Kansas Academic Standards
| Main Criteria: Kansas Academic Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Health and PE, Language Arts, Mathematics, Science | ||
| Grades: K, 1, 2, 3 | ||
| Correlation Options: Show Correlated | ||
| Kansas Academic Standards |
| Health and PE |
| Grade: K - Adopted: Health 2007; PE 2005 |
| STANDARD | KS.HE. | Health Education |
| BENCHMARK | HE.5: | Interpersonal Communication: The student will demonstrate the ability to use interpersonal communication skills to enhance health. |
| INDICATOR / PROFICIENCY LEVEL | 5.1: | The student will demonstrate verbal and nonverbal communication skills to enhance health. |
| INDICATOR | 5.1:1. | Advanced Indicator: The student will demonstrate developmentally appropriate communication by using verbal and nonverbal communication skills. ReadyRosie Sharing Chores and Your Day |
| INDICATOR | 5.1:2. | Proficient Indicator: The student will describe developmentally appropriate communication by using verbal and nonverbal communication skills. ReadyRosie Sharing Chores and Your Day |
| INDICATOR | 5.1:3. | Partially Proficient Indicator: The student will identify developmentally appropriate communication skills. ReadyRosie Sharing Chores and Your Day |
| STANDARD | KS.HE. | Health Education |
| BENCHMARK | HE.5: | Interpersonal Communication: The student will demonstrate the ability to use interpersonal communication skills to enhance health. |
| INDICATOR / PROFICIENCY LEVEL | 5.2: | The student will demonstrate refusal and conflict resolution skills to enhance health. |
| INDICATOR | 5.2:1. | Advanced Indicator: The student will demonstrate developmentally appropriate use of refusal and conflict resolution skills. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| INDICATOR | 5.2:2. | Proficient Indicator: The student will will describe developmentally appropriate use of refusal and conflict resolution skills. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| INDICATOR | 5.2:3. | Partially Proficient Indicator: The student will identify developmentally appropriate refusal and conflict resolution skills. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| STANDARD | KS.HE. | Health Education |
| BENCHMARK | HE.5: | Interpersonal Communication: The student will demonstrate the ability to use interpersonal communication skills to enhance health. |
| INDICATOR / PROFICIENCY LEVEL | 5.3: | The student will demonstrate healthy ways to express needs, wants, and feelings. |
| INDICATOR | 5.3:1. | Advanced Indicator: The student will demonstrate developmentally appropriate ways to express needs, wants, and feelings in a healthy manner. ReadyRosie Clap and Count Emotion Meter Scale Freeze Dance Red Light Purple Light Challenge School Routine Practice |
| INDICATOR | 5.3:2. | Proficient Indicator: The student will discuss developmentally appropriate healthy ways to express needs, wants, and feelings. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades School Routine Practice What Do I Like? |
| INDICATOR | 5.3:3. | Partially Proficient Indicator: The student will identify developmentally appropriate healthy ways to express needs, wants, and feelings. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades School Routine Practice What Do I Like? |
| STANDARD | KS.PE. | Physical Education |
| BENCHMARK | KS.3. | Active Participation: The student participates regularly in physical activity. |
| INDICATOR / PROFICIENCY LEVEL | 3.1. | The student will participate in non-structured and structured physical activities. |
| INDICATOR | 3.1.a. | The student participates regularly in a variety of non-structured physical activities outside of physical education class (e.g., tag, hide and seek). ReadyRosie Routine Strategy: Transition Timer |
| INDICATOR | 3.1.b. | The student participates regularly in games and activities that use manipulatives (e.g., balls, hoops, beanbags) outside of physical education class. ReadyRosie Routine Strategy: Transition Timer |
| STANDARD | KS.PE. | Physical Education |
| BENCHMARK | KS.5. | Personal and Social Behavior: The student exhibits responsible personal and social behavior that respects self and others in physical activity settings. |
| INDICATOR / PROFICIENCY LEVEL | 5.1. | The student will exhibit self-discipline, respect for others and the learning environment, as well as appropriate levels of sportsmanship. |
| INDICATOR | 5.1.a. | The student follows instructions in games and activities. ReadyRosie Clap and Count Conversation Starters Emotion Meter Scale Fishing for Tens How do I get my child to______? Is my child overscheduled? Red Light, Green Light Routine Strategy: Transition Timer Simon Says Sink or Swim |
| INDICATOR | 5.1.b. | The student demonstrates self-discipline and responsibility while actively participating in group, individual, and partner activities. ReadyRosie Clap and Count Emotion Meter Scale Is my child overscheduled? Red Light, Green Light Routine Strategy: Transition Timer Simon Says Super Kindness |
| INDICATOR | 5.1.c. | The student resolves conflicts with others in socially acceptable ways. ReadyRosie Fishing for Tens |
| INDICATOR | 5.1.d. | The student respects others, equipment, and learning environment. ReadyRosie Clap and Count Conversation Starters Emotion Meter Scale Fishing for Tens How do I get my child to______? Is my child overscheduled? Red Light, Green Light Routine Strategy: Transition Timer Simon Says Sink or Swim Super Kindness |
| INDICATOR | 5.1.e. | The student helps others in the physical activity setting through actions and words. ReadyRosie Clap and Count Emotion Meter Scale Fishing for Tens Is my child overscheduled? Red Light, Green Light Routine Strategy: Transition Timer Simon Says Super Kindness |
| STANDARD | KS.PE. | Physical Education |
| BENCHMARK | KS.6. | Activity Appreciation: The student values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. |
| INDICATOR / PROFICIENCY LEVEL | 6.1. | The student will engage in various physical activities. |
| INDICATOR | 6.1.c. | The student understands the importance of participating with others. ReadyRosie Clap and Count Emotion Meter Scale Fishing for Tens Is my child overscheduled? Red Light, Green Light Routine Strategy: Transition Timer Simon Says Super Kindness |
| Kansas Academic Standards |
| Health and PE |
| Grade: 1 - Adopted: Health 2007; PE 2005 |
| STANDARD | KS.HE. | Health Education |
| BENCHMARK | HE.5: | Interpersonal Communication: The student will demonstrate the ability to use interpersonal communication skills to enhance health. |
| INDICATOR / PROFICIENCY LEVEL | 5.1: | The student will demonstrate verbal and nonverbal communication skills to enhance health. |
| INDICATOR | 5.1:1. | Advanced Indicator: The student will demonstrate developmentally appropriate communication by using verbal and nonverbal communication skills. ReadyRosie Sharing Chores and Your Day |
| INDICATOR | 5.1:2. | Proficient Indicator: The student will describe developmentally appropriate communication by using verbal and nonverbal communication skills. ReadyRosie Sharing Chores and Your Day |
| INDICATOR | 5.1:3. | Partially Proficient Indicator: The student will identify developmentally appropriate communication skills. ReadyRosie Sharing Chores and Your Day |
| STANDARD | KS.HE. | Health Education |
| BENCHMARK | HE.5: | Interpersonal Communication: The student will demonstrate the ability to use interpersonal communication skills to enhance health. |
| INDICATOR / PROFICIENCY LEVEL | 5.2: | The student will demonstrate refusal and conflict resolution skills to enhance health. |
| INDICATOR | 5.2:1. | Advanced Indicator: The student will demonstrate developmentally appropriate use of refusal and conflict resolution skills. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| INDICATOR | 5.2:2. | Proficient Indicator: The student will will describe developmentally appropriate use of refusal and conflict resolution skills. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| INDICATOR | 5.2:3. | Partially Proficient Indicator: The student will identify developmentally appropriate refusal and conflict resolution skills. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| STANDARD | KS.HE. | Health Education |
| BENCHMARK | HE.5: | Interpersonal Communication: The student will demonstrate the ability to use interpersonal communication skills to enhance health. |
| INDICATOR / PROFICIENCY LEVEL | 5.3: | The student will demonstrate healthy ways to express needs, wants, and feelings. |
| INDICATOR | 5.3:1. | Advanced Indicator: The student will demonstrate developmentally appropriate ways to express needs, wants, and feelings in a healthy manner. ReadyRosie Clap and Count Emotion Meter Scale Freeze Dance Red Light Purple Light Challenge School Routine Practice |
| INDICATOR | 5.3:2. | Proficient Indicator: The student will discuss developmentally appropriate 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 | 5.3:3. | Partially Proficient Indicator: The student will identify developmentally appropriate 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 |
| STANDARD | KS.PE. | Physical Education |
| BENCHMARK | KS.2. | Learning Concepts: The student demonstrates understanding of movement concepts, principles strategies, and tactics as they apply to the learning and performance of physical activities. |
| INDICATOR / PROFICIENCY LEVEL | 2.2. | The student will demonstrate movement skills safely and appropriately. |
| INDICATOR | 2.2.b. | The student recognizes appropriate safety practices in general space. ReadyRosie Clap and Count Emotion Meter Scale Is my child overscheduled? Red Light, Green Light Routine Strategy: Transition Timer Simon Says |
| STANDARD | KS.PE. | Physical Education |
| BENCHMARK | KS.3. | Active Participation: The student participates regularly in physical activity. |
| INDICATOR / PROFICIENCY LEVEL | 3.1. | The student will be able to participate in a wide variety of non-structured and structured physical activities at moderate to vigorous levels both in and out of physical education. |
| INDICATOR | 3.1.b. | The student engages in a wide variety of physical activity outside of physical education. ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| INDICATOR | 3.1.c. | The student participates in a variety of activities that involve manipulation of objects in and outside of physical education class. ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| STANDARD | KS.PE. | Physical Education |
| BENCHMARK | KS.5. | Personal and Social Behavior: The student exhibits responsible personal and social behavior that respects self and others in physical activity settings. |
| INDICATOR / PROFICIENCY LEVEL | 5.1. | The student will demonstrate self-management. |
| INDICATOR | 5.1.a. | The student follows instructions and class procedures while participating in physical education. ReadyRosie Clap and Count Conversation Starters Emotion Meter Scale Fishing for Tens How do I get my child to______? Is my child overscheduled? Red Light, Green Light Routine Strategy: Transition Timer Simon Says Sink or Swim |
| INDICATOR | 5.1.b. | The student works in diverse group settings without interfering with others. ReadyRosie Clap and Count Emotion Meter Scale Folding a Blanket Is my child overscheduled? Red Light, Green Light Routine Strategy: Transition Timer Simon Says Super Kindness |
| INDICATOR | 5.1.c. | The student uses equipment safely and appropriately. ReadyRosie Clap and Count Conversation Starters Emotion Meter Scale Fishing for Tens How do I get my child to______? Is my child overscheduled? Red Light, Green Light Routine Strategy: Transition Timer Simon Says |
| INDICATOR | 5.1.d. | The student demonstrates cooperation and consideration of others in group activities. ReadyRosie Clap and Count Emotion Meter Scale Fishing for Tens Is my child overscheduled? Problem Solving Tool: Rock, Paper, Scissors Red Light, Green Light Routine Strategy: Transition Timer Sharing Chores and Your Day Simon Says Super Kindness |
| INDICATOR | 5.1.e. | The student demonstrates socially acceptable conflict resolution during class activity. ReadyRosie Fishing for Tens |
| Kansas Academic Standards |
| Health and PE |
| Grade: 2 - Adopted: Health 2007; PE 2005 |
| STANDARD | KS.HE. | Health Education |
| BENCHMARK | HE.5: | Interpersonal Communication: The student will demonstrate the ability to use interpersonal communication skills to enhance health. |
| INDICATOR / PROFICIENCY LEVEL | 5.1: | The student will demonstrate verbal and nonverbal communication skills to enhance health. |
| INDICATOR | 5.1:1. | Advanced Indicator: The student will demonstrate developmentally appropriate communication by using verbal and nonverbal communication skills. ReadyRosie Sharing Chores and Your Day |
| INDICATOR | 5.1:2. | Proficient Indicator: The student will describe developmentally appropriate communication by using verbal and nonverbal communication skills. ReadyRosie Sharing Chores and Your Day |
| INDICATOR | 5.1:3. | Partially Proficient Indicator: The student will identify developmentally appropriate communication skills. ReadyRosie Sharing Chores and Your Day |
| STANDARD | KS.HE. | Health Education |
| BENCHMARK | HE.5: | Interpersonal Communication: The student will demonstrate the ability to use interpersonal communication skills to enhance health. |
| INDICATOR / PROFICIENCY LEVEL | 5.2: | The student will demonstrate refusal and conflict resolution skills to enhance health. |
| INDICATOR | 5.2:1. | Advanced Indicator: The student will demonstrate developmentally appropriate use of refusal and conflict resolution skills. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| INDICATOR | 5.2:2. | Proficient Indicator: The student will will describe developmentally appropriate use of refusal and conflict resolution skills. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| INDICATOR | 5.2:3. | Partially Proficient Indicator: The student will identify developmentally appropriate refusal and conflict resolution skills. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| STANDARD | KS.HE. | Health Education |
| BENCHMARK | HE.5: | Interpersonal Communication: The student will demonstrate the ability to use interpersonal communication skills to enhance health. |
| INDICATOR / PROFICIENCY LEVEL | 5.3: | The student will demonstrate healthy ways to express needs, wants, and feelings. |
| INDICATOR | 5.3:1. | Advanced Indicator: The student will demonstrate developmentally appropriate ways to express needs, wants, and feelings in a healthy manner. ReadyRosie Emotion Meter Scale Freeze Dance Red Light Purple Light Challenge |
| INDICATOR | 5.3:2. | Proficient Indicator: The student will discuss developmentally appropriate 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 | 5.3:3. | Partially Proficient Indicator: The student will identify developmentally appropriate 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? |
| STANDARD | KS.PE. | Physical Education |
| BENCHMARK | KS.2. | Learning Concepts: The student demonstrates understanding of movement concepts, principles strategies, and tactics as they apply to the learning and performance of physical activities. |
| INDICATOR / PROFICIENCY LEVEL | 2.2. | The student will demonstrate movement skills safely and appropriately. |
| INDICATOR | 2.2.b. | The student recognizes appropriate safety practices in general space. ReadyRosie Emotion Meter Scale Is my child overscheduled? Routine Strategy: Transition Timer Simon Says |
| STANDARD | KS.PE. | Physical Education |
| BENCHMARK | KS.3. | Active Participation: The student participates regularly in physical activity. |
| INDICATOR / PROFICIENCY LEVEL | 3.1. | The student will be able to participate in a wide variety of non-structured and structured physical activities at moderate to vigorous levels both in and out of physical education. |
| INDICATOR | 3.1.b. | The student engages in a wide variety of physical activity outside of physical education. ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| INDICATOR | 3.1.c. | The student participates in a variety of activities that involve manipulation of objects in and outside of physical education class. ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| STANDARD | KS.PE. | Physical Education |
| BENCHMARK | KS.5. | Personal and Social Behavior: The student exhibits responsible personal and social behavior that respects self and others in physical activity settings. |
| INDICATOR / PROFICIENCY LEVEL | 5.1. | The student will demonstrate self-management. |
| INDICATOR | 5.1.a. | The student follows instructions and class procedures while participating in physical education. ReadyRosie Conversation Starters Emotion Meter Scale How do I get my child to______? Is my child overscheduled? Routine Strategy: Transition Timer Simon Says Subtraction War |
| INDICATOR | 5.1.b. | The student works in diverse group settings without interfering with others. ReadyRosie Emotion Meter Scale Fair Share Is my child overscheduled? Routine Strategy: Transition Timer Simon Says Super Kindness This Is Important |
| INDICATOR | 5.1.c. | The student uses equipment safely and appropriately. ReadyRosie Conversation Starters Emotion Meter Scale How do I get my child to______? Is my child overscheduled? Routine Strategy: Transition Timer Simon Says Subtraction War |
| INDICATOR | 5.1.d. | The student demonstrates cooperation and consideration of others in group activities. ReadyRosie Emotion Meter Scale Is my child overscheduled? Kitchen Conversations Problem Solving Tool: Rock, Paper, Scissors Routine Strategy: Transition Timer Sharing Chores and Your Day Simon Says Subtraction War Super Kindness This Is Important |
| INDICATOR | 5.1.e. | The student demonstrates socially acceptable conflict resolution during class activity. ReadyRosie Subtraction War |
| Kansas Academic Standards |
| Health and PE |
| Grade: 3 - Adopted: Health 2007; PE 2005 |
| STANDARD | KS.HE. | Health Education |
| BENCHMARK | HE.5: | Interpersonal Communication: The student will demonstrate the ability to use interpersonal communication skills to enhance health. |
| INDICATOR / PROFICIENCY LEVEL | 5.1: | The student will demonstrate verbal and nonverbal communication skills to enhance health. |
| INDICATOR | 5.1:1. | Advanced Indicator: The student will demonstrate developmentally appropriate communication by using verbal and nonverbal communication skills. ReadyRosie Sharing Chores and Your Day |
| INDICATOR | 5.1:2. | Proficient Indicator: The student will describe developmentally appropriate communication by using verbal and nonverbal communication skills. ReadyRosie Sharing Chores and Your Day |
| INDICATOR | 5.1:3. | Partially Proficient Indicator: The student will identify developmentally appropriate communication skills. ReadyRosie Sharing Chores and Your Day |
| STANDARD | KS.HE. | Health Education |
| BENCHMARK | HE.5: | Interpersonal Communication: The student will demonstrate the ability to use interpersonal communication skills to enhance health. |
| INDICATOR / PROFICIENCY LEVEL | 5.2: | The student will demonstrate refusal and conflict resolution skills to enhance health. |
| INDICATOR | 5.2:1. | Advanced Indicator: The student will demonstrate developmentally appropriate use of refusal and conflict resolution skills. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| INDICATOR | 5.2:2. | Proficient Indicator: The student will will describe developmentally appropriate use of refusal and conflict resolution skills. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| INDICATOR | 5.2:3. | Partially Proficient Indicator: The student will identify developmentally appropriate refusal and conflict resolution skills. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| STANDARD | KS.HE. | Health Education |
| BENCHMARK | HE.5: | Interpersonal Communication: The student will demonstrate the ability to use interpersonal communication skills to enhance health. |
| INDICATOR / PROFICIENCY LEVEL | 5.3: | The student will demonstrate healthy ways to express needs, wants, and feelings. |
| INDICATOR | 5.3:1. | Advanced Indicator: The student will demonstrate developmentally appropriate ways to express needs, wants, and feelings in a healthy manner. ReadyRosie Emotion Meter Scale Freeze Dance Red Light Purple Light Challenge |
| INDICATOR | 5.3:2. | Proficient Indicator: The student will discuss developmentally appropriate 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 | 5.3:3. | Partially Proficient Indicator: The student will identify developmentally appropriate 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? |
| STANDARD | KS.PE. | Physical Education |
| BENCHMARK | KS.3. | Active Participation: The student participates regularly in physical activity. |
| INDICATOR / PROFICIENCY LEVEL | 3.1. | The student will participate in a wide variety of physical activities at moderate to vigorous levels both in school and in the community. |
| INDICATOR | 3.1.a. | The student identifies at least one activity for participation on a regular basis outside of physical education class. ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| INDICATOR | 3.1.d. | The student accumulates at least 60-minutes of moderate to vigorous physical activity outside of physical education class on most days of the week. ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| STANDARD | KS.PE. | Physical Education |
| BENCHMARK | KS.5. | Personal and Social Behavior: The student exhibits responsible personal and social behavior that respects self and others in physical activity setting. |
| INDICATOR / PROFICIENCY LEVEL | 5.1. | The student will exhibit responsible personal and social behavior while working in diverse groups. |
| INDICATOR | 5.1.a. | The student cooperates with all class members by taking turns and sharing equipment. ReadyRosie Conversation Starters Emotion Meter Scale Fair Share How do I get my child to______? Is my child overscheduled? Routine Strategy: Transition Timer Simon Says Super Kindness This Is Important |
| INDICATOR | 5.1.b. | The student accepts the teacher's decision without displaying negative reactions. ReadyRosie Emotion Meter Scale Is my child overscheduled? Routine Strategy: Transition Timer Simon Says |
| INDICATOR | 5.1.c. | The student assesses and takes responsibility for behavior choices without blaming others. ReadyRosie Emotion Meter Scale Fair Share Is my child overscheduled? Routine Strategy: Transition Timer Simon Says Super Kindness This Is Important |
| INDICATOR | 5.1.e. | The student encourages others regularly and refrains from derogatory statements. ReadyRosie Emotion Meter Scale Fair Share Is my child overscheduled? Routine Strategy: Transition Timer Simon Says Super Kindness This Is Important |
| STANDARD | KS.PE. | Physical Education |
| BENCHMARK | KS.6. | Activity Appreciation: The student values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. |
| INDICATOR / PROFICIENCY LEVEL | 6.1. | The student will value physical activity and recognize its impact on skill-improvement and health. |
| INDICATOR | 6.1.a. | The student identifies positive feelings associated with participation in physical activities. ReadyRosie Emotion Meter Scale |
| INDICATOR | 6.1.c. | The student displays persistence in learning new motor skills. ReadyRosie This Is Important |
| Kansas Academic Standards |
| Language Arts |
| Grade: K - Adopted: 2017 |
| STANDARD | KS.W.K. | Writing |
| BENCHMARK | Text Types and Purposes | |
| INDICATOR / PROFICIENCY LEVEL | W.K.1. | Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is…). ReadyRosie Captioning Your Childhood My First Journal Tips for helping your child love reading |
| INDICATOR / PROFICIENCY LEVEL | W.K.2. | Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. ReadyRosie All About Me All About My Family Captioning Your Childhood Family Adventure List Here Are the Facts I Found This I Know All About Make a Card Make an Invitation My Family Journal Nature Journaling Write About a Family Tradition Write a Favorite Family Recipe |
| INDICATOR / PROFICIENCY LEVEL | W.K.3. | Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. ReadyRosie A Memorable Story Captioning Your Childhood Labeling Your Story My Family Journal My First Journal Sharing Chores and Your Day Storytelling Together Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Me a Story |
| STANDARD | KS.W.K. | Writing |
| BENCHMARK | Production and Distribution of Writing | |
| INDICATOR / PROFICIENCY LEVEL | W.K.5. | With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. ReadyRosie All About Me Captioning Your Childhood I Know All About Labeling Your Story Make a Card Nature Journaling Write Me a Story |
| STANDARD | KS.W.K. | Writing |
| BENCHMARK | Research to Build and Present Knowledge | |
| INDICATOR / PROFICIENCY LEVEL | W.K.7. | Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). ReadyRosie Color Poem Create a Crazy Character Family Adventure List I Want to Know About Make a Card Nature Journaling Write Me a Story |
| INDICATOR / PROFICIENCY LEVEL | W.K.8. | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| STANDARD | KS.W.K. | Writing |
| BENCHMARK | Language in Writing | |
| INDICATOR / PROFICIENCY LEVEL | W.K.10. | Demonstrate command of the conventions of standards English grammar and usage when writing. |
| INDICATOR | W.K.10.a. | Print many upper and lowercase letters. ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| INDICATOR | W.K.10.b. | Use frequently occurring nouns and verbs in writing. ReadyRosie All About My Family |
| INDICATOR | W.K.10.c. | Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| INDICATOR | W.K.10.e. | Produce and expand complete sentences in shared language activities. ReadyRosie Captioning Your Childhood Make a Card |
| STANDARD | KS.W.K. | Writing |
| BENCHMARK | Language in Writing | |
| INDICATOR / PROFICIENCY LEVEL | W.K.11. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| INDICATOR | W.K.11.a. | Capitalize the first word in a sentence and the pronoun I. ReadyRosie Make an Invitation |
| INDICATOR | W.K.11.b. | Recognize and name end punctuation. ReadyRosie Isn't That Bold? |
| INDICATOR | W.K.11.c. | Write a letter or letters for most consonant and short vowel sounds. ReadyRosie All About My Family Alphabet Dice Game I Found This Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture You Know It! |
| INDICATOR | W.K.11.d. | Spell simple words phonetically, drawing on knowledge of letter-sound relationships. ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| STANDARD | KS.SL.K. | Speaking and Listening |
| BENCHMARK | Comprehension and Collaboration | |
| INDICATOR / PROFICIENCY LEVEL | SL.K.1. | Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups. |
| INDICATOR | SL.K.1.a. | Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). ReadyRosie A Memorable Story Conversation Starters Conversations in the Car Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who's Coming to Dinner? |
| INDICATOR | SL.K.1.b. | Continue a conversation through multiple exchanges. ReadyRosie A Memorable Story Conversation Starters Conversations in the Car Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who's Coming to Dinner? |
| STANDARD | KS.SL.K. | Speaking and Listening |
| BENCHMARK | Comprehension and Collaboration | |
| INDICATOR / PROFICIENCY LEVEL | SL.K.2. | Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. ReadyRosie 20 Questions Draw A Memorable Story Family Movie Night I Read to You, You Read to Me I Went to the Zoo and Saw Making Connections Pattern Books Seeing the Story Storytelling with a Picture Book |
| INDICATOR / PROFICIENCY LEVEL | SL.K.3. | Ask and answer questions in order to seek help, get information, or clarify something that is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| STANDARD | KS.SL.K. | Speaking and Listening |
| BENCHMARK | Presentation of Knowledge and Ideas | |
| INDICATOR / PROFICIENCY LEVEL | SL.K.4. | Use details to describe familiar people, places, things, or events with prompting and support. ReadyRosie 20 Questions Draw A Memorable Story Color Poem Conversation Starters Here Are the Facts I Know All About I Spy Sharing Chores and Your Day Where Would You Go? Who's Coming to Dinner? |
| INDICATOR / PROFICIENCY LEVEL | SL.K.5. | Add drawings or other visual displays to descriptions as desired to provide additional detail. ReadyRosie 20 Questions Draw A Memorable Story Color Poem Conversation Starters Here Are the Facts I Know All About I Spy Sharing Chores and Your Day Where Would You Go? Who's Coming to Dinner? |
| INDICATOR / PROFICIENCY LEVEL | SL.K.6. | Speak with appropriate volume, enunciation, and rate, or order to express thoughts, feelings, and ideas clearly. ReadyRosie Conversation Starters Here Are the Facts Sharing Chores and Your Day Simon Says Where Would You Go? Who Am I? |
| STANDARD | KS.SL.K. | Speaking and Listening |
| BENCHMARK | Language in Speaking and Listening | |
| INDICATOR / PROFICIENCY LEVEL | SL.K.7. | Demonstrate command of the conventions of standards English grammar and usage when speaking. |
| INDICATOR | SL.K.7.a. | Use frequently occurring nouns and verbs in speech. ReadyRosie All About My Family |
| INDICATOR | SL.K.7.c. | Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| INDICATOR | SL.K.7.e. | Produce and expand complete sentences in shared language activities. ReadyRosie Captioning Your Childhood Make a Card |
| STANDARD | KS.SL.K. | Speaking and Listening |
| BENCHMARK | Language in Speaking and Listening | |
| INDICATOR / PROFICIENCY LEVEL | SL.K.8. | Use words and phrases acquired through conversations, reading, and through being read to. 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 | KS.RF.K. | Reading: Foundational |
| BENCHMARK | Print Concepts | |
| INDICATOR / PROFICIENCY LEVEL | RF.K.1. | Demonstrate understanding of the organization and basic features of print. |
| INDICATOR | RF.K.1.a. | Follow words from left to right, top to bottom, and page by page. ReadyRosie Environmental Print Reading Strategy: Using Your Reading Finger |
| INDICATOR | RF.K.1.c. | Understand that words are separated by spaces in print and can point with one-to-one correspondence. ReadyRosie Reading Strategy: Using Your Reading Finger |
| INDICATOR | RF.K.1.d. | Recognize and name all upper- and lowercase letters of the alphabet. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound |
| STANDARD | KS.RF.K. | Reading: Foundational |
| BENCHMARK | Phonological Awareness | |
| INDICATOR / PROFICIENCY LEVEL | RF.K.2. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| INDICATOR | RF.K.2.a. | Recognize and produce rhyming words. ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |
| INDICATOR | RF.K.2.c. | Blend and segment onsets and rimes of single-syllable spoken words. ReadyRosie Reading Strategy: Chunk the Word |
| INDICATOR | RF.K.2.d. | Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) ReadyRosie Favorite People Place Cards |
| INDICATOR | RF.K.2.e. | Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. ReadyRosie Name Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star Super Hero Names |
| STANDARD | KS.RF.K. | Reading: Foundational |
| BENCHMARK | Phonics and Word Recognition | |
| INDICATOR / PROFICIENCY LEVEL | RF.K.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| INDICATOR | RF.K.3.a. | Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. ReadyRosie All About My Family Alphabet Dice Game I Found This Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Super Hero Names You Know It! |
| INDICATOR | RF.K.3.b. | Associate the long and short sounds with common spellings (graphemes) for the five major vowels. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| INDICATOR | RF.K.3.c. | Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| INDICATOR | RF.K.3.d. | Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., bat/cat, bat/bit/, bat/bad). ReadyRosie Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| STANDARD | KS.RF.K. | Reading: Foundational |
| BENCHMARK | Fluency | |
| INDICATOR / PROFICIENCY LEVEL | RF.K.4. | Read emergent-reader texts with purpose and understanding. ReadyRosie Daily Reading Routines Making Connections My Library List Pattern Books Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |
| STANDARD | KS.RL.K. | Reading: Literature |
| BENCHMARK | Key Ideas and Details | |
| INDICATOR / PROFICIENCY LEVEL | RL.K.1. | With prompting and support, ask and answer questions about key details in a text. ReadyRosie Isn't That Bold? Making Connections Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| INDICATOR / PROFICIENCY LEVEL | RL.K.2. | With prompting and support, retell familiar stories, including key details. ReadyRosie Retelling the Story Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| INDICATOR / PROFICIENCY LEVEL | RL.K.3. | With prompting and support, identify characters, settings, and major events in a story. ReadyRosie Feelings Charades Making Connections Reading Strategy: Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STANDARD | KS.RL.K. | Reading: Literature |
| BENCHMARK | Craft and Structure | |
| INDICATOR / PROFICIENCY LEVEL | RL.K.4. | Ask and answer questions about unknown words in a text. ReadyRosie Feelings Charades Nursery Rhymes Reading Rhymes Storytelling with a Picture Book What Makes a Good Storyteller |
| INDICATOR / PROFICIENCY LEVEL | RL.K.5. | Recognize common types of texts (e.g., storybooks, poems). ReadyRosie What Do I Like? |
| INDICATOR / PROFICIENCY LEVEL | RL.K.6. | With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. ReadyRosie Isn't That Bold? Storytelling with a Picture Book |
| STANDARD | KS.RL.K. | Reading: Literature |
| BENCHMARK | Integration of Knowledge and Ideas | |
| INDICATOR / PROFICIENCY LEVEL | RL.K.7. | With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). ReadyRosie Isn't That Bold? Reading Strategies: Look at the Picture Retelling the Story Wordless Picture Books |
| INDICATOR / PROFICIENCY LEVEL | RL.K.9. | With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| STANDARD | KS.RL.K. | Reading: Literature |
| BENCHMARK | Language in Reading: Literature | |
| INDICATOR / PROFICIENCY LEVEL | RL.K.12. | With guidance and support from adults, explore word relationships and nuances in word meanings. |
| INDICATOR | RL.K.12.a. | Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. ReadyRosie Guess the Group |
| INDICATOR | RL.K.12.b. | Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). ReadyRosie Speedy Synonyms |
| INDICATOR | RL.K.12.d. | Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. ReadyRosie Nursery Rhymes |
| STANDARD | KS.RL.K. | Reading: Literature |
| BENCHMARK | Range of Reading and Level of Text | |
| INDICATOR / PROFICIENCY LEVEL | RL.K.13. | Listen to high quality prose and poetry of appropriate complexity for Kindergarten. ReadyRosie Seeing the Story |
| STANDARD | KS.RI.K. | Reading: Informational |
| BENCHMARK | Key Ideas and Details | |
| INDICATOR / PROFICIENCY LEVEL | RI.K.1. | With prompting and support, ask and answer questions about key details in a text. ReadyRosie What's Cool About Nonfiction? |
| INDICATOR / PROFICIENCY LEVEL | RI.K.2. | With prompting and support, identify the main topic and retell key details of a text. ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| STANDARD | KS.RI.K. | Reading: Informational |
| BENCHMARK | Craft and Structure | |
| INDICATOR / PROFICIENCY LEVEL | RI.K.4. | With prompting and support, ask and answer questions about unknown words in a text. ReadyRosie Share Your Knowledge |
| STANDARD | KS.RI.K. | Reading: Informational |
| BENCHMARK | Integration of Knowledge and Ideas | |
| INDICATOR / PROFICIENCY LEVEL | RI.K.7. | With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). ReadyRosie Books I Like How Far Does It Fly? |
| INDICATOR / PROFICIENCY LEVEL | RI.K.8. | With prompting and support, identify the reasons an author gives to support points in a text. ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| STANDARD | KS.RI.K. | Reading: Informational |
| BENCHMARK | Language in Reading: Informational | |
| INDICATOR / PROFICIENCY LEVEL | RI.K.12. | With guidance and support from adults, explore word relationships and nuances in word meanings. |
| INDICATOR | RI.K.12.a. | Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. ReadyRosie Guess the Group |
| INDICATOR | RI.K.12.b. | Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). ReadyRosie Speedy Synonyms |
| INDICATOR | RI.K.12.d. | Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. ReadyRosie Nursery Rhymes |
| STANDARD | KS.RI.K. | Reading: Informational |
| BENCHMARK | Range of Reading and Level of Text | |
| INDICATOR / PROFICIENCY LEVEL | RI.K.13. | Actively engage in individual or group readings of informational text with purpose and understanding. ReadyRosie I Read to You, You Read to Me |
| Kansas Academic Standards |
| Language Arts |
| Grade: 1 - Adopted: 2017 |
| STANDARD | KS.W.1. | Writing |
| BENCHMARK | Text Types and Purposes | |
| INDICATOR / PROFICIENCY LEVEL | W.1.1. | Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. ReadyRosie Captioning Your Childhood My First Journal |
| INDICATOR / PROFICIENCY LEVEL | W.1.2. | Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. ReadyRosie All About My Family Captioning Your Childhood Family Adventure List I Found This I Love My Family Because... I'd Really Like I'm An Expert Make a Card Make an Invitation Nature Journaling Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| INDICATOR / PROFICIENCY LEVEL | W.1.3. | Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. ReadyRosie Captioning Your Childhood Funny Pictures Labeling Your Story Magical Creature Writing My First Journal Remember The Story Sharing Chores and Your Day Story Train Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Write a Favorite Family Recipe |
| STANDARD | KS.W.1. | Writing |
| BENCHMARK | Production and Distribution of Writing | |
| INDICATOR / PROFICIENCY LEVEL | W.1.5. | With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. ReadyRosie All About My Family Bake Sale/Lemonade Stand Captioning Your Childhood Color Poem Create a Crazy Character Family Adventure List Funny Pictures I'd Really Like Labeling Your Story Magical Creature Writing Make a Card Make a List Math Journal Walk Nature Journaling Story Train Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| STANDARD | KS.W.1. | Writing |
| BENCHMARK | Research to Build and Present Knowledge | |
| INDICATOR / PROFICIENCY LEVEL | W.1.7. | Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). ReadyRosie Bake Sale/Lemonade Stand Color Poem Create a Crazy Character Family Adventure List I Want to Know About I'd Really Like Make a Card Nature Journaling |
| INDICATOR / PROFICIENCY LEVEL | W.1.8. | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| STANDARD | KS.W.1. | Writing |
| BENCHMARK | Language in Writing | |
| INDICATOR / PROFICIENCY LEVEL | W.1.10. | Demonstrate command of the conventions of standard English grammar and usage when writing. |
| INDICATOR | W.1.10.a. | Print all upper- and lowercase letters. ReadyRosie Captioning Your Childhood Letters on My Back Make an Invitation Write Your Name |
| INDICATOR | W.1.10.b. | Use common, proper, and possessive nouns when writing. ReadyRosie All About My Family Noun Charades Picture Talk |
| INDICATOR | W.1.10.c. | Use singular and plural nouns with matching verbs in basic sentences. ReadyRosie Captioning Your Childhood Noun Charades Picture Talk |
| INDICATOR | W.1.10.d. | Use personal, possessive, and indefinite pronouns (e.g., I, me, my). ReadyRosie Picture Talk |
| INDICATOR | W.1.10.e. | Use verbs to convey a sense of past, present and future when writing. ReadyRosie Magical Creature Writing Picture Talk |
| INDICATOR | W.1.10.f. | Use frequently-occurring adjectives, conjunctions, articles, and prepositions when writing. ReadyRosie Make a Card Picture Talk |
| INDICATOR | W.1.10.g. | Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. ReadyRosie Captioning Your Childhood Magical Creature Writing Make a Card Picture Talk |
| STANDARD | KS.W.1. | Writing |
| BENCHMARK | Language in Writing | |
| INDICATOR / PROFICIENCY LEVEL | W.1.11. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| INDICATOR | W.1.11.a. | Capitalize dates and names of people. ReadyRosie Make a Card Make an Invitation Write a Letter |
| INDICATOR | W.1.11.b. | Use end punctuation for sentences. ReadyRosie Magical Creature Writing Write a Letter |
| INDICATOR | W.1.11.d. | Use conventional spelling for words with common spelling patterns and for frequently-occurring irregular words. ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Race You To the Top Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| INDICATOR | W.1.11.e. | Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| STANDARD | KS.SL.1. | Speaking and Listening |
| BENCHMARK | Comprehension and Collaboration | |
| INDICATOR / PROFICIENCY LEVEL | SL.1.1. | Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and large groups. |
| INDICATOR | SL.1.1.a. | Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| INDICATOR | SL.1.1.b. | Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| INDICATOR | SL.1.1.c. | Ask questions to clear up any confusion about the topics and texts under discussion. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who Library Visit What I Like About Me Who's Coming to Dinner? |
| STANDARD | KS.SL.1. | Speaking and Listening |
| BENCHMARK | Comprehension and Collaboration | |
| INDICATOR / PROFICIENCY LEVEL | SL.1.2. | Ask and answer questions about key details in a text read aloud or information presented orally or through other media. ReadyRosie 20 Questions Draw Family Movie Night I Read to You, You Read to Me I Went to the Zoo and Saw Seeing the Story Storytelling with a Picture Book |
| INDICATOR / PROFICIENCY LEVEL | SL.1.3. | Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Love My Family Because... Library Visit What I Like About Me Who's Coming to Dinner? |
| STANDARD | KS.SL.1. | Speaking and Listening |
| BENCHMARK | Presentation of Knowledge and Ideas | |
| INDICATOR / PROFICIENCY LEVEL | SL.1.4. | Use relevant details to describe people, places, things, and events, expressing ideas and feelings clearly. ReadyRosie 20 Questions Draw Color Poem Conversation Starters Describe It Funny Pictures Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| INDICATOR / PROFICIENCY LEVEL | SL.1.5. | Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. ReadyRosie 20 Questions Draw Create a Crazy Character Funny Pictures |
| INDICATOR / PROFICIENCY LEVEL | SL.1.6. | Speak with appropriate volume, enunciation, and rate in order to express thoughts, feelings, and ideas clearly. ReadyRosie Conversation Starters Sharing Chores and Your Day Simon Says |
| STANDARD | KS.SL.1. | Speaking and Listening |
| BENCHMARK | Language in Speaking and Listening | |
| INDICATOR / PROFICIENCY LEVEL | SL.1.7. | Demonstrate command of the conventions of standard English grammar and usage when speaking. |
| INDICATOR | SL.1.7.a. | Use common, proper, and possessive nouns when speaking. ReadyRosie All About My Family Noun Charades Picture Talk |
| INDICATOR | SL.1.7.b. | Use singular and plural nouns with matching verbs in basic sentences when speaking. ReadyRosie Captioning Your Childhood Noun Charades Picture Talk |
| INDICATOR | SL.1.7.c. | Use personal, possessive, and indefinite pronouns when speaking. ReadyRosie Picture Talk |
| INDICATOR | SL.1.7.d. | Use verbs to convey a sense of past, present, and future when speaking. ReadyRosie Magical Creature Writing Picture Talk |
| INDICATOR | SL.1.7.e. | Use frequently-occurring adjectives, conjunctions, articles, and prepositions when speaking. ReadyRosie Make a Card Picture Talk |
| INDICATOR | SL.1.7.f. | Orally produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. ReadyRosie Captioning Your Childhood Magical Creature Writing Make a Card Picture Talk |
| STANDARD | KS.SL.1. | Speaking and Listening |
| BENCHMARK | Language in Speaking and Listening | |
| INDICATOR / PROFICIENCY LEVEL | SL.1.8. | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently-occurring conjunctions to signal simple relationships (e.g., because). ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes |
| STANDARD | KS.RF.1. | Reading: Foundational |
| BENCHMARK | Print Concepts | |
| INDICATOR / PROFICIENCY LEVEL | RF.1.1. | Demonstrate understanding of the organization and basic features of print. |
| INDICATOR | RF.1.1.a. | Demonstrate book orientation knowledge. ReadyRosie Environmental Print Five Finger Rule Reading Strategies: Punctuation Expression |
| INDICATOR | RF.1.1.b. | Have an understanding of important reading terminology (e.g., word(s), letter(s), beginning of sentence, top of the page, bottom of the page). ReadyRosie Environmental Print Five Finger Rule Reading Strategies: Punctuation Expression Reading Strategy: Using Your Reading Finger |
| INDICATOR | RF.1.1.c. | Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). ReadyRosie Reading Strategies: Punctuation Expression |
| STANDARD | KS.RF.1. | Reading: Foundational |
| BENCHMARK | Phonological Awareness | |
| INDICATOR / PROFICIENCY LEVEL | RF.1.2. | Demonstrate understanding of spoken words, syllables, and phonemes. |
| INDICATOR | RF.1.2.a. | Distinguish long from short vowel sounds in spoken single-syllable words. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| INDICATOR | RF.1.2.b. | Orally produce single-syllable words by blending phonemes, including consonant blends. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| INDICATOR | RF.1.2.c. | Isolate and pronounce initial, medial vowel, and final phonemes in spoken single-syllable words. ReadyRosie Begin with the End Family Alliteration Name Game |
| STANDARD | KS.RF.1. | Reading: Foundational |
| BENCHMARK | Phonics and Word Recognition | |
| INDICATOR / PROFICIENCY LEVEL | RF.1.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| INDICATOR | RF.1.3.a. | Know the sound-spelling correspondences for common consonant digraphs. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| INDICATOR | RF.1.3.b. | Decode regularly spelled one-syllable words. ReadyRosie Looking for Chunks Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| INDICATOR | RF.1.3.c. | Know final -e and common vowel team patterns for representing long vowel sounds. ReadyRosie Change One Letter |
| INDICATOR | RF.1.3.d. | Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. ReadyRosie Rhyming Hand Game |
| INDICATOR | RF.1.3.e. | Use vowel patterns to decode two-syllable words by breaking the words into syllables. ReadyRosie Little Words Inside Bigger Words Looking for Chunks Reading Strategy: Cover the Suffix Rhyming Hand Game |
| INDICATOR | RF.1.3.g. | Recognize and read grade-appropriate words. ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| STANDARD | KS.RF.1. | Reading: Foundational |
| BENCHMARK | Fluency | |
| INDICATOR / PROFICIENCY LEVEL | RF.1.4. | Read with sufficient accuracy and fluency to support comprehension. |
| INDICATOR | RF.1.4.a. | Read on-level text with purpose and understanding. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me My Library List Preview & Predict Read Like You Talk Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategies: Punctuation Expression Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |
| INDICATOR | RF.1.4.b. | Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Building a Fort Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word |
| INDICATOR | RF.1.4.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| STANDARD | KS.RL.1. | Reading: Literature |
| BENCHMARK | Key Ideas and Details | |
| INDICATOR / PROFICIENCY LEVEL | RL.1.1. | Ask and answer questions about key details in a text. ReadyRosie Chapter Books Funny Pictures Preview & Predict Read a Little, Think a Little Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| INDICATOR / PROFICIENCY LEVEL | RL.1.2. | Retell stories, including key details, and demonstrate understanding of their central message or lesson. ReadyRosie Chapter Books Funny Pictures Retelling the Fable Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| INDICATOR / PROFICIENCY LEVEL | RL.1.3. | Describe character, settings, and major events in a story, using key details. ReadyRosie Chapter Books Character Connection Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STANDARD | KS.RL.1. | Reading: Literature |
| BENCHMARK | Craft and Structure | |
| INDICATOR / PROFICIENCY LEVEL | RL.1.4. | Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. ReadyRosie Let's Look Closer Poetry Routine Read a Little, Think a Little Seeing the Story What Do I Like? What Do I See When I Hear...? What Was That For? |
| INDICATOR / PROFICIENCY LEVEL | RL.1.5. | Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. ReadyRosie Chapter Books What Do I Like? |
| INDICATOR / PROFICIENCY LEVEL | RL.1.6. | Identify who is telling the story at various points in a text. ReadyRosie Reading Strategy: Reading and Making Connections |
| STANDARD | KS.RL.1. | Reading: Literature |
| BENCHMARK | Integration of Knowledge and Ideas | |
| INDICATOR / PROFICIENCY LEVEL | RL.1.7. | Use illustrations and details in a story to describe its characters, setting, or events. ReadyRosie Chapter Books Character Connection Favorite Illustrators Feelings Charades Funny Pictures Inside Outside Traits Reading Strategies: Look at the Picture Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| INDICATOR / PROFICIENCY LEVEL | RL.1.9. | Compare and contrast the adventures and experiences of characters in stories. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| STANDARD | KS.RL.1. | Reading: Literature |
| BENCHMARK | Language in Reading: Literature | |
| INDICATOR / PROFICIENCY LEVEL | RL.1.11. | Determine or clarify the meaning of unknown words and multiple-meaning words and phrases based on Grade 1 reading and content, choosing flexibly from a variety of strategies. |
| INDICATOR | RL.1.11.a. | Use sentence-level context as a clue to the meaning of a word. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| INDICATOR | RL.1.11.b. | Use frequently-occurring affixes as a clue to the meaning of a word or phrase. ReadyRosie Reading Strategy: Cover the Suffix |
| STANDARD | KS.RL.1. | Reading: Literature |
| BENCHMARK | Language in Reading: Literature | |
| INDICATOR / PROFICIENCY LEVEL | RL.1.12. | With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. |
| INDICATOR | RL.1.12.a. | Sort words into categories to gain a sense of the concepts the categories represent. ReadyRosie Noun Charades Words to Chew On |
| INDICATOR | RL.1.12.b. | Define words by category and by one or more key attributes. ReadyRosie Noun Charades Words to Chew On |
| INDICATOR | RL.1.12.c. | Identify real-life connections between words and their uses. ReadyRosie Million Dollar Words |
| INDICATOR | RL.1.12.d. | Distinguish shades of meaning among verbs differing in manner by defining or choosing them or by acting out the meanings. ReadyRosie Million Dollar Words Nursery Rhymes |
| STANDARD | KS.RL.1. | Reading: Literature |
| BENCHMARK | Range of Reading and Level of Text | |
| INDICATOR / PROFICIENCY LEVEL | RL.1.13. | With prompting and support, read and comprehend high quality dramas, prose and poetry of appropriate quantitative and qualitative complexity for Grade 1. ReadyRosie Poetry Routine Reading Strategy: Model Expressive Reading What Do I Like? |
| STANDARD | KS.RI.1. | Reading: Informational |
| BENCHMARK | Key Ideas and Details | |
| INDICATOR / PROFICIENCY LEVEL | RI.1.1. | Ask and answer questions about key details in a text. ReadyRosie How To What Do You Want to Know? What's Cool About Nonfiction? |
| INDICATOR / PROFICIENCY LEVEL | RI.1.2. | Identify the main topic and retell key details of a text. ReadyRosie How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| STANDARD | KS.RI.1. | Reading: Informational |
| BENCHMARK | Craft and Structure | |
| INDICATOR / PROFICIENCY LEVEL | RI.1.4. | Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. ReadyRosie Share Your Knowledge Wondering About Words |
| INDICATOR / PROFICIENCY LEVEL | RI.1.5. | Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. ReadyRosie Getting Into Information How To |
| INDICATOR / PROFICIENCY LEVEL | RI.1.6. | Distinguish between information provided by illustrations or other graphics and information provided by the words in a text. ReadyRosie How Far Does It Fly? How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| STANDARD | KS.RI.1. | Reading: Informational |
| BENCHMARK | Integration of Knowledge and Ideas | |
| INDICATOR / PROFICIENCY LEVEL | RI.1.7. | Use the illustrations and details in a text to describe its key ideas. ReadyRosie How Far Does It Fly? How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| INDICATOR / PROFICIENCY LEVEL | RI.1.8. | Identify the reasons an author gives to support points in a text. ReadyRosie How To Is It Real? What's Cool About Nonfiction? |
| STANDARD | KS.RI.1. | Reading: Informational |
| BENCHMARK | Language in Reading: Informational | |
| INDICATOR / PROFICIENCY LEVEL | RI.1.11. | Determine or clarify the meaning of unknown words and multiple-meaning words and phrases based on Grade 1 reading and content, choosing flexibly from a variety of strategies. |
| INDICATOR | RI.1.11.a. | Use sentence-level context as a clue to the meaning of a word. ReadyRosie Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread Wondering About Words |
| INDICATOR | RI.1.11.b. | Use frequently-occurring affixes as a clue to the meaning of a word or phrase. ReadyRosie Reading Strategy: Cover the Suffix |
| STANDARD | KS.RI.1. | Reading: Informational |
| BENCHMARK | Language in Reading: Informational | |
| INDICATOR / PROFICIENCY LEVEL | RI.1.12. | With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. |
| INDICATOR | RI.1.12.a. | Sort words into categories to gain a sense of the concepts the categories represent. ReadyRosie Noun Charades Words to Chew On |
| INDICATOR | RI.1.12.b. | Define words by category and by one or more key attributes. ReadyRosie Noun Charades Words to Chew On |
| INDICATOR | RI.1.12.c. | Identify real-life connections between words and their uses. ReadyRosie Million Dollar Words |
| INDICATOR | RI.1.12.d. | Distinguish shades of meaning among verbs differing in manner by defining or choosing them or by acting out the meanings. ReadyRosie Million Dollar Words Nursery Rhymes |
| STANDARD | KS.RI.1. | Reading: Informational |
| BENCHMARK | Range of Reading and Level of Text | |
| INDICATOR / PROFICIENCY LEVEL | RI.1.13. | With prompting and support, read and comprehend high quality informational text of appropriate quantitative and qualitative complexity for Grade 1. 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? |
| Kansas Academic Standards |
| Language Arts |
| Grade: 2 - Adopted: 2017 |
| STANDARD | KS.W.2. | Writing |
| BENCHMARK | Text Types and Purposes | |
| INDICATOR / PROFICIENCY LEVEL | W.2.1. | Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. ReadyRosie This Is Important Who Are Your Heroes? |
| INDICATOR / PROFICIENCY LEVEL | W.2.2. | Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. ReadyRosie Color Poem Free Verse Create a Song I'd Really Like Make a Neighborhood Map Nature Journaling Tell Me How This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| INDICATOR / PROFICIENCY LEVEL | W.2.3. | Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. ReadyRosie Family Journaling Funny Pictures Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Sketching the Story Story Train Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Writing Telephone Game |
| STANDARD | KS.W.2. | Writing |
| BENCHMARK | Production and Distribution of Writing | |
| INDICATOR / PROFICIENCY LEVEL | W.2.5. | With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. ReadyRosie Color Poem Free Verse Create a Song Family Journaling I'd Really Like Magical Creature Writing Make a Neighborhood Map Nature Journaling Please Can I? Take a Stand Tell Me How This Is Important Who Are Your Heroes? Write About a Family Tradition |
| STANDARD | KS.W.2. | Writing |
| BENCHMARK | Research to Build and Present Knowledge | |
| INDICATOR / PROFICIENCY LEVEL | W.2.7. | Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). ReadyRosie Color Poem Family Adventure List I Want to Know About I'd Really Like Make a Neighborhood Map Nature Journaling This Is Important |
| INDICATOR / PROFICIENCY LEVEL | W.2.8. | Recall information from experiences or gather information from provided sources to answer a question. ReadyRosie Family Interview I Want to Know About Let's Explore Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| STANDARD | KS.W.2. | Writing |
| BENCHMARK | Language in Writing | |
| INDICATOR / PROFICIENCY LEVEL | W.2.10. | Demonstrate command of the conventions of standard English grammar and usage when writing. |
| INDICATOR | W.2.10.a. | Use collective nouns when writing. ReadyRosie 20 Questions Noun Charades |
| INDICATOR | W.2.10.b. | Form and use frequently-occurring irregular plural nouns (e.g., feet). ReadyRosie Noun Charades |
| INDICATOR | W.2.10.d. | Form and use past tense of frequently-occurring irregular verbs (e.g., told). ReadyRosie Family Journaling |
| INDICATOR | W.2.10.e. | Use adjectives and adverbs, and choose between them depending on what is to be modified. ReadyRosie Acrostic Poem Picture Talk |
| INDICATOR | W.2.10.f. | Produce, expand, and rearrange complete simple and compound sentences. ReadyRosie 20 Questions Guess Who Hidden Messages Magical Creature Writing Simon Says What I Like About Me Who's Coming to Dinner? Writing Telephone Game |
| STANDARD | KS.W.2. | Writing |
| BENCHMARK | Language in Writing | |
| INDICATOR / PROFICIENCY LEVEL | W.2.11. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| INDICATOR | W.2.11.a. | Capitalize holidays, product names, and geographic names. ReadyRosie Writing Telephone Game |
| INDICATOR | W.2.11.b. | Use commas in greetings and closings of letters. ReadyRosie Hidden Messages Write a Thank You Note Write to the Tooth Fairy |
| INDICATOR | W.2.11.d. | Generalize learned spelling patterns when writing words. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| STANDARD | KS.SL.2. | Speaking and Listening |
| BENCHMARK | Comprehension and Collaboration | |
| INDICATOR / PROFICIENCY LEVEL | SL.2.1. | Participate in collaborative conversations with diverse partners about Grade 2 and texts with peers and adults in small and larger groups. |
| INDICATOR | SL.2.1.a. | Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR | SL.2.1.b. | Build on others’ talk in conversations by linking their comments to the remarks of others. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR | SL.2.1.c. | Ask for clarification and further explanation as needed about the topics and texts under 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? |
| STANDARD | KS.SL.2. | Speaking and Listening |
| BENCHMARK | Comprehension and Collaboration | |
| INDICATOR / PROFICIENCY LEVEL | SL.2.2. | Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. ReadyRosie 20 Questions Draw Family Movie Night I Read to You, You Read to Me I Went to the Zoo and Saw My Turn, Your Turn Random, Bizarre Facts |
| INDICATOR / PROFICIENCY LEVEL | SL.2.3. | Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Library Visit This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| STANDARD | KS.SL.2. | Speaking and Listening |
| BENCHMARK | Presentation of Knowledge and Ideas | |
| INDICATOR / PROFICIENCY LEVEL | SL.2.4. | Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking with appropriate volume, enunciation, and rate in coherent sentences. ReadyRosie 20 Questions 20 Questions Draw Create a Song Family Interview Sharing Chores and Your Day What I Like About Me Who's Coming to Dinner? |
| INDICATOR / PROFICIENCY LEVEL | SL.2.6. | Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification while demonstrating proper usage of English grammar. ReadyRosie 20 Questions Family Interview Guess Who Sharing Chores and Your Day Simon Says Take a Stand What I Like About Me Who's Coming to Dinner? |
| STANDARD | KS.SL.2. | Speaking and Listening |
| BENCHMARK | Language in Speaking and Listening | |
| INDICATOR / PROFICIENCY LEVEL | SL.2.7. | Demonstrate command of the conventions of standard English grammar and usage when speaking. |
| INDICATOR | SL.2.7.a. | Use collective nouns when speaking. ReadyRosie 20 Questions Noun Charades |
| INDICATOR | SL.2.7.b. | Form and use frequently-occurring irregular plural nouns (e.g., teeth). ReadyRosie Noun Charades |
| INDICATOR | SL.2.7.d. | Form and use past tense of frequently-occurring irregular verbs (e.g., hid). ReadyRosie Family Journaling |
| INDICATOR | SL.2.7.e. | Use context-appropriate adjectives and adverbs. ReadyRosie Acrostic Poem Picture Talk |
| INDICATOR | SL.2.7.f. | Produce complete simple and compound sentences. ReadyRosie Hidden Messages Magical Creature Writing Writing Telephone Game |
| STANDARD | KS.SL.2. | Speaking and Listening |
| BENCHMARK | Language in Speaking and Listening | |
| INDICATOR / PROFICIENCY LEVEL | SL.2.8. | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. ReadyRosie 20 Questions Draw Color Poem Color Poem Free Verse Conversation Starters Describe It Feelings Charades Funny Pictures Hink Pink How can I help my child learn new words? Sharing Chores and Your Day What I Like About Me What Makes a Good Storyteller Who's Coming to Dinner? |
| STANDARD | KS.RF.2. | Reading: Foundational |
| BENCHMARK | Phonics and Word Recognition | |
| INDICATOR / PROFICIENCY LEVEL | RF.2.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| INDICATOR | RF.2.3.b. | Know correspondences for additional common vowel teams (e.g., steak). ReadyRosie Shopping for Syllables Thinking About Word Chunks |
| INDICATOR | RF.2.3.c. | Decode regularly spelled two-syllable words with long vowels. ReadyRosie Little Words Inside Bigger Words Reading Strategy: Cover the Suffix Rhyming Hand Game |
| INDICATOR | RF.2.3.d. | Decode words with common prefixes and suffixes (e.g., redo, untie, fastest, taller). ReadyRosie Reading Strategy: Cover the Suffix Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | RF.2.3.e. | Identify words with inconsistent but common spelling-sound correspondences (e.g., -ay, -igh). ReadyRosie Reading Strategy: Give the Word Thinking About Word Chunks |
| INDICATOR | RF.2.3.f. | Recognize and read grade-appropriate words. ReadyRosie My Words, Your Words |
| STANDARD | KS.RF.2. | Reading: Foundational |
| BENCHMARK | Fluency | |
| INDICATOR / PROFICIENCY LEVEL | RF.2.4. | Read with sufficient accuracy and fluency to support comprehension. ReadyRosie Books on the Go Building a Fort Can You See It? Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading That's So Cool What Do You Wonder? |
| STANDARD | KS.RL.2. | Reading: Literature |
| BENCHMARK | Key Ideas and Details | |
| INDICATOR / PROFICIENCY LEVEL | RL.2.1. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ReadyRosie 20 Questions Can You See It? Chapter Books Pow Wow Crunch Read a Little, Think a Little Reading is Thinking What Makes a Good Storyteller |
| INDICATOR / PROFICIENCY LEVEL | RL.2.3. | Describe how characters in a story respond to major events and challenges. ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| STANDARD | KS.RL.2. | Reading: Literature |
| BENCHMARK | Craft and Structure | |
| INDICATOR / PROFICIENCY LEVEL | RL.2.4. | Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. ReadyRosie Car Tongue Twisters Color Poem Free Verse Family Rap My Turn, Your Turn Poetry Poetry Song Lyrics Tongue Twister Time |
| INDICATOR / PROFICIENCY LEVEL | RL.2.5. | 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 |
| INDICATOR / PROFICIENCY LEVEL | RL.2.6. | Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. ReadyRosie Reading Strategy: Reading and Making Connections |
| STANDARD | KS.RL.2. | Reading: Literature |
| BENCHMARK | Integration of Knowledge and Ideas | |
| INDICATOR / PROFICIENCY LEVEL | RL.2.7. | Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. 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 |
| INDICATOR / PROFICIENCY LEVEL | RL.2.9. | Compare and contrast two or more versions of the same story by different authors or from different cultures. ReadyRosie What Makes a Good Storyteller |
| STANDARD | KS.RL.2. | Reading: Literature |
| BENCHMARK | Language in Reading: Literature | |
| INDICATOR / PROFICIENCY LEVEL | RL.2.10. | Use knowledge of language and its conventions. |
| INDICATOR | RL.2.10.a. | Compare formal and informal uses of English. ReadyRosie Share Your Knowledge Sharing Chores and Your Day |
| STANDARD | KS.RL.2. | Reading: Literature |
| BENCHMARK | Language in Reading: Literature | |
| INDICATOR / PROFICIENCY LEVEL | RL.2.11. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from a variety of strategies. |
| INDICATOR | RL.2.11.a. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| INDICATOR | RL.2.11.b. | Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy). ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | RL.2.11.c. | Use a known root word as a clue to the meaning of an unknown word with the same root. ReadyRosie Digging Into Roots |
| INDICATOR | RL.2.11.d. | Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse). ReadyRosie Playground Compounds |
| INDICATOR | RL.2.11.e. | Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. ReadyRosie Comprehension Clues Finding Information |
| STANDARD | KS.RL.2. | Reading: Literature |
| BENCHMARK | Language in Reading: Literature | |
| INDICATOR / PROFICIENCY LEVEL | RL.2.12. | Demonstrate understanding of word relationships and nuances in word meanings. |
| INDICATOR | RL.2.12.a. | Identify real-life connections between words and their use. ReadyRosie Category Competition Hink Pink Million Dollar Words |
| INDICATOR | RL.2.12.b. | Distinguish shades of meaning among closely-related verbs and closely-related adjectives. ReadyRosie Category Competition Hink Pink Million Dollar Words |
| STANDARD | KS.RL.2. | Reading: Literature |
| BENCHMARK | Range of Reading and Level of Text | |
| INDICATOR / PROFICIENCY LEVEL | RL.2.13. | Read and comprehend high quality dramas, prose and poetry of appropriate quantitative and qualitative complexity for Grade 2. ReadyRosie Color Poem Free Verse My Turn, Your Turn Poetry Poetry Pow Wow Crunch Reading Strategy: Model Expressive Reading Song Lyrics |
| STANDARD | KS.RI.2. | Reading: Informational |
| BENCHMARK | Key Ideas and Details | |
| INDICATOR / PROFICIENCY LEVEL | RI.2.1. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ReadyRosie How To I Want to Know About Reading Recipes That's So Cool What Do You Wonder? |
| INDICATOR / PROFICIENCY LEVEL | RI.2.2. | Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. ReadyRosie How To That's So Cool |
| INDICATOR / PROFICIENCY LEVEL | RI.2.3. | Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. ReadyRosie How Far Does It Fly? How To I Want to Know About I Went to the Zoo and Saw Reading Recipes That's So Cool What Do You Wonder? |
| STANDARD | KS.RI.2. | Reading: Informational |
| BENCHMARK | Craft and Structure | |
| INDICATOR / PROFICIENCY LEVEL | RI.2.4. | Determine the meaning of words and phrases in a text relevant to a Grade 2 topic or subject area. ReadyRosie Share Your Knowledge Wondering About Words |
| INDICATOR / PROFICIENCY LEVEL | RI.2.5. | Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. ReadyRosie Comprehension Clues Finding Information How To Let's Explore Reading Recipes What's Up with That? |
| INDICATOR / PROFICIENCY LEVEL | RI.2.6. | Identify the main purpose of a text, including what the author wants to answer, explain, or describe. ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool What Do You Wonder? |
| STANDARD | KS.RI.2. | Reading: Informational |
| BENCHMARK | Integration of Knowledge and Ideas | |
| INDICATOR / PROFICIENCY LEVEL | RI.2.7. | Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. ReadyRosie How Far Does It Fly? That's So Cool |
| INDICATOR / PROFICIENCY LEVEL | RI.2.8. | Describe how reasons support specific points the author makes in a text. ReadyRosie How To |
| STANDARD | KS.RI.2. | Reading: Informational |
| BENCHMARK | Language in Reading: Informational | |
| INDICATOR / PROFICIENCY LEVEL | RI.2.10. | Use knowledge of language and its conventions. |
| INDICATOR | RI.2.10.a. | Compare formal and informal uses of English. ReadyRosie Share Your Knowledge Sharing Chores and Your Day |
| STANDARD | KS.RI.2. | Reading: Informational |
| BENCHMARK | Language in Reading: Informational | |
| INDICATOR / PROFICIENCY LEVEL | RI.2.11. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from a variety of strategies. |
| INDICATOR | RI.2.11.a. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| INDICATOR | RI.2.11.b. | Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy). ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | RI.2.11.c. | Use a known root word as a clue to the meaning of an unknown word with the same root. ReadyRosie Digging Into Roots |
| INDICATOR | RI.2.11.d. | Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse). ReadyRosie Playground Compounds |
| INDICATOR | RI.2.11.e. | Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. ReadyRosie Comprehension Clues Finding Information |
| STANDARD | KS.RI.2. | Reading: Informational |
| BENCHMARK | Language in Reading: Informational | |
| INDICATOR / PROFICIENCY LEVEL | RI.2.12. | Demonstrate understanding of word relationships and nuances in word meanings. |
| INDICATOR | RI.2.12.a. | Identify real-life connections between words and their use. ReadyRosie Category Competition Hink Pink Million Dollar Words |
| INDICATOR | RI.2.12.b. | Distinguish shades of meaning among closely-related verbs and closely-related adjectives. ReadyRosie Category Competition Hink Pink Million Dollar Words |
| STANDARD | KS.RI.2. | Reading: Informational |
| BENCHMARK | Range of Reading and Level of Text | |
| INDICATOR / PROFICIENCY LEVEL | RI.2.13. | Read and comprehend informational text of appropriate quantitative and qualitative complexity for Grade 2. 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? |
| Kansas Academic Standards |
| Language Arts |
| Grade: 3 - Adopted: 2017 |
| STANDARD | KS.W.3. | Writing |
| BENCHMARK | Text Types and Purposes | |
| INDICATOR / PROFICIENCY LEVEL | W.3.1. | Write opinion pieces on topics or texts, supporting a point of view with reasons. |
| INDICATOR | W.3.1.b. | Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. ReadyRosie This Is Important Who Are Your Heroes? |
| INDICATOR | W.3.1.d. | Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. ReadyRosie This Is Important |
| INDICATOR | W.3.1.e. | Provide a concluding statement or section. ReadyRosie This Is Important Who Are Your Heroes? |
| STANDARD | KS.W.3. | Writing |
| BENCHMARK | Text Types and Purposes | |
| INDICATOR / PROFICIENCY LEVEL | W.3.2. | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| INDICATOR | W.3.2.a. | Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. ReadyRosie Create a Song Family Adventure List Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition |
| INDICATOR | W.3.2.b. | Develop the topic with facts, definitions, and details. ReadyRosie Create a Song Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| INDICATOR | W.3.2.c. | Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. ReadyRosie Create a Song |
| INDICATOR | W.3.2.d. | Provide a concluding statement or section. ReadyRosie Write About a Family Tradition Write a Favorite Family Recipe |
| STANDARD | KS.W.3. | Writing |
| BENCHMARK | Text Types and Purposes | |
| INDICATOR / PROFICIENCY LEVEL | W.3.3. | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
| INDICATOR | W.3.3.a. | Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. ReadyRosie A Really Good Story Family Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Writing Telephone Game |
| INDICATOR | W.3.3.b. | Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. ReadyRosie A Really Good Story Family Poem Magical Creature Writing Write Around |
| INDICATOR | W.3.3.c. | Use temporal words and phrases to signal event order. ReadyRosie Family Journaling My Family Comic Strip Sharing Chores and Your Day Write Around Writing Telephone Game |
| INDICATOR | W.3.3.d. | Provide a sense of closure. ReadyRosie Family Journaling Magical Creature Writing My Family Comic Strip Story Train Write Around |
| STANDARD | KS.W.3. | Writing |
| BENCHMARK | Production and Distribution of Writing | |
| INDICATOR / PROFICIENCY LEVEL | W.3.4. | With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. ReadyRosie Family Adventure List Family Journaling I Love My Family Because... Interview an Expert Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Sharing Chores and Your Day Story Train This Is Important Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write Around Write a Favorite Family Recipe |
| INDICATOR / PROFICIENCY LEVEL | W.3.5. | With guidance and support from adults and peers, develop and strengthen writing as needed by planning, revising, and editing. ReadyRosie A Really Good Story This Is Important Write a Favorite Family Recipe |
| STANDARD | KS.W.3. | Writing |
| BENCHMARK | Research to Build and Present Knowledge | |
| INDICATOR / PROFICIENCY LEVEL | W.3.7. | Conduct short research projects that build knowledge about a topic. ReadyRosie Family Interview I Want to Know About Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| INDICATOR / PROFICIENCY LEVEL | W.3.8. | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. ReadyRosie Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| STANDARD | KS.W.3. | Writing |
| BENCHMARK | Language in Writing | |
| INDICATOR / PROFICIENCY LEVEL | W.3.10. | Demonstrate knowledge of language and command of the conventions of standard English grammar and usage when writing. |
| INDICATOR | W.3.10.a. | Choose words and phrases for effect. ReadyRosie Acrostic Poem Create a Song Hinky Pinky and Hinketty Pinketty Million Dollar Words Noun Charades Sharing Chores and Your Day |
| INDICATOR | W.3.10.b. | Experiment with nouns, pronouns, verbs, adjectives, and adverbs when writing, making note of how each functions to create meaning. ReadyRosie Acrostic Poem Noun Charades |
| INDICATOR | W.3.10.c. | Form and use regular and irregular plural nouns, abstract nouns, and regular and irregular verbs. ReadyRosie Noun Charades |
| INDICATOR | W.3.10.d. | Form and use the simple verb tenses (e.g., I walked, I walk, I will walk). ReadyRosie Magical Creature Writing |
| INDICATOR | W.3.10.f. | Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| INDICATOR | W.3.10.h. | Produce simple, compound, and complex sentences. ReadyRosie Magical Creature Writing Writing Telephone Game |
| STANDARD | KS.W.3. | Writing |
| BENCHMARK | Language in Writing | |
| INDICATOR / PROFICIENCY LEVEL | W.3.11. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| INDICATOR | W.3.11.c. | Use commas and quotation marks in dialogue. ReadyRosie Write Around |
| INDICATOR | W.3.11.e. | Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). ReadyRosie Change One Letter Magical Creature Writing Shopping for Syllables Spelling Pattern Game Thinking About Word Chunks Understanding Big Words Word Challenge Write a Letter |
| INDICATOR | W.3.11.f. | Use spelling patterns and generalizations when writing words. ReadyRosie Change One Letter Magical Creature Writing Race You To the Top Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| STANDARD | KS.W.3. | Writing |
| BENCHMARK | Range of Writing | |
| INDICATOR / PROFICIENCY LEVEL | W.3.12. | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. ReadyRosie Family Adventure List Family Journaling Make a Neighborhood Map Nature Journaling This Is Important |
| STANDARD | KS.SL.3. | Speaking and Listening |
| BENCHMARK | Comprehension and Collaboration | |
| INDICATOR / PROFICIENCY LEVEL | SL.3.1. | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 3 topics and texts, building on others’ ideas and expressing their own clearly. |
| INDICATOR | SL.3.1.a. | Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR | SL.3.1.b. | Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR | SL.3.1.c. | Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Conversations in the Car Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Kitchen Conversations Library Visit Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR | SL.3.1.d. | Explain their ideas and understanding in light of the discussion. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| STANDARD | KS.SL.3. | Speaking and Listening |
| BENCHMARK | Comprehension and Collaboration | |
| INDICATOR / PROFICIENCY LEVEL | SL.3.2. | Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. ReadyRosie 20 Questions Draw Family Movie Night My Turn, Your Turn Random, Bizarre Facts |
| INDICATOR / PROFICIENCY LEVEL | SL.3.3. | Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Library Visit Sharing Chores and Your Day This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| STANDARD | KS.SL.3. | Speaking and Listening |
| BENCHMARK | Presentation of Knowledge and Ideas | |
| INDICATOR / PROFICIENCY LEVEL | SL.3.4. | Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. ReadyRosie 20 Questions 20 Questions Draw Create a Song Family Interview Share Your Knowledge Sharing Chores and Your Day Who's Coming to Dinner? |
| INDICATOR / PROFICIENCY LEVEL | SL.3.6. | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| STANDARD | KS.SL.3. | Speaking and Listening |
| BENCHMARK | Language in Speaking and Listening | |
| INDICATOR / PROFICIENCY LEVEL | SL.3.7. | Demonstrate knowledge of language and command of the conventions of standard English grammar and usage when speaking. |
| INDICATOR | SL.3.7.a. | Choose words and phrases for effect. ReadyRosie Acrostic Poem Create a Song Hinky Pinky and Hinketty Pinketty Million Dollar Words Noun Charades Sharing Chores and Your Day |
| INDICATOR | SL.3.7.b. | Experiment with nouns, pronouns, verbs, adjectives, and adverbs when writing, making note of how each functions to create meaning. ReadyRosie Acrostic Poem Noun Charades |
| INDICATOR | SL.3.7.c. | Form and use regular and irregular plural nouns, abstract nouns, and regular and irregular verbs. ReadyRosie Noun Charades |
| INDICATOR | SL.3.7.d. | Form and use the simple verb tenses (e.g., I walked, I walk, I will walk). ReadyRosie Magical Creature Writing |
| INDICATOR | SL.3.7.f. | Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| INDICATOR | SL.3.7.h. | Produce simple, compound, and complex sentences. ReadyRosie Magical Creature Writing Writing Telephone Game |
| STANDARD | KS.SL.3. | Speaking and Listening |
| BENCHMARK | Language in Speaking and Listening | |
| INDICATOR / PROFICIENCY LEVEL | SL.3.8. | Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. ReadyRosie Category Competition Create a Song Feelings Charades Hinky Pinky and Hinketty Pinketty How can I help my child learn new words? Million Dollar Words Noun Charades Share Your Knowledge Sharing Chores and Your Day What Makes a Good Storyteller Wondering About Words |
| STANDARD | KS.RF.3. | Reading: Foundational |
| BENCHMARK | Phonics and Word Recognition | |
| INDICATOR / PROFICIENCY LEVEL | RF.3.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| INDICATOR | RF.3.3.a. | Identify and know the meaning of the most common prefixes and derivational suffixes (e.g., infield, wonderful). ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | RF.3.3.b. | Decode words with common Latin suffixes (e.g., -able, -ation, -ible). ReadyRosie Shopping for Syllables Understanding Big Words |
| INDICATOR | RF.3.3.d. | Read grade-appropriate irregularly spelled words. ReadyRosie Change One Letter Magical Creature Writing Race You To the Top Thinking About Word Chunks Word Challenge Write a Letter |
| STANDARD | KS.RF.3. | Reading: Foundational |
| BENCHMARK | Fluency | |
| INDICATOR / PROFICIENCY LEVEL | RF.3.4. | Read with sufficient accuracy and fluency to support comprehension. |
| INDICATOR | RF.3.4.a. | Read on-level text with purpose and understanding. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule It's All In Your Head My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading That's So Cool What Will You Learn? |
| INDICATOR | RF.3.4.b. | Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Favorite Genres My Turn, Your Turn Poetry Poetry Poetry Routine Pow Wow Crunch Reading Strategy: Model Expressive Reading Song Lyrics |
| INDICATOR | RF.3.4.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Wondering About Words Word Detective |
| STANDARD | KS.RL.3. | Reading: Literature |
| BENCHMARK | Key Ideals and Details | |
| INDICATOR / PROFICIENCY LEVEL | RL.3.1. | 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 |
| INDICATOR / PROFICIENCY LEVEL | RL.3.2. | Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. ReadyRosie Chapter Books Sequence and Summarize Story Train Talking About Books What Makes a Good Storyteller |
| INDICATOR / PROFICIENCY LEVEL | RL.3.3. | Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 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 | KS.RL.3. | Reading: Literature |
| BENCHMARK | Craft and Structure | |
| INDICATOR / PROFICIENCY LEVEL | RL.3.4. | Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer Talking About Books What Makes a Good Storyteller |
| INDICATOR / PROFICIENCY LEVEL | RL.3.5. | Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. ReadyRosie Favorite Genres My Turn, Your Turn Poetry Poetry Poetry Routine Pow Wow Crunch Song Lyrics Talking About Books Tips for helping your child love reading |
| INDICATOR / PROFICIENCY LEVEL | RL.3.6. | Distinguish their own point of view from that of the narrator or those of the characters. ReadyRosie Reading Strategy: Reading and Making Connections |
| STANDARD | KS.RL.3. | Reading: Literature |
| BENCHMARK | Integration of Knowledge and Ideas | |
| INDICATOR / PROFICIENCY LEVEL | RL.3.7. | Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). ReadyRosie Pow Wow Crunch |
| INDICATOR / PROFICIENCY LEVEL | RL.3.9. | Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). ReadyRosie What Makes a Good Storyteller |
| STANDARD | KS.RL.3. | Reading: Literature |
| BENCHMARK | Language in Reading: Literature | |
| INDICATOR / PROFICIENCY LEVEL | RL.3.11. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 3 reading and content, choosing flexibly from a range of strategies. |
| INDICATOR | RL.3.11.a. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Wondering About Words Word Detective |
| INDICATOR | RL.3.11.b. | Determine the meaning of the new word formed when a known affix is added to a known word. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | RL.3.11.c. | Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). ReadyRosie Digging Into Roots |
| INDICATOR | RL.3.11.d. | Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. ReadyRosie Comprehension Clues |
| STANDARD | KS.RL.3. | Reading: Literature |
| BENCHMARK | Language in Reading: Literature | |
| INDICATOR / PROFICIENCY LEVEL | RL.3.12. | Demonstrate understanding of word relationships and nuances in word meanings. |
| INDICATOR | RL.3.12.a. | Distinguish the literal and figurative meanings of words and phrases in context. ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer Wondering About Words Word Detective |
| INDICATOR | RL.3.12.b. | Identify real-life connections between words and their uses. ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| INDICATOR | RL.3.12.c. | Distinguish shades of meaning among related words that describe states of mind or degrees of certainty. ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| STANDARD | KS.RL.3. | Reading: Literature |
| BENCHMARK | Range of Reading and Level of Text | |
| INDICATOR / PROFICIENCY LEVEL | RL.3.13. | Read and comprehend high quality prose and poetry of appropriate quantitative and qualitative complexity for Grade 3. ReadyRosie Favorite Genres My Turn, Your Turn Poetry Poetry Poetry Routine Pow Wow Crunch Reading Strategy: Model Expressive Reading Song Lyrics |
| STANDARD | KS.RI.3. | Reading: Informational Text |
| BENCHMARK | Key Ideals and Details | |
| INDICATOR / PROFICIENCY LEVEL | RI.3.1. | 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? |
| INDICATOR / PROFICIENCY LEVEL | RI.3.2. | 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? |
| INDICATOR / PROFICIENCY LEVEL | RI.3.3. | Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. ReadyRosie Double the Recipe How Far Does It Fly? I Want to Know About Reading Recipes That's So Cool What Will You Learn? |
| STANDARD | KS.RI.3. | Reading: Informational Text |
| BENCHMARK | Craft and Structure | |
| INDICATOR / PROFICIENCY LEVEL | RI.3.4. | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 3 topic or subject area. ReadyRosie Share Your Knowledge Wondering About Words |
| INDICATOR / PROFICIENCY LEVEL | RI.3.5. | Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. ReadyRosie Comprehension Clues Reading Recipes |
| STANDARD | KS.RI.3. | Reading: Informational Text |
| BENCHMARK | Integration of Knowledge and Ideas | |
| INDICATOR / PROFICIENCY LEVEL | RI.3.7. | Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). ReadyRosie How Far Does It Fly? |
| STANDARD | KS.RI.3. | Reading: Informational Text |
| BENCHMARK | Language in Reading: Informational | |
| INDICATOR / PROFICIENCY LEVEL | RI.3.11. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 3 reading and content, choosing flexibly from a range of strategies. |
| INDICATOR | RI.3.11.a. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Wondering About Words Word Detective |
| INDICATOR | RI.3.11.b. | Determine the meaning of the new word formed when a known affix is added to a known word. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | RI.3.11.c. | Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). ReadyRosie Digging Into Roots |
| INDICATOR | RI.3.11.d. | Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. ReadyRosie Comprehension Clues |
| STANDARD | KS.RI.3. | Reading: Informational Text |
| BENCHMARK | Language in Reading: Informational | |
| INDICATOR / PROFICIENCY LEVEL | RI.3.12. | Demonstrate understanding of word relationships and nuances in word meanings. |
| INDICATOR | RI.3.12.a. | Distinguish the literal and figurative meanings of words and phrases in context. ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer Wondering About Words Word Detective |
| INDICATOR | RI.3.12.b. | Identify real-life connections between words and their uses. ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| INDICATOR | RI.3.12.c. | Distinguish shades of meaning among related words that describe states of mind or degrees of certainty. ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| STANDARD | KS.RI.3. | Reading: Informational Text |
| BENCHMARK | Range of Reading and Level of Text | |
| INDICATOR / PROFICIENCY LEVEL | RI.3.13. | Read and comprehend high quality informational text of appropriate quantitative and qualitative complexity for Grade 3. ReadyRosie Books on the Go Daily Reading Routines Favorite Genres Five Finger Rule Random, Bizarre Facts That's So Cool What Will You Learn? |
| Kansas Academic Standards |
| Mathematics |
| Grade: K - Adopted: 2017 |
| STANDARD | KS.K.CC. | Counting and Cardinality |
| BENCHMARK | Know number names and the count sequence. | |
| INDICATOR / PROFICIENCY LEVEL | K.CC.1. | Count to 100 by ones and by tens and identify as a growth pattern. 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 / PROFICIENCY LEVEL | K.CC.2. | Count forward beginning from a given number within the known sequence (instead of having to begin at 1). ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |
| INDICATOR / PROFICIENCY LEVEL | K.CC.3. | Read and write numerals from 0 to 20. ReadyRosie Go Fish My Favorite Things Numbers on My Back Sneaky Math Note Ten in a Row |
| STANDARD | KS.K.CC. | Counting and Cardinality |
| BENCHMARK | Count to tell the number of objects. | |
| INDICATOR / PROFICIENCY LEVEL | K.CC.4. | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| INDICATOR | K.CC.4.a. | When counting objects, say each number’s name in sequential order, pairing each object with one and only one number name and each number name with one and only one object. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Sneaky Math Note Spill the Beans The Biggest Number What Am I Counting? What Do I Have? |
| INDICATOR | K.CC.4.b. | Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Sneaky Math Note Spill the Beans The Biggest Number What Am I Counting? What Do I Have? |
| INDICATOR | K.CC.4.c. | Understand that each successive number name refers to a quantity that is one larger. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |
| INDICATOR | K.CC.4.d. | Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). ReadyRosie Go Fish My Favorite Things Numbers on My Back Sneaky Math Note |
| STANDARD | KS.K.CC. | Counting and Cardinality |
| BENCHMARK | Count to tell the number of objects. | |
| INDICATOR / PROFICIENCY LEVEL | K.CC.5. | Count to answer “how many?” up to20 concrete or pictorial objects arranged in a line, a rectangular array, or a circle, or as many as 10 objects in a scattered configuration (subitizing); given a number from 1 to 20, count out that many objects. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Sneaky Math Note Spill the Beans The Biggest Number What Do I Have? |
| STANDARD | KS.K.CC. | Counting and Cardinality |
| BENCHMARK | Compare numbers. | |
| INDICATOR / PROFICIENCY LEVEL | K.CC.6. | Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, (e.g. by using matching and counting strategies.) Include groups with up to ten objects. ReadyRosie In Ten Seconds More or Less The Biggest Number |
| INDICATOR / PROFICIENCY LEVEL | K.CC.7. | Compare two numbers between 1 and 10 presented as written numerals. ReadyRosie Ten in a Row |
| STANDARD | KS.K.OA. | Operations and Algebraic Thinking |
| BENCHMARK | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. | |
| INDICATOR / PROFICIENCY LEVEL | K.OA.1. | Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations. ReadyRosie Car Race Family Math Book Finish My Set Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes |
| INDICATOR / PROFICIENCY LEVEL | K.OA.2. | Solve addition and subtraction word problems, and add and subtract 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 / PROFICIENCY LEVEL | K.OA.3. | Decompose numbers less than or equal to 10 into pairs in more than one way, (e.g. by using objects or drawings, and record each decomposition by a drawing or equation (e.g. 5=2+3 and 5=4+1)). ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| INDICATOR / PROFICIENCY LEVEL | K.OA.4. | For any number from 1 to 9, find the number that makes 10 when added to the given number, (e.g. by using objects or drawings, and record the answer with a drawing or equation.). ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| INDICATOR / PROFICIENCY LEVEL | K.OA.5. | Fluently (efficiently, accurately, and flexibly) add and subtract within 5. ReadyRosie Car Race Math Fact Memory Roll the Difference Spill the Beans |
| STANDARD | KS.K.NBT. | Number and Operations in Base Ten |
| BENCHMARK | Work with numbers 11–19 to gain foundations for place value. | |
| INDICATOR / PROFICIENCY LEVEL | K.NBT.1. | Compose and decompose numbers from 11 to 19 into ten ones and some further ones, (e.g. by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g. 10+8=18 and 19=10+9); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| STANDARD | KS.K.MD. | Measurement and Data |
| BENCHMARK | Describe and compare measurable attributes. | |
| INDICATOR / PROFICIENCY LEVEL | K.MD.1. | Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. ReadyRosie Blow Your House Down! Hunt and Measure Measurable Me |
| INDICATOR / PROFICIENCY LEVEL | K.MD.2. | Directly compare two objects, with a measureable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. ReadyRosie Blow Your House Down! Guess and Measure How Far Does It Fly? Hunt and Measure Measurable Me Measure your Steps Ramp Car Racing The Right Size |
| STANDARD | KS.K.MD. | Measurement and Data |
| BENCHMARK | Classify objects and count the number of objects in each category. | |
| INDICATOR / PROFICIENCY LEVEL | K.MD.3. | Classify objects into given categories; count the numbers of objects in each category and sort the categories by count (Limit category counts to be less than or equal to 10). ReadyRosie Card Sorting I Spy a Coin Toy Organization |
| STANDARD | KS.K.G. | Geometry |
| BENCHMARK | Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). | |
| INDICATOR / PROFICIENCY LEVEL | K.G.1. | Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. ReadyRosie Is it a Triangle? Pattern Walk Shape Scavenger Hunt |
| INDICATOR / PROFICIENCY LEVEL | K.G.2. | Correctly gives most precise name of shapes regardless of their orientations (position and direction in space) or overall size. ReadyRosie Canned Shape Scavenger Hunt |
| INDICATOR / PROFICIENCY LEVEL | K.G.3. | Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). ReadyRosie Shape Scavenger Hunt |
| STANDARD | KS.K.G. | Geometry |
| BENCHMARK | Analyze, compare, create, and compose shapes. | |
| INDICATOR / PROFICIENCY LEVEL | K.G.4. | Analyze and compare two- and three-dimensional shapes, in different sizes and orientations (position and direction in space), 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 / PROFICIENCY LEVEL | K.G.5. | Model shapes in the world by building shapes from components (e.g. sticks and clay balls) and drawing shapes. ReadyRosie Is it a Triangle? |
| INDICATOR / PROFICIENCY LEVEL | K.G.6. | Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?” ReadyRosie Is it a Triangle? |
| Kansas Academic Standards |
| Mathematics |
| Grade: 1 - Adopted: 2017 |
| STANDARD | KS.1.OA. | Operations and Algebraic Thinking |
| BENCHMARK | Represent and solve problems involving addition and subtraction. | |
| INDICATOR / PROFICIENCY LEVEL | 1.OA.1. | Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, (e.g. by using objects, drawings, and situation equations and/or solution 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 / PROFICIENCY LEVEL | 1.OA.2. | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, (e.g. by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.) ReadyRosie Restaurant Story Problems Ten Scoops The Final Price Is... |
| STANDARD | KS.1.OA. | Operations and Algebraic Thinking |
| BENCHMARK | Understand and apply properties of operations and the relationship between addition and subtraction. | |
| INDICATOR / PROFICIENCY LEVEL | 1.OA.3. | Apply (not necessary to name) properties of operations as strategies to add and subtract. Examples: 8+3=11 is known, then 3+8=11 is also known. (Commutative property of addition.) To add 2+6+4, the second two numbers can be added to make a ten, so 2+6+4=2+10=12. (Associative property of addition.) To add 0 to any number, the answer is that number 7+0=7 (Additive identity property of 0.) Students need not use formal terms for these properties. ReadyRosie Fishing for Doubles |
| INDICATOR / PROFICIENCY LEVEL | 1.OA.4. | example, subtract 10−8 by finding the number that makes 10 when added to 8. ReadyRosie Addition War Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Dimes Ten Scoops |
| STANDARD | KS.1.OA. | Operations and Algebraic Thinking |
| BENCHMARK | Add and subtract within 20. | |
| INDICATOR / PROFICIENCY LEVEL | 1.OA.5. | Relate counting to addition and subtraction (e.g. by counting on 2 to add 2, counting back 1 to subtract 1). ReadyRosie Addition War Domino Addition Fifteen Fact Memory I Can Make You Say 21 Make Ten Roll the Difference |
| INDICATOR / PROFICIENCY LEVEL | 1.OA.6. | Add and subtract within 20, demonstrating fluency (efficiently, accurately, and flexibly) for addition and subtraction within 10. Use mental strategies such as counting on; making ten (e.g. 8+6=8+2+4=10+4=14); decomposing a number leading to a ten (e.g. 13−4=13−3−1=10−1=9); using the relationship between addition and subtraction (e.g. knowing that 8+4=12, one knows 12−8=4); and creating equivalent but easier or known sums (e.g. adding 6+7 by creating the known equivalent 6+6+1=12+1=13). 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 |
| STANDARD | KS.1.OA. | Operations and Algebraic Thinking |
| BENCHMARK | Work with addition and subtraction equations. | |
| INDICATOR / PROFICIENCY LEVEL | 1.OA.8. | Using related equations, Determine the unknown whole number in an addition or subtraction equation. For example, determine the unknown number that makes the equation true in each of the equations ∎−3=7; 7+3=∎. ReadyRosie Where Did I Start? |
| STANDARD | KS.1.NBT. | Number and Operations in Base Ten |
| BENCHMARK | Extend the counting sequence. | |
| INDICATOR / PROFICIENCY LEVEL | 1.NBT.1. | Count to 120 (recognizing growth and repeating patterns), starting at any number less than 120. 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 |
| STANDARD | KS.1.NBT. | Number and Operations in Base Ten |
| BENCHMARK | Understand place value. | |
| INDICATOR / PROFICIENCY LEVEL | 1.NBT.2. | Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: |
| INDICATOR | 1.NBT.2a. | 10 can be thought of as a grouping of ten ones – called a “ten.” ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| INDICATOR | 1.NBT.2b. | The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| INDICATOR | 1.NBT.2c. | 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 | 1.NBT.2d. | Show flexibility in composing and decomposing tens and ones (e.g. 20 can be composed from 2 tens or 1 ten and 10 ones, or 20 ones.) ReadyRosie Fishing for Tens How Many Fingers? How Many Tens in 50? Location Guess My Number Make Ten Sneaky Math Note Stacking Pennies Ten Dimes |
| STANDARD | KS.1.NBT. | Number and Operations in Base Ten |
| BENCHMARK | Understand place value. | |
| INDICATOR / PROFICIENCY LEVEL | 1.NBT.3. | Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the relational symbols >, <, =, and ≠. ReadyRosie Greater Than I'm Thinking of a Number Location Guess My Number Ten in a Row |
| STANDARD | KS.1.NBT. | Number and Operations in Base Ten |
| BENCHMARK | Use place value understanding and properties of operations to add and subtract. | |
| INDICATOR / PROFICIENCY LEVEL | 1.NBT.4. | Add within 100 using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used including: |
| INDICATOR | 1.NBT.4b. | Adding a two-digit number and a multiple of 10. ReadyRosie Broken Calculator Keys Ten Dimes |
| INDICATOR | 1.NBT.4c. | Understanding that when adding two-digit numbers, combine like base-ten units such as tens and tens, ones and ones; and sometimes it is necessary to compose a ten. ReadyRosie Broken Calculator Keys Ten Dimes |
| STANDARD | KS.1.NBT. | Number and Operations in Base Ten |
| BENCHMARK | Use place value understanding and properties of operations to add and subtract. | |
| INDICATOR / PROFICIENCY LEVEL | 1.NBT.5. | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. ReadyRosie Ten More |
| INDICATOR / PROFICIENCY LEVEL | 1.NBT.6. | Subtract multiples of 10 in the range 10 to 90 from multiples of 10 in the range 10 to 90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. ReadyRosie Ten More |
| STANDARD | KS.1.MD. | Measurement and Data |
| BENCHMARK | Measure lengths indirectly and by iterating length units. | |
| INDICATOR / PROFICIENCY LEVEL | 1.MD.1. | Order three objects by length; compare the lengths of two objects indirectly by using a third object. ReadyRosie How Far Does It Fly? Hunt and Measure Measurable Me Ramp Car Racing |
| INDICATOR / PROFICIENCY LEVEL | 1.MD.2. | Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. ReadyRosie Hunt and Measure |
| STANDARD | KS.1.MD. | Measurement and Data |
| BENCHMARK | Tell and write time. | |
| INDICATOR / PROFICIENCY LEVEL | 1.MD.3. | Tell and write time in hours and half-hours using analog and digital clocks. ReadyRosie Body Clock |
| STANDARD | KS.1.MD. | Measurement and Data |
| BENCHMARK | Represent and interpret data. | |
| INDICATOR / PROFICIENCY LEVEL | 1.MD.4. | Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. ReadyRosie Survey Says |
| STANDARD | KS.1.G. | Geometry |
| BENCHMARK | Reason with shapes and their attributes. | |
| INDICATOR / PROFICIENCY LEVEL | 1.G.1. | Distinguish between defining attributes (e.g. triangles are closed and three-sided) versus non-defining attributes (e.g. color, orientation, overall size); build and draw shapes that possess defining attributes. ReadyRosie Folding a Blanket One of These Is Not Like the Other Paper Airplane Geometry |
| INDICATOR / PROFICIENCY LEVEL | 1.G.2. | Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Students do not need to learn formal names such as “right rectangular prism.” ReadyRosie Folding a Blanket Paper Airplane Geometry |
| INDICATOR / PROFICIENCY LEVEL | 1.G.3. | Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Note: fraction notation (1/2, 1/4) is not expected at this grade level. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. ReadyRosie Folding Napkins Making Playdough Together |
| Kansas Academic Standards |
| Mathematics |
| Grade: 2 - Adopted: 2017 |
| STANDARD | KS.2.OA. | Operations and Algebraic Thinking |
| BENCHMARK | Represent and solve problems involving addition and subtraction. | |
| INDICATOR / PROFICIENCY LEVEL | 2.OA.1. | Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, (e.g. by using drawings and situation equations and/or solution equations with a symbol for the unknown number to represent the problem.) ReadyRosie Can I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |
| STANDARD | KS.2.OA. | Operations and Algebraic Thinking |
| BENCHMARK | Add and subtract within 20. | |
| INDICATOR / PROFICIENCY LEVEL | 2.OA.2. | Fluently (efficiently, accurately, and flexibly) add and subtract within 20 using mental strategies (counting on, making a ten, decomposing a number, creating an equivalent but easier and known sum, and using the relationship between addition and subtraction). Work with equal groups of objects to gain foundations for multiplication. ReadyRosie Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Dollars and Dice Fishing for Doubles How Much to 1,000? Skunk Addition The Answer Is Thousand More |
| STANDARD | KS.2.OA. | Operations and Algebraic Thinking |
| BENCHMARK | Work with equal groups of objects to gain foundations for multiplication. | |
| INDICATOR / PROFICIENCY LEVEL | 2.OA.3. | Determine whether a group of objects (up to 20) has an odd or even number of members, (e.g. by pairing objects or counting them by 2s); write an equation to express an even number as a sum of two equal addends. ReadyRosie Even or Odd? |
| INDICATOR / PROFICIENCY LEVEL | 2.OA.4. | Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. ReadyRosie An Array of Brownies I Spy Sums and Products Table Times |
| STANDARD | KS.2.NBT. | Number and Operations in Base Ten |
| BENCHMARK | Understand place value. | |
| INDICATOR / PROFICIENCY LEVEL | 2.NBT.1. | Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; (e.g. 706 equals 7 hundreds, 0 tens, and 6 ones.) Understand the following as special cases: |
| INDICATOR | 2.NBT.1a. | 100 can be thought of as a bundle of ten tens – called a “hundred.” ReadyRosie All About My Number How Much to 1,000? Less Than Location Guess My Number Place Value Battle Place Value Dice |
| INDICATOR | 2.NBT.1b. | The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds. ReadyRosie All About My Number How Much to 1,000? Less Than Place Value Battle Place Value Dice |
| INDICATOR | 2.NBT.1c. | Show flexibility in composing and decomposing hundreds, tens and ones (e.g. 207 can be composed from 2 hundreds 7 ones OR 20 tens 7 ones OR 207 ones OR 1 hundred 10 tens 7 ones OR 1 hundred 9 tens 17 ones, etc.) ReadyRosie Sneaky Math Note |
| STANDARD | KS.2.NBT. | Number and Operations in Base Ten |
| BENCHMARK | Understand place value. | |
| INDICATOR / PROFICIENCY LEVEL | 2.NBT.2. | Count within 1000; skip-count by 2s, 5s, 10s, and 100s; explain and generalize the patterns. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| INDICATOR / PROFICIENCY LEVEL | 2.NBT.3. | Read and write numbers within 1000 using base-ten numerals, number names, expanded form, and unit form. ReadyRosie All About My Number Dollars and Dice Place Value Dice Sneaky Math Note Thousand More |
| INDICATOR / PROFICIENCY LEVEL | 2.NBT.4. | Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, <, =, and ≠ relational 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 | KS.2.NBT. | Number and Operations in Base Ten |
| BENCHMARK | Use place value understanding and properties of operations to add and subtract. | |
| INDICATOR / PROFICIENCY LEVEL | 2.NBT.5. | Fluently (efficiently, accurately, and flexibly) add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction (e.g. composing/decomposing by like base-10 units, using friendly or benchmark numbers, using related equations, compensation, number line, etc.). ReadyRosie 2-Digit Addition War Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice Fishing for Doubles How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| INDICATOR / PROFICIENCY LEVEL | 2.NBT.6. | Add up to four two-digit numbers using strategies based on place value and properties of operations. ReadyRosie 2-Digit Addition War Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice Fishing for Doubles How Much to 1,000? Restaurant Story Problems Skunk Addition The Answer Is Thousand More |
| INDICATOR / PROFICIENCY LEVEL | 2.NBT.7. | Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, like base-ten units such as hundreds and hundreds, tens and tens, ones and ones are used; and sometimes it is necessary to compose or decompose tens or hundreds. ReadyRosie 2-Digit Addition War Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice Fishing for Doubles How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| INDICATOR / PROFICIENCY LEVEL | 2.NBT.8. | Mentally add 10 or 100 to a given number 100 – 900, and mentally subtract 10 or 100 from a given number 100 – 900. ReadyRosie Dollars and Dice |
| INDICATOR / PROFICIENCY LEVEL | 2.NBT.9. | Explain why addition and subtraction strategies work using place value and the properties of operations. The explanations given may be supported by drawings or objects. ReadyRosie Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Dollars and Dice Fishing for Doubles How Much to 1,000? Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| STANDARD | KS.2.MD. | Measurement and Data |
| BENCHMARK | Measure and estimate lengths in standard units. | |
| INDICATOR / PROFICIENCY LEVEL | 2.MD.1. | Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| INDICATOR / PROFICIENCY LEVEL | 2.MD.3. | Estimate lengths using whole units of inches, feet, centimeters, and meters. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| INDICATOR / PROFICIENCY LEVEL | 2.MD.4. | Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit (inches, feet, centimeters, and meters). ReadyRosie How Far Does It Fly? Ramp Car Racing |
| STANDARD | KS.2.MD. | Measurement and Data |
| BENCHMARK | Work with time and money. | |
| INDICATOR / PROFICIENCY LEVEL | 2.MD.8. | Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately (Do not use decimal point, if showing 25 cents, use the word cents or ¢). For example: If you have 2 dimes and 3 pennies, how many cents do you have? ReadyRosie What's in a Dollar? |
| INDICATOR / PROFICIENCY LEVEL | 2.MD.9. | Identify coins and bills and their values. ReadyRosie Coupon Savings Dollars and Dice |
| STANDARD | KS.2.MD. | Measurement and Data |
| BENCHMARK | Represent and interpret data. | |
| INDICATOR / PROFICIENCY LEVEL | 2.MD.10. | Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object using different units. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| STANDARD | KS.2.G. | Geometry |
| BENCHMARK | Reason with shapes and their attributes. | |
| INDICATOR / PROFICIENCY LEVEL | 2.G.1. | Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. ReadyRosie Mystery Shape Paper Airplane Geometry |
| INDICATOR / PROFICIENCY LEVEL | 2.G.2. | Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. ReadyRosie An Array of Brownies |
| INDICATOR / PROFICIENCY LEVEL | 2.G.3. | Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Note: fraction notation 1/2, 1/3, 1/4 is not expected at this grade level. Recognize that equal shares of identical wholes need not have the same shape. ReadyRosie Counting Fractions |
| Kansas Academic Standards |
| Mathematics |
| Grade: 3 - Adopted: 2017 |
| STANDARD | KS.3.OA. | Operations and Algebraic Thinking |
| BENCHMARK | Represent and solve problems involving multiplication and division. | |
| INDICATOR / PROFICIENCY LEVEL | 3.OA.1. | Interpret products of whole numbers, (e.g. interpret 5⋅7 as the total number of objects in 5 groups of 7 objects each.) ReadyRosie I Spy Sums and Products Let's Go to 100 Multiplication War Price Per Pound Say it a Different Way |
| INDICATOR / PROFICIENCY LEVEL | 3.OA.2. | Interpret whole-number quotients of whole numbers, (e.g. interpret 568 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 / PROFICIENCY LEVEL | 3.OA.3. | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem.) ReadyRosie Can I Stump You? Family Math Book Let's Go to 100 Table Times |
| INDICATOR / PROFICIENCY LEVEL | 3.OA.4. | Determine the unknown whole number in a multiplication or division equation by using related equations. For example, determine the unknown number that makes the equation true in each of the equations 8⋅? = 48; 5 = ∎÷3; 6 x 6=___ ReadyRosie Math Mind Reading Parts Unknown |
| STANDARD | KS.3.OA. | Operations and Algebraic Thinking |
| BENCHMARK | Understand properties of multiplication and the relationship between multiplication and division. | |
| INDICATOR / PROFICIENCY LEVEL | 3.OA.5. | Apply properties of operations as strategies to multiply and divide. Examples: If 6⋅4=24 is known, then 4⋅6=24 is also known. (Commutative property of multiplication.) 3⋅5⋅2 can be found by 3⋅5=15, then 15⋅2=30, or by 5⋅2=10, then 3⋅10=30. (Associative property of multiplication.) Knowing that 8⋅5=40 and 8⋅2=16, one can find 8⋅7 as 8⋅(5+2)=(8⋅5)+(8⋅2)=40+16=56. (Distributive property.) Students need not use formal terms for these properties. ReadyRosie I Spy Sums and Products Multiplication War |
| INDICATOR / PROFICIENCY LEVEL | 3.OA.6. | Understand division as an unknown-factor problem. For example, find 328 by finding the number that makes 32 when multiplied by 8. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |
| STANDARD | KS.3.OA. | Operations and Algebraic Thinking |
| BENCHMARK | Multiply and divide within 100 (basic facts up to 10 x 10). | |
| INDICATOR / PROFICIENCY LEVEL | 3.OA.7. | Fluently (efficiently, accurately, and flexibly) multiply and divide with single digit multiplications and related divisions using strategies (e.g. relationship between multiplication and division, doubles, double and double again, half and then double, etc.) 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 | KS.3.OA. | Operations and Algebraic Thinking |
| BENCHMARK | Solve problems involving the four operations, and identify and explain patterns in arithmetic. | |
| INDICATOR / PROFICIENCY LEVEL | 3.OA.8. | Solve two-step word problems using any of the four operations. Represent these problems using both situation equations and/or solution equations with a letter or symbol standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. This standard is limited to problems posed with whole numbers and having whole-number answers. ReadyRosie Can I Stump You? Family Math Book Input Output Let's Go to 100 Make One Up Restaurant Story Problems Table Times |
| STANDARD | KS.3.NBT. | Number and Operations in Base Ten |
| BENCHMARK | Use place value understanding and properties of operations to perform multi-digit arithmetic. | |
| INDICATOR / PROFICIENCY LEVEL | 3.NBT.1. | Use place value understanding to round whole numbers to the nearest 10 or 100. ReadyRosie Round Showdown The Greater Number |
| INDICATOR / PROFICIENCY LEVEL | 3.NBT.2. | Fluently (efficiently, accurately, & flexibly) add and subtract within 1000 using strategies (e.g. composing/decomposing by like base-10 units, using friendly or benchmark numbers, using related equations, compensation, number line, etc.) and algorithms (including, but not limited to: traditional, partial-sums, etc.) based on place value, properties of operations, and/or the relationship between addition and subtraction. ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition The Answer Is Thousand More What's the Difference? |
| STANDARD | KS.3.NF. | Number and Operations – Fractions |
| BENCHMARK | Develop understanding of fractions as numbers. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) | |
| INDICATOR / PROFICIENCY LEVEL | 3.NF.1. | 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. ReadyRosie Fractions on a Number Line Shape Up! |
| STANDARD | KS.3.NF. | Number and Operations – Fractions |
| BENCHMARK | Develop understanding of fractions as numbers. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) | |
| INDICATOR / PROFICIENCY LEVEL | 3.NF.3. | Explain equivalence of fractions, and compare fractions by reasoning about their size (it is a mathematical convention that when comparing fractions, the whole is the same size). |
| INDICATOR | 3.NF.3a. | Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. ReadyRosie Sharing an Apple |
| INDICATOR | 3.NF.3b. | Recognize and generate simple equivalent fractions, (e.g. 1/2 = 2/4, 4/6 = 2/3.) Explain why the fractions are equivalent, e.g. by using a visual fraction model. ReadyRosie Sharing an Apple |
| INDICATOR | 3.NF.3c. | Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. ReadyRosie Fractions on a Number Line Shape Up! |
| INDICATOR | 3.NF.3d. | Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the relational symbols >, <, =, or ≠, and justify the conclusions, (e.g. by using a visual fraction model.) ReadyRosie Fractions on a Number Line |
| STANDARD | KS.3.MD. | Measurement and Data |
| BENCHMARK | Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. | |
| INDICATOR / PROFICIENCY LEVEL | 3.MD.1. | Tell and write time to the nearest minute using a.m. and p.m. and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, (e.g. by representing the problem on a number line diagram.) ReadyRosie Now is the Time |
| INDICATOR / PROFICIENCY LEVEL | 3.MD.2. | Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l) (Excludes cubed units such as cm^3 and finding the geometric volume of a container). ReadyRosie Cooking Estimation Double the Recipe Reading Recipes |
| INDICATOR / PROFICIENCY LEVEL | 3.MD.3. | Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, (e.g. by using drawings (such as a beaker with a measurement scale) to represent the problem.) (Excludes multiplicative comparison problems) ReadyRosie Cooking Estimation Double the Recipe Reading Recipes |
| STANDARD | KS.3.MD. | Measurement and Data |
| BENCHMARK | Represent and interpret data. | |
| INDICATOR / PROFICIENCY LEVEL | 3.MD.4. | Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. ReadyRosie Graphing Walking Goals |
| INDICATOR / PROFICIENCY LEVEL | 3.MD.5. | Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units – whole numbers, halves, or quarters. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| STANDARD | KS.3.MD. | Measurement and Data |
| BENCHMARK | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. | |
| INDICATOR / PROFICIENCY LEVEL | 3.MD.6. | Recognize area as an attribute of plane figures and understand concepts of area measurement. |
| INDICATOR | 3.MD.6a. | A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area (does not require standard square units). ReadyRosie Cracker Perimeter & Area |
| INDICATOR | 3.MD.6b. | A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units (does not require standard square units). ReadyRosie Cracker Perimeter & Area |
| STANDARD | KS.3.MD. | Measurement and Data |
| BENCHMARK | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. | |
| INDICATOR / PROFICIENCY LEVEL | 3.MD.7. | Measure areas by counting unit squares (square cm, square m, square in, square ft, and non-standard square units). ReadyRosie Cracker Perimeter & Area |
| STANDARD | KS.3.MD. | Measurement and Data |
| BENCHMARK | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. | |
| INDICATOR / PROFICIENCY LEVEL | 3.MD.8. | Relate area to the operations of multiplication and addition. |
| INDICATOR | 3.MD.8c. | Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b+c is the sum of ݑșݑ and ϰݑșݑ. Use area models to represent the distributive property in mathematical reasoning (Supports 3.OA.5). ReadyRosie I Spy Sums and Products |
| STANDARD | KS.3.G. | Geometry |
| BENCHMARK | Reason with shapes and their attributes. | |
| INDICATOR / PROFICIENCY LEVEL | 3.G.2. | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. ReadyRosie Counting Fractions Shape Up! |
| Kansas Academic Standards |
| Science |
| Grade: K - Adopted: 2013 |
| STANDARD | KS.K-LS. | LIFE SCIENCE |
| BENCHMARK | K-LS1. | From Molecules to Organisms: Structures and Processes |
| INDICATOR / PROFICIENCY LEVEL | Students who demonstrate understanding can: | |
| INDICATOR | K-LS1-1. | Use observations to describe patterns of what plants and animals (including humans) need to survive. ReadyRosie Family Sensory Walk |
| STANDARD | KS.K-ESS. | EARTH AND SPACE SCIENCE |
| BENCHMARK | K-ESS3. | Earth and Human Activity |
| INDICATOR / PROFICIENCY LEVEL | Students who demonstrate understanding can: | |
| INDICATOR | K-ESS3-1. | Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. ReadyRosie Family Sensory Walk |
| STANDARD | KS.K-2-ETS. | ENGINEERING DESIGN |
| BENCHMARK | K-2-ETS1. | Engineering Design |
| INDICATOR / PROFICIENCY LEVEL | Students who demonstrate understanding can: | |
| INDICATOR | K-2-ETS1-1. | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. ReadyRosie Ramp Car Racing |
| INDICATOR | K-2-ETS1-3. | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. ReadyRosie Ramp Car Racing |
| Kansas Academic Standards |
| Science |
| Grade: 1 - Adopted: 2013 |
| STANDARD | KS.1-LS. | LIFE SCIENCE |
| BENCHMARK | 1-LS3. | Heredity: Inheritance and Variation of Traits |
| INDICATOR / PROFICIENCY LEVEL | Students who demonstrate understanding can: | |
| INDICATOR | 1-LS3-1. | Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. ReadyRosie Family Sensory Walk |
| STANDARD | KS.K-2-ETS. | ENGINEERING DESIGN |
| BENCHMARK | K-2-ETS1. | Engineering Design |
| INDICATOR / PROFICIENCY LEVEL | Students who demonstrate understanding can: | |
| INDICATOR | K-2-ETS1-1. | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. ReadyRosie Ramp Car Racing |
| INDICATOR | K-2-ETS1-3. | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. ReadyRosie Ramp Car Racing |
| Kansas Academic Standards |
| Science |
| Grade: 2 - Adopted: 2013 |
| STANDARD | KS.K-2-ETS. | ENGINEERING DESIGN |
| BENCHMARK | K-2-ETS1. | Engineering Design |
| INDICATOR / PROFICIENCY LEVEL | Students who demonstrate understanding can: | |
| INDICATOR | K-2-ETS1-1. | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. ReadyRosie Ramp Car Racing |
| INDICATOR | K-2-ETS1-3. | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. ReadyRosie Ramp Car Racing |
| Kansas Academic Standards |
| Science |
| Grade: 3 - Adopted: 2013 |
| STANDARD | KS.3-5-ETS. | ENGINEERING DESIGN |
| BENCHMARK | 3-5-ETS1. | Engineering Design |
| INDICATOR / PROFICIENCY LEVEL | Students who demonstrate understanding can: | |
| INDICATOR | 3-5-ETS1-2. | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. ReadyRosie Ramp Car Racing |