Minnesota Academic Standards
| Main Criteria: Minnesota Academic Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Health and PE, Language Arts, Mathematics, Science | ||
| Grades: K, 1, 2, 3 | ||
| Correlation Options: Show Correlated | ||
| Minnesota Academic Standards |
| Health and PE |
| Grade: K - Adopted: 2015 |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 1. | Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 1.2.1. | Identify that healthy behaviors impact personal health. ReadyRosie Brushing Your Teeth |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 2. | Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 2.2.2. | Identify what the school can do to support personal health practices and behaviors. ReadyRosie Super Kindness |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 3. | Students will demonstrate the ability to access valid information, products, and services to enhance health. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 3.2.1. | Identify trusted adults and professionals who can help promote health. ReadyRosie All About My Family Family Poem |
| INDICATORS OF PROGRESS | 3.2.2. | Identify ways to locate school and community health helpers. ReadyRosie Super Kindness |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 4. | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 4.2.1. | Demonstrate healthy ways to express needs, wants, and feelings. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades School Routine Practice What Do I Like? |
| INDICATORS OF PROGRESS | 4.2.2. | Demonstrate listening skills to enhance health. ReadyRosie Conversation Starters Feelings Charades Routine Strategy: Transition Timer Sharing Chores and Your Day Sink or Swim |
| INDICATORS OF PROGRESS | 4.2.3. | Demonstrate ways to respond in an unwanted, threatening, or dangerous situation. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 5. | Students will demonstrate the ability to use decision-making skills to enhance health. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 5.2.1. | Identify situations when a health-related decision is needed. ReadyRosie Brushing Your Teeth |
| INDICATORS OF PROGRESS | 5.2.2. | Differentiate between situations when a health-related decision can be made individually or when assistance is needed. ReadyRosie Super Kindness |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 6. | Students will demonstrate the ability to use goal-setting skills to enhance health. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 6.2.1. | Identify a short-term personal health goal and take action toward achieving the goal. ReadyRosie Setting Summer Learning Goals |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 7. | Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 7.2.1. | Demonstrate healthy practices and behaviors to maintain or improve personal health. ReadyRosie Brushing Your Teeth |
| INDICATORS OF PROGRESS | 7.2.2. | Demonstrate behaviors that avoid or reduce health risks. ReadyRosie Red Light Purple Light Challenge |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 8. | Students will demonstrate the ability to advocate for personal, family, and community health. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 8.2.1. | Make requests to promote personal health. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades School Routine Practice What Do I Like? |
| Grade: K - Adopted: 2018 |
| CONTENT STANDARD / DOMAIN | Minnesota Physical Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | MN.PE.0.4. | Exhibit responsible personal and social behavior that respects self and others. |
| INDICATORS OF PROGRESS / STRAND | PE.0.4.1. | Personal Responsibility |
| INDICATORS OF PROGRESS | 0.4.1.1. | Identify class rules and protocols related to self, space and equipment. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer School Routine Practice Sink or Swim |
| CONTENT STANDARD / DOMAIN | Minnesota Physical Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | MN.PE.0.4. | Exhibit responsible personal and social behavior that respects self and others. |
| INDICATORS OF PROGRESS / STRAND | PE.0.4.3. | Working with others |
| INDICATORS OF PROGRESS | 0.4.3.1. | Share equipment and space with others. ReadyRosie Clap and Count Problem Solving Tool: Rock, Paper, Scissors Sharing Chores and Your Day Super Kindness |
| Minnesota Academic Standards |
| Health and PE |
| Grade: 1 - Adopted: 2015 |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 1. | Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 1.2.1. | Identify that healthy behaviors impact personal health. ReadyRosie Brushing Your Teeth |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 2. | Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 2.2.2. | Identify what the school can do to support personal health practices and behaviors. ReadyRosie Super Kindness |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 3. | Students will demonstrate the ability to access valid information, products, and services to enhance health. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 3.2.1. | Identify trusted adults and professionals who can help promote health. ReadyRosie All About My Family Family Poem |
| INDICATORS OF PROGRESS | 3.2.2. | Identify ways to locate school and community health helpers. ReadyRosie Super Kindness |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 4. | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 4.2.1. | 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 |
| INDICATORS OF PROGRESS | 4.2.2. | 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 |
| INDICATORS OF PROGRESS | 4.2.3. | Demonstrate ways to respond in an unwanted, threatening, or dangerous situation. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 5. | Students will demonstrate the ability to use decision-making skills to enhance health. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 5.2.1. | Identify situations when a health-related decision is needed. ReadyRosie Brushing Your Teeth |
| INDICATORS OF PROGRESS | 5.2.2. | Differentiate between situations when a health-related decision can be made individually or when assistance is needed. ReadyRosie Super Kindness |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 6. | Students will demonstrate the ability to use goal-setting skills to enhance health. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 6.2.1. | Identify a short-term personal health goal and take action toward achieving the goal. ReadyRosie Setting Summer Learning Goals |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 7. | Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 7.2.1. | Demonstrate healthy practices and behaviors to maintain or improve personal health. ReadyRosie Brushing Your Teeth |
| INDICATORS OF PROGRESS | 7.2.2. | Demonstrate behaviors that avoid or reduce health risks. ReadyRosie Red Light Purple Light Challenge |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 8. | Students will demonstrate the ability to advocate for personal, family, and community health. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 8.2.1. | Make requests to promote personal health. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits School Routine Practice What Do I Like? What Do I See When I Hear...? What I Like About Me |
| Grade: 1 - Adopted: 2018 |
| CONTENT STANDARD / DOMAIN | Minnesota Physical Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | MN.PE.1.4. | Exhibit responsible personal and social behavior that respects self and others. |
| INDICATORS OF PROGRESS / STRAND | PE.1.4.1. | Personal Responsibility |
| INDICATORS OF PROGRESS | 1.4.1.1. | Follow class rules and protocols related to self, space and equipment with minimal teacher prompting. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer School Routine Practice Sink or Swim |
| CONTENT STANDARD / DOMAIN | Minnesota Physical Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | MN.PE.1.4. | Exhibit responsible personal and social behavior that respects self and others. |
| INDICATORS OF PROGRESS / STRAND | PE.1.4.3. | Working with others |
| INDICATORS OF PROGRESS | 1.4.3.1. | Work respectfully with a partner while sharing equipment and space. ReadyRosie Clap and Count Conversation Starters Folding a Blanket Problem Solving Tool: Rock, Paper, Scissors Sharing Chores and Your Day Super Kindness |
| Minnesota Academic Standards |
| Health and PE |
| Grade: 2 - Adopted: 2015 |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 1. | Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 1.2.1. | Identify that healthy behaviors impact personal health. ReadyRosie Brushing Your Teeth |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 2. | Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 2.2.2. | Identify what the school can do to support personal health practices and behaviors. ReadyRosie Super Kindness Who Are Your Heroes? |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 3. | Students will demonstrate the ability to access valid information, products, and services to enhance health. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 3.2.1. | Identify trusted adults and professionals who can help promote health. ReadyRosie Family Poem This Is Important Who Are Your Heroes? |
| INDICATORS OF PROGRESS | 3.2.2. | Identify ways to locate school and community health helpers. ReadyRosie Super Kindness Who Are Your Heroes? |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 4. | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 4.2.1. | 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? |
| INDICATORS OF PROGRESS | 4.2.2. | 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 |
| INDICATORS OF PROGRESS | 4.2.3. | Demonstrate ways to respond in an unwanted, threatening, or dangerous situation. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 5. | Students will demonstrate the ability to use decision-making skills to enhance health. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 5.2.1. | Identify situations when a health-related decision is needed. ReadyRosie Brushing Your Teeth |
| INDICATORS OF PROGRESS | 5.2.2. | Differentiate between situations when a health-related decision can be made individually or when assistance is needed. ReadyRosie Fair Share Super Kindness |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 6. | Students will demonstrate the ability to use goal-setting skills to enhance health. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 6.2.1. | Identify a short-term personal health goal and take action toward achieving the goal. ReadyRosie Setting Summer Learning Goals |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 7. | Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 7.2.1. | Demonstrate healthy practices and behaviors to maintain or improve personal health. ReadyRosie Brushing Your Teeth |
| INDICATORS OF PROGRESS | 7.2.2. | Demonstrate behaviors that avoid or reduce health risks. ReadyRosie Red Light Purple Light Challenge |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 8. | Students will demonstrate the ability to advocate for personal, family, and community health. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 8.2.1. | Make requests to promote personal health. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important What Do I See When I Hear...? What I Like About Me Who Are Your Heroes? |
| Grade: 2 - Adopted: 2018 |
| CONTENT STANDARD / DOMAIN | Minnesota Physical Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | MN.PE.2.4. | Exhibit responsible personal and social behavior that respects self and others. |
| INDICATORS OF PROGRESS / STRAND | PE.2.4.1. | Personal Responsibility |
| INDICATORS OF PROGRESS | 2.4.1.1. | Follow class rules and protocols related to self, space and equipment. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer Subtraction War |
| CONTENT STANDARD / DOMAIN | Minnesota Physical Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | MN.PE.2.4. | Exhibit responsible personal and social behavior that respects self and others. |
| INDICATORS OF PROGRESS / STRAND | PE.2.4.3. | Working with others |
| INDICATORS OF PROGRESS | 2.4.3.1. | Work respectfully in small or large group activities while sharing equipment and space. ReadyRosie Conversation Starters Fair Share Kitchen Conversations Problem Solving Tool: Rock, Paper, Scissors Sharing Chores and Your Day Super Kindness |
| Minnesota Academic Standards |
| Health and PE |
| Grade: 3 - Adopted: 2015 |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 1. | Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 1.5.1. | Describe the relationship between healthy behaviors and personal health. ReadyRosie Brushing Your Teeth |
| INDICATORS OF PROGRESS | 1.5.3. | Describe ways in which safe and healthy school and community environments can promote personal health. ReadyRosie I Love My Family Because... Super Kindness Who Are Your Heroes? |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 2. | Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 2.5.3. | Identify how peers can influence healthy and unhealthy behaviors. ReadyRosie I Love My Family Because... |
| INDICATORS OF PROGRESS | 2.5.4. | Describe how the school and community can support personal health practices and behaviors. ReadyRosie I Love My Family Because... Super Kindness Who Are Your Heroes? |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 3. | Students will demonstrate the ability to access valid information, products, and services to enhance health. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 3.5.2. | Locate resources from home, school, and community that provide valid health information. ReadyRosie I Love My Family Because... Super Kindness Who Are Your Heroes? |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 4. | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 4.5.1. | Demonstrate effective verbal and nonverbal communication skills to enhance health. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits Sharing Chores and Your Day This Is Important Who Are Your Heroes? |
| INDICATORS OF PROGRESS | 4.5.3. | Demonstrate nonviolent strategies to manage or resolve conflict. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| INDICATORS OF PROGRESS | 4.5.4. | Demonstrate how to ask for assistance to enhance personal health. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important Who Are Your Heroes? |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 5. | Students will demonstrate the ability to use decision-making skills to enhance health. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 5.5.1. | Identify health-related situations that might require a thoughtful decision. ReadyRosie Brushing Your Teeth |
| INDICATORS OF PROGRESS | 5.5.2. | Analyze when assistance is needed in making a health-related decision. ReadyRosie Fair Share Super Kindness |
| INDICATORS OF PROGRESS | 5.5.5. | Choose a healthy option when making a decision. ReadyRosie Brushing Your Teeth |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 6. | Students will demonstrate the ability to use goal-setting skills to enhance health. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 6.5.1. | Set a personal health goal and track progress toward its achievement. ReadyRosie Setting Summer Learning Goals |
| CONTENT STANDARD / DOMAIN | National Health Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Standard 7. | Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. |
| INDICATORS OF PROGRESS / STRAND | Performance Indicators | |
| INDICATORS OF PROGRESS | 7.5.1. | Identify responsible personal health behaviors. ReadyRosie Brushing Your Teeth Red Light Purple Light Challenge |
| INDICATORS OF PROGRESS | 7.5.2. | Demonstrate a variety of healthy practices and behaviors to maintain or improve personal health. ReadyRosie Brushing Your Teeth Red Light Purple Light Challenge |
| INDICATORS OF PROGRESS | 7.5.3. | Demonstrate a variety of behaviors to avoid or reduce health risks. ReadyRosie Red Light Purple Light Challenge |
| Grade: 3 - Adopted: 2018 |
| CONTENT STANDARD / DOMAIN | Minnesota Physical Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | MN.PE.3.4. | Exhibit responsible personal and social behavior that respects self and others. |
| INDICATORS OF PROGRESS / STRAND | PE.3.4.1. | Personal Responsibility |
| INDICATORS OF PROGRESS | 3.4.1.1. | Work independently for extended periods of time while exhibiting personal responsibility related to self, space and equipment. ReadyRosie Books on the Go Emotion Meter Scale Is my child overscheduled? Race to Be Ready Routine Strategy: Chore Chart Routine Strategy: Routine Chart Routine Strategy: Transition Timer Simon Says This Is Important |
| CONTENT STANDARD / DOMAIN | Minnesota Physical Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | MN.PE.3.4. | Exhibit responsible personal and social behavior that respects self and others. |
| INDICATORS OF PROGRESS / STRAND | PE.3.4.3. | Working with others |
| INDICATORS OF PROGRESS | 3.4.3.1. | Work cooperatively and respectfully with classmates in small or large group activities. ReadyRosie Conversation Starters Fair Share Kitchen Conversations Problem Solving Tool: Rock, Paper, Scissors Sharing Chores and Your Day Super Kindness |
| CONTENT STANDARD / DOMAIN | Minnesota Physical Education Standards | |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | MN.PE.3.4. | Exhibit responsible personal and social behavior that respects self and others. |
| INDICATORS OF PROGRESS / STRAND | PE.3.4.4. | Rules and etiquette |
| INDICATORS OF PROGRESS | 3.4.4.1. | Identify the role of rules and etiquette used in a variety of physical activities. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer |
| Minnesota Academic Standards |
| Language Arts |
| Grade: K - Adopted: 2010 |
| CONTENT STANDARD / DOMAIN | MN.0.1. | Reading Benchmarks: Literature K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Key Ideas and Details | |
| INDICATORS OF PROGRESS / STRAND | 0.1.1.1. | 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 |
| INDICATORS OF PROGRESS / STRAND | 0.1.2.2. | 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 |
| INDICATORS OF PROGRESS / STRAND | 0.1.3.3. | 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 |
| CONTENT STANDARD / DOMAIN | MN.0.1. | Reading Benchmarks: Literature K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Craft and Structure | |
| INDICATORS OF PROGRESS / STRAND | 0.1.4.4. | 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 |
| INDICATORS OF PROGRESS / STRAND | 0.1.5.5. | Recognize common types of texts (e.g., storybooks, poems). ReadyRosie What Do I Like? |
| INDICATORS OF PROGRESS / STRAND | 0.1.6.6. | 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 |
| CONTENT STANDARD / DOMAIN | MN.0.1. | Reading Benchmarks: Literature K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Integration of Knowledge and Ideas | |
| INDICATORS OF PROGRESS / STRAND | 0.1.7.7. | 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 |
| INDICATORS OF PROGRESS / STRAND | 0.1.9.9. | 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 |
| CONTENT STANDARD / DOMAIN | MN.0.1. | Reading Benchmarks: Literature K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Range of Reading and Level of Text Complexity | |
| INDICATORS OF PROGRESS / STRAND | 0.1.10.10. | Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks. ReadyRosie I Read to You, You Read to Me Making Connections Pattern Books Storytelling with a Picture Book |
| CONTENT STANDARD / DOMAIN | MN.0.2. | Reading Benchmarks: Informational Text K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Key Ideas and Details | |
| INDICATORS OF PROGRESS / STRAND | 0.2.1.1. | 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? |
| INDICATORS OF PROGRESS / STRAND | 0.2.2.2. | 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? |
| CONTENT STANDARD / DOMAIN | MN.0.2. | Reading Benchmarks: Informational Text K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Craft and Structure | |
| INDICATORS OF PROGRESS / STRAND | 0.2.4.4. | With prompting and support, ask and answer questions about unknown words in a text. ReadyRosie Share Your Knowledge |
| CONTENT STANDARD / DOMAIN | MN.0.2. | Reading Benchmarks: Informational Text K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Integration of Knowledge and Ideas | |
| INDICATORS OF PROGRESS / STRAND | 0.2.7.7. | 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? |
| INDICATORS OF PROGRESS / STRAND | 0.2.8.8. | 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? |
| CONTENT STANDARD / DOMAIN | MN.0.2. | Reading Benchmarks: Informational Text K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Range of Reading and Level of Text Complexity | |
| INDICATORS OF PROGRESS / STRAND | 0.2.10.10. | Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks. ReadyRosie I Read to You, You Read to Me |
| CONTENT STANDARD / DOMAIN | MN.0.3. | Reading Benchmarks: Foundational Skills K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Print Concepts | |
| INDICATORS OF PROGRESS / STRAND | 0.3.0.1. | Demonstrate understanding of the organization and basic features of print. |
| INDICATORS OF PROGRESS | 0.3.0.1.a. | Follow words from left to right, top to bottom, and page by page. ReadyRosie Environmental Print Reading Strategy: Using Your Reading Finger |
| INDICATORS OF PROGRESS | 0.3.0.1.c. | Understand that words are separated by spaces in print. ReadyRosie Reading Strategy: Using Your Reading Finger |
| INDICATORS OF PROGRESS | 0.3.0.1.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 |
| CONTENT STANDARD / DOMAIN | MN.0.3. | Reading Benchmarks: Foundational Skills K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Phonological Awareness | |
| INDICATORS OF PROGRESS / STRAND | 0.3.0.2. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| INDICATORS OF PROGRESS | 0.3.0.2.a. | Recognize and produce rhyming words. ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |
| INDICATORS OF PROGRESS | 0.3.0.2.c. | Blend and segment onsets and rimes of single-syllable spoken words. ReadyRosie Reading Strategy: Chunk the Word |
| INDICATORS OF PROGRESS | 0.3.0.2.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 |
| INDICATORS OF PROGRESS | 0.3.0.2.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 |
| CONTENT STANDARD / DOMAIN | MN.0.3. | Reading Benchmarks: Foundational Skills K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Phonics and Word Recognition | |
| INDICATORS OF PROGRESS / STRAND | 0.3.0.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| INDICATORS OF PROGRESS | 0.3.0.3.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! |
| INDICATORS OF PROGRESS | 0.3.0.3.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 |
| INDICATORS OF PROGRESS | 0.3.0.3.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! |
| INDICATORS OF PROGRESS | 0.3.0.3.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! |
| CONTENT STANDARD / DOMAIN | MN.0.3. | Reading Benchmarks: Foundational Skills K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Fluency | |
| INDICATORS OF PROGRESS / STRAND | 0.3.0.4. | 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? |
| CONTENT STANDARD / DOMAIN | MN.0.6. | Writing Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Text Types and Purposes | |
| INDICATORS OF PROGRESS / STRAND | 0.6.1.1. | 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 |
| INDICATORS OF PROGRESS / STRAND | 0.6.2.2. | 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 |
| INDICATORS OF PROGRESS / STRAND | 0.6.3.3. | 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 |
| CONTENT STANDARD / DOMAIN | MN.0.6. | Writing Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Production and Distribution of Writing | |
| INDICATORS OF PROGRESS / STRAND | 0.6.5.5. | With guidance and support from adults, respond to questions and suggestions from adults and 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 Write a Favorite Family Recipe |
| CONTENT STANDARD / DOMAIN | MN.0.6. | Writing Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Research to Build and Present Knowledge | |
| INDICATORS OF PROGRESS / STRAND | 0.6.7.7. | 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 |
| INDICATORS OF PROGRESS / STRAND | 0.6.8.8. | 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 |
| CONTENT STANDARD / DOMAIN | MN.0.8. | Speaking, Viewing, Listening and Media Literacy Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Comprehension and Collaboration | |
| INDICATORS OF PROGRESS / STRAND | 0.8.1.1. | Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. |
| INDICATORS OF PROGRESS | 0.8.1.1.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? |
| INDICATORS OF PROGRESS | 0.8.1.1.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? |
| INDICATORS OF PROGRESS | 0.8.1.1.c. | Listen to others and name emotions by observing facial expression and other nonverbal cues. ReadyRosie Conversation Starters I Know All About Sharing Chores and Your Day Simon Says Where Would You Go? |
| INDICATORS OF PROGRESS | 0.8.1.1.d. | Follow basic oral directions. ReadyRosie Freeze Dance |
| CONTENT STANDARD / DOMAIN | MN.0.8. | Speaking, Viewing, Listening and Media Literacy Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Comprehension and Collaboration | |
| INDICATORS OF PROGRESS / STRAND | 0.8.2.2. | Confirm understanding of a text read aloud or information presented orally or through other media (e.g., poems, rhymes, songs) 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 |
| INDICATORS OF PROGRESS / STRAND | 0.8.3.3. | 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? |
| CONTENT STANDARD / DOMAIN | MN.0.8. | Speaking, Viewing, Listening and Media Literacy Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Presentation of Knowledge and Ideas | |
| INDICATORS OF PROGRESS / STRAND | 0.8.4.4. | 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? |
| INDICATORS OF PROGRESS / STRAND | 0.8.5.5. | 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? |
| INDICATORS OF PROGRESS / STRAND | 0.8.6.6. | Speak audibly and express thoughts, feelings, and ideas clearly, and respond to poems, rhymes, and songs. 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? |
| CONTENT STANDARD / DOMAIN | MN.0.8. | Speaking, Viewing, Listening and Media Literacy Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Media Literacy | |
| INDICATORS OF PROGRESS / STRAND | 0.8.7.7. | Distinguish among different types of print, digital, and multimodal media. |
| INDICATORS OF PROGRESS | 0.8.7.7.a. | Recognize common signs and logos. ReadyRosie Environmental Print |
| CONTENT STANDARD / DOMAIN | MN.0.8. | Speaking, Viewing, Listening and Media Literacy Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Media Literacy | |
| INDICATORS OF PROGRESS / STRAND | 0.8.8.8. | With prompting and support, create an individual or shared multimedia work for a specific purpose (e.g., to share lived or imagined experiences, to present information, to entertain, or as artistic expression.) ReadyRosie Here Are the Facts |
| CONTENT STANDARD / DOMAIN | MN.0.10. | Language Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Conventions of Standard English | |
| INDICATORS OF PROGRESS / STRAND | 0.10.1.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| INDICATORS OF PROGRESS | 0.10.1.1.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 |
| INDICATORS OF PROGRESS | 0.10.1.1.b. | Use frequently occurring nouns and verbs. ReadyRosie All About My Family |
| INDICATORS OF PROGRESS | 0.10.1.1.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? |
| INDICATORS OF PROGRESS | 0.10.1.1.f. | Produce and expand complete sentences in shared language activities. ReadyRosie Captioning Your Childhood Make a Card |
| CONTENT STANDARD / DOMAIN | MN.0.10. | Language Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Conventions of Standard English | |
| INDICATORS OF PROGRESS / STRAND | 0.10.2.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| INDICATORS OF PROGRESS | 0.10.2.2.a. | Capitalize the first word in a sentence and the pronoun I. ReadyRosie Make an Invitation |
| INDICATORS OF PROGRESS | 0.10.2.2.b. | Recognize and name end punctuation. ReadyRosie Isn't That Bold? |
| INDICATORS OF PROGRESS | 0.10.2.2.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 |
| INDICATORS OF PROGRESS | 0.10.2.2.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 |
| CONTENT STANDARD / DOMAIN | MN.0.10. | Language Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Vocabulary Acquisition and Use | |
| INDICATORS OF PROGRESS / STRAND | 0.10.5.5. | With guidance and support from adults, explore word relationships and nuances in word meanings to develop word consciousness. |
| INDICATORS OF PROGRESS | 0.10.5.5.a. | Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. ReadyRosie Guess the Group |
| INDICATORS OF PROGRESS | 0.10.5.5.b. | Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). ReadyRosie Speedy Synonyms |
| INDICATORS OF PROGRESS | 0.10.5.5.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 |
| CONTENT STANDARD / DOMAIN | MN.0.10. | Language Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Vocabulary Acquisition and Use | |
| INDICATORS OF PROGRESS / STRAND | 0.10.6.6. | 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 |
| Minnesota Academic Standards |
| Language Arts |
| Grade: 1 - Adopted: 2010 |
| CONTENT STANDARD / DOMAIN | MN.1.1. | Reading Benchmarks: Literature K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Key Ideas and Details | |
| INDICATORS OF PROGRESS / STRAND | 1.1.1.1. | 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 |
| INDICATORS OF PROGRESS / STRAND | 1.1.2.2. | 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 |
| INDICATORS OF PROGRESS / STRAND | 1.1.3.3. | 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 |
| CONTENT STANDARD / DOMAIN | MN.1.1. | Reading Benchmarks: Literature K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Craft and Structure | |
| INDICATORS OF PROGRESS / STRAND | 1.1.4.4. | 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? |
| INDICATORS OF PROGRESS / STRAND | 1.1.5.5. | 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? |
| INDICATORS OF PROGRESS / STRAND | 1.1.6.6. | Identify who is telling the story at various points in a text. ReadyRosie Reading Strategy: Reading and Making Connections |
| CONTENT STANDARD / DOMAIN | MN.1.1. | Reading Benchmarks: Literature K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Integration of Knowledge and Ideas | |
| INDICATORS OF PROGRESS / STRAND | 1.1.7.7. | 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 |
| INDICATORS OF PROGRESS / STRAND | 1.1.9.9. | Compare and contrast the adventures and experiences of characters in stories. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| CONTENT STANDARD / DOMAIN | MN.1.1. | Reading Benchmarks: Literature K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Range of Reading and Level of Text Complexity | |
| INDICATORS OF PROGRESS / STRAND | 1.1.10.10. | With prompting and support, read prose and poetry of appropriate complexity for grade 1 as well as select texts for personal enjoyment, interest, and academic tasks. ReadyRosie Poetry Routine Reading Strategy: Model Expressive Reading What Do I Like? |
| CONTENT STANDARD / DOMAIN | MN.1.2. | Reading Benchmarks: Informational Text K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Key Ideas and Details | |
| INDICATORS OF PROGRESS / STRAND | 1.2.1.1. | Ask and answer questions about key details in a text. ReadyRosie How To What Do You Want to Know? What's Cool About Nonfiction? |
| INDICATORS OF PROGRESS / STRAND | 1.2.2.2. | 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? |
| CONTENT STANDARD / DOMAIN | MN.1.2. | Reading Benchmarks: Informational Text K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Craft and Structure | |
| INDICATORS OF PROGRESS / STRAND | 1.2.4.4. | 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 |
| INDICATORS OF PROGRESS / STRAND | 1.2.5.5. | 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 |
| INDICATORS OF PROGRESS / STRAND | 1.2.6.6. | 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? |
| CONTENT STANDARD / DOMAIN | MN.1.2. | Reading Benchmarks: Informational Text K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Integration of Knowledge and Ideas | |
| INDICATORS OF PROGRESS / STRAND | 1.2.7.7. | 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? |
| INDICATORS OF PROGRESS / STRAND | 1.2.8.8. | Identify the reasons an author gives to support points in a text. ReadyRosie How To Is It Real? What's Cool About Nonfiction? |
| CONTENT STANDARD / DOMAIN | MN.1.2. | Reading Benchmarks: Informational Text K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Range of Reading and Level of Text Complexity | |
| INDICATORS OF PROGRESS / STRAND | 1.2.10.10. | With prompting and support, read informational texts appropriately complex for grade 1, as well as select texts for personal enjoyment, interest, and academic tasks. 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? |
| CONTENT STANDARD / DOMAIN | MN.1.3. | Reading Benchmarks: Foundational Skills K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Print Concepts | |
| INDICATORS OF PROGRESS / STRAND | 1.3.0.1. | Demonstrate understanding of the organization and basic features of print. |
| INDICATORS OF PROGRESS | 0.3.0.1.a. | Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). ReadyRosie Reading Strategies: Punctuation Expression |
| CONTENT STANDARD / DOMAIN | MN.1.3. | Reading Benchmarks: Foundational Skills K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Phonological Awareness | |
| INDICATORS OF PROGRESS / STRAND | 1.3.0.2. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| INDICATORS OF PROGRESS | 0.3.0.2.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 |
| INDICATORS OF PROGRESS | 0.3.0.2.b. | Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| INDICATORS OF PROGRESS | 0.3.0.2.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 |
| CONTENT STANDARD / DOMAIN | MN.1.3. | Reading Benchmarks: Foundational Skills K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Phonics and Word Recognition | |
| INDICATORS OF PROGRESS / STRAND | 1.3.0.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| INDICATORS OF PROGRESS | 1.3.0.3.a. | Know the spelling-sound correspondences for common consonant digraphs, and initial and final consonant blends ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| INDICATORS OF PROGRESS | 1.3.0.3.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! |
| INDICATORS OF PROGRESS | 1.3.0.3.c. | Know final -e and common vowel team conventions for representing long vowel sounds. ReadyRosie Change One Letter |
| INDICATORS OF PROGRESS | 1.3.0.3.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 |
| INDICATORS OF PROGRESS | 1.3.0.3.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 |
| INDICATORS OF PROGRESS | 1.3.0.3.g. | Recognize and read grade-appropriate irregularly spelled words, including high- frequency 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! |
| CONTENT STANDARD / DOMAIN | MN.1.3. | Reading Benchmarks: Foundational Skills K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Fluency | |
| INDICATORS OF PROGRESS / STRAND | 1.3.0.4. | Read with sufficient accuracy and fluency to support comprehension. |
| INDICATORS OF PROGRESS | 1.3.0.4.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? |
| INDICATORS OF PROGRESS | 1.3.0.4.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 |
| INDICATORS OF PROGRESS | 1.3.0.4.c. | Use context and other cues (e.g., phonics, word recognition skills, prior knowledge) to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Preview & Predict Read a Little, Think a Little Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| CONTENT STANDARD / DOMAIN | MN.1.6. | Writing Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Text Types and Purposes | |
| INDICATORS OF PROGRESS / STRAND | 1.6.1.1. | 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 |
| INDICATORS OF PROGRESS / STRAND | 1.6.2.2. | 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 |
| INDICATORS OF PROGRESS / STRAND | 1.6.3.3. | Write narratives and other creative texts 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 Labeling Your Story My First Journal Remember The Story Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around |
| CONTENT STANDARD / DOMAIN | MN.1.6. | Writing Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Production and Distribution of Writing | |
| INDICATORS OF PROGRESS / STRAND | 1.6.5.5. | With guidance and support from adults, focus on a topic, respond to questions and suggestions from adults and peers, and add details to strengthen writing as needed. ReadyRosie Bake Sale/Lemonade Stand Captioning Your Childhood Color Poem Create a Crazy Character Family Adventure List I'd Really Like Labeling Your Story Magical Creature Writing Make a Card Make a List Math Journal Walk Nature Journaling |
| CONTENT STANDARD / DOMAIN | MN.1.6. | Writing Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Research to Build and Present Knowledge | |
| INDICATORS OF PROGRESS / STRAND | 1.6.7.7. | 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 |
| INDICATORS OF PROGRESS / STRAND | 1.6.8.8. | 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 |
| CONTENT STANDARD / DOMAIN | MN.1.8. | Speaking, Viewing, Listening and Media Literacy Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Comprehension and Collaboration | |
| INDICATORS OF PROGRESS / STRAND | 1.8.1.1. | Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. |
| INDICATORS OF PROGRESS | 1.8.1.1.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? |
| INDICATORS OF PROGRESS | 1.8.1.1.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? |
| INDICATORS OF PROGRESS | 1.8.1.1.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? |
| INDICATORS OF PROGRESS | 1.8.1.1.d. | Listen to others' ideas and identify others' points of view. 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? |
| INDICATORS OF PROGRESS | 1.8.1.1.e. | Follow two-step oral directions. ReadyRosie Freeze Dance |
| CONTENT STANDARD / DOMAIN | MN.1.8. | Speaking, Viewing, Listening and Media Literacy Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Comprehension and Collaboration | |
| INDICATORS OF PROGRESS / STRAND | 1.8.2.2. | Ask and answer questions about key details in a text read aloud or information presented orally or through other media (e.g., stories, poems, rhymes, songs). 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 |
| INDICATORS OF PROGRESS / STRAND | 1.8.3.3. | 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? |
| CONTENT STANDARD / DOMAIN | MN.1.8. | Speaking, Viewing, Listening and Media Literacy Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Presentation of Knowledge and Ideas | |
| INDICATORS OF PROGRESS / STRAND | 1.8.4.4. | 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? |
| INDICATORS OF PROGRESS / STRAND | 1.8.5.5. | 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 |
| INDICATORS OF PROGRESS / STRAND | 1.8.6.6. | Produce complete sentences when appropriate to task and situation, and respond to stories, poems, rhymes and songs with expression. (See grade 1 Language standards 1and 3 on page 38 for specific expectations.) ReadyRosie Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| CONTENT STANDARD / DOMAIN | MN.1.8. | Speaking, Viewing, Listening and Media Literacy Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Media Literacy | |
| INDICATORS OF PROGRESS / STRAND | 1.8.7.7. | Distinguish among and understand purposes of different types of print, digital, and multimodal media. |
| INDICATORS OF PROGRESS | 1.8.7.7.a. | Demonstrate understanding of media by asking and answering appropriate questions about what is read, heard or viewed. ReadyRosie Family Movie Night |
| INDICATORS OF PROGRESS | 1.8.7.7.b. | Summarize ideas from media in own words. ReadyRosie Family Movie Night |
| CONTENT STANDARD / DOMAIN | MN.1.10. | Language Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Conventions of Standard English | |
| INDICATORS OF PROGRESS / STRAND | 1.10.1.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| INDICATORS OF PROGRESS | 1.10.1.1.a. | Print all upper- and lowercase letters. ReadyRosie Captioning Your Childhood Letters on My Back Make an Invitation Write Your Name |
| INDICATORS OF PROGRESS | 1.10.1.1.b. | Use common, proper, and possessive nouns. ReadyRosie All About My Family Noun Charades Picture Talk |
| INDICATORS OF PROGRESS | 1.10.1.1.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 |
| INDICATORS OF PROGRESS | 1.10.1.1.d. | Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). ReadyRosie Picture Talk |
| INDICATORS OF PROGRESS | 1.10.1.1.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 |
| INDICATORS OF PROGRESS | 1.10.1.1.f. | Use frequently occurring adjectives. ReadyRosie Make a Card Picture Talk |
| INDICATORS OF PROGRESS | 1.10.1.1.i. | Use frequently occurring prepositions (e.g., during, beyond, toward). ReadyRosie Picture Talk |
| INDICATORS OF PROGRESS | 1.10.1.1.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 |
| CONTENT STANDARD / DOMAIN | MN.1.10. | Language Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Conventions of Standard English | |
| INDICATORS OF PROGRESS / STRAND | 1.10.2.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| INDICATORS OF PROGRESS | 1.10.2.2.a. | Capitalize dates and names of people. ReadyRosie Make a Card Make an Invitation Write a Letter |
| INDICATORS OF PROGRESS | 1.10.2.2.b. | Use end punctuation for sentences. ReadyRosie Magical Creature Writing Write a Letter |
| INDICATORS OF PROGRESS | 1.10.2.2.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 |
| INDICATORS OF PROGRESS | 1.10.2.2.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 |
| CONTENT STANDARD / DOMAIN | MN.1.10. | Language Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Vocabulary Acquisition and Use | |
| INDICATORS OF PROGRESS / STRAND | 1.10.4.4. | 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. |
| INDICATORS OF PROGRESS | 1.10.4.4.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 |
| INDICATORS OF PROGRESS | 1.10.4.4.b. | Use frequently occurring affixes as a clue to the meaning of a word. ReadyRosie Reading Strategy: Cover the Suffix |
| CONTENT STANDARD / DOMAIN | MN.1.10. | Language Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Vocabulary Acquisition and Use | |
| INDICATORS OF PROGRESS / STRAND | 1.10.5.5. | With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings to develop word consciousness. |
| INDICATORS OF PROGRESS | 1.10.5.5.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 |
| INDICATORS OF PROGRESS | 1.10.5.5.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 |
| INDICATORS OF PROGRESS | 1.10.5.5.c. | Identify real-life connections between words and their use (e.g., note places at home that are cozy). ReadyRosie Million Dollar Words |
| INDICATORS OF PROGRESS | 1.10.5.5.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 |
| CONTENT STANDARD / DOMAIN | MN.1.10. | Language Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Vocabulary Acquisition and Use | |
| INDICATORS OF PROGRESS / STRAND | 1.10.6.6. | 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 |
| Minnesota Academic Standards |
| Language Arts |
| Grade: 2 - Adopted: 2010 |
| CONTENT STANDARD / DOMAIN | MN.2.1. | Reading Benchmarks: Literature K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Key Ideas and Details | |
| INDICATORS OF PROGRESS / STRAND | 2.1.1.1. | 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 |
| INDICATORS OF PROGRESS / STRAND | 2.1.3.3. | 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 |
| CONTENT STANDARD / DOMAIN | MN.2.1. | Reading Benchmarks: Literature K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Craft and Structure | |
| INDICATORS OF PROGRESS / STRAND | 2.1.4.4. | 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 |
| INDICATORS OF PROGRESS / STRAND | 2.1.5.5. | 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 |
| INDICATORS OF PROGRESS / STRAND | 2.1.6.6. | 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 |
| CONTENT STANDARD / DOMAIN | MN.2.1. | Reading Benchmarks: Literature K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Integration of Knowledge and Ideas | |
| INDICATORS OF PROGRESS / STRAND | 2.1.7.7. | 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 |
| CONTENT STANDARD / DOMAIN | MN.2.1. | Reading Benchmarks: Literature K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Range of Reading and Level of Text Complexity | |
| INDICATORS OF PROGRESS / STRAND | 2.1.10.10. | By the end of the year, select, read and comprehend literature including stories and poetry for personal enjoyment, interest, and academic tasks, 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 |
| CONTENT STANDARD / DOMAIN | MN.2.2. | Reading Benchmarks: Informational Text K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Key Ideas and Details | |
| INDICATORS OF PROGRESS / STRAND | 2.2.1.1. | 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? |
| INDICATORS OF PROGRESS / STRAND | 2.2.2.2. | 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 |
| INDICATORS OF PROGRESS / STRAND | 2.2.3.3. | 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? |
| CONTENT STANDARD / DOMAIN | MN.2.2. | Reading Benchmarks: Informational Text K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Craft and Structure | |
| INDICATORS OF PROGRESS / STRAND | 2.2.4.4. | 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 |
| INDICATORS OF PROGRESS / STRAND | 2.2.5.5. | 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? |
| INDICATORS OF PROGRESS / STRAND | 2.2.6.6. | 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? |
| CONTENT STANDARD / DOMAIN | MN.2.2. | Reading Benchmarks: Informational Text K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Integration of Knowledge and Ideas | |
| INDICATORS OF PROGRESS / STRAND | 2.2.7.7. | 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 |
| INDICATORS OF PROGRESS / STRAND | 2.2.8.8. | Describe how reasons support specific points the author makes in a text. ReadyRosie How To |
| CONTENT STANDARD / DOMAIN | MN.2.2. | Reading Benchmarks: Informational Text K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Range of Reading and Level of Text Complexity | |
| INDICATORS OF PROGRESS / STRAND | 2.2.10.10. | By the end of year, select, 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 for personal interest, enjoyment, and academic tasks. ReadyRosie Books on the Go Daily Reading Routines Five Finger Rule I Want to Know About I Went to the Zoo and Saw Reading Strategies: Punctuation Expression Reading Strategy: Give the Word That's So Cool What Do You Wonder? |
| CONTENT STANDARD / DOMAIN | MN.2.3. | Reading Benchmarks: Foundational Skills K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Phonics and Word Recognition | |
| INDICATORS OF PROGRESS / STRAND | 2.3.0.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| INDICATORS OF PROGRESS | 2.3.0.3.b. | Know spelling-sound correspondences for additional common vowel teams. ReadyRosie Shopping for Syllables Thinking About Word Chunks |
| INDICATORS OF PROGRESS | 2.3.0.3.c. | Decode regularly spelled two-syllable words with long vowels. ReadyRosie Little Words Inside Bigger Words Reading Strategy: Cover the Suffix Rhyming Hand Game |
| INDICATORS OF PROGRESS | 2.3.0.3.d. | Decode words with common prefixes and suffixes. ReadyRosie Reading Strategy: Cover the Suffix Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATORS OF PROGRESS | 2.3.0.3.e. | Identify words with inconsistent but common spelling-sound correspondences. ReadyRosie Reading Strategy: Give the Word Thinking About Word Chunks |
| INDICATORS OF PROGRESS | 2.3.0.3.f. | f. Recognize and read grade-appropriate irregularly spelled words, including high-frequency words. ReadyRosie My Words, Your Words Race You To the Top Reading Strategy: Give the Word Thinking About Word Chunks |
| CONTENT STANDARD / DOMAIN | MN.2.3. | Reading Benchmarks: Foundational Skills K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Fluency | |
| INDICATORS OF PROGRESS / STRAND | 2.3.0.4. | Read with sufficient accuracy and fluency to support comprehension. |
| INDICATORS OF PROGRESS | 2.3.0.4.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? |
| INDICATORS OF PROGRESS | 2.3.0.4.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 |
| INDICATORS OF PROGRESS | 2.3.0.4.c. | Use context and other cues (e.g., phonics, word recognition skills, prior knowledge) to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Can You See It? Read a Little, Think a Little Reading Strategies: Slow Down, Reread Wondering About Words |
| CONTENT STANDARD / DOMAIN | MN.2.6. | Writing Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Text Types and Purposes | |
| INDICATORS OF PROGRESS / STRAND | 2.6.1.1. | 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? |
| INDICATORS OF PROGRESS / STRAND | 2.6.2.2. | 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 |
| INDICATORS OF PROGRESS / STRAND | 2.6.3.3. | Write narratives and other creative texts in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. ReadyRosie Family Journaling Funny Pictures Magical Creature Writing My Family Comic Strip Story Train Write Around |
| CONTENT STANDARD / DOMAIN | MN.2.6. | Writing Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Production and Distribution of Writing | |
| INDICATORS OF PROGRESS / STRAND | 2.6.5.5. | 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 |
| CONTENT STANDARD / DOMAIN | MN.2.6. | Writing Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Research to Build and Present Knowledge | |
| INDICATORS OF PROGRESS / STRAND | 2.6.7.7. | 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 |
| INDICATORS OF PROGRESS / STRAND | 2.6.8.8. | 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? |
| CONTENT STANDARD / DOMAIN | MN.2.8. | Speaking, Viewing, Listening and Media Literacy Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Comprehension and Collaboration | |
| INDICATORS OF PROGRESS / STRAND | 2.8.1.1. | Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. |
| INDICATORS OF PROGRESS | 2.8.1.1.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? |
| INDICATORS OF PROGRESS | 2.8.1.1.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? |
| INDICATORS OF PROGRESS | 2.8.1.1.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? |
| INDICATORS OF PROGRESS | 2.8.1.1.e. | Follow two- and three-step oral directions. ReadyRosie Freeze Dance |
| CONTENT STANDARD / DOMAIN | MN.2.8. | Speaking, Viewing, Listening and Media Literacy Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Comprehension and Collaboration | |
| INDICATORS OF PROGRESS / STRAND | 2.8.2.2. | 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 |
| INDICATORS OF PROGRESS / STRAND | 2.8.3.3. | 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? |
| CONTENT STANDARD / DOMAIN | MN.2.8. | Speaking, Viewing, Listening and Media Literacy Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Presentation of Knowledge and Ideas | |
| INDICATORS OF PROGRESS / STRAND | 2.8.4.4. | 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? |
| INDICATORS OF PROGRESS / STRAND | 2.8.6.6. | Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1and 3 on page 38 for specific expectations.) ReadyRosie 20 Questions Family Interview Guess Who Sharing Chores and Your Day Simon Says Take a Stand What I Like About Me Who's Coming to Dinner? |
| CONTENT STANDARD / DOMAIN | MN.2.8. | Speaking, Viewing, Listening and Media Literacy Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Media Literacy | |
| INDICATORS OF PROGRESS / STRAND | 2.8.8.8. | With prompting and support, create an individual or shared multimedia work for a specific purpose (e.g., to create or integrate knowledge, to share experiences or information, to persuade, to entertain, or as artistic expression.) |
| INDICATORS OF PROGRESS | 2.8.8.8.a. | With prompting and support, critique each found image under consideration for use in a multimedia project for its appropriateness to purpose, its effectiveness in conveying the message, and its effect on the intended audience and justify its use in the project. ReadyRosie How Far Does It Fly? |
| CONTENT STANDARD / DOMAIN | MN.2.10. | Language Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Conventions of Standard English | |
| INDICATORS OF PROGRESS / STRAND | 2.10.1.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| INDICATORS OF PROGRESS | 2.10.1.1.a. | Use collective nouns (e.g., group). ReadyRosie 20 Questions Noun Charades |
| INDICATORS OF PROGRESS | 2.10.1.1.b. | Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). ReadyRosie Noun Charades |
| INDICATORS OF PROGRESS | 2.10.1.1.d. | Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). ReadyRosie Family Journaling |
| INDICATORS OF PROGRESS | 2.10.1.1.e. | Use adjectives and adverbs, and choose between them depending on what is to be modified. ReadyRosie Acrostic Poem Picture Talk |
| INDICATORS OF PROGRESS | 2.10.1.1.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 |
| CONTENT STANDARD / DOMAIN | MN.2.10. | Language Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Conventions of Standard English | |
| INDICATORS OF PROGRESS / STRAND | 2.10.2.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| INDICATORS OF PROGRESS | 2.10.2.2.a. | Capitalize holidays, product names, and geographic names. ReadyRosie Writing Telephone Game |
| INDICATORS OF PROGRESS | 2.10.2.2.b. | Use commas in greetings and closings of letters. ReadyRosie Hidden Messages Write a Thank You Note Write to the Tooth Fairy |
| INDICATORS OF PROGRESS | 2.10.2.2.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 |
| CONTENT STANDARD / DOMAIN | MN.2.10. | Language Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Knowledge of Language | |
| INDICATORS OF PROGRESS / STRAND | 2.10.3.3. | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| INDICATORS OF PROGRESS | 2.10.3.3.a. | Compare formal and informal uses of English. ReadyRosie Share Your Knowledge Sharing Chores and Your Day |
| CONTENT STANDARD / DOMAIN | MN.2.10. | Language Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Vocabulary Acquisition and Use | |
| INDICATORS OF PROGRESS / STRAND | 2.10.4.4. | 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. |
| INDICATORS OF PROGRESS | 2.10.4.4.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 |
| INDICATORS OF PROGRESS | 2.10.4.4.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 |
| INDICATORS OF PROGRESS | 2.10.4.4.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 |
| INDICATORS OF PROGRESS | 2.10.4.4.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 |
| INDICATORS OF PROGRESS | 2.10.4.4.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 |
| CONTENT STANDARD / DOMAIN | MN.2.10. | Language Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Vocabulary Acquisition and Use | |
| INDICATORS OF PROGRESS / STRAND | 2.10.5.5. | Demonstrate understanding of word relationships and nuances in word meanings to develop word consciousness. |
| INDICATORS OF PROGRESS | 2.10.5.5.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 |
| INDICATORS OF PROGRESS | 2.10.5.5.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 |
| CONTENT STANDARD / DOMAIN | MN.2.10. | Language Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Vocabulary Acquisition and Use | |
| INDICATORS OF PROGRESS / STRAND | 2.10.6.6. | 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? |
| Minnesota Academic Standards |
| Language Arts |
| Grade: 3 - Adopted: 2010 |
| CONTENT STANDARD / DOMAIN | MN.3.1. | Reading Benchmarks: Literature K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Key Ideas and Details | |
| INDICATORS OF PROGRESS / STRAND | 3.1.1.1. | 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 |
| INDICATORS OF PROGRESS / STRAND | 3.1.2.2. | 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 |
| INDICATORS OF PROGRESS / STRAND | 3.1.3.3. | 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 |
| CONTENT STANDARD / DOMAIN | MN.3.1. | Reading Benchmarks: Literature K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Craft and Structure | |
| INDICATORS OF PROGRESS / STRAND | 3.1.4.4. | Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language, including figurative language such as similes. ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer Talking About Books What Makes a Good Storyteller |
| INDICATORS OF PROGRESS / STRAND | 3.1.5.5. | 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 |
| INDICATORS OF PROGRESS / STRAND | 3.1.6.6. | Distinguish their own point of view from that of the narrator or those of the characters. ReadyRosie Reading Strategy: Reading and Making Connections |
| CONTENT STANDARD / DOMAIN | MN.3.1. | Reading Benchmarks: Literature K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Integration of Knowledge and Ideas | |
| INDICATORS OF PROGRESS / STRAND | 3.1.7.7. | 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 |
| INDICATORS OF PROGRESS / STRAND | 3.1.9.9. | 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 |
| CONTENT STANDARD / DOMAIN | MN.3.1. | Reading Benchmarks: Literature K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Range of Reading and Level of Text Complexity | |
| INDICATORS OF PROGRESS / STRAND | 3.1.10.10. | By the end of the year, read and comprehend literature and other texts including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. |
| INDICATORS OF PROGRESS | 3.1.10.10.a. | Self-select texts for personal enjoyment, interest, and academic tasks. 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 |
| CONTENT STANDARD / DOMAIN | MN.3.2. | Reading Benchmarks: Informational Text K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Key Ideas and Details | |
| INDICATORS OF PROGRESS / STRAND | 3.2.1.1. | 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? |
| INDICATORS OF PROGRESS / STRAND | 3.2.2.2. | Determine the main idea of a text; recount the key details and explain how they support the main idea. ReadyRosie That's So Cool What Will You Learn? |
| INDICATORS OF PROGRESS / STRAND | 3.2.3.3. | 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? |
| CONTENT STANDARD / DOMAIN | MN.3.2. | Reading Benchmarks: Informational Text K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Craft and Structure | |
| INDICATORS OF PROGRESS / STRAND | 3.2.4.4. | 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 |
| INDICATORS OF PROGRESS / STRAND | 3.2.5.5. | 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 |
| CONTENT STANDARD / DOMAIN | MN.3.2. | Reading Benchmarks: Informational Text K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Integration of Knowledge and Ideas | |
| INDICATORS OF PROGRESS / STRAND | 3.2.7.7. | 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? |
| CONTENT STANDARD / DOMAIN | MN.3.2. | Reading Benchmarks: Informational Text K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Range of Reading and Level of Text Complexity | |
| INDICATORS OF PROGRESS / STRAND | 3.2.10.10. | 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. |
| INDICATORS OF PROGRESS | 3.2.10.10.a. | Self-select texts for personal enjoyment, interest, and academic tasks. ReadyRosie Books on the Go Building a Fort Daily Reading Routines Double the Recipe Favorite Genres Five Finger Rule I Want to Know About That's So Cool What Will You Learn? |
| CONTENT STANDARD / DOMAIN | MN.3.3. | Reading Benchmarks: Foundational Skills K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Phonics and Word Recognition | |
| INDICATORS OF PROGRESS / STRAND | 3.3.0.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| INDICATORS OF PROGRESS | 3.3.0.3.a. | Identify and know the meaning of the most common prefixes and derivational suffixes. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATORS OF PROGRESS | 3.3.0.3.b. | Decode words with common Latin suffixes. ReadyRosie Shopping for Syllables Understanding Big Words |
| INDICATORS OF PROGRESS | 3.3.0.3.d. | Read grade-appropriate irregularly spelled words, including high-frequency words. ReadyRosie Change One Letter Magical Creature Writing Race You To the Top Thinking About Word Chunks Word Challenge Write a Letter |
| CONTENT STANDARD / DOMAIN | MN.3.3. | Reading Benchmarks: Foundational Skills K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Fluency | |
| INDICATORS OF PROGRESS / STRAND | 3.3.0.4. | Read with sufficient accuracy and fluency to support comprehension. |
| INDICATORS OF PROGRESS | 3.3.0.4.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? |
| INDICATORS OF PROGRESS | 3.3.0.4.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 |
| INDICATORS OF PROGRESS | 3.3.0.4.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Wondering About Words Word Detective |
| CONTENT STANDARD / DOMAIN | MN.3.6. | Writing Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Text Types and Purposes | |
| INDICATORS OF PROGRESS / STRAND | 3.6.1.1. | Write opinion pieces on topics or texts, supporting a point of view with reasons. |
| INDICATORS OF PROGRESS | 3.W.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? |
| INDICATORS OF PROGRESS | 3.W.1.c. | Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. ReadyRosie This Is Important |
| INDICATORS OF PROGRESS | 3.W.1.d. | Provide a concluding statement or section. ReadyRosie This Is Important Who Are Your Heroes? |
| CONTENT STANDARD / DOMAIN | MN.3.6. | Writing Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Text Types and Purposes | |
| INDICATORS OF PROGRESS / STRAND | 3.6.2.2. | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| INDICATORS OF PROGRESS | 3.W.2.a. | Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. ReadyRosie Create a Song Family Adventure List Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition |
| INDICATORS OF PROGRESS | 3.W.2.b. | Develop the topic with facts, definitions, and details. ReadyRosie Create a Song Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| INDICATORS OF PROGRESS | 3.W.2.c. | Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. ReadyRosie Create a Song |
| INDICATORS OF PROGRESS | 3.W.2.d. | Provide a concluding statement or section. ReadyRosie Write About a Family Tradition Write a Favorite Family Recipe |
| CONTENT STANDARD / DOMAIN | MN.3.6. | Writing Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Text Types and Purposes | |
| INDICATORS OF PROGRESS / STRAND | 3.6.3.3. | Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
| INDICATORS OF PROGRESS | 3.W.3.a. | Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. ReadyRosie A Really Good Story Family Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Writing Telephone Game |
| INDICATORS OF PROGRESS | 3.W.3.b. | Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. ReadyRosie A Really Good Story Family Poem Magical Creature Writing Write Around |
| INDICATORS OF PROGRESS | 3.W.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 |
| INDICATORS OF PROGRESS | 3.W.3.d. | Provide a sense of closure. ReadyRosie Family Journaling Magical Creature Writing My Family Comic Strip Story Train Write Around |
| CONTENT STANDARD / DOMAIN | MN.3.6. | Writing Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Production and Distribution of Writing | |
| INDICATORS OF PROGRESS / STRAND | 3.6.4.4. | 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 |
| INDICATORS OF PROGRESS / STRAND | 3.6.5.5. | With guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 on page 41-42.) ReadyRosie Family Journaling Make a Neighborhood Map Nature Journaling This Is Important |
| CONTENT STANDARD / DOMAIN | MN.3.6. | Writing Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Research to Build and Present Knowledge | |
| INDICATORS OF PROGRESS / STRAND | 3.6.7.7. | 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? |
| INDICATORS OF PROGRESS / STRAND | 3.6.8.8. | 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? |
| CONTENT STANDARD / DOMAIN | MN.3.6. | Writing Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Range of Writing | |
| INDICATORS OF PROGRESS / STRAND | 3.6.10.10. | 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. |
| INDICATORS OF PROGRESS | 3.6.10.10.a. | Independently select writing topics and formats for personal enjoyment, interest, and academic tasks. ReadyRosie This Is Important |
| CONTENT STANDARD / DOMAIN | MN.3.8. | Speaking, Viewing, Listening and Media Literacy Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Comprehension and Collaboration | |
| INDICATORS OF PROGRESS / STRAND | 3.8.1.1. | 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. |
| INDICATORS OF PROGRESS | 3.8.1.1.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? |
| INDICATORS OF PROGRESS | 3.8.1.1.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? |
| INDICATORS OF PROGRESS | 3.8.1.1.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? |
| INDICATORS OF PROGRESS | 3.8.1.1.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? |
| INDICATORS OF PROGRESS | 3.8.1.1.f. | Follow multi-step oral directions. ReadyRosie Freeze Dance |
| CONTENT STANDARD / DOMAIN | MN.3.8. | Speaking, Viewing, Listening and Media Literacy Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Comprehension and Collaboration | |
| INDICATORS OF PROGRESS / STRAND | 3.8.2.2. | 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 |
| INDICATORS OF PROGRESS / STRAND | 3.8.3.3. | 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? |
| CONTENT STANDARD / DOMAIN | MN.3.8. | Speaking, Viewing, Listening and Media Literacy Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Presentation of Knowledge and Ideas | |
| INDICATORS OF PROGRESS / STRAND | 3.8.4.4. | 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? |
| INDICATORS OF PROGRESS / STRAND | 3.8.6.6. | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on page 41-42 for specific expectations.) ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| CONTENT STANDARD / DOMAIN | MN.3.8. | Speaking, Viewing, Listening and Media Literacy Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Media Literacy | |
| INDICATORS OF PROGRESS / STRAND | 3.8.7.7. | Distinguish among, understand, and use different types of print, digital, and multimodal media. |
| INDICATORS OF PROGRESS | 3.8.7.7.c. | Check for accuracy in pictures and images. ReadyRosie How Far Does It Fly? |
| CONTENT STANDARD / DOMAIN | MN.3.8. | Speaking, Viewing, Listening and Media Literacy Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Media Literacy | |
| INDICATORS OF PROGRESS / STRAND | 3.8.8.8. | With prompting and support, create an individual or shared multimedia work for a specific purpose (e.g., to create or integrate knowledge, to share experiences or information, to persuade, to entertain, or as artistic expression.) |
| INDICATORS OF PROGRESS | 3.8.8.8.a. | With prompting and support, critique each found image under consideration for use in a multimedia project for its appropriateness to purpose, its effectiveness in conveying the message, and its effect on the intended audience and justify its use in the project. ReadyRosie How Far Does It Fly? |
| CONTENT STANDARD / DOMAIN | MN.3.10 | Language Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Conventions of Standard English | |
| INDICATORS OF PROGRESS / STRAND | 3.10.1.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| INDICATORS OF PROGRESS | 3.10.1.1.a. | Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. ReadyRosie Acrostic Poem Noun Charades |
| INDICATORS OF PROGRESS | 3.10.1.1.b. | Form and use regular and irregular plural nouns. ReadyRosie Noun Charades |
| INDICATORS OF PROGRESS | 3.10.1.1.c. | Use abstract nouns (e.g., childhood). ReadyRosie Noun Charades |
| INDICATORS OF PROGRESS | 3.10.1.1.e. | Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. ReadyRosie Magical Creature Writing |
| INDICATORS OF PROGRESS | 3.10.1.1.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 |
| INDICATORS OF PROGRESS | 3.10.1.1.i. | Produce simple, compound, and complex sentences. ReadyRosie Magical Creature Writing Writing Telephone Game |
| CONTENT STANDARD / DOMAIN | MN.3.10 | Language Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Conventions of Standard English | |
| INDICATORS OF PROGRESS / STRAND | 3.10.2.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| INDICATORS OF PROGRESS | 3.10.2.2.c. | Use commas and quotation marks in dialogue. ReadyRosie Write Around |
| INDICATORS OF PROGRESS | 3.10.2.2.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 |
| INDICATORS OF PROGRESS | 3.10.2.2.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 |
| CONTENT STANDARD / DOMAIN | MN.3.10 | Language Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Knowledge of Language | |
| INDICATORS OF PROGRESS / STRAND | 3.10.3.3. | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| INDICATORS OF PROGRESS | 3.10.3.3.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 |
| CONTENT STANDARD / DOMAIN | MN.3.10 | Language Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Vocabulary Acquisition and Use | |
| INDICATORS OF PROGRESS / STRAND | 3.10.4.4. | 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. |
| INDICATORS OF PROGRESS | 3.10.4.4.a. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Wondering About Words Word Detective |
| INDICATORS OF PROGRESS | 3.10.4.4.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 |
| INDICATORS OF PROGRESS | 3.10.4.4.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 |
| INDICATORS OF PROGRESS | 3.10.4.4.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 |
| CONTENT STANDARD / DOMAIN | MN.3.10 | Language Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Vocabulary Acquisition and Use | |
| INDICATORS OF PROGRESS / STRAND | 3.10.5.5. | Demonstrate understanding of word relationships and nuances in word meanings to develop word consciousness. |
| INDICATORS OF PROGRESS | 3.10.5.5.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 |
| INDICATORS OF PROGRESS | 3.10.5.5.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 |
| INDICATORS OF PROGRESS | 3.10.5.5.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 |
| CONTENT STANDARD / DOMAIN | MN.3.10 | Language Benchmarks K-5 |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Vocabulary Acquisition and Use | |
| INDICATORS OF PROGRESS / STRAND | 3.10.6.6. | 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 |
| Minnesota Academic Standards |
| Mathematics |
| Grade: K - Adopted: 2008 |
| CONTENT STANDARD / DOMAIN | MN.K.1. | Number & Operation |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | K.1.1. | Understand the relationship between quantities and whole numbers up to 31. |
| INDICATORS OF PROGRESS / STRAND | K.1.1.2. | Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. ReadyRosie Go Fish My Favorite Things Numbers on My Back Sneaky Math Note Ten in a Row |
| INDICATORS OF PROGRESS / STRAND | K.1.1.3. | Count, with and without objects, forward and backward to at least 20. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Sneaky Math Note Spill the Beans The Biggest Number What Am I Counting? What Do I Have? |
| INDICATORS OF PROGRESS / STRAND | K.1.1.5. | Compare and order whole numbers, with and without objects, from 0 to 20. ReadyRosie In Ten Seconds Ten in a Row The Biggest Number |
| CONTENT STANDARD / DOMAIN | MN.K.1. | Number & Operation |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | K.1.2. | Use objects and pictures to represent situations involving combining and separating. |
| INDICATORS OF PROGRESS / STRAND | K.1.2.1. | Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. ReadyRosie Car Race Finish My Set Fishing for Tens How Many Legs? Putting Away Dishes |
| INDICATORS OF PROGRESS / STRAND | K.1.2.2. | Compose and decompose numbers up to 10 with objects and pictures. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| CONTENT STANDARD / DOMAIN | MN.K.2. | Algebra |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | K.2.1. | Recognize, create, complete, and extend patterns. |
| INDICATORS OF PROGRESS / STRAND | K.2.1.1. | Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or o, oo, ooo. ReadyRosie Make a Pattern Pattern Walk Secret Family Pattern |
| CONTENT STANDARD / DOMAIN | MN.K.3. | Geometry & Measurement |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | K.3.1. | Recognize and sort basic two and three dimensional shapes; use them to model real world objects. |
| INDICATORS OF PROGRESS / STRAND | K.3.1.1. | Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. ReadyRosie Canned Shape Scavenger Hunt |
| INDICATORS OF PROGRESS / STRAND | K.3.1.2. | Sort objects using characteristics such as shape, size, color and thickness. ReadyRosie Card Sorting I Spy a Coin Toy Organization |
| INDICATORS OF PROGRESS / STRAND | K.3.1.3. | Use basic shapes and spatial reasoning to model objects in the real-world. ReadyRosie Is it a Triangle? Pattern Walk Shape Scavenger Hunt |
| CONTENT STANDARD / DOMAIN | MN.K.3. | Geometry & Measurement |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | K.3.2. | Compare and order objects according to location and measurable attributes. |
| INDICATORS OF PROGRESS / STRAND | K.3.2.1. | Use words to compare objects according to length, size, weight and position. ReadyRosie Blow Your House Down! Guess and Measure How Far Does It Fly? Hunt and Measure Measurable Me Measure your Steps Pattern Walk Ramp Car Racing The Right Size |
| INDICATORS OF PROGRESS / STRAND | K.3.2.2. | Order 2 or 3 objects using measurable attributes, such as length and weight. 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 |
| Minnesota Academic Standards |
| Mathematics |
| Grade: 1 - Adopted: 2008 |
| CONTENT STANDARD / DOMAIN | MN.1.1. | Number & Operation |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | 1.1.1. | Count, compare and represent whole numbers up to 120, with an emphasis on groups of tens and ones. |
| INDICATORS OF PROGRESS / STRAND | 1.1.1.1. | Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| INDICATORS OF PROGRESS / STRAND | 1.1.1.2. | Read, write and represent whole numbers up to 120. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. ReadyRosie Fishing for Tens Make Ten Sneaky Math Note Ten in a Row |
| INDICATORS OF PROGRESS / STRAND | 1.1.1.3. | Count, with and without objects, forward and backward from any given number up to 120. ReadyRosie Car Race I Can Make You Say 21 Sneaky Math Note Spill the Beans Ten in a Row |
| INDICATORS OF PROGRESS / STRAND | 1.1.1.5. | Compare and order whole numbers up to 120. ReadyRosie Greater Than I'm Thinking of a Number Location Guess My Number Ten in a Row |
| INDICATORS OF PROGRESS / STRAND | 1.1.1.6. | Use words to describe the relative size of numbers. ReadyRosie Greater Than I'm Thinking of a Number Location Guess My Number Ten in a Row |
| CONTENT STANDARD / DOMAIN | MN.1.1. | Number & Operation |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | 1.1.2. | Use a variety of models and strategies to solve addition and subtraction problems in real world and mathematical contexts. |
| INDICATORS OF PROGRESS / STRAND | 1.1.2.1. | Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. ReadyRosie Car Race Family Math Book Fishing for Tens Math Journal Walk Ten Dimes |
| INDICATORS OF PROGRESS / STRAND | 1.1.2.2. | Compose and decompose numbers up to 12 with an emphasis on making ten. ReadyRosie Fishing for Tens Make Ten Sneaky Math Note |
| INDICATORS OF PROGRESS / STRAND | 1.1.2.3. | Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. ReadyRosie Pairs of Socks |
| CONTENT STANDARD / DOMAIN | MN.1.2. | Algebra |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | 1.2.1. | Recognize and create patterns; use rules to describe patterns. |
| INDICATORS OF PROGRESS / STRAND | 1.2.1.1. | Create simple patterns using objects, pictures, numbers and rules. Identify possible rules to complete or extend patterns. Patterns may be repeating, growing or shrinking. Calculators can be used to create and explore patterns. ReadyRosie Make a Pattern Secret Family Pattern |
| CONTENT STANDARD / DOMAIN | MN.1.2. | Algebra |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | 1.2.2. | Use number Sentences involving addition and subtraction basic facts to represent and solve real-world and mathematical problems; create real-world situations corresponding to number sentences. |
| INDICATORS OF PROGRESS / STRAND | 1.2.2.1. | Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. 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... |
| INDICATORS OF PROGRESS / STRAND | 1.2.2.3. | Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = x, 3 + x= 7 , 5 = x - 3. ReadyRosie Where Did I Start? |
| INDICATORS OF PROGRESS / STRAND | 1.2.2.4. | Use addition or subtraction basic facts to represent a given problem situation using a number sentence. ReadyRosie Family Math Book Math Journal Walk |
| CONTENT STANDARD / DOMAIN | MN.1.3. | Geometry & Measurement |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | 1.3.1. | Describe characteristics of basic shapes. Use basic shapes to compose and decompose other objects in various contexts. |
| INDICATORS OF PROGRESS / STRAND | 1.3.1.1. | Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. ReadyRosie Mystery Shape |
| INDICATORS OF PROGRESS / STRAND | 1.3.1.2. | Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. ReadyRosie Folding a Blanket Paper Airplane Geometry |
| CONTENT STANDARD / DOMAIN | MN.1.3. | Geometry & Measurement |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | 1.3.2. | Use basic concepts of measurement in real-world and mathematical situations involving length, time and money. |
| INDICATORS OF PROGRESS / STRAND | 1.3.2.1. | Measure the length of an object in terms of multiple copies of another object. ReadyRosie Hunt and Measure |
| INDICATORS OF PROGRESS / STRAND | 1.3.2.2. | Tell time to the hour and half-hour. ReadyRosie Body Clock |
| INDICATORS OF PROGRESS / STRAND | 1.3.2.3. | Identify pennies, nickels and dimes; find the value of a group of these coins, up to one dollar. ReadyRosie Counting Coins |
| Minnesota Academic Standards |
| Mathematics |
| Grade: 2 - Adopted: 2008 |
| CONTENT STANDARD / DOMAIN | MN.2.1. | Number & Operation |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | 2.1.1. | Compare and represent whole numbers up to 1000 with an emphasis on place value and equality. |
| INDICATORS OF PROGRESS / STRAND | 2.1.1.1. | Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. ReadyRosie All About My Number Dollars and Dice Place Value Dice Sneaky Math Note Thousand More |
| INDICATORS OF PROGRESS / STRAND | 2.1.1.2. | Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. ReadyRosie All About My Number How Much to 1,000? Less Than Place Value Battle Place Value Dice |
| INDICATORS OF PROGRESS / STRAND | 2.1.1.3. | Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| INDICATORS OF PROGRESS / STRAND | 2.1.1.4. | Round numbers up to the nearest 10 and 100 and round numbers down to the nearest 10 and 100. ReadyRosie The Greater Number |
| INDICATORS OF PROGRESS / STRAND | 2.1.1.5. | Compare and order whole numbers up to 1000. ReadyRosie Greater Than Is it Reasonable? Less Than Location Guess My Number Place Value Battle The Greater Number |
| CONTENT STANDARD / DOMAIN | MN.2.1. | Number & Operation |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | 2.1.2. | Demonstrate mastery of addition and subtraction basic facts; add and subtract one- and two-digit numbers in real-world and mathematical problems. |
| INDICATORS OF PROGRESS / STRAND | 2.1.2.1. | Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtraction to generate basic facts. ReadyRosie Addition War Can you Make 21? Fifteen Fact Memory Fishing for Doubles Subtraction War |
| INDICATORS OF PROGRESS / STRAND | 2.1.2.2. | Demonstrate fluency with basic addition facts and related subtraction facts. ReadyRosie Addition War Can you Make 21? Fifteen Fact Memory Fishing for Doubles Subtraction War |
| INDICATORS OF PROGRESS / STRAND | 2.1.2.3. | Estimate sums and differences up to 100. ReadyRosie Race to Zero |
| INDICATORS OF PROGRESS / STRAND | 2.1.2.4. | Use mental strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 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? |
| INDICATORS OF PROGRESS / STRAND | 2.1.2.5. | Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 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 Family Math Book Fifteen Fact Memory Fishing for Doubles How Much to 1,000? Input Output Make One Up Race to Zero Restaurant Story Problems Skunk Addition Subtraction Switch Subtraction War The Answer Is Thousand More What's the Difference? |
| CONTENT STANDARD / DOMAIN | MN.2.2. | Algebra |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | 2.2.2. | Use number Sentences involving addition, subtraction and unknowns to represent and solve real-world and mathematical problems; create real-world situations corresponding to number sentences. |
| INDICATORS OF PROGRESS / STRAND | 2.2.2.1. | Understand how to interpret number sentences involving addition, subtraction and unknowns represented by letters. Use objects and number lines and create real-world situations to represent number sentences. ReadyRosie Family Math Book Make One Up What's the Question? |
| INDICATORS OF PROGRESS / STRAND | 2.2.2.2. | Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. ReadyRosie Family Math Book |
| CONTENT STANDARD / DOMAIN | MN.2.3. | Geometry & Measurement |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | 2.3.1. | Identify, describe, and compare basic shapes according to their geometric attributes. |
| INDICATORS OF PROGRESS / STRAND | 2.3.1.1. | Describe, compare, and classify two- and three-dimensional figures according to number and shape of faces, and the number of sides, edges and vertices (corners) ReadyRosie Mystery Shape |
| INDICATORS OF PROGRESS / STRAND | 2.3.1.2. | Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. ReadyRosie Mystery Shape |
| CONTENT STANDARD / DOMAIN | MN.2.3. | Geometry & Measurement |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | 2.3.2. | Understand length as a measurable attribute; use tools to measure length. |
| INDICATORS OF PROGRESS / STRAND | 2.3.2.2. | Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| CONTENT STANDARD / DOMAIN | MN.2.3. | Geometry & Measurement |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | 2.3.3. | Use time and money in real world and mathematical situations. |
| INDICATORS OF PROGRESS / STRAND | 2.3.3.2. | Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. ReadyRosie Coupon Savings Dollars and Dice |
| Minnesota Academic Standards |
| Mathematics |
| Grade: 3 - Adopted: 2008 |
| CONTENT STANDARD / DOMAIN | MN.3.1. | Number & Operation |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | 3.1.1. | Compare and represent whole numbers up to 100,000 with an emphasis on place value and equality. |
| INDICATORS OF PROGRESS / STRAND | 3.1.1.1. | Read, write and represent whole numbers up to 100,000. Representations may include numerals, expressions with operations, words, pictures, number lines, and manipulatives such as bundles of sticks and base 10 blocks. ReadyRosie Dollars and Dice Place Value Dice Thousand More |
| INDICATORS OF PROGRESS / STRAND | 3.1.1.2. | Use place value to describe whole numbers between 1000 and 100,000 in terms of ten thousands, thousands, hundreds, tens and ones. ReadyRosie Place Value Dice |
| INDICATORS OF PROGRESS / STRAND | 3.1.1.4. | Round numbers to the nearest 10,000, 1000, 100 and 10. Round up and round down to estimate sums and differences. ReadyRosie Race to Zero Round Showdown The Greater Number |
| INDICATORS OF PROGRESS / STRAND | 3.1.1.5. | Compare and order whole numbers up to 100,000. ReadyRosie Place Value Battle The Greater Number |
| CONTENT STANDARD / DOMAIN | MN.3.1. | Number & Operation |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | 3.1.2. | Add and subtract multi-digit whole numbers; represent multiplication and division in various ways; solve real world and mathematical problems using arithmetic. |
| INDICATORS OF PROGRESS / STRAND | 3.1.2.1. | Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition The Answer Is Thousand More What's the Difference? |
| INDICATORS OF PROGRESS / STRAND | 3.1.2.2. | Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. ReadyRosie Can I Stump You? Family Math Book Input Output Let's Go to 100 Make One Up Race to Zero Restaurant Story Problems |
| INDICATORS OF PROGRESS / STRAND | 3.1.2.3. | Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. ReadyRosie An Array of Brownies Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice Table Times |
| INDICATORS OF PROGRESS / STRAND | 3.1.2.4. | Solve real-world and mathematical problems involving multiplication and division, including both ''how many in each group'' and ''how many groups'' division problems. ReadyRosie Can I Stump You? Domino Division Family Math Book I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice Table Times |
| INDICATORS OF PROGRESS / STRAND | 3.1.2.5. | Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties. ReadyRosie Domino Division I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |
| CONTENT STANDARD / DOMAIN | MN.3.1. | Number & Operation |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | 3.1.3. | Understand meanings and uses of fractions in real-world and mathematical situations. |
| INDICATORS OF PROGRESS / STRAND | 3.1.3.1. | Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line. ReadyRosie Counting Fractions Fractions on a Number Line Shape Up! |
| INDICATORS OF PROGRESS / STRAND | 3.1.3.2. | Understand that the size of a fractional part is relative to the size of the whole. ReadyRosie Counting Fractions Shape Up! |
| INDICATORS OF PROGRESS / STRAND | 3.1.3.3. | Order and compare unit fractions and fractions with like denominators by using models and an understanding of the concept of numerator and denominator. ReadyRosie Fractions on a Number Line |
| CONTENT STANDARD / DOMAIN | MN.3.2. | Algebra |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | 3.2.1. | Use single operation Input output rules to represent patterns and relationships and to solve real world and mathematical problems. |
| INDICATORS OF PROGRESS / STRAND | 3.2.1.1. | Create, describe, and apply single-operation input-output rules involving addition, subtraction and multiplication to solve problems in various contexts. ReadyRosie Secret Family Pattern |
| CONTENT STANDARD / DOMAIN | MN.3.2. | Algebra |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | 3.2.2. | Use number Sentences involving multiplication and division basic facts and unknowns to represent and solve real-world and mathematical problems; create real-world Situations corresponding to number sentences. |
| INDICATORS OF PROGRESS / STRAND | 3.2.2.1. | Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. ReadyRosie Family Math Book |
| INDICATORS OF PROGRESS / STRAND | 3.2.2.2. | Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. ReadyRosie Math Mind Reading Parts Unknown |
| CONTENT STANDARD / DOMAIN | MN.3.3. | Geometry & Measurement |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | 3.3.2. | Understand perimeter as a measurable attribute of real world and mathematical objects. Use various tools to measure distances. |
| INDICATORS OF PROGRESS / STRAND | 3.3.2.1. | Use half units when measuring distances. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| CONTENT STANDARD / DOMAIN | MN.3.3. | Geometry & Measurement |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | 3.3.3. | Use time, money and temperature to solve real world and mathematical problems. |
| INDICATORS OF PROGRESS / STRAND | 3.3.3.1. | Tell time to the minute, using digital and analog clocks. Determine elapsed time to the minute. ReadyRosie Now is the Time |
| CONTENT STANDARD / DOMAIN | MN.3.4. | Data Analysis |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | 3.4.1. | Collect, organize, display, and interpret data. Use labels and a variety of scales and units in displays. |
| INDICATORS OF PROGRESS / STRAND | 3.4.1.1. | Collect, display and interpret data using frequency tables, bar graphs, picture graphs and number line plots having a variety of scales. Use appropriate titles, labels and units. ReadyRosie Graphing Walking Goals |
| Minnesota Academic Standards |
| Science |
| Grade: K - Adopted: 2009 |
| CONTENT STANDARD / DOMAIN | MN.0.4. | Life Science |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | 0.4.1. | Structure and Function in Living Systems |
| INDICATORS OF PROGRESS / STRAND | 0.4.1.1. | The student will understand that living things are diverse with many different observable characteristics. |
| INDICATORS OF PROGRESS | 0.4.1.1.3. | Differentiate between living and nonliving things. ReadyRosie Nature Journaling |
| CONTENT STANDARD / DOMAIN | MN.0.4. | Life Science |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | 0.4.2. | Interdependence in Living Systems |
| INDICATORS OF PROGRESS / STRAND | 0.4.2.1. | The student will understand that natural systems have many components that interact to maintain the living system. |
| INDICATORS OF PROGRESS | 0.4.2.1.1. | Observe a natural system or its model and identify living and nonliving components in that system. ReadyRosie Nature Journaling |
| Minnesota Academic Standards |
| Science |
| Grade: 1 - Adopted: 2009 |
| CONTENT STANDARD / DOMAIN | MN.1.3. | Earth and Space Science |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | 1.3.1. | Earth Structure and Processes |
| INDICATORS OF PROGRESS / STRAND | 1.3.1.3. | The student will understand that Earth materials include solid rocks, sand, soil and water. These materials have different observable physical properties that make them useful. |
| INDICATORS OF PROGRESS | 1.3.1.3.2. | Describe similarities and differences between soil and rocks. ReadyRosie I Found This |
| CONTENT STANDARD / DOMAIN | MN.1.4. | Life Science |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | 1.4.2. | Interdependence in Living Systems |
| INDICATORS OF PROGRESS / STRAND | 1.4.2.1. | The student will understand that natural systems have many components that interact to maintain the living system. |
| INDICATORS OF PROGRESS | 1.4.2.1.1. | Recognize that animals need space, water, food, shelter and air. ReadyRosie Family Sensory Walk |
| INDICATORS OF PROGRESS | 1.4.2.1.2. | Describe ways in which an animal's habitat provides for its basic needs. ReadyRosie Family Sensory Walk |
| Minnesota Academic Standards |
| Science |
| Grade: 2 - Adopted: 2009 |
| CONTENT STANDARD / DOMAIN | MN.2.1. | The Nature of Science and Engineering |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | 2.1.1. | The Practice of Science |
| INDICATORS OF PROGRESS / STRAND | 2.1.1.2. | The student will understand that scientific inquiry is a set of interrelated processes incorporating multiple approaches that are used to pose questions about the natural world and investigate phenomena. |
| INDICATORS OF PROGRESS | 2.1.1.2.1. | Raise questions about the natural world and seek answers by making careful observations, noting what happens when you interact with an object, and sharing the answers with others. ReadyRosie Nature Journaling Ramp Car Racing |
| CONTENT STANDARD / DOMAIN | MN.2.1. | The Nature of Science and Engineering |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | 2.1.2. | The Practice of Engineering |
| INDICATORS OF PROGRESS / STRAND | 2.1.2.2. | The student will understand that engineering design is the process of identifying problems and devising a product or solution. |
| INDICATORS OF PROGRESS | 2.1.2.2.1. | Identify a need or problem and construct an object that helps to meet the need or solve the problem. ReadyRosie Ramp Car Racing |