Indiana Academic Standards
| Main Criteria: Indiana Academic Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Health and PE, Language Arts, Mathematics, Science | ||
| Grades: K, 1, 2, 3 | ||
| Correlation Options: Show Correlated | ||
| Indiana Academic Standards |
| Health and PE |
| Grade: K - Adopted: 2017 |
| STANDARD / STRAND | IN.HE.2. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.1. | Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
| INDICATOR / STANDARD | 2.1.1. | Identify that healthy behaviors affect personal health. ReadyRosie Brushing Your Teeth Clap and Count |
| STANDARD / STRAND | IN.HE.2. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.2. | Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. |
| INDICATOR / STANDARD | 2.2.2. | Identify what the school can do to support personal health practices and behaviors. ReadyRosie Super Kindness |
| STANDARD / STRAND | IN.HE.2. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.3. | Students will demonstrate the ability to access valid information, products and services to enhance health. |
| INDICATOR / STANDARD | 2.3.1. | Identify trusted adults who can help enhance health. ReadyRosie All About My Family Family Poem |
| STANDARD / STRAND | IN.HE.2. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.4. | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| INDICATOR / STANDARD | 2.4.1. | List verbal and nonverbal communication skills to enhance health. ReadyRosie Sharing Chores and Your Day |
| INDICATOR / STANDARD | 2.4.2. | Explain listening skills to enhance health. ReadyRosie Conversation Starters Feelings Charades Routine Strategy: Transition Timer Sharing Chores and Your Day Sink or Swim |
| INDICATOR / STANDARD | 2.4.3. | Identify healthy ways to express needs, wants, and feelings. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades School Routine Practice What Do I Like? |
| INDICATOR / STANDARD | 2.4.4. | List ways to treat people with kindness and respect. ReadyRosie Favorite People Place Cards Routine Strategy: Routine Chart |
| INDICATOR / STANDARD | 2.4.5. | Describe ways to respond in an unwanted, threatening, or dangerous situation. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors Survey Says |
| INDICATOR / STANDARD | 2.4.6. | Explain situations why talking to a trusted adult is important. ReadyRosie All About My Family Family Poem |
| INDICATOR / STANDARD | 2.4.7. | Identify nonviolent ways to manage or resolve conflict. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors Survey Says |
| STANDARD / STRAND | IN.HE.2. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.5. | Students will demonstrate the ability to use decision-making skills to enhance health. |
| INDICATOR / STANDARD | 2.5.1. | Identify personal health decisions. ReadyRosie Brushing Your Teeth Problem Solving Tool: Rock, Paper, Scissors Survey Says What Do I Like? |
| INDICATOR / STANDARD | 2.5.2. | Identify people or places where health information can be obtained. ReadyRosie All About My Family Family Poem Super Kindness |
| STANDARD / STRAND | IN.HE.2. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.6. | Students will demonstrate the ability to use goal-setting skills to enhance health. |
| INDICATOR / STANDARD | 2.6.1. | Identify the benefits of planning and setting personal health goals. ReadyRosie Setting Summer Learning Goals |
| INDICATOR / STANDARD | 2.6.2. | Identify a personal health goal and make a plan to achieve it. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| INDICATOR / STANDARD | 2.6.3. | List possible barriers to achieving the personal health goal. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| INDICATOR / STANDARD | 2.6.4. | Show how to achieve the personal health goal. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| INDICATOR / STANDARD | 2.6.5. | Explain the impact of personal choices on the personal health goal. ReadyRosie Setting Summer Learning Goals |
| INDICATOR / STANDARD | 2.6.6. | Name trusted adults who can help in achieving the personal health goal. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| INDICATOR / STANDARD | 2.6.7. | Show progress towards achieving the personal health goal. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| STANDARD / STRAND | IN.HE.2. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.7. | Students demonstrate the ability to practice strategies and skills to enhance personal health and reduce health risks. |
| INDICATOR / STANDARD | 2.7.1. | Identify character traits and behaviors of a healthy and safe person. ReadyRosie Family Poem Favorite People Place Cards Make a Card Red Light Purple Light Challenge Routine Strategy: Routine Chart |
| INDICATOR / STANDARD | 2.7.2. | List a variety of behaviors to avoid or reduce health and safety risks. ReadyRosie How can I recognize signs of stress in my child and what can I do about it? |
| STANDARD / STRAND | IN.PE.K. | Physical Education |
| PROFICIENCY STATEMENT / SUBSTRAND | K.4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others. |
| INDICATOR / STANDARD | K.4.1. | Personal Responsibility |
| EXPECTATION / INDICATOR | K.4.1.A. | Follows directions in group settings (such as safe behaviors, following rules, taking turns). ReadyRosie Routine Strategy: Transition Timer |
| STANDARD / STRAND | IN.PE.K. | Physical Education |
| PROFICIENCY STATEMENT / SUBSTRAND | K.4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others. |
| INDICATOR / STANDARD | K.4.2. | Accepting Feedback |
| EXPECTATION / INDICATOR | K.4.2.A. | Follows instruction/directions when prompted. ReadyRosie Routine Strategy: Transition Timer |
| STANDARD / STRAND | IN.PE.K. | Physical Education |
| PROFICIENCY STATEMENT / SUBSTRAND | K.4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others. |
| INDICATOR / STANDARD | K.4.3. | Working with Others |
| EXPECTATION / INDICATOR | K.4.3.A. | Shares equipment and space with others. ReadyRosie Clap and Count Super Kindness |
| STANDARD / STRAND | IN.PE.K. | Physical Education |
| PROFICIENCY STATEMENT / SUBSTRAND | K.4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others. |
| INDICATOR / STANDARD | K.4.4. | Rules & Etiquette |
| EXPECTATION / INDICATOR | K.4.4.A. | Recognizes the established protocols for class activities. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| Indiana Academic Standards |
| Health and PE |
| Grade: 1 - Adopted: 2017 |
| STANDARD / STRAND | IN.HE.2. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.1. | Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
| INDICATOR / STANDARD | 2.1.1. | Identify that healthy behaviors affect personal health. ReadyRosie Brushing Your Teeth Clap and Count |
| STANDARD / STRAND | IN.HE.2. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.2. | Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. |
| INDICATOR / STANDARD | 2.2.2. | Identify what the school can do to support personal health practices and behaviors. ReadyRosie Super Kindness |
| STANDARD / STRAND | IN.HE.2. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.3. | Students will demonstrate the ability to access valid information, products and services to enhance health. |
| INDICATOR / STANDARD | 2.3.1. | Identify trusted adults who can help enhance health. ReadyRosie All About My Family Family Poem |
| STANDARD / STRAND | IN.HE.2. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.4. | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| INDICATOR / STANDARD | 2.4.1. | List verbal and nonverbal communication skills to enhance health. ReadyRosie Sharing Chores and Your Day |
| INDICATOR / STANDARD | 2.4.2. | Explain listening skills to enhance health. ReadyRosie Conversation Starters Feelings Charades I Love My Family Because... Routine Strategy: Transition Timer Sharing Chores and Your Day Sink or Swim |
| INDICATOR / STANDARD | 2.4.3. | Identify healthy ways to express needs, wants, and feelings. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits School Routine Practice What Do I Like? What Do I See When I Hear...? What I Like About Me |
| INDICATOR / STANDARD | 2.4.4. | List ways to treat people with kindness and respect. ReadyRosie Routine Strategy: Routine Chart |
| INDICATOR / STANDARD | 2.4.5. | Describe ways to respond in an unwanted, threatening, or dangerous situation. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors Survey Says |
| INDICATOR / STANDARD | 2.4.6. | Explain situations why talking to a trusted adult is important. ReadyRosie All About My Family Family Poem |
| INDICATOR / STANDARD | 2.4.7. | Identify nonviolent ways to manage or resolve conflict. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors Survey Says |
| STANDARD / STRAND | IN.HE.2. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.5. | Students will demonstrate the ability to use decision-making skills to enhance health. |
| INDICATOR / STANDARD | 2.5.1. | Identify personal health decisions. ReadyRosie Brushing Your Teeth Problem Solving Tool: Rock, Paper, Scissors Survey Says What Do I Like? |
| INDICATOR / STANDARD | 2.5.2. | Identify people or places where health information can be obtained. ReadyRosie All About My Family Family Poem I Love My Family Because... Super Kindness |
| STANDARD / STRAND | IN.HE.2. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.6. | Students will demonstrate the ability to use goal-setting skills to enhance health. |
| INDICATOR / STANDARD | 2.6.1. | Identify the benefits of planning and setting personal health goals. ReadyRosie Setting Summer Learning Goals |
| INDICATOR / STANDARD | 2.6.2. | Identify a personal health goal and make a plan to achieve it. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| INDICATOR / STANDARD | 2.6.3. | List possible barriers to achieving the personal health goal. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| INDICATOR / STANDARD | 2.6.4. | Show how to achieve the personal health goal. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| INDICATOR / STANDARD | 2.6.5. | Explain the impact of personal choices on the personal health goal. ReadyRosie Setting Summer Learning Goals |
| INDICATOR / STANDARD | 2.6.6. | Name trusted adults who can help in achieving the personal health goal. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| INDICATOR / STANDARD | 2.6.7. | Show progress towards achieving the personal health goal. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| STANDARD / STRAND | IN.HE.2. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.7. | Students demonstrate the ability to practice strategies and skills to enhance personal health and reduce health risks. |
| INDICATOR / STANDARD | 2.7.1. | Identify character traits and behaviors of a healthy and safe person. ReadyRosie Family Poem I Love My Family Because... Make a Card Red Light Purple Light Challenge Routine Strategy: Routine Chart |
| INDICATOR / STANDARD | 2.7.2. | List a variety of behaviors to avoid or reduce health and safety risks. ReadyRosie How can I recognize signs of stress in my child and what can I do about it? |
| STANDARD / STRAND | IN.HE.2. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.8. | Students will demonstrate the ability to advocate for personal, family and community health. |
| INDICATOR / STANDARD | 2.8.1. | List personal, family, school or community health and safety concerns. ReadyRosie I Love My Family Because... |
| STANDARD / STRAND | IN.PE.1. | Physical Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 1.4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others. |
| INDICATOR / STANDARD | 1.4.3. | Working with Others |
| EXPECTATION / INDICATOR | 1.4.3.A. | Works independently with others in a variety of class activities (such as small and large groups). ReadyRosie Clap and Count Folding a Blanket Super Kindness |
| STANDARD / STRAND | IN.PE.1. | Physical Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 1.4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others. |
| INDICATOR / STANDARD | 1.4.4. | Rules & Etiquette |
| EXPECTATION / INDICATOR | 1.4.4.A. | Demonstrates following rules and protocols for class activities. ReadyRosie Routine Strategy: Transition Timer |
| Indiana Academic Standards |
| Health and PE |
| Grade: 2 - Adopted: 2017 |
| STANDARD / STRAND | IN.HE.2. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.1. | Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
| INDICATOR / STANDARD | 2.1.1. | Identify that healthy behaviors affect personal health. ReadyRosie Brushing Your Teeth |
| STANDARD / STRAND | IN.HE.2. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.2. | Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. |
| INDICATOR / STANDARD | 2.2.2. | Identify what the school can do to support personal health practices and behaviors. ReadyRosie Super Kindness Who Are Your Heroes? |
| STANDARD / STRAND | IN.HE.2. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.3. | Students will demonstrate the ability to access valid information, products and services to enhance health. |
| INDICATOR / STANDARD | 2.3.1. | Identify trusted adults who can help enhance health. ReadyRosie Family Poem This Is Important Who Are Your Heroes? |
| STANDARD / STRAND | IN.HE.2. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.4. | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| INDICATOR / STANDARD | 2.4.1. | List verbal and nonverbal communication skills to enhance health. ReadyRosie Sharing Chores and Your Day |
| INDICATOR / STANDARD | 2.4.2. | Explain listening skills to enhance health. ReadyRosie Conversation Starters Feelings Charades I Love My Family Because... Kitchen Conversations Routine Strategy: Transition Timer Sharing Chores and Your Day |
| INDICATOR / STANDARD | 2.4.3. | Identify healthy ways to express needs, wants, and feelings. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important What Do I See When I Hear...? What I Like About Me Who Are Your Heroes? |
| INDICATOR / STANDARD | 2.4.4. | List ways to treat people with kindness and respect. ReadyRosie Routine Strategy: Routine Chart |
| INDICATOR / STANDARD | 2.4.5. | Describe ways to respond in an unwanted, threatening, or dangerous situation. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| INDICATOR / STANDARD | 2.4.6. | Explain situations why talking to a trusted adult is important. ReadyRosie Family Poem This Is Important Who Are Your Heroes? |
| INDICATOR / STANDARD | 2.4.7. | Identify nonviolent ways to manage or resolve conflict. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| STANDARD / STRAND | IN.HE.2. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.5. | Students will demonstrate the ability to use decision-making skills to enhance health. |
| INDICATOR / STANDARD | 2.5.1. | Identify personal health decisions. ReadyRosie Brushing Your Teeth Problem Solving Tool: Rock, Paper, Scissors |
| INDICATOR / STANDARD | 2.5.2. | Identify people or places where health information can be obtained. ReadyRosie Family Poem I Love My Family Because... Super Kindness Who Are Your Heroes? |
| STANDARD / STRAND | IN.HE.2. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.6. | Students will demonstrate the ability to use goal-setting skills to enhance health. |
| INDICATOR / STANDARD | 2.6.1. | Identify the benefits of planning and setting personal health goals. ReadyRosie Setting Summer Learning Goals |
| INDICATOR / STANDARD | 2.6.2. | Identify a personal health goal and make a plan to achieve it. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| INDICATOR / STANDARD | 2.6.3. | List possible barriers to achieving the personal health goal. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| INDICATOR / STANDARD | 2.6.4. | Show how to achieve the personal health goal. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| INDICATOR / STANDARD | 2.6.5. | Explain the impact of personal choices on the personal health goal. ReadyRosie Setting Summer Learning Goals |
| INDICATOR / STANDARD | 2.6.6. | Name trusted adults who can help in achieving the personal health goal. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| INDICATOR / STANDARD | 2.6.7. | Show progress towards achieving the personal health goal. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| STANDARD / STRAND | IN.HE.2. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.7. | Students demonstrate the ability to practice strategies and skills to enhance personal health and reduce health risks. |
| INDICATOR / STANDARD | 2.7.1. | Identify character traits and behaviors of a healthy and safe person. ReadyRosie Family Poem I Love My Family Because... Red Light Purple Light Challenge Routine Strategy: Routine Chart Who Are Your Heroes? |
| INDICATOR / STANDARD | 2.7.2. | List a variety of behaviors to avoid or reduce health and safety risks. ReadyRosie How can I recognize signs of stress in my child and what can I do about it? |
| STANDARD / STRAND | IN.HE.2. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.8. | Students will demonstrate the ability to advocate for personal, family and community health. |
| INDICATOR / STANDARD | 2.8.1. | List personal, family, school or community health and safety concerns. ReadyRosie I Love My Family Because... |
| STANDARD / STRAND | IN.PE.2. | Physical Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others. |
| INDICATOR / STANDARD | 2.4.1. | Personal Responsibility |
| EXPECTATION / INDICATOR | 2.4.1.A. | Practices skills with minimal teacher prompting. ReadyRosie Routine Strategy: Transition Timer |
| EXPECTATION / INDICATOR | 2.4.1.B. | Accepts responsibility and consequences for following rules and protocols. ReadyRosie Routine Strategy: Transition Timer |
| STANDARD / STRAND | IN.PE.2. | Physical Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others. |
| INDICATOR / STANDARD | 2.4.3. | Working with Others |
| EXPECTATION / INDICATOR | 2.4.3.A. | Works independently with others in partner activities. ReadyRosie Fair Share Super Kindness |
| STANDARD / STRAND | IN.PE.2. | Physical Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others. |
| INDICATOR / STANDARD | 2.4.4. | Rules & Etiquette |
| EXPECTATION / INDICATOR | 2.4.4.A. | Accepts responsibility and consequences for following rules and protocols for class activities. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer Subtraction War |
| STANDARD / STRAND | IN.PE.2. | Physical Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.5. | The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. |
| INDICATOR / STANDARD | 2.5.4. | Social Interaction |
| EXPECTATION / INDICATOR | 2.5.4.A. | Understands that physical activities can foster cooperation. ReadyRosie Fair Share Super Kindness |
| Indiana Academic Standards |
| Health and PE |
| Grade: 3 - Adopted: 2017 |
| STANDARD / STRAND | IN.HE.5. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 5.1. | Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
| INDICATOR / STANDARD | 5.1.1. | Describe the relationship between healthy behaviors and personal health. ReadyRosie Brushing Your Teeth |
| INDICATOR / STANDARD | 5.1.3. | Explain ways in which school and community environments can promote personal health. ReadyRosie I Love My Family Because... Super Kindness Who Are Your Heroes? |
| STANDARD / STRAND | IN.HE.5. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 5.2. | Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. |
| INDICATOR / STANDARD | 5.2.2. | Describe how the school and community can support personal health practices and behaviors. ReadyRosie I Love My Family Because... Super Kindness Who Are Your Heroes? |
| INDICATOR / STANDARD | 5.2.4. | Recognize how peers can influence healthy and unhealthy behaviors. ReadyRosie I Love My Family Because... |
| STANDARD / STRAND | IN.HE.5. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 5.3. | Students will demonstrate the ability to access valid information, products and services to enhance health. |
| INDICATOR / STANDARD | 5.3.2. | Locate resources from home, school, and community that provide valid health information. ReadyRosie Family Poem I Love My Family Because... Super Kindness Who Are Your Heroes? |
| STANDARD / STRAND | IN.HE.5. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 5.4. | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| INDICATOR / STANDARD | 5.4.1. | Formulate effective (assertive) verbal and nonverbal communication strategies. ReadyRosie Sharing Chores and Your Day |
| INDICATOR / STANDARD | 5.4.2. | Demonstrate the ability to actively listen to enhance health. ReadyRosie Conversation Starters Feelings Charades I Love My Family Because... Kitchen Conversations Routine Strategy: Transition Timer Sharing Chores and Your Day |
| INDICATOR / STANDARD | 5.4.3. | Explain healthy ways to express needs, wants and feelings. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important Who Are Your Heroes? |
| INDICATOR / STANDARD | 5.4.4. | Determine ways to communicate kindness and respect for others. ReadyRosie Routine Strategy: Routine Chart |
| INDICATOR / STANDARD | 5.4.5. | Describe refusal skills to avoid or reduce health risks. ReadyRosie How can I recognize signs of stress in my child and what can I do about it? |
| INDICATOR / STANDARD | 5.4.6. | Model how to ask for assistance to enhance personal health. ReadyRosie Family Poem This Is Important Who Are Your Heroes? |
| INDICATOR / STANDARD | 5.4.7. | Analyze strategies to prevent and manage conflict. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| STANDARD / STRAND | IN.HE.5. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 5.5. | Students will demonstrate the ability to use decision-making skills to enhance health. |
| INDICATOR / STANDARD | 5.5.1. | Identify personal health decisions and influences. ReadyRosie Brushing Your Teeth I Love My Family Because... Problem Solving Tool: Rock, Paper, Scissors |
| INDICATOR / STANDARD | 5.5.2. | Locate and use information to enhance health. ReadyRosie Family Poem I Love My Family Because... Super Kindness Who Are Your Heroes? |
| INDICATOR / STANDARD | 5.5.5. | Describe how personal health decisions are connected to subsequent decisions. ReadyRosie Brushing Your Teeth Problem Solving Tool: Rock, Paper, Scissors |
| INDICATOR / STANDARD | 5.5.6. | Assume responsibility for personal health decisions. ReadyRosie Brushing Your Teeth Problem Solving Tool: Rock, Paper, Scissors |
| STANDARD / STRAND | IN.HE.5. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 5.6. | Students will demonstrate the ability to use goal-setting skills to enhance health. |
| INDICATOR / STANDARD | 5.6.1. | Explain the benefits of planning and setting personal health goals. ReadyRosie Setting Summer Learning Goals |
| INDICATOR / STANDARD | 5.6.2. | Develop a personal health goal and a plan to achieve it. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| INDICATOR / STANDARD | 5.6.3. | Identify possible barriers to achieving the personal health goal. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| INDICATOR / STANDARD | 5.6.4. | Demonstrate how to achieve the personal health goal and express awareness of possible barriers in the plan. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| INDICATOR / STANDARD | 5.6.5. | Examine the impact of personal choices on the personal health goal. ReadyRosie Setting Summer Learning Goals |
| INDICATOR / STANDARD | 5.6.6. | Identify who can help in achieving the personal health goal. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| INDICATOR / STANDARD | 5.6.7. | Monitor and evaluate progress towards achieving the personal health goal. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| STANDARD / STRAND | IN.HE.5. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 5.7. | Students demonstrate the ability to practice strategies and skills to enhance personal health and reduce health risks. |
| INDICATOR / STANDARD | 5.7.1. | Explain character traits and behaviors of a healthy and safe person. ReadyRosie Family Poem I Love My Family Because... Red Light Purple Light Challenge Routine Strategy: Routine Chart Who Are Your Heroes? |
| INDICATOR / STANDARD | 5.7.2. | Identify specific ways to avoid or reduce health and safety risks. ReadyRosie How can I recognize signs of stress in my child and what can I do about it? |
| STANDARD / STRAND | IN.HE.5. | Health Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 5.8. | Students will demonstrate the ability to advocate for personal, family and community health. |
| INDICATOR / STANDARD | 5.8.1. | Identify personal, family, school or community health and safety concerns. ReadyRosie I Love My Family Because... |
| INDICATOR / STANDARD | 5.8.4. | Identify groups, or others who advocate for the health issue. ReadyRosie Routine Strategy: Chore Chart |
| STANDARD / STRAND | IN.PE.3. | Physical Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 3.4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others. |
| INDICATOR / STANDARD | 3.4.1. | Personal Responsibility |
| EXPECTATION / INDICATOR | 3.4.1.A. | Exhibits responsible behavior in both independent and group situations. ReadyRosie This Is Important |
| EXPECTATION / INDICATOR | 3.4.1.B. | Works independently for extended periods of time. ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| STANDARD / STRAND | IN.PE.3. | Physical Education |
| PROFICIENCY STATEMENT / SUBSTRAND | 3.4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others. |
| INDICATOR / STANDARD | 3.4.3. | Working with Others |
| EXPECTATION / INDICATOR | 3.4.3.A. | Works cooperatively with others. ReadyRosie Fair Share Super Kindness |
| EXPECTATION / INDICATOR | 3.4.3.B. | Praises others for their success in movement performance. ReadyRosie Conversation Starters I Love My Family Because... |
| Indiana Academic Standards |
| Language Arts |
| Grade: K - Adopted: 2020 |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Foundations | |
| INDICATOR / STANDARD | Learning Outcome | |
| EXPECTATION / INDICATOR | K.RF.1 | Understand and apply knowledge of print concepts, phonics, phonemic awareness, vocabulary, and fluency and comprehension as a foundation for developing reading skills. ReadyRosie Building a Fort Daily Reading Routines Environmental Print Feelings Charades I Read to You, You Read to Me Making Connections Nursery Rhymes Pattern Books Read Like You Talk Read a Little, Think a Little Reading Rhymes 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 Silly Song Singing Singing Together Storytelling with a Picture Book Super Hero Names What Do I Like? What Makes a Good Storyteller |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Foundations | |
| INDICATOR / STANDARD | Print Concepts | |
| EXPECTATION / INDICATOR | K.RF.2.1 | Demonstrate understanding that print moves from left to right across the page and from top to bottom. ReadyRosie Reading Strategy: Using Your Reading Finger |
| EXPECTATION / INDICATOR | K.RF.2.3 | Recognize that words are combined to form sentences. ReadyRosie Reading Strategy: Using Your Reading Finger |
| EXPECTATION / INDICATOR | K.RF.2.4 | Identify and name all uppercase (capital) and lowercase letters of the alphabet. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Foundations | |
| INDICATOR / STANDARD | Phonological Awareness | |
| EXPECTATION / INDICATOR | K.RF.3.1 | Identify and produce rhyming words. ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |
| EXPECTATION / INDICATOR | K.RF.3.2 | Orally pronounce, blend, and segment words into syllables. ReadyRosie Conversation Starters Here Are the Facts Sharing Chores and Your Day Simon Says Where Would You Go? |
| EXPECTATION / INDICATOR | K.RF.3.3 | Orally blend the onset (the initial sound) and the rime (the vowel and ending sound) in words. ReadyRosie Family Alliteration Name Game Reading Strategy: Chunk the Word Stinkle, Stinkle, Stittle Star Super Hero Names |
| EXPECTATION / INDICATOR | K.RF.3.4 | Tell the order of sounds heard in words with two or three phonemes, and identify the beginning, middle (medial) and final sounds. ReadyRosie Family Alliteration Name Game Stinkle, Stinkle, Stittle Star Super Hero Names |
| EXPECTATION / INDICATOR | K.RF.3.5 | Add, delete, or substitute sounds to change one-syllable words. ReadyRosie Name Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star Super Hero Names |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Foundations | |
| INDICATOR / STANDARD | Phonics | |
| EXPECTATION / INDICATOR | K.RF.4.1 | Use letter-sound knowledge to decode the sound of each consonant (e.g., dog = /d/ /g/; soap = /s/ /p/). ReadyRosie Alphabet Dice Game Family Alliteration Name Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Stinkle, Stinkle, Stittle Star Super Hero Names |
| EXPECTATION / INDICATOR | K.RF.4.2 | Blend consonant-vowel-consonant (CVC) sounds to make words. ReadyRosie Favorite People Place Cards |
| EXPECTATION / INDICATOR | K.RF.4.3 | Recognize the long and short sounds for the five major vowels. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| EXPECTATION / INDICATOR | K.RF.4.4 | Read common high-frequency words by sight (e.g., a, my). ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| EXPECTATION / INDICATOR | K.RF.4.5 | Identify similarities and differences in words (e.g., word endings, onset and rime) when spoken or written. ReadyRosie Reading Strategy: Chunk the Word |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Foundations | |
| INDICATOR / STANDARD | Fluency | |
| EXPECTATION / INDICATOR | K.RF.5 | Orally read emergent-reader texts, maintaining an appropriate pace and using self-correcting strategies while reading. ReadyRosie Building a Fort Pattern Books Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word What Do I Like? |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Literature | |
| INDICATOR / STANDARD | Learning Outcome | |
| EXPECTATION / INDICATOR | K.RL.1 | Actively engage in group reading activities with purpose and understanding. ReadyRosie I Read to You, You Read to Me Making Connections Pattern Books Storytelling with a Picture Book |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Literature | |
| INDICATOR / STANDARD | Key Ideas and Textual Support | |
| EXPECTATION / INDICATOR | K.RL.2.1 | With support, ask and answer questions about main topics and key details in a text heard or read. (Further guidance for support will be provided in the Literacy Framework.) ReadyRosie Isn't That Bold? Making Connections Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| EXPECTATION / INDICATOR | K.RL.2.2 | With support, retell familiar stories, poems, and nursery rhymes, including key details. (Further guidance for support will be provided in the Literacy Framework.) ReadyRosie Isn't That Bold? Making Connections Nursery Rhymes Retelling the Story Stinkle, Stinkle, Stittle Star Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| EXPECTATION / INDICATOR | K.RL.2.3 | Identify important elements of the text (e.g., characters, settings, or events). ReadyRosie Feelings Charades Making Connections Reading Strategy: Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| EXPECTATION / INDICATOR | K.RL.2.4 | Make predictions about what will happen in a story. ReadyRosie Cover the Ending Read a Little, Think a Little |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Literature | |
| INDICATOR / STANDARD | Structural Elements and Organization | |
| EXPECTATION / INDICATOR | K.RL.3.1 | Recognize familiar narrative text genres (e.g., fairy tales, nursery rhymes, storybooks). ReadyRosie Nursery Rhymes Stinkle, Stinkle, Stittle Star What Do I Like? |
| EXPECTATION / INDICATOR | K.RL.3.2 | With support, define the role of the author and illustrator of a story in telling the story. (Further guidance for support will be provided in the Literacy Framework.) ReadyRosie Isn't That Bold? Storytelling with a Picture Book |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Literature | |
| INDICATOR / STANDARD | Synthesis and Connection of Ideas | |
| EXPECTATION / INDICATOR | K.RL.4.1 | With support, describe the relationship between illustrations and the story in which they appear. (Further guidance for support will be provided in the Literacy Framework.) ReadyRosie Isn't That Bold? Reading Strategies: Look at the Picture Retelling the Story Wordless Picture Books |
| EXPECTATION / INDICATOR | K.RL.4.2 | With support, compare and contrast the adventures and experiences of characters in familiar stories. (Further guidance for support will be provided in the Literacy Framework.) ReadyRosie Feelings Charades Making Connections Reading Strategy: Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Nonfiction | |
| INDICATOR / STANDARD | Learning Outcome | |
| EXPECTATION / INDICATOR | K.RN.1 | Actively engage in group reading activities with purpose and understanding. ReadyRosie Daily Reading Routines I Read to You, You Read to Me Reading Strategy: Echo Reading Reading Strategy: Give the Word What Do I Like? |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Nonfiction | |
| INDICATOR / STANDARD | Key Ideas and Textual Support | |
| EXPECTATION / INDICATOR | K.RN.2.1 | With support, ask and answer questions about important elements of a text (e.g., events, topics, concepts). (Further guidance for support will be provided in the Literacy Framework.) ReadyRosie Book Cover Conversations What's Cool About Nonfiction? Who Am I? |
| EXPECTATION / INDICATOR | K.RN.2.2 | With support, retell the main idea and key details of a text. (Further guidance for support will be provided in the Literacy Framework.) ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Nonfiction | |
| INDICATOR / STANDARD | Structural Elements and Organization | |
| EXPECTATION / INDICATOR | K.RN.4.1 | With support, identify the reasons an author gives to support points in a text. (Further guidance for support will be provided in the Literacy Framework.) ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Vocabulary | |
| INDICATOR / STANDARD | Learning Outcome | |
| EXPECTATION / INDICATOR | K.RV.1 | Use words, phrases, and strategies acquired through conversations, reading and being read to, and responding to literature and nonfiction texts to build and apply vocabulary. ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Vocabulary | |
| INDICATOR / STANDARD | Vocabulary Building | |
| EXPECTATION / INDICATOR | K.RV.2.2 | Identify and sort pictures of objects into categories (e.g., colors, shapes, opposites). ReadyRosie Guess the Group |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Vocabulary | |
| INDICATOR / STANDARD | Vocabulary in Literature and Nonfiction Texts | |
| EXPECTATION / INDICATOR | K.RV.3.1 | With support, ask and answer questions about unknown words in stories, poems, or songs. ReadyRosie Feelings Charades Nursery Rhymes Reading Rhymes Storytelling with a Picture Book What Makes a Good Storyteller |
| EXPECTATION / INDICATOR | K.RV.3.2 | With support, ask and answer questions about unknown words in a nonfiction text. ReadyRosie Share Your Knowledge |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Learning Outcome | |
| INDICATOR / STANDARD | K.W.1. | Write for specific purposes and audiences. ReadyRosie Family Adventure List Make a Card Make a List Make an Invitation Math Journal Walk Nature Journaling |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Handwriting | |
| INDICATOR / STANDARD | K.W.2.1. | Write most uppercase (capital) and lowercase letters of the alphabet, correctly shaping and spacing the letters of the words. ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| INDICATOR / STANDARD | K.W.2.2. | Write by moving from left to right and top to bottom. ReadyRosie Make an Invitation |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Writing Genres: Argumentative, Informative, and Narrative | |
| INDICATOR / STANDARD | K.W.3.1. | Use words and pictures to provide logical reasons for suggesting that others follow a particular course of action. ReadyRosie Make an Invitation Write Me a Story |
| INDICATOR / STANDARD | K.W.3.2. | Use words and pictures to develop a main idea and provide some information about a topic. ReadyRosie Make an Invitation Write Me a Story |
| INDICATOR / STANDARD | K.W.3.3. | Use words and pictures to narrate a single event or simple story, arranging ideas in order. ReadyRosie Make an Invitation Write Me a Story |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | The Writing Process | |
| INDICATOR / STANDARD | K.W.4. | Apply the writing process to — |
| EXPECTATION / INDICATOR | With support, revise writing by adding simple details; review (edit) writing for format and conventions (e.g., correct spelling of simple words, capitalization of the first word of the sentence). ReadyRosie All About Me Captioning Your Childhood I Know All About Labeling Your Story Make an Invitation Nature Journaling Write Me a Story |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | The Research Process: Finding, Assessing, Synthesizing, and Reporting Information | |
| INDICATOR / STANDARD | K.W.5. | With support, build understanding of a topic using various sources. |
| EXPECTATION / INDICATOR | Identify relevant pictures, charts, grade-appropriate texts, personal experiences, or people as sources of information on a topic. ReadyRosie Nature Journaling |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Conventions of Standard English: Grammar and Usage/Capitalization, Punctuation, and Spelling | |
| INDICATOR / STANDARD | K.W.6.1. | Demonstrate command of English grammar and usage, focusing on: |
| EXPECTATION / INDICATOR | K.W.6.1a | Nouns/Pronouns — Writing sentences that include singular and/or plural nouns (e.g., dog/dogs, cat/cats). ReadyRosie All About My Family Captioning Your Childhood |
| EXPECTATION / INDICATOR | K.W.6.1b | Verbs — Writing sentences that include verbs. ReadyRosie All About My Family Captioning Your Childhood |
| EXPECTATION / INDICATOR | K.W.6.1e | Usage — Recognizing that there are different kinds of sentences (e.g., sentences that tell something, sentences that ask something, etc.). ReadyRosie Favorite People Place Cards Write Me a Story Write a Favorite Family Recipe |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Conventions of Standard English: Grammar and Usage/Capitalization, Punctuation, and Spelling | |
| INDICATOR / STANDARD | K.W.6.2. | Demonstrate command of capitalization, punctuation, and spelling, focusing on: |
| EXPECTATION / INDICATOR | K.W.6.2a | Capitalization — Capitalizing the first word in a sentence and the pronoun I. ReadyRosie Make an Invitation |
| EXPECTATION / INDICATOR | K.W.6.2b | Punctuation — Recognizing and naming end punctuation. ReadyRosie Isn't That Bold? |
| EXPECTATION / INDICATOR | K.W.6.2c | Spelling — Spelling simple words phonetically, drawing on phonemic awareness. ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| STANDARD / STRAND | SPEAKING AND LISTENING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Learning Outcome | |
| INDICATOR / STANDARD | K.SL.1. | Listen actively and communicate effectively with a variety of audiences and for different purposes. ReadyRosie Who Am I? |
| STANDARD / STRAND | SPEAKING AND LISTENING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Discussion and Collaboration | |
| INDICATOR / STANDARD | K.SL.2.1. | Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups. ReadyRosie A Memorable Story Conversation Starters Conversations in the Car Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who's Coming to Dinner? |
| INDICATOR / STANDARD | K.SL.2.3. | Listen to others, take turns speaking, and add one’s own ideas to small group discussions or tasks. ReadyRosie Who Am I? |
| INDICATOR / STANDARD | K.SL.2.4. | Ask questions to seek help, get information, or clarify something that is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| INDICATOR / STANDARD | K.SL.2.5. | Continue a conversation through multiple exchanges. ReadyRosie A Memorable Story Conversation Starters Conversations in the Car Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who's Coming to Dinner? |
| STANDARD / STRAND | SPEAKING AND LISTENING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Comprehension | |
| INDICATOR / STANDARD | K.SL.3.1. | Ask and answer questions about key details in a text read aloud or information presented orally or through other media. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| INDICATOR / STANDARD | K.SL.3.2. | Ask appropriate questions about what a speaker says. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| STANDARD / STRAND | SPEAKING AND LISTENING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Presentation of Knowledge and Ideas | |
| INDICATOR / STANDARD | K.SL.4.1. | Speaking audibly, recite poems, rhymes, and songs, and use complete sentences to describe familiar people, places, things, and events and, with support, provide additional details. ReadyRosie Conversation Starters Guess Who Here Are the Facts Sharing Chores and Your Day Simon Says Where Would You Go? Who Am I? Who's Coming to Dinner? Write Me a Story |
| INDICATOR / STANDARD | K.SL.4.3. | Give, restate, and follow simple two-step directions. ReadyRosie Freeze Dance Here Are the Facts |
| STANDARD / STRAND | MEDIA LITERACY | |
| PROFICIENCY STATEMENT / SUBSTRAND | Media Literacy | |
| INDICATOR / STANDARD | K.ML.2.1. | Recognize common signs and logos and identify commercials or advertisements. ReadyRosie Environmental Print |
| Indiana Academic Standards |
| Language Arts |
| Grade: 1 - Adopted: 2020 |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Foundations | |
| INDICATOR / STANDARD | Learning Outcome | |
| EXPECTATION / INDICATOR | 1.RF.1 | Develop an understanding of the five components of reading (print concepts, phonemic awareness, phonics, vocabulary, and fluency and comprehension) to build foundational reading skills. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Environmental Print Feelings Charades Five Finger Rule I Read to You, You Read to Me Nursery Rhymes Read Like You Talk Read a Little, Think a Little Reading Rhymes 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 Silly Song Singing Singing Together Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Foundations | |
| INDICATOR / STANDARD | Print Concepts | |
| EXPECTATION / INDICATOR | 1.RF.2.1 | Students are expected to build upon and continue applying concepts learned previously. (K.RF.2.1) ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Environmental Print Feelings Charades Five Finger Rule I Read to You, You Read to Me Nursery Rhymes Read Like You Talk Read a Little, Think a Little Reading Rhymes 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 Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| EXPECTATION / INDICATOR | 1.RF.2.3 | Recognize the components of a sentence (e.g., capitalization, first word, ending punctuation). ReadyRosie Magical Creature Writing Make an Invitation Write a Favorite Family Recipe |
| EXPECTATION / INDICATOR | 1.RF.2.4 | Learn and apply knowledge of alphabetical order. ReadyRosie I Went to the Zoo and Saw |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Foundations | |
| INDICATOR / STANDARD | Phonological Awareness | |
| EXPECTATION / INDICATOR | 1.RF.3.1 | Produce rhyming words. ReadyRosie Bag of Rhymes Name Rhymes Nursery Rhymes Reading Rhymes Rhyming Hand Game Silly Song Singing |
| EXPECTATION / INDICATOR | 1.RF.3.2 | Blend sounds, including consonant blends, to produce single- and multi-syllable words. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| EXPECTATION / INDICATOR | 1.RF.3.4 | Distinguish beginning, middle (medial), and final sounds in single-syllable words ReadyRosie Begin with the End Family Alliteration Name Game |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Foundations | |
| INDICATOR / STANDARD | Phonics | |
| EXPECTATION / INDICATOR | 1.RF.4.1 | Use letter-sound knowledge of single consonants (hard and soft sounds), short and long vowels, consonant blends and digraphs, vowel teams (e.g., ai) and digraphs, and r-controlled vowels to decode phonetically regular words (e.g., cat, go, black, boat, her), independent of context. ReadyRosie All About My Family Alphabet Dice Game I Found This Letters on My Back Looking for Chunks Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Thinking About Word Chunks Word Man You Know It! |
| EXPECTATION / INDICATOR | 1.RF.4.2 | Decode one-syllable words in the major syllable patterns (CVC, CVr, V, VV, VCe), independent of context. ReadyRosie Change One Letter Looking for Chunks |
| EXPECTATION / INDICATOR | 1.RF.4.3 | Apply knowledge of final –e and common vowel teams (vowel digraphs) for representing long vowel sounds. ReadyRosie Race to the Letter Sound Thinking About Word Chunks |
| EXPECTATION / INDICATOR | 1.RF.4.4 | Recognize and read common and irregularly spelled high-frequency words by sight (e.g., have, said). (Further guidance for support will be provided in the Literacy Framework.) ReadyRosie Fishing for Words My Words, Your Words Race You To the Top Reading Strategy: Give the Word Thinking About Word Chunks Where's That Word? Word Man You Know It! |
| EXPECTATION / INDICATOR | 1.RF.4.5 | Read words in common word families (e.g., -at, -ate). ReadyRosie Reading Strategy: Chunk the Word |
| EXPECTATION / INDICATOR | 1.RF.4.6 | Read grade appropriate root words and affixes including plurals, verb tense, comparatives (e.g., look, -ed, -ing, -s, -er, -est), and simple compound words (e.g., cupcake) and contractions (e.g., isn’t). (Further guidance for support will be provided in the Literacy Framework.) ReadyRosie Magical Creature Writing Million Dollar Words Noun Charades Nursery Rhymes Picture Talk |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Foundations | |
| INDICATOR / STANDARD | Fluency | |
| EXPECTATION / INDICATOR | 1.RF.5 | Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me Read Like You Talk Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Literature | |
| INDICATOR / STANDARD | Learning Outcome | |
| EXPECTATION / INDICATOR | 1.RL.1 | With support, read and comprehend literature that is grade-level appropriate. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Five Finger Rule 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? |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Literature | |
| INDICATOR / STANDARD | Key Ideas and Textual Support | |
| EXPECTATION / INDICATOR | 1.RL.2.1 | Ask and answer questions about main idea and key details in a text. ReadyRosie Chapter Books Preview & Predict Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| EXPECTATION / INDICATOR | 1.RL.2.2 | Retell stories, fables, and fairy tales in sequence, including key details, and demonstrate understanding of their central message or lesson. (Further guidance for support will be provided in the Literacy Framework.) ReadyRosie Chapter Books Funny Pictures Retelling the Fable Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| EXPECTATION / INDICATOR | 1.RL.2.3 | Using key details, identify and describe the elements of plot, character, and setting. ReadyRosie Chapter Books Character Connection Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| EXPECTATION / INDICATOR | 1.RL.2.4 | Make and confirm predictions about what will happen next in a story. ReadyRosie Cover the Ending Preview & Predict Read a Little, Think a Little |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Literature | |
| INDICATOR / STANDARD | Structural Elements and Organization | |
| EXPECTATION / INDICATOR | 1.RL.3.1 | Identify the basic characteristics of familiar narrative text genres (e.g., fairy tales, nursery rhymes, storybooks). ReadyRosie Nursery Rhymes Retelling the Fable Rhyming Hand Game What Do I Like? |
| EXPECTATION / INDICATOR | 1.RL.3.2 | Identify who is telling the story at various points in a text. ReadyRosie Reading Strategy: Reading and Making Connections |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Literature | |
| INDICATOR / STANDARD | Synthesis and Connection of Ideas | |
| EXPECTATION / INDICATOR | 1.RL.4.1 | Use illustrations and details in a story to describe its characters, setting, or events. ReadyRosie Chapter Books Character Connection Favorite Illustrators Feelings Charades Funny Pictures Inside Outside Traits Reading Strategies: Look at the Picture Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| EXPECTATION / INDICATOR | 1.RL.4.2 | Compare and contrast the adventures and experiences of characters in stories. ReadyRosie Chapter Books Character Connection Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Nonfiction | |
| INDICATOR / STANDARD | Learning Outcome | |
| EXPECTATION / INDICATOR | 1.RN.1 | With support, read and comprehend nonfiction that is grade-level appropriate. ReadyRosie Books on the Go Daily Reading Routines Five Finger Rule Reading Strategies: Punctuation Expression Reading Strategy: Echo Reading Reading Strategy: Give the Word What Do I Like? |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Nonfiction | |
| INDICATOR / STANDARD | Key Ideas and Textual Support | |
| EXPECTATION / INDICATOR | 1.RN.2.1 | Ask and answer questions about key details to clarify and confirm understanding of a text. ReadyRosie How To What Do You Want to Know? What's Cool About Nonfiction? |
| EXPECTATION / INDICATOR | 1.RN.2.2 | Retell main ideas and key details of a text. ReadyRosie How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Nonfiction | |
| INDICATOR / STANDARD | Structural Elements and Organization | |
| EXPECTATION / INDICATOR | 1.RN.3.1 | Know and use various text features (e.g., table of contents, glossary, illustrations) to locate and describe key facts or information in a text. ReadyRosie Getting Into Information How Far Does It Fly? How To |
| EXPECTATION / INDICATOR | 1.RN.4.1 | Identify the reasons the author gives to support points in a text. ReadyRosie How To What's Cool About Nonfiction? |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Vocabulary | |
| INDICATOR / STANDARD | Learning Outcome | |
| EXPECTATION / INDICATOR | 1.RV.1 | Use words, phrases, and strategies acquired through conversations, reading and being read to, and responding to literature and nonfiction texts to build and apply vocabulary. ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller Wondering About Words |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Vocabulary | |
| INDICATOR / STANDARD | Vocabulary Building | |
| EXPECTATION / INDICATOR | 1.RV.2.1 | Demonstrate understanding that context clues (e.g., words and sentence clues) and text features (e.g., glossaries, illustrations) may be used to help understand unknown words. ReadyRosie Favorite Illustrators How Far Does It Fly? How To Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| EXPECTATION / INDICATOR | 1.RV.2.2 | Define and sort words into categories (e.g., antonyms, living things, synonyms). ReadyRosie Noun Charades Speedy Synonyms Words to Chew On |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Vocabulary | |
| INDICATOR / STANDARD | Vocabulary in Literature and Nonfiction Texts | |
| EXPECTATION / INDICATOR | 1.RV.3.1 | Identify words and phrases in stories, poems, or songs that suggest feelings or appeal to the senses (touch, hearing, sight, taste, smell). ReadyRosie Let's Look Closer Read a Little, Think a Little Seeing the Story What Do I See When I Hear...? What Was That For? |
| EXPECTATION / INDICATOR | 1.RV.3.2 | Ask and answer questions to help determine or clarify the meaning of words and phrases in a nonfiction text. ReadyRosie How To What Do You Want to Know? What's Cool About Nonfiction? |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Learning Outcome | |
| INDICATOR / STANDARD | 1.W.1. | Write routinely over brief time frames and for a variety of purposes and audiences. ReadyRosie Family Adventure List I'd Really Like Make a Card Make a List Make an Invitation Math Journal Walk Nature Journaling Write to the Tooth Fairy |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Handwriting | |
| INDICATOR / STANDARD | 1.W.2.1. | Write all uppercase (capital) and lowercase letters legibly, and space letters, words, and sentences appropriately. ReadyRosie Captioning Your Childhood Letters on My Back Make an Invitation Write Your Name |
| INDICATOR / STANDARD | 1.W.2.2. | Students are expected to build upon and continue applying concepts learned previously. (K.W.2.2) ReadyRosie Captioning Your Childhood Letters on My Back Make an Invitation Write Your Name |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Writing Genres: Argumentative, Informative, and Narrative | |
| INDICATOR / STANDARD | 1.W.3.1. | Write logically connected sentences to make a proposal to a particular audience (e.g., a parent, classmate, etc.) and give reasons why the proposal should be considered. ReadyRosie Captioning Your Childhood Family Adventure List I'd Really Like Make an Invitation Nature Journaling Tell Me How Write a Favorite Family Recipe Write to the Tooth Fairy |
| INDICATOR / STANDARD | 1.W.3.2. | Develop a topic sentence or main idea, provide some facts or details about the topic, and provide a concluding statement. ReadyRosie I'd Really Like Nature Journaling Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| INDICATOR / STANDARD | 1.W.3.3. | Develop topics for stories or poems, using precise words to describe characters and actions and temporal words to signal event order, with ideas organized into a beginning, middle, and ending. ReadyRosie Color Poem Create a Crazy Character Family Poem Magical Creature Writing My First Journal Picture Talk Sharing Chores and Your Day Write Around |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | The Writing Process | |
| INDICATOR / STANDARD | 1.W.4. | Apply the writing process to — |
| EXPECTATION / INDICATOR | With support, develop, select and organize ideas relevant to topic, purpose, and genre; revise writing to add details (e.g., sentence structure); edit writing for format and conventions (e.g., correct spelling of frequently used words, basic capitalization, end punctuation); and provide feedback to other writers ReadyRosie Captioning Your Childhood Color Poem Describe It I'd Really Like Labeling Your Story Magical Creature Writing Make an Invitation Nature Journaling Remember The Story Write a Favorite Family Recipe |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | The Research Process: Finding, Assessing, Synthesizing, and Reporting Information | |
| INDICATOR / STANDARD | 1.W.5. | With support, conduct simple research on a topic |
| EXPECTATION / INDICATOR | Identify several sources of information and indicate the sources. ReadyRosie Nature Journaling |
| EXPECTATION / INDICATOR | Make informal presentations on information gathered. ReadyRosie Share Your Knowledge |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Conventions of Standard English: Grammar and Usage/Capitalization, Punctuation, and Spelling | |
| INDICATOR / STANDARD | 1.W.6.1. | Demonstrate command of English grammar and usage, focusing on: |
| EXPECTATION / INDICATOR | 1.W.6.1a | Nouns/Pronouns — Writing sentences that include common and proper nouns and personal pronouns. ReadyRosie Captioning Your Childhood Noun Charades Picture Talk |
| EXPECTATION / INDICATOR | 1.W.6.1b | Verbs — Writing sentences using verbs to convey a sense of past, present, and future. ReadyRosie Captioning Your Childhood Magical Creature Writing Picture Talk |
| EXPECTATION / INDICATOR | 1.W.6.1e | Usage — Writing complete simple declarative, interrogative, imperative, and exclamatory sentences in response to prompts. ReadyRosie Make a Card Picture Talk |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Conventions of Standard English: Grammar and Usage/Capitalization, Punctuation, and Spelling | |
| INDICATOR / STANDARD | 1.W.6.2. | Demonstrate command of capitalization, punctuation, and spelling, focusing on: |
| EXPECTATION / INDICATOR | 1.W.6.2a | Capitalization — Capitalizing the first word of a sentence, dates, names of people, and the pronoun I. ReadyRosie Make a Card Make an Invitation Write a Letter |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Conventions of Standard English: Grammar and Usage/Capitalization, Punctuation, and Spelling | |
| INDICATOR / STANDARD | 1.W.6.2. | Demonstrate command of capitalization, punctuation, and spelling, focusing on: |
| EXPECTATION / INDICATOR | 1.W.6.2b | Punctuation — |
| INDICATOR | Correctly using a period, question mark, and exclamation mark at the end of a sentence. ReadyRosie Magical Creature Writing |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Conventions of Standard English: Grammar and Usage/Capitalization, Punctuation, and Spelling | |
| INDICATOR / STANDARD | 1.W.6.2. | Demonstrate command of capitalization, punctuation, and spelling, focusing on: |
| EXPECTATION / INDICATOR | 1.W.6.2c | Spelling — |
| INDICATOR | Spelling unknown words phonetically, drawing on phonemic awareness and spelling conventions. ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| INDICATOR | Correctly spelling words with common spelling patterns. ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| INDICATOR | Correctly spelling common irregularly-spelled, grade-appropriate high-frequency words. ReadyRosie Change One Letter Magical Creature Writing Make a Card Race You To the Top Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| STANDARD / STRAND | SPEAKING AND LISTENING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Learning Outcome | |
| INDICATOR / STANDARD | 1.SL.1. | Listen actively and adjust the use of spoken language (e.g., vocabulary) to communicate effectively with a variety of audiences and for different purposes. ReadyRosie Noun Charades Sharing Chores and Your Day |
| STANDARD / STRAND | SPEAKING AND LISTENING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Discussion and Collaboration | |
| INDICATOR / STANDARD | 1.SL.2.1. | Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups. ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... I Read to You, You Read to Me Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Storytelling with a Picture Book What I Like About Me When I Grow Up Who's Coming to Dinner? |
| INDICATOR / STANDARD | 1.SL.2.3. | Listen to others, take turns speaking about the topic, and add one’s own ideas in small group discussions or tasks. ReadyRosie Conversation Starters Making Playdough Together Story Train Who's Coming to Dinner? |
| INDICATOR / STANDARD | 1.SL.2.4. | Ask questions to clarify information about topics and texts under discussion. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who Library Visit What I Like About Me Who's Coming to Dinner? |
| INDICATOR / STANDARD | 1.SL.2.5. | Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| STANDARD / STRAND | SPEAKING AND LISTENING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Comprehension | |
| INDICATOR / STANDARD | 1.SL.3.1. | Ask and answer questions about what a speaker says to clarify something that is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Love My Family Because... Library Visit What I Like About Me Who's Coming to Dinner? |
| INDICATOR / STANDARD | 1.SL.3.2. | Ask and answer questions about key details in a text read aloud or information presented orally or through other media. ReadyRosie Chapter 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? |
| STANDARD / STRAND | SPEAKING AND LISTENING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Presentation of Knowledge and Ideas | |
| INDICATOR / STANDARD | 1.SL.4.1. | Speaking audibly and using appropriate language, recite poems, rhymes, songs, and stories, with careful attention to sensory detail when describing people, places, things, and events. ReadyRosie Conversation Starters Noun Charades Sharing Chores and Your Day Simon Says |
| INDICATOR / STANDARD | 1.SL.4.2. | Add drawings or other visual displays, such as pictures and objects, when sharing information to clarify ideas, thoughts, and feelings. ReadyRosie 20 Questions Draw |
| INDICATOR / STANDARD | 1.SL.4.3. | Give and follow three- and four-step directions. ReadyRosie Freeze Dance |
| STANDARD / STRAND | MEDIA LITERACY | |
| PROFICIENCY STATEMENT / SUBSTRAND | Learning Outcome | |
| INDICATOR / STANDARD | 1.ML.1. | Recognize the role of the media in informing, persuading, entertaining, or transmitting culture. ReadyRosie Family Movie Night |
| STANDARD / STRAND | MEDIA LITERACY | |
| PROFICIENCY STATEMENT / SUBSTRAND | Media Literacy | |
| INDICATOR / STANDARD | 1.ML.2.1. | Demonstrate understanding of media by asking and answering appropriate questions about what is read, heard, or viewed. ReadyRosie 20 Questions Draw Conversation Starters Family Movie Night Freeze Dance Guess Who I Love My Family Because... I Went to the Zoo and Saw Library Visit What I Like About Me Who's Coming to Dinner? |
| Indiana Academic Standards |
| Language Arts |
| Grade: 2 - Adopted: 2020 |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Foundations | |
| INDICATOR / STANDARD | Learning Outcome | |
| EXPECTATION / INDICATOR | 2.RF.1 | Develop an understanding of the five components of reading (print concepts, phonemic awareness, phonics, vocabulary, and fluency and comprehension) to build foundational reading skills. ReadyRosie Books on the Go Building a Fort Can You See It? Chapter Books Daily Reading Routines Feelings Charades 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 What Makes a Good Storyteller |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Foundations | |
| INDICATOR / STANDARD | Print Concepts | |
| EXPECTATION / INDICATOR | 2.RF.2.1 | Students are expected to build upon and continue applying concepts learned previously. (K.RF.2.1) ReadyRosie Books on the Go Building a Fort Can You See It? Chapter Books Daily Reading Routines Feelings Charades 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 What Makes a Good Storyteller |
| EXPECTATION / INDICATOR | 2.RF.2.2 | Students are expected to build upon and continue applying concepts learned previously. (K.RF.2.2) ReadyRosie Books on the Go Building a Fort Can You See It? Chapter Books Daily Reading Routines Feelings Charades 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 What Makes a Good Storyteller |
| EXPECTATION / INDICATOR | 2.RF.2.3 | Students are expected to build upon and continue applying concepts learned previously. (1.RF.2.3) ReadyRosie Books on the Go Building a Fort Can You See It? Chapter Books Daily Reading Routines Feelings Charades 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 What Makes a Good Storyteller |
| EXPECTATION / INDICATOR | 2.RF.2.4 | Students are expected to build upon and continue applying concepts learned previously. (1.RF.2.4) ReadyRosie Books on the Go Building a Fort Can You See It? Chapter Books Daily Reading Routines Feelings Charades 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 What Makes a Good Storyteller |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Foundations | |
| INDICATOR / STANDARD | Phonics | |
| EXPECTATION / INDICATOR | 2.RF.4.1 | Students are expected to build upon and continue applying concepts learned previously. (1.RF.4.1) ReadyRosie Five Finger Rule Reading Strategy: Give the Word |
| EXPECTATION / INDICATOR | 2.RF.4.2 | Use knowledge of the six major syllable patterns (CVC, CVr, V, VV, VCe, Cle) to decode two-syllable words, independent of context. ReadyRosie Change One Letter Word Challenge |
| EXPECTATION / INDICATOR | 2.RF.4.3 | Apply knowledge of short and long vowels (including vowel teams) when reading regularly spelled one-syllable words. ReadyRosie Shopping for Syllables Thinking About Word Chunks |
| EXPECTATION / INDICATOR | 2.RF.4.4 | Recognize and read common and irregularly spelled high-frequency words and abbreviations by sight (e.g., through, tough; Jan., Fri.). (Further guidance for support will be provided in the Literacy Framework.) ReadyRosie My Words, Your Words Race You To the Top Reading Strategy: Give the Word Thinking About Word Chunks |
| EXPECTATION / INDICATOR | 2.RF.4.5 | Know and use common word families when reading unfamiliar words (e.g., -ale, -est, -ine, -ock). (Further guidance for support will be provided in the Literacy Framework.) ReadyRosie Reading Strategy: Chunk the Word |
| EXPECTATION / INDICATOR | 2.RF.4.6 | Read multisyllabic words composed of roots, prefixes, and suffixes; read contractions, possessives (e.g., kitten’s, sisters’), and compound words. (Further guidance for support will be provided in the Literacy Framework.) ReadyRosie Digging Into Roots Playground Compounds Reading Strategy: Cover the Suffix Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Foundations | |
| INDICATOR / STANDARD | Fluency | |
| EXPECTATION / INDICATOR | 2.RF.5 | Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me Pow Wow Crunch Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading What Do You Wonder? |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Literature | |
| INDICATOR / STANDARD | Learning Outcome | |
| EXPECTATION / INDICATOR | 2.RL.1 | Read and comprehend a variety of literature within a range of complexity appropriate for grades 2-3. By the end of grade 2, students interact with texts proficiently and independently at the low end of the range and with scaffolding as needed at the high end. ReadyRosie Books on the Go Can You See It? Chapter Books Daily Reading Routines Five Finger Rule 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 |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Literature | |
| INDICATOR / STANDARD | Key Ideas and Textual Support | |
| EXPECTATION / INDICATOR | 2.RL.2.1 | Ask and answer questions (e.g., who was the story about; why did an event happen; where did the story happen) to demonstrate understanding of main idea and key details in a text. ReadyRosie 20 Questions Can You See It? Chapter Books Character Chat Character Comparison Feelings Charades Funny Pictures Inside Outside Traits Pow Wow Crunch Read a Little, Think a Little Reading Strategy: Reading and Making Connections Reading is Thinking Story Train Summarizing the Story What Makes a Good Storyteller |
| EXPECTATION / INDICATOR | 2.RL.2.2 | Recount the beginning, middle, and ending of stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (Further guidance for support will be provided in the Literacy Framework.) ReadyRosie Chapter Books Funny Pictures Sequence and Summarize Story Train Summarizing the Story What Makes a Good Storyteller |
| EXPECTATION / INDICATOR | 2.RL.2.3 | Describe how characters in a story respond to major events and how characters affect the plot. ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| EXPECTATION / INDICATOR | 2.RL.2.4 | Make predictions about the content of text using prior knowledge of text features, explaining whether they were confirmed or not confirmed and why. ReadyRosie Read a Little, Think a Little |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Literature | |
| INDICATOR / STANDARD | Structural Elements and Organization | |
| EXPECTATION / INDICATOR | 2.RL.3.1 | Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. ReadyRosie Summarizing the Story |
| EXPECTATION / INDICATOR | 2.RL.3.2 | Acknowledge differences in the points of view of characters and identify dialogue as words spoken by characters, usually enclosed in quotation marks. ReadyRosie My Turn, Your Turn Reading Dialogue Reading Strategy: Reading and Making Connections |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Literature | |
| INDICATOR / STANDARD | Synthesis and Connection of Ideas | |
| EXPECTATION / INDICATOR | 2.RL.4.1 | Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison Favorite Illustrators Feelings Charades Funny Pictures Inside Outside Traits Pow Wow Crunch Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| EXPECTATION / INDICATOR | 2.RL.4.2 | Compare and contrast versions of the same stories from different authors, time periods, or cultures from around the world. ReadyRosie What Makes a Good Storyteller |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Nonfiction | |
| INDICATOR / STANDARD | Learning Outcome | |
| EXPECTATION / INDICATOR | 2.RN.1 | Read and comprehend a variety of nonfiction within a range of complexity appropriate for grades 2-3. By the end of grade 2, students interact with texts proficiently and independently at the low end of the range and with scaffolding as needed at the high end. ReadyRosie Books on the Go Daily Reading Routines Five Finger Rule Random, Bizarre Facts Reading Strategies: Punctuation Expression Reading Strategy: Give the Word That's So Cool What Do You Wonder? |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Nonfiction | |
| INDICATOR / STANDARD | Key Ideas and Textual Support | |
| EXPECTATION / INDICATOR | 2.RN.2.1 | Ask and answer questions about the main idea and supporting facts and details in a text to confirm understanding. ReadyRosie How To Reading Recipes That's So Cool What Do You Wonder? |
| EXPECTATION / INDICATOR | 2.RN.2.2 | Identify the main idea of a multiparagraph text and the topic of each paragraph. ReadyRosie How To That's So Cool |
| EXPECTATION / INDICATOR | 2.RN.2.3 | Describe the connection between a series of historical events, scientific ideas or concepts, and steps in a process or procedure in a text. ReadyRosie I Want to Know About I Went to the Zoo and Saw That's So Cool What Do You Wonder? |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Nonfiction | |
| INDICATOR / STANDARD | Structural Elements and Organization | |
| EXPECTATION / INDICATOR | 2.RN.3.1 | Use various text features (e.g., table of contents, index, headings, captions) to locate key facts or information and explain how they contribute to and clarify a text. ReadyRosie Comprehension Clues Finding Information How To Reading Recipes |
| EXPECTATION / INDICATOR | 2.RN.3.3 | Identify what the author wants the reader to answer, explain, or describe in the text. ReadyRosie How To Reading Recipes That's So Cool |
| EXPECTATION / INDICATOR | 2.RN.4.1 | Describe how an author uses facts to support specific points in a text. ReadyRosie How To |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Vocabulary | |
| INDICATOR / STANDARD | Learning Outcome | |
| EXPECTATION / INDICATOR | 2.RV.1 | Use words, phrases, and strategies acquired through conversations, reading and being read to, and responding to literature and nonfiction texts to build and apply vocabulary. ReadyRosie Color Poem Free Verse Feelings Charades Hink Pink How can I help my child learn new words? Share Your Knowledge What Makes a Good Storyteller Wondering About Words |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Vocabulary | |
| INDICATOR / STANDARD | Vocabulary Building | |
| EXPECTATION / INDICATOR | 2.RV.2.1 | Use context clues (e.g., words and sentence clues) and text features (e.g., table of contents, headings) to determine the meanings of unknown words. ReadyRosie Comprehension Clues Finding Information How To Reading Recipes Reading Strategies: Slow Down, Reread What's Up with That? Wondering About Words |
| EXPECTATION / INDICATOR | 2.RV.2.2 | Identify relationships among words, including common synonyms and antonyms, and simple multiple-meaning words (e.g., change, duck). ReadyRosie Hink Pink |
| EXPECTATION / INDICATOR | 2.RV.2.4 | Use a known root word as a clue to the meaning of an unknown word with the same root, and identify when a common affix is added to a known word. (Further guidance for support will be provided in the Literacy Framework.) ReadyRosie Digging Into Roots Shopping for Syllables |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Vocabulary | |
| INDICATOR / STANDARD | Vocabulary in Literature and Nonfiction Texts | |
| EXPECTATION / INDICATOR | 2.RV.3.1 | Recognize that authors use words (e.g., regular beats, repeating lines, simile, alliteration, onomatopoeia, idioms) to provide rhythm and meaning in a story, poem, or song. ReadyRosie My Turn, Your Turn Poetry Tongue Twister Time |
| EXPECTATION / INDICATOR | 2.RV.3.2 | Determine the meanings of words and phrases in a nonfiction text relevant to a second grade topic or subject area. ReadyRosie Share Your Knowledge Wondering About Words |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Learning Outcome | |
| INDICATOR / STANDARD | 2.W.1. | Write routinely over brief time frames and for a variety of tasks, purposes, and audiences; apply reading standards to write in response to literature and nonfiction texts. ReadyRosie Family Adventure List I'd Really Like Make a Neighborhood Map Nature Journaling Pow Wow Crunch Song Lyrics Tips for helping your child love reading Write to the Tooth Fairy |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Writing Genres: Argumentative, Informative, and Narrative | |
| INDICATOR / STANDARD | 2.W.3.1. | Write a logically connected paragraph or paragraphs that introduce an opinion, with a concluding statement or section and multiple reasons to explain why a certain course of action should be followed. ReadyRosie This Is Important Who Are Your Heroes? |
| INDICATOR / STANDARD | 2.W.3.2. | Write a paragraph or paragraphs on a topic or main idea that introduce a topic, provide facts and details about the topic, and provide a concluding statement. ReadyRosie Create a Song I'd Really Like Make a Neighborhood Map Nature Journaling Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Writing Genres: Argumentative, Informative, and Narrative | |
| INDICATOR / STANDARD | 2.W.3.3. | Develop topics for friendly letters, stories, poems, and other narrative purposes that — |
| EXPECTATION / INDICATOR | Include a beginning. ReadyRosie Write About a Family Tradition |
| EXPECTATION / INDICATOR | Use temporal words to signal event order (e.g., first of all). ReadyRosie Create a Song Picture Talk Write Around |
| EXPECTATION / INDICATOR | Provide details to describe actions, thoughts, and feelings. ReadyRosie Create a Song Funny Pictures I'd Really Like Magical Creature Writing Make a Neighborhood Map Nature Journaling Story Train Tell Me How Write a Favorite Family Recipe |
| EXPECTATION / INDICATOR | Provide an ending. ReadyRosie Family Journaling Funny Pictures I'd Really Like Magical Creature Writing My Family Comic Strip Story Train Tell Me How Write About a Family Tradition Write Around Write a Favorite Family Recipe |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | The Writing Process | |
| INDICATOR / STANDARD | 2.W.4. | Apply the writing process to — |
| EXPECTATION / INDICATOR | Generate a draft by developing, selecting and organizing ideas relevant to topic, purpose, and genre; revise writing, using appropriate reference materials, by adding details (e.g., organization, sentence structure, word choice); edit writing for format and conventions (e.g., spelling, capitalization, usage, punctuation); and provide feedback to other writers. ReadyRosie I'd Really Like Magical Creature Writing Nature Journaling Sketching the Story This Is Important |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | The Research Process: Finding, Assessing, Synthesizing, and Reporting Information | |
| INDICATOR / STANDARD | 2.W.5. | With support, conduct short research on a topic. |
| EXPECTATION / INDICATOR | Find information on a topic of interest (e.g., cardinals). ReadyRosie Who Are Your Heroes? |
| EXPECTATION / INDICATOR | Identify various visual and text reference sources. ReadyRosie Make a Neighborhood Map Nature Journaling |
| EXPECTATION / INDICATOR | Organize, summarize, and present the information, choosing from a variety of formats. ReadyRosie Write to the Tooth Fairy |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Conventions of Standard English: Grammar and Usage/Capitalization, Punctuation, and Spelling | |
| INDICATOR / STANDARD | 2.W.6.1. | Demonstrate command of English grammar and usage, focusing on: |
| EXPECTATION / INDICATOR | 2.W.6.1a | Nouns/Pronouns — Writing sentences that include common, proper, possessive, and collective nouns, irregular plural nouns, and personal and possessive pronouns. ReadyRosie 20 Questions Hidden Messages Noun Charades Picture Talk Writing Telephone Game |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Conventions of Standard English: Grammar and Usage/Capitalization, Punctuation, and Spelling | |
| INDICATOR / STANDARD | 2.W.6.1. | Demonstrate command of English grammar and usage, focusing on: |
| EXPECTATION / INDICATOR | 2.W.6.1b | Verbs — |
| INDICATOR | Writing sentences that use the past tense of frequently occurring irregular verbs. ReadyRosie Family Journaling Hidden Messages Writing Telephone Game |
| INDICATOR | Understanding the functions of different types of verbs (e.g., action, linking) in sentences. ReadyRosie Picture Talk |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Conventions of Standard English: Grammar and Usage/Capitalization, Punctuation, and Spelling | |
| INDICATOR / STANDARD | 2.W.6.1. | Demonstrate command of English grammar and usage, focusing on: |
| EXPECTATION / INDICATOR | 2.W.6.1c | Adjectives/Adverbs —Writing sentences that use adjectives and adverbs. ReadyRosie Acrostic Poem Hidden Messages Picture Talk Writing Telephone Game |
| EXPECTATION / INDICATOR | 2.W.6.1e | Usage — Writing correctly complete simple and compound declarative, interrogative, imperative, and exclamatory sentences. ReadyRosie Hidden Messages Magical Creature Writing Picture Talk Writing Telephone Game |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Conventions of Standard English: Grammar and Usage/Capitalization, Punctuation, and Spelling | |
| INDICATOR / STANDARD | 2.W.6.2. | Demonstrate command of capitalization, punctuation, and spelling, focusing on: |
| EXPECTATION / INDICATOR | 2.W.6.2a | Capitalization — Capitalizing greetings, months and days of the week, titles and initials in names, and proper nouns, including holidays and geographic names. ReadyRosie Noun Charades Writing Telephone Game |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Conventions of Standard English: Grammar and Usage/Capitalization, Punctuation, and Spelling | |
| INDICATOR / STANDARD | 2.W.6.2. | Demonstrate command of capitalization, punctuation, and spelling, focusing on: |
| EXPECTATION / INDICATOR | 2.W.6.2b | Punctuation — |
| INDICATOR | Correctly using a period, question mark, or exclamation mark at the end of a sentence. ReadyRosie Magical Creature Writing |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Conventions of Standard English: Grammar and Usage/Capitalization, Punctuation, and Spelling | |
| INDICATOR / STANDARD | 2.W.6.2. | Demonstrate command of capitalization, punctuation, and spelling, focusing on: |
| EXPECTATION / INDICATOR | 2.W.6.2c | Spelling — |
| INDICATOR | Correctly spelling words with short and long vowel sounds, r-controlled vowels, and consonant-blend patterns. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| INDICATOR | Generalizing learned spelling patterns (e.g., word families) when writing words. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| INDICATOR | Correctly spelling common irregularly-spelled grade-appropriate high frequency words. ReadyRosie Change One Letter Magical Creature Writing Race You To the Top Thinking About Word Chunks Word Challenge Write a Letter |
| STANDARD / STRAND | SPEAKING AND LISTENING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Learning Outcome | |
| INDICATOR / STANDARD | 2.SL.1. | Listen actively and adjust the use of spoken language (e.g., conventions, vocabulary) to communicate effectively with a variety of audiences and for different purposes. ReadyRosie Create a Song Family Interview Noun Charades Sharing Chores and Your Day Simon Says Take a Stand What I Like About Me Who's Coming to Dinner? |
| STANDARD / STRAND | SPEAKING AND LISTENING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Discussion and Collaboration | |
| INDICATOR / STANDARD | 2.SL.2.1. | Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... I Read to You, You Read to Me Kitchen Conversations My Turn, Your Turn 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 / STANDARD | 2.SL.2.3. | Listen to others, take one’s turn in respectful ways, and speak one at a time about the topics and text under discussion. ReadyRosie Conversation Starters Story Train Who's Coming to Dinner? |
| INDICATOR / STANDARD | 2.SL.2.4. | Ask for clarification and further explanation as needed about the topics and texts under discussion. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Conversations in the Car Family Interview Freeze Dance Guess Who I Love My Family Because... I Read to You, You Read to Me Interview an Expert Kitchen Conversations Library Visit My Turn, Your Turn Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR / STANDARD | 2.SL.2.5. | Build on others’ talk in conversations by linking comments to the remarks of others. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| STANDARD / STRAND | SPEAKING AND LISTENING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Comprehension | |
| INDICATOR / STANDARD | 2.SL.3.1. | Determine the purpose for listening (e.g., to obtain information, to enjoy humor) and paraphrase or describe key ideas or details from a text read aloud or information presented orally or through other media. ReadyRosie Can You See It? Chapter Books Funny Pictures How To Story Train What Makes a Good Storyteller |
| INDICATOR / STANDARD | 2.SL.3.2. | Ask and answer questions about what a speaker says to clarify comprehension, gather information, or deepen understanding of a topic or issue. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Library Visit This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| STANDARD / STRAND | SPEAKING AND LISTENING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Presentation of Knowledge and Ideas | |
| INDICATOR / STANDARD | 2.SL.4.1. | Using appropriate language, recite poems and rhymes, and tell a story or recount an experience, in an organized manner, with appropriate facts and careful attention to sensory details, speaking audibly in coherent sentences and at an appropriate pace. ReadyRosie 20 Questions Draw Color Poem Color Poem Free Verse Conversation Starters Create a Song Describe It Funny Pictures Hink Pink Noun Charades Sharing Chores and Your Day Simon Says Take a Stand What I Like About Me Who's Coming to Dinner? |
| INDICATOR / STANDARD | 2.SL.4.2. | Create simple presentations that maintain a clear focus, using various media when appropriate to clarify ideas, thoughts, and feelings. ReadyRosie 20 Questions Draw Share Your Knowledge Sharing Chores and Your Day |
| INDICATOR / STANDARD | 2.SL.4.3. | Give and follow multi-step directions. ReadyRosie Freeze Dance |
| STANDARD / STRAND | MEDIA LITERACY | |
| PROFICIENCY STATEMENT / SUBSTRAND | Learning Outcome | |
| INDICATOR / STANDARD | 2.ML.1. | Recognize the role of the media in informing, persuading, entertaining, and transmitting culture. ReadyRosie Family Movie Night |
| STANDARD / STRAND | MEDIA LITERACY | |
| PROFICIENCY STATEMENT / SUBSTRAND | Media Literacy | |
| INDICATOR / STANDARD | 2.ML.2.1. | Recognize that media can be sources for information, entertainment, persuasion, interpretation of events, and transmission of culture. ReadyRosie 20 Questions Draw Family Movie Night I Went to the Zoo and Saw |
| Indiana Academic Standards |
| Language Arts |
| Grade: 3 - Adopted: 2020 |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Foundations | |
| INDICATOR / STANDARD | Learning Outcome | |
| EXPECTATION / INDICATOR | 3.RF.1 | Apply foundational reading skills to build reading fluency and comprehension. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Favorite Genres Feelings Charades Five Finger Rule It's All In Your Head My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading What Makes a Good Storyteller |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Foundations | |
| INDICATOR / STANDARD | Print Concepts | |
| EXPECTATION / INDICATOR | 3.RF.2.1 | Students are expected to build upon and continue applying concepts learned previously. (K.RF.2.1) ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Favorite Genres Feelings Charades Five Finger Rule It's All In Your Head My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading What Makes a Good Storyteller |
| EXPECTATION / INDICATOR | 3.RF.2.2 | Students are expected to build upon and continue applying concepts learned previously. (K.RF.2.2) ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Favorite Genres Feelings Charades Five Finger Rule It's All In Your Head My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading What Makes a Good Storyteller |
| EXPECTATION / INDICATOR | 3.RF.2.3 | Students are expected to build upon and continue applying concepts learned previously. (1.RF.2.3) ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Favorite Genres Feelings Charades Five Finger Rule It's All In Your Head My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading What Makes a Good Storyteller |
| EXPECTATION / INDICATOR | 3.RF.2.4 | Students are expected to build upon and continue applying concepts learned previously. (1.RF.2.4) ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Favorite Genres Feelings Charades Five Finger Rule It's All In Your Head My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading What Makes a Good Storyteller |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Foundations | |
| INDICATOR / STANDARD | Phonics | |
| EXPECTATION / INDICATOR | 3.RF.4.1 | Students are expected to build upon and continue applying concepts learned previously. (1.RF.4.1) ReadyRosie Five Finger Rule |
| EXPECTATION / INDICATOR | 3.RF.4.2 | Understand the six major syllable patterns (CVC, CVr, V, VV, VCe, Cle) to aid in decoding unknown words. ReadyRosie Change One Letter Word Challenge |
| EXPECTATION / INDICATOR | 3.RF.4.3 | Students are expected to build upon and continue applying concepts learned previously. (2.RF.4.3) ReadyRosie Five Finger Rule |
| EXPECTATION / INDICATOR | 3.RF.4.4 | Read grade-appropriate words that have blends (e.g., walk, play) and common spelling patterns (e.g., qu-; doubling the consonant and adding –ing, such as cut/cutting; changing the ending of a word from –y to –ies to make a plural). (Further guidance for support will be provided in the Literacy Framework.) ReadyRosie Shopping for Syllables Spelling Pattern Game |
| EXPECTATION / INDICATOR | 3.RF.4.6 | Read multisyllabic words composed of roots and related prefixes and suffixes; read irregular contractions (e.g., will not = won’t) and possessives (e.g., children’s, Dennis’s). (Further guidance for support will be provided in the Literacy Framework.) ReadyRosie Digging Into Roots Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Foundations | |
| INDICATOR / STANDARD | Fluency | |
| EXPECTATION / INDICATOR | 3.RF.5 | Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule Pow Wow Crunch Reading Dialogue Reading Strategy: Model Expressive Reading |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Literature | |
| INDICATOR / STANDARD | Learning Outcome | |
| EXPECTATION / INDICATOR | 3.RL.1 | Read and comprehend a variety of literature within a range of complexity appropriate for grades 2-3. By the end of grade 3, students interact with texts proficiently and independently. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule It's All In Your Head My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Literature | |
| INDICATOR / STANDARD | Key Ideas and Textual Support | |
| EXPECTATION / INDICATOR | 3.RL.2.1 | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ReadyRosie 20 Questions Chapter Books It's All In Your Head Pow Wow Crunch Read a Little, Think a Little Talking About Books What Makes a Good Storyteller |
| EXPECTATION / INDICATOR | 3.RL.2.2 | Recount folktales, fables, and tall tales from diverse cultures; identify the themes in these works. (Further guidance for support will be provided in the Literacy Framework.) ReadyRosie Chapter Books Sequence and Summarize Story Train Talking About Books What Makes a Good Storyteller |
| EXPECTATION / INDICATOR | 3.RL.2.3 | Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot. ReadyRosie Chapter Books Character Chat Feelings Charades Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Talking About Books What Makes a Good Storyteller |
| EXPECTATION / INDICATOR | 3.RL.2.4 | Students are expected to build upon and continue applying concepts learned previously. (2.RL.2.4) ReadyRosie Chapter Books Story Train Talking About Books What Makes a Good Storyteller |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Literature | |
| INDICATOR / STANDARD | Structural Elements and Organization | |
| EXPECTATION / INDICATOR | 3.RL.3.1 | Use terms such as chapter, scene, and stanza to refer to the parts of stories, plays, and poems; describe how each successive part builds on earlier sections. ReadyRosie Favorite Genres My Turn, Your Turn Poetry Poetry Poetry Routine Song Lyrics |
| EXPECTATION / INDICATOR | 3.RL.3.2 | Distinguish personal point of view from that of the narrator or those of the characters. ReadyRosie Reading Strategy: Reading and Making Connections |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Literature | |
| INDICATOR / STANDARD | Synthesis and Connection of Ideas | |
| EXPECTATION / INDICATOR | 3.RL.4.1 | Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). ReadyRosie Chapter Books Character Chat Feelings Charades Inside Outside Traits Pow Wow Crunch Reading Strategy: Reading and Making Connections Story Train Talking About Books What Makes a Good Storyteller |
| EXPECTATION / INDICATOR | 3.RL.4.2 | Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). ReadyRosie Chapter Books Character Chat Feelings Charades Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Talking About Books What Makes a Good Storyteller |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Nonfiction | |
| INDICATOR / STANDARD | Learning Outcome | |
| EXPECTATION / INDICATOR | 3.RN.1 | Read and comprehend a variety of nonfiction within a range of complexity appropriate for grades 2-3. By the end of grade 3, students interact with texts proficiently and independently. ReadyRosie Books on the Go Daily Reading Routines Favorite Genres Five Finger Rule Random, Bizarre Facts That's So Cool What Will You Learn? |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Nonfiction | |
| INDICATOR / STANDARD | Key Ideas and Textual Support | |
| EXPECTATION / INDICATOR | 3.RN.2.1 | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ReadyRosie Reading Recipes That's So Cool What Will You Learn? |
| EXPECTATION / INDICATOR | 3.RN.2.2 | Determine the main idea of a text; recount the key details and explain how they support the main idea. ReadyRosie That's So Cool What Will You Learn? |
| EXPECTATION / INDICATOR | 3.RN.2.3 | Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in processes or procedures in a text, using words such as first, next, finally, because, problem, solution, same, and different. ReadyRosie Double the Recipe I Want to Know About That's So Cool What Will You Learn? |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Nonfiction | |
| INDICATOR / STANDARD | Structural Elements and Organization | |
| EXPECTATION / INDICATOR | 3.RN.3.1 | Apply knowledge of text features to locate information and gain meaning from a text (e.g., maps, illustrations, charts, font/format). ReadyRosie Comprehension Clues How Far Does It Fly? Reading Recipes That's So Cool |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Vocabulary | |
| INDICATOR / STANDARD | Learning Outcome | |
| EXPECTATION / INDICATOR | 3.RV.1 | Build and use accurately conversational, general academic, and content-specific words and phrases. ReadyRosie Feelings Charades Hinky Pinky and Hinketty Pinketty How can I help my child learn new words? Share Your Knowledge What Makes a Good Storyteller Wondering About Words |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Vocabulary | |
| INDICATOR / STANDARD | Vocabulary Building | |
| EXPECTATION / INDICATOR | 3.RV.2.1 | Apply context clues (e.g., word, phrase, and sentence clues) and text features (e.g., maps, illustrations, charts) to determine the meanings of unknown words. ReadyRosie How Far Does It Fly? Pow Wow Crunch That's So Cool Wondering About Words Word Detective |
| EXPECTATION / INDICATOR | 3.RV.2.2 | Identify relationships among words, including synonyms, antonyms, homographs, homonyms, and multiple-meaning words (e.g., puzzle, fire). ReadyRosie Hinky Pinky and Hinketty Pinketty |
| EXPECTATION / INDICATOR | 3.RV.2.4 | Use a known word as a clue to the meaning of an unknown word with the same root, and identify when an affix is added to a known root word. ReadyRosie Digging Into Roots Shopping for Syllables |
| STANDARD / STRAND | READING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Reading: Vocabulary | |
| INDICATOR / STANDARD | Vocabulary in Literature and Nonfiction Texts | |
| EXPECTATION / INDICATOR | 3.RV.3.1 | Determine how the author uses words and phrases to provide meaning to works of literature, distinguishing literal from nonliteral language, including figurative language (e.g., similes). ReadyRosie Talking About Books |
| EXPECTATION / INDICATOR | 3.RV.3.2 | Determine the meanings of general academic and content-specific words and phrases in a nonfiction text relevant to a third grade topic or subject area. ReadyRosie Share Your Knowledge Wondering About Words |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Learning Outcome | |
| INDICATOR / STANDARD | 3.W.1. | Write routinely over a variety of time frames and for a range of discipline-specific tasks, purposes, and audiences; apply reading standards to write in response to literature and nonfiction texts. ReadyRosie Family Adventure List Make a Neighborhood Map Nature Journaling Pow Wow Crunch Song Lyrics Talking About Books Tips for helping your child love reading |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Writing Genres: Argumentative, Informative, and Narrative | |
| INDICATOR / STANDARD | 3.W.3.2. | Write informative compositions on a variety of topics that — |
| EXPECTATION / INDICATOR | State the topic, develop a main idea for the introductory paragraph, and group related information together. ReadyRosie Write About a Family Tradition |
| EXPECTATION / INDICATOR | Develop the topic with facts and details. ReadyRosie Create a Song Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| EXPECTATION / INDICATOR | Connect ideas within categories of information using words and phrases. ReadyRosie Create a Song |
| EXPECTATION / INDICATOR | Provide a concluding statement or section. ReadyRosie Write About a Family Tradition Write a Favorite Family Recipe |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Writing Genres: Argumentative, Informative, and Narrative | |
| INDICATOR / STANDARD | 3.W.3.3. | Write narrative compositions in a variety of forms that — |
| EXPECTATION / INDICATOR | Establish an introduction (e.g., situation, narrator, characters). ReadyRosie A Really Good Story Family Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around |
| EXPECTATION / INDICATOR | Include specific descriptive details and clear event sequences. ReadyRosie Family Journaling Family Poem My Family Comic Strip Sharing Chores and Your Day Write Around Writing Telephone Game |
| EXPECTATION / INDICATOR | Include dialogue. ReadyRosie Write Around |
| EXPECTATION / INDICATOR | Connect ideas and events using introduction and transition words. ReadyRosie Write Around |
| EXPECTATION / INDICATOR | Provide an ending. ReadyRosie Family Journaling Magical Creature Writing My Family Comic Strip Story Train Write Around |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | The Research Process: Finding, Assessing, Synthesizing, and Reporting Information | |
| INDICATOR / STANDARD | 3.W.5. | Conduct short research on a topic. |
| EXPECTATION / INDICATOR | Identify a specific topic or question of interest (e.g., where did Benjamin Harrison grow up?). ReadyRosie Family Interview Guess Who I Want to Know About Nature Journaling |
| EXPECTATION / INDICATOR | Locate information in reference texts, electronic resources, or through interviews. ReadyRosie Random, Bizarre Facts That's So Cool Who Are Your Heroes? |
| EXPECTATION / INDICATOR | Record relevant information in their own words. ReadyRosie Who Are Your Heroes? |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Conventions of Standard English: Grammar and Usage/Capitalization, Punctuation, and Spelling | |
| INDICATOR / STANDARD | 3.W.6.1. | Demonstrate command of English grammar and usage, focusing on: |
| EXPECTATION / INDICATOR | 3.W.6.1a | Nouns/Pronouns — Writing sentences using abstract nouns (e.g., hope, thought). ReadyRosie Noun Charades Writing Telephone Game |
| EXPECTATION / INDICATOR | 3.W.6.1b | Verbs — Writing sentences that use regular and irregular verbs and simple verb tenses to convey various times, sequences, states, and conditions. ReadyRosie Magical Creature Writing Writing Telephone Game |
| EXPECTATION / INDICATOR | 3.W.6.1c | Adjectives/Adverbs —Writing sentences that include comparative and superlative adjectives and adverbs, choosing between them depending on what is to be modified, and explaining their functions in the sentence. ReadyRosie Acrostic Poem Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words Writing Telephone Game |
| EXPECTATION / INDICATOR | 3.W.6.1e | Usage — Writing correctly complete simple, compound, and complex declarative, interrogative, imperative, and exclamatory sentences, using coordinating and subordinating conjunctions (e.g., and, for, but, or). ReadyRosie Magical Creature Writing Writing Telephone Game |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Conventions of Standard English: Grammar and Usage/Capitalization, Punctuation, and Spelling | |
| INDICATOR / STANDARD | 3.W.6.2. | Demonstrate command of capitalization, punctuation, and spelling, focusing on: |
| EXPECTATION / INDICATOR | 3.W.6.2a | Capitalization — Capitalizing appropriate words in titles, historical periods, company names, product names, and special events. ReadyRosie Writing Telephone Game |
| STANDARD / STRAND | WRITING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Conventions of Standard English: Grammar and Usage/Capitalization, Punctuation, and Spelling | |
| INDICATOR / STANDARD | 3.W.6.2. | Demonstrate command of capitalization, punctuation, and spelling, focusing on: |
| EXPECTATION / INDICATOR | 3.W.6.2c | Spelling — |
| INDICATOR | Using conventional spelling for high-frequency and other studied words and for adding affixes to base words. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| INDICATOR | Using spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts, homophones/homographs) when writing. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| STANDARD / STRAND | SPEAKING AND LISTENING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Learning Outcome | |
| INDICATOR / STANDARD | 3.SL.1. | Listen actively and adjust the use of spoken language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. ReadyRosie Create a Song Family Interview Noun Charades Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| STANDARD / STRAND | SPEAKING AND LISTENING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Discussion and Collaboration | |
| INDICATOR / STANDARD | 3.SL.2.1. | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics and texts, building on others’ ideas and expressing personal ideas clearly. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations My Turn, Your Turn 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 / STANDARD | 3.SL.2.2. | Explore ideas under discussion by drawing on readings and other information. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR / STANDARD | 3.SL.2.4. | Ask questions to check understanding of information presented, stay on topic, and link comments to the remarks of others. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who Interview an Expert Library Visit Story Train This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR / STANDARD | 3.SL.2.5. | Explain personal ideas and understanding in reference to the discussion. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| STANDARD / STRAND | SPEAKING AND LISTENING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Comprehension | |
| INDICATOR / STANDARD | 3.SL.3.1. | Retell, paraphrase, and explain the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively (e.g., charts and graphs), and orally. ReadyRosie 20 Questions Draw Chapter Books How Far Does It Fly? Story Train Talking About Books That's So Cool What Makes a Good Storyteller What Will You Learn? |
| INDICATOR / STANDARD | 3.SL.3.2. | Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Library Visit Sharing Chores and Your Day This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| STANDARD / STRAND | SPEAKING AND LISTENING | |
| PROFICIENCY STATEMENT / SUBSTRAND | Presentation of Knowledge and Ideas | |
| INDICATOR / STANDARD | 3.SL.4.1. | Using appropriate language, report on a topic or text, or provide a narrative that organizes ideas chronologically or around major points of information, with appropriate facts and relevant, descriptive details, speaking at an understandable pace, in a clear, concise manner. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Create a Song Family Interview Noun Charades Share Your Knowledge Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| INDICATOR / STANDARD | 3.SL.4.2. | Create oral presentations that maintain a clear focus, using various media when appropriate to emphasize or enhance certain facts or details. ReadyRosie 20 Questions Draw Share Your Knowledge Sharing Chores and Your Day |
| INDICATOR / STANDARD | 3.SL.4.3. | Students are expected to build upon and continue applying conventions learned previously. (2.SL.4.3) ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Share Your Knowledge 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? |
| STANDARD / STRAND | MEDIA LITERACY | |
| PROFICIENCY STATEMENT / SUBSTRAND | Learning Outcome | |
| INDICATOR / STANDARD | 3.ML.1. | Recognize the role of the media in informing, persuading, entertaining, or transmitting culture. ReadyRosie Family Movie Night |
| STANDARD / STRAND | MEDIA LITERACY | |
| PROFICIENCY STATEMENT / SUBSTRAND | Media Literacy | |
| INDICATOR / STANDARD | 3.ML.2.1. | Distinguish among the purposes of various media messages, including for information, entertainment, persuasion, interpretation of events, or transmission of culture. ReadyRosie 20 Questions Draw Family Movie Night |
| Indiana Academic Standards |
| Mathematics |
| Grade: K - Adopted: 2020 |
| STANDARD / STRAND | PROCESS STANDARDS FOR MATHEMATICS | |
| PROFICIENCY STATEMENT / SUBSTRAND | PS.1: | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book How Many Legs? |
| PROFICIENCY STATEMENT / SUBSTRAND | PS.2: | Reason abstractly and quantitatively. ReadyRosie How Many Legs? The Right Size |
| PROFICIENCY STATEMENT / SUBSTRAND | PS.3: | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort More or Less Salty Numbers Would It Work? |
| PROFICIENCY STATEMENT / SUBSTRAND | PS.4: | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| PROFICIENCY STATEMENT / SUBSTRAND | PS.7: | Look for and make use of structure. ReadyRosie Pattern Walk |
| PROFICIENCY STATEMENT / SUBSTRAND | PS.8: | Look for and express regularity in repeated reasoning. ReadyRosie Pattern Walk |
| STANDARD / STRAND | MATHEMATICS: Kindergarten | |
| PROFICIENCY STATEMENT / SUBSTRAND | NUMBER SENSE | |
| INDICATOR / STANDARD | K.NS.1 | Count to at least 100 by ones and tens and count on by one from any number. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Ten in a Row What Am I Counting? What Comes Next? |
| INDICATOR / STANDARD | K.NS.2 | Write whole numbers from zero to 20 and recognize number words from zero to 10. Represent a number of objects with a written numeral zero to 20 (with zero representing a count of no objects). ReadyRosie Go Fish My Favorite Things Numbers on My Back Sneaky Math Note |
| INDICATOR / STANDARD | K.NS.4 | Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. ReadyRosie Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Spill the Beans What Am I Counting? |
| INDICATOR / STANDARD | K.NS.5 | Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from one to 20. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Sneaky Math Note Spill the Beans The Biggest Number What Do I Have? |
| INDICATOR / STANDARD | K.NS.6 | Recognize sets of one to 10 objects in patterned arrangements and tell how many without counting. ReadyRosie Car Race Go Fish Spill the Beans |
| INDICATOR / STANDARD | K.NS.7 | Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g. by using matching and counting strategies). ReadyRosie In Ten Seconds The Biggest Number |
| INDICATOR / STANDARD | K.NS.8 | Compare the values of two numbers from 1 to 20 presented as written numerals. ReadyRosie Ten in a Row |
| INDICATOR / STANDARD | K.NS.9 | Correctly use the words for comparison, including: one and many; none, some and all; more and less; most and least; and equal to, more than and less than. ReadyRosie More or Less The Biggest Number |
| STANDARD / STRAND | MATHEMATICS: Kindergarten | |
| PROFICIENCY STATEMENT / SUBSTRAND | COMPUTATION AND ALGEBRAIC THINKING | |
| INDICATOR / STANDARD | K.CA.1 | Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. ReadyRosie Car Race Finish My Set Fishing for Tens How Many Legs? Putting Away Dishes |
| INDICATOR / STANDARD | K.CA.2 | Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). ReadyRosie Bedtime Math Story Car Race Car Time Math Family Math Book Finish My Set Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes Restaurant Story Problems Spill the Beans |
| INDICATOR / STANDARD | K.CA.3 | Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| INDICATOR / STANDARD | K.CA.4 | Find the number that makes 10 when added to the given number for any number from one to nine (e.g., by using objects or drawings), and record the answer with a drawing or an equation. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| STANDARD / STRAND | MATHEMATICS: Kindergarten | |
| PROFICIENCY STATEMENT / SUBSTRAND | GEOMETRY | |
| INDICATOR / STANDARD | K.G.1 | Describe the positions of objects and geometric shapes in space using the terms inside, outside, between, above, below, near, far, under, over, up, down, behind, in front of, next to, to the left of and to the right of. ReadyRosie Pattern Walk |
| INDICATOR / STANDARD | K.G.2 | Compare two- and three-dimensional shapes in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). ReadyRosie Canned Shape Scavenger Hunt |
| INDICATOR / STANDARD | K.G.3 | Model shapes in the world by composing shapes from objects (e.g., sticks and clay balls) and drawing shapes. ReadyRosie Is it a Triangle? |
| INDICATOR / STANDARD | K.G.4 | Compose simple geometric shapes to form larger shapes (e.g., create a rectangle composed of two triangles). ReadyRosie Is it a Triangle? |
| STANDARD / STRAND | MATHEMATICS: Kindergarten | |
| PROFICIENCY STATEMENT / SUBSTRAND | MEASUREMENT | |
| INDICATOR / STANDARD | K.M.1 | Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. ReadyRosie Blow Your House Down! Guess and Measure How Far Does It Fly? Hunt and Measure Measurable Me Measure your Steps Ramp Car Racing |
| INDICATOR / STANDARD | K.M.2 | Understand concepts of time, including: morning, afternoon, evening, today, yesterday, tomorrow, day, week, month, and year. Understand that clocks and calendars are tools that measure time. ReadyRosie Time It |
| STANDARD / STRAND | MATHEMATICS: Kindergarten | |
| PROFICIENCY STATEMENT / SUBSTRAND | DATA ANALYSIS | |
| INDICATOR / STANDARD | K.DA.1 | Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. ReadyRosie Card Sorting I Spy a Coin Toy Organization |
| Indiana Academic Standards |
| Mathematics |
| Grade: 1 - Adopted: 2020 |
| STANDARD / STRAND | PROCESS STANDARDS FOR MATHEMATICS | |
| PROFICIENCY STATEMENT / SUBSTRAND | PS.1: | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book |
| PROFICIENCY STATEMENT / SUBSTRAND | PS.3: | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt One of These Is Not Like the Other Would It Work? |
| PROFICIENCY STATEMENT / SUBSTRAND | PS.4: | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| PROFICIENCY STATEMENT / SUBSTRAND | PS.6: | Attend to precision. ReadyRosie Category Hunt |
| PROFICIENCY STATEMENT / SUBSTRAND | PS.7: | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| PROFICIENCY STATEMENT / SUBSTRAND | PS.8: | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| STANDARD / STRAND | MATHEMATICS – Grade 1 | |
| PROFICIENCY STATEMENT / SUBSTRAND | NUMBER SENSE | |
| INDICATOR / STANDARD | 1.NS.1 | Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral ReadyRosie I Can Make You Say 21 Sneaky Math Note Ten in a Row |
| INDICATOR / STANDARD | 1.NS.2 | Understand that 10 can be thought of as a group of ten ones — called a “ten." Understand that the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Understand that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| INDICATOR / STANDARD | 1.NS.4 | Use place value understanding to compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. ReadyRosie Greater Than I'm Thinking of a Number Location Guess My Number Ten in a Row |
| INDICATOR / STANDARD | 1.NS.5 | Find mentally ten more or ten less than a given two-digit number without having to count, and explain the thinking process used to get the answer. ReadyRosie Ten More |
| INDICATOR / STANDARD | 1.NS.6 | Show equivalent forms of whole numbers as groups of tens and ones, and understand that the individual digits of a two-digit number represent amounts of tens and ones. ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| STANDARD / STRAND | MATHEMATICS – Grade 1 | |
| PROFICIENCY STATEMENT / SUBSTRAND | COMPUTATION AND ALGEBRAIC THINKING | |
| INDICATOR / STANDARD | 1.CA.1 | Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a 10 (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). Understand the role of 0 in addition and subtraction. ReadyRosie Addition 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 |
| INDICATOR / STANDARD | 1.CA.2 | Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). ReadyRosie Bedtime Math Story Car Time Math Domino Subtraction Family Math Book Fishing for Tens Input Output Math Journal Walk Restaurant Story Problems Spill the Beans The Final Price Is... |
| INDICATOR / STANDARD | 1.CA.3 | Create a real-world problem to represent a given equation involving addition and subtraction within 20. ReadyRosie Bedtime Math Story Family Math Book Math Journal Walk What's the Question? |
| INDICATOR / STANDARD | 1.CA.4 | Solve real-world problems that call for addition of three whole numbers whose sum is within 20 (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). ReadyRosie Restaurant Story Problems Ten Scoops The Final Price Is... |
| INDICATOR / STANDARD | 1.CA.5 | 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 models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten. ReadyRosie Broken Calculator Keys Car Race Fishing for Tens Ten Dimes |
| INDICATOR / STANDARD | 1.CA.7 | Create, extend, and give an appropriate rule for number patterns using addition within 100. ReadyRosie Addition 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 |
| STANDARD / STRAND | MATHEMATICS – Grade 1 | |
| PROFICIENCY STATEMENT / SUBSTRAND | GEOMETRY | |
| INDICATOR / STANDARD | 1.G.1 | Identify objects as two-dimensional or three-dimensional. Classify and sort two-dimensional and three-dimensional objects by shape, size, roundness and other attributes. Describe how two-dimensional shapes make up the faces of three-dimensional objects. ReadyRosie Canned Mystery Shape |
| INDICATOR / STANDARD | 1.G.2 | Distinguish between defining attributes of two- and three-dimensional shapes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size). Create and draw two-dimensional shapes with defining attributes. ReadyRosie Folding a Blanket One of These Is Not Like the Other Paper Airplane Geometry |
| INDICATOR / STANDARD | 1.G.3 | Use 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. [In grade 1, students do not need to learn formal names such as "right rectangular prism."] ReadyRosie Folding a Blanket Paper Airplane Geometry |
| INDICATOR / STANDARD | 1.G.4 | Partition circles and rectangles into two and four equal parts; describe the parts 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 parts. Understand for partitioning circles and rectangles into two and four equal parts that decomposing into equal parts creates smaller parts. ReadyRosie Folding Napkins Making Playdough Together |
| STANDARD / STRAND | MATHEMATICS – Grade 1 | |
| PROFICIENCY STATEMENT / SUBSTRAND | MEASUREMENT | |
| INDICATOR / STANDARD | 1.M.1 | Use direct comparison or a nonstandard unit to compare and order objects according to length, area, capacity, weight, and temperature. ReadyRosie How Far Does It Fly? Hunt and Measure Measurable Me Ramp Car Racing |
| INDICATOR / STANDARD | 1.M.2 | Tell and write time to the nearest half-hour and relate time to events (before/after, shorter/longer) using analog clocks. Understand how to read hours and minutes using digital clocks. ReadyRosie Body Clock Time It |
| INDICATOR / STANDARD | 1.M.3 | Identify the value of a penny, nickel, dime, and a collection of pennies, nickels, and dimes. ReadyRosie Counting Coins |
| STANDARD / STRAND | MATHEMATICS – Grade 1 | |
| PROFICIENCY STATEMENT / SUBSTRAND | DATA ANALYSIS | |
| INDICATOR / STANDARD | 1.DA.1 | Organize and interpret data with up to three choices (What is your favorite fruit? apples, bananas, oranges); ask and answer questions about the total number of data points, how many in each choice, and how many more or less in one choice compared to another. ReadyRosie Survey Says |
| Indiana Academic Standards |
| Mathematics |
| Grade: 2 - Adopted: 2020 |
| STANDARD / STRAND | PROCESS STANDARDS FOR MATHEMATICS | |
| PROFICIENCY STATEMENT / SUBSTRAND | PS.1: | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| PROFICIENCY STATEMENT / SUBSTRAND | PS.3: | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt One of These Is Not Like the Other |
| PROFICIENCY STATEMENT / SUBSTRAND | PS.4: | Model with mathematics. ReadyRosie Family Math Book Is it Reasonable? When Five is Big |
| PROFICIENCY STATEMENT / SUBSTRAND | PS.6: | Attend to precision. ReadyRosie Category Hunt |
| PROFICIENCY STATEMENT / SUBSTRAND | PS.7: | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| PROFICIENCY STATEMENT / SUBSTRAND | PS.8: | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| STANDARD / STRAND | MATHEMATICS: Grade 2 | |
| PROFICIENCY STATEMENT / SUBSTRAND | NUMBER SENSE | |
| INDICATOR / STANDARD | 2.NS.1 | Count by ones, twos, fives, tens, and hundreds up to at least 1,000 from any given number. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| INDICATOR / STANDARD | 2.NS.2 | Read and write whole numbers up to 1,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 1,000. ReadyRosie All About My Number Dollars and Dice Place Value Dice Sneaky Math Note Thousand More |
| INDICATOR / STANDARD | 2.NS.5 | Determine whether a group of objects (up to 20) has an odd or even number of members (e.g., by placing that number of objects in two groups of the same size and recognizing that for even numbers no object will be left over and for odd numbers one object will be left over, or by pairing objects or counting them by 2s). ReadyRosie Even or Odd? |
| INDICATOR / STANDARD | 2.NS.6 | 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 that 100 can be thought of as a group of ten tens - called a “hundred.” Understand that the numbers 100, 200, 200, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). ReadyRosie All About My Number How Much to 1,000? Less Than Place Value Battle Place Value Dice |
| INDICATOR / STANDARD | 2.NS.7 | Use place value understanding to compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. ReadyRosie Greater Than Is it Reasonable? Less Than Location Guess My Number Place Value Battle The Greater Number |
| STANDARD / STRAND | MATHEMATICS: Grade 2 | |
| PROFICIENCY STATEMENT / SUBSTRAND | COMPUTATION AND ALGEBRAIC THINKING | |
| INDICATOR / STANDARD | 2.CA.1 | Add and subtract fluently within 100. ReadyRosie 2-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? |
| INDICATOR / STANDARD | 2.CA.2 | Solve real-world problems involving addition and subtraction within 100 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Use estimation to decide whether answers are reasonable in addition problems. ReadyRosie Can I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |
| INDICATOR / STANDARD | 2.CA.4 | Add and subtract within 1000, using models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones, and that sometimes it is necessary to compose or decompose tens or hundreds. ReadyRosie 2-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? |
| INDICATOR / STANDARD | 2.CA.5 | 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 groups. ReadyRosie An Array of Brownies I Spy Sums and Products Table Times |
| INDICATOR / STANDARD | 2.CA.6 | Show that the order in which two numbers are added (commutative property) and how the numbers are grouped in addition (associative property) will not change the sum. These properties can be used to show that numbers can be added in any order. ReadyRosie Fishing for Doubles I Spy Sums and Products Multiplication War |
| STANDARD / STRAND | MATHEMATICS: Grade 2 | |
| PROFICIENCY STATEMENT / SUBSTRAND | GEOMETRY | |
| INDICATOR / STANDARD | 2.G.1 | Identify, describe, and classify two- and three-dimensional shapes (triangle, square, rectangle, cube, right rectangular prism) according to the number and shape of faces and the number of sides and/or vertices. Draw two-dimensional shapes. ReadyRosie Mystery Shape Paper Airplane Geometry |
| INDICATOR / STANDARD | 2.G.3 | Investigate and predict the result of composing and decomposing two- and three-dimensional shapes. ReadyRosie Paper Airplane Geometry |
| INDICATOR / STANDARD | 2.G.4 | Partition a rectangle into rows and columns of same-size (unit) squares and count to find the total number of same-size squares. ReadyRosie An Array of Brownies |
| INDICATOR / STANDARD | 2.G.5 | Partition circles and rectangles into two, three, or four equal parts; 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 parts of identical wholes need not have the same shape. ReadyRosie Counting Fractions |
| STANDARD / STRAND | MATHEMATICS: Grade 2 | |
| PROFICIENCY STATEMENT / SUBSTRAND | MEASUREMENT | |
| INDICATOR / STANDARD | 2.M.2 | Estimate and measure the length of an object by selecting and using appropriate tools, such as rulers, yardsticks, meter sticks, and measuring tapes to the nearest inch, foot, yard, centimeter and meter. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| INDICATOR / STANDARD | 2.M.4 | Estimate and measure volume (capacity) using cups and pints. ReadyRosie Reading Recipes |
| INDICATOR / STANDARD | 2.M.7 | Find the value of a collection of pennies, nickels, dimes, quarters and dollars. ReadyRosie Coupon Savings Dollars and Dice |
| Indiana Academic Standards |
| Mathematics |
| Grade: 3 - Adopted: 2020 |
| STANDARD / STRAND | PROCESS STANDARDS FOR MATHEMATICS | |
| PROFICIENCY STATEMENT / SUBSTRAND | PS.1: | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| PROFICIENCY STATEMENT / SUBSTRAND | PS.2: | Reason abstractly and quantitatively. ReadyRosie That's Crazy! |
| PROFICIENCY STATEMENT / SUBSTRAND | PS.3: | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt |
| PROFICIENCY STATEMENT / SUBSTRAND | PS.4: | Model with mathematics. ReadyRosie Family Math Book That's Crazy! When Five is Big |
| PROFICIENCY STATEMENT / SUBSTRAND | PS.6: | Attend to precision. ReadyRosie Category Hunt |
| PROFICIENCY STATEMENT / SUBSTRAND | PS.8: | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| STANDARD / STRAND | MATHEMATICS: Grade 3 | |
| PROFICIENCY STATEMENT / SUBSTRAND | NUMBER SENSE | |
| INDICATOR / STANDARD | 3.NS.1 | Read and write whole numbers up to 10,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 10,000. ReadyRosie Dollars and Dice Place Value Dice Thousand More |
| INDICATOR / STANDARD | 3.NS.2 | Compare two whole numbers up to 10,000 using >, =, and < symbols. ReadyRosie Place Value Battle The Greater Number |
| INDICATOR / STANDARD | 3.NS.3 | Understand a fraction, 1/b, as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction, a/b, as the quantity formed by a parts of size 1/b. [In grade 3, limit denominators of fractions to 2, 3, 4, 6, 8.] ReadyRosie Fractions on a Number Line Shape Up! |
| INDICATOR / STANDARD | 3.NS.6 | Understand two fractions as equivalent (equal) if they are the same size, based on the same whole or the same point on a number line. ReadyRosie Sharing an Apple |
| INDICATOR / STANDARD | 3.NS.7 | Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent (e.g., by using a visual fraction model). ReadyRosie Sharing an Apple |
| INDICATOR / STANDARD | 3.NS.8 | Compare two fractions with the same numerator or the same denominator by reasoning about their size based on the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions (e.g., by using a visual fraction model). ReadyRosie Fractions on a Number Line |
| INDICATOR / STANDARD | 3.NS.9 | Use place value understanding to round 2- and 3-digit whole numbers to the nearest 10 or 100. ReadyRosie Round Showdown The Greater Number |
| STANDARD / STRAND | MATHEMATICS: Grade 3 | |
| PROFICIENCY STATEMENT / SUBSTRAND | COMPUTATION | |
| INDICATOR / STANDARD | 3.C.1 | Fluently add and subtract whole numbers within 1000 using strategies and algorithms based on place value, properties of operations, and relationships between addition and subtraction. ReadyRosie 2-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 The Answer Is Thousand More What's the Difference? |
| INDICATOR / STANDARD | 3.C.2 | Represent the concept of multiplication of whole numbers with the following models: equal-sized groups, arrays, area models, and equal "jumps" on a number line. Understand the properties of 0 and 1 in multiplication. ReadyRosie An Array of Brownies I Spy Sums and Products Table Times |
| INDICATOR / STANDARD | 3.C.3 | Represent the concept of division of whole numbers with the following models: partitioning, sharing, and an inverse of multiplication. Understand the properties of 0 and 1 in division. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |
| INDICATOR / STANDARD | 3.C.4 | 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). ReadyRosie Fair Share |
| INDICATOR / STANDARD | 3.C.5 | Multiply and divide within 100 using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8), or properties of operations. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |
| STANDARD / STRAND | MATHEMATICS: Grade 3 | |
| PROFICIENCY STATEMENT / SUBSTRAND | ALGEBRAIC THINKING | |
| INDICATOR / STANDARD | 3.AT.1 | Solve real-world problems involving addition and subtraction of whole numbers within 1000 (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). ReadyRosie Can I Stump You? Family Math Book Input Output Let's Go to 100 Make One Up Restaurant Story Problems |
| INDICATOR / STANDARD | 3.AT.2 | Solve real-world problems involving whole number multiplication and division within 100 in situations involving equal groups, arrays, and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). ReadyRosie Can I Stump You? Family Math Book Let's Go to 100 Table Times |
| INDICATOR / STANDARD | 3.AT.3 | Solve two-step real-world problems using the four operations of addition, subtraction, multiplication and division (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). ReadyRosie Can I Stump You? Family Math Book Input Output Let's Go to 100 Make One Up Restaurant Story Problems Table Times |
| INDICATOR / STANDARD | 3.AT.4 | Interpret a multiplication equation as equal groups (e.g., interpret 5×7 as the total number of objects in 5 groups of 7 objects each). Represent verbal statements of equal groups as multiplication equations. ReadyRosie I Spy Sums and Products Let's Go to 100 Multiplication War Price Per Pound Say it a Different Way |
| INDICATOR / STANDARD | 3.AT.5 | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. ReadyRosie Math Mind Reading Parts Unknown |
| STANDARD / STRAND | MATHEMATICS: Grade 3 | |
| PROFICIENCY STATEMENT / SUBSTRAND | GEOMETRY | |
| INDICATOR / STANDARD | 3.G.4 | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole (1/2, 1/3, 1/4, 1/6, 1/8). ReadyRosie Counting Fractions Shape Up! |
| STANDARD / STRAND | MATHEMATICS: Grade 3 | |
| PROFICIENCY STATEMENT / SUBSTRAND | MEASUREMENT | |
| INDICATOR / STANDARD | 3.M.1 | Estimate and measure the mass of objects in grams (g) and kilograms (kg) and the volume of objects in quarts (qt), gallons (gal), and liters (l). Add, subtract, multiply, or divide to solve one-step real-world problems involving masses or volumes that are given in the same units (e.g., by using drawings, such as a beaker with a measurement scale, to represent the problem). ReadyRosie Cooking Estimation Double the Recipe Reading Recipes |
| INDICATOR / STANDARD | 3.M.2 | Choose and use appropriate units and tools to estimate and measure length, weight, and temperature. Estimate and measure length to a quarter-inch, weight in pounds, and temperature in degrees Celsius and Fahrenheit. ReadyRosie Cooking Estimation Double the Recipe How Far Does It Fly? Ramp Car Racing Reading Recipes |
| INDICATOR / STANDARD | 3.M.3 | Tell and write time to the nearest minute from analog clocks, using a.m. and p.m., and measure time intervals in minutes. Solve real-world problems involving addition and subtraction of time intervals in minutes. ReadyRosie Now is the Time |
| INDICATOR / STANDARD | 3.M.4 | Find the value of any collection of coins and bills. Write amounts less than a dollar using the ¢ symbol and write larger amounts using the $ symbol in the form of dollars and cents (e.g., $4.59). Solve real-world problems to determine whether there is enough money to make a purchase. ReadyRosie Coupon Savings Dollars and Dice |
| STANDARD / STRAND | MATHEMATICS: Grade 3 | |
| PROFICIENCY STATEMENT / SUBSTRAND | DATA ANALYSIS | |
| INDICATOR / STANDARD | 3.DA.1 | Create scaled picture graphs, scaled bar graphs, and frequency tables to represent a data set—including data collected through observations, surveys, and experiments—with several categories. Solve one- and two-step “how many more” and “how many less” problems regarding the data and make predictions based on the data. ReadyRosie Graphing Walking Goals |
| INDICATOR / STANDARD | 3.DA.2 | Generate measurement data by measuring lengths with rulers to the nearest quarter of an inch. Display the data by making a line plot, where the horizontal scale is marked off in appropriate units, such as whole numbers, halves, or quarters. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| Indiana Academic Standards |
| Science |
| Grade: K - Adopted: 2016 |
| STANDARD / STRAND | IN.K.LS. | Life Science (LS) |
| PROFICIENCY STATEMENT / SUBSTRAND | K.LS.3. | Use observations to describe patterns of what plants and animals (including humans) need to survive. ReadyRosie Family Sensory Walk |
| STANDARD / STRAND | IN.K.E. | Engineering (E) |
| PROFICIENCY STATEMENT / SUBSTRAND | K.E.1. | Pose questions, make observations, and obtain information about a situation people want to change. Use this data to define a simple problem that can be solved through the construction of a new or improved object or tool. ReadyRosie Ramp Car Racing |
| Indiana Academic Standards |
| Science |
| Grade: 1 - Adopted: 2016 |
| STANDARD / STRAND | IN.1.LS. | Life Science (LS) |
| PROFICIENCY STATEMENT / SUBSTRAND | 1.LS.3. | Make observations of plants and animals to compare the diversity of life in different habitats. ReadyRosie Family Sensory Walk |
| PROFICIENCY STATEMENT / SUBSTRAND | 1.LS.4. | Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. ReadyRosie Family Sensory Walk |
| STANDARD / STRAND | IN.1.E. | Engineering (E) |
| PROFICIENCY STATEMENT / SUBSTRAND | 1.E.1. | Pose questions, make observations, and obtain information about a situation people want to change. Use this data to define a simple problem that can be solved through the construction of a new or improved object or tool. ReadyRosie Ramp Car Racing |
| Indiana Academic Standards |
| Science |
| Grade: 2 - Adopted: 2016 |
| STANDARD / STRAND | IN.2.E. | Engineering (E) |
| PROFICIENCY STATEMENT / SUBSTRAND | 2.E.1. | Pose questions, make observations, and obtain information about a situation people want to change. Use this data to define a simple problem that can be solved through the construction of a new or improved object or tool. ReadyRosie Ramp Car Racing |
| Indiana Academic Standards |
| Science |
| Grade: 3 - Adopted: 2016 |
| STANDARD / STRAND | IN.3.E. | Engineering (E) |
| PROFICIENCY STATEMENT / SUBSTRAND | 3.E.1. | Identify a simple problem with the design of an object that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost. ReadyRosie Ramp Car Racing |
| PROFICIENCY STATEMENT / SUBSTRAND | 3.E.2. | Construct and compare multiple plausible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. ReadyRosie Ramp Car Racing |
| PROFICIENCY STATEMENT / SUBSTRAND | 3.E.3. | Construct and perform fair investigations in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. ReadyRosie Ramp Car Racing |