1.1.1.a.ii. | Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (CCSS: SL.1.1b)ReadyRosieConversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |

INDICATOR | RW.1.1.1.a.iii. | Ask questions to clear up any confusion about the topics and texts under discussion. (CCSS: SL.1.1c)ReadyRosie20 Questions Draw Conversation Starters Freeze Dance Guess Who Library Visit What I Like About Me Who's Coming to Dinner? |

CONTENT AREA | RW.1.1. | Oral Expression and Listening |

STANDARD | RW.1.1.1. | Communicate using verbal and nonverbal language to express and receive information. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.1.1.1.b. | Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (CCSS: SL.1.2)ReadyRosie20 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 |

EVIDENCE OUTCOMES | RW.1.1.1.c. | Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. (CCSS: SL.1.3)ReadyRosie20 Questions Draw Conversation Starters Freeze Dance Guess Who I Love My Family Because... Library Visit What I Like About Me Who's Coming to Dinner? |

CONTENT AREA | RW.1.1. | Oral Expression and Listening |

STANDARD | RW.1.1.2. | Use multiple strategies to develop and expand oral communication. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.1.1.2.a. | Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (CCSS: SL.1.4)ReadyRosie20 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? |

EVIDENCE OUTCOMES | RW.1.1.2.b. | Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (CCSS: SL.1.)ReadyRosie20 Questions Draw Create a Crazy Character Funny Pictures |

EVIDENCE OUTCOMES | RW.1.1.2.c. | Produce complete sentences when appropriate to task and situation. (CCSS: SL.1.6)ReadyRosieGuess Who Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |

EVIDENCE OUTCOMES | RW.1.1.2.d. | Give and follow simple two-step directions.ReadyRosieFreeze Dance |

CONTENT AREA | RW.1.2. | Reading for All Purposes |

STANDARD | RW.1.2.1. | Apply foundational reading strategies to fluently read and comprehend literary texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.1.2.1.a. | Use Key Ideas and Details to: |

INDICATOR | RW.1.2.1.a.i. | Ask and answer questions about key details in a text. (CCSS: RL.1.1)ReadyRosieChapter Books Funny Pictures How To Preview & Predict Read a Little, Think a Little Story Train Storytelling with a Picture Book What Do I Like? What Do You Want to Know? What Makes a Good Storyteller What's Cool About Nonfiction? |

INDICATOR | RW.1.2.1.a.ii. | Retell stories, including key details, and demonstrate understanding of their central message or lesson. (CCSS: RL.1.2)ReadyRosieChapter Books Funny Pictures Retelling the Fable Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |

INDICATOR | RW.1.2.1.a.iii. | Describe characters, settings, and major events in a story, using key details. (CCSS: RL.1.3)ReadyRosieChapter Books Character Connection Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |

INDICATOR | RW.1.2.1.a.iv. | Make predictions about what will happen in the text and explain whether they were confirmed or not and why, providing evidence from the text.ReadyRosieCover the Ending Preview & Predict Read a Little, Think a Little |

CONTENT AREA | RW.1.2. | Reading for All Purposes |

STANDARD | RW.1.2.1. | Apply foundational reading strategies to fluently read and comprehend literary texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.1.2.1.b. | Use Craft and Structure to: |

INDICATOR | RW.1.2.1.b.i. | Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (CCSS: RL.1.4)ReadyRosieLet'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? |

INDICATOR | RW.1.2.1.b.ii. | Explain major differences between books that tell stories and books that give information. (adapted from CCSS: RL.1.5)ReadyRosieChapter Books What Do I Like? |

INDICATOR | RW.1.2.1.b.iii. | Identify who is telling the story at various points in a text. (CCSS: RL.1.6)ReadyRosieReading Strategy: Reading and Making Connections |

INDICATOR | RW.1.2.1.b.iv. | Follow and replicate patterns in predictable poems.ReadyRosiePoetry Routine What Do I Like? |

CONTENT AREA | RW.1.2. | Reading for All Purposes |

STANDARD | RW.1.2.1. | Apply foundational reading strategies to fluently read and comprehend literary texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.1.2.1.c. | Use Integration of Knowledge and Ideas to: |

INDICATOR | RW.1.2.1.c.i. | Use illustrations and details in a story to describe its characters, setting, or events. (CCSS: RL.1.7)ReadyRosieChapter 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 |

INDICATOR | RW.1.2.1.c.ii. | Compare and contrast the adventures and experiences of characters in stories. (CCSS: RL.1.9)ReadyRosieStorytelling with a Picture Book What Makes a Good Storyteller |

CONTENT AREA | RW.1.2. | Reading for All Purposes |

STANDARD | RW.1.2.1. | Apply foundational reading strategies to fluently read and comprehend literary texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.1.2.1.d. | Use Range of Reading and Level of Text Complexity to: |

INDICATOR | RW.1.2.1.d.i. | With prompting and support, read prose and poetry of appropriate complexity for grade 1. (CCSS: RL.1.10)ReadyRosiePoetry Routine Reading Strategy: Model Expressive Reading What Do I Like? |

CONTENT AREA | RW.1.2. | Reading for All Purposes |

STANDARD | RW.1.2.2. | Apply foundational reading strategies to fluently read and comprehend informational texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.1.2.2.a. | Use Key Ideas and Details to: |

INDICATOR | RW.1.2.2.a.i. | Ask and answer questions about key details in a text. (CCSS: RI.1.1)ReadyRosieHow To What Do You Want to Know? What's Cool About Nonfiction? |

INDICATOR | RW.1.2.2.a.ii. | Identify the main topic and retell key details of a text. (CCSS: RI.1.2)ReadyRosieHow To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |

CONTENT AREA | RW.1.2. | Reading for All Purposes |

STANDARD | RW.1.2.2. | Apply foundational reading strategies to fluently read and comprehend informational texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.1.2.2.b. | Use Craft and Structure to: |

INDICATOR | RW.1.2.2.b.i. | Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (CCSS: RI.1.4)ReadyRosieShare Your Knowledge Wondering About Words |

INDICATOR | RW.1.2.2.b.ii. | Know and use various text features (for example: headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.(CCSS: RI.1.5)ReadyRosieGetting Into Information How To |

INDICATOR | RW.1.2.2.b.iii. | Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (CCSS: RI.1.6)ReadyRosieHow Far Does It Fly? How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |

CONTENT AREA | RW.1.2. | Reading for All Purposes |

STANDARD | RW.1.2.2. | Apply foundational reading strategies to fluently read and comprehend informational texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.1.2.2.c. | Use Integration of Knowledge and Ideas to: |

INDICATOR | RW.1.2.2.c.i. | Use the illustrations and details in a text to describe its key ideas. (CCSS: RI.1.7)ReadyRosieHow Far Does It Fly? How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |

INDICATOR | RW.1.2.2.c.ii. | Identify the reasons an author gives to support points in a text. (CCSS: RI.1.8)ReadyRosieHow To Is It Real? What's Cool About Nonfiction? |

CONTENT AREA | RW.1.2. | Reading for All Purposes |

STANDARD | RW.1.2.2. | Apply foundational reading strategies to fluently read and comprehend informational texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.1.2.2.d. | Use Range of Reading and Level of Text Complexity to: |

INDICATOR | RW.1.2.2.d.i. | With prompting and support, read informational texts appropriately complex for grade 1. (CCSS: RI.1.10)ReadyRosieBooks on the Go Daily Reading Routines Five Finger Rule Reading Strategies: Punctuation Expression Reading Strategy: Echo Reading Reading Strategy: Give the Word What Do I Like? |

CONTENT AREA | RW.1.2. | Reading for All Purposes |

STANDARD | RW.1.2.3. | Refine foundational reading skills through understanding word structure, word relationships, and word families. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.1.2.3.a. | Demonstrate understanding of the organization and basic features of print. (CCSS: RF.1.1) |

INDICATOR | RW.1.2.3.a.i. | Recognize the distinguishing features of a sentence (for example: first word, capitalization, ending punctuation). (CCSS: RF.1.1a)ReadyRosieReading Strategies: Punctuation Expression |

CONTENT AREA | RW.1.2. | Reading for All Purposes |

STANDARD | RW.1.2.3. | Refine foundational reading skills through understanding word structure, word relationships, and word families. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.1.2.3.b. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CCSS: RF.1.2) |

INDICATOR | RW.1.2.3.b.i. | Distinguish long from short vowel sounds in spoken single-syllable words. (CCSS: RF.1.2a)ReadyRosieAll About My Family I Found This Letters on My Back Race to the Letter Sound |

INDICATOR | RW.1.2.3.b.ii. | Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (adapted from CCSS: RF.1.2b)ReadyRosieLooking for Chunks Reading Strategy: Chunk the Word Word Man |

INDICATOR | RW.1.2.3.b.iii. | Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. (CCSS: RF.1.2c)ReadyRosieBegin with the End Family Alliteration Name Game |

CONTENT AREA | RW.1.2. | Reading for All Purposes |

STANDARD | RW.1.2.3. | Refine foundational reading skills through understanding word structure, word relationships, and word families. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.1.2.3.c. | Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.1.3) |

INDICATOR | RW.1.2.3.c.i. | Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). (CCSS: RF.1.3a)ReadyRosieLooking for Chunks Reading Strategy: Chunk the Word Word Man |

INDICATOR | RW.1.2.3.c.ii. | Decode regularly spelled one-syllable words. (CCSS: RF.1.3b)ReadyRosieLooking for Chunks Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |

INDICATOR | RW.1.2.3.c.iii. | Know final -e and common vowel team conventions for representing long vowel sounds. (CCSS: RF.1.3c)ReadyRosieChange One Letter |

INDICATOR | RW.1.2.3.c.iv. | Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. (CCSS: RF.1.3d)ReadyRosieRhyming Hand Game |

INDICATOR | RW.1.2.3.c.v. | Decode two-syllable words following basic patterns by breaking the words into syllables. (CCSS: RF.1.3e)ReadyRosieLittle Words Inside Bigger Words Looking for Chunks Reading Strategy: Cover the Suffix Rhyming Hand Game |

INDICATOR | RW.1.2.3.c.vii. | Read grade-appropriate irregularly spelled words. (adapted from CCSS: RF.1.3g)ReadyRosieChange 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! |

INDICATOR | RW.1.2.3.c.viii. | Use onsets and rimes to create new words (for example: ip to make dip, lip, slip, ship)ReadyRosieReading Strategy: Chunk the Word |

INDICATOR | RW.1.2.3.c.ix. | Accurately decode unknown words that follow a predictable letter/sound relationship.ReadyRosieLooking for Chunks Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |

CONTENT AREA | RW.1.2. | Reading for All Purposes |

STANDARD | RW.1.2.3. | |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.1.2.3.d. | Read with sufficient accuracy and fluency to support comprehension: (CCSS: RF.1.4) |

INDICATOR | RW.1.2.3.d.i. | Read grade-level text with purpose and understanding. (CCSS: RF.1.4a)ReadyRosieBooks on the Go Building a Fort Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me My Library List Preview & Predict Read Like You Talk Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategies: Punctuation Expression Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |

INDICATOR | RW.1.2.3.d.ii. | Read grade-level text orally with accuracy, appropriate rate, and expression. (CCSS: RF.1.4b)ReadyRosieBuilding a Fort Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word |

INDICATOR | RW.1.2.3.d.iii. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.1.4c)ReadyRosieReading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |

CONTENT AREA | RW.1.2. | Reading for All Purposes |

STANDARD | RW.1.2.3. | |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.1.2.3.e. | 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. (CCSS: L.1.4) |

INDICATOR | RW.1.2.3.e.i. | Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS: L.1.4a)ReadyRosieReading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |

INDICATOR | RW.1.2.3.e.ii. | Use frequently occurring affixes as a clue to the meaning of a word. (CCSS: L.1.4b)ReadyRosieReading Strategy: Cover the Suffix |

CONTENT AREA | RW.1.2. | Reading for All Purposes |

STANDARD | RW.1.2.3. | |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.1.2.3.f. | With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. (CCSS: L.1.5) |

INDICATOR | RW.1.2.3.f.i. | Sort words into categories (for example: colors, clothing) to gain a sense of the concepts the categories represent. (CCSS: L.1.5a)ReadyRosieNoun Charades Words to Chew On |

INDICATOR | RW.1.2.3.f.ii. | Define words by category and by one or more key attributes (for example: a duck is a bird that swims; a tiger is a large cat with stripes). (CCSS: L.1.5b)ReadyRosieNoun Charades Words to Chew On |

INDICATOR | RW.1.2.3.f.iii. | Identify real-life connections between words and their use (for example: note places at home that are cozy). (CCSS: L.1.5c)ReadyRosieMillion Dollar Words |

INDICATOR | RW.1.2.3.f.iv. | Distinguish shades of meaning among verbs differing in manner (for example: look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (for example: large, gigantic) by defining or choosing them or by acting out the meanings. (CCSS: L.1.5d)ReadyRosieMillion Dollar Words Nursery Rhymes |

CONTENT AREA | RW.1.2. | Reading for All Purposes |

STANDARD | RW.1.2.3. | |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.1.2.3.g. | 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 (for example: because). (CCSS: L.1.6)ReadyRosieFamily Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes |

CONTENT AREA | RW.1.3. | Writing and Composition |

STANDARD | RW.1.3.1. | Write an opinion supported by reasons. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.1.3.1.a. | Introduce the topic or name the book they are writing about. (adapted from CCSS: W.1.1)ReadyRosieCaptioning Your Childhood My First Journal |

EVIDENCE OUTCOMES | RW.1.3.1.b. | State an opinion. (adapted from CCSS: W.1.1)ReadyRosieCaptioning Your Childhood My First Journal |

EVIDENCE OUTCOMES | RW.1.3.1.c. | Supply a reason for the opinion. (adapted from CCSS: W.1.1)ReadyRosieCaptioning Your Childhood My First Journal |

EVIDENCE OUTCOMES | RW.1.3.1.d. | Provide some sense of closure. (adapted from CCSS: W.1.1)ReadyRosieCaptioning Your Childhood My First Journal |

CONTENT AREA | RW.1.3. | Writing and Composition |

STANDARD | RW.1.3.2. | Write informative/explanatory texts by naming a topic, providing related details, and giving the audience a sense of closure. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.1.3.2.a. | Name a topic. (CCSS: W.1.2)ReadyRosieAll 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 |

EVIDENCE OUTCOMES | RW.1.3.2.b. | Supply some facts about the topic. (CCSS: W.1.2)ReadyRosieAll 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 an Invitation Nature Journaling Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |

EVIDENCE OUTCOMES | RW.1.3.2.c. | Provide some sense of closure. (CCSS: W.1.2)ReadyRosieAll 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 an Invitation Nature Journaling Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |

CONTENT AREA | RW.1.3. | Writing and Composition |

STANDARD | RW.1.3.3. | Recount real or imagined, sequenced events that include details and a sense of closure. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.1.3.3.a. | Recount two or more appropriately sequenced events. (CCSS: W.1.3)ReadyRosieFunny Pictures Magical Creature Writing My First Journal Sharing Chores and Your Day Story Train Write Around |

EVIDENCE OUTCOMES | RW.1.3.3.b. | Include some details regarding what happened. (CCSS: W.1.3)ReadyRosieFunny Pictures Labeling Your Story Magical Creature Writing Story Train Write a Favorite Family Recipe |

EVIDENCE OUTCOMES | RW.1.3.3.c. | Provide some sense of closure. (CCSS: W.1.3)ReadyRosieFunny Pictures Labeling Your Story Magical Creature Writing Story Train Write Around |

CONTENT AREA | RW.1.3. | Writing and Composition |

STANDARD | RW.1.3.4. | Use appropriate grammar, spelling, capitalization, and punctuation. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.1.3.4.a. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.1.1) |

INDICATOR | RW.1.3.4.a.i. | Print all upper- and lowercase letters. (CCSS: L.1.1a)ReadyRosieCaptioning Your Childhood Letters on My Back Make an Invitation Write Your Name |

INDICATOR | RW.1.3.4.a.ii. | Use common, proper, and possessive nouns. (CCSS: L.1.1b)ReadyRosieAll About My Family Noun Charades Picture Talk |

INDICATOR | RW.1.3.4.a.iii. | Use singular and plural nouns with matching verbs in basic sentences (for example: He hops; We hop). (CCSS: L.1.1c)ReadyRosieCaptioning Your Childhood Noun Charades Picture Talk |

INDICATOR | RW.1.3.4.a.iv. | Use personal, possessive, and indefinite pronouns (for example: I, me, my; they, them, their, anyone, everything). (CCSS: L.1.1d)ReadyRosiePicture Talk |

INDICATOR | RW.1.3.4.a.v. | Use verbs to convey a sense of past, present, and future (for example: Yesterday I walked home; Today I walk home; Tomorrow I will walk home). (CCSS: L.1.1e)ReadyRosieMagical Creature Writing Picture Talk |

INDICATOR | RW.1.3.4.a.vi. | Use frequently occurring adjectives. (CCSS: L.1.1f)ReadyRosieMake a Card Picture Talk |

INDICATOR | RW.1.3.4.a.ix. | Use frequently occurring prepositions (for example: during, beyond, toward). (CCSS: L.1.1i)ReadyRosiePicture Talk |

INDICATOR | RW.1.3.4.a.x. | Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. (CCSS: L.1.1j)ReadyRosieCaptioning Your Childhood Magical Creature Writing Make a Card Picture Talk |

CONTENT AREA | RW.1.3. | Writing and Composition |

STANDARD | RW.1.3.4. | Use appropriate grammar, spelling, capitalization, and punctuation. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.1.3.4.b. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.1.2) |

INDICATOR | RW.1.3.4.b.ii. | Capitalize dates and names of people. (CCSS: L.1.2a)ReadyRosieMake a Card Make an Invitation Write a Letter |

INDICATOR | RW.1.3.4.b.iii. | Use end punctuation for sentences. (CCSS: L.1.2b)ReadyRosieMagical Creature Writing Write a Letter |

INDICATOR | RW.1.3.4.b.v. | Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. (CCSS: L.1.2d)ReadyRosieAll About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Race You To the Top Thinking About Word Chunks Word Challenge Word Man Write a Letter |

INDICATOR | RW.1.3.4.b.vi. | Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. (CCSS: L.1.2e)ReadyRosieAll About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Silly Song Singing Singing Together Thinking About Word Chunks Word Challenge Word Man Write a Letter |

CONTENT AREA | RW.1.3. | Writing and Composition |

STANDARD | RW.1.3.4. | Use appropriate grammar, spelling, capitalization, and punctuation. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.1.3.4.c. | 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. (CCSS: W.1.5)ReadyRosieAll 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 |

CONTENT AREA | RW.1.4. | Research Inquiry and Design |

STANDARD | RW.1.4.1. | Participate in shared research and inquiry projects, writing, recalling, or gathering information to answer questions. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.1.4.1.a. | Participate in shared research and writing projects. For example: explore a number of “how-to” books on a given topic and use them to write a sequence of instructions. (CCSS: W.1.7)ReadyRosieBake Sale/Lemonade Stand Color Poem Create a Crazy Character Family Adventure List I Want to Know About I'd Really Like Make a Card Nature Journaling |

EVIDENCE OUTCOMES | RW.1.4.1.b. | Write or dictate questions for inquiry that arise during instruction.ReadyRosieGuess Who Let's Explore |

EVIDENCE OUTCOMES | RW.1.4.1.c. | With peers, use a variety of resources (for example: direct observation, trade books, texts read aloud or viewed) to answer questions of interest through guided inquiry.ReadyRosieNature Journaling |

EVIDENCE OUTCOMES | RW.1.4.1.d. | Use text features (for example: titles, illustrations, headings, bold type) to locate, interpret, and use information.ReadyRosieGetting Into Information How Far Does It Fly? How To |

EVIDENCE OUTCOMES | RW.1.4.1.e. | Identify a clear and significant purpose for research. (for example: Is my purpose for researching frogs clear and is it important to understanding more about mammals?)ReadyRosieI Want to Know About Nature Journaling |

EVIDENCE OUTCOMES | RW.1.4.1.f. | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (CCSS: W.1.8)ReadyRosieI Found This I Want to Know About Let's Explore Nature Journaling |

Colorado Academic Standards (CAS) |

Language Arts |

Grade: 2 - Adopted: 2018 |

CONTENT AREA | Prepared Graduates in Reading, Writing, and Communicating | |

STANDARD | 1 | Collaborate effectively as group members or leaders who listen actively and respectfully; pose thoughtful questions, acknowledge the ideas of others; and contribute ideas to further the group’s attainment of an objective.ReadyRosieBuilding a Fort Sharing Chores and Your Day |

STANDARD | 2 | Deliver effective oral presentations for varied audiences and varied purposes.ReadyRosieShare Your Knowledge Sharing Chores and Your Day |

STANDARD | 4 | Read a wide range of informational texts to build knowledge and to better understand the human experience.ReadyRosieRandom, Bizarre Facts That's So Cool What Do You Wonder? |

STANDARD | 5 | Understand how language functions in different contexts, command a variety of word-learning strategies to assist comprehension, and make effective choices for meaning or style when writing and speaking.ReadyRosieAcrostic Poem Color Poem Free Verse Create a Song Feelings Charades Hink Pink How can I help my child learn new words? Million Dollar Words Reading Strategies: Slow Down, Reread Share Your Knowledge What Makes a Good Storyteller Wondering About Words |

STANDARD | 6 | Craft arguments using techniques specific to the genre.ReadyRosieI'd Really Like Please Can I? Take a Stand This Is Important |

STANDARD | 7 | Craft informational/explanatory texts using techniques specific to the genre.ReadyRosieColor Poem Free Verse Create a Song Family Adventure List I Love My Family Because... I'd Really Like Interview an Expert Make a Neighborhood Map Nature Journaling Tell Me How This Is Important Write About a Family Tradition Write a Favorite Family Recipe |

STANDARD | 8 | Craft narratives using techniques specific to the genre.ReadyRosieFamily Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day This Is Important Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around |

STANDARD | 9 | Demonstrate mastery of their own writing process with clear, coherent, and error-free polished products.ReadyRosieColor Poem Free Verse Family Journaling Make a Neighborhood Map Nature Journaling This Is Important |

STANDARD | 10 | Gather information from a variety of sources; analyze and evaluate its quality and relevance; and use it ethically to answer complex questions.ReadyRosieWho Are Your Heroes? |

CONTENT AREA | RW.2.1. | Oral Expression and Listening |

STANDARD | RW.2.1.1. | Engage in dialogue and learn new information through active listening. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.2.1.1.a. | Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (CCSS: SL.2.1) |

INDICATOR | RW.2.1.1.a.i. | Follow agreed-upon rules for discussions (for example: gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS: SL.2.1a)ReadyRosieConversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |

INDICATOR | RW.2.1.1.a.ii. | Build on others’ talk in conversations by linking their comments to the remarks of others. (CCSS: SL.2.1b)ReadyRosieConversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |

INDICATOR | RW.2.1.1.a.iii. | Ask for clarification and further explanation as needed about the topics and texts under discussion. (CCSS: SL.2.1c)ReadyRosie20 Questions 20 Questions Draw Conversation Starters Conversations in the Car Family Interview Freeze Dance Guess Who I Love My Family Because... I Read to You, You Read to Me Interview an Expert Kitchen Conversations Library Visit My Turn, Your Turn Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |

CONTENT AREA | RW.2.1. | Oral Expression and Listening |

STANDARD | RW.2.1.1. | Engage in dialogue and learn new information through active listening. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.2.1.1.b. | Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (CCSS: SL.2.2)ReadyRosie20 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 |

EVIDENCE OUTCOMES | RW.2.1.1.c. | 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. (CCSS: SL.2.3)ReadyRosie20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Library Visit This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |

CONTENT AREA | RW.2.1. | Oral Expression and Listening |

STANDARD | RW.2.1.2. | Deliver presentations while maintaining focus on topic and be prepared to discuss. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.2.1.2.a. | Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (CCSS: SL.2.4)ReadyRosie20 Questions 20 Questions Draw Create a Song Family Interview Sharing Chores and Your Day What I Like About Me Who's Coming to Dinner? |

EVIDENCE OUTCOMES | RW.2.1.2.b. | Contribute knowledge to a small group or class discussion to develop a topic.ReadyRosieConversation 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? |

EVIDENCE OUTCOMES | RW.2.1.2.c. | Maintain focus on the topic.ReadyRosieShare Your Knowledge |

EVIDENCE OUTCOMES | RW.2.1.2.e. | Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (CCSS: SL.2.6)ReadyRosie20 Questions Guess Who Simon Says What I Like About Me Who's Coming to Dinner? |

EVIDENCE OUTCOMES | RW.2.1.2.f. | Use content-specific vocabulary to ask questions and provide information.ReadyRosieCreate a Song Million Dollar Words Noun Charades Sharing Chores and Your Day |

CONTENT AREA | RW.2.2. | Reading for All Purposes |

STANDARD | RW.2.2.1. | Apply specific skills to comprehend and fluently read literary texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.2.2.1.a. | Use Key Ideas and Details to: |

INDICATOR | RW.2.2.1.a.i. | Demonstrate use of self-monitoring comprehension strategies: rereading, checking context clues, predicting, questioning, clarifying, activating schema/background knowledge to construct meaning and draw inferences.ReadyRosieCan You See It? Chapter Books Daily Conclusions Pow Wow Crunch Read a Little, Think a Little Reading Strategies: Slow Down, Reread Reading is Thinking Using Clues to Figure it Out What Makes a Good Storyteller Who's Been Here? Wondering About Words |

INDICATOR | RW.2.2.1.a.ii. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (CCSS: RL.2.1)ReadyRosie20 Questions Can You See It? Chapter Books Pow Wow Crunch Read a Little, Think a Little Reading is Thinking What Makes a Good Storyteller |

INDICATOR | RW.2.2.1.a.iv. | Describe how characters in a story respond to major events and challenges. (CCSS: RL.2.3)ReadyRosieCan 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 |

CONTENT AREA | RW.2.2. | Reading for All Purposes |

STANDARD | RW.2.2.1. | Apply specific skills to comprehend and fluently read literary texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.2.2.1.b. | Use Craft and Structure to: |

INDICATOR | RW.2.2.1.b.i. | Describe how words and phrases (for example: regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (CCSS: RL.2.4)ReadyRosieCar Tongue Twisters Color Poem Free Verse Family Rap My Turn, Your Turn Poetry Poetry Song Lyrics Tongue Twister Time |

INDICATOR | RW.2.2.1.b.ii. | Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (CCSS: RL.2.5)ReadyRosieSummarizing the Story |

INDICATOR | RW.2.2.1.b.iii. | Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. (CCSS: RL.2.6)ReadyRosieReading Strategy: Reading and Making Connections |

INDICATOR | RW.2.2.1.b.iv. | Identify how word choice (for example: sensory details, figurative language) enhances meaning in poetry.ReadyRosieCan You See It? Color Poem Free Verse Let's Look Closer My Turn, Your Turn Poetry Poetry Read a Little, Think a Little Song Lyrics What Do I See When I Hear...? What Makes a Good Storyteller |

CONTENT AREA | RW.2.2. | Reading for All Purposes |

STANDARD | RW.2.2.1. | Apply specific skills to comprehend and fluently read literary texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.2.2.1.c. | Use Integration of Knowledge and Ideas to: |

INDICATOR | RW.2.2.1.c.i. | Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (CCSS: RL.2.7)ReadyRosieCan 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 |

INDICATOR | RW.2.2.1.c.ii. | Compare and contrast two or more versions of the same story (for example: Cinderella stories) by different authors or from different cultures. (CCSS: RL.2.9)ReadyRosieWhat Makes a Good Storyteller |

CONTENT AREA | RW.2.2. | Reading for All Purposes |

STANDARD | RW.2.2.1. | Apply specific skills to comprehend and fluently read literary texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.2.2.1.d. | Use Range of Reading and Level of Text Complexity to: |

INDICATOR | RW.2.2.1.d.i. | By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RL.2.10)ReadyRosieBooks 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 |

CONTENT AREA | RW.2.2. | Reading for All Purposes |

STANDARD | RW.2.2.2. | Apply specific skills to comprehend and fluently read informational texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.2.2.2.a. | Use Key Ideas and Details to: |

INDICATOR | RW.2.2.2.a.i. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (CCSS: RI.2.1)ReadyRosieHow To I Want to Know About Reading Recipes That's So Cool What Do You Wonder? |

INDICATOR | RW.2.2.2.a.ii. | Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. (CCSS: RI.2.2)ReadyRosieHow To That's So Cool |

INDICATOR | RW.2.2.2.a.iii. | Summarize the main idea using relevant and significant details in a variety of texts.ReadyRosieHow To |

INDICATOR | RW.2.2.2.a.iv. | Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (CCSS: RI.2.3)ReadyRosieHow 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? |

CONTENT AREA | RW.2.2. | Reading for All Purposes |

STANDARD | RW.2.2.2. | Apply specific skills to comprehend and fluently read informational texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.2.2.2.b. | Use Craft and Structure to: |

INDICATOR | RW.2.2.2.b.i. | Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (CCSS: RI.2.4)ReadyRosieShare Your Knowledge Wondering About Words |

INDICATOR | RW.2.2.2.b.ii. | Know and use various text features (for example: captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. (CCSS: RI.2.5)ReadyRosieComprehension Clues Finding Information How To Reading Recipes What's Up with That? Write a Favorite Family Recipe |

INDICATOR | RW.2.2.2.b.iii. | Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (CCSS: RI.2.6)ReadyRosieRandom, Bizarre Facts Reading Recipes That's So Cool What Do You Wonder? |

CONTENT AREA | RW.2.2. | Reading for All Purposes |

STANDARD | RW.2.2.2. | Apply specific skills to comprehend and fluently read informational texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.2.2.2.c. | Use Integration of Knowledge and Ideas to: |

INDICATOR | RW.2.2.2.c.i. | Explain how specific images (for example: a diagram showing how a machine works) contribute to and clarify a text. (CCSS: RI.2.7)ReadyRosieHow Far Does It Fly? That's So Cool |

INDICATOR | RW.2.2.2.c.ii. | Describe how reasons support specific points the author makes in a text. (CCSS: RI.2.8)ReadyRosieHow To |

CONTENT AREA | RW.2.2. | Reading for All Purposes |

STANDARD | RW.2.2.2. | Apply specific skills to comprehend and fluently read informational texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.2.2.2.d. | Use Range of Reading and Level of Text Complexity to: |

INDICATOR | RW.2.2.2.d.ii. | By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RI.2.10)ReadyRosieBooks on the Go Daily Reading Routines Five Finger Rule How Far Does It Fly? How To I Want to Know About I Went to the Zoo and Saw Random, Bizarre Facts Reading Recipes Reading Strategies: Punctuation Expression Reading Strategy: Give the Word That's So Cool What Do You Wonder? |

CONTENT AREA | RW.2.2. | Reading for All Purposes |

STANDARD | RW.2.2.3. | Apply knowledge of complex spelling patterns (orthography) and word meanings (morphology) to decode words with accuracy. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.2.2.3.a. | Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.2.3) |

INDICATOR | RW.2.2.3.a.ii. | Know spelling-sound correspondences for additional common vowel teams. (CCSS: RF.2.3b)ReadyRosieShopping for Syllables Thinking About Word Chunks |

INDICATOR | RW.2.2.3.a.iii. | Read multisyllabic words accurately and fluently.ReadyRosieLittle Words Inside Bigger Words Reading Strategy: Cover the Suffix Rhyming Hand Game |

INDICATOR | RW.2.2.3.a.iv. | Decode regularly spelled two-syllable words with long vowels. (CCSS: RF.2.3c)ReadyRosieLittle Words Inside Bigger Words Reading Strategy: Cover the Suffix Rhyming Hand Game |

INDICATOR | RW.2.2.3.a.v. | Decode words with common prefixes and suffixes. (CCSS: RF.2.3d)ReadyRosieReading Strategy: Cover the Suffix Shopping for Syllables Understanding Big Words Unpacking Prefixes |

INDICATOR | RW.2.2.3.a.vi. | Identify words with inconsistent but common spelling-sound correspondences. (CCSS: RF.2.3e)ReadyRosieReading Strategy: Give the Word Thinking About Word Chunks |

INDICATOR | RW.2.2.3.a.vii. | Read grade-appropriate irregularly spelled words. (adapted from CCSS: RF.2.3f)ReadyRosieChange One Letter Magical Creature Writing My Words, Your Words Race You To the Top Reading Strategy: Give the Word Thinking About Word Chunks Word Challenge Write a Letter |

CONTENT AREA | RW.2.2. | Reading for All Purposes |

STANDARD | RW.2.2.3. | Apply knowledge of complex spelling patterns (orthography) and word meanings (morphology) to decode words with accuracy. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.2.2.3.b. | Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.2.4) |

INDICATOR | RW.2.2.3.b.i. | Read grade-level text with purpose and understanding. (CCSS: RF.2.4a)ReadyRosieBooks on the Go Building a Fort Can You See It? Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading That's So Cool What Do You Wonder? |

INDICATOR | RW.2.2.3.b.ii. | Read grade-level text orally with accuracy, appropriate rate, and expression. (CCSS: RF.2.4b)ReadyRosieBuilding a Fort Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word |

INDICATOR | RW.2.2.3.b.iii. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.2.4c)ReadyRosieReading Strategies: Slow Down, Reread Wondering About Words |

INDICATOR | RW.2.2.3.b.iv. | Read grade-level text accurately and fluently, attending to phrasing, intonation, and punctuation.ReadyRosieBooks 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 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? |

CONTENT AREA | RW.2.2. | Reading for All Purposes |

STANDARD | RW.2.2.3. | Apply knowledge of complex spelling patterns (orthography) and word meanings (morphology) to decode words with accuracy. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.2.2.3.c. | Compare formal and informal uses of English. (CCSS: L.2.3a)ReadyRosieShare Your Knowledge Sharing Chores and Your Day |

CONTENT AREA | RW.2.2. | Reading for All Purposes |

STANDARD | RW.2.2.3. | |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.2.2.3.d. | 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. (CCSS: L.2.4) |

INDICATOR | RW.2.2.3.d.i. | Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS: L.2.4a)ReadyRosieReading Strategies: Slow Down, Reread Wondering About Words |

INDICATOR | RW.2.2.3.d.ii. | Determine the meaning of the new word formed when a known prefix is added to a known word (for example: happy/unhappy, tell/retell). (CCSS: L.2.4b)ReadyRosieShopping for Syllables Understanding Big Words Unpacking Prefixes |

INDICATOR | RW.2.2.3.d.iii. | Use a known root word as a clue to the meaning of an unknown word with the same root (for example: addition, additional). (CCSS: L.2.4c)ReadyRosieDigging Into Roots |

INDICATOR | RW.2.2.3.d.iv. | Use knowledge of the meaning of individual words to predict the meaning of compound words (for example: birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). (CCSS: L.2.4d)ReadyRosiePlayground Compounds |

INDICATOR | RW.2.2.3.d.v. | Create new words by combining base words with affixes to connect known words to new words.ReadyRosieDigging Into Roots Reading Strategy: Cover the Suffix Shopping for Syllables Understanding Big Words Unpacking Prefixes |

INDICATOR | RW.2.2.3.d.vi. | Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. (CCSS: L.2.4e)ReadyRosieComprehension Clues Finding Information |

CONTENT AREA | RW.2.2. | Reading for All Purposes |

STANDARD | RW.2.2.3. | |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.2.2.3.e. | Demonstrate understanding of figurative language, word relationships and nuances in word meanings. (CCSS: L.2.5) |

INDICATOR | RW.2.2.3.e.i. | Identify real-life connections between words and their use (for example: describe foods that are spicy or juicy). (CCSS: L.2.5a)ReadyRosieCategory Competition Hink Pink Million Dollar Words |

INDICATOR | RW.2.2.3.e.ii. | Distinguish shades of meaning among closely related verbs (for example: toss, throw, hurl) and closely related adjectives (for example: thin, slender, skinny, scrawny). (CCSS: L.2.5b)ReadyRosieCategory Competition Hink Pink Million Dollar Words |

CONTENT AREA | RW.2.2. | Reading for All Purposes |

STANDARD | RW.2.2.3. | |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.2.2.3.f. | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (for example: When other kids are happy that makes me happy). (CCSS: L.2.6)ReadyRosie20 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? |

EVIDENCE OUTCOMES | RW.2.2.3.g. | Determine which strategies should be used to decode multisyllabic words.ReadyRosieLittle Words Inside Bigger Words Reading Strategy: Cover the Suffix Rhyming Hand Game |

CONTENT AREA | RW.2.3. | Writing and Composition |

STANDARD | RW.2.3.1. | Write pieces on a topic or book that state opinions and give supporting reasons. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.2.3.1.a. | Introduce the topic or book they are writing about. (CCSS: W.2.1)ReadyRosieThis Is Important Who Are Your Heroes? |

EVIDENCE OUTCOMES | RW.2.3.1.b. | State an opinion. (CCSS: W.2.1)ReadyRosieThis Is Important Who Are Your Heroes? |

EVIDENCE OUTCOMES | RW.2.3.1.c. | Supply reasons that support the opinion. (CCSS: W.2.1)ReadyRosieThis Is Important Who Are Your Heroes? |

EVIDENCE OUTCOMES | RW.2.3.1.d. | Use linking words (for example: because, and, also) to connect opinion and reasons. (CCSS: W.2.1)ReadyRosieThis Is Important Who Are Your Heroes? |

EVIDENCE OUTCOMES | RW.2.3.1.e. | Provide a concluding statement or section. (CCSS: W.2.1)ReadyRosieThis Is Important Who Are Your Heroes? |

CONTENT AREA | RW.2.3. | Writing and Composition |

STANDARD | RW.2.3.2. | Write informative/explanatory texts organized around main ideas which are supported by relevant details, facts, and definitions. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.2.3.2.a. | Introduce a topic. (CCSS: W.2.2)ReadyRosieColor 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 |

EVIDENCE OUTCOMES | RW.2.3.2.b. | Use facts and definitions to develop points, including relevant details when writing to questions about texts. (adapted from CCSS: W.2.2)ReadyRosieColor 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 |

EVIDENCE OUTCOMES | RW.2.3.2.c. | Provide a concluding statement or section. (CCSS: W.2.2)ReadyRosieColor 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 |

EVIDENCE OUTCOMES | RW.2.3.2.d. | Write letters and “how-to’s” (for example: procedures, directions, recipes) that follow a logical order and appropriate format.ReadyRosieWrite a Favorite Family Recipe |

EVIDENCE OUTCOMES | RW.2.3.2.e. | Organize informational texts using main ideas and specific supporting details.ReadyRosieFamily Adventure List How To Make a Neighborhood Map Nature Journaling That's So Cool Write About a Family Tradition |

EVIDENCE OUTCOMES | RW.2.3.2.f. | Apply appropriate transition words to writing.ReadyRosieCreate a Song |

CONTENT AREA | RW.2.3. | Writing and Composition |

STANDARD | RW.2.3.3. | Write real or imagined narratives that describe events in sequence and provide a sense of closure. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.2.3.3.a. | Include details to describe actions, thoughts, and feelings. (CCSS: W.2.3)ReadyRosieFamily Journaling Funny Pictures Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Sketching the Story Story Train Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Writing Telephone Game |

EVIDENCE OUTCOMES | RW.2.3.3.b. | Use temporal words to signal event order. (CCSS: W.2.3)ReadyRosieFamily Journaling Funny Pictures Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Sketching the Story Story Train Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Writing Telephone Game |

EVIDENCE OUTCOMES | RW.2.3.3.c. | Provide a sense of closure. (CCSS: W.2.3)ReadyRosieFamily Journaling Funny Pictures Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Sketching the Story Story Train Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Writing Telephone Game |

EVIDENCE OUTCOMES | RW.2.3.3.d. | Write simple, descriptive poems.ReadyRosieColor Poem Free Verse My Turn, Your Turn Poetry Poetry Song Lyrics |

EVIDENCE OUTCOMES | RW.2.3.3.e. | Write with precise nouns, active verbs, and descriptive adjectives.ReadyRosieNoun Charades Picture Talk |

EVIDENCE OUTCOMES | RW.2.3.3.f. | Apply knowledge about structure and craft gained from mentor text to narrative writing.ReadyRosieFamily Journaling Funny Pictures Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Sketching the Story Story Train Write Around Writing Telephone Game |

EVIDENCE OUTCOMES | RW.2.3.3.g. | Develop characters both internally (thoughts and feelings) and externally (physical features, expressions, clothing).ReadyRosieMagical Creature Writing Write Around |

CONTENT AREA | RW.2.3. | Writing and Composition |

STANDARD | RW.2.3.4. | Use a process to revise and edit so that thoughts and ideas are communicated clearly with appropriate spelling, capitalization, grammar, and punctuation. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.2.3.4.a. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.2.1) |

INDICATOR | RW.2.3.4.a.i. | Use collective nouns (for example: group). (CCSS: L.2.1a)ReadyRosie20 Questions Noun Charades |

INDICATOR | RW.2.3.4.a.ii. | Use reflexive pronouns (for example: myself, ourselves). (CCSS: L.2.1c)ReadyRosieNoun Charades |

INDICATOR | RW.2.3.4.a.iv. | Use adjectives and adverbs, and choose between them depending on what is to be modified. (CCSS: L.2.1e)ReadyRosieAcrostic Poem Picture Talk |

INDICATOR | RW.2.3.4.a.v. | Apply accurate subject-verb agreement while writing.ReadyRosiePicture Talk |

INDICATOR | RW.2.3.4.a.vi. | Produce, expand, and rearrange complete simple and compound sentences (for example: The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). (CCSS: L.2.1f)ReadyRosie20 Questions Guess Who Hidden Messages Magical Creature Writing Simon Says What I Like About Me Who's Coming to Dinner? Writing Telephone Game |

INDICATOR | RW.2.3.4.a.vii. | Vary sentence beginnings.ReadyRosieHidden Messages Writing Telephone Game |

INDICATOR | RW.2.3.4.a.viii. | Spell high-frequency words correctly.ReadyRosieChange One Letter Magical Creature Writing My Words, Your Words Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |

CONTENT AREA | RW.2.3. | Writing and Composition |

STANDARD | RW.2.3.4. | Use a process to revise and edit so that thoughts and ideas are communicated clearly with appropriate spelling, capitalization, grammar, and punctuation. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.2.3.4.b. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.2.2) |

INDICATOR | RW.2.3.4.b.i. | Capitalize holidays, product names, and geographic names. (CCSS: L.2.2a)ReadyRosieHidden Messages Writing Telephone Game |

INDICATOR | RW.2.3.4.b.ii. | Use commas in greetings and closings of letters. (CCSS: L.2.2b)ReadyRosieHidden Messages Write a Thank You Note Write to the Tooth Fairy |

INDICATOR | RW.2.3.4.b.iv. | Generalize learned spelling patterns when writing words (for example: cage → badge; boy → boil). (CCSS: L.2.2d)ReadyRosieChange One Letter Magical Creature Writing Race You To the Top Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |

CONTENT AREA | RW.2.3. | Writing and Composition |

STANDARD | RW.2.3.4. | Use a process to revise and edit so that thoughts and ideas are communicated clearly with appropriate spelling, capitalization, grammar, and punctuation. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.2.3.4.c. | With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. (CCSS: W.2.5)ReadyRosieColor Poem Free Verse Create a Song Family Journaling I'd Really Like Magical Creature Writing Make a Neighborhood Map Nature Journaling Please Can I? Take a Stand Tell Me How This Is Important Who Are Your Heroes? Write About a Family Tradition |

CONTENT AREA | RW.2.4. | Research Inquiry and Design |

STANDARD | RW.2.4.1. | Participate in shared research and inquiry, gathering information from a variety of resources to answer questions. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.2.4.1.a. | Participate in shared research and writing projects. For example: read a number of books on a single topic to produce a report; record science observations. (CCSS: W.2.7)ReadyRosieColor Poem Family Adventure List I Want to Know About I'd Really Like Make a Neighborhood Map Nature Journaling This Is Important |

EVIDENCE OUTCOMES | RW.2.4.1.b. | Identify a variety of resources and the information they might contain (for example: dictionary, trade book, library databases, internet web page).ReadyRosieHow Far Does It Fly? How To I Want to Know About Let's Explore Library Visit Make a Neighborhood Map My Library List Nature Journaling Reading Recipes |

EVIDENCE OUTCOMES | RW.2.4.1.c. | Identify a specific question and gather information for purposeful investigation and inquiry.ReadyRosieGuess Who Let's Explore |

EVIDENCE OUTCOMES | RW.2.4.1.d. | Use text features to locate and interpret information. For example: table of contents, illustrations, diagrams, headings and bold type.ReadyRosieComprehension Clues Finding Information How Far Does It Fly? How To Reading Recipes That's So Cool |

EVIDENCE OUTCOMES | RW.2.4.1.e. | Use a variety of multimedia sources to answer questions of interest.ReadyRosieFamily Movie Night |

EVIDENCE OUTCOMES | RW.2.4.1.f. | Ask primary questions of depth and breadth.ReadyRosieGuess Who Let's Explore |

EVIDENCE OUTCOMES | RW.2.4.1.g. | Recall information from experiences or gather information from provided sources to answer a question. (CCSS: W.2.8)ReadyRosieFamily Interview I Want to Know About Let's Explore Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |

Colorado Academic Standards (CAS) |

Language Arts |

Grade: 3 - Adopted: 2018 |

CONTENT AREA | Prepared Graduates in Reading, Writing, and Communicating | |

STANDARD | 1 | Collaborate effectively as group members or leaders who listen actively and respectfully; pose thoughtful questions, acknowledge the ideas of others; and contribute ideas to further the group’s attainment of an objective.ReadyRosieBuilding a Fort Sharing Chores and Your Day |

STANDARD | 2 | Deliver effective oral presentations for varied audiences and varied purposes.ReadyRosieShare Your Knowledge Sharing Chores and Your Day |

STANDARD | 4 | Read a wide range of informational texts to build knowledge and to better understand the human experience.ReadyRosieRandom, Bizarre Facts That's So Cool |

STANDARD | 5 | Understand how language functions in different contexts, command a variety of word-learning strategies to assist comprehension, and make effective choices for meaning or style when writing and speaking.ReadyRosieAcrostic Poem Create a Song Feelings Charades Hinky Pinky and Hinketty Pinketty How can I help my child learn new words? Million Dollar Words Share Your Knowledge What Makes a Good Storyteller Wondering About Words Word Detective |

STANDARD | 6 | Craft arguments using techniques specific to the genre.ReadyRosiePlease Can I? Take a Stand This Is Important |

STANDARD | 7 | Craft informational/explanatory texts using techniques specific to the genre.ReadyRosieCreate a Song Family Adventure List I Love My Family Because... Interview an Expert Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition Write a Favorite Family Recipe |

STANDARD | 8 | Craft narratives using techniques specific to the genre.ReadyRosieFamily Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day This Is Important Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around |

STANDARD | 9 | Demonstrate mastery of their own writing process with clear, coherent, and error-free polished products.ReadyRosieFamily Journaling Make a Neighborhood Map Nature Journaling This Is Important |

STANDARD | 10 | Gather information from a variety of sources; analyze and evaluate its quality and relevance; and use it ethically to answer complex questions.ReadyRosieWho Are Your Heroes? |

CONTENT AREA | RW.3.1. | Oral Expression and Listening |

STANDARD | RW.3.1.1. | Participate cooperatively in group activities. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.3.1.1.a. | 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. (CCSS: SL 3.1) |

INDICATOR | RW.3.1.1.a.i. | 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. (CCSS: SL.3.1a)ReadyRosieConversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |

INDICATOR | RW.3.1.1.a.ii. | Follow agreed-upon rules for discussions (for example: gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS: SL.3.1b)ReadyRosieConversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |

INDICATOR | RW.3.1.1.a.iii. | Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (CCSS: SL.3.1c)ReadyRosie20 Questions 20 Questions Draw Conversation Starters Conversations in the Car Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Kitchen Conversations Library Visit Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand This Is Important Who Are Your Heroes? Who's Coming to Dinner? |

INDICATOR | RW.3.1.1.a.iv. | Explain their own ideas and understanding in light of the discussion. (CCSS: SL.3.1d)ReadyRosieConversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |

CONTENT AREA | RW.3.1. | Oral Expression and Listening |

STANDARD | RW.3.1.1. | Participate cooperatively in group activities. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.3.1.1.b. | 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. (CCSS: SL 3.2)ReadyRosie20 Questions Draw Family Movie Night My Turn, Your Turn Random, Bizarre Facts |

EVIDENCE OUTCOMES | RW.3.1.1.c. | Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (CCSS: SL 3.3)ReadyRosie20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Library Visit Sharing Chores and Your Day This Is Important Who Are Your Heroes? Who's Coming to Dinner? |

CONTENT AREA | RW.3.1. | Oral Expression and Listening |

STANDARD | RW.3.1.2. | Communicate using appropriate language in informal and formal situations. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.3.1.2.a. | 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. (CCSS: SL.3.4)ReadyRosie20 Questions 20 Questions Draw Create a Song Family Interview Share Your Knowledge Sharing Chores and Your Day Who's Coming to Dinner? |

EVIDENCE OUTCOMES | RW.3.1.2.c. | Speak clearly, using appropriate volume and pitch for the purpose and audience.ReadyRosieConversation Starters Sharing Chores and Your Day Simon Says Take a Stand |

EVIDENCE OUTCOMES | RW.3.1.2.f. | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (CCSS: SL.3.6)ReadyRosieFamily Interview Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |

CONTENT AREA | RW.3.2. | Reading for All Purposes |

STANDARD | RW.3.2.1. | Apply strategies to fluently read and comprehend various literary texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.3.2.1.a. | Use Key Ideas and Details to: |

INDICATOR | RW.3.2.1.a.i. | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (CCSS: RL.3.1)ReadyRosie20 Questions Chapter Books It's All In Your Head Pow Wow Crunch Read a Little, Think a Little Talking About Books What Makes a Good Storyteller |

INDICATOR | RW.3.2.1.a.ii. | Use a variety of comprehension strategies to interpret text (attending, searching, predicting, checking, and self-correcting).ReadyRosieRead a Little, Think a Little |

INDICATOR | RW.3.2.1.a.iii. | Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (CCSS: RL.3.2)ReadyRosieChapter Books Sequence and Summarize Story Train Talking About Books What Makes a Good Storyteller |

INDICATOR | RW.3.2.1.a.iv. | Summarize central ideas and important details from a text.ReadyRosieChapter Books Sequence and Summarize Story Train Talking About Books What Makes a Good Storyteller |

INDICATOR | RW.3.2.1.a.v. | Describe and draw inferences about the elements of plot, character, and setting in literary pieces, poems, and plays.ReadyRosieChapter Books Character Chat Favorite Genres Feelings Charades Inside Outside Traits My Turn, Your Turn Poetry Poetry Poetry Routine Reading Strategy: Reading and Making Connections Song Lyrics Story Train Talking About Books What Makes a Good Storyteller |

INDICATOR | RW.3.2.1.a.vi. | Describe characters in a story (for example: their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (CCSS: RL.3.3)ReadyRosieChapter Books Character Chat Feelings Charades Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Talking About Books What Makes a Good Storyteller |

CONTENT AREA | RW.3.2. | Reading for All Purposes |

STANDARD | RW.3.2.1. | Apply strategies to fluently read and comprehend various literary texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.3.2.1.b. | Use Craft and Structure to: |

INDICATOR | RW.3.2.1.b.i. | Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (CCSS: RL.3.4)ReadyRosieHinky Pinky and Hinketty Pinketty Let's Look Closer Talking About Books What Makes a Good Storyteller |

INDICATOR | RW.3.2.1.b.iii. | 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. (CCSS: RL.3.5)ReadyRosieFavorite Genres My Turn, Your Turn Poetry Poetry Poetry Routine Pow Wow Crunch Song Lyrics Talking About Books Tips for helping your child love reading |

INDICATOR | RW.3.2.1.b.iv. | Distinguish their own point of view from that of the narrator or those of the characters. (CCSS: RL.3.6)ReadyRosieReading Strategy: Reading and Making Connections |

CONTENT AREA | RW.3.2. | Reading for All Purposes |

STANDARD | RW.3.2.1. | Apply strategies to fluently read and comprehend various literary texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.3.2.1.c. | Use Integration of Knowledge and Ideas to: |

INDICATOR | RW.3.2.1.c.i. | Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (for example: create mood, emphasize aspects of a character or setting). (CCSS: RL.3.7)ReadyRosiePow Wow Crunch |

CONTENT AREA | RW.3.2. | Reading for All Purposes |

STANDARD | RW.3.2.1. | Apply strategies to fluently read and comprehend various literary texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.3.2.1.d. | Use Range of Reading and Complexity of Text to: |

INDICATOR | RW.3.2.1.d.i. | By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. (CCSS: RL.3.10)ReadyRosieBooks 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 |

CONTENT AREA | RW.3.2. | Reading for All Purposes |

STANDARD | RW.3.2.1. | Apply strategies to fluently read and comprehend various literary texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.3.2.1.e. | Read grade level text accurately and fluently, attending to phrasing, intonation, and punctuation.ReadyRosieBuilding a Fort Reading Dialogue |

CONTENT AREA | RW.3.2. | Reading for All Purposes |

STANDARD | RW.3.2.2. | Apply strategies to fluently read and comprehend various informational texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.3.2.2.a. | Use Key Ideas and Details to: |

INDICATOR | RW.3.2.2.a.i. | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (CCSS: RI.3.1)ReadyRosieReading Recipes That's So Cool What Will You Learn? |

INDICATOR | RW.3.2.2.a.ii. | Determine the main idea of a text; recount the key details and explain how they support the main idea. (CCSS: RI.3.2)ReadyRosieThat's So Cool What Will You Learn? |

INDICATOR | RW.3.2.2.a.iii. | Identify a main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.ReadyRosieThat's So Cool What Will You Learn? |

INDICATOR | RW.3.2.2.a.iv. | 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. (CCSS: RI.3.3)ReadyRosieDouble the Recipe How Far Does It Fly? I Want to Know About Reading Recipes That's So Cool What Will You Learn? |

CONTENT AREA | RW.3.2. | Reading for All Purposes |

STANDARD | RW.3.2.2. | Apply strategies to fluently read and comprehend various informational texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.3.2.2.b. | Use Craft and Structure to: |

INDICATOR | RW.3.2.2.b.i. | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (CCSS: RI.3.4)ReadyRosieShare Your Knowledge Wondering About Words |

INDICATOR | RW.3.2.2.b.ii. | Use text features and search tools (for example: key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (CCSS: RI.3.5)ReadyRosieComprehension Clues Reading Recipes |

CONTENT AREA | RW.3.2. | Reading for All Purposes |

STANDARD | RW.3.2.2. | Apply strategies to fluently read and comprehend various informational texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.3.2.2.c. | Use Integration of Knowledge and Ideas to: |

INDICATOR | RW.3.2.2.c.i. | Use information gained from illustrations (for example: maps, photographs) and the words in a text to demonstrate understanding of the text (for example: where, when, why, and how key events occur). (CCSS: RI.3.7)ReadyRosieHow Far Does It Fly? |

CONTENT AREA | RW.3.2. | Reading for All Purposes |

STANDARD | RW.3.2.2. | Apply strategies to fluently read and comprehend various informational texts. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.3.2.2.d. | Use Range of Reading and Complexity of Text to: |

INDICATOR | RW.3.2.2.d.i. | By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. (CCSS: RI.3.10)ReadyRosieBooks on the Go Daily Reading Routines Double the Recipe Favorite Genres Five Finger Rule How Far Does It Fly? I Want to Know About Random, Bizarre Facts Reading Recipes That's So Cool What Will You Learn? |

CONTENT AREA | RW.3.2. | Reading for All Purposes |

STANDARD | RW.3.2.3. | Apply knowledge of spelling patterns (orthography), word meanings (morphology), and word relationships to decode words and increase vocabulary. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.3.2.3.a. | Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.3.3) |

INDICATOR | RW.3.2.3.a.i. | Identify and know the meaning of the most common prefixes and derivational suffixes. (CCSS: RF.3.3a)ReadyRosieShopping for Syllables Understanding Big Words Unpacking Prefixes |

INDICATOR | RW.3.2.3.a.ii. | Decode words with common Latin suffixes. (CCSS: RF.3.3b)ReadyRosieShopping for Syllables Understanding Big Words |

INDICATOR | RW.3.2.3.a.iv. | Read grade-appropriate irregularly spelled words. (CCSS: RF.3.3d)ReadyRosieChange One Letter Magical Creature Writing Race You To the Top Thinking About Word Chunks Word Challenge Write a Letter |

CONTENT AREA | RW.3.2. | Reading for All Purposes |

STANDARD | RW.3.2.3. | Apply knowledge of spelling patterns (orthography), word meanings (morphology), and word relationships to decode words and increase vocabulary. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.3.2.3.b. | Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.3.4) |

INDICATOR | RW.3.2.3.b.i. | Read grade-level text with purpose and understanding. (CCSS: RF.3.4a)ReadyRosieBooks on the Go Building a Fort Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule It's All In Your Head My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading That's So Cool What Will You Learn? |

INDICATOR | RW.3.2.3.b.ii. | Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (CCSS: RF.3.4b)ReadyRosieFavorite Genres My Turn, Your Turn Poetry Poetry Poetry Routine Pow Wow Crunch Reading Strategy: Model Expressive Reading Song Lyrics |

INDICATOR | RW.3.2.3.b.iii. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.3.4c)ReadyRosieWondering About Words Word Detective |

CONTENT AREA | RW.3.2. | Reading for All Purposes |

STANDARD | RW.3.2.3. | Apply knowledge of spelling patterns (orthography), word meanings (morphology), and word relationships to decode words and increase vocabulary. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.3.2.3.c. | 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. (CCSS: L.3.4) |

INDICATOR | RW.3.2.3.c.i. | Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS: L.3.4a)ReadyRosieWondering About Words Word Detective |

INDICATOR | RW.3.2.3.c.ii. | Determine the meaning of the new word formed when a known affix is added to a known word (for example: agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). (CCSS: L.3.4b)ReadyRosieShopping for Syllables Understanding Big Words Unpacking Prefixes |

INDICATOR | RW.3.2.3.c.iv. | Use a known root word as a clue to the meaning of an unknown word with the same root (for example: company, companion). (CCSS: L.3.4c)ReadyRosieDigging Into Roots |

INDICATOR | RW.3.2.3.c.v. | Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. (CCSS: L.3.4d)ReadyRosieComprehension Clues |

INDICATOR | RW.3.2.3.c.vi. | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.ReadyRosieCategory Competition Feelings Charades Hinky Pinky and Hinketty Pinketty Million Dollar Words Share Your Knowledge What Makes a Good Storyteller Wondering About Words |

CONTENT AREA | RW.3.2. | Reading for All Purposes |

STANDARD | RW.3.2.3. | |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.3.2.3.d. | Demonstrate understanding of figurative language, word relationships and nuances in word meanings. (CCSS: L.3.5) |

INDICATOR | RW.3.2.3.d.i. | Distinguish the literal and nonliteral meanings of words and phrases in context (for example: take steps). (CCSS: L.3.5a)ReadyRosieHinky Pinky and Hinketty Pinketty Let's Look Closer Wondering About Words Word Detective |

INDICATOR | RW.3.2.3.d.ii. | Identify real-life connections between words and their use (for example: describe people who are friendly or helpful). (CCSS: L.3.5b)ReadyRosieCategory Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |

INDICATOR | RW.3.2.3.d.iii. | Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (for example: knew, believed, suspected, heard, wondered). (CCSS: L.3.5c)ReadyRosieCategory Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |

CONTENT AREA | RW.3.2. | Reading for All Purposes |

STANDARD | RW.3.2.3. | |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.3.2.3.e. | Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (for example: After dinner that night we went looking for them). (CCSS: L.3.6)ReadyRosieCategory Competition Create a Song Feelings Charades Hinky Pinky and Hinketty Pinketty How can I help my child learn new words? Million Dollar Words Noun Charades Share Your Knowledge Sharing Chores and Your Day What Makes a Good Storyteller Wondering About Words |

CONTENT AREA | RW.3.3. | Writing and Composition |

STANDARD | RW.3.3.1. | Write opinion pieces on topics or texts, supporting a point of view with reasons. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.3.3.1.a. | Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that includes reasons. (CCSS: W.3.1a)ReadyRosieThis Is Important Who Are Your Heroes? |

EVIDENCE OUTCOMES | RW.3.3.1.c. | Use linking words and phrases (for example: because, therefore, since, for example) to connect opinion and reasons. (CCSS: W.3.1c)ReadyRosieThis Is Important |

EVIDENCE OUTCOMES | RW.3.3.1.d. | Provide a concluding statement or section. (CCSS: W.3.1d)ReadyRosieThis Is Important Who Are Your Heroes? |

CONTENT AREA | RW.3.3. | Writing and Composition |

STANDARD | RW.3.3.2. | Write informative/explanatory texts developed with facts, definitions, and details, ending with a related concluding statement. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.3.3.2.a. | Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. (CCSS: W.3.2a)ReadyRosieCreate a Song Family Adventure List Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition |

EVIDENCE OUTCOMES | RW.3.3.2.b. | Develop the topic with facts, definitions, and details. (CCSS: W.3.2b)ReadyRosieCreate a Song Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition Write a Favorite Family Recipe |

EVIDENCE OUTCOMES | RW.3.3.2.c. | Use linking words and phrases (for example: also, another, and, more, but) to connect ideas within categories of information. (CCSS: W.3c)ReadyRosieCreate a Song |

EVIDENCE OUTCOMES | RW.3.3.2.d. | Provide a concluding statement or section. (CCSS: W.3.2d)ReadyRosieWrite About a Family Tradition Write a Favorite Family Recipe |

CONTENT AREA | RW.3.3. | Writing and Composition |

STANDARD | RW.3.3.3. | Write real or imagined narratives that use descriptive details, have a clear sequence of events, and provide closure. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.3.3.3.a. | Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. (CCSS: W.3.3a)ReadyRosieA 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 |

EVIDENCE OUTCOMES | RW.3.3.3.b. | Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. (CCSS: W.3.3b)ReadyRosieA Really Good Story Family Poem Magical Creature Writing Write Around |

EVIDENCE OUTCOMES | RW.3.3.3.c. | Use temporal words and phrases to signal event order. (CCSS: W.3c)ReadyRosieFamily Journaling My Family Comic Strip Sharing Chores and Your Day Write Around Writing Telephone Game |

EVIDENCE OUTCOMES | RW.3.3.3.d. | Provide a sense of closure. (CCSS: W.3.3d)ReadyRosieFamily Journaling Magical Creature Writing My Family Comic Strip Story Train Write Around |

CONTENT AREA | RW.3.3. | Writing and Composition |

STANDARD | RW.3.3.4. | Use a recursive process to plan, draft, revise, and edit writing, applying knowledge of the conventions of grammar, capitalization, punctuation, and spelling. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.3.3.4.a. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.3.1) |

INDICATOR | RW.3.3.4.a.i. | Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (CCSS: L.3.1a)ReadyRosieAcrostic Poem Noun Charades |

INDICATOR | RW.3.3.4.a.ii. | Use abstract nouns (for example: childhood). (CCSS: L.3.1c)ReadyRosieNoun Charades |

INDICATOR | RW.3.3.4.a.iv. | Form and use the simple (for example: I walked; I walk; I will walk) verb tenses. (CCSS: L.3.1e)ReadyRosieMagical Creature Writing |

INDICATOR | RW.3.3.4.a.vi. | Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. (CCSS: L.3.1g)ReadyRosieCategory Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |

INDICATOR | RW.3.3.4.a.viii. | Produce simple, compound, and complex sentences using coordinating and subordinating conjunctions. (adapted from CCSS: L.3.1i)ReadyRosieMagical Creature Writing Writing Telephone Game |

INDICATOR | RW.3.3.4.a.ix. | Vary sentence beginnings, and use long and short sentences to create sentence fluency in longer texts.ReadyRosieMagical Creature Writing |

CONTENT AREA | RW.3.3. | Writing and Composition |

STANDARD | RW.3.3.4. | Use a recursive process to plan, draft, revise, and edit writing, applying knowledge of the conventions of grammar, capitalization, punctuation, and spelling. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.3.3.4.b. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.3.2) |

INDICATOR | RW.3.3.4.b.iii. | Use commas and quotation marks in dialogue. (CCSS: L.3.2c)ReadyRosieWrite Around |

INDICATOR | RW.3.3.4.b.v. | Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (for example: sitting, smiled, cries, happiness). (CCSS: L.3.2e)ReadyRosieChange One Letter Magical Creature Writing Shopping for Syllables Spelling Pattern Game Thinking About Word Chunks Understanding Big Words Word Challenge Write a Letter |

INDICATOR | RW.3.3.4.b.vi. | Use spelling patterns and generalizations (for example: word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. (CCSS: L.3.2f)ReadyRosieChange One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |

CONTENT AREA | RW.3.3. | Writing and Composition |

STANDARD | RW.3.3.4. | Use a recursive process to plan, draft, revise, and edit writing, applying knowledge of the conventions of grammar, capitalization, punctuation, and spelling. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.3.3.4.c. | Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS: L.3.3) |

INDICATOR | RW.3.3.4.c.i. | Choose words and phrases for effect. (CCSS: L.3.3a)ReadyRosieAcrostic Poem Create a Song Hinky Pinky and Hinketty Pinketty Million Dollar Words Noun Charades Sharing Chores and Your Day |

CONTENT AREA | RW.3.3. | Writing and Composition |

STANDARD | RW.3.3.4. | |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.3.3.4.d. | With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (CCSS: W.3.4)ReadyRosieFamily Adventure List Family Journaling I Love My Family Because... Interview an Expert Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Sharing Chores and Your Day Story Train This Is Important Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write Around Write a Favorite Family Recipe |

EVIDENCE OUTCOMES | RW.3.3.4.e. | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (CCSS: W.3.5)ReadyRosieA Really Good Story This Is Important Write a Favorite Family Recipe |

EVIDENCE OUTCOMES | RW.3.3.4.g. | 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. (CCSS.W.3.10)ReadyRosieFamily Adventure List Family Journaling Make a Neighborhood Map Nature Journaling This Is Important |

CONTENT AREA | RW.3.4. | Research Inquiry and Design |

STANDARD | RW.3.4.1. | Gather, interpret, and communicate information discovered during short research projects. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | RW.3.4.1.a. | Conduct short research projects that build knowledge about a topic. (CCSS: W.3.7)ReadyRosieFamily Interview I Want to Know About Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |

EVIDENCE OUTCOMES | RW.3.4.1.b. | Interpret and communicate the information learned by developing a brief summary with supporting details.ReadyRosieWhat Will You Learn? |

EVIDENCE OUTCOMES | RW.3.4.1.c. | Develop supporting visual information (for example: charts, maps, illustrations, models).ReadyRosie20 Questions Draw |

EVIDENCE OUTCOMES | RW.3.4.1.d. | Present a brief report of the research findings to an audience.ReadyRosieFamily Interview Share Your Knowledge Sharing Chores and Your Day |

EVIDENCE OUTCOMES | RW.3.4.1.e. | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (CCSS: W.3.8)ReadyRosieMake a Neighborhood Map Nature Journaling Who Are Your Heroes? |

Colorado Academic Standards (CAS) |

Mathematics |

Grade: K - Adopted: 2018 |

CONTENT AREA | Prepared Graduates in Mathematics | |

STANDARD | MP1. | Make sense of problems and persevere in solving them.ReadyRosieBuilding a Fort Car Time Math Family Math Book How Many Legs? |

STANDARD | MP2. | Reason abstractly and quantitatively.ReadyRosieHow Many Legs? The Right Size |

STANDARD | MP3. | Construct viable arguments and critique the reasoning of others.ReadyRosieBuilding a Fort More or Less Salty Numbers Would It Work? |

STANDARD | MP4. | Model with mathematics.ReadyRosieFamily Math Book When Five is Big Would It Work? |

STANDARD | MP7. | Look for and make use of structure.ReadyRosiePattern Walk |

STANDARD | MP8. | Look for and express regularity in repeated reasoning.ReadyRosiePattern Walk |

CONTENT AREA | Kindergarten, Standard 1. Number and Quantity | |

STANDARD | K.CC.A. | Counting & Cardinality: Use number names and the count sequence. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | K.CC.A.1. | Count to 100 by ones and by tens. (CCSS: K.CC.A.1)ReadyRosieAdd One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Ten in a Row What Am I Counting? What Comes Next? |

EVIDENCE OUTCOMES | K.CC.A.2. | Count forward beginning from a given number within the known sequence (instead of having to begin at 1). (CCSS: K.CC.A.2)ReadyRosieAdd 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? |

EVIDENCE OUTCOMES | K.CC.A.3. | Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). (CCSS: K.CC.A.3)ReadyRosieGo Fish My Favorite Things Numbers on My Back Sneaky Math Note |

CONTENT AREA | Kindergarten, Standard 1. Number and Quantity | |

STANDARD | K.CC.A. | Counting & Cardinality: Use number names and the count sequence. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Recognize that the number sequence from 1 to 9 repeats between the decade numbers, except in the spoken numbers between 10 and 20. (MP7)ReadyRosieAdd One Card Sequencing and Counting My Favorite Things Number Lookout Pattern Walk Salty Numbers Ten in a Row What Am I Counting? What Comes Next? |

INDICATOR | 2 | Reason that counting to 100 by tens reaches the same number as can be counted repeatedly by ones. (MP8)ReadyRosieAdd One Card Sequencing and Counting My Favorite Things Number Lookout Pattern Walk Salty Numbers Ten in a Row What Am I Counting? What Comes Next? |

CONTENT AREA | Kindergarten, Standard 1. Number and Quantity | |

STANDARD | K.CC.A. | Counting & Cardinality: Use number names and the count sequence. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 1 | When might you want to count by tens instead of ones?ReadyRosieSalty Numbers What Am I Counting? What Comes Next? |

INDICATOR | 2 | When might you want to start counting from a number other than one?ReadyRosieI See Three Spill the Beans |

CONTENT AREA | Kindergarten, Standard 1. Number and Quantity | |

STANDARD | K.CC.A. | Counting & Cardinality: Use number names and the count sequence. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation represents major work of the grade.ReadyRosieI See Three Make Ten Numbers on My Back Sneaky Math Note Spill the Beans |

INDICATOR | 2 | In preschool, students understand that number words have a sequence and that the words are separate (not “onetwothree”).ReadyRosieSneaky Math Note |

INDICATOR | 3 | In kindergarten, this expectation is key to several progressions of learning: (a) from saying the counting words to counting out objects, (b) from counting to counting on, and (c) from spoken number words to written base-ten numerals to base-ten system understanding.ReadyRosieAdd One Card Sequencing and Counting Go Fish My Favorite Things Number Lookout Numbers on My Back Salty Numbers Sneaky Math Note Ten in a Row What Am I Counting? What Comes Next? |

CONTENT AREA | Kindergarten, Standard 1. Number and Quantity | |

STANDARD | K.CC.B. | Counting & Cardinality: Count to determine the number of objects. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | K.CC.B.4. | Apply the relationship between numbers and quantities and connect counting to cardinality. (CCSS: K.CC.B.4) |

INDICATOR | 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. (CCSS: K.CC.B.4.a)ReadyRosieCar Race Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Sneaky Math Note Spill the Beans The Biggest Number What Am I Counting? What Do I Have? |

INDICATOR | K.CC.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. (CCSS: K.CC.B.4.b)ReadyRosieCar Race Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Sneaky Math Note Spill the Beans The Biggest Number What Am I Counting? What Do I Have? |

INDICATOR | K.CC.B.4.c. | Understand that each successive number name refers to a quantity that is one larger. (CCSS: K.CC.B.4.c)ReadyRosieAdd One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |

CONTENT AREA | Kindergarten, Standard 1. Number and Quantity | |

STANDARD | K.CC.B. | Counting & Cardinality: Count to determine the number of objects. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | K.CC.B.5. | Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. (CCSS: K.CC.5)ReadyRosieAdd One Car Race Card Sequencing and Counting Count with Your Eyes I See Three In Ten Seconds My Favorite Things Number Lookout Salty Numbers Sneaky Math Note Spill the Beans Ten in a Row The Biggest Number What Am I Counting? What Comes Next? What Do I Have? |

CONTENT AREA | Kindergarten, Standard 1. Number and Quantity | |

STANDARD | K.CC.B. | Counting & Cardinality: Count to determine the number of objects. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Make reasoned arguments about the relative sizes of groups, such as by matching objects of two groups and seeing which has extra objects, or by counting the objects in each group and seeing which has the number further in the counting sequence. (MP3)ReadyRosieIn Ten Seconds More or Less Salty Numbers The Biggest Number Would It Work? |

INDICATOR | 2 | Use precise language to describe why one quantity is less than, greater than, or equal to another, and avoid mixing and misusing different ways of quantifying such as dimension, weight, or magnitude. (MP6)ReadyRosieMore or Less The Biggest Number |

CONTENT AREA | Kindergarten, Standard 1. Number and Quantity | |

STANDARD | K.CC.B. | Counting & Cardinality: Count to determine the number of objects. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 1 | Other than counting, how might you decide whether one set has more objects than another?ReadyRosieCar Race Go Fish In Ten Seconds Spill the Beans The Biggest Number |

INDICATOR | 2 | Which is more, 3 small cookies or 2 big cookies? What makes this difficult to answer?ReadyRosieMore or Less The Biggest Number |

CONTENT AREA | Kindergarten, Standard 1. Number and Quantity | |

STANDARD | K.CC.B. | Counting & Cardinality: Count to determine the number of objects. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation represents major work of the grade.ReadyRosieI See Three Spill the Beans |

INDICATOR | 2 | In preschool, students build an understanding of same versus different numbers of items, numbers of objects versus their size, and ordering from first to fifth.ReadyRosieIn Ten Seconds More or Less The Biggest Number |

INDICATOR | 3 | In kindergarten, this expectation is key to several progressions of learning: (a) from counting to counting on and (b) from comparison by matching to comparison by numbers to comparison involving adding and subtracting.ReadyRosieI See Three Spill the Beans Ten in a Row |

INDICATOR | 4 | In Grade 1, students build an understanding of ten and place value with two-digit numbers. Students also organize data into categories and compare how many more or less are in one category than in another.ReadyRosieIn Ten Seconds The Biggest Number |

CONTENT AREA | Kindergarten, Standard 1. Number and Quantity | |

STANDARD | K.NBT.A. | Number & Operations in Base Ten: Work with numbers 11–19 to gain foundations for place value. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | K.NBT.A.1. | Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18=10+8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. (CCSS: K.NBT.A.1)ReadyRosieFishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |

CONTENT AREA | Kindergarten, Standard 1. Number and Quantity | |

STANDARD | K.NBT.A. | Number & Operations in Base Ten: Work with numbers 11–19 to gain foundations for place value. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 2 | See the structure of a number as composed of its base-ten units. (MP7)ReadyRosiePattern Walk |

INDICATOR | 3 | Repeat the reasoning afforded by the uniformity of the base-ten system, where 10 copies compose 1 base-ten unit of the next highest value. (MP8)ReadyRosiePattern Walk |

CONTENT AREA | Kindergarten, Standard 1. Number and Quantity | |

STANDARD | K.NBT.A. | Number & Operations in Base Ten: Work with numbers 11–19 to gain foundations for place value. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 2 | In preschool, students develop conceptions of addition and subtraction when adding to and taking away from small collections of objects.ReadyRosieMake Ten Roll the Difference |

INDICATOR | 3 | In kindergarten, this expectation is part of a progression from comparison by spoken number words to written base-ten numerals to base-ten system understanding.ReadyRosieNumbers on My Back Sneaky Math Note Ten in a Row |

CONTENT AREA | Kindergarten, Standard 2. Algebra and Functions | |

STANDARD | K.OA.A. | Operations & Algebraic Thinking: Model and describe addition as putting together and adding to, and subtraction as taking apart and taking from, using objects or drawings. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | K.OA.A.1. | Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (CCSS: K.OA.A.1)ReadyRosieCar Race Family Math Book Finish My Set Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes |

EVIDENCE OUTCOMES | K.OA.A.2. | Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. (CCSS: K.OA.A.2)ReadyRosieBedtime Math Story Car Race Car Time Math Family Math Book Finish My Set Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes Restaurant Story Problems Spill the Beans |

EVIDENCE OUTCOMES | K.OA.A.3. | Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5=2+3 and 5=4+1). (CCSS: K.OA.A.3)ReadyRosieFishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |

EVIDENCE OUTCOMES | 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., by using objects or drawings, and record the answer with a drawing or equation. (CCSS: K.OA.A.4)ReadyRosieFishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |

EVIDENCE OUTCOMES | K.OA.A.5. | Fluently add and subtract within 5. (CCSS: K.OA.A.5)ReadyRosieCar Race Math Fact Memory Roll the Difference Spill the Beans |

CONTENT AREA | Kindergarten, Standard 2. Algebra and Functions | |

STANDARD | K.OA.A. | Operations & Algebraic Thinking: Model and describe addition as putting together and adding to, and subtraction as taking apart and taking from, using objects or drawings. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Make sense of real-world situations involving addition and subtraction (Entrepreneurial Skills: Critical Thinking/Problem Solving)ReadyRosieBedtime Math Story Car Time Math Family Math Book Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes Restaurant Story Problems Spill the Beans |

INDICATOR | 2 | Mathematize a real-world situation, focusing on the quantities and their relationships rather than non-mathematical aspects of the situation. (MP4)ReadyRosieFamily Math Book |

INDICATOR | 3 | Act out adding and subtracting situations by representing quantities in the situation with objects, fingers, and math drawings. (MP5)ReadyRosieCar Race Finish My Set Fishing for Tens How Many Legs? Putting Away Dishes |

CONTENT AREA | Kindergarten, Standard 2. Algebra and Functions | |

STANDARD | K.OA.A. | Operations & Algebraic Thinking: Model and describe addition as putting together and adding to, and subtraction as taking apart and taking from, using objects or drawings. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 1 | How could you show me adding 3 and 2?ReadyRosieCar Race Finish My Set Fishing for Tens How Many Legs? Math Fact Memory Putting Away Dishes Spill the Beans |

INDICATOR | 2 | How could you show me 3 take away 2?ReadyRosieCar Race Finish My Set Fishing for Tens How Many Legs? Putting Away Dishes Roll the Difference Spill the Beans |

CONTENT AREA | Kindergarten, Standard 2. Algebra and Functions | |

STANDARD | K.OA.A. | |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation represents major work of the grade.ReadyRosieCar Race Finish My Set Fishing for Tens How Many Legs? Putting Away Dishes |

INDICATOR | 2 | In preschool, students represent addition and subtraction within 5 with fingers, objects, and drawings.ReadyRosieCar Race Finish My Set Fishing for Tens How Many Legs? Putting Away Dishes |

INDICATOR | 3 | In kindergarten, this expectation is part of a progression involving addition and subtraction of increasingly large numbers and increasingly complex problem subtypes (see Appendix, Table 1).ReadyRosieCar Race Math Fact Memory Roll the Difference Spill the Beans |

INDICATOR | 4 | In Grade 1, students understand properties of operations, the relationship between addition and subtraction, and add and subtract within 20.ReadyRosieCar Race Finish My Set Make Ten Math Fact Memory Roll the Difference Spill the Beans |

CONTENT AREA | Kindergarten, Standard 3. Data, Statistics, and Probability | |

STANDARD | K.MD.A. | Measurement & Data: Describe and compare measurable attributes. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | K.MD.A.1. | Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (CCSS: K.MD.A.1)ReadyRosieBlow Your House Down! Hunt and Measure Measurable Me |

EVIDENCE OUTCOMES | K.MD.A.2. | Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. (CCSS: K.MD.A.2)ReadyRosieBlow 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 |

CONTENT AREA | Kindergarten, Standard 3. Data, Statistics, and Probability | |

STANDARD | K.MD.A. | Measurement & Data: Describe and compare measurable attributes. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Make sense of their world by comparing and ordering objects by their attributes. (Entrepreneurial Skills: Inquiry/Analysis)ReadyRosieCard Sorting I Spy a Coin Toy Organization |

INDICATOR | 2 | Be precise about meanings related to size when describing an object’s height, weight, or other attribute. (MP6)ReadyRosieHow Far Does It Fly? Ramp Car Racing |

CONTENT AREA | Kindergarten, Standard 3. Data, Statistics, and Probability | |

STANDARD | K.MD.A. | Measurement & Data: Describe and compare measurable attributes. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 1 | What does it mean for one object to be “bigger” than another?ReadyRosieBlow Your House Down! Guess and Measure Measurable Me Measure your Steps The Right Size |

INDICATOR | 2 | If you are standing on a chair, how should your height be measured differently than if you were standing on the floor?ReadyRosieHow Far Does It Fly? Hunt and Measure Measurable Me Measure your Steps Ramp Car Racing |

INDICATOR | 3 | If an object is moved, does that change its size?ReadyRosieBlow Your House Down! Guess and Measure Measurable Me Measure your Steps The Right Size |

CONTENT AREA | Kindergarten, Standard 3. Data, Statistics, and Probability | |

STANDARD | K.MD.A. | Measurement & Data: Describe and compare measurable attributes. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation is in addition to the major work of the grade.ReadyRosieBlow Your House Down! Guess and Measure Measurable Me Measure your Steps The Right Size |

INDICATOR | 2 | In preschool, students develop conceptions of measurable attributes of objects and comparisons based on those attributes.ReadyRosieBlow Your House Down! Guess and Measure How Far Does It Fly? Hunt and Measure Measurable Me Measure your Steps Ramp Car Racing |

INDICATOR | 3 | In kindergarten, this expectation can contribute to students’ understandings of measurable attributes, comparison, and conservation of length, all of which connect to progressions in geometry, the number system, and to future work in ratio and proportion.ReadyRosieBlow Your House Down! Guess and Measure How Far Does It Fly? Hunt and Measure Measurable Me Measure your Steps Ramp Car Racing |

INDICATOR | 4 | In Grade 1, students measure lengths directly and by iterating length units, and express the length of an object as a whole number of length units.ReadyRosieHow Far Does It Fly? Measure your Steps Ramp Car Racing |

CONTENT AREA | Kindergarten, Standard 3. Data, Statistics, and Probability | |

STANDARD | K.MD.B. | Measurement & Data: Classify objects and count the number of objects in each category. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | K.MD.B.3. | Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.) (CCSS: K.MD.B.3)ReadyRosieCard Sorting I Spy a Coin Toy Organization |

CONTENT AREA | Kindergarten, Standard 3. Data, Statistics, and Probability | |

STANDARD | K.MD.B. | Measurement & Data: Classify objects and count the number of objects in each category. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Group objects into categories to help make sense of problems. (MP1)ReadyRosieCar Time Math Card Sorting Family Math Book How Many Legs? I Spy a Coin Toy Organization |

INDICATOR | 2 | Abstract individual objects into new conceptual groups. (MP2)ReadyRosieCard Sorting How Many Legs? I Spy a Coin The Right Size Toy Organization |

INDICATOR | 3 | Choose appropriate representations of objects and categories. (MP5)ReadyRosieCard Sorting I Spy a Coin Toy Organization |

CONTENT AREA | Kindergarten, Standard 3. Data, Statistics, and Probability | |

STANDARD | K.MD.B. | Measurement & Data: Classify objects and count the number of objects in each category. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 1 | How can numbers of objects be represented to make comparisons?ReadyRosieIn Ten Seconds The Biggest Number |

INDICATOR | 2 | How can objects be categorized in different ways?ReadyRosieCard Sorting I Spy a Coin Toy Organization |

INDICATOR | 3 | How can an object’s attributes determine if it does not belong with other objects in a group?ReadyRosieCard Sorting I Spy a Coin Toy Organization |

CONTENT AREA | Kindergarten, Standard 3. Data, Statistics, and Probability | |

STANDARD | K.MD.B. | Measurement & Data: Classify objects and count the number of objects in each category. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation supports the major work of the grade.ReadyRosieIn Ten Seconds The Biggest Number |

INDICATOR | 2 | In preschool, students use differences in attributes to make comparisons.ReadyRosieCard Sorting I Spy a Coin Toy Organization |

INDICATOR | 3 | In kindergarten, this expectation supports the work of counting and comparing numbers and is part of a progression of learning how to analyze categorical data.ReadyRosieCard Sorting I Spy a Coin Ten in a Row Toy Organization |

INDICATOR | 4 | In Grade 1, students organize, represent, and interpret data with up to three categories.ReadyRosieI Spy a Coin Survey Says |

CONTENT AREA | Kindergarten, Standard 4. Geometry | |

STANDARD | K.G.A. | Geometry: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 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. (CCSS: K.G.A.1)ReadyRosieIs it a Triangle? Pattern Walk Shape Scavenger Hunt |

EVIDENCE OUTCOMES | K.G.A.2. | Correctly name shapes regardless of their orientations or overall size. (CCSS: K.G.A.2)ReadyRosieCanned Shape Scavenger Hunt |

EVIDENCE OUTCOMES | K.G.A.3. | Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). (CCSS: K.G.A.3)ReadyRosieShape Scavenger Hunt |

CONTENT AREA | Kindergarten, Standard 4. Geometry | |

STANDARD | K.G.A. | Geometry: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Describe the physical world from geometric perspectives, e.g., shape, orientation, and spatial relationships. (MP4)ReadyRosieCanned Family Math Book Shape Scavenger Hunt |

INDICATOR | 2 | Reflect an increasing understanding of shapes by using increasingly precise language to describe them. (MP6)ReadyRosieCanned Shape Scavenger Hunt |

INDICATOR | 3 | Sort shapes into categories (squares, circles, triangles, etc.) based on attributes of the shapes. (MP7)ReadyRosieIs it a Triangle? Pattern Walk Shape Scavenger Hunt |

CONTENT AREA | Kindergarten, Standard 4. Geometry | |

STANDARD | K.G.A. | Geometry: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 1 | For a given shape, what attributes make an example of that shape different from a non-example? For example, “Why is this shape (point to a square) a square, while this shape (point to a non-square) is not?”ReadyRosieShape Scavenger Hunt |

INDICATOR | 2 | What are the ways of describing where an object is?ReadyRosiePattern Walk |

CONTENT AREA | Kindergarten, Standard 4. Geometry | |

STANDARD | K.G.A. | |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation is in addition to the major work of the grade.ReadyRosieCanned Shape Scavenger Hunt |

INDICATOR | 2 | In preschool, students learn about circles, squares, triangles, and their parts.ReadyRosieIs it a Triangle? |

INDICATOR | 3 | In kindergarten, this expectation connects with the work of analyzing, comparing, creating, and composing shapes.ReadyRosieCanned Shape Scavenger Hunt |

CONTENT AREA | Kindergarten, Standard 4. Geometry | |

STANDARD | K.G.B. | Geometry: Analyze, compare, create, and compose shapes. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | K.G.B.4. | Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). (CCSS: K.G.B.4)ReadyRosieCanned Shape Scavenger Hunt |

EVIDENCE OUTCOMES | K.G.B.5. | Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. (CCSS: K.G.B.5)ReadyRosieIs it a Triangle? |

EVIDENCE OUTCOMES | K.G.B.6. | Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” (CCSS: K.G.B.6)ReadyRosieIs it a Triangle? |

CONTENT AREA | Kindergarten, Standard 4. Geometry | |

STANDARD | K.G.B. | Geometry: Analyze, compare, create, and compose shapes. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Use experiences with multiple examples of a type of shape to develop a concept image (see glossary) of that shape from which they can abstract common features. (MP2)ReadyRosieHow Many Legs? Shape Scavenger Hunt The Right Size |

INDICATOR | 2 | Model shapes in the world by building them with components or drawing representations of them. (MP4)ReadyRosieFamily Math Book |

INDICATOR | 3 | Use patterns or structures when making comparisons or compositions of shapes. (MP7)ReadyRosieIs it a Triangle? Pattern Walk |

CONTENT AREA | Kindergarten, Standard 4. Geometry | |

STANDARD | K.G.B. | Geometry: Analyze, compare, create, and compose shapes. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 2 | What kinds of pictures can you make by combining shapes?ReadyRosieIs it a Triangle? |

CONTENT AREA | Kindergarten, Standard 4. Geometry | |

STANDARD | K.G.B. | Geometry: Analyze, compare, create, and compose shapes. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation is in addition to the major work of the grade.ReadyRosieIs it a Triangle? |

INDICATOR | 2 | In preschool, students understand and use language related to directionality, order, and the position of objects, such as up/down and in front/behind.ReadyRosiePattern Walk |

INDICATOR | 3 | In kindergarten, this expectation connects with identifying and describing shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).ReadyRosieCanned Shape Scavenger Hunt |

INDICATOR | 4 | In Grade 1, students classify, compose, and partition shapes.ReadyRosieIs it a Triangle? |

Colorado Academic Standards (CAS) |

Mathematics |

Grade: 1 - Adopted: 2018 |

CONTENT AREA | Prepared Graduates in Mathematics | |

STANDARD | MP1. | Make sense of problems and persevere in solving them.ReadyRosieBuilding a Fort Car Time Math Family Math Book |

STANDARD | MP3. | Construct viable arguments and critique the reasoning of others.ReadyRosieBuilding a Fort Category Hunt One of These Is Not Like the Other Would It Work? |

STANDARD | MP4. | Model with mathematics.ReadyRosieFamily Math Book When Five is Big Would It Work? |

STANDARD | MP6. | Attend to precision.ReadyRosieCategory Hunt |

STANDARD | MP7. | Look for and make use of structure.ReadyRosieOne of These Is Not Like the Other |

STANDARD | MP8. | Look for and express regularity in repeated reasoning.ReadyRosieCategory Hunt |

CONTENT AREA | First Grade, Standard 1. Number and Quantity | |

STANDARD | 1.NBT.A. | Number & Operations in Base Ten: Extend the counting sequence. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 1.NBT.A.1. | Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. (CCSS: 1.NBT.A.1)ReadyRosieI Can Make You Say 21 Sneaky Math Note Ten in a Row |

CONTENT AREA | First Grade, Standard 1. Number and Quantity | |

STANDARD | 1.NBT.A. | Number & Operations in Base Ten: Extend the counting sequence. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Make use of the base-ten counting structure when using special words at the decades, like “sixty” and “seventy.” (MP7)ReadyRosieOne of These Is Not Like the Other |

CONTENT AREA | First Grade, Standard 1. Number and Quantity | |

STANDARD | 1.NBT.A. | Number & Operations in Base Ten: Extend the counting sequence. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 2 | Which numbers can be written with two numerals and which numbers are written with three?ReadyRosieHow Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |

CONTENT AREA | First Grade, Standard 1. Number and Quantity | |

STANDARD | 1.NBT.A. | Number & Operations in Base Ten: Extend the counting sequence. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation represents major work of the grade.ReadyRosieI Can Make You Say 21 Ten in a Row |

INDICATOR | 2 | In kindergarten, students count to 100 by ones and tens, count forward from a given number, and connect counting to cardinality.ReadyRosieI Can Make You Say 21 Ten in a Row |

INDICATOR | 3 | In Grade 1, this expectation connects with understanding place value and with adding and subtracting within 20.ReadyRosieAddition War Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles How Many Fingers? How Many Tens in 50? Location Guess My Number Math Fact Memory Roll the Difference Spill the Beans Stacking Pennies Ten Dimes Ten Scoops |

INDICATOR | 4 | In Grade 2, students extend their place value understanding to hundreds and three-digit numbers, and use this along with the properties of operations to add and subtract within 1000 and fluently add and subtract within 100.ReadyRosieBroken Calculator Keys Ten Dimes |

CONTENT AREA | First Grade, Standard 1. Number and Quantity | |

STANDARD | 1.NBT.B. | Number & Operations in Base Ten: Understand place value. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 1.NBT.B.2. | Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: (CCSS: 1.NBT.B.2) |

INDICATOR | 1.NBT.B.2.a. | 10 can be thought of as a bundle of ten ones — called a “ten.” (CCSS: 1.NBT.B.2.a)ReadyRosieHow Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |

INDICATOR | 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. (CCSS: 1.NBT.B.2.b)ReadyRosieHow Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |

INDICATOR | 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). (CCSS: 1.NBT.B.2.c)ReadyRosieHow Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |

CONTENT AREA | First Grade, Standard 1. Number and Quantity | |

STANDARD | 1.NBT.B. | Number & Operations in Base Ten: Understand place value. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 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 <. (CCSS: 1.NBT.B.3)ReadyRosieGreater Than I'm Thinking of a Number Location Guess My Number Ten in a Row |

CONTENT AREA | First Grade, Standard 1. Number and Quantity | |

STANDARD | 1.NBT.B. | Number & Operations in Base Ten: Understand place value. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Make sense of quantities and their relationships in problem situations. (MP1)ReadyRosieCar Time Math Family Math Book |

INDICATOR | 3 | Model ones and tens with objects and mathematical representations. (MP4)ReadyRosieFamily Math Book |

INDICATOR | 4 | See the structure of a number as its base-ten units. (MP7)ReadyRosieOne of These Is Not Like the Other |

CONTENT AREA | First Grade, Standard 1. Number and Quantity | |

STANDARD | 1.NBT.B. | Number & Operations in Base Ten: Understand place value. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 2 | In kindergarten, students decompose numbers from 11 to 19 into ten ones and further ones.ReadyRosieFishing for Tens Make Ten Sneaky Math Note |

INDICATOR | 3 | In Grade 1, this expectation connects with extending the counting sequence and using place value understanding and properties of operations to add and subtract within 100.ReadyRosieBroken Calculator Keys Ten Dimes |

INDICATOR | 4 | In Grade 2, students understand hundreds and place value of three-digit numbers, and use this along with the properties of operations to add and subtract.ReadyRosieBroken Calculator Keys Ten Dimes |

CONTENT AREA | First Grade, Standard 1. Number and Quantity | |

STANDARD | 1.NBT.C. | Number & Operations in Base Ten: Use place value understanding and properties of operations to add and subtract. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 1.NBT.C.4. | Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. (CCSS: 1.NBT.C.4)ReadyRosieBroken Calculator Keys Car Race Fishing for Tens Ten Dimes |

EVIDENCE OUTCOMES | 1.NBT.C.5. | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. (CCSS: 1.NBT.C.5)ReadyRosieTen More |

EVIDENCE OUTCOMES | 1.NBT.C.6. | Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. (CCSS: 1.NBT.C.6)ReadyRosieTen More |

CONTENT AREA | First Grade, Standard 1. Number and Quantity | |

STANDARD | 1.NBT.C. | Number & Operations in Base Ten: Use place value understanding and properties of operations to add and subtract. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Perform computation with addition and subtraction while making connections to the properties of operations and to place value structure. (Entrepreneurial Skills: Critical Thinking/Problem Solving)ReadyRosieTen Dimes |

INDICATOR | 2 | Model quantities with drawings or equations to make sense of place value. (MP1)ReadyRosieCar Time Math Family Math Book |

INDICATOR | 3 | Use the base-ten structure to add and subtract, including adding and subtracting multiples of ten. (MP7)ReadyRosieOne of These Is Not Like the Other Ten More |

CONTENT AREA | First Grade, Standard 1. Number and Quantity | |

STANDARD | 1.NBT.C. | Number & Operations in Base Ten: Use place value understanding and properties of operations to add and subtract. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 1 | Can you add or subtract ten without having to count by ones?ReadyRosieAddition War Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Spill the Beans Ten Scoops |

INDICATOR | 2 | How does modeling addition look different if you add tens and ones separately compared to counting on by tens then by ones?ReadyRosieAddition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fishing for Doubles Fishing for Tens Spill the Beans Ten Dimes Ten Scoops |

CONTENT AREA | First Grade, Standard 1. Number and Quantity | |

STANDARD | 1.NBT.C. | |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation represents major work of the grade.ReadyRosieTen Dimes |

INDICATOR | 2 | In kindergarten, students model and describe addition as putting together and adding to, and subtraction as taking part and taking from, using objects or drawings. Students also work with numbers 11–19 to gain foundations for place value.ReadyRosieCar Race Fishing for Tens Ten Dimes |

INDICATOR | 3 | In Grade 1, this expectation connects with understanding place value and adding and subtracting within 20.ReadyRosieAddition War Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles How Many Fingers? How Many Tens in 50? Location Guess My Number Math Fact Memory Roll the Difference Spill the Beans Stacking Pennies Ten Dimes Ten Scoops |

INDICATOR | 4 | In Grade 2, students understand place value for three-digit numbers and use that understanding and properties of operations to add and subtract within 1000 and fluently add and subtract within 100.ReadyRosieBroken Calculator Keys Ten Dimes |

CONTENT AREA | First Grade, Standard 2. Algebra and Functions | |

STANDARD | 1.OA.A. | Operations & Algebraic Thinking: Represent and solve problems involving addition and subtraction. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 1.OA.A.1. | Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (CCSS: 1.OA.A.1)ReadyRosieBedtime 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... |

EVIDENCE OUTCOMES | 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 equations with a symbol for the unknown number to represent the problem. (CCSS: 1.OA.A.2)ReadyRosieRestaurant Story Problems Ten Scoops The Final Price Is... |

CONTENT AREA | First Grade, Standard 2. Algebra and Functions | |

STANDARD | 1.OA.A. | Operations & Algebraic Thinking: Represent and solve problems involving addition and subtraction. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Make sense of problems by relating objects, drawings, and equations. (MP1)ReadyRosieCar Time Math Family Math Book |

INDICATOR | 2 | Use cubes, number racks, ten frames and other models to represent addition and subtraction situations in real-world contexts. (MP4)ReadyRosieBedtime Math Story Car Race Car Time Math Domino Subtraction Family Math Book Fishing for Tens Input Output Math Journal Walk Restaurant Story Problems Sneaky Math Note Spill the Beans Ten Dimes The Final Price Is... |

CONTENT AREA | First Grade, Standard 2. Algebra and Functions | |

STANDARD | 1.OA.A. | Operations & Algebraic Thinking: Represent and solve problems involving addition and subtraction. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 1 | How can you use cubes to help you compare two numbers?ReadyRosieGreater Than I'm Thinking of a Number Location Guess My Number Ten in a Row |

INDICATOR | 2 | (Given a representation of a value less than ten) How many more do you need to make ten?ReadyRosieFishing for Tens Make Ten Sneaky Math Note |

CONTENT AREA | First Grade, Standard 2. Algebra and Functions | |

STANDARD | 1.OA.A. | Operations & Algebraic Thinking: Represent and solve problems involving addition and subtraction. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation represents major work of the grade.ReadyRosieBedtime Math Story Car Time Math Domino Subtraction Family Math Book Fishing for Tens Input Output Math Journal Walk Restaurant Story Problems Spill the Beans Ten Dimes The Final Price Is... |

INDICATOR | 2 | In kindergarten, students add and subtract within 10 by using objects or drawings to represent problems.ReadyRosieCar Race Fishing for Tens Ten Dimes |

INDICATOR | 3 | In Grade 1, this expectation connects with comparing, adding, and subtracting numbers, including measurement and data activities.ReadyRosieGreater Than I'm Thinking of a Number Location Guess My Number Ten Dimes Ten in a Row |

INDICATOR | 4 | In Grade 2, students represent and solve real-world problems involving addition and subtraction within 100, with fluency expected within 20.ReadyRosieBedtime 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... |

CONTENT AREA | First Grade, Standard 2. Algebra and Functions | |

STANDARD | 1.OA.B. | Operations & Algebraic Thinking: Understand and apply properties of operations and the relationship between addition and subtraction. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 1.OA.B.3. | Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) Examples: If 8+3=11 is known, then 3+8=11 is also known. (Commutative property of addition.) To add 2+6+4, the second two numbers can be added to make a ten, so 2+6+4=2+10=12. (Associative property of addition.) (CCSS: 1.OA.B.3)ReadyRosieFishing for Doubles |

EVIDENCE OUTCOMES | 1.OA.B.4. | Understand subtraction as an unknown-addend problem. For example, subtract 10−8 by finding the number that makes 10 when added to 8. (CCSS: 1.OA.B.4)ReadyRosieAddition 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 |

CONTENT AREA | First Grade, Standard 2. Algebra and Functions | |

STANDARD | 1.OA.B. | Operations & Algebraic Thinking: Understand and apply properties of operations and the relationship between addition and subtraction. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Make sense of addition and subtraction by applying properties of operations and working with different problem types (see Appendix, Table 1). (MP1)ReadyRosieCar Time Math Family Math Book Ten Dimes |

INDICATOR | 2 | Use properties of operations to recognize equivalent forms of equations. (MP7)ReadyRosieFishing for Doubles One of These Is Not Like the Other |

CONTENT AREA | First Grade, Standard 2. Algebra and Functions | |

STANDARD | 1.OA.B. | Operations & Algebraic Thinking: Understand and apply properties of operations and the relationship between addition and subtraction. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 1 | How could you explain why 3+8 and 8+3 both equal 11?ReadyRosieFishing for Doubles |

INDICATOR | 2 | How can you use the number line to show how you might use adding OR subtracting to solve the same problem?ReadyRosieCar Race |

CONTENT AREA | First Grade, Standard 2. Algebra and Functions | |

STANDARD | 1.OA.B. | |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation represents major work of the grade.ReadyRosieTen Dimes |

INDICATOR | 2 | In previous grades, students model and describe addition as putting together and adding to, and subtraction as taking apart and taking from, using objects or drawings.ReadyRosieCar Race Fishing for Tens Ten Dimes |

INDICATOR | 3 | In Grade 1, this expectation connects with representing and solving problems involving addition and subtraction and with adding and subtracting within 20.ReadyRosieAddition 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 |

INDICATOR | 4 | In future grades, students use place value understanding and properties of operations to add and subtract within larger number ranges, then to perform multi-digit arithmetic. Later, students use these concepts to build fractions from unit fractions, and to apply and extend their understandings of arithmetic to algebraic expressions.ReadyRosieBroken Calculator Keys Ten Dimes |

CONTENT AREA | First Grade, Standard 2. Algebra and Functions | |

STANDARD | 1.OA.C. | Operations & Algebraic Thinking: Add and subtract within 20. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 1.OA.C.5. | Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). (CCSS: 1.OA.C.5)ReadyRosieAddition War Domino Addition Fifteen Fact Memory I Can Make You Say 21 Make Ten Roll the Difference |

EVIDENCE OUTCOMES | 1.OA.C.6. | Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8+6=8+2+4=10+4=14); decomposing a number leading to a ten (e.g., 13−4=13−3−1=10−1=9); using the relationship between addition and subtraction (e.g., knowing that 8+4=12, one knows 12−8=4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1=12+1=13). (CCSS: 1.OA.C.6)ReadyRosieAddition War Broken Calculator Keys 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 |

CONTENT AREA | First Grade, Standard 2. Algebra and Functions | |

STANDARD | 1.OA.C. | Operations & Algebraic Thinking: Add and subtract within 20. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Use multiple strategies to think about problems and see how the quantities involved support the use of some strategies over others. (Entrepreneurial Skills: Critical Thinking/Problem Solving)ReadyRosieAddition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fishing for Doubles Roll the Difference Spill the Beans Ten Scoops |

INDICATOR | 2 | Make use of the structure of numbers when making tens or when creating equivalent but easier or known sums. (MP7)ReadyRosieFishing for Tens Make Ten One of These Is Not Like the Other Sneaky Math Note |

CONTENT AREA | First Grade, Standard 2. Algebra and Functions | |

STANDARD | 1.OA.C. | Operations & Algebraic Thinking: Add and subtract within 20. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 1 | Which would you prefer when adding 4+7: starting with 7 and counting up 4 or starting with 4 and counting up 7? Why?ReadyRosieAddition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fishing for Doubles Spill the Beans Ten Scoops |

INDICATOR | 3 | How does counting on to add and subtract within 20 make it easier to use fingers even though we have only 10 fingers?ReadyRosieAddition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fishing for Doubles Roll the Difference Spill the Beans Ten Scoops |

CONTENT AREA | First Grade, Standard 2. Algebra and Functions | |

STANDARD | 1.OA.C. | Operations & Algebraic Thinking: Add and subtract within 20. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This GLE represents major work of the grade.ReadyRosieAddition 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 |

INDICATOR | 2 | In kindergarten, students understand the relationship between numbers and quantities and connect counting to cardinality.ReadyRosieSpill the Beans |

INDICATOR | 3 | In Grade 1, this expectation connects with place value understanding, properties of addition and subtraction, the relationship between addition and subtraction, and with representing and solving problems involving addition and subtraction.ReadyRosieBedtime Math Story Car Time Math Domino Subtraction Family Math Book Fishing for Tens Input Output Math Journal Walk Restaurant Story Problems Spill the Beans Ten Dimes The Final Price Is... |

INDICATOR | 4 | In Grade 2, students fluently add and subtract within 20 using mental strategies and know from memory all sums of two one-digit numbers.ReadyRosieAddition War Can you Make 21? Car Race Car Time Math Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Spill the Beans Ten Scoops |

CONTENT AREA | First Grade, Standard 2. Algebra and Functions | |

STANDARD | 1.OA.D. | Operations & Algebraic Thinking: Work with addition and subtraction equations. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 1.OA.D.8. | Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8+?=11, 5=_−3, 6+6=_. (CCSS: 1.OA.D.8)ReadyRosieWhere Did I Start? |

CONTENT AREA | First Grade, Standard 2. Algebra and Functions | |

STANDARD | 1.OA.D. | Operations & Algebraic Thinking: Work with addition and subtraction equations. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Make sense of quantities and their relationships in problem situations. (MP2)ReadyRosieTen Dimes |

INDICATOR | 2 | Question assumptions about the meaning of the equals sign and construct viable arguments. (MP3)ReadyRosieCategory Hunt One of These Is Not Like the Other Would It Work? |

CONTENT AREA | First Grade, Standard 2. Algebra and Functions | |

STANDARD | 1.OA.D. | Operations & Algebraic Thinking: Work with addition and subtraction equations. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 2 | In kindergarten, students represent addition and subtraction with equations without needing to understand the meaning of the equal sign.ReadyRosieFamily Math Book Math Journal Walk |

INDICATOR | 3 | In Grade 1, this expectation connects with representing and solving problems involving addition and subtraction.ReadyRosieBedtime 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... |

CONTENT AREA | First Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 1.MD.A. | Measurement & Data: Measure lengths indirectly and by iterating length units. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 1.MD.A.1. | Order three objects by length; compare the lengths of two objects indirectly by using a third object. (CCSS: 1.MD.A.1)ReadyRosieHow Far Does It Fly? Hunt and Measure Measurable Me Ramp Car Racing |

EVIDENCE OUTCOMES | 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. (CCSS: 1.MD.A.2)ReadyRosieHunt and Measure |

CONTENT AREA | First Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 1.MD.A. | Measurement & Data: Measure lengths indirectly and by iterating length units. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Abstract comparisons between lengths using statements like ݐ>ݐ. (MP2)ReadyRosieHow Far Does It Fly? Hunt and Measure Measurable Me Ramp Car Racing |

INDICATOR | 2 | Use the transitive property to explain if ݐ is longer than ݐ, and հݐ is longer than հݐ, then ְݐ must be longer than ݐ. (MP3)ReadyRosieCategory Hunt One of These Is Not Like the Other Would It Work? |

INDICATOR | 4 | Consider the endpoints of objects when measuring and making comparisons. (MP6)ReadyRosieCategory Hunt How Far Does It Fly? Hunt and Measure Measurable Me Ramp Car Racing |

CONTENT AREA | First Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 1.MD.A. | Measurement & Data: Measure lengths indirectly and by iterating length units. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 1 | How is it possible for 5 sticks placed end-to-end to be equal in length to 6 sticks placed end-to-end?ReadyRosieHow Far Does It Fly? Hunt and Measure Measurable Me Ramp Car Racing |

INDICATOR | 2 | Which is longer, the total length of two sticks placed end-to-end vertically or the same two sticks placed end-to-end horizontally?ReadyRosieHow Far Does It Fly? Hunt and Measure Measurable Me Ramp Car Racing |

INDICATOR | 3 | What objects in this classroom are the same length as (or longer than, or shorter than) your forearm?ReadyRosieHow Far Does It Fly? Hunt and Measure Measurable Me Ramp Car Racing |

CONTENT AREA | First Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 1.MD.A. | Measurement & Data: Measure lengths indirectly and by iterating length units. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 2 | In kindergarten, students directly compare two objects with a measurable attribute in common.ReadyRosieMeasurable Me |

INDICATOR | 3 | In Grade 1, this expectation is part of a progression of learning that develops conceptions of comparison, conservation, seriation, and iteration.ReadyRosieMeasurable Me |

INDICATOR | 4 | In Grade 2, students measure and estimate lengths in standard units.ReadyRosieHow Far Does It Fly? Ramp Car Racing |

CONTENT AREA | First Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 1.MD.B. | Measurement & Data: Tell and write time. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 1.MD.B.3. | Tell and write time in hours and half-hours using analog and digital clocks. (CCSS: 1.MD.B.3)ReadyRosieBody Clock |

CONTENT AREA | First Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 1.MD.B. | Measurement & Data: Tell and write time. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Tell and manage time to be both personally responsible and responsible to the needs of others. (Personal Skills: Personal Responsibility)ReadyRosieBody Clock |

INDICATOR | 2 | Recognize that time is a quantity that can be measured with different degrees of precision. (MP6)ReadyRosieCategory Hunt |

CONTENT AREA | First Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 1.MD.B. | Measurement & Data: Tell and write time. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 2 | If the time is 2:30, where would the minute hand be pointing on an analog clock?ReadyRosieBody Clock |

CONTENT AREA | First Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 1.MD.B. | Measurement & Data: Tell and write time. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation is in addition to the major work of the grade.ReadyRosieBody Clock |

CONTENT AREA | First Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 1.MD.C. | Measurement & Data: Represent and interpret data. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 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. (CCSS: 1.MD.C.4)ReadyRosieSurvey Says |

CONTENT AREA | First Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 1.MD.C. | Measurement & Data: Represent and interpret data. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Ask and answer questions about categorical data based on representations of the data. (MP1)ReadyRosieCar Time Math Family Math Book |

INDICATOR | 2 | Group similar individual objects together and abstract those objects into a new conceptual group. (MP2)ReadyRosieCard Sorting Category Hunt Toy Organization |

INDICATOR | 4 | Use appropriate labels and units of measure. (MP6)ReadyRosieCategory Hunt |

CONTENT AREA | First Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 1.MD.C. | Measurement & Data: Represent and interpret data. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 3 | How can an object’s attributes determine if it does not belong with other objects in a group?ReadyRosieSurvey Says |

CONTENT AREA | First Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 1.MD.C. | Measurement & Data: Represent and interpret data. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 2 | In kindergarten, students classify objects into given categories, count the numbers of objects in each category, and sort the categories by count.ReadyRosieSurvey Says |

INDICATOR | 3 | In Grade 1, this expectation supports representing and solving problems involving addition and subtraction, which is major work of the grade.ReadyRosieTen Dimes |

CONTENT AREA | First Grade, Standard 4. Geometry | |

STANDARD | 1.G.A. | Geometry: Reason with shapes and their attributes. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 1.G.A.1. | Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. (CCSS: 1.G.A.1)ReadyRosieFolding a Blanket One of These Is Not Like the Other Paper Airplane Geometry |

EVIDENCE OUTCOMES | 1.G.A.2. | Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names, such as “right rectangular prisms.”) (CCSS: 1.G.A.2)ReadyRosieFolding a Blanket Paper Airplane Geometry |

EVIDENCE OUTCOMES | 1.G.A.3. | Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. (CCSS: 1.G.A.3)ReadyRosieFolding Napkins Making Playdough Together |

CONTENT AREA | First Grade, Standard 4. Geometry | |

STANDARD | 1.G.A. | Geometry: Reason with shapes and their attributes. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Demonstrate flexibility, imagination, and inventiveness in composing two-dimensional and three-dimensional shapes to create composite shapes. (Entrepreneurial Skills: Risk Taking)ReadyRosieFolding a Blanket Paper Airplane Geometry |

INDICATOR | 2 | Sort, classify, build, or draw shapes in terms of defining attributes versus non-defining attributes. (MP1)ReadyRosieCanned Car Time Math Family Math Book Folding a Blanket Mystery Shape Paper Airplane Geometry |

INDICATOR | 3 | Determine how to partition a given circle or rectangle into two and four equal shares and describe the whole in terms of equal shares. (MP2)ReadyRosieFolding Napkins Making Playdough Together |

INDICATOR | 4 | Justify whether a shape belongs in a given category by differentiating between defining attributes and non-defining attributes. (MP3)ReadyRosieCanned Category Hunt Mystery Shape One of These Is Not Like the Other |

INDICATOR | 5 | Analyze how composite shapes can be formed by, or decomposed into, basic shapes. (MP7)ReadyRosieFolding a Blanket One of These Is Not Like the Other Paper Airplane Geometry |

CONTENT AREA | First Grade, Standard 4. Geometry | |

STANDARD | 1.G.A. | Geometry: Reason with shapes and their attributes. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 1 | Which properties of shapes are most important when you decide if a shape belongs in a group with other shapes?ReadyRosieMystery Shape |

INDICATOR | 2 | What kinds of objects can you find in your school or home that are made up of two or more different shapes being put together?ReadyRosieFolding a Blanket Paper Airplane Geometry |

INDICATOR | 3 | In how many different ways can you create two or four equal shares in a rectangle?ReadyRosieFolding Napkins Making Playdough Together |

CONTENT AREA | First Grade, Standard 4. Geometry | |

STANDARD | 1.G.A. | Geometry: Reason with shapes and their attributes. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation is an addition to the major work of the grade.ReadyRosieMystery Shape |

INDICATOR | 2 | In kindergarten, students identify, describe, analyze, compare, create, and compose shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).ReadyRosieMystery Shape |

INDICATOR | 3 | In Grade 2, students recognize and draw shapes having specified attributes and partition circles and rectangles into two, three, or four equal shares. In Grade 3, students develop understanding of fractions as numbers.ReadyRosieFolding Napkins Making Playdough Together Mystery Shape |

Colorado Academic Standards (CAS) |

Mathematics |

Grade: 2 - Adopted: 2018 |

CONTENT AREA | Prepared Graduates in Mathematics | |

STANDARD | MP1. | Make sense of problems and persevere in solving them.ReadyRosieBuilding a Fort Can I Stump You? Family Math Book |

STANDARD | MP3. | Construct viable arguments and critique the reasoning of others.ReadyRosieBuilding a Fort Category Hunt One of These Is Not Like the Other |

STANDARD | MP4. | Model with mathematics.ReadyRosieFamily Math Book Is it Reasonable? When Five is Big |

STANDARD | MP6. | Attend to precision.ReadyRosieCategory Hunt |

STANDARD | MP7. | Look for and make use of structure.ReadyRosieOne of These Is Not Like the Other |

STANDARD | MP8. | Look for and express regularity in repeated reasoning.ReadyRosieCategory Hunt |

CONTENT AREA | Second Grade, Standard 1. Number and Quantity | |

STANDARD | 2.NBT.A. | Number & Operations in Base Ten: Understand place value. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 2.NBT.A.1. | Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: (CCSS: 2.NBT.A.1) |

INDICATOR | 2.NBT.A.1.a. | 100 can be thought of as a bundle of ten tens — called a “hundred.” (CCSS: 2.NBT.A.1.a)ReadyRosieAll About My Number How Much to 1,000? Less Than Location Guess My Number Place Value Battle Place Value Dice |

INDICATOR | 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). (CCSS: 2.NBT.A.1.b)ReadyRosieAll About My Number How Much to 1,000? Less Than Place Value Battle Place Value Dice |

CONTENT AREA | Second Grade, Standard 1. Number and Quantity | |

STANDARD | 2.NBT.A. | Number & Operations in Base Ten: Understand place value. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 2.NBT.A.2. | Count within 1000; skip-count by 5s, 10s, and 100s. (CCSS: 2.NBT.A.2)ReadyRosieBuzz on 3 Dollars and Dice One Hundred More |

EVIDENCE OUTCOMES | 2.NBT.A.3. | Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. (CCSS: 2.NBT.A.3)ReadyRosieAll About My Number Dollars and Dice Place Value Dice Sneaky Math Note Thousand More |

EVIDENCE OUTCOMES | 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. (CCSS: 2.NBT.A.4)ReadyRosieGreater Than Is it Reasonable? Less Than Location Guess My Number Place Value Battle The Greater Number |

CONTENT AREA | Second Grade, Standard 1. Number and Quantity | |

STANDARD | 2.NBT.A. | Number & Operations in Base Ten: Understand place value. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Abstract 10 ones into a single conceptual object called a ten and abstract 100 ones or 10 tens into a single conceptual object called a hundred. (MP2)ReadyRosiePlace Value Battle Place Value Dice Thousand More |

INDICATOR | 2 | Compose, decompose, and compare three-digit numbers according to their base-ten structure. (MP7)ReadyRosieOne of These Is Not Like the Other Sneaky Math Note Thousand More |

CONTENT AREA | Second Grade, Standard 1. Number and Quantity | |

STANDARD | 2.NBT.A. | Number & Operations in Base Ten: Understand place value. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 1 | How many hundreds are in the number “four hundred five”? How do you know? How many tens are in the number "four hundred five? How do you know?ReadyRosieAll About My Number How Much to 1,000? Less Than Location Guess My Number Place Value Battle Place Value Dice |

INDICATOR | 2 | How many times do you need to skip count by 5s to count as far as skip counting by 10s once?ReadyRosieBuzz on 3 Dollars and Dice One Hundred More |

INDICATOR | 3 | How many times do you need to skip count by 10s to count as far as skip counting by 100 once?ReadyRosieBuzz on 3 Dollars and Dice One Hundred More |

INDICATOR | 4 | Why is any two-digit number that starts with 5 always larger than a two-digit number that starts with 3?ReadyRosieAll About My Number How Much to 1,000? Location Guess My Number Place Value Dice |

CONTENT AREA | Second Grade, Standard 1. Number and Quantity | |

STANDARD | 2.NBT.A. | Number & Operations in Base Ten: Understand place value. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation represents major work of the grade.ReadyRosiePlace Value Battle Place Value Dice |

INDICATOR | 2 | In Grade 1, students understand place value for two-digit numbers.ReadyRosieAll About My Number How Much to 1,000? Location Guess My Number Place Value Dice |

INDICATOR | 3 | In Grade 2, this expectation connects with using place value understanding and properties of operations to add and subtract and with working with equal groups of objects to gain foundations for multiplication.ReadyRosieAll About My Number How Much to 1,000? Less Than Location Guess My Number Place Value Battle Place Value Dice |

INDICATOR | 4 | In Grade 3, students use place value understanding and properties of operations to perform multi-digit arithmetic.ReadyRosieAll About My Number How Much to 1,000? Less Than Location Guess My Number Place Value Battle Place Value Dice |

CONTENT AREA | Second Grade, Standard 1. Number and Quantity | |

STANDARD | 2.NBT.B. | |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 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. (CCSS: 2.NBT.B.5)ReadyRosie2-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? |

EVIDENCE OUTCOMES | 2.NBT.B.6. | Add up to four two-digit numbers using strategies based on place value and properties of operations. (CCSS: 2.NBT.B.6)ReadyRosie2-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 |

EVIDENCE OUTCOMES | 2.NBT.B.7. | Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. (CCSS: 2.NBT.B.7)ReadyRosie2-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? |

EVIDENCE OUTCOMES | 2.NBT.B.8. | Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. (CCSS: 2.NBT.B.8)ReadyRosieDollars and Dice |

EVIDENCE OUTCOMES | 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.) (CCSS: 2.NBT.B.9)ReadyRosieAddition War Broken Calculator Keys Can I Stump You? Can you Make 21? Dollars and Dice Fishing for Doubles How Much to 1,000? Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |

CONTENT AREA | Second Grade, Standard 1. Number and Quantity | |

STANDARD | 2.NBT.B. | |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Relate concrete or mental strategies for adding and subtracting within 100 to a written method. (Entrepreneurial Skills: Critical Thinking/Problem Solving)ReadyRosieDollars and Dice |

INDICATOR | 2 | Make sense of place value by modeling quantities with drawings or equations. (MP1)ReadyRosieAll About My Number Can I Stump You? Family Math Book Place Value Battle Place Value Dice |

INDICATOR | 3 | Use the base-ten structure to add and subtract, composing and decomposing ones, tens, and hundreds as necessary. (MP7)ReadyRosieAll About My Number How Much to 1,000? Less Than Location Guess My Number One of These Is Not Like the Other Place Value Battle Place Value Dice Sneaky Math Note Thousand More |

CONTENT AREA | Second Grade, Standard 1. Number and Quantity | |

STANDARD | 2.NBT.B. | |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 2 | How might you rewrite 38+47+93+62 to make it easier to solve? How do you know it is OK to rewrite it?ReadyRosieAll About My Number Dollars and Dice Restaurant Story Problems Skunk Addition Sneaky Math Note |

CONTENT AREA | Second Grade, Standard 1. Number and Quantity | |

STANDARD | 2.NBT.B. | |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation represents major work of the grade.ReadyRosiePlace Value Battle Place Value Dice Race to Zero |

INDICATOR | 3 | In Grade 2, this expectation connects with representing and solving problems involving addition and subtraction and fluently adding and subtracting within 20.ReadyRosieAddition War Can you Make 21? Fifteen Fact Memory Fishing for Doubles Subtraction War |

INDICATOR | 4 | In Grade 3, students use place value understanding and properties of operations to perform multi-digit arithmetic, including fluently adding and subtracting within 1000.ReadyRosie2-Digit Addition War Broken Calculator Keys Can I Stump You? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |

CONTENT AREA | Second Grade, Standard 2. Algebra and Functions | |

STANDARD | 2.OA.A. | Operations & Algebraic Thinking: Represent and solve problems involving addition and subtraction. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 2.OA.A.1. | Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (see Appendix, Table 1) (CCSS: 2.OA.A.1)ReadyRosieCan I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |

CONTENT AREA | Second Grade, Standard 2. Algebra and Functions | |

STANDARD | 2.OA.A. | Operations & Algebraic Thinking: Represent and solve problems involving addition and subtraction. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Decontextualize word problems, use mathematics to solve, and then recontextualize to provide the answer in context. (MP2)ReadyRosieMake One Up |

INDICATOR | 2 | Represent situations in word problems using drawings and equations with symbols for unknown numbers. (MP4)ReadyRosieFamily Math Book |

CONTENT AREA | Second Grade, Standard 2. Algebra and Functions | |

STANDARD | 2.OA.A. | Operations & Algebraic Thinking: Represent and solve problems involving addition and subtraction. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 1 | (Given a word problem) What is the unknown quantity in this problem?ReadyRosieCan I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |

INDICATOR | 2 | (Given an addition or subtraction problem) How might you use a model to represent this problem?ReadyRosieCan I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |

INDICATOR | 3 | Does the word “more” in a word problem always mean that you will use addition to solve the problem? Why or why not?ReadyRosieCan I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |

CONTENT AREA | Second Grade, Standard 2. Algebra and Functions | |

STANDARD | 2.OA.A. | Operations & Algebraic Thinking: Represent and solve problems involving addition and subtraction. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation represents the major work of the grade.ReadyRosieCan I Stump You? Family Math Book Input Output Make One Up Race to Zero Restaurant Story Problems |

INDICATOR | 2 | In Grade 1, students use place value understanding and properties of operations to represent and solve problems involving addition and subtraction.ReadyRosieCan I Stump You? Family Math Book Input Output Make One Up Race to Zero Restaurant Story Problems |

INDICATOR | 3 | This expectation connects with other ideas in Grade 2: (a) using place value understanding and properties of operations to add and subtract, (b) relating addition and subtraction to length, (c) working with time and money, and (d) representing and interpreting data.ReadyRosieCan I Stump You? Family Math Book Input Output Make One Up Race to Zero Restaurant Story Problems Three Questions |

INDICATOR | 4 | In Grade 3, students solve problems involving the four operations and identify and explain patterns in arithmetic.ReadyRosieI Spy Sums and Products Math Mind Reading Multiplication War Race to Zero |

CONTENT AREA | Second Grade, Standard 2. Algebra and Functions | |

STANDARD | 2.OA.B. | Operations & Algebraic Thinking: Add and subtract within 20. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 2.OA.B.2. | Fluently add and subtract within 20 using mental strategies. (See 1.OA.C.6 for a list of strategies.) By end of Grade 2, know from memory all sums of two one-digit numbers. (CCSS: 2.OA.B.2)ReadyRosieAddition War Can you Make 21? Fifteen Fact Memory Fishing for Doubles Subtraction War |

CONTENT AREA | Second Grade, Standard 2. Algebra and Functions | |

STANDARD | 2.OA.B. | Operations & Algebraic Thinking: Add and subtract within 20. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 2 | Add and subtract within 20 quickly, accurately, and flexibly. (MP6)ReadyRosieAddition War Can you Make 21? Fifteen Fact Memory Fishing for Doubles One of These Is Not Like the Other Subtraction War |

CONTENT AREA | Second Grade, Standard 2. Algebra and Functions | |

STANDARD | 2.OA.B. | Operations & Algebraic Thinking: Add and subtract within 20. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 1 | How can you use addition and subtraction facts you know to quickly determine facts that you don’t know?ReadyRosieAddition War Can you Make 21? Fifteen Fact Memory Fishing for Doubles Subtraction War |

INDICATOR | 2 | Why do you think it is important to know your addition and subtraction facts?ReadyRosieAddition War Can you Make 21? Fifteen Fact Memory Fishing for Doubles Subtraction War |

CONTENT AREA | Second Grade, Standard 2. Algebra and Functions | |

STANDARD | 2.OA.B. | Operations & Algebraic Thinking: Add and subtract within 20. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This GLE represents major work of the grade.ReadyRosieAddition War Can you Make 21? Fifteen Fact Memory Fishing for Doubles Subtraction War |

INDICATOR | 2 | In Grade 1, students use objects and drawings to add and subtract within 20 in preparation for fluency with mental strategies in Grade 2.ReadyRosieDollars and Dice |

INDICATOR | 3 | In Grade 2, this expectation connects with using place value understanding and properties of operations to add and subtract within 1000 and fluently add and subtract within 100.ReadyRosie2-Digit Addition War Broken Calculator Keys Can I Stump You? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |

CONTENT AREA | Second Grade, Standard 2. Algebra and Functions | |

STANDARD | 2.OA.C. | Operations & Algebraic Thinking: Work with equal groups of objects to gain foundations for multiplication. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 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 2s; write an equation to express an even number as a sum of two equal addends. (CCSS: 2.OA.C.3)ReadyRosieEven or Odd? |

EVIDENCE OUTCOMES | 2.OA.C.4. | Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. (CCSS: 2.OA.C.4)ReadyRosieAn Array of Brownies I Spy Sums and Products Table Times |

CONTENT AREA | Second Grade, Standard 2. Algebra and Functions | |

STANDARD | 2.OA.C. | Operations & Algebraic Thinking: Work with equal groups of objects to gain foundations for multiplication. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Explore the arrangement of objects and how some arrangements afford mathematical power to solve problems. (Entrepreneurial Skills: Creativity/Innovation)ReadyRosieSecret Family Pattern |

INDICATOR | 3 | Explain why a group of objects is even or odd and if a strategy for deciding works with any group of objects. (MP3)ReadyRosieBuilding a Fort Category Hunt Even or Odd? |

CONTENT AREA | Second Grade, Standard 2. Algebra and Functions | |

STANDARD | 2.OA.C. | Operations & Algebraic Thinking: Work with equal groups of objects to gain foundations for multiplication. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 2 | Do two equal addends always result in an even sum? Why or why not?ReadyRosieEven or Odd? |

CONTENT AREA | Second Grade, Standard 2. Algebra and Functions | |

STANDARD | 2.OA.C. | |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation supports the major work of the grade.ReadyRosieFair Share |

INDICATOR | 3 | In Grade 2, this expectation connects with understanding place value for three-digit numbers.ReadyRosieAll About My Number How Much to 1,000? Less Than Place Value Battle Place Value Dice |

INDICATOR | 4 | In Grade 3, students solve problems involving the four operations and identify and explain patterns in arithmetic.ReadyRosieI Spy Sums and Products Math Mind Reading Multiplication War Race to Zero |

CONTENT AREA | Second Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 2.MD.A. | Measurement & Data: Measure and estimate lengths in standard units. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 2.MD.A.1. | Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. (CCSS: 2.MD.A.1)ReadyRosieHow Far Does It Fly? Ramp Car Racing Three Questions |

EVIDENCE OUTCOMES | 2.MD.A.3. | Estimate lengths using units of inches, feet, centimeters, and meters. (CCSS: 2.MD.A.3)ReadyRosieHow Far Does It Fly? Ramp Car Racing Three Questions |

EVIDENCE OUTCOMES | 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. (CCSS: 2.MD.A.4)ReadyRosieHow Far Does It Fly? Ramp Car Racing |

CONTENT AREA | Second Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 2.MD.A. | Measurement & Data: Measure and estimate lengths in standard units. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Consider the correctness of another students’ measurement in which they lined up three large and four small blocks and claimed a path was “seven blocks long.” (MP3)ReadyRosieCategory Hunt One of These Is Not Like the Other Three Questions |

INDICATOR | 2 | Choose between different measurement tools depending on the objects they need to measure. (MP5)ReadyRosieThree Questions |

INDICATOR | 3 | Determine when it is appropriate to estimate an object’s length or when a more precise measurement is needed. (MP6)ReadyRosieCategory Hunt How Far Does It Fly? Ramp Car Racing Three Questions |

CONTENT AREA | Second Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 2.MD.A. | Measurement & Data: Measure and estimate lengths in standard units. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 1 | What do the numbers on a ruler represent?ReadyRosieHow Far Does It Fly? Ramp Car Racing Three Questions |

INDICATOR | 2 | What is the more appropriate tool for measuring the length of your school hallway, a 1-foot ruler or a 25-foot measuring tape?ReadyRosieThree Questions |

INDICATOR | 3 | When is it appropriate to estimate length? When is it not appropriate?ReadyRosieHow Far Does It Fly? Ramp Car Racing Three Questions |

CONTENT AREA | Second Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 2.MD.A. | Measurement & Data: Measure and estimate lengths in standard units. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation represents major work of the grade.ReadyRosieHow Far Does It Fly? Ramp Car Racing |

INDICATOR | 4 | In Grade 3, students (a) develop understanding of fractions as numbers, (b) solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects, and (c) use concepts of area and relate area to multiplication and to addition.ReadyRosieFractions on a Number Line Reading Recipes |

CONTENT AREA | Second Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 2.MD.B. | Measurement & Data: Relate addition and subtraction to length. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Recognize problems involving lengths and identify possible solutions. (Entrepreneurial Skills: Critical Thinking/Problem Solving)ReadyRosieHow Far Does It Fly? Ramp Car Racing |

INDICATOR | 2 | Build on experiences with measurement tools to understand number lines as a more abstract tool for working with quantities. (MP2)ReadyRosieThree Questions |

INDICATOR | 3 | Use mathematical representations, like drawings and equations, to model scenarios described in word problems. (MP4)ReadyRosieFamily Math Book |

CONTENT AREA | Second Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 2.MD.B. | Measurement & Data: Relate addition and subtraction to length. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 1 | When might it be necessary to measure parts of objects and then combine those parts together?ReadyRosieHow Far Does It Fly? Ramp Car Racing |

INDICATOR | 2 | How is a number line like a ruler?ReadyRosieThree Questions |

CONTENT AREA | Second Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 2.MD.B. | Measurement & Data: Relate addition and subtraction to length. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This GLE represents major work of the grade.ReadyRosieThree Questions |

INDICATOR | 2 | In Grade 1, students add and subtract within 20 and express the length of an object as a whole number of length units.ReadyRosieAddition War Can you Make 21? Fifteen Fact Memory Fishing for Doubles How Far Does It Fly? Ramp Car Racing Subtraction War |

INDICATOR | 3 | In Grade 2, this expectation connects with measuring and estimating lengths in standard units and with representing and interpreting data.ReadyRosieHow Far Does It Fly? Ramp Car Racing Three Questions |

CONTENT AREA | Second Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 2.MD.C. | Measurement & Data: Work with time and money. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 2.MD.C.8. | Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have two dimes and three pennies, how many cents do you have? (CCSS: 2.MD.C.8)ReadyRosieWhat's in a Dollar? |

CONTENT AREA | Second Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 2.MD.C. | Measurement & Data: Work with time and money. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 2 | Make sense of word problems involving money. (MP1)ReadyRosieCan I Stump You? Family Math Book What's in a Dollar? |

INDICATOR | 3 | Recognize that time is a quantity that can be measured with different degrees of precision. (MP6)ReadyRosieCategory Hunt |

CONTENT AREA | Second Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 2.MD.C. | Measurement & Data: Work with time and money. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 2 | Does the size of a coin indicate the value of the coin?ReadyRosieCoupon Savings Dollars and Dice |

INDICATOR | 3 | How is money like our base-ten number system, where it takes ten of one unit to make the next unit (ten ones makes a ten, ten tens make a hundred)? In what ways is it different?ReadyRosieThousand More |

CONTENT AREA | Second Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 2.MD.C. | Measurement & Data: Work with time and money. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This GLE supports the major work of the grade.ReadyRosieCoupon Savings Dollars and Dice |

INDICATOR | 3 | In Grade 2, this expectation connects with representing and solving problems involving addition and subtraction.ReadyRosieRace to Zero |

CONTENT AREA | Second Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 2.MD.D. | Measurement & Data: Represent and interpret data. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 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. (CCSS: 2.MD.D.9)ReadyRosieHow Far Does It Fly? Ramp Car Racing |

CONTENT AREA | Second Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 2.MD.D. | Measurement & Data: Represent and interpret data. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Organize objects according to measures or categories to help make sense of problems. (MP1)ReadyRosieCan I Stump You? Category Hunt Family Math Book |

INDICATOR | 2 | Organize measurement and categorical data into categories based on size or type so comparisons can be made between categories instead of between individual objects. (MP2)ReadyRosieCategory Hunt |

CONTENT AREA | Second Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 2.MD.D. | Measurement & Data: Represent and interpret data. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 1 | How is organizing objects by length measurements, rounded to the nearest unit, similar to and different from organizing objects by categories?ReadyRosieCategory Hunt How Far Does It Fly? Ramp Car Racing |

CONTENT AREA | Second Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 2.MD.D. | Measurement & Data: Represent and interpret data. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 3 | In Grade 2, this expectation connects with representing and solving problems involving addition and subtraction and with relating addition and subtraction to length.ReadyRosieRace to Zero |

CONTENT AREA | Second Grade, Standard 4. Geometry | |

STANDARD | 2.G.A. | Geometry: Reason with shapes and their attributes. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 2.G.A.1. | Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (CCSS: 2.G.A.1)ReadyRosieMystery Shape Paper Airplane Geometry |

EVIDENCE OUTCOMES | 2.G.A.2. | Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. (CCSS: 2.G.A.2)ReadyRosieAn Array of Brownies |

EVIDENCE OUTCOMES | 2.G.A.3. | Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. (CCSS: 2.G.A.3)ReadyRosieCounting Fractions |

CONTENT AREA | Second Grade, Standard 4. Geometry | |

STANDARD | 2.G.A. | Geometry: Reason with shapes and their attributes. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Demonstrate flexibility, imagination, and inventiveness in drawing shapes having specified attributes and in partitioning circles and rectangles into equal shares. (Entrepreneurial Skills: Risk Taking)ReadyRosieCounting Fractions |

INDICATOR | 2 | Explore various ways of partitioning shapes into equal shares, such as different methods for dividing a square into fourths, to understand that each partition, regardless of shape, represents an equal share of the square. (MP2)ReadyRosieCounting Fractions |

INDICATOR | 3 | Engage in spatial structuring by tiling rectangles with rows and columns of squares to build understanding of two-dimensional regions. (MP7)ReadyRosieOne of These Is Not Like the Other |

CONTENT AREA | Second Grade, Standard 4. Geometry | |

STANDARD | 2.G.A. | Geometry: Reason with shapes and their attributes. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 2 | (Given a rectangle) Can you divide this rectangle into three equal parts in more than one way?ReadyRosieCounting Fractions |

CONTENT AREA | Second Grade, Standard 4. Geometry | |

STANDARD | 2.G.A. | Geometry: Reason with shapes and their attributes. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This GLE is in addition to the major work of Grade 2.ReadyRosieMystery Shape |

INDICATOR | 2 | In Grade 1, students reason with shapes and their attributes, distinguish between defining and non-defining attributes, compose two-dimensional shapes, and partition circles and rectangles into halves and fourths.ReadyRosieCounting Fractions Mystery Shape Paper Airplane Geometry |

INDICATOR | 3 | In Grade 3, students develop understanding of fractions as numbers, use concepts of area and relate area to multiplication and to addition, and understand that shared attributes in different categories of shapes can define a larger category.ReadyRosieAn Array of Brownies Fractions on a Number Line I Spy Sums and Products Mystery Shape Table Times |

Colorado Academic Standards (CAS) |

Mathematics |

Grade: 3 - Adopted: 2018 |

CONTENT AREA | Prepared Graduates in Mathematics | |

STANDARD | MP1. | Make sense of problems and persevere in solving them.ReadyRosieBuilding a Fort Can I Stump You? Family Math Book |

STANDARD | MP2. | Reason abstractly and quantitatively.ReadyRosieThat's Crazy! |

STANDARD | MP3. | Construct viable arguments and critique the reasoning of others.ReadyRosieBuilding a Fort Category Hunt |

STANDARD | MP4. | Model with mathematics.ReadyRosieFamily Math Book That's Crazy! When Five is Big |

STANDARD | MP6. | Attend to precision.ReadyRosieCategory Hunt |

STANDARD | MP8. | Look for and express regularity in repeated reasoning.ReadyRosieCategory Hunt |

CONTENT AREA | Third Grade, Standard 1. Number and Quantity | |

STANDARD | 3.NBT.A. | Number & Operations in Base Ten: Use place value understanding and properties of operations to perform multi-digit arithmetic. A range of algorithms may be used. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 3.NBT.A.1. | Use place value understanding to round whole numbers to the nearest 10 or 100. (CCSS: 3.NBT.A.1)ReadyRosieRound Showdown The Greater Number |

EVIDENCE OUTCOMES | 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. (CCSS: 3.NBT.A.2)ReadyRosie2-Digit Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition The Answer Is Thousand More What's the Difference? |

CONTENT AREA | Third Grade, Standard 1. Number and Quantity | |

STANDARD | 3.NBT.A. | Number & Operations in Base Ten: Use place value understanding and properties of operations to perform multi-digit arithmetic. A range of algorithms may be used. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Flexibly exhibit understanding of a variety of strategies when performing multi-digit arithmetic. (Personal Skills: Adaptability/Flexibility)ReadyRosie2-Digit Addition War Broken Calculator Keys Can I Stump You? Close Call Coupon Savings Dollars and Dice Domino Division How Much to 1,000? I Spy Sums and Products Let's Go to 100 Over Under Product Practice Race to Zero Skunk Addition The Answer Is Thousand More What's the Difference? |

INDICATOR | 2 | Demonstrate place value understanding by precisely referring to digits according to their place value. (MP6)ReadyRosieCategory Hunt Place Value Battle Place Value Dice |

INDICATOR | 3 | Recognize and use place value and properties of operations to structure algorithms and other representations of multi-digit arithmetic. (MP7)ReadyRosiePlace Value Battle Place Value Dice |

CONTENT AREA | Third Grade, Standard 1. Number and Quantity | |

STANDARD | 3.NBT.A. | Number & Operations in Base Ten: Use place value understanding and properties of operations to perform multi-digit arithmetic. A range of algorithms may be used. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 1 | How is rounding whole numbers to the nearest 10 or 100 useful?ReadyRosieRound Showdown The Greater Number |

INDICATOR | 2 | Do different strategies for solving lead to different answers when we add or subtract? Why or why not?ReadyRosieBroken Calculator Keys Can I Stump You? Can you Make 21? Dollars and Dice How Much to 1,000? Skunk Addition The Answer Is Thousand More What's the Difference? |

CONTENT AREA | Third Grade, Standard 1. Number and Quantity | |

STANDARD | 3.NBT.A. | |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation is in addition to the major work of the grade.ReadyRosie2-Digit Addition War Broken Calculator Keys Can I Stump You? Close Call Coupon Savings Dollars and Dice Domino Division How Much to 1,000? I Spy Sums and Products Let's Go to 100 Over Under Place Value Dice Product Practice Race to Zero Skunk Addition The Answer Is Thousand More What's the Difference? |

INDICATOR | 2 | In Grade 2, students use place value understanding and properties of operations to add and subtract fluently within 100.ReadyRosie2-Digit Addition War Broken Calculator Keys Can I Stump You? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Place Value Dice Race to Zero Skunk Addition The Answer Is Thousand More What's the Difference? |

INDICATOR | 3 | This expectation connects to other ideas in Grade 3: (a) an understanding of multiplication, (b) knowing the relationship between multiplication and division, and (c) the concept of area and its relationship to multiplication and division.ReadyRosieAn Array of Brownies Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |

INDICATOR | 4 | In Grade 4, students generalize place value understanding for multi-digit whole numbers and use that understanding and the properties of operations to perform multi-digit arithmetic.ReadyRosieDollars and Dice Restaurant Story Problems Skunk Addition |

CONTENT AREA | Third Grade, Standard 1. Number and Quantity | |

STANDARD | 3.NF.A. | Number & Operations—Fractions: Develop understanding of fractions as numbers. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 3.NF.A.1. | Describe a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. (CCSS: 3.NF.A.1)ReadyRosieFractions on a Number Line Shape Up! |

CONTENT AREA | Third Grade, Standard 1. Number and Quantity | |

STANDARD | 3.NF.A. | Number & Operations—Fractions: Develop understanding of fractions as numbers. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 3.NF.A.3. | Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. (CCSS: 3.NF.A.3) |

INDICATOR | 3.NF.A.3.a. | Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. (CCSS: 3.NF.A.3.a)ReadyRosieSharing an Apple |

INDICATOR | 3.NF.A.3.b. | Recognize and generate simple equivalent fractions, e.g., 1/2=2/4, 4/6=2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. (CCSS: 3.NF.A.3.b)ReadyRosieSharing an Apple |

INDICATOR | 3.NF.A.3.c. | Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3=3/1; recognize that 6/1=6; locate 4/4 and 1 at the same point of a number line diagram. (CCSS: 3.NF.A.3.c)ReadyRosieFractions on a Number Line Shape Up! |

INDICATOR | 3.NF.A.3.d. | Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. (CCSS: 3.NF.A.3.d)ReadyRosieFractions on a Number Line |

CONTENT AREA | Third Grade, Standard 1. Number and Quantity | |

STANDARD | 3.NF.A. | Number & Operations—Fractions: Develop understanding of fractions as numbers. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Flexibly describe fractions both as parts of other numbers but also as numbers themselves. (Personal Skills: Adaptability/Flexibility)ReadyRosieCounting Fractions Fractions on a Number Line Shape Up! |

INDICATOR | 2 | Analyze and use information presented visually (for example, number lines, fraction models, and diagrams representing parts and wholes) that support an understanding of fractions as numbers. (Entrepreneurial Skills: Literacy/Reading)ReadyRosieFractions on a Number Line Shape Up! |

INDICATOR | 3 | Reason about the number line in a new way by understanding and using fractional parts between whole numbers. (MP2)ReadyRosieThat's Crazy! |

INDICATOR | 4 | Critique the reasoning of others when comparing fractions that may refer to different wholes. (MP3)ReadyRosieCategory Hunt Fractions on a Number Line |

INDICATOR | 5 | Use the structure of fractions to locate and compare fractions on a number line. (MP7)ReadyRosieFractions on a Number Line Shape Up! |

CONTENT AREA | Third Grade, Standard 1. Number and Quantity | |

STANDARD | 3.NF.A. | Number & Operations—Fractions: Develop understanding of fractions as numbers. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 2 | When the numerators of two different fractions are the same, how can the denominators be used to compare them?ReadyRosieFractions on a Number Line |

CONTENT AREA | Third Grade, Standard 1. Number and Quantity | |

STANDARD | 3.NF.A. | Number & Operations—Fractions: Develop understanding of fractions as numbers. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation represents major work of the grade.ReadyRosieFractions on a Number Line Shape Up! |

INDICATOR | 2 | In Grade 2, students (a) relate addition and subtraction to length, (b) measure and estimate lengths in standard units, and (c) reason with shapes and their attributes, including partitioning circles and rectangles into halves, thirds, and fourths.ReadyRosieCounting Fractions How Far Does It Fly? Ramp Car Racing Shape Up! |

INDICATOR | 3 | In Grade 3, this expectation connects to the solving of problems involving measurement and estimation of intervals of time, liquid volumes, and mass of objects and is further supported by the expectation to represent and interpret data.ReadyRosieCooking Estimation Double the Recipe Reading Recipes |

CONTENT AREA | Third Grade, Standard 2. Algebra and Functions | |

STANDARD | 3.OA.A. | Operations & Algebraic Thinking: Represent and solve problems involving multiplication and division. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 3.OA.A.1. | Interpret products of whole numbers, e.g., interpret 5×7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5×7. (CCSS: 3.OA.A.1)ReadyRosieI Spy Sums and Products Let's Go to 100 Multiplication War Price Per Pound Say it a Different Way |

EVIDENCE OUTCOMES | 3.OA.A.2. | Interpret whole-number quotients of whole numbers, e.g., interpret 56÷8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56÷8. (CCSS: 3.OA.A.2)ReadyRosieFair Share |

EVIDENCE OUTCOMES | 3.OA.A.3. | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (see Appendix, Table 2) (CCSS: 3.OA.A.3)ReadyRosieCan I Stump You? Family Math Book Let's Go to 100 Table Times |

EVIDENCE OUTCOMES | 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×?=48, 5=_÷3, 6×6=? (CCSS: 3.OA.A.4)ReadyRosieMath Mind Reading Parts Unknown |

CONTENT AREA | Third Grade, Standard 2. Algebra and Functions | |

STANDARD | 3.OA.A. | Operations & Algebraic Thinking: Represent and solve problems involving multiplication and division. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 2 | Make sense of missing numbers in equations by using the relationship between multiplication and division. (MP1)ReadyRosieCan I Stump You? Domino Division Fair Share Family Math Book I Spy Sums and Products Let's Go to 100 Math Mind Reading Parts Unknown Product Practice |

INDICATOR | 3 | Reason abstractly about numbers of groups and the size of groups to make meaning of the quantities involved in multiplication and division. (MP2)ReadyRosieDomino Division I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice That's Crazy! |

INDICATOR | 4 | Use arrays to represent whole-number multiplication and division problems. (MP4)ReadyRosieAn Array of Brownies Domino Division Family Math Book I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |

CONTENT AREA | Third Grade, Standard 2. Algebra and Functions | |

STANDARD | 3.OA.A. | Operations & Algebraic Thinking: Represent and solve problems involving multiplication and division. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 1 | How can an array be decomposed in a way that connects it to known multiplication facts? How can arrays be used to write and solve multiplication problems?ReadyRosieAn Array of Brownies |

INDICATOR | 2 | How can the area and one side of a rectangle be used to write and solve a division problem?ReadyRosieCracker Perimeter & Area |

INDICATOR | 3 | How could the number of dots in an array be counted without counting them one by one?ReadyRosieAn Array of Brownies Buzz on 3 |

CONTENT AREA | Third Grade, Standard 2. Algebra and Functions | |

STANDARD | 3.OA.A. | Operations & Algebraic Thinking: Represent and solve problems involving multiplication and division. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation represents major work of the grade.ReadyRosieCan I Stump You? Domino Division Family Math Book I Spy Sums and Products Let's Go to 100 Math Mind Reading Race to Zero Table Times |

INDICATOR | 2 | In Grade 2, students work with equal groups of objects to gain foundations for multiplication.ReadyRosieI Spy Sums and Products Table Times |

INDICATOR | 3 | In Grade 3, this expectation connects to understanding properties of multiplication, the relationship between multiplication and division, and to fluently multiplying and dividing within 100.ReadyRosieDomino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |

INDICATOR | 4 | In Grade 4, students (a) use the four operations with whole numbers to solve problems, (b) build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers, and (c) solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. In Grade 5, students apply and extend previous understandings of multiplication and division to multiply and divide fractions.ReadyRosieDomino Division I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice Race to Zero |

CONTENT AREA | Third Grade, Standard 2. Algebra and Functions | |

STANDARD | 3.OA.B. | Operations & Algebraic Thinking: Apply properties of multiplication and the relationship between multiplication and division. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 3.OA.B.5. | Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) Examples: If 6×4=24 is known, then 4×6=24 is also known. (Commutative property of multiplication.) 3×5×2 can be found by 3×5=15, then 15×2=30, or by 5×2=10, then 3×10=30. (Associative property of multiplication.) Knowing that 8×5=40 and 8×2=16, one can find 8×7 as 8×(5+2)=(8×5)+(8×2)=40+16=56. (Distributive property.) (CCSS: 3.OA.B.5)ReadyRosieI Spy Sums and Products Multiplication War |

EVIDENCE OUTCOMES | 3.OA.B.6. | Interpret division as an unknown-factor problem. For example, find 32÷8 by finding the number that makes 32 when multiplied by 8. (CCSS: 3.OA.B.6)ReadyRosieDomino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |

CONTENT AREA | Third Grade, Standard 2. Algebra and Functions | |

STANDARD | 3.OA.B. | Operations & Algebraic Thinking: Apply properties of multiplication and the relationship between multiplication and division. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 2 | Use properties of operations to argue for or against the equivalence of different expressions. (MP3)ReadyRosieCategory Hunt |

INDICATOR | 3 | Be specific with explanations and symbols when describing operations using multiplication and division. (MP6)ReadyRosieCategory Hunt Domino Division I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |

INDICATOR | 4 | Use the relationship between multiplication and division to rewrite division problems as multiplication. (MP7)ReadyRosieDomino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |

CONTENT AREA | Third Grade, Standard 2. Algebra and Functions | |

STANDARD | 3.OA.B. | Operations & Algebraic Thinking: Apply properties of multiplication and the relationship between multiplication and division. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 1 | What are all of the equations that can be written to represent the relationship between the area of a (specific) rectangle and its side lengths?ReadyRosieCracker Perimeter & Area |

CONTENT AREA | Third Grade, Standard 2. Algebra and Functions | |

STANDARD | 3.OA.B. | |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation represents major work of the grade.ReadyRosieDomino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |

INDICATOR | 3 | This expectation connects to other ideas in Grade 3: (a) multiplication and division within 100, (b) solving problems involving the four operations and identifying and explaining patterns in arithmetic, (c) understanding properties of multiplication and the relationship between multiplication and division, and (d) understanding concepts of area and the relationship to multiplication and division.ReadyRosieAn Array of Brownies Cracker Perimeter & Area Domino Division I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice Race to Zero |

INDICATOR | 4 | In Grade 4, students use place value understanding and properties of operations to perform multi-digit arithmetic.ReadyRosie2-Digit Addition War Broken Calculator Keys Can I Stump You? Close Call Coupon Savings Dollars and Dice Domino Division How Much to 1,000? I Spy Sums and Products Let's Go to 100 Over Under Product Practice Race to Zero Skunk Addition The Answer Is Thousand More What's the Difference? |

CONTENT AREA | Third Grade, Standard 2. Algebra and Functions | |

STANDARD | 3.OA.C. | Operations & Algebraic Thinking: Multiply and divide within 100. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 3.OA.C.7. | Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8×5=40, one knows 40÷5=8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. (CCSS: 3.OA.C.7)ReadyRosieDomino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |

CONTENT AREA | Third Grade, Standard 2. Algebra and Functions | |

STANDARD | 3.OA.C. | Operations & Algebraic Thinking: Multiply and divide within 100. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Efficiently solve multiplication and division problems by using facts committed to memory. (Professional Skills: Task/Time Management)ReadyRosieDomino Division I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |

INDICATOR | 2 | Recognize the relationship between skip counting and the solutions to problems involving multiplication and division. (MP7)ReadyRosieBuzz on 3 Domino Division I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |

CONTENT AREA | Third Grade, Standard 2. Algebra and Functions | |

STANDARD | 3.OA.C. | Operations & Algebraic Thinking: Multiply and divide within 100. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 1 | How can I use multiplication facts that I know to solve multiplication problems I do not yet know? (for example, using 5×4+2×4 to solve 7×4)?ReadyRosieI Spy Sums and Products |

CONTENT AREA | Third Grade, Standard 2. Algebra and Functions | |

STANDARD | 3.OA.C. | Operations & Algebraic Thinking: Multiply and divide within 100. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation represents major work of the grade.ReadyRosieDomino Division I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |

INDICATOR | 2 | In Grade 2, students work with equal groups of objects to gain foundations for multiplication.ReadyRosieAn Array of Brownies |

INDICATOR | 3 | In Grade 3, this expectation connects with representing and solving problems involving the four operations.ReadyRosieDomino Division I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice Race to Zero |

INDICATOR | 4 | In Grade 4, students use place value understanding and properties of operations to perform multi-digit arithmetic, solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit, and gain familiarity with factors and multiples.ReadyRosie2-Digit Addition War Broken Calculator Keys Can I Stump You? Close Call Coupon Savings Dollars and Dice Domino Division How Much to 1,000? I Spy Sums and Products Let's Go to 100 Over Under Product Practice Race to Zero Skunk Addition The Answer Is Thousand More What's the Difference? |

CONTENT AREA | Third Grade, Standard 2. Algebra and Functions | |

STANDARD | 3.OA.D. | Operations & Algebraic Thinking: Solve problems involving the four operations, and identify and explain patterns in arithmetic. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 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. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (This evidence outcome is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order of operations when there are no parentheses to specify a particular order.) (CCSS: 3.OA.D.8)ReadyRosieCan I Stump You? Family Math Book Input Output Let's Go to 100 Make One Up Restaurant Story Problems Table Times |

CONTENT AREA | Third Grade, Standard 2. Algebra and Functions | |

STANDARD | 3.OA.D. | Operations & Algebraic Thinking: Solve problems involving the four operations, and identify and explain patterns in arithmetic. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Solve problems involving the four operations. (Entrepreneurial Skills: Critical Thinking/Problem Solving)ReadyRosieDomino Division I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice Race to Zero |

INDICATOR | 2 | Explain patterns in arithmetic. (MP3)ReadyRosieCategory Hunt |

INDICATOR | 3 | Mathematically model changes in quantities described in real-world contexts using the appropriate numbers, operations, symbols, and letters to represent unknowns. (MP4)ReadyRosieDomino Division Family Math Book I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice Race to Zero |

INDICATOR | 4 | Complement arithmetic strategies with mental computation and estimation to assess answers for accuracy. (MP6)ReadyRosieCategory Hunt Let's Go to 100 |

CONTENT AREA | Third Grade, Standard 2. Algebra and Functions | |

STANDARD | 3.OA.D. | Operations & Algebraic Thinking: Solve problems involving the four operations, and identify and explain patterns in arithmetic. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation represents major work of the grade.ReadyRosieCan I Stump You? Domino Division Family Math Book I Spy Sums and Products Input Output Let's Go to 100 Make One Up Math Mind Reading Multiplication War Over Under Product Practice Race to Zero Restaurant Story Problems Table Times |

INDICATOR | 2 | In Grade 2, students represent and solve one- and two-step word problems involving addition and subtraction.ReadyRosieCan I Stump You? Family Math Book Input Output Let's Go to 100 Make One Up Restaurant Story Problems |

INDICATOR | 3 | This expectation connects to several ideas in Grade 3: (a) representing and solving problems involving multiplication and division, (b) multiplying and dividing within 100, (c) solving problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects, and (d) using concepts of area and relating area to multiplication and to addition.ReadyRosieAn Array of Brownies Can I Stump You? Cooking Estimation Cracker Perimeter & Area Domino Division Double the Recipe Family Math Book I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice Reading Recipes Table Times |

INDICATOR | 4 | In Grade 4, students use the four operations with whole numbers to solve problems.ReadyRosieDomino Division I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice Race to Zero |

CONTENT AREA | Third Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 3.MD.A. | Measurement & Data: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 3.MD.A.1. | Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. (CCSS: 3.MD.A.1)ReadyRosieNow is the Time |

EVIDENCE OUTCOMES | 3.MD.A.2. | Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (This 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, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (This excludes multiplicative comparison problems, such as problems involving notions of “times as much.” See Appendix, Table 2.) (CCSS: 3.MD.A.2)ReadyRosieCooking Estimation Double the Recipe Reading Recipes |

CONTENT AREA | Third Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 3.MD.A. | Measurement & Data: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 2 | Make sense of problems involving measurement by building on real-world knowledge of time and objects and an understanding of the relative sizes of units. (MP1)ReadyRosieCan I Stump You? Family Math Book |

INDICATOR | 3 | Represent problems of time and measurement with equations, drawings, or diagrams. (MP4)ReadyRosieCooking Estimation Double the Recipe Family Math Book |

CONTENT AREA | Third Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 3.MD.A. | Measurement & Data: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 1 | How can elapsed time be modeled on a number line to support the connection to addition and subtraction?ReadyRosieNow is the Time |

CONTENT AREA | Third Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 3.MD.A. | |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation represents major work of the grade.ReadyRosieCooking Estimation Double the Recipe Reading Recipes |

INDICATOR | 2 | In Grade 2, students measure and estimate lengths in standard units and work with time and money.ReadyRosieCoupon Savings Dollars and Dice How Far Does It Fly? Ramp Car Racing |

INDICATOR | 3 | In Grade 3, this expectation connects to developing an understanding of fractions as numbers, solving problems involving the four operations, and identifying and explaining patterns in arithmetic.ReadyRosieDomino Division Fractions on a Number Line I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice Race to Zero Shape Up! |

CONTENT AREA | Third Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 3.MD.B. | Measurement & Data: Represent and interpret data. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 3.MD.B.3. | Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. (CCSS: 3.MD.B.3)ReadyRosieGraphing Walking Goals |

EVIDENCE OUTCOMES | 3.MD.B.4. | Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. (CCSS: 3.MD.B.4)ReadyRosieHow Far Does It Fly? Ramp Car Racing |

CONTENT AREA | Third Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 3.MD.B. | Measurement & Data: Represent and interpret data. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 2 | Abstract real-world quantities into scaled graphs. (MP2)ReadyRosieThat's Crazy! |

INDICATOR | 3 | Model real-world quantities with statistical representations such as bar graphs and line graphs. (MP4)ReadyRosieFamily Math Book Graphing Walking Goals |

CONTENT AREA | Third Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 3.MD.B. | Measurement & Data: Represent and interpret data. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 1 | How can working with pictures and bar graphs connect mathematics to the world around us?ReadyRosieGraphing Walking Goals |

CONTENT AREA | Third Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 3.MD.B. | Measurement & Data: Represent and interpret data. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 2 | In Grade 2, students represent and interpret length by measuring objects, make line plots, and use picture and bar graphs to represent categorical data.ReadyRosieGraphing Walking Goals How Far Does It Fly? Ramp Car Racing |

INDICATOR | 3 | In Grade 3, this expectation supports developing an understanding of fractions as numbers.ReadyRosieFractions on a Number Line Shape Up! |

INDICATOR | 4 | In Grade 4, students represent and interpret data by making line plots representing fractional measurements and solving addition and subtraction problems using information presented in line plots.ReadyRosieRace to Zero |

CONTENT AREA | Third Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 3.MD.C. | Measurement & Data: Geometric measurement: Use concepts of area and relate area to multiplication and to addition. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 3.MD.C.5. | Recognize area as an attribute of plane figures and understand concepts of area measurement. (CCSS: 3.MD.C.5) |

INDICATOR | 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. (CCSS: 3.MD.C.5.a)ReadyRosieCracker Perimeter & Area |

INDICATOR | 3.MD.C.5.b. | A plane figure which can be covered without gaps or overlaps by ݑ۰ݑ unit squares is said to have an area of ۰ݑ۰ݑ square units. (CCSS: 3.MD.C.5.b)ReadyRosieCracker Perimeter & Area |

CONTENT AREA | Third Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 3.MD.C. | Measurement & Data: Geometric measurement: Use concepts of area and relate area to multiplication and to addition. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 3.MD.C.6. | Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). (CCSS: 3.MD.C.6)ReadyRosieCracker Perimeter & Area |

CONTENT AREA | Third Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 3.MD.C. | Measurement & Data: Geometric measurement: Use concepts of area and relate area to multiplication and to addition. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 3.MD.C.7. | Use concepts of area and relate area to the operations of multiplication and addition. (CCSS: 3.MD.C.7) |

INDICATOR | 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. (CCSS: 3.MD.C.7.b)ReadyRosieAn Array of Brownies |

INDICATOR | 3.MD.C.7.c. | Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths ݑΰݑ and ΰݑϰݑ+ϰݑаݑ is the sum of аݑΰݑװݑϰݑ and ϰݑΰݑװݑаݑ. Use area models to represent the distributive property in mathematical reasoning. (CCSS: 3.MD.C.7.c)ReadyRosieI Spy Sums and Products |

CONTENT AREA | Third Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 3.MD.C. | |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Defend calculations of area using multiplication and by tiling the area with square units and comparing the results. (MP3)ReadyRosieCategory Hunt Cracker Perimeter & Area |

INDICATOR | 3 | Be precise by describing area in square rather than linear units. (MP6)ReadyRosieCategory Hunt |

INDICATOR | 4 | Use areas of rectangles to exhibit the structure of the distributive property. (MP7)ReadyRosieI Spy Sums and Products |

CONTENT AREA | Third Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 3.MD.C. | |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 1 | Given three pictures of different rectangles with unknown dimensions, how can you determine which rectangle covers the most area?ReadyRosieCracker Perimeter & Area |

INDICATOR | 2 | How does computing the area of a rectangle relate to closed arrays?ReadyRosieAn Array of Brownies |

CONTENT AREA | Third Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 3.MD.C. | |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation represents major work of the grade.ReadyRosieAn Array of Brownies Cracker Perimeter & Area |

INDICATOR | 2 | In Grade 2, students measure and estimate lengths in standard units and reason with shapes and their attributes.ReadyRosieHow Far Does It Fly? Ramp Car Racing |

INDICATOR | 3 | This expectation connects to other ideas in Grade 3: (a) recognizing perimeter as an attribute of plane figures and distinguishing between linear and area measures, (b) applying properties of multiplication and the relationship between multiplication and division, and (c) solving problems involving the four operations and identifying and explaining patterns in arithmetic.ReadyRosieCracker Perimeter & Area Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice Race to Zero |

CONTENT AREA | Third Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 3.MD.D. | Measurement & Data: Geometric measurement: Recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 1 | Make sense of the relationship between area and perimeter by calculating both for rectangles of varying sizes and dimensions. (MP1)ReadyRosieCan I Stump You? Family Math Book |

INDICATOR | 2 | Model perimeters of objects in the world with polygons and the sum of their side lengths. (MP4)ReadyRosieCracker Perimeter & Area Family Math Book |

CONTENT AREA | Third Grade, Standard 3. Data, Statistics, and Probability | |

STANDARD | 3.MD.D. | Measurement & Data: Geometric measurement: Recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 1 | This expectation is in addition to the major work of the grade.ReadyRosieCracker Perimeter & Area |

INDICATOR | 2 | In Grade 2, students measure and estimate lengths in standard units.ReadyRosieHow Far Does It Fly? Ramp Car Racing |

INDICATOR | 3 | In Grade 3, this expectation connects to understanding concepts of area, relating area to multiplication and to addition, and solving problems involving the four operations.ReadyRosieCracker Perimeter & Area Domino Division I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice Race to Zero |

CONTENT AREA | Third Grade, Standard 4. Geometry | |

STANDARD | 3.G.A. | Geometry: Reason with shapes and their attributes. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Evidence Outcomes | |

EVIDENCE OUTCOMES | 3.G.A.2. | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 14 of the area of the shape. (CCSS: 3.G.A.2)ReadyRosieCounting Fractions Shape Up! |

CONTENT AREA | Third Grade, Standard 4. Geometry | |

STANDARD | 3.G.A. | Geometry: Reason with shapes and their attributes. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Colorado Essential Skills and Mathematical Practices: | |

INDICATOR | 2 | Analyze, compare, and use the properties of geometric shapes to classify them into abstracted categories and describe the similarities and differences between those categories. (MP2)ReadyRosieThat's Crazy! |

INDICATOR | 3 | Convince others or critique their reasoning when deciding if a shape belongs to certain categories of polygons. (MP3)ReadyRosieCategory Hunt |

CONTENT AREA | Third Grade, Standard 4. Geometry | |

STANDARD | 3.G.A. | Geometry: Reason with shapes and their attributes. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Inquiry Questions: | |

INDICATOR | 2 | (Given two identical squares) Divide each of these squares into four equal parts, but in different ways. If you compare a part of one with a part of the other, are their areas the same? How do you know?ReadyRosieCounting Fractions Shape Up! |

CONTENT AREA | Third Grade, Standard 4. Geometry | |

STANDARD | 3.G.A. | Geometry: Reason with shapes and their attributes. |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Academic Context and Connections | |

EVIDENCE OUTCOMES | Coherence Connections: | |

INDICATOR | 3 | In Grade 3, this expectation connects to developing an understanding of fractions as numbers.ReadyRosieFractions on a Number Line Shape Up! |

Colorado Academic Standards (CAS) |

Science |

Grade: K - Adopted: 2009 |

CONTENT AREA | CO.3. | Earth Systems Science |

STANDARD | 3.1. | The Sun provides heat and light to Earth. Students can: |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | 3.1.d. | Investigate and communicate the effect of varying heat and light on the growth of plants through a scientific studyReadyRosieFamily Sensory Walk |

Colorado Academic Standards (CAS) |

Science |

Grade: 1 - Adopted: 2009 |

CONTENT AREA | CO.2. | Life Science |

STANDARD | 2.1. | Offspring have characteristics that are similar to but not exactly like their parents' characteristics. Students can: |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | 2.1.a. | Use evidence to analyze similarities and differences between parents and offspring in a variety of organisms including both plants and animalsReadyRosieFamily Sensory Walk |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | 2.1.b. | Analyze and interpret data regarding the similarities and differences between parents and offspringReadyRosieFamily Sensory Walk |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | 2.1.d. | Interpret information represented in pictures, illustrations, and simple chartsReadyRosieFamily Sensory Walk |

CONTENT AREA | CO.2. | Life Science |

STANDARD | 2.2. | An organism is a living thing that has physical characteristics to help it survive. Students can: |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | 2.2.b. | Analyze and interpret data about the needs of plants and animalsReadyRosieFamily Sensory Walk |

CONTENT AREA | CO.3. | Earth Systems Science |

STANDARD | 3.1. | Earth's materials can be compared and classified based on their properties. Students can: |

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | 3.1.a. | Identify and represent similarities and differences such as the texture, size, color, and shape of various materials on EarthReadyRosieI Found This |