Maine Learning Results

Main Criteria: Maine Learning Results
Secondary Criteria: ReadyRosie
Subjects: Health and PE, Language Arts, Mathematics, Science
Grades: K, 1, 2, 3
Correlation Options: Show Correlated

Maine Learning Results
Health and PE
Grade: K - Adopted: 2007
STRAND / DOMAIN ME.A.Health Concepts: Students comprehend concepts related to health promotion and disease prevention to enhance health.
CATEGORY / PERFORMANCE INDICATOR A1.Healthy Behaviors and Personal Health: Students recognize that healthy behaviors impact personal health.

ReadyRosie
Brushing Your Teeth
Clap and Count
CATEGORY / PERFORMANCE INDICATOR A6.Basic Health Concepts: Students identify basic health terms related to family life; nutrition; personal health; safety and injury prevention; and tobacco, alcohol, and other drug use prevention.

ReadyRosie
Clap and Count
Emotion Meter Scale
Red Light, Green Light
School Routine Practice
Story of Your Name
Survey Says
Write a Favorite Family Recipe
STRAND / DOMAIN ME.B.Health Information, Products, and Services: Students demonstrate the ability to access valid health information, services, and products to enhance health.
CATEGORY / PERFORMANCE INDICATOR B1.Validity of Resources: Students identify trusted adults and professionals who can help promote health.

ReadyRosie
All About My Family
Family Poem
CATEGORY / PERFORMANCE INDICATOR B2.Locating Health Resources: Students identify ways to locate school and community health helpers.

ReadyRosie
Super Kindness
STRAND / DOMAIN ME.C.Health Promotion and Risk Reduction: Students demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
CATEGORY / PERFORMANCE INDICATOR C3.Self-Management: Students demonstrate coping strategies to use when feeling too excited, anxious, upset, angry, or out of control.

ReadyRosie
Red Light Purple Light Challenge
STRAND / DOMAIN ME.D.Influences on Health: Students analyze the ability of family, peers, culture, media, technology, and other factors to enhance health.
CATEGORY / PERFORMANCE INDICATOR D1.Influences on Health Practices/Behaviors: Students identify influences on personal health practices and behaviors.
STANDARD D1.b.Identify what the school can do to support personal health practices and behaviors.

ReadyRosie
Super Kindness
STRAND / DOMAIN ME.E.Communication and Advocacy Skills: Students demonstrate the ability to use interpersonal communication and advocacy skills to enhance personal, family, and community health.
CATEGORY / PERFORMANCE INDICATOR E1.Interpersonal Communication Skills: Students demonstrate healthy ways to communicate.
STANDARD E1.a.Demonstrate healthy ways to express needs, wants, and feelings.

ReadyRosie
Emotion Meter Scale
Family Poem
Feelings Charades
School Routine Practice
What Do I Like?
STANDARD E1.b.Distinguish between verbal and nonverbal communication.

ReadyRosie
Sharing Chores and Your Day
STANDARD E1.c.Make requests to promote personal health.

ReadyRosie
Emotion Meter Scale
Family Poem
Feelings Charades
School Routine Practice
What Do I Like?
STANDARD E1.d.Demonstrate listening skills to enhance health.

ReadyRosie
Conversation Starters
Feelings Charades
Routine Strategy: Transition Timer
Sharing Chores and Your Day
Sink or Swim
STANDARD E1.e.Demonstrate ways to respond to an unwanted, threatening, or dangerous situation including telling a trusted adult if threatened or harmed.

ReadyRosie
All About My Family
Family Poem
STRAND / DOMAIN ME.F.Decision-Making and Goal-Setting Skills: Students demonstrate the ability to make decisions and set goals to enhance health.
CATEGORY / PERFORMANCE INDICATOR F1.Decision-Making: Students identify situations where a health-related decision is needed.
STANDARD F1.a.Differentiate between situations when health-related decisions can appropriately be made by the individual and when assistance is needed.

ReadyRosie
Super Kindness
CATEGORY / PERFORMANCE INDICATOR F2.Goal-Setting: Students identify a short-term personal health goal and take action toward achieving the goal.

ReadyRosie
Setting Summer Learning Goals
CATEGORY / PERFORMANCE INDICATOR F3.Long-Term Health Plan: No performance indicator.

ReadyRosie
Setting Summer Learning Goals
STRAND / DOMAIN ME.I.Personal and Social Skills and Knowledge: Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.
CATEGORY / PERFORMANCE INDICATOR I1.Cooperative Skills: Students demonstrate taking turns and sharing while participating in physical activities.

ReadyRosie
Clap and Count
Emotion Meter Scale
Is my child overscheduled?
Red Light, Green Light
Routine Strategy: Transition Timer
Simon Says
Super Kindness
CATEGORY / PERFORMANCE INDICATOR I2.Responsible Behavior: Students follow procedures for safe behaviors, including maintaining appropriate personal space, while participating in physical activities.

ReadyRosie
Clap and Count
Emotion Meter Scale
Is my child overscheduled?
Red Light, Green Light
Routine Strategy: Transition Timer
Simon Says
CATEGORY / PERFORMANCE INDICATOR I3.Safety Rules and Rules of Play: Students identify safety rules and rule of play for games/physical activities.

ReadyRosie
Conversation Starters
Fishing for Tens
How do I get my child to______?
Red Light, Green Light
Routine Strategy: Transition Timer
Sink or Swim

Maine Learning Results
Health and PE
Grade: 1 - Adopted: 2007
STRAND / DOMAIN ME.A.Health Concepts: Students comprehend concepts related to health promotion and disease prevention to enhance health.
CATEGORY / PERFORMANCE INDICATOR A1.Healthy Behaviors and Personal Health: Students recognize that healthy behaviors impact personal health.

ReadyRosie
Brushing Your Teeth
Clap and Count
CATEGORY / PERFORMANCE INDICATOR A6.Basic Health Concepts: Students identify basic health terms related to family life; nutrition; personal health; safety and injury prevention; and tobacco, alcohol, and other drug use prevention.

ReadyRosie
Clap and Count
Emotion Meter Scale
I Love My Family Because...
Red Light, Green Light
School Routine Practice
Story of Your Name
Survey Says
Write a Favorite Family Recipe
STRAND / DOMAIN ME.B.Health Information, Products, and Services: Students demonstrate the ability to access valid health information, services, and products to enhance health.
CATEGORY / PERFORMANCE INDICATOR B1.Validity of Resources: Students identify trusted adults and professionals who can help promote health.

ReadyRosie
All About My Family
Family Poem
CATEGORY / PERFORMANCE INDICATOR B2.Locating Health Resources: Students identify ways to locate school and community health helpers.

ReadyRosie
Super Kindness
STRAND / DOMAIN ME.C.Health Promotion and Risk Reduction: Students demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
CATEGORY / PERFORMANCE INDICATOR C3.Self-Management: Students demonstrate coping strategies to use when feeling too excited, anxious, upset, angry, or out of control.

ReadyRosie
Red Light Purple Light Challenge
STRAND / DOMAIN ME.D.Influences on Health: Students analyze the ability of family, peers, culture, media, technology, and other factors to enhance health.
CATEGORY / PERFORMANCE INDICATOR D1.Influences on Health Practices/Behaviors: Students identify influences on personal health practices and behaviors.
STANDARD D1.b.Identify what the school can do to support personal health practices and behaviors.

ReadyRosie
Super Kindness
STRAND / DOMAIN ME.E.Communication and Advocacy Skills: Students demonstrate the ability to use interpersonal communication and advocacy skills to enhance personal, family, and community health.
CATEGORY / PERFORMANCE INDICATOR E1.Interpersonal Communication Skills: Students demonstrate healthy ways to communicate.
STANDARD E1.a.Demonstrate healthy ways to express needs, wants, and feelings.

ReadyRosie
Emotion Meter Scale
Family Poem
Feelings Charades
I Love My Family Because...
Inside Outside Traits
School Routine Practice
What Do I Like?
What Do I See When I Hear...?
What I Like About Me
STANDARD E1.b.Distinguish between verbal and nonverbal communication.

ReadyRosie
Sharing Chores and Your Day
STANDARD E1.c.Make requests to promote personal health.

ReadyRosie
Emotion Meter Scale
Family Poem
Feelings Charades
I Love My Family Because...
Inside Outside Traits
School Routine Practice
What Do I Like?
What Do I See When I Hear...?
What I Like About Me
STANDARD E1.d.Demonstrate listening skills to enhance health.

ReadyRosie
Conversation Starters
Feelings Charades
I Love My Family Because...
Routine Strategy: Transition Timer
Sharing Chores and Your Day
Sink or Swim
STANDARD E1.e.Demonstrate ways to respond to an unwanted, threatening, or dangerous situation including telling a trusted adult if threatened or harmed.

ReadyRosie
All About My Family
Family Poem
STRAND / DOMAIN ME.F.Decision-Making and Goal-Setting Skills: Students demonstrate the ability to make decisions and set goals to enhance health.
CATEGORY / PERFORMANCE INDICATOR F1.Decision-Making: Students identify situations where a health-related decision is needed.
STANDARD F1.a.Differentiate between situations when health-related decisions can appropriately be made by the individual and when assistance is needed.

ReadyRosie
Super Kindness
Survey Says
What Do I Like?
CATEGORY / PERFORMANCE INDICATOR F2.Goal-Setting: Students identify a short-term personal health goal and take action toward achieving the goal.

ReadyRosie
Setting Summer Learning Goals
CATEGORY / PERFORMANCE INDICATOR F3.Long-Term Health Plan: No performance indicator.

ReadyRosie
Setting Summer Learning Goals
STRAND / DOMAIN ME.I.Personal and Social Skills and Knowledge: Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.
CATEGORY / PERFORMANCE INDICATOR I1.Cooperative Skills: Students demonstrate taking turns and sharing while participating in physical activities.

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
CATEGORY / PERFORMANCE INDICATOR I2.Responsible Behavior: Students follow procedures for safe behaviors, including maintaining appropriate personal space, while participating in physical activities.

ReadyRosie
Clap and Count
Emotion Meter Scale
Is my child overscheduled?
Red Light, Green Light
Routine Strategy: Transition Timer
Simon Says
CATEGORY / PERFORMANCE INDICATOR I3.Safety Rules and Rules of Play: Students identify safety rules and rule of play for games/physical activities.

ReadyRosie
Conversation Starters
Fishing for Tens
How do I get my child to______?
Red Light, Green Light
Routine Strategy: Transition Timer
Sink or Swim

Maine Learning Results
Health and PE
Grade: 2 - Adopted: 2007
STRAND / DOMAIN ME.A.Health Concepts: Students comprehend concepts related to health promotion and disease prevention to enhance health.
CATEGORY / PERFORMANCE INDICATOR A1.Healthy Behaviors and Personal Health: Students recognize that healthy behaviors impact personal health.

ReadyRosie
Brushing Your Teeth
CATEGORY / PERFORMANCE INDICATOR A6.Basic Health Concepts: Students identify basic health terms related to family life; nutrition; personal health; safety and injury prevention; and tobacco, alcohol, and other drug use prevention.

ReadyRosie
Emotion Meter Scale
I Love My Family Because...
Story of Your Name
Write a Favorite Family Recipe
STRAND / DOMAIN ME.B.Health Information, Products, and Services: Students demonstrate the ability to access valid health information, services, and products to enhance health.
CATEGORY / PERFORMANCE INDICATOR B1.Validity of Resources: Students identify trusted adults and professionals who can help promote health.

ReadyRosie
Family Poem
This Is Important
Who Are Your Heroes?
CATEGORY / PERFORMANCE INDICATOR B2.Locating Health Resources: Students identify ways to locate school and community health helpers.

ReadyRosie
Super Kindness
Who Are Your Heroes?
STRAND / DOMAIN ME.C.Health Promotion and Risk Reduction: Students demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
CATEGORY / PERFORMANCE INDICATOR C3.Self-Management: Students demonstrate coping strategies to use when feeling too excited, anxious, upset, angry, or out of control.

ReadyRosie
Red Light Purple Light Challenge
STRAND / DOMAIN ME.D.Influences on Health: Students analyze the ability of family, peers, culture, media, technology, and other factors to enhance health.
CATEGORY / PERFORMANCE INDICATOR D1.Influences on Health Practices/Behaviors: Students identify influences on personal health practices and behaviors.
STANDARD D1.b.Identify what the school can do to support personal health practices and behaviors.

ReadyRosie
Super Kindness
Who Are Your Heroes?
STRAND / DOMAIN ME.E.Communication and Advocacy Skills: Students demonstrate the ability to use interpersonal communication and advocacy skills to enhance personal, family, and community health.
CATEGORY / PERFORMANCE INDICATOR E1.Interpersonal Communication Skills: Students demonstrate healthy ways to communicate.
STANDARD E1.a.Demonstrate healthy ways to express needs, wants, and feelings.

ReadyRosie
Emotion Meter Scale
Family Poem
Feelings Charades
I Love My Family Because...
Inside Outside Traits
This Is Important
What Do I See When I Hear...?
What I Like About Me
Who Are Your Heroes?
STANDARD E1.b.Distinguish between verbal and nonverbal communication.

ReadyRosie
Sharing Chores and Your Day
STANDARD E1.c.Make requests to promote personal health.

ReadyRosie
Emotion Meter Scale
Family Poem
Feelings Charades
I Love My Family Because...
Inside Outside Traits
This Is Important
What Do I See When I Hear...?
What I Like About Me
Who Are Your Heroes?
STANDARD E1.d.Demonstrate listening skills to enhance health.

ReadyRosie
Conversation Starters
Feelings Charades
I Love My Family Because...
Kitchen Conversations
Routine Strategy: Transition Timer
Sharing Chores and Your Day
STANDARD E1.e.Demonstrate ways to respond to an unwanted, threatening, or dangerous situation including telling a trusted adult if threatened or harmed.

ReadyRosie
Family Poem
This Is Important
Who Are Your Heroes?
STRAND / DOMAIN ME.F.Decision-Making and Goal-Setting Skills: Students demonstrate the ability to make decisions and set goals to enhance health.
CATEGORY / PERFORMANCE INDICATOR F1.Decision-Making: Students identify situations where a health-related decision is needed.
STANDARD F1.a.Differentiate between situations when health-related decisions can appropriately be made by the individual and when assistance is needed.

ReadyRosie
Fair Share
Super Kindness
CATEGORY / PERFORMANCE INDICATOR F2.Goal-Setting: Students identify a short-term personal health goal and take action toward achieving the goal.

ReadyRosie
Setting Summer Learning Goals
CATEGORY / PERFORMANCE INDICATOR F3.Long-Term Health Plan: No performance indicator.

ReadyRosie
Setting Summer Learning Goals
STRAND / DOMAIN ME.I.Personal and Social Skills and Knowledge: Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.
CATEGORY / PERFORMANCE INDICATOR I1.Cooperative Skills: Students demonstrate taking turns and sharing while participating in physical activities.

ReadyRosie
Emotion Meter Scale
Fair Share
Is my child overscheduled?
Routine Strategy: Transition Timer
Simon Says
Super Kindness
This Is Important
CATEGORY / PERFORMANCE INDICATOR I2.Responsible Behavior: Students follow procedures for safe behaviors, including maintaining appropriate personal space, while participating in physical activities.

ReadyRosie
Emotion Meter Scale
Is my child overscheduled?
Routine Strategy: Transition Timer
Simon Says
This Is Important
CATEGORY / PERFORMANCE INDICATOR I3.Safety Rules and Rules of Play: Students identify safety rules and rule of play for games/physical activities.

ReadyRosie
Conversation Starters
How do I get my child to______?
Routine Strategy: Transition Timer
Subtraction War

Maine Learning Results
Health and PE
Grade: 3 - Adopted: 2007
STRAND / DOMAIN ME.A.Health Concepts: Students comprehend concepts related to health promotion and disease prevention to enhance health.
CATEGORY / PERFORMANCE INDICATOR A1.Healthy Behaviors and Personal Health: Students explain the relationship between healthy behaviors and personal health.

ReadyRosie
Brushing Your Teeth
CATEGORY / PERFORMANCE INDICATOR A2.Dimensions of Health: Students identify examples of physical, mental, emotional, and social health during childhood.

ReadyRosie
Emotion Meter Scale
Family Poem
Feelings Charades
I Love My Family Because...
Inside Outside Traits
This Is Important
Who Are Your Heroes?
CATEGORY / PERFORMANCE INDICATOR A6.Basic Health Concepts: Students define basic health concepts related to family life; nutrition; personal health; safety and injury prevention; and tobacco, alcohol, and other drug use prevention.

ReadyRosie
Emotion Meter Scale
I Love My Family Because...
Story of Your Name
Write a Favorite Family Recipe
STRAND / DOMAIN ME.C.Health Promotion and Risk Reduction: Students demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
CATEGORY / PERFORMANCE INDICATOR C3.Self-Management: Students demonstrate strategies that can be used to manage stress, anger, or grief.

ReadyRosie
Red Light Purple Light Challenge
STRAND / DOMAIN ME.E.Communication and Advocacy Skills: Students demonstrate the ability to use interpersonal communication and advocacy skills to enhance personal, family, and community health.
CATEGORY / PERFORMANCE INDICATOR E1.Interpersonal Communication Skills: Students demonstrate effective verbal and nonverbal interpersonal communication skills to enhance health.
STANDARD E1.a.Demonstrate appropriate listening skills to enhance health.

ReadyRosie
Conversation Starters
Feelings Charades
I Love My Family Because...
Kitchen Conversations
Routine Strategy: Transition Timer
Sharing Chores and Your Day
STANDARD E1.b.Demonstrate effective verbal and non-verbal communication skills including assertiveness skills to enhance health.

ReadyRosie
Sharing Chores and Your Day
STANDARD E1.c.Demonstrate how to ask for assistance to enhance personal health.

ReadyRosie
Family Poem
This Is Important
Who Are Your Heroes?
STANDARD E1.e.Demonstrate non-violent strategies to manage or resolve conflict.

ReadyRosie
Feelings Charades
How can I stop my kids from fighting?
Problem Solving Tool: Rock, Paper, Scissors
STRAND / DOMAIN ME.E.Communication and Advocacy Skills: Students demonstrate the ability to use interpersonal communication and advocacy skills to enhance personal, family, and community health.
CATEGORY / PERFORMANCE INDICATOR E2.Advocacy Skills: Students encourage others to make positive health choices.
STANDARD E2.a.Express opinions about health issues.

ReadyRosie
Routine Strategy: Chore Chart
STANDARD E2.b.Give accurate information about health issues.

ReadyRosie
Routine Strategy: Chore Chart
STRAND / DOMAIN ME.F.Decision-Making and Goal-Setting Skills: Students demonstrate the ability to make decisions and set goals to enhance health.
CATEGORY / PERFORMANCE INDICATOR F1.Decision-Making: Students apply decision-making steps to enhance health.
STANDARD F1.a.Identify health-related situations that might require a thoughtful decision.

ReadyRosie
Problem Solving Tool: Rock, Paper, Scissors
STANDARD F1.b.List healthy options to health-related issues or problems and predict the potential outcomes of each option when making a health-related decision.

ReadyRosie
Problem Solving Tool: Rock, Paper, Scissors
STANDARD F1.c.Choose a healthy option when making a decision.

ReadyRosie
Problem Solving Tool: Rock, Paper, Scissors
STANDARD F1.d.Describe the outcome of a health-related decision.

ReadyRosie
Problem Solving Tool: Rock, Paper, Scissors
STRAND / DOMAIN ME.F.Decision-Making and Goal-Setting Skills: Students demonstrate the ability to make decisions and set goals to enhance health.
CATEGORY / PERFORMANCE INDICATOR F2.Goal-Setting: Students utilize goal-setting skills to implement a short-term personal health goal.
STANDARD F2.a.Set a short-term personal health goal.

ReadyRosie
Setting Summer Learning Goals
STANDARD F2.b.Identify resources to assist in achieving the health goal.

ReadyRosie
Setting Summer Learning Goals
STANDARD F2.c.Track progress toward achieving the goal.

ReadyRosie
Setting Summer Learning Goals
CATEGORY / PERFORMANCE INDICATOR F3.Long-Term Health Plan: No performance indicator.

ReadyRosie
Setting Summer Learning Goals
STRAND / DOMAIN ME.I.Personal and Social Skills and Knowledge: Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.
CATEGORY / PERFORMANCE INDICATOR I1.Cooperative Skills: Students demonstrate cooperative skills while participating in physical activities.
STANDARD I1.a.Demonstrate active listening.

ReadyRosie
Emotion Meter Scale
Fair Share
Is my child overscheduled?
Routine Strategy: Transition Timer
Simon Says
Super Kindness
This Is Important
STANDARD I1.b.Get along with others.

ReadyRosie
Emotion Meter Scale
Fair Share
Is my child overscheduled?
Routine Strategy: Transition Timer
Simon Says
Super Kindness
This Is Important
STANDARD I1.c.Accept responsibility for personal behavior.

ReadyRosie
Emotion Meter Scale
Is my child overscheduled?
Routine Strategy: Transition Timer
Simon Says
This Is Important
CATEGORY / PERFORMANCE INDICATOR I2.Responsible Behavior: Students demonstrate safe behaviors and appropriate equipment use while participating in physical activities.

ReadyRosie
Emotion Meter Scale
Is my child overscheduled?
Routine Strategy: Transition Timer
Simon Says
This Is Important
CATEGORY / PERFORMANCE INDICATOR I3.Safety Rules and Rules of Play: Students describe safety rules and rules of play for games/physical activities.

ReadyRosie
Conversation Starters
How do I get my child to______?
Routine Strategy: Transition Timer

Maine Learning Results
Language Arts
Grade: K - Adopted: 2010
STRAND / DOMAIN ME.CC.RL.K.Reading Standards for Literature
CATEGORY / PERFORMANCE INDICATOR Key Ideas and Details
STANDARD 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
STANDARD 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
STANDARD 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
STRAND / DOMAIN ME.CC.RL.K.Reading Standards for Literature
CATEGORY / PERFORMANCE INDICATOR Craft and Structure
STANDARD 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
STANDARD RL.K.5.Recognize common types of texts (e.g., storybooks, poems).

ReadyRosie
What Do I Like?
STANDARD 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
STRAND / DOMAIN ME.CC.RL.K.Reading Standards for Literature
CATEGORY / PERFORMANCE INDICATOR Integration of Knowledge and Ideas
STANDARD 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
STANDARD 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
STRAND / DOMAIN ME.CC.RL.K.Reading Standards for Literature
CATEGORY / PERFORMANCE INDICATOR Range of Reading and Level of Text Complexity
STANDARD RL.K.10.Actively engage in group reading activities with purpose and understanding.

ReadyRosie
I Read to You, You Read to Me
Making Connections
Pattern Books
Storytelling with a Picture Book
STRAND / DOMAIN ME.CC.RI.K.Reading Standards for Informational Text
CATEGORY / PERFORMANCE INDICATOR Key Ideas and Details
STANDARD RI.K.1.With prompting and support, ask and answer questions about key details in a text.

ReadyRosie
Book Cover Conversations
What's Cool About Nonfiction?
Who Am I?
STANDARD 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?
STRAND / DOMAIN ME.CC.RI.K.Reading Standards for Informational Text
CATEGORY / PERFORMANCE INDICATOR Craft and Structure
STANDARD RI.K.4.With prompting and support, ask and answer questions about unknown words in a text.

ReadyRosie
Share Your Knowledge
STRAND / DOMAIN ME.CC.RI.K.Reading Standards for Informational Text
CATEGORY / PERFORMANCE INDICATOR Integration of Knowledge and Ideas
STANDARD 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?
STANDARD 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?
STRAND / DOMAIN ME.CC.RI.K.Reading Standards for Informational Text
CATEGORY / PERFORMANCE INDICATOR Range of Reading and Level of Text Complexity
STANDARD RI.K.10.Actively engage in group reading activities with purpose and understanding.

ReadyRosie
I Read to You, You Read to Me
STRAND / DOMAIN ME.CC.RF.K.Reading Standards: Foundational Skills
CATEGORY / PERFORMANCE INDICATOR Print Concepts
STANDARD RF.K.1.Demonstrate understanding of the organization and basic features of print.
EXPECTATION 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
EXPECTATION RF.K.1(c)Understand that words are separated by spaces in print.

ReadyRosie
Reading Strategy: Using Your Reading Finger
EXPECTATION 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
STRAND / DOMAIN ME.CC.RF.K.Reading Standards: Foundational Skills
CATEGORY / PERFORMANCE INDICATOR Phonological Awareness
STANDARD RF.K.2.Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
EXPECTATION RF.K.2(a)Recognize and produce rhyming words.

ReadyRosie
Name Rhymes
Nursery Rhymes
Reading Rhymes
Silly Song Singing
Stinkle, Stinkle, Stittle Star
EXPECTATION RF.K.2(c)Blend and segment onsets and rimes of single-syllable spoken words.

ReadyRosie
Reading Strategy: Chunk the Word
EXPECTATION 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
Family Alliteration Name Game
Stinkle, Stinkle, Stittle Star
Super Hero Names
EXPECTATION 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
STRAND / DOMAIN ME.CC.RF.K.Reading Standards: Foundational Skills
CATEGORY / PERFORMANCE INDICATOR Phonics and Word Recognition
STANDARD RF.K.3.Know and apply grade-level phonics and word analysis skills in decoding words.
EXPECTATION 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!
EXPECTATION 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
EXPECTATION 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!
EXPECTATION RF.K.3(d)Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

ReadyRosie
Reading Strategies: Look at the Picture
Reading Strategy: Chunk the Word
Word Man
You Know It!
STRAND / DOMAIN ME.CC.RF.K.Reading Standards: Foundational Skills
CATEGORY / PERFORMANCE INDICATOR Fluency
STANDARD 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?
STRAND / DOMAIN ME.CC.W.K.Writing Standards
CATEGORY / PERFORMANCE INDICATOR Text Types and Purposes
STANDARD 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
STANDARD 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
STANDARD 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
STRAND / DOMAIN ME.CC.W.K.Writing Standards
CATEGORY / PERFORMANCE INDICATOR Production and Distribution of Writing
STANDARD 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
STRAND / DOMAIN ME.CC.W.K.Writing Standards
CATEGORY / PERFORMANCE INDICATOR Research to Build and Present Knowledge
STANDARD 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
STANDARD 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
STRAND / DOMAIN ME.CC.SL.K.Speaking and Listening Standards
CATEGORY / PERFORMANCE INDICATOR Comprehension and Collaboration
STANDARD SL.K.1.Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
EXPECTATION 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?
EXPECTATION 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?
STRAND / DOMAIN ME.CC.SL.K.Speaking and Listening Standards
CATEGORY / PERFORMANCE INDICATOR Comprehension and Collaboration
STANDARD 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
STANDARD 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?
STRAND / DOMAIN ME.CC.SL.K.Speaking and Listening Standards
CATEGORY / PERFORMANCE INDICATOR Presentation of Knowledge and Ideas
STANDARD SL.K.4.Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

ReadyRosie
20 Questions Draw
A Memorable Story
Color Poem
Conversation Starters
Here Are the Facts
I Know All About
I Spy
Sharing Chores and Your Day
Where Would You Go?
Who's Coming to Dinner?
STANDARD 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?
STANDARD SL.K.6.Speak audibly and express thoughts, feelings, and ideas clearly.

ReadyRosie
Conversation Starters
Here Are the Facts
I Know All About
Sharing Chores and Your Day
Simon Says
Where Would You Go?
Who Am I?
STRAND / DOMAIN ME.CC.L.K.Language Standards
CATEGORY / PERFORMANCE INDICATOR Conventions of Standard English
STANDARD L.K.1.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
EXPECTATION L.K.1(a)Print many upper- and lowercase letters.

ReadyRosie
Captioning Your Childhood
Favorite People Place Cards
Letters on My Back
Make an Invitation
Write Your Name
EXPECTATION L.K.1(b)Use frequently occurring nouns and verbs.

ReadyRosie
All About My Family
EXPECTATION L.K.1(d)Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

ReadyRosie
20 Questions Draw
Conversation Starters
Freeze Dance
Guess Who
I Spy
Library Visit
Storytelling Together
Who Am I?
Who's Coming to Dinner?
EXPECTATION L.K.1(f)Produce and expand complete sentences in shared language activities.

ReadyRosie
Captioning Your Childhood
Make a Card
STRAND / DOMAIN ME.CC.L.K.Language Standards
CATEGORY / PERFORMANCE INDICATOR Conventions of Standard English
STANDARD L.K.2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
EXPECTATION L.K.2(a)Capitalize the first word in a sentence and the pronoun I.

ReadyRosie
Make an Invitation
EXPECTATION L.K.2(b)Recognize and name end punctuation.

ReadyRosie
Isn't That Bold?
EXPECTATION L.K.2(c)Write a letter or letters for most consonant and short-vowel sounds (phonemes).

ReadyRosie
Captioning Your Childhood
Favorite People Place Cards
Letters on My Back
Make an Invitation
Write Your Name
EXPECTATION L.K.2(d)Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

ReadyRosie
All About My Family
I Found This
Make a Card
Make a List
Make an Invitation
Word Man
Write a Letter
STRAND / DOMAIN ME.CC.L.K.Language Standards
CATEGORY / PERFORMANCE INDICATOR Vocabulary Acquisition and Use
STANDARD L.K.5.With guidance and support from adults, explore word relationships and nuances in word meanings.
EXPECTATION L.K.5(a)Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

ReadyRosie
Guess the Group
EXPECTATION L.K.5(b)Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

ReadyRosie
Speedy Synonyms
EXPECTATION L.K.5(d)Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

ReadyRosie
Nursery Rhymes
STRAND / DOMAIN ME.CC.L.K.Language Standards
CATEGORY / PERFORMANCE INDICATOR Vocabulary Acquisition and Use
STANDARD L.K.6.Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

ReadyRosie
Family Sensory Walk
Feelings Charades
How can I help my child learn new words?
Nursery Rhymes
Reading Rhymes
Share Your Knowledge
Storytelling with a Picture Book
What Makes a Good Storyteller

Maine Learning Results
Language Arts
Grade: 1 - Adopted: 2010
STRAND / DOMAIN ME.CC.RL.1.Reading Standards for Literature
CATEGORY / PERFORMANCE INDICATOR Key Ideas and Details
STANDARD 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
STANDARD 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
STANDARD RL.1.3.Describe characters, settings, and major events in a story, using key details.

ReadyRosie
Chapter Books
Character Connection
Feelings Charades
Funny Pictures
Inside Outside Traits
Reading Strategy: Reading and Making Connections
Story Train
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
STRAND / DOMAIN ME.CC.RL.1.Reading Standards for Literature
CATEGORY / PERFORMANCE INDICATOR Craft and Structure
STANDARD 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?
STANDARD 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?
STANDARD RL.1.6.Identify who is telling the story at various points in a text.

ReadyRosie
Reading Strategy: Reading and Making Connections
STRAND / DOMAIN ME.CC.RL.1.Reading Standards for Literature
CATEGORY / PERFORMANCE INDICATOR Integration of Knowledge and Ideas
STANDARD 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
STANDARD 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
STRAND / DOMAIN ME.CC.RL.1.Reading Standards for Literature
CATEGORY / PERFORMANCE INDICATOR Range of Reading and Level of Text Complexity
STANDARD RL.1.10.With prompting and support, read prose and poetry of appropriate complexity for grade

ReadyRosie
Poetry Routine
Reading Strategy: Model Expressive Reading
What Do I Like?
STRAND / DOMAIN ME.CC.RI.1.Reading Standards for Informational Text
CATEGORY / PERFORMANCE INDICATOR Key Ideas and Details
STANDARD 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?
STANDARD 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?
STRAND / DOMAIN ME.CC.RI.1.Reading Standards for Informational Text
CATEGORY / PERFORMANCE INDICATOR Craft and Structure
STANDARD 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
STANDARD 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
STANDARD RI.1.6.Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

ReadyRosie
How Far Does It Fly?
How To
Is It Real?
What Do You Want to Know?
What's Cool About Nonfiction?
STRAND / DOMAIN ME.CC.RI.1.Reading Standards for Informational Text
CATEGORY / PERFORMANCE INDICATOR Integration of Knowledge and Ideas
STANDARD 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?
STANDARD 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?
STRAND / DOMAIN ME.CC.RI.1.Reading Standards for Informational Text
CATEGORY / PERFORMANCE INDICATOR Range of Reading and Level of Text Complexity
STANDARD RI.1.10.With prompting and support, read informational texts appropriately complex for grade

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?
STRAND / DOMAIN ME.CC.RF.1.Reading Standards: Foundational Skills
CATEGORY / PERFORMANCE INDICATOR Print Concepts
STANDARD RF.1.1.Demonstrate understanding of the organization and basic features of print.
EXPECTATION RF.1.1(a)Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

ReadyRosie
Reading Strategies: Punctuation Expression
STRAND / DOMAIN ME.CC.RF.1.Reading Standards: Foundational Skills
CATEGORY / PERFORMANCE INDICATOR Phonological Awareness
STANDARD RF.1.2.Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
EXPECTATION 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
EXPECTATION RF.1.2(b)Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

ReadyRosie
Looking for Chunks
Reading Strategy: Chunk the Word
Word Man
EXPECTATION RF.1.2(c)Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

ReadyRosie
Begin with the End
Family Alliteration Name Game
STRAND / DOMAIN ME.CC.RF.1.Reading Standards: Foundational Skills
CATEGORY / PERFORMANCE INDICATOR Phonics and Word Recognition
STANDARD RF.1.3.Know and apply grade-level phonics and word analysis skills in decoding words.
EXPECTATION RF.1.3(a)Know the spelling-sound correspondences for common consonant digraphs.

ReadyRosie
Looking for Chunks
Reading Strategy: Chunk the Word
Word Man
EXPECTATION 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!
EXPECTATION RF.1.3(c)Know final -e and common vowel team conventions for representing long vowel sounds.

ReadyRosie
Change One Letter
EXPECTATION 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
EXPECTATION RF.1.3(e)Decode two-syllable words following basic patterns by breaking the words into syllables.

ReadyRosie
Little Words Inside Bigger Words
Looking for Chunks
Reading Strategy: Cover the Suffix
Rhyming Hand Game
EXPECTATION RF.1.3(g)Recognize and read grade-appropriate irregularly spelled words.

ReadyRosie
Change One Letter
Fishing for Words
Magical Creature Writing
Make a Card
My Words, Your Words
Race You To the Top
Reading Strategy: Give the Word
Thinking About Word Chunks
Where's That Word?
Word Challenge
Word Man
Write a Letter
You Know It!
STRAND / DOMAIN ME.CC.RF.1.Reading Standards: Foundational Skills
CATEGORY / PERFORMANCE INDICATOR Fluency
STANDARD RF.1.4.Read with sufficient accuracy and fluency to support comprehension.
EXPECTATION 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?
EXPECTATION 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
EXPECTATION 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
STRAND / DOMAIN ME.CC.W.1.Writing Standards
CATEGORY / PERFORMANCE INDICATOR Text Types and Purposes
STANDARD 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
STANDARD 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
STANDARD 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
STRAND / DOMAIN ME.CC.W.1.Writing Standards
CATEGORY / PERFORMANCE INDICATOR Production and Distribution of Writing
STANDARD 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
STRAND / DOMAIN ME.CC.W.1.Writing Standards
CATEGORY / PERFORMANCE INDICATOR Research to Build and Present Knowledge
STANDARD 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'd Really Like
Make a Card
Nature Journaling
STANDARD 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
STRAND / DOMAIN ME.CC.SL.1.Speaking and Listening Standards
CATEGORY / PERFORMANCE INDICATOR Comprehension and Collaboration
STANDARD SL.1.1.Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
EXPECTATION 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?
EXPECTATION 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?
EXPECTATION 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?
STRAND / DOMAIN ME.CC.SL.1.Speaking and Listening Standards
CATEGORY / PERFORMANCE INDICATOR Comprehension and Collaboration
STANDARD 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
STANDARD 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?
STRAND / DOMAIN ME.CC.SL.1.Speaking and Listening Standards
CATEGORY / PERFORMANCE INDICATOR Presentation of Knowledge and Ideas
STANDARD SL.1.4.Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

ReadyRosie
20 Questions Draw
Color Poem
Conversation Starters
Describe It
Funny Pictures
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
STANDARD 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
STANDARD SL.1.6.Produce complete sentences when appropriate to task and situation.

ReadyRosie
Guess Who
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
STRAND / DOMAIN ME.CC.L.1.Language Standards
CATEGORY / PERFORMANCE INDICATOR Conventions of Standard English
STANDARD L.1.1.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
EXPECTATION L.1.1(a)Print all upper- and lowercase letters.

ReadyRosie
Captioning Your Childhood
Letters on My Back
Make an Invitation
Write Your Name
EXPECTATION L.1.1(b)Use common, proper, and possessive nouns.

ReadyRosie
All About My Family
Noun Charades
Picture Talk
EXPECTATION L.1.1(c)Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

ReadyRosie
Captioning Your Childhood
Noun Charades
Picture Talk
EXPECTATION L.1.1(d)Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

ReadyRosie
Picture Talk
EXPECTATION L.1.1(e)Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

ReadyRosie
Magical Creature Writing
Picture Talk
EXPECTATION L.1.1(f)Use frequently occurring adjectives.

ReadyRosie
Make a Card
Picture Talk
EXPECTATION L.1.1(i)Use frequently occurring prepositions (e.g., during, beyond, toward).

ReadyRosie
Picture Talk
EXPECTATION L.1.1(j)Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

ReadyRosie
Captioning Your Childhood
Magical Creature Writing
Make a Card
Picture Talk
STRAND / DOMAIN ME.CC.L.1.Language Standards
CATEGORY / PERFORMANCE INDICATOR Conventions of Standard English
STANDARD L.1.2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
EXPECTATION L.1.2(a)Capitalize dates and names of people.

ReadyRosie
Make a Card
Make an Invitation
Write a Letter
EXPECTATION L.1.2(b)Use end punctuation for sentences.

ReadyRosie
Magical Creature Writing
Write a Letter
EXPECTATION L.1.2(d)Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

ReadyRosie
All About My Family
Change One Letter
I Found This
Magical Creature Writing
Make a Card
Make a List
Make an Invitation
Race You To the Top
Thinking About Word Chunks
Word Challenge
Word Man
Write a Letter
EXPECTATION L.1.2(e)Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

ReadyRosie
All About My Family
Change One Letter
I Found This
Magical Creature Writing
Make a Card
Make a List
Make an Invitation
Thinking About Word Chunks
Word Challenge
Word Man
Write a Letter
STRAND / DOMAIN ME.CC.L.1.Language Standards
CATEGORY / PERFORMANCE INDICATOR Vocabulary Acquisition and Use
STANDARD L.1.4.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
EXPECTATION L.1.4(a)Use sentence-level context as a clue to the meaning of a word or phrase.

ReadyRosie
Reading Rhymes
Reading Strategies: Look at the Picture
Reading Strategies: Slow Down, Reread
What Does It Mean?
Wondering About Words
EXPECTATION L.1.4(b)Use frequently occurring affixes as a clue to the meaning of a word.

ReadyRosie
Reading Strategy: Cover the Suffix
STRAND / DOMAIN ME.CC.L.1.Language Standards
CATEGORY / PERFORMANCE INDICATOR Vocabulary Acquisition and Use
STANDARD L.1.5.With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
EXPECTATION L.1.5(a)Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

ReadyRosie
Noun Charades
Words to Chew On
EXPECTATION L.1.5(b)Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

ReadyRosie
Noun Charades
Words to Chew On
EXPECTATION L.1.5(c)Identify real-life connections between words and their use (e.g., note places at home that are cozy).

ReadyRosie
Million Dollar Words
EXPECTATION L.1.5(d)Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

ReadyRosie
Million Dollar Words
Nursery Rhymes
STRAND / DOMAIN ME.CC.L.1.Language Standards
CATEGORY / PERFORMANCE INDICATOR Vocabulary Acquisition and Use
STANDARD L.1.6.Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that).

ReadyRosie
Family Sensory Walk
Feelings Charades
How can I help my child learn new words?
Nursery Rhymes
Reading Rhymes

Maine Learning Results
Language Arts
Grade: 2 - Adopted: 2010
STRAND / DOMAIN ME.CC.RL.2.Reading Standards for Literature
CATEGORY / PERFORMANCE INDICATOR Key Ideas and Details
STANDARD 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
STANDARD 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
STRAND / DOMAIN ME.CC.RL.2.Reading Standards for Literature
CATEGORY / PERFORMANCE INDICATOR Craft and Structure
STANDARD 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
STANDARD 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
STANDARD 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
STRAND / DOMAIN ME.CC.RL.2.Reading Standards for Literature
CATEGORY / PERFORMANCE INDICATOR Integration of Knowledge and Ideas
STANDARD 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
STANDARD RL.2.9.Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

ReadyRosie
What Makes a Good Storyteller
STRAND / DOMAIN ME.CC.RL.2.Reading Standards for Literature
CATEGORY / PERFORMANCE INDICATOR Range of Reading and Level of Text Complexity
STANDARD RL.2.10.By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ReadyRosie
Books on the Go
Can You See It?
Chapter Books
Color Poem Free Verse
Daily Reading Routines
Five Finger Rule
My Turn, Your Turn
My Turn, Your Turn Poetry
Poetry
Pow Wow Crunch
Read a Little, Think a Little
Reading Dialogue
Reading Strategies: Punctuation Expression
Reading Strategy: Give the Word
Reading Strategy: Model Expressive Reading
Reading Strategy: Reading and Making Connections
Song Lyrics
What Makes a Good Storyteller
STRAND / DOMAIN ME.CC.RI.2.Reading Standards for Informational Text
CATEGORY / PERFORMANCE INDICATOR Key Ideas and Details
STANDARD 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?
STANDARD RI.2.2.Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

ReadyRosie
How To
That's So Cool
STANDARD 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?
STRAND / DOMAIN ME.CC.RI.2.Reading Standards for Informational Text
CATEGORY / PERFORMANCE INDICATOR Craft and Structure
STANDARD 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
STANDARD 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?
STANDARD 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?
STRAND / DOMAIN ME.CC.RI.2.Reading Standards for Informational Text
CATEGORY / PERFORMANCE INDICATOR Integration of Knowledge and Ideas
STANDARD 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
STANDARD RI.2.8.Describe how reasons support specific points the author makes in a text.

ReadyRosie
How To
STRAND / DOMAIN ME.CC.RI.2.Reading Standards for Informational Text
CATEGORY / PERFORMANCE INDICATOR Range of Reading and Level of Text Complexity
STANDARD RI.2.10.By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ReadyRosie
Books on the Go
Daily Reading Routines
Five Finger Rule
How Far Does It Fly?
How To
I Want to Know About
I Went to the Zoo and Saw
Random, Bizarre Facts
Reading Recipes
Reading Strategies: Punctuation Expression
Reading Strategy: Give the Word
That's So Cool
What Do You Wonder?
STRAND / DOMAIN ME.CC.RF.2.Reading Standards: Foundational Skills
CATEGORY / PERFORMANCE INDICATOR Phonics and Word Recognition
STANDARD RF.2.3.Know and apply grade-level phonics and word analysis skills in decoding words.
EXPECTATION RF.2.3(b)Know spelling-sound correspondences for additional common vowel teams.

ReadyRosie
Shopping for Syllables
Thinking About Word Chunks
EXPECTATION 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
EXPECTATION RF.2.3(d)Decode words with common prefixes and suffixes.

ReadyRosie
Reading Strategy: Cover the Suffix
Shopping for Syllables
Understanding Big Words
Unpacking Prefixes
EXPECTATION RF.2.3(e)Identify words with inconsistent but common spelling-sound correspondences.

ReadyRosie
Reading Strategy: Give the Word
Thinking About Word Chunks
EXPECTATION RF.2.3(f)Recognize and read grade-appropriate irregularly spelled words.

ReadyRosie
My Words, Your Words
Race You To the Top
Reading Strategy: Give the Word
Thinking About Word Chunks
STRAND / DOMAIN ME.CC.RF.2.Reading Standards: Foundational Skills
CATEGORY / PERFORMANCE INDICATOR Fluency
STANDARD RF.2.4.Read with sufficient accuracy and fluency to support comprehension.
EXPECTATION RF.2.4(a)Read on-level text with purpose and understanding.

ReadyRosie
Books on the Go
Building a Fort
Can You See It?
Chapter Books
Daily Reading Routines
Five Finger Rule
I Read to You, You Read to Me
My Library List
My Turn, Your Turn
Pow Wow Crunch
Read a Little, Think a Little
Reading Dialogue
Reading Strategies: Punctuation Expression
Reading Strategy: Give the Word
Reading Strategy: Model Expressive Reading
That's So Cool
What Do You Wonder?
EXPECTATION RF.2.4(b)Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

ReadyRosie
Building a Fort
Reading Dialogue
Reading Strategies: Punctuation Expression
Reading Strategies: Slow Down, Reread
Reading Strategy: Give the Word
EXPECTATION RF.2.4(c)Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ReadyRosie
Reading Strategies: Slow Down, Reread
Wondering About Words
STRAND / DOMAIN ME.CC.W.2.Writing Standards
CATEGORY / PERFORMANCE INDICATOR Text Types and Purposes
STANDARD 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?
STANDARD 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
STANDARD 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
STRAND / DOMAIN ME.CC.W.2.Writing Standards
CATEGORY / PERFORMANCE INDICATOR Production and Distribution of Writing
STANDARD 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
STRAND / DOMAIN ME.CC.W.2.Writing Standards
CATEGORY / PERFORMANCE INDICATOR Research to Build and Present Knowledge
STANDARD 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
STANDARD 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?
STRAND / DOMAIN ME.CC.SL.2.Speaking and Listening Standards
CATEGORY / PERFORMANCE INDICATOR Comprehension and Collaboration
STANDARD SL.2.1.Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
EXPECTATION 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?
EXPECTATION 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?
EXPECTATION 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?
STRAND / DOMAIN ME.CC.SL.2.Speaking and Listening Standards
CATEGORY / PERFORMANCE INDICATOR Comprehension and Collaboration
STANDARD 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
STANDARD 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?
STRAND / DOMAIN ME.CC.SL.2.Speaking and Listening Standards
CATEGORY / PERFORMANCE INDICATOR Presentation of Knowledge and Ideas
STANDARD SL.2.4.Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

ReadyRosie
20 Questions
20 Questions Draw
Create a Song
Family Interview
Sharing Chores and Your Day
What I Like About Me
Who's Coming to Dinner?
STANDARD SL.2.6.Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

ReadyRosie
20 Questions
Family Interview
Guess Who
Sharing Chores and Your Day
Simon Says
Take a Stand
What I Like About Me
Who's Coming to Dinner?
STRAND / DOMAIN ME.CC.L.2.Language Standards
CATEGORY / PERFORMANCE INDICATOR Conventions of Standard English
STANDARD L.2.1.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
EXPECTATION L.2.1(a)Use collective nouns (e.g., group).

ReadyRosie
20 Questions
Noun Charades
EXPECTATION L.2.1(b)Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

ReadyRosie
Noun Charades
EXPECTATION L.2.1(d)Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

ReadyRosie
Family Journaling
EXPECTATION L.2.1(e)Use adjectives and adverbs, and choose between them depending on what is to be modified.

ReadyRosie
Acrostic Poem
Picture Talk
EXPECTATION L.2.1(f)Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

ReadyRosie
20 Questions
Guess Who
Hidden Messages
Magical Creature Writing
Simon Says
What I Like About Me
Who's Coming to Dinner?
Writing Telephone Game
STRAND / DOMAIN ME.CC.L.2.Language Standards
CATEGORY / PERFORMANCE INDICATOR Conventions of Standard English
STANDARD L.2.2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
EXPECTATION L.2.2(a)Capitalize holidays, product names, and geographic names.

ReadyRosie
Writing Telephone Game
EXPECTATION L.2.2(b)Use commas in greetings and closings of letters.

ReadyRosie
Hidden Messages
Write a Thank You Note
Write to the Tooth Fairy
EXPECTATION L.2.2(d)Generalize learned spelling patterns when writing words (e.g., cage-->badge; boy-->boil).

ReadyRosie
Change One Letter
Magical Creature Writing
Race You To the Top
Spelling Pattern Game
Thinking About Word Chunks
Word Challenge
Write a Letter
STRAND / DOMAIN ME.CC.L.2.Language Standards
CATEGORY / PERFORMANCE INDICATOR Knowledge of Language
STANDARD L.2.3.Use knowledge of language and its conventions when writing, speaking, reading, or listening.
EXPECTATION L.2.3(a)Compare formal and informal uses of English.

ReadyRosie
Share Your Knowledge
Sharing Chores and Your Day
STRAND / DOMAIN ME.CC.L.2.Language Standards
CATEGORY / PERFORMANCE INDICATOR Vocabulary Acquisition and Use
STANDARD L.2.4.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
EXPECTATION L.2.4(a)Use sentence-level context as a clue to the meaning of a word or phrase.

ReadyRosie
Reading Strategies: Slow Down, Reread
Wondering About Words
EXPECTATION L.2.4(b)Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

ReadyRosie
Shopping for Syllables
Understanding Big Words
Unpacking Prefixes
EXPECTATION L.2.4(c)Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

ReadyRosie
Digging Into Roots
EXPECTATION L.2.4(d)Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

ReadyRosie
Playground Compounds
EXPECTATION L.2.4(e)Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

ReadyRosie
Comprehension Clues
Finding Information
STRAND / DOMAIN ME.CC.L.2.Language Standards
CATEGORY / PERFORMANCE INDICATOR Vocabulary Acquisition and Use
STANDARD L.2.5.Demonstrate understanding of word relationships and nuances in word meanings.
EXPECTATION L.2.5(a)Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

ReadyRosie
Category Competition
Hink Pink
Million Dollar Words
EXPECTATION L.2.5(b)Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

ReadyRosie
Category Competition
Hink Pink
Million Dollar Words
STRAND / DOMAIN ME.CC.L.2.Language Standards
CATEGORY / PERFORMANCE INDICATOR Vocabulary Acquisition and Use
STANDARD L.2.6.Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

ReadyRosie
20 Questions Draw
Color Poem
Color Poem Free Verse
Conversation Starters
Describe It
Feelings Charades
Funny Pictures
Hink Pink
How can I help my child learn new words?
Sharing Chores and Your Day
What I Like About Me
What Makes a Good Storyteller
Who's Coming to Dinner?

Maine Learning Results
Language Arts
Grade: 3 - Adopted: 2010
STRAND / DOMAIN ME.CC.RL.3.Reading Standards for Literature
CATEGORY / PERFORMANCE INDICATOR Key Ideas and Details
STANDARD 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
STANDARD 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
STANDARD 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
STRAND / DOMAIN ME.CC.RL.3.Reading Standards for Literature
CATEGORY / PERFORMANCE INDICATOR Craft and Structure
STANDARD 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
STANDARD 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
STANDARD 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
STRAND / DOMAIN ME.CC.RL.3.Reading Standards for Literature
CATEGORY / PERFORMANCE INDICATOR Integration of Knowledge and Ideas
STANDARD 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
STANDARD 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
STRAND / DOMAIN ME.CC.RL.3.Reading Standards for Literature
CATEGORY / PERFORMANCE INDICATOR Range of Reading and Level of Text Complexity
STANDARD RL.3.10.By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

ReadyRosie
Books on the Go
Chapter Books
Daily Reading Routines
Favorite Genres
Five Finger Rule
It's All In Your Head
My Turn, Your Turn
My Turn, Your Turn Poetry
Poetry
Poetry Routine
Pow Wow Crunch
Read a Little, Think a Little
Reading Dialogue
Reading Strategy: Model Expressive Reading
Reading Strategy: Reading and Making Connections
Song Lyrics
What Makes a Good Storyteller
STRAND / DOMAIN ME.CC.RI.3.Reading Standards for Informational Text
CATEGORY / PERFORMANCE INDICATOR Key Ideas and Details
STANDARD 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?
STANDARD 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?
STANDARD 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?
STRAND / DOMAIN ME.CC.RI.3.Reading Standards for Informational Text
CATEGORY / PERFORMANCE INDICATOR Craft and Structure
STANDARD 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
STANDARD 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
STRAND / DOMAIN ME.CC.RI.3.Reading Standards for Informational Text
CATEGORY / PERFORMANCE INDICATOR Integration of Knowledge and Ideas
STANDARD 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?
STRAND / DOMAIN ME.CC.RI.3.Reading Standards for Informational Text
CATEGORY / PERFORMANCE INDICATOR Range of Reading and Level of Text Complexity
STANDARD RI.3.10.By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.

ReadyRosie
Books on the Go
Daily Reading Routines
Double the Recipe
Favorite Genres
Five Finger Rule
How Far Does It Fly?
I Want to Know About
Random, Bizarre Facts
Reading Recipes
That's So Cool
What Will You Learn?
STRAND / DOMAIN ME.CC.RF.3.Reading Standards: Foundational Skills
CATEGORY / PERFORMANCE INDICATOR Phonics and Word Recognition
STANDARD RF.3.3.Know and apply grade-level phonics and word analysis skills in decoding words.
EXPECTATION RF.3.3(a)Identify and know the meaning of the most common prefixes and derivational suffixes.

ReadyRosie
Shopping for Syllables
Understanding Big Words
Unpacking Prefixes
EXPECTATION RF.3.3(b)Decode words with common Latin suffixes.

ReadyRosie
Shopping for Syllables
Understanding Big Words
EXPECTATION 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
STRAND / DOMAIN ME.CC.RF.3.Reading Standards: Foundational Skills
CATEGORY / PERFORMANCE INDICATOR Fluency
STANDARD RF.3.4.Read with sufficient accuracy and fluency to support comprehension.
EXPECTATION 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?
EXPECTATION 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
EXPECTATION RF.3.4(c)Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ReadyRosie
Wondering About Words
Word Detective
STRAND / DOMAIN ME.CC.W.3.Writing Standards
CATEGORY / PERFORMANCE INDICATOR Text Types and Purposes
STANDARD W.3.1.Write opinion pieces on topics or texts, supporting a point of view with reasons.
EXPECTATION W.3.1(a)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?
EXPECTATION W.3.1(c)Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

ReadyRosie
This Is Important
EXPECTATION W.3.1(d)Provide a concluding statement or section.

ReadyRosie
This Is Important
Who Are Your Heroes?
STRAND / DOMAIN ME.CC.W.3.Writing Standards
CATEGORY / PERFORMANCE INDICATOR Text Types and Purposes
STANDARD W.3.2.Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
EXPECTATION 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
EXPECTATION 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
EXPECTATION 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
EXPECTATION W.3.2(d)Provide a concluding statement or section.

ReadyRosie
Write About a Family Tradition
Write a Favorite Family Recipe
STRAND / DOMAIN ME.CC.W.3.Writing Standards
CATEGORY / PERFORMANCE INDICATOR Text Types and Purposes
STANDARD W.3.3.Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
EXPECTATION 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
EXPECTATION 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
EXPECTATION 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
EXPECTATION W.3.3(d)Provide a sense of closure.

ReadyRosie
Family Journaling
Magical Creature Writing
My Family Comic Strip
Story Train
Write Around
STRAND / DOMAIN ME.CC.W.3.Writing Standards
CATEGORY / PERFORMANCE INDICATOR Production and Distribution of Writing
STANDARD W.3.4.With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

ReadyRosie
Family Adventure List
Family Journaling
I Love My Family Because...
Interview an Expert
Magical Creature Writing
Make a Neighborhood Map
My Family Comic Strip
Nature Journaling
Sharing Chores and Your Day
Story Train
This Is Important
Tips for storytelling: Using gestures
Why is storytelling important?
Why should we tell family stories?
Write About a Family Tradition
Write Around
Write a Favorite Family Recipe
STANDARD W.3.5.With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

ReadyRosie
A Really Good Story
This Is Important
Write a Favorite Family Recipe
STRAND / DOMAIN ME.CC.W.3.Writing Standards
CATEGORY / PERFORMANCE INDICATOR Research to Build and Present Knowledge
STANDARD 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?
STANDARD 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?
STRAND / DOMAIN ME.CC.W.3.Writing Standards
CATEGORY / PERFORMANCE INDICATOR Range of Writing
STANDARD W.3.10.Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

ReadyRosie
Family Adventure List
Family Journaling
Make a Neighborhood Map
Nature Journaling
This Is Important
STRAND / DOMAIN ME.CC.SL.3.Speaking and Listening Standards
CATEGORY / PERFORMANCE INDICATOR Comprehension and Collaboration
STANDARD 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.
EXPECTATION 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?
EXPECTATION 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?
EXPECTATION 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?
EXPECTATION SL.3.1(d)Explain their own ideas and understanding in light of the discussion.

ReadyRosie
Conversation Starters
Conversations in the Car
Family Interview
Guess Who
I Love My Family Because...
Kitchen Conversations
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
Take a Stand
Who Are Your Heroes?
Who's Coming to Dinner?
STRAND / DOMAIN ME.CC.SL.3.Speaking and Listening Standards
CATEGORY / PERFORMANCE INDICATOR Comprehension and Collaboration
STANDARD 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
STANDARD 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?
STRAND / DOMAIN ME.CC.SL.3.Speaking and Listening Standards
CATEGORY / PERFORMANCE INDICATOR Presentation of Knowledge and Ideas
STANDARD 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?
STANDARD 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?
STRAND / DOMAIN ME.CC.L.3.Language Standards
CATEGORY / PERFORMANCE INDICATOR Conventions of Standard English
STANDARD L.3.1.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
EXPECTATION L.3.1(a)Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

ReadyRosie
Acrostic Poem
Noun Charades
EXPECTATION L.3.1(b)Form and use regular and irregular plural nouns.

ReadyRosie
Noun Charades
EXPECTATION L.3.1(c)Use abstract nouns (e.g., childhood).

ReadyRosie
Noun Charades
EXPECTATION L.3.1(e)Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

ReadyRosie
Magical Creature Writing
EXPECTATION L.3.1(g)Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

ReadyRosie
Category Competition
Hinky Pinky and Hinketty Pinketty
Million Dollar Words
EXPECTATION L.3.1(i)Produce simple, compound, and complex sentences.

ReadyRosie
Magical Creature Writing
Writing Telephone Game
STRAND / DOMAIN ME.CC.L.3.Language Standards
CATEGORY / PERFORMANCE INDICATOR Conventions of Standard English
STANDARD L.3.2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
EXPECTATION L.3.2(c)Use commas and quotation marks in dialogue.

ReadyRosie
Write Around
EXPECTATION L.3.2(e)Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

ReadyRosie
Change One Letter
Magical Creature Writing
Shopping for Syllables
Spelling Pattern Game
Thinking About Word Chunks
Understanding Big Words
Word Challenge
Write a Letter
EXPECTATION L.3.2(f)Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

ReadyRosie
Change One Letter
Magical Creature Writing
Spelling Pattern Game
Thinking About Word Chunks
Word Challenge
Write a Letter
STRAND / DOMAIN ME.CC.L.3.Language Standards
CATEGORY / PERFORMANCE INDICATOR Knowledge of Language
STANDARD L.3.3.Use knowledge of language and its conventions when writing, speaking, reading, or listening.
EXPECTATION L.3.3(a)Choose words and phrases for effect.

ReadyRosie
Acrostic Poem
Create a Song
Hinky Pinky and Hinketty Pinketty
Million Dollar Words
Noun Charades
Sharing Chores and Your Day
STRAND / DOMAIN ME.CC.L.3.Language Standards
CATEGORY / PERFORMANCE INDICATOR Vocabulary Acquisition and Use
STANDARD L.3.4.Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
EXPECTATION L.3.4(a)Use sentence-level context as a clue to the meaning of a word or phrase.

ReadyRosie
Wondering About Words
Word Detective
EXPECTATION L.3.4(b)Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

ReadyRosie
Shopping for Syllables
Understanding Big Words
Unpacking Prefixes
EXPECTATION L.3.4(c)Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

ReadyRosie
Digging Into Roots
EXPECTATION L.3.4(d)Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

ReadyRosie
Comprehension Clues
STRAND / DOMAIN ME.CC.L.3.Language Standards
CATEGORY / PERFORMANCE INDICATOR Vocabulary Acquisition and Use
STANDARD L.3.5.Demonstrate understanding of word relationships and nuances in word meanings.
EXPECTATION L.3.5(a)Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

ReadyRosie
Hinky Pinky and Hinketty Pinketty
Let's Look Closer
Wondering About Words
Word Detective
EXPECTATION L.3.5(b)Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

ReadyRosie
Category Competition
Hinky Pinky and Hinketty Pinketty
Million Dollar Words
EXPECTATION L.3.5(c)Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

ReadyRosie
Category Competition
Hinky Pinky and Hinketty Pinketty
Million Dollar Words
STRAND / DOMAIN ME.CC.L.3.Language Standards
CATEGORY / PERFORMANCE INDICATOR Vocabulary Acquisition and Use
STANDARD L.3.6.Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

ReadyRosie
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

Maine Learning Results
Mathematics
Grade: K - Adopted: 2010
STRAND / DOMAIN ME.CC.MP.K.Mathematical Practices
CATEGORY / PERFORMANCE INDICATOR MP.K.1.Make sense of problems and persevere in solving them.

ReadyRosie
Building a Fort
Car Time Math
Family Math Book
How Many Legs?
CATEGORY / PERFORMANCE INDICATOR MP.K.2.Reason abstractly and quantitatively.

ReadyRosie
How Many Legs?
The Right Size
CATEGORY / PERFORMANCE INDICATOR MP.K.3.Construct viable arguments and critique the reasoning of others.

ReadyRosie
Building a Fort
More or Less
Salty Numbers
Would It Work?
CATEGORY / PERFORMANCE INDICATOR MP.K.4.Model with mathematics.

ReadyRosie
Family Math Book
When Five is Big
Would It Work?
CATEGORY / PERFORMANCE INDICATOR MP.K.7.Look for and make use of structure.

ReadyRosie
Pattern Walk
CATEGORY / PERFORMANCE INDICATOR MP.K.8.Look for and express regularity in repeated reasoning.

ReadyRosie
Pattern Walk
STRAND / DOMAIN ME.CC.CC.K.Counting and Cardinality
CATEGORY / PERFORMANCE INDICATOR Know number names and the count sequence.
STANDARD CC.K.1.Count to 100 by ones and by tens.

ReadyRosie
Add One
Card Sequencing and Counting
My Favorite Things
Number Lookout
Salty Numbers
Ten in a Row
What Am I Counting?
What Comes Next?
STANDARD CC.K.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?
STANDARD CC.K.3.Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

ReadyRosie
Go Fish
My Favorite Things
Numbers on My Back
Sneaky Math Note
STRAND / DOMAIN ME.CC.CC.K.Counting and Cardinality
CATEGORY / PERFORMANCE INDICATOR Count to tell the number of objects.
STANDARD CC.K.4.Understand the relationship between numbers and quantities; connect counting to cardinality.
EXPECTATION CC.K.4(a)When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

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?
EXPECTATION CC.K.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?
EXPECTATION CC.K.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?
STRAND / DOMAIN ME.CC.CC.K.Counting and Cardinality
CATEGORY / PERFORMANCE INDICATOR Count to tell the number of objects.
STANDARD CC.K.5.Count to answer ''how many?'' questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

ReadyRosie
Car Race
Count with Your Eyes
I See Three
In Ten Seconds
Sneaky Math Note
Spill the Beans
The Biggest Number
What Do I Have?
STRAND / DOMAIN ME.CC.CC.K.Counting and Cardinality
CATEGORY / PERFORMANCE INDICATOR Compare numbers.
STANDARD CC.K.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.

ReadyRosie
In Ten Seconds
More or Less
The Biggest Number
STANDARD CC.K.7.Compare two numbers between 1 and 10 presented as written numerals.

ReadyRosie
Ten in a Row
STRAND / DOMAIN ME.CC.OA.K.Operations and Algebraic Thinking
CATEGORY / PERFORMANCE INDICATOR Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
STANDARD OA.K.1.Represent addition and subtraction with objects, fingers, mental images, drawings1, 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
STANDARD OA.K.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
STANDARD OA.K.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?
STANDARD OA.K.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?
STANDARD OA.K.5.Fluently add and subtract within 5.

ReadyRosie
Car Race
Math Fact Memory
Roll the Difference
Spill the Beans
STRAND / DOMAIN ME.CC.NBT.K.Number and Operations in Base Ten
CATEGORY / PERFORMANCE INDICATOR Work with numbers 11-19 to gain foundations for place value.
STANDARD NBT.K.1.Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

ReadyRosie
Fishing for Tens
Give Me Five
Make Ten
Sneaky Math Note
What Do I Have?
What's Left?
STRAND / DOMAIN ME.CC.MD.K.Measurement and Data
CATEGORY / PERFORMANCE INDICATOR Describe and compare measurable attributes.
STANDARD MD.K.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
STANDARD MD.K.2.Directly compare two objects with a measurable attribute in common, to see which object has ''more of''/''less of'' the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

ReadyRosie
Blow Your House Down!
Guess and Measure
How Far Does It Fly?
Hunt and Measure
Measurable Me
Measure your Steps
Ramp Car Racing
The Right Size
STRAND / DOMAIN ME.CC.MD.K.Measurement and Data
CATEGORY / PERFORMANCE INDICATOR Classify objects and count the number of objects in each category.
STANDARD MD.K.3.Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

ReadyRosie
Card Sorting
I Spy a Coin
Toy Organization
STRAND / DOMAIN ME.CC.G.K.Geometry
CATEGORY / PERFORMANCE INDICATOR Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
STANDARD G.K.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
STANDARD G.K.2.Correctly name shapes regardless of their orientations or overall size.

ReadyRosie
Canned
Shape Scavenger Hunt
STANDARD G.K.3.Identify shapes as two-dimensional (lying in a plane, ''flat'') or three-dimensional (''solid'').

ReadyRosie
Canned
Shape Scavenger Hunt
STRAND / DOMAIN ME.CC.G.K.Geometry
CATEGORY / PERFORMANCE INDICATOR Analyze, compare, create, and compose shapes.
STANDARD G.K.4.Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/''corners'') and other attributes (e.g., having sides of equal length).

ReadyRosie
Canned
Shape Scavenger Hunt
STANDARD G.K.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?
STANDARD G.K.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?

Maine Learning Results
Mathematics
Grade: 1 - Adopted: 2010
STRAND / DOMAIN ME.CC.MP.1.Mathematical Practices
CATEGORY / PERFORMANCE INDICATOR MP.1.1.Make sense of problems and persevere in solving them.

ReadyRosie
Building a Fort
Car Time Math
Family Math Book
CATEGORY / PERFORMANCE INDICATOR MP.1.3.Construct viable arguments and critique the reasoning of others.

ReadyRosie
Building a Fort
Category Hunt
One of These Is Not Like the Other
Would It Work?
CATEGORY / PERFORMANCE INDICATOR MP.1.4.Model with mathematics.

ReadyRosie
Family Math Book
When Five is Big
Would It Work?
CATEGORY / PERFORMANCE INDICATOR MP.1.6.Attend to precision.

ReadyRosie
Category Hunt
CATEGORY / PERFORMANCE INDICATOR MP.1.7.Look for and make use of structure.

ReadyRosie
One of These Is Not Like the Other
CATEGORY / PERFORMANCE INDICATOR MP.1.8.Look for and express regularity in repeated reasoning.

ReadyRosie
Category Hunt
STRAND / DOMAIN ME.CC.OA.1.Operations and Algebraic Thinking
CATEGORY / PERFORMANCE INDICATOR Represent and solve problems involving addition and subtraction.
STANDARD OA.1.1.Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

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...
STANDARD OA.1.2.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...
STRAND / DOMAIN ME.CC.OA.1.Operations and Algebraic Thinking
CATEGORY / PERFORMANCE INDICATOR Understand and apply properties of operations and the relationship between addition and subtraction.
STANDARD OA.1.3.Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

ReadyRosie
Fishing for Doubles
STANDARD OA.1.4.Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

ReadyRosie
Addition War
Can you Make 21?
Car Race
Dice Knockout
Domino Addition
Domino Subtraction
Fifteen Fact Memory
Fishing for Doubles
Math Fact Memory
Roll the Difference
Spill the Beans
Ten Dimes
Ten Scoops
STRAND / DOMAIN ME.CC.OA.1.Operations and Algebraic Thinking
CATEGORY / PERFORMANCE INDICATOR Add and subtract within 20.
STANDARD OA.1.5.Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

ReadyRosie
Addition War
Domino Addition
Fifteen Fact Memory
I Can Make You Say 21
Make Ten
Roll the Difference
STANDARD OA.1.6.Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

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
STRAND / DOMAIN ME.CC.OA.1.Operations and Algebraic Thinking
CATEGORY / PERFORMANCE INDICATOR Work with addition and subtraction equations.
STANDARD OA.1.8.Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.

ReadyRosie
Where Did I Start?
STRAND / DOMAIN ME.CC.NBT.1.Number and Operations in Base Ten
CATEGORY / PERFORMANCE INDICATOR Extend the counting sequence.
STANDARD NBT.1.1.Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

ReadyRosie
I Can Make You Say 21
Sneaky Math Note
Ten in a Row
STRAND / DOMAIN ME.CC.NBT.1.Number and Operations in Base Ten
CATEGORY / PERFORMANCE INDICATOR Understand place value.
STANDARD NBT.1.2.Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
EXPECTATION NBT.1.2(a)10 can be thought of as a bundle of ten ones -- called a ''ten.''

ReadyRosie
How Many Fingers?
How Many Tens in 50?
Location Guess My Number
Stacking Pennies
Ten Dimes
EXPECTATION NBT.1.2(b)The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

ReadyRosie
How Many Fingers?
How Many Tens in 50?
Location Guess My Number
Stacking Pennies
Ten Dimes
EXPECTATION NBT.1.2(c)The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

ReadyRosie
How Many Fingers?
How Many Tens in 50?
Location Guess My Number
Stacking Pennies
Ten Dimes
STRAND / DOMAIN ME.CC.NBT.1.Number and Operations in Base Ten
CATEGORY / PERFORMANCE INDICATOR Understand place value.
STANDARD NBT.1.3.Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

ReadyRosie
Greater Than
I'm Thinking of a Number
Location Guess My Number
Ten in a Row
STRAND / DOMAIN ME.CC.NBT.1.Number and Operations in Base Ten
CATEGORY / PERFORMANCE INDICATOR Use place value understanding and properties of operations to add and subtract.
STANDARD NBT.1.4.Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

ReadyRosie
Broken Calculator Keys
Car Race
Fishing for Tens
Ten Dimes
STANDARD NBT.1.5.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
STANDARD NBT.1.6.Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

ReadyRosie
Ten More
STRAND / DOMAIN ME.CC.MD.1.Measurement and Data
CATEGORY / PERFORMANCE INDICATOR Measure lengths indirectly and by iterating length units.
STANDARD MD.1.1.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
STANDARD MD.1.2.Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

ReadyRosie
Hunt and Measure
STRAND / DOMAIN ME.CC.MD.1.Measurement and Data
CATEGORY / PERFORMANCE INDICATOR Tell and write time.
STANDARD MD.1.3.Tell and write time in hours and half-hours using analog and digital clocks.

ReadyRosie
Body Clock
STRAND / DOMAIN ME.CC.MD.1.Measurement and Data
CATEGORY / PERFORMANCE INDICATOR Represent and interpret data.
STANDARD MD.1.4.Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

ReadyRosie
Survey Says
STRAND / DOMAIN ME.CC.G.1.Geometry
CATEGORY / PERFORMANCE INDICATOR Reason with shapes and their attributes.
STANDARD G.1.1.Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size) ; build and draw shapes to possess defining attributes.

ReadyRosie
Folding a Blanket
One of These Is Not Like the Other
Paper Airplane Geometry
STANDARD G.1.2.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.

ReadyRosie
Folding a Blanket
Paper Airplane Geometry
STANDARD G.1.3.Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

ReadyRosie
Folding Napkins
Making Playdough Together

Maine Learning Results
Mathematics
Grade: 2 - Adopted: 2010
STRAND / DOMAIN ME.CC.MP.2.Mathematical Practices
CATEGORY / PERFORMANCE INDICATOR MP.2.1.Make sense of problems and persevere in solving them.

ReadyRosie
Building a Fort
Can I Stump You?
Family Math Book
CATEGORY / PERFORMANCE INDICATOR MP.2.3.Construct viable arguments and critique the reasoning of others.

ReadyRosie
Building a Fort
Category Hunt
One of These Is Not Like the Other
CATEGORY / PERFORMANCE INDICATOR MP.2.4.Model with mathematics.

ReadyRosie
Family Math Book
Is it Reasonable?
When Five is Big
CATEGORY / PERFORMANCE INDICATOR MP.2.6.Attend to precision.

ReadyRosie
Category Hunt
CATEGORY / PERFORMANCE INDICATOR MP.2.7.Look for and make use of structure.

ReadyRosie
One of These Is Not Like the Other
CATEGORY / PERFORMANCE INDICATOR MP.2.8.Look for and express regularity in repeated reasoning.

ReadyRosie
Category Hunt
STRAND / DOMAIN ME.CC.OA.2.Operations and Algebraic Thinking
CATEGORY / PERFORMANCE INDICATOR Represent and solve problems involving addition and subtraction.
STANDARD OA.2.1.Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

ReadyRosie
Can I Stump You?
Family Math Book
Input Output
Make One Up
Restaurant Story Problems
STRAND / DOMAIN ME.CC.OA.2.Operations and Algebraic Thinking
CATEGORY / PERFORMANCE INDICATOR Add and subtract within 20.
STANDARD OA.2.2.Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

ReadyRosie
Addition War
Can you Make 21?
Fifteen Fact Memory
Fishing for Doubles
Subtraction War
STRAND / DOMAIN ME.CC.OA.2.Operations and Algebraic Thinking
CATEGORY / PERFORMANCE INDICATOR Work with equal groups of objects to gain foundations for multiplication.
STANDARD OA.2.3.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?
STANDARD OA.2.4.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
STRAND / DOMAIN ME.CC.NBT.2.Number and Operations in Base Ten
CATEGORY / PERFORMANCE INDICATOR Understand place value.
STANDARD NBT.2.1.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:
EXPECTATION NBT.2.1(a)100 can be thought of as a bundle of ten tens -- called a ''hundred.''

ReadyRosie
All About My Number
How Much to 1,000?
Less Than
Location Guess My Number
Place Value Battle
Place Value Dice
EXPECTATION NBT.2.1(b)The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

ReadyRosie
All About My Number
How Much to 1,000?
Less Than
Place Value Battle
Place Value Dice
STRAND / DOMAIN ME.CC.NBT.2.Number and Operations in Base Ten
CATEGORY / PERFORMANCE INDICATOR Understand place value.
STANDARD NBT.2.2.Count within 1000; skip-count by 5s, 10s, and 100s.

ReadyRosie
Buzz on 3
Dollars and Dice
One Hundred More
STANDARD NBT.2.3.Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

ReadyRosie
All About My Number
Dollars and Dice
Place Value Dice
Sneaky Math Note
Thousand More
STANDARD NBT.2.4.Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and <. symbols to record the results of comparisons.

ReadyRosie
Greater Than
Is it Reasonable?
Less Than
Location Guess My Number
Place Value Battle
The Greater Number
STRAND / DOMAIN ME.CC.NBT.2.Number and Operations in Base Ten
CATEGORY / PERFORMANCE INDICATOR Use place value understanding and properties of operations to add and subtract.
STANDARD NBT.2.5.Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

ReadyRosie
2-Digit Addition War
Addition War
Broken Calculator Keys
Can I Stump You?
Can you Make 21?
Close Call
Coupon Savings
Dollars and Dice
Fishing for Doubles
How Much to 1,000?
Race to Zero
Skunk Addition
Subtraction Switch
The Answer Is
Thousand More
What's the Difference?
STANDARD NBT.2.6.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
STANDARD NBT.2.7.Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

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?
STANDARD NBT.2.8.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
STANDARD NBT.2.9.Explain why addition and subtraction strategies work, using place value and the properties of operations.

ReadyRosie
Addition War
Broken Calculator Keys
Can I Stump You?
Can you Make 21?
Dollars and Dice
Fishing for Doubles
How Much to 1,000?
Skunk Addition
Subtraction Switch
The Answer Is
Thousand More
What's the Difference?
STRAND / DOMAIN ME.CC.MD.2.Measurement and Data
CATEGORY / PERFORMANCE INDICATOR Measure and estimate lengths in standard units.
STANDARD MD.2.1.Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

ReadyRosie
Category Hunt
How Far Does It Fly?
Ramp Car Racing
STANDARD MD.2.3.Estimate lengths using units of inches, feet, centimeters, and meters.

ReadyRosie
How Far Does It Fly?
Ramp Car Racing
Three Questions
STANDARD MD.2.4.Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

ReadyRosie
How Far Does It Fly?
Ramp Car Racing
STRAND / DOMAIN ME.CC.MD.2.Measurement and Data
CATEGORY / PERFORMANCE INDICATOR Work with time and money.
STANDARD MD.2.8.Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and cents symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

ReadyRosie
What's in a Dollar?
STRAND / DOMAIN ME.CC.MD.2.Measurement and Data
CATEGORY / PERFORMANCE INDICATOR Represent and interpret data.
STANDARD MD.2.9.Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

ReadyRosie
Category Hunt
How Far Does It Fly?
Ramp Car Racing
STRAND / DOMAIN ME.CC.G.2.Geometry
CATEGORY / PERFORMANCE INDICATOR Reason with shapes and their attributes.
STANDARD G.2.1.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
STANDARD G.2.2.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
STANDARD G.2.3.Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

ReadyRosie
Counting Fractions

Maine Learning Results
Mathematics
Grade: 3 - Adopted: 2010
STRAND / DOMAIN ME.CC.MP.3.Mathematical Practices
CATEGORY / PERFORMANCE INDICATOR MP.3.1.Make sense of problems and persevere in solving them.

ReadyRosie
Building a Fort
Can I Stump You?
Family Math Book
CATEGORY / PERFORMANCE INDICATOR MP.3.2.Reason abstractly and quantitatively.

ReadyRosie
That's Crazy!
CATEGORY / PERFORMANCE INDICATOR MP.3.3.Construct viable arguments and critique the reasoning of others.

ReadyRosie
Building a Fort
Category Hunt
CATEGORY / PERFORMANCE INDICATOR MP.3.4.Model with mathematics.

ReadyRosie
Family Math Book
That's Crazy!
When Five is Big
CATEGORY / PERFORMANCE INDICATOR MP.3.6.Attend to precision.

ReadyRosie
Category Hunt
CATEGORY / PERFORMANCE INDICATOR MP.3.8.Look for and express regularity in repeated reasoning.

ReadyRosie
Category Hunt
STRAND / DOMAIN ME.CC.OA.3.Operations and Algebraic Thinking
CATEGORY / PERFORMANCE INDICATOR Represent and solve problems involving multiplication and division.
STANDARD OA.3.1.Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7.

ReadyRosie
I Spy Sums and Products
Let's Go to 100
Multiplication War
Price Per Pound
Say it a Different Way
STANDARD OA.3.2.Interpret whole-number quotients of whole numbers, e.g., interpret 56 / 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 / 8.

ReadyRosie
Fair Share
STANDARD OA.3.3.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
STANDARD OA.3.4.Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = _ / 3, 6 x 6 = ?

ReadyRosie
Math Mind Reading
Parts Unknown
STRAND / DOMAIN ME.CC.OA.3.Operations and Algebraic Thinking
CATEGORY / PERFORMANCE INDICATOR Understand properties of multiplication and the relationship between multiplication and division.
STANDARD OA.3.5.Apply properties of operations as strategies to multiply and divide. Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known. (Commutative property of multiplication.) 3 x 5 x 2 can be found by 3 x 5 = 15, then 15 x 2 = 30, or by 5 x 2 = 10, then 3 x 10 = 30. (Associative property of multiplication.) Knowing that 8 x 5 = 40 and 8 x 2 = 16, one can find 8 x 7 as 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56. (Distributive property.)

ReadyRosie
I Spy Sums and Products
Multiplication War
STANDARD OA.3.6.Understand division as an unknown-factor problem. For example, find 32 / 8 by finding the number that makes 32 when multiplied by 8.

ReadyRosie
Domino Division
Fair Share
I Spy Sums and Products
Let's Go to 100
Math Mind Reading
Product Practice
STRAND / DOMAIN ME.CC.OA.3.Operations and Algebraic Thinking
CATEGORY / PERFORMANCE INDICATOR Multiply and divide within 100.
STANDARD OA.3.7.Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 / 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

ReadyRosie
Domino Division
Fair Share
I Spy Sums and Products
Let's Go to 100
Math Mind Reading
Multiplication War
Over Under
Product Practice
STRAND / DOMAIN ME.CC.OA.3.Operations and Algebraic Thinking
CATEGORY / PERFORMANCE INDICATOR Solve problems involving the four operations, and identify and explain patterns in arithmetic.
STANDARD OA.3.8.Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

ReadyRosie
Can I Stump You?
Family Math Book
Input Output
Let's Go to 100
Make One Up
Restaurant Story Problems
Table Times
STRAND / DOMAIN ME.CC.NBT.3.Number and Operations in Base Ten
CATEGORY / PERFORMANCE INDICATOR Use place value understanding and properties of operations to perform multi-digit arithmetic.
STANDARD NBT.3.1.Use place value understanding to round whole numbers to the nearest 10 or 100.

ReadyRosie
Round Showdown
The Greater Number
STANDARD NBT.3.2.Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

ReadyRosie
2-Digit Addition War
Broken Calculator Keys
Can I Stump You?
Can you Make 21?
Close Call
Coupon Savings
Dollars and Dice
How Much to 1,000?
Race to Zero
Skunk Addition
The Answer Is
Thousand More
What's the Difference?
STRAND / DOMAIN ME.CC.NF.3.Number and Operations--Fractions
CATEGORY / PERFORMANCE INDICATOR Develop understanding of fractions as numbers.
STANDARD NF.3.1.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!
STRAND / DOMAIN ME.CC.NF.3.Number and Operations--Fractions
CATEGORY / PERFORMANCE INDICATOR Develop understanding of fractions as numbers.
STANDARD NF.3.3.Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
EXPECTATION NF.3.3(a)Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

ReadyRosie
Sharing an Apple
EXPECTATION NF.3.3(b)Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.

ReadyRosie
Sharing an Apple
EXPECTATION NF.3.3(c)Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

ReadyRosie
Fractions on a Number Line
Shape Up!
EXPECTATION NF.3.3(d)Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

ReadyRosie
Fractions on a Number Line
STRAND / DOMAIN ME.CC.MD.3.Measurement and Data
CATEGORY / PERFORMANCE INDICATOR Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
STANDARD MD.3.1.Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

ReadyRosie
Now is the Time
STANDARD MD.3.2.Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). 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.

ReadyRosie
Cooking Estimation
Double the Recipe
Reading Recipes
STRAND / DOMAIN ME.CC.MD.3.Measurement and Data
CATEGORY / PERFORMANCE INDICATOR Represent and interpret data.
STANDARD MD.3.3.Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step ''how many more'' and ''how many less'' problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

ReadyRosie
Graphing Walking Goals
STANDARD MD.3.4.Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-- whole numbers, halves, or quarters.

ReadyRosie
How Far Does It Fly?
Ramp Car Racing
STRAND / DOMAIN ME.CC.MD.3.Measurement and Data
CATEGORY / PERFORMANCE INDICATOR Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
STANDARD MD.3.5.Recognize area as an attribute of plane figures and understand concepts of area measurement.
EXPECTATION MD.3.5(a)A square with side length 1 unit, called ''a unit square,'' is said to have ''one square unit'' of area, and can be used to measure area.

ReadyRosie
Cracker Perimeter & Area
EXPECTATION MD.3.5(b)A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

ReadyRosie
Cracker Perimeter & Area
STRAND / DOMAIN ME.CC.MD.3.Measurement and Data
CATEGORY / PERFORMANCE INDICATOR Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
STANDARD MD.3.6.Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

ReadyRosie
Cracker Perimeter & Area
STRAND / DOMAIN ME.CC.MD.3.Measurement and Data
CATEGORY / PERFORMANCE INDICATOR Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
STANDARD MD.3.7.Relate area to the operations of multiplication and addition.
EXPECTATION MD.3.7(b)Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

ReadyRosie
An Array of Brownies
EXPECTATION MD.3.7(c)Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a x b and a x c. Use area models to represent the distributive property in mathematical reasoning.

ReadyRosie
I Spy Sums and Products
STRAND / DOMAIN ME.CC.G.3.Geometry
CATEGORY / PERFORMANCE INDICATOR Reason with shapes and their attributes.
STANDARD G.3.2.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!

Maine Learning Results
Science
Grade: K - Adopted: 2007
STRAND / DOMAIN ME.B.The Skills and Traits of Scientific Inquiry and Technological Design: Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.
CATEGORY / PERFORMANCE INDICATOR B.1.Skills and Traits of Scientific Inquiry: Students conduct and communicate results of simple investigations.
STANDARD B.1.a.Ask questions and make observations about objects, organisms, and events in the environment.

ReadyRosie
Nature Journaling
Ramp Car Racing
STRAND / DOMAIN ME.C.The Scientific and Technological Enterprise: Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.
CATEGORY / PERFORMANCE INDICATOR C.1.Understandings of Inquiry: Students describe the use of questions and accurate communication in scientists' work.
STANDARD C.1.a.Describe how scientific investigations involve asking and answering a question.

ReadyRosie
Ramp Car Racing
STRAND / DOMAIN ME.E.The Living Environment: Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections of these interdependent webs.
CATEGORY / PERFORMANCE INDICATOR E.2.Ecosystems: Students understand how plants and animals depend on each other and the environment in which they live.
STANDARD E.2.b.Compare different animals and plants that live in different environments of the world.

ReadyRosie
Family Sensory Walk
STRAND / DOMAIN ME.E.The Living Environment: Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections of these interdependent webs.
CATEGORY / PERFORMANCE INDICATOR E.3.Cells: Students describe parts and wholes of living things, their basic needs, and the structures and processes that help them stay alive.
STANDARD E.3.c.List the basic things that most organisms need to survive.

ReadyRosie
Family Sensory Walk
STRAND / DOMAIN ME.E.The Living Environment: Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections of these interdependent webs.
CATEGORY / PERFORMANCE INDICATOR E.4.Heredity and Reproduction: Students describe the cycle of birth, development, and death in different organisms and the ways in which organisms resemble their parents.
STANDARD E.4.a.Give examples of how organisms are like their parents and not like them.

ReadyRosie
Family Sensory Walk

Maine Learning Results
Science
Grade: 1 - Adopted: 2007
STRAND / DOMAIN ME.B.The Skills and Traits of Scientific Inquiry and Technological Design: Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.
CATEGORY / PERFORMANCE INDICATOR B.1.Skills and Traits of Scientific Inquiry: Students conduct and communicate results of simple investigations.
STANDARD B.1.a.Ask questions and make observations about objects, organisms, and events in the environment.

ReadyRosie
Nature Journaling
Ramp Car Racing
STRAND / DOMAIN ME.C.The Scientific and Technological Enterprise: Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.
CATEGORY / PERFORMANCE INDICATOR C.1.Understandings of Inquiry: Students describe the use of questions and accurate communication in scientists' work.
STANDARD C.1.a.Describe how scientific investigations involve asking and answering a question.

ReadyRosie
Ramp Car Racing
STRAND / DOMAIN ME.E.The Living Environment: Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections of these interdependent webs.
CATEGORY / PERFORMANCE INDICATOR E.2.Ecosystems: Students understand how plants and animals depend on each other and the environment in which they live.
STANDARD E.2.b.Compare different animals and plants that live in different environments of the world.

ReadyRosie
Family Sensory Walk
STRAND / DOMAIN ME.E.The Living Environment: Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections of these interdependent webs.
CATEGORY / PERFORMANCE INDICATOR E.3.Cells: Students describe parts and wholes of living things, their basic needs, and the structures and processes that help them stay alive.
STANDARD E.3.c.List the basic things that most organisms need to survive.

ReadyRosie
Family Sensory Walk
STRAND / DOMAIN ME.E.The Living Environment: Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections of these interdependent webs.
CATEGORY / PERFORMANCE INDICATOR E.4.Heredity and Reproduction: Students describe the cycle of birth, development, and death in different organisms and the ways in which organisms resemble their parents.
STANDARD E.4.a.Give examples of how organisms are like their parents and not like them.

ReadyRosie
Family Sensory Walk

Maine Learning Results
Science
Grade: 2 - Adopted: 2007
STRAND / DOMAIN ME.B.The Skills and Traits of Scientific Inquiry and Technological Design: Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.
CATEGORY / PERFORMANCE INDICATOR B.1.Skills and Traits of Scientific Inquiry: Students conduct and communicate results of simple investigations.
STANDARD B.1.a.Ask questions and make observations about objects, organisms, and events in the environment.

ReadyRosie
Nature Journaling
Ramp Car Racing
STRAND / DOMAIN ME.C.The Scientific and Technological Enterprise: Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.
CATEGORY / PERFORMANCE INDICATOR C.1.Understandings of Inquiry: Students describe the use of questions and accurate communication in scientists' work.
STANDARD C.1.a.Describe how scientific investigations involve asking and answering a question.

ReadyRosie
Ramp Car Racing

Maine Learning Results
Science
Grade: 3 - Adopted: 2007
STRAND / DOMAIN ME.B.The Skills and Traits of Scientific Inquiry and Technological Design: Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.
CATEGORY / PERFORMANCE INDICATOR B.2.Skills and Traits of Technological Design: Students use a design process, simple tools, and a variety of materials to solve a problem or create a product, recognizing the constraints that need to be considered.
STANDARD B.2.a.Identify and explain a simple design problem and a solution related to the problem.

ReadyRosie
Ramp Car Racing
STANDARD B.2.e.Evaluate their own design results, as well as those of others, using established criteria.

ReadyRosie
Ramp Car Racing
STANDARD B.2.f.Modify designs based on results of evaluations.

ReadyRosie
Ramp Car Racing
STANDARD B.2.g.Present the design problem, process, and design or solution using oral, written, and/or pictorial means of communication.

ReadyRosie
Ramp Car Racing