Missouri Learning Standards
| Main Criteria: Missouri Learning Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Health and PE, Language Arts, Mathematics, Science | ||
| Grades: K, 1, 2, 3 | ||
| Correlation Options: Show Correlated | ||
| Missouri Learning Standards |
| Health and PE |
| Grade: K - Adopted: 2007 |
| STRAND: BIG IDEA / STANDARD | Health Education | |
| CONCEPT: GLE / BENCHMARK | Functions and Interrelationships of Systems | |
| GLE / COMPONENT | 2 | Social, Emotional and Mental Health |
| INDICATOR / PROFICIENCY | A. | Influence of Family and Peers |
| INDICATOR | Recognize similarities and differences of families ReadyRosie Sharing Chores and Your Day |
| STRAND: BIG IDEA / STANDARD | Health Education | |
| CONCEPT: GLE / BENCHMARK | Functions and Interrelationships of Systems | |
| GLE / COMPONENT | 2 | Social, Emotional and Mental Health |
| INDICATOR / PROFICIENCY | C. | Communication Skills |
| INDICATOR | Recognize different emotions ReadyRosie Emotion Meter Scale Family Poem Feelings Charades School Routine Practice What Do I Like? |
| INDICATOR | Identify appropriate ways of expressing feelings and recognize verbal and nonverbal cues associated with each (e.g., happy, sad, mad, and afraid) ReadyRosie Emotion Meter Scale Family Poem Feelings Charades School Routine Practice Sharing Chores and Your Day What Do I Like? |
| STRAND: BIG IDEA / STANDARD | Health Education | |
| CONCEPT: GLE / BENCHMARK | Health Maintenance and Enhancement | |
| GLE / COMPONENT | 3 | Consumer Health and Safety |
| INDICATOR / PROFICIENCY | C. | Community Services/Careers |
| INDICATOR | Identify community helpers and health professionals (e.g., fire, police, nurse, doctor, dentist, pediatrician, pharmacist, safety patrol) ReadyRosie Super Kindness |
| STRAND: BIG IDEA / STANDARD | Health Education | |
| CONCEPT: GLE / BENCHMARK | Health Maintenance and Enhancement | |
| GLE / COMPONENT | 4 | Life Management Skills |
| INDICATOR / PROFICIENCY | A. | Decision Making and Problem Solving |
| INDICATOR | Recognize that people have disagreement s and choices on how to resolve them ReadyRosie Feelings Charades |
| Missouri Learning Standards |
| Health and PE |
| Grade: 1 - Adopted: 2007 |
| STRAND: BIG IDEA / STANDARD | Health Education | |
| CONCEPT: GLE / BENCHMARK | Functions and Interrelationships of Systems | |
| GLE / COMPONENT | 2 | Social, Emotional and Mental Health |
| INDICATOR / PROFICIENCY | A. | Influence of Family and Peers |
| INDICATOR | Identify responsibilities within a family and describe characteristics needed to be a responsible family member ReadyRosie Sharing Chores and Your Day |
| STRAND: BIG IDEA / STANDARD | Health Education | |
| CONCEPT: GLE / BENCHMARK | Functions and Interrelationships of Systems | |
| GLE / COMPONENT | 2 | Social, Emotional and Mental Health |
| INDICATOR / PROFICIENCY | B. | Responsibilities in Society |
| INDICATOR | Recognize how each person has a unique contribution (e.g., physical, mental, cultural, ethnicity) to their community (e.g., classroom, school, neighborhood) ReadyRosie Routine Strategy: Chore Chart |
| STRAND: BIG IDEA / STANDARD | Health Education | |
| CONCEPT: GLE / BENCHMARK | Functions and Interrelationships of Systems | |
| GLE / COMPONENT | 2 | Social, Emotional and Mental Health |
| INDICATOR / PROFICIENCY | C. | Communication Skills |
| INDICATOR | Identify a variety of feelings and situations that may require adult assistance ReadyRosie All About My Family Family Poem |
| STRAND: BIG IDEA / STANDARD | Health Education | |
| CONCEPT: GLE / BENCHMARK | Health Maintenance and Enhancement | |
| GLE / COMPONENT | 3 | Consumer Health and Safety |
| INDICATOR / PROFICIENCY | C. | Community Services/Careers |
| INDICATOR | Describe the responsibilities of various community helpers ReadyRosie I Love My Family Because... Super Kindness |
| STRAND: BIG IDEA / STANDARD | Health Education | |
| CONCEPT: GLE / BENCHMARK | Health Maintenance and Enhancement | |
| GLE / COMPONENT | 4 | Life Management Skills |
| INDICATOR / PROFICIENCY | C. | Goal Setting and Asset Development |
| INDICATOR | Demonstrate how goalsetting can help a person make a difference in their health or fitness ReadyRosie Setting Summer Learning Goals |
| Missouri Learning Standards |
| Health and PE |
| Grade: 2 - Adopted: 2007 |
| STRAND: BIG IDEA / STANDARD | Health Education | |
| CONCEPT: GLE / BENCHMARK | Functions and Interrelationships of Systems | |
| GLE / COMPONENT | 2 | Social, Emotional and Mental Health |
| INDICATOR / PROFICIENCY | A. | Influence of Family and Peers |
| INDICATOR | Recognize the influence peers have on people (shared interest, goals, and values) ReadyRosie I Love My Family Because... |
| STRAND: BIG IDEA / STANDARD | Health Education | |
| CONCEPT: GLE / BENCHMARK | Functions and Interrelationships of Systems | |
| GLE / COMPONENT | 2 | Social, Emotional and Mental Health |
| INDICATOR / PROFICIENCY | B. | Responsibilities in Society |
| INDICATOR | Identify the cause and effect of one’s actions on others ReadyRosie Routine Strategy: Chore Chart |
| STRAND: BIG IDEA / STANDARD | Health Education | |
| CONCEPT: GLE / BENCHMARK | Functions and Interrelationships of Systems | |
| GLE / COMPONENT | 2 | Social, Emotional and Mental Health |
| INDICATOR / PROFICIENCY | C. | Communication Skills |
| INDICATOR | Identify appropriate ways to express needs, wants, and feelings (e.g., dealing with anger, model attentive listening skills) ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits Sharing Chores and Your Day This Is Important What Do I See When I Hear...? What I Like About Me Who Are Your Heroes? |
| STRAND: BIG IDEA / STANDARD | Health Education | |
| CONCEPT: GLE / BENCHMARK | Health Maintenance and Enhancement | |
| GLE / COMPONENT | 1 | Personal and Family Health |
| INDICATOR / PROFICIENCY | A. | Personal Health |
| INDICATOR | Identify and show good oral hygiene (e.g., brushing, flossing, dental exams) ReadyRosie Brushing Your Teeth |
| STRAND: BIG IDEA / STANDARD | Health Education | |
| CONCEPT: GLE / BENCHMARK | Health Maintenance and Enhancement | |
| GLE / COMPONENT | 4 | Life Management Skills |
| INDICATOR / PROFICIENCY | C. | Goal Setting and Asset Development |
| INDICATOR | Identify positive influences in a person’s life (e.g., school, community, family) ReadyRosie Routine Strategy: Chore Chart Story of Your Name Write a Favorite Family Recipe |
| STRAND: BIG IDEA / STANDARD | Health Education | |
| CONCEPT: GLE / BENCHMARK | Health Maintenance and Enhancement | |
| GLE / COMPONENT | 4 | Life Management Skills |
| INDICATOR / PROFICIENCY | D. | Stress Management and Coping Skills |
| INDICATOR | Identify healthy activities that can relieve uncomfortable feelings and emotions ReadyRosie Red Light Purple Light Challenge |
| Missouri Learning Standards |
| Health and PE |
| Grade: 3 - Adopted: 2007 |
| STRAND: BIG IDEA / STANDARD | Health Education | |
| CONCEPT: GLE / BENCHMARK | Functions and Interrelationships of Systems | |
| GLE / COMPONENT | 2 | Social, Emotional and Mental Health |
| INDICATOR / PROFICIENCY | B. | Responsibilities in Society |
| INDICATOR | Analyze the duties and responsibilities needed to be a contributing member of a social community (e.g., school, church, neighborhood, Girl/Boy Scouts, service) ReadyRosie This Is Important |
| STRAND: BIG IDEA / STANDARD | Health Education | |
| CONCEPT: GLE / BENCHMARK | Functions and Interrelationships of Systems | |
| GLE / COMPONENT | 2 | Social, Emotional and Mental Health |
| INDICATOR / PROFICIENCY | C. | Communication Skills |
| INDICATOR | Evaluate the importance of effective listening skills in building and maintaining relationships ReadyRosie Sharing Chores and Your Day |
| STRAND: BIG IDEA / STANDARD | Health Education | |
| CONCEPT: GLE / BENCHMARK | Health Maintenance and Enhancement | |
| GLE / COMPONENT | 4 | Life Management Skills |
| INDICATOR / PROFICIENCY | D. | Stress Management and Coping Skills |
| INDICATOR | Describe healthy activities and coping strategies to deal with uncomfortable feelings and emotions(e.g., ask a trusted adult, make a plan of action, exercise, speak up) ReadyRosie Red Light Purple Light Challenge |
| Missouri Learning Standards |
| Language Arts |
| Grade: K - Adopted: 2016 |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.1. | Develop and apply skills to the reading process. |
| GLE / COMPONENT | R.1.A. | Comprehension |
| INDICATOR / PROFICIENCY | With assistance, develop and demonstrate reading skills in response to read alouds by: | |
| INDICATOR | K.R.1.A.a. | Predicting what might happen next in a text based on the cover, title, and illustrations ReadyRosie Book Cover Conversations Cover the Ending Read a Little, Think a Little |
| INDICATOR | K.R.1.A.b. | Asking and responding to questions about texts read aloud ReadyRosie I Read to You, You Read to Me Making Connections Pattern Books Storytelling with a Picture Book |
| INDICATOR | K.R.1.A.c. | Retelling main ideas or important facts from a read aloud or familiar story ReadyRosie I Read to You, You Read to Me Isn't That Bold? Making Connections Pattern Books Retelling the Story Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| INDICATOR | K.R.1.A.d. | Connecting the information and events of a text to experiences ReadyRosie Making Connections Read a Little, Think a Little Seeing the Story Wordless Picture Books |
| INDICATOR | K.R.1.A.e. | Recognizing beginning, middle, and end ReadyRosie Reading Rhymes |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.1. | Develop and apply skills to the reading process. |
| GLE / COMPONENT | R.1.B. | Vocabulary |
| INDICATOR / PROFICIENCY | With assistance, develop an understanding of vocabulary by: | |
| INDICATOR | K.R.1.B.a. | Identifying and sorting pictures of objects into conceptual categories ReadyRosie Guess the Group |
| INDICATOR | K.R.1.B.b. | Demonstrating understanding of opposites (antonyms) ReadyRosie Speedy Synonyms |
| INDICATOR | K.R.1.B.c. | Distinguishing meaning between verbs describing the same action ReadyRosie All About My Family |
| INDICATOR | K.R.1.B.e. | Using words and phrases acquired through conversations, reading and being read to and responding to texts ReadyRosie 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 |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.1. | Develop and apply skills to the reading process. |
| GLE / COMPONENT | R.1.C. | Making Connections |
| INDICATOR / PROFICIENCY | With assistance, determine the connection between: | |
| INDICATOR | K.R.1.C.a. | Text to self (text ideas and own experiences) ReadyRosie Daily Reading Routines I Read to You, You Read to Me Making Connections 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? |
| INDICATOR | K.R.1.C.b. | Text to text (text ideas including similarities and differences in fiction and nonfiction) ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.1. | Develop and apply skills to the reading process. |
| GLE / COMPONENT | R.1.D. | Independent Text |
| INDICATOR / PROFICIENCY | Read independently for sustained periods of time by: | |
| INDICATOR | K.R.1.D.a. | Engaging with text as developmentally appropriate ReadyRosie Building a Fort Daily Reading Routines I Read to You, You Read to Me Making Connections 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? You Know It! |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.2. | Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times. |
| GLE / COMPONENT | R.2.A. | Fiction |
| INDICATOR / PROFICIENCY | With assistance, read, infer and draw conclusions to: | |
| INDICATOR | K.R.2.A.a. | Identify elements of a story, including setting, character, and key events ReadyRosie Feelings Charades Isn't That Bold? Making Connections Reading Strategy: Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| INDICATOR | K.R.2.A.b. | Retell a main event from a story read aloud and familiar stories ReadyRosie Retelling the Story Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| INDICATOR | K.R.2.A.c. | Recognize sensory details and reoccurring phrases ReadyRosie Read a Little, Think a Little Seeing the Story |
| INDICATOR | K.R.2.A.d. | Recognize different types of texts ReadyRosie What Do I Like? |
| INDICATOR | K.R.2.A.e. | Name author and illustrator of a story and describe how each is telling the story ReadyRosie Isn't That Bold? Reading Strategy: Reading and Making Connections Storytelling with a Picture Book |
| INDICATOR | K.R.2.A.f. | Compare and contrast adventures of characters in familiar stories ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| INDICATOR | K.R.2.A.g. | Ask and answer questions about unknown words in text ReadyRosie Feelings Charades Nursery Rhymes Reading Rhymes Storytelling with a Picture Book What Makes a Good Storyteller |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.2. | Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times. |
| GLE / COMPONENT | R.2.B. | Poetry |
| INDICATOR / PROFICIENCY | With assistance, read, infer and draw conclusions to: | |
| INDICATOR | K.R.2.B.a. | Respond to rhythm and rhyme through identifying a regular beat and similarities in word sounds ReadyRosie What Do I Like? |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.3. | Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (e.g., narrative, information/explanatory, opinion, persuasive, argumentative) from a variety of cultures and times. |
| GLE / COMPONENT | R.3.A. | Text Features |
| INDICATOR / PROFICIENCY | With assistance, read, infer and draw conclusions to: | |
| INDICATOR | K.R.3.A.a. | Identify the topic and details in an expository text heard and/or read referring to the words and/or illustrations ReadyRosie Book Cover Conversations Books I Like How Far Does It Fly? Is It Real? What's Cool About Nonfiction? Who Am I? |
| INDICATOR | K.R.3.A.b. | Use titles and illustrations to make predictions about text ReadyRosie Book Cover Conversations |
| INDICATOR | K.R.3.A.d. | Identify the meaning of environmental print ReadyRosie Environmental Print |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.3. | Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (e.g., narrative, information/explanatory, opinion, persuasive, argumentative) from a variety of cultures and times. |
| GLE / COMPONENT | R.3.C. | Text Structures |
| INDICATOR / PROFICIENCY | With assistance, read, infer and draw conclusions to: | |
| INDICATOR | K.R.3.C.a. | Ask and answer questions to clarify meaning ReadyRosie What's Cool About Nonfiction? |
| INDICATOR | K.R.3.C.c. | Name the main topic and recall key details of the text ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| INDICATOR | K.R.3.C.d. | Ask and answer questions about unknown words in a text ReadyRosie Share Your Knowledge |
| STRAND: BIG IDEA / STANDARD | MO.RF. | Reading Foundations |
| CONCEPT: GLE / BENCHMARK | RF.1. | Understand how English is written and read (Start of Reading Foundations). |
| GLE / COMPONENT | RF.1.A. | Print Awareness |
| INDICATOR / PROFICIENCY | Develop print awareness in the reading process by: | |
| INDICATOR | K.RF.1.A.a. | Identifying all upper and lower case letters ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound |
| INDICATOR | K.RF.1.A.b. | Sequencing the letters of the alphabet ReadyRosie I Went to the Zoo and Saw |
| INDICATOR | K.RF.1.A.c. | Demonstrating that books are read left to right, top to bottom ReadyRosie Reading Strategy: Using Your Reading Finger |
| INDICATOR | K.RF.1.A.e. | Knowing that a sentence is comprised of a group of words separated by spaces ReadyRosie Reading Strategy: Using Your Reading Finger |
| STRAND: BIG IDEA / STANDARD | MO.RF. | Reading Foundations |
| CONCEPT: GLE / BENCHMARK | RF.2. | Understand how English is written and read. |
| GLE / COMPONENT | RF.2.A. | Phonemic Awareness |
| INDICATOR / PROFICIENCY | Develop phonemic awareness in the reading process by: | |
| INDICATOR | K.RF.2.A.a. | Identifying sounds in spoken words ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Super Hero Names |
| INDICATOR | K.RF.2.A.b. | Producing rhymes in response to spoken words ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |
| INDICATOR | K.RF.2.A.c. | Distinguishing orally presented rhyming pairs of words from non-rhyming pairs ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |
| INDICATOR | K.RF.2.A.d. | Recognizing spoken alliteration or groups of words that begin with the same onset or initial sound ReadyRosie Family Alliteration Name Game Silly Song Singing Super Hero Names Tongue Twister Time |
| INDICATOR | K.RF.2.A.e. | Blending spoken onsets and rimes to form simple words ReadyRosie Reading Strategy: Chunk the Word |
| STRAND: BIG IDEA / STANDARD | MO.RF. | Reading Foundations |
| CONCEPT: GLE / BENCHMARK | RF.3. | Understand how English is written and read. |
| GLE / COMPONENT | RF.3.A. | Phonics |
| INDICATOR / PROFICIENCY | Develop phonics in the reading process by: | |
| INDICATOR | K.RF.3.A.a. | Producing and writing letter(s) for most short vowel and consonant sounds ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| INDICATOR | K.RF.3.A.b. | Reading high frequency words ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| INDICATOR | K.RF.3.A.c. | Blending letter sounds to decode simple words ReadyRosie Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| INDICATOR | K.RF.3.A.d. | Recognizing that new words can be created when letters are changed, added, or deleted and using letter sound knowledge to write simple messages and words ReadyRosie Name Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star Super Hero Names |
| STRAND: BIG IDEA / STANDARD | MO.RF. | Reading Foundations |
| CONCEPT: GLE / BENCHMARK | RF.4. | Understand how English is written and read. |
| GLE / COMPONENT | RF.4.A. | Fluency |
| INDICATOR / PROFICIENCY | K.RF.4.A. | Read with support, appropriate texts with purpose and understanding ReadyRosie Building a Fort Daily Reading Routines I Read to You, You Read to Me Read Like You Talk Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading |
| STRAND: BIG IDEA / STANDARD | MO.W. | Writing |
| CONCEPT: GLE / BENCHMARK | W.1. | Apply a writing process to develop a text for audience and purpose. |
| GLE / COMPONENT | W.1.A. | Prewriting |
| INDICATOR / PROFICIENCY | Follow a writing process, with assistance, to generate a writing plan through: | |
| INDICATOR | K.W.1.A.a. | Using pictures, oral language or written letters, and/or words ReadyRosie All About Me Create a Crazy Character Make an Invitation Write Me a Story |
| STRAND: BIG IDEA / STANDARD | MO.W. | Writing |
| CONCEPT: GLE / BENCHMARK | W.1. | Apply a writing process to develop a text for audience and purpose. |
| GLE / COMPONENT | W.1.B. | Draft |
| INDICATOR / PROFICIENCY | Appropriate to genre type, develop a draft from prewriting by: | |
| INDICATOR | K.W.1.B.a. | Sequencing the actions or details through letters, words, and pictures ReadyRosie Family Adventure List My Family Journal My First Journal Nature Journaling Sharing Chores and Your Day Write About a Family Tradition |
| STRAND: BIG IDEA / STANDARD | MO.W. | Writing |
| CONCEPT: GLE / BENCHMARK | W.1. | Apply a writing process to develop a text for audience and purpose. |
| GLE / COMPONENT | W.1.C. | Revise/Edit |
| INDICATOR / PROFICIENCY | Reread, revise, and edit drafts, with assistance from adults/peers, to: | |
| INDICATOR | K.W.1.C.a. | Respond to questions and suggestions, adding details to strengthen writing ReadyRosie All About Me Captioning Your Childhood I Know All About Labeling Your Story Nature Journaling Write Me a Story |
| INDICATOR | K.W.1.C.b. | Edit by leaving spaces between words in a sentence ReadyRosie Make an Invitation |
| STRAND: BIG IDEA / STANDARD | MO.W. | Writing |
| CONCEPT: GLE / BENCHMARK | W.2. | Compose well-developed writing texts for audience and purpose. |
| GLE / COMPONENT | W.2.B. | Informative/Explanatory |
| INDICATOR / PROFICIENCY | With assistance, draw or write informative/ explanatory texts that: | |
| INDICATOR | K.W.2.B.a. | Use a combination of drawing and/or writing to name and inform about a topic or a text they are learning in school ReadyRosie All About Me All About My Family Here Are the Facts I Know All About Make a Card My Family Journal Nature Journaling Write About a Family Tradition |
| INDICATOR | K.W.2.B.b. | Use words that are related to the topic ReadyRosie All About Me All About My Family Here Are the Facts I Know All About Make a Card My Family Journal Nature Journaling Write About a Family Tradition |
| STRAND: BIG IDEA / STANDARD | MO.W. | Writing |
| CONCEPT: GLE / BENCHMARK | W.2. | Compose well-developed writing texts for audience and purpose. |
| GLE / COMPONENT | W.2.C. | Narrative/Literary |
| INDICATOR / PROFICIENCY | With assistance, draw and/or write fiction or non-fiction narratives and poems that: | |
| INDICATOR | K.W.2.C.a. | Use a combination of drawing and/or writing to narrate a story or experience the student has had or has imagined ReadyRosie Create a Crazy Character Labeling Your Story Write Me a Story |
| INDICATOR | K.W.2.C.b. | Tell the reader about a character or personal event ReadyRosie Storytelling Together |
| INDICATOR | K.W.2.C.c. | Place events in the order they occurred ReadyRosie My Family Journal My First Journal Sharing Chores and Your Day |
| INDICATOR | K.W.2.C.d. | Use words that are related to the topic ReadyRosie Labeling Your Story |
| INDICATOR | K.W.2.C.e. | Provide a reaction to what happened in the events ReadyRosie My Family Journal My First Journal Sharing Chores and Your Day |
| STRAND: BIG IDEA / STANDARD | MO.W. | Writing |
| CONCEPT: GLE / BENCHMARK | W.3. | Gather, analyze, evaluate and use information from a variety of sources. |
| GLE / COMPONENT | W.3.A. | Research Process |
| INDICATOR / PROFICIENCY | With assistance, apply research process to: | |
| INDICATOR | K.W.3.A.a. | Generate a list of open-ended questions about topics of class interest ReadyRosie Guess Who I Want to Know About Let's Explore Nature Journaling |
| INDICATOR | K.W.3.A.b. | Decide what sources or people in the classroom, school, library, or home can answer their questions ReadyRosie Library Visit My Library List Nature Journaling |
| INDICATOR | K.W.3.A.c. | Gather evidence from sources ReadyRosie Nature Journaling |
| STRAND: BIG IDEA / STANDARD | MO.L. | Language |
| CONCEPT: GLE / BENCHMARK | L.1. | Communicate using conventions of English language. |
| GLE / COMPONENT | L.1.A. | Grammar |
| INDICATOR / PROFICIENCY | In speech and written form, apply standard English grammar to: | |
| INDICATOR | K.L.1.A.a. | Identify naming words (nouns) and action words (verbs) ReadyRosie All About My Family |
| INDICATOR | K.L.1.A.d. | Demonstrate the use of complete sentences in shared language activities ReadyRosie Captioning Your Childhood Make a Card |
| INDICATOR | K.L.1.A.e. | Use question words in sentences ReadyRosie Isn't That Bold? |
| STRAND: BIG IDEA / STANDARD | MO.L. | Language |
| CONCEPT: GLE / BENCHMARK | L.1. | Communicate using conventions of English language. |
| GLE / COMPONENT | L.1.B. | Punctuation, Capitalization, Spelling |
| INDICATOR / PROFICIENCY | In written text: | |
| INDICATOR | K.L.1.B.a. | Print in upper and lower case letters ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| INDICATOR | K.L.1.B.b. | Recognize that a sentence ends with punctuation marks ReadyRosie Isn't That Bold? |
| INDICATOR | K.L.1.B.c. | Capitalize own first and last name ReadyRosie Make a Card Make an Invitation Write a Letter |
| INDICATOR | K.L.1.B.d. | Capitalize first word in a sentence ReadyRosie Make an Invitation |
| INDICATOR | K.L.1.B.f. | Write and name the printed letters that match the sound ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Super Hero Names |
| INDICATOR | K.L.1.B.g. | Use inventive spelling with beginning, final, and medial sounds ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| INDICATOR | K.L.1.B.h. | Write and name letters for consonant and vowel sounds ReadyRosie All About My Family Alphabet Dice Game I Found This Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Super Hero Names You Know It! |
| INDICATOR | K.L.1.B.i. | Use correct spelling of own first and last names ReadyRosie Labeling Your Story Write Your Name |
| STRAND: BIG IDEA / STANDARD | MO.SL. | Speaking/Listening |
| CONCEPT: GLE / BENCHMARK | SL.1. | Listen for a purpose. |
| GLE / COMPONENT | SL.1.A. | Purpose |
| INDICATOR / PROFICIENCY | Develop and apply effective listening skills and strategies in formal and informal settings by: | |
| INDICATOR | K.SL.1.A.a. | Following classroom listening rules ReadyRosie Who Am I? |
| INDICATOR | K.SL.1.A.b. | Continuing 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? |
| INDICATOR | K.SL.1.A.c. | Following one-step instructions, according to classroom expectations ReadyRosie Freeze Dance |
| STRAND: BIG IDEA / STANDARD | MO.SL. | Speaking/Listening |
| CONCEPT: GLE / BENCHMARK | SL.2. | Listen for entertainment. |
| GLE / COMPONENT | SL.2.A. | Entertainment |
| INDICATOR / PROFICIENCY | Develop and apply effective listening skills and strategies in formal and informal settings by: | |
| INDICATOR | K.SL.2.A.a. | Demonstrating active listening, according to classroom expectations ReadyRosie Family Sensory Walk Freeze Dance Who Am I? |
| STRAND: BIG IDEA / STANDARD | MO.SL. | Speaking/Listening |
| CONCEPT: GLE / BENCHMARK | SL.3. | Speak effectively in collaborative discussions. |
| GLE / COMPONENT | SL.3.A. | Collaborative Discussions |
| INDICATOR / PROFICIENCY | Speak clearly using conventions of language when presenting individually or with a group by: | |
| INDICATOR | K.SL.3.A.a. | Taking turns speaking, according to classroom expectations ReadyRosie Who Am I? |
| INDICATOR | K.SL.3.A.b. | Continuing 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? |
| INDICATOR | K.SL.3.A.c. | Confirming comprehension by retelling information and asking appropriate questions based on read-alouds or other media ReadyRosie I Read to You, You Read to Me Making Connections Pattern Books Seeing the Story Storytelling with a Picture Book |
| STRAND: BIG IDEA / STANDARD | MO.SL. | Speaking/Listening |
| CONCEPT: GLE / BENCHMARK | SL.4. | Speak effectively when presenting. |
| GLE / COMPONENT | SL.4.A. | Presenting |
| INDICATOR / PROFICIENCY | Speak clearly, audibly, using conventions of language when presenting individually or with a group by: | |
| INDICATOR | K.SL.4.A.a. | Describing personal experiences using a prop, picture, or other visual aide ReadyRosie 20 Questions Draw |
| INDICATOR | K.SL.4.A.b. | Speaking in complete sentences ReadyRosie Guess Who Sharing Chores and Your Day Simon Says Who Am I? Who's Coming to Dinner? Write Me a Story |
| Missouri Learning Standards |
| Language Arts |
| Grade: 1 - Adopted: 2016 |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.1. | Develop and apply skills to the reading process. |
| GLE / COMPONENT | R.1.A. | Comprehension |
| INDICATOR / PROFICIENCY | Develop and demonstrate reading skills in response to reading text and read alouds by: | |
| INDICATOR | 1.R.1.A.a. | Predicting what will happen next using prior knowledge ReadyRosie Cover the Ending Preview & Predict Read a Little, Think a Little |
| INDICATOR | 1.R.1.A.b. | Asking and responding to relevant questions ReadyRosie Chapter Books How To Preview & Predict Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Do You Want to Know? What Makes a Good Storyteller What's Cool About Nonfiction? |
| INDICATOR | 1.R.1.A.c. | Seeking clarification and locating facts and details about stories and other texts ReadyRosie Chapter Books Funny Pictures How To I Read to You, You Read to Me Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? |
| INDICATOR | 1.R.1.A.d. | Retelling main ideas in sequence including key details ReadyRosie Chapter Books Funny Pictures How To I Read to You, You Read to Me Is It Real? Retelling the Fable Story Train Storytelling with a Picture Book What Do I Like? What Do You Want to Know? What Makes a Good Storyteller What's Cool About Nonfiction? |
| INDICATOR | 1.R.1.A.e. | Recognizing beginning, middle, and end ReadyRosie Reading Rhymes |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.1. | Develop and apply skills to the reading process. |
| GLE / COMPONENT | R.1.B. | Vocabulary |
| INDICATOR / PROFICIENCY | Develop an understanding of vocabulary by: | |
| INDICATOR | 1.R.1.B.a. | Using common affixes to figure out the meaning of a word ReadyRosie Reading Strategy: Cover the Suffix |
| INDICATOR | 1.R.1.B.c. | Identifying words that name actions and words that name persons, places, or things ReadyRosie All About My Family Noun Charades Picture Talk |
| INDICATOR | 1.R.1.B.e. | Determining what words mean from how they are used in context of a sentence either heard or read ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| INDICATOR | 1.R.1.B.f. | Sorting words into conceptual categories ReadyRosie Noun Charades Words to Chew On |
| INDICATOR | 1.R.1.B.g. | Distinguishing shades of meaning among verbs and adjectives ReadyRosie Million Dollar Words Nursery Rhymes |
| INDICATOR | 1.R.1.B.i. | Using words and phrases acquired through conversations, reading and being read to and responding to texts ReadyRosie Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller Wondering About Words |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.1. | Develop and apply skills to the reading process. |
| GLE / COMPONENT | R.1.C. | Making Connections |
| INDICATOR / PROFICIENCY | Determine the connection between: | |
| INDICATOR | 1.R.1.C.a. | Text to text (text ideas including similarities and differences in fiction and nonfiction) ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.1. | Develop and apply skills to the reading process. |
| GLE / COMPONENT | R.1.D. | Independent Text |
| INDICATOR / PROFICIENCY | Read independently for multiple purposes over sustained periods of time by: | |
| INDICATOR | 1.R.1.D.a. | Engaging with and reading text that is developmentally appropriate ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me Read 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? You Know It! |
| INDICATOR | 1.R.1.D.b. | Producing evidence of reading ReadyRosie Captioning Your Childhood My First Journal Tips for helping your child love reading |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.2. | Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times. |
| GLE / COMPONENT | R.2.A. | Fiction |
| INDICATOR / PROFICIENCY | Read, infer, analyze, and draw conclusions to: | |
| INDICATOR | 1.R.2.A.a. | Describe characters, setting, problem, solution, and events in logical sequences 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 |
| INDICATOR | 1.R.2.A.b. | Describe the main idea of a story ReadyRosie Chapter Books Funny Pictures |
| INDICATOR | 1.R.2.A.c. | Describe sensory details ReadyRosie Let's Look Closer Read a Little, Think a Little Seeing the Story What Do I See When I Hear...? What Was That For? |
| INDICATOR | 1.R.2.A.e. | Explain the actions of the main character and the reasons for those actions 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 |
| INDICATOR | 1.R.2.A.f. | Identify who is telling the story ReadyRosie Reading Strategy: Reading and Making Connections |
| INDICATOR | 1.R.2.A.g. | Compare and contrast adventures and experiences of characters in stories ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.2. | Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times. |
| GLE / COMPONENT | R.2.B. | Poetry |
| INDICATOR / PROFICIENCY | Read, infer and draw conclusions to: | |
| INDICATOR | 1.R.2.B.a. | Use rhythm, rhyme and alliteration through identifying a regular beat and similarities in word sounds ReadyRosie Family Alliteration Name Game Silly Song Singing Tongue Twister Time |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.3. | Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (e.g., narrative, information/explanatory, opinion, persuasive, argumentative) from a variety of cultures and times. |
| GLE / COMPONENT | R.3.A. | Text Features |
| INDICATOR / PROFICIENCY | Read, infer and draw conclusions to: | |
| INDICATOR | 1.R.3.A.a. | Use text features to restate the main idea ReadyRosie Getting Into Information How To |
| INDICATOR | 1.R.3.A.b. | Explain facts or details using text features and distinguish between what facts were provided by pictures and what facts were conveyed via words ReadyRosie Getting Into Information How Far Does It Fly? How To |
| INDICATOR | 1.R.3.A.c. | Use text features to locate specific information in text ReadyRosie Getting Into Information How To |
| INDICATOR | 1.R.3.A.d. | Follow written multi-step directions with picture cues to assist with understanding ReadyRosie Making Playdough Together |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.3. | Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (e.g., narrative, information/explanatory, opinion, persuasive, argumentative) from a variety of cultures and times. |
| GLE / COMPONENT | R.3.B. | Literary Techniques |
| INDICATOR / PROFICIENCY | Read, infer and draw conclusions to: | |
| INDICATOR | 1.R.3.B.a. | Distinguish between fiction and nonfiction ReadyRosie Is It Real? |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.3. | Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (e.g., narrative, information/explanatory, opinion, persuasive, argumentative) from a variety of cultures and times. |
| GLE / COMPONENT | R.3.C. | Text Structures |
| INDICATOR / PROFICIENCY | Read, infer and draw conclusions to: | |
| INDICATOR | 1.R.3.C.a. | Ask and answer questions to clarify meaning ReadyRosie How To What's Cool About Nonfiction? |
| INDICATOR | 1.R.3.C.b. | Identify main ideas and provide supporting details ReadyRosie How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| INDICATOR | 1.R.3.C.d. | Identify reasons an author gives to support points in a text ReadyRosie Is It Real? |
| STRAND: BIG IDEA / STANDARD | MO.RF. | Reading Foundations |
| CONCEPT: GLE / BENCHMARK | RF.1. | Understand how English is written and read (Start of Reading Foundations). |
| GLE / COMPONENT | RF.1.A. | Print Awareness |
| INDICATOR / PROFICIENCY | Develop print awareness in the reading process by: | |
| INDICATOR | 1.RF.1.A.a. | Recognizing that sentences are comprised of words separated by spaces ReadyRosie Reading Strategy: Using Your Reading Finger |
| INDICATOR | 1.RF.1.A.b. | Recognizing the distinguishing features of a sentence ReadyRosie Write a Favorite Family Recipe |
| STRAND: BIG IDEA / STANDARD | MO.RF. | Reading Foundations |
| CONCEPT: GLE / BENCHMARK | RF.2. | Understand how English is written and read. |
| GLE / COMPONENT | RF.2.A. | Phonemic Awareness |
| INDICATOR / PROFICIENCY | Develop phonemic awareness in the reading process by: | |
| INDICATOR | 1.RF.2.A.a. | Producing and identifying sounds and syllables in spoken words ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Rhyming Hand Game |
| INDICATOR | 1.RF.2.A.b. | Distinguishing between long and short vowel sounds ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| INDICATOR | 1.RF.2.A.c. | Recognizing the change in a spoken word when a specific phoneme is added, changed, or removed ReadyRosie Name Rhymes Silly Song Singing |
| STRAND: BIG IDEA / STANDARD | MO.RF. | Reading Foundations |
| CONCEPT: GLE / BENCHMARK | RF.3. | Understand how English is written and read. |
| GLE / COMPONENT | RF.3.A. | Phonics |
| INDICATOR / PROFICIENCY | Develop phonics in the reading process by: | |
| INDICATOR | 1.RF.3.A.a. | Decoding words in context by using letter sound knowledge ReadyRosie Looking for Chunks Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| INDICATOR | 1.RF.3.A.b. | Identifying letters for the spelling of short and long vowels ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| INDICATOR | 1.RF.3.A.c. | Producing consonant blends ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| INDICATOR | 1.RF.3.A.d. | Producing consonant digraphs ReadyRosie Looking for Chunks Word Man |
| INDICATOR | 1.RF.3.A.e. | Combining sounds from letters and common spelling patterns to create and decode recognizable words ReadyRosie Looking for Chunks Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| INDICATOR | 1.RF.3.A.f. | Using syllabication patterns to decode words ReadyRosie Rhyming Hand Game |
| INDICATOR | 1.RF.3.A.g. | Reading irregularly spelled words ReadyRosie Fishing for Words My Words, Your Words Race You To the Top Reading Strategy: Give the Word Thinking About Word Chunks Where's That Word? Word Man You Know It! |
| INDICATOR | 1.RF.3.A.j. | Reading high frequency words ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| INDICATOR | 1.RF.3.A.k. | Demonstrating decoding skills when reading ReadyRosie Little Words Inside Bigger Words Looking for Chunks Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Reading Strategy: Cover the Suffix Rhyming Hand Game Word Man You Know It! |
| STRAND: BIG IDEA / STANDARD | MO.RF. | Reading Foundations |
| CONCEPT: GLE / BENCHMARK | RF.4. | Understand how English is written and read. |
| GLE / COMPONENT | RF.4.A. | Fluency |
| INDICATOR / PROFICIENCY | Read appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing) with purpose and for comprehension | |
| INDICATOR | 1.RF.4.A.a. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me Read Like You Talk Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading |
| STRAND: BIG IDEA / STANDARD | MO.W. | Writing |
| CONCEPT: GLE / BENCHMARK | W.1. | Apply a writing process to develop a text for audience and purpose. |
| GLE / COMPONENT | W.1.A. | Prewriting |
| INDICATOR / PROFICIENCY | Follow a writing process to plan a first draft by: | |
| INDICATOR | 1.W.1.A.a. | Brainstorming and recording key ideas ReadyRosie Color Poem Describe It Make an Invitation Remember The Story Write a Favorite Family Recipe |
| STRAND: BIG IDEA / STANDARD | MO.W. | Writing |
| CONCEPT: GLE / BENCHMARK | W.1. | Apply a writing process to develop a text for audience and purpose. |
| GLE / COMPONENT | W.1.B. | Draft |
| INDICATOR / PROFICIENCY | Appropriate to genre type, develop a draft from prewriting by: | |
| INDICATOR | 1.W.1.B.a. | Sequencing ideas into sentences and stay on topic throughout the text ReadyRosie All About My Family Captioning Your Childhood Family Adventure List Funny Pictures I'd Really Like Labeling Your Story Magical Creature Writing Make a Card My First Journal Nature Journaling Sharing Chores and Your Day Story Train Tell Me How Write About a Family Tradition |
| INDICATOR | 1.W.1.B.b. | Generating evidence of a simple opening and simple closing ReadyRosie Funny Pictures I'd Really Like Labeling Your Story Magical Creature Writing Story Train Tell Me How Write About a Family Tradition Write Around Write a Favorite Family Recipe |
| STRAND: BIG IDEA / STANDARD | MO.W. | Writing |
| CONCEPT: GLE / BENCHMARK | W.1. | Apply a writing process to develop a text for audience and purpose. |
| GLE / COMPONENT | W.1.C. | Revise/Edit |
| INDICATOR / PROFICIENCY | Reread, revise and edit drafts, with assistance from adults/peers, to: | |
| INDICATOR | 1.W.1.C.a. | Respond to questions and suggestions, clarifying meaning by adding details to sentence construction and strengthening writing ReadyRosie Captioning Your Childhood I'd Really Like Labeling Your Story Magical Creature Writing Nature Journaling |
| INDICATOR | 1.W.1.C.b. | Edit by leaving spaces between words in sentences ReadyRosie Make an Invitation Picture Talk |
| STRAND: BIG IDEA / STANDARD | MO.W. | Writing |
| CONCEPT: GLE / BENCHMARK | W.2. | Compose well-developed writing texts for audience and purpose. |
| GLE / COMPONENT | W.2.B. | Informative/Explanatory |
| INDICATOR / PROFICIENCY | Write informative/ explanatory texts that: | |
| INDICATOR | 1.W.2.B.a. | Introduce a topic or text being studied and supply facts ReadyRosie All About My Family I'd Really Like Make a Card Nature Journaling Tell Me How Write About a Family Tradition |
| INDICATOR | 1.W.2.B.b. | Use some specific words that are related to the topic ReadyRosie All About My Family I'd Really Like Make a Card Nature Journaling Tell Me How Write About a Family Tradition |
| INDICATOR | 1.W.2.B.c. | Follow a sense of order in writing ReadyRosie Family Adventure List Nature Journaling Write About a Family Tradition |
| INDICATOR | 1.W.2.B.d. | Create some sense of closure ReadyRosie I'd Really Like Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| STRAND: BIG IDEA / STANDARD | MO.W. | Writing |
| CONCEPT: GLE / BENCHMARK | W.2. | Compose well-developed writing texts for audience and purpose. |
| GLE / COMPONENT | W.2.C. | Narrative/Literary |
| INDICATOR / PROFICIENCY | Write fiction or non-fiction narratives and poems that: | |
| INDICATOR | 1.W.2.C.a. | Narrate a story or experience 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 |
| INDICATOR | 1.W.2.C.b. | Use details to describe the story or experience ReadyRosie Funny Pictures Labeling Your Story Magical Creature Writing Story Train Write a Favorite Family Recipe |
| INDICATOR | 1.W.2.C.c. | Place events in the order they occurred ReadyRosie Funny Pictures Magical Creature Writing My First Journal Sharing Chores and Your Day Story Train |
| INDICATOR | 1.W.2.C.d. | Use linking words to indicate beginning/middle/ end ReadyRosie Picture Talk Write Around |
| INDICATOR | 1.W.2.C.e. | Use words that are related to the topic ReadyRosie Labeling Your Story Magical Creature Writing |
| INDICATOR | 1.W.2.C.f. | Provide a reaction to what happened in the events ReadyRosie Funny Pictures Magical Creature Writing My First Journal Sharing Chores and Your Day Story Train |
| STRAND: BIG IDEA / STANDARD | MO.W. | Writing |
| CONCEPT: GLE / BENCHMARK | W.3. | Gather, analyze, evaluate and use information from a variety of sources. |
| GLE / COMPONENT | W.3.A. | Research Process |
| INDICATOR / PROFICIENCY | With assistance, apply research process to: | |
| INDICATOR | 1.W.3.A.a. | Generate a list of open-ended questions about topics of interest ReadyRosie Guess Who I Want to Know About Let's Explore Nature Journaling |
| INDICATOR | 1.W.3.A.b. | Decide what sources of information might be relevant to answer these questions ReadyRosie Nature Journaling |
| INDICATOR | 1.W.3.A.e. | Locate information in reference texts, electronic resources, interviews, or visual sources and literary and informational texts ReadyRosie Nature Journaling |
| STRAND: BIG IDEA / STANDARD | MO.L. | Language |
| CONCEPT: GLE / BENCHMARK | L.1. | Communicate using conventions of English language. |
| GLE / COMPONENT | L.1.A. | Grammar |
| INDICATOR / PROFICIENCY | In speech and written form, apply standard English grammar to: | |
| INDICATOR | 1.L.1.A.a. | Use nouns and action verbs that designate past, present, and future in sentences ReadyRosie Magical Creature Writing Picture Talk |
| INDICATOR | 1.L.1.A.b. | Use adjectives/adverbs in sentences ReadyRosie Make a Card Picture Talk |
| INDICATOR | 1.L.1.A.e. | Use common prepositions ReadyRosie Picture Talk |
| INDICATOR | 1.L.1.A.f. | Use common pronouns ReadyRosie Picture Talk |
| INDICATOR | 1.L.1.A.g. | Produce complete simple and compound sentences ReadyRosie Captioning Your Childhood Magical Creature Writing Make a Card |
| STRAND: BIG IDEA / STANDARD | MO.L. | Language |
| CONCEPT: GLE / BENCHMARK | L.1. | Communicate using conventions of English language. |
| GLE / COMPONENT | L.1.B. | Punctuation, Capitalization, Spelling |
| INDICATOR / PROFICIENCY | In written text: | |
| INDICATOR | 1.L.1.B.a. | Print legibly, using correct spacing between words and sentences ReadyRosie Captioning Your Childhood Letters on My Back Make an Invitation Picture Talk Write Your Name |
| INDICATOR | 1.L.1.B.b. | Use ending punctuation ReadyRosie Magical Creature Writing |
| INDICATOR | 1.L.1.B.c. | Capitalize the first letter of others’ first and last names ReadyRosie Make a Card Make an Invitation Write a Letter |
| INDICATOR | 1.L.1.B.e. | Spell words using regular spelling patterns ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| INDICATOR | 1.L.1.B.f. | Spell words phonetically using phonemic awareness and spelling knowledge ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| INDICATOR | 1.L.1.B.g. | Arrange words in alphabetical order, to the first letter ReadyRosie I Went to the Zoo and Saw |
| STRAND: BIG IDEA / STANDARD | MO.SL. | Speaking/Listening |
| CONCEPT: GLE / BENCHMARK | SL.1. | Listen for a purpose. |
| GLE / COMPONENT | SL.1.A. | Purpose |
| INDICATOR / PROFICIENCY | Develop and apply effective listening skills and strategies in formal and informal settings by: | |
| INDICATOR | 1.SL.1.A.a. | Following classroom listening rules ReadyRosie Making Playdough Together |
| INDICATOR | 1.SL.1.A.b. | Building on others’ talk in conversations by responding to the comments of others ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| INDICATOR | 1.SL.1.A.c. | Following two-step instructions, according to classroom expectations ReadyRosie Freeze Dance |
| STRAND: BIG IDEA / STANDARD | MO.SL. | Speaking/Listening |
| CONCEPT: GLE / BENCHMARK | SL.2. | Listen for entertainment. |
| GLE / COMPONENT | SL.2.A. | Entertainment |
| INDICATOR / PROFICIENCY | Develop and apply effective listening skills and strategies in formal and informal settings by: | |
| INDICATOR | 1.SL.2.A.a. | Demonstrating active listening, according to classroom expectations ReadyRosie Family Sensory Walk Freeze Dance I Love My Family Because... Making Playdough Together |
| STRAND: BIG IDEA / STANDARD | MO.SL. | Speaking/Listening |
| CONCEPT: GLE / BENCHMARK | SL.3. | Speak effectively in collaborative discussions. |
| GLE / COMPONENT | SL.3.A. | Collaborative Discussions |
| INDICATOR / PROFICIENCY | Speak clearly and to the point, using conventions of language when presenting individually or with a group by: | |
| INDICATOR | 1.SL.3.A.a. | Taking turns speaking, according to classroom expectations ReadyRosie Making Playdough Together |
| INDICATOR | 1.SL.3.A.b. | Building on others’ talk in conversations by responding to comments of others ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| INDICATOR | 1.SL.3.A.c. | Confirming comprehension of read-alouds and other media by retelling and asking appropriate questions ReadyRosie Family Movie Night I Read to You, You Read to Me Seeing the Story Storytelling with a Picture Book |
| STRAND: BIG IDEA / STANDARD | MO.SL. | Speaking/Listening |
| CONCEPT: GLE / BENCHMARK | SL.4. | Speak effectively when presenting. |
| GLE / COMPONENT | SL.4.A. | Presenting |
| INDICATOR / PROFICIENCY | Speak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by: | |
| INDICATOR | 1.SL.4.A.a. | Explaining a topic (student-chosen), using a prop, picture, or other visual aid, with assistance to show understanding ReadyRosie 20 Questions Draw Share Your Knowledge Sharing Chores and Your Day |
| INDICATOR | 1.SL.4.A.c. | Using complete sentences and adjusting volume, as needed ReadyRosie Guess Who Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| Missouri Learning Standards |
| Language Arts |
| Grade: 2 - Adopted: 2016 |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.1. | Develop and apply skills to the reading process. |
| GLE / COMPONENT | R.1.A. | Comprehension |
| INDICATOR / PROFICIENCY | Develop and demonstrate reading skills in response to text by: | |
| INDICATOR | 2.R.1.A.a. | Using text features to make and confirm predictions, explain why not confirmed ReadyRosie Read a Little, Think a Little |
| INDICATOR | 2.R.1.A.b. | Asking and responding to relevant questions ReadyRosie 20 Questions Can You See It? Chapter Books How To Pow Wow Crunch Read a Little, Think a Little Reading Recipes Reading is Thinking That's So Cool What Do You Wonder? What Makes a Good Storyteller |
| INDICATOR | 2.R.1.A.c. | Seeking clarification, and using information/ facts and details about texts and supporting answers with evidence from text ReadyRosie Can You See It? Chapter Books Funny Pictures How To Story Train What Makes a Good Storyteller |
| INDICATOR | 2.R.1.A.d. | Retelling a story’s beginning, middle, and end and determining their central message, lesson or moral ReadyRosie Chapter Books Funny Pictures Sequence and Summarize Story Train Summarizing the Story What Makes a Good Storyteller |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.1. | Develop and apply skills to the reading process. |
| GLE / COMPONENT | R.1.B. | Vocabulary |
| INDICATOR / PROFICIENCY | Develop an understanding of vocabulary by: | |
| INDICATOR | 2.R.1.B.a. | Using prefixes, root words, and suffixes to determine the meaning of words ReadyRosie Digging Into Roots Reading Strategy: Cover the Suffix Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | 2.R.1.B.b. | Using knowledge of the meaning of individual words to determine the meaning of compound words ReadyRosie Playground Compounds |
| INDICATOR | 2.R.1.B.d. | Using antonyms and synonyms ReadyRosie Hink Pink |
| INDICATOR | 2.R.1.B.e. | Locating words in a dictionary or glossary to determine or clarify the meaning of words or phrases ReadyRosie Comprehension Clues Finding Information |
| INDICATOR | 2.R.1.B.f. | Distinguishing meaning among closely related verbs and adjectives ReadyRosie Acrostic Poem Picture Talk |
| INDICATOR | 2.R.1.B.g. | Recognizing that some words have literal and non-literal meanings ReadyRosie Let's Look Closer |
| INDICATOR | 2.R.1.B.h. | Using conversational, general academic, and domain-specific words and phrases ReadyRosie Color Poem Free Verse Hink Pink How can I help my child learn new words? Share Your Knowledge |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.1. | Develop and apply skills to the reading process. |
| GLE / COMPONENT | R.1.C. | Making Connections |
| INDICATOR / PROFICIENCY | Determine the relevant connections between: | |
| INDICATOR | 2.R.1.C.a. | Text to text (text ideas, including similarities and differences regarding information and relationships in fiction and nonfiction) ReadyRosie What Makes a Good Storyteller |
| INDICATOR | 2.R.1.C.b. | Text to world (text ideas regarding experiences in the world) ReadyRosie I Read to You, You Read to Me Random, Bizarre Facts |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.1. | Develop and apply skills to the reading process. |
| GLE / COMPONENT | R.1.D. | Independent Text |
| INDICATOR / PROFICIENCY | Read independently for multiple purposes over sustained periods of time by: | |
| INDICATOR | 2.R.1.D.a. | Reading text that is developmentally appropriate 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 Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading That's So Cool What Do You Wonder? |
| INDICATOR | 2.R.1.D.b. | Producing evidence of reading ReadyRosie Pow Wow Crunch Song Lyrics Tips for helping your child love reading |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.2. | Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times. |
| GLE / COMPONENT | R.2.A. | Fiction |
| INDICATOR / PROFICIENCY | Read, infer, analyze, and draw conclusions to: | |
| INDICATOR | 2.R.2.A.a. | Describe the setting, problems, solutions, sequence of events (plot), and big idea or moral lesson ReadyRosie Can You See It? Chapter Books Funny Pictures Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| INDICATOR | 2.R.2.A.b. | Describe the main characters in works of fiction, including their traits, motivations, and feelings 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 |
| INDICATOR | 2.R.2.A.c. | Compare and contrast different versions of the same story with respect to their characters, settings, and sequence of events ReadyRosie What Makes a Good Storyteller |
| INDICATOR | 2.R.2.A.e. | Explain how the story changes based on who is telling the story ReadyRosie Reading Strategy: Reading and Making Connections |
| INDICATOR | 2.R.2.A.f. | Compare and contrast the differences in points of view of characters and how stories are narrated ReadyRosie What Makes a Good Storyteller |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.2. | Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times. |
| GLE / COMPONENT | R.2.B. | Poetry |
| INDICATOR / PROFICIENCY | Read, infer and draw conclusions to: | |
| INDICATOR | 2.R.2.B.a. | Describe how rhythm, rhyme, and repetition create imagery in poetry ReadyRosie Color Poem Free Verse My Turn, Your Turn Poetry Poetry Song Lyrics |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.3. | Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (e.g., narrative, information/explanatory, opinion, persuasive, argumentative) from a variety of cultures and times. |
| GLE / COMPONENT | R.3.A. | Text Features |
| INDICATOR / PROFICIENCY | Read, infer and draw conclusions to: | |
| INDICATOR | 2.R.3.A.a. | Identify the main idea of sections of text and distinguish it from the topic ReadyRosie How To That's So Cool |
| INDICATOR | 2.R.3.A.b. | Demonstrate understanding by locating facts to answer and/or ask questions ReadyRosie How To Reading Recipes That's So Cool What Do You Wonder? |
| INDICATOR | 2.R.3.A.c. | Use text features to locate specific information ReadyRosie Comprehension Clues How To Reading Recipes |
| INDICATOR | 2.R.3.A.d. | Explain common graphic features to assist in the interpretation of text ReadyRosie How Far Does It Fly? How To |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.3. | Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (e.g., narrative, information/explanatory, opinion, persuasive, argumentative) from a variety of cultures and times. |
| GLE / COMPONENT | R.3.C. | Text Structures |
| INDICATOR / PROFICIENCY | Read, infer and draw conclusions to: | |
| INDICATOR | 2.R.3.C.a. | Explain main ideas and supporting details ReadyRosie How To That's So Cool |
| INDICATOR | 2.R.3.C.d. | Identify the author’s purpose ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool What Do You Wonder? |
| STRAND: BIG IDEA / STANDARD | MO.RF. | Reading Foundations |
| CONCEPT: GLE / BENCHMARK | RF.2. | Understand how English is written and read. |
| GLE / COMPONENT | RF.2.A. | Phonemic Awareness |
| INDICATOR / PROFICIENCY | Develop phonemic awareness in the reading process by: | |
| INDICATOR | 2.RF.2.A.b. | Producing rhymes in response to spoken words ReadyRosie Family Rap Hink Pink Rhyming Hand Game |
| INDICATOR | 2.RF.2.A.c. | Distinguishing orally presented rhyming pairs of words from non-rhyming pairs ReadyRosie Family Rap Hink Pink Rhyming Hand Game |
| INDICATOR | 2.RF.2.A.d. | Recognizing spoken alliteration or groups of words that begin with the same onset or initial sound ReadyRosie Car Tongue Twisters Tongue Twister Time |
| INDICATOR | 2.RF.2.A.e. | Blending spoken onsets and rimes to form simple words ReadyRosie Reading Strategy: Chunk the Word |
| STRAND: BIG IDEA / STANDARD | MO.RF. | Reading Foundations |
| CONCEPT: GLE / BENCHMARK | RF.3. | Understand how English is written and read. |
| GLE / COMPONENT | RF.3.A. | Phonics |
| INDICATOR / PROFICIENCY | Develop phonics in the reading process by: | |
| INDICATOR | 2.RF.3.A.a. | Decoding multisyllabic words in context by applying common letter-sound correspondences including: single letters, consonant blends , consonant and vowel digraphs and vowel diphthongs ReadyRosie Little Words Inside Bigger Words Reading Strategy: Cover the Suffix Rhyming Hand Game |
| INDICATOR | 2.RF.3.A.c. | Decoding regularly spelled two syllable words with long vowels ReadyRosie Little Words Inside Bigger Words Reading Strategy: Cover the Suffix Rhyming Hand Game |
| INDICATOR | 2.RF.3.A.d. | Decoding words with vowel diphthongs ReadyRosie Shopping for Syllables |
| INDICATOR | 2.RF.3.A.e. | Decoding words with vowel digraphs ReadyRosie Shopping for Syllables Thinking About Word Chunks |
| INDICATOR | 2.RF.3.A.f. | Reading words with common prefixes and suffixes ReadyRosie Reading Strategy: Cover the Suffix Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | 2.RF.3.A.h. | Using common syllable patterns to decode words including r-controlled vowels ReadyRosie Shopping for Syllables |
| INDICATOR | 2.RF.3.A.i. | Reading irregularly spelled high-frequency words ReadyRosie My Words, Your Words |
| INDICATOR | 2.RF.3.A.j. | Demonstrating decoding skills when reading new words in a text ReadyRosie Little Words Inside Bigger Words Reading Strategy: Chunk the Word Reading Strategy: Cover the Suffix Rhyming Hand Game |
| STRAND: BIG IDEA / STANDARD | MO.RF. | Reading Foundations |
| CONCEPT: GLE / BENCHMARK | RF.4. | Understand how English is written and read. |
| GLE / COMPONENT | RF.4.A. | Fluency |
| INDICATOR / PROFICIENCY | Read appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing) with purpose and for comprehension | |
| INDICATOR | 2.RF.4.A.a. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me Pow Wow Crunch Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading What Do You Wonder? |
| STRAND: BIG IDEA / STANDARD | MO.W. | Writing |
| CONCEPT: GLE / BENCHMARK | W.1. | Apply a writing process to develop a text for audience and purpose. |
| GLE / COMPONENT | W.1.B. | Draft |
| INDICATOR / PROFICIENCY | Appropriate to genre type, develop a draft from prewriting by: | |
| INDICATOR | 2.W.1.B.a. | Sequencing ideas into clear and coherent sentences ReadyRosie Family Adventure List Family Journaling Funny Pictures Hidden Messages Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Sharing Chores and Your Day Story Train Write About a Family Tradition Writing Telephone Game |
| INDICATOR | 2.W.1.B.b. | Generating paragraphs with one main idea 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 |
| INDICATOR | 2.W.1.B.c. | Creating evidence of a beginning, middle and end ReadyRosie Family Adventure List Family Journaling Funny Pictures I'd Really Like Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Sharing Chores and Your Day Story Train Tell Me How This Is Important Who Are Your Heroes? Write About a Family Tradition Write Around Write a Favorite Family Recipe |
| INDICATOR | 2.W.1.B.d. | Addressing an appropriate audience ReadyRosie Family Adventure List Write to the Tooth Fairy |
| STRAND: BIG IDEA / STANDARD | MO.W. | Writing |
| CONCEPT: GLE / BENCHMARK | W.1. | Apply a writing process to develop a text for audience and purpose. |
| GLE / COMPONENT | W.1.C. | Revise/Edit |
| INDICATOR / PROFICIENCY | Reread, revise and edit drafts with assistance from adults/peers, to: | |
| INDICATOR | 2.W.1.C.a. | Strengthen writing as needed by revising main idea, details, word choice, sentence construction, event order, audience, voice ReadyRosie I'd Really Like Magical Creature Writing Nature Journaling |
| STRAND: BIG IDEA / STANDARD | MO.W. | Writing |
| CONCEPT: GLE / BENCHMARK | W.2. | Compose well-developed writing texts for audience and purpose. |
| GLE / COMPONENT | W.2.A. | Opinion/Argumentative |
| INDICATOR / PROFICIENCY | Write opinion texts that: | |
| INDICATOR | 2.W.2.A.a. | Introduce a topic or text being studied using complete sentences ReadyRosie Hidden Messages This Is Important Who Are Your Heroes? Writing Telephone Game |
| INDICATOR | 2.W.2.A.b. | State an opinion about the topic or text and provide reasons for the opinion ReadyRosie This Is Important Who Are Your Heroes? |
| INDICATOR | 2.W.2.A.c. | Use specific words that are related to the topic and audience ReadyRosie This Is Important Who Are Your Heroes? |
| INDICATOR | 2.W.2.A.d. | Use linking/transition words and phrases to signal event order ReadyRosie This Is Important |
| INDICATOR | 2.W.2.A.e. | Provide evidence of a beginning, middle and concluding statement or section ReadyRosie This Is Important Who Are Your Heroes? |
| STRAND: BIG IDEA / STANDARD | MO.W. | Writing |
| CONCEPT: GLE / BENCHMARK | W.2. | Compose well-developed writing texts for audience and purpose. |
| GLE / COMPONENT | W.2.B. | Informative/Explanatory |
| INDICATOR / PROFICIENCY | Write informative/ explanatory texts that: | |
| INDICATOR | 2.W.2.B.a. | Introduce a topic or text being studied, using complete sentences 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 |
| INDICATOR | 2.W.2.B.b. | Use facts and definitions to develop points in generating paragraphs ReadyRosie Create a Song I'd Really Like Make a Neighborhood Map Nature Journaling Tell Me How Write a Favorite Family Recipe |
| INDICATOR | 2.W.2.B.c. | Use specific words that are related to the topic and audience ReadyRosie Acrostic Poem 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 |
| INDICATOR | 2.W.2.B.d. | Use linking words and phrases to signal event order ReadyRosie Create a Song |
| INDICATOR | 2.W.2.B.e. | Create a concluding statement or paragraph ReadyRosie I'd Really Like Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| STRAND: BIG IDEA / STANDARD | MO.W. | Writing |
| CONCEPT: GLE / BENCHMARK | W.2. | Compose well-developed writing texts for audience and purpose. |
| GLE / COMPONENT | W.2.C. | Narrative/Literary |
| INDICATOR / PROFICIENCY | Write fiction or non-fiction narratives and poems that: | |
| INDICATOR | 2.W.2.C.a. | Establish a situation/topic based on the student’s experience or imagination ReadyRosie Family Journaling Magical Creature Writing This Is Important |
| INDICATOR | 2.W.2.C.b. | Introduce a main character and setting ReadyRosie Magical Creature Writing Write Around |
| INDICATOR | 2.W.2.C.c. | Develop sensory details ReadyRosie Can You See It? Let's Look Closer Read a Little, Think a Little What Do I See When I Hear...? |
| INDICATOR | 2.W.2.C.d. | Follow a logical sequence of events using complete sentences to create a beginning/middle/ end ReadyRosie Family Journaling Funny Pictures Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Story Train |
| INDICATOR | 2.W.2.C.e. | Use linking/transition words to signal event order ReadyRosie Picture Talk Write Around |
| INDICATOR | 2.W.2.C.f. | Use specific words that are related to the topic and audience ReadyRosie Family Journaling Magical Creature Writing This Is Important |
| STRAND: BIG IDEA / STANDARD | MO.W. | Writing |
| CONCEPT: GLE / BENCHMARK | W.3. | Gather, analyze, evaluate and use information from a variety of sources. |
| GLE / COMPONENT | W.3.A. | Research Process |
| INDICATOR / PROFICIENCY | Apply research process to: | |
| INDICATOR | 2.W.3.A.a. | Generate a list of open-ended questions about topics of interest ReadyRosie Family Interview Guess Who I Want to Know About Let's Explore Nature Journaling |
| INDICATOR | 2.W.3.A.b. | Create an individual question about a topic ReadyRosie Guess Who Let's Explore |
| INDICATOR | 2.W.3.A.c. | Use their own question to find information on their topic ReadyRosie Guess Who Let's Explore |
| INDICATOR | 2.W.3.A.d. | Gather evidence from available sources, literary and informational ReadyRosie Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| INDICATOR | 2.W.3.A.e. | Record basic information from literary and informational texts in simple visual format ReadyRosie Who Are Your Heroes? |
| STRAND: BIG IDEA / STANDARD | MO.L. | Language |
| CONCEPT: GLE / BENCHMARK | L.1. | Communicate using conventions of English language. |
| GLE / COMPONENT | L.1.A. | Grammar |
| INDICATOR / PROFICIENCY | In speech and written form, apply standard English grammar to: | |
| INDICATOR | 2.L.1.A.a. | Use nouns and pronouns in writing ReadyRosie Noun Charades Picture Talk |
| INDICATOR | 2.L.1.A.b. | Use collective nouns ReadyRosie 20 Questions Noun Charades |
| INDICATOR | 2.L.1.A.g. | use adjectives and adverbs in sentences ReadyRosie Acrostic Poem Picture Talk |
| INDICATOR | 2.L.1.A.h. | Produce simple declarative, imperative, exclamatory, and interrogative sentences ReadyRosie Hidden Messages Magical Creature Writing Picture Talk Writing Telephone Game |
| STRAND: BIG IDEA / STANDARD | MO.L. | Language |
| CONCEPT: GLE / BENCHMARK | L.1. | Communicate using conventions of English language. |
| GLE / COMPONENT | L.1.B. | Punctuation, Capitalization, Spelling |
| INDICATOR / PROFICIENCY | In written text: | |
| INDICATOR | 2.L.1.B.f. | spell words using irregular spelling patterns ReadyRosie Change One Letter Magical Creature Writing Race You To the Top Thinking About Word Chunks Word Challenge Write a Letter |
| INDICATOR | 2.L.1.B.g. | Spell and use the plural of nouns by adding –es to nouns ending in -s, -ss, -sh, -ch, or -x ReadyRosie Noun Charades Picture Talk |
| INDICATOR | 2.L.1.B.h. | Use nouns that change their spelling in plural form ReadyRosie Noun Charades Picture Talk |
| INDICATOR | 2.L.1.B.i. | Arrange words in alphabetical order, to the second letter ReadyRosie I Went to the Zoo and Saw |
| STRAND: BIG IDEA / STANDARD | MO.SL. | Speaking/Listening |
| CONCEPT: GLE / BENCHMARK | SL.1. | Listen for a purpose. |
| GLE / COMPONENT | SL.1.A. | Purpose |
| INDICATOR / PROFICIENCY | Develop and apply effective listening skills and strategies in formal and informal settings by: | |
| INDICATOR | 2.SL.1.A.b. | Following three-step instructions, according to classroom expectations ReadyRosie Freeze Dance |
| STRAND: BIG IDEA / STANDARD | MO.SL. | Speaking/Listening |
| CONCEPT: GLE / BENCHMARK | SL.2. | Listen for entertainment. |
| GLE / COMPONENT | SL.2.A. | Entertainment |
| INDICATOR / PROFICIENCY | Develop and apply effective listening skills and strategies in formal and informal settings by: | |
| INDICATOR | 2.SL.2.A.a. | Demonstrating active listening, according to classroom expectations ReadyRosie Freeze Dance I Love My Family Because... |
| STRAND: BIG IDEA / STANDARD | MO.SL. | Speaking/Listening |
| CONCEPT: GLE / BENCHMARK | SL.3. | Speak effectively in collaborative discussions. |
| GLE / COMPONENT | SL.3.A. | Collaborative Discussions |
| INDICATOR / PROFICIENCY | Speak clearly and to the point, using conventions of language when presenting individually or with a group by: | |
| INDICATOR | 2.SL.3.A.a. | Taking turns in discussion with a shoulder partner, according to classroom expectations ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR | 2.SL.3.A.b. | Confirming comprehension of read-alouds and independent reading by retelling and asking appropriate questions ReadyRosie I Read to You, You Read to Me My Turn, Your Turn Random, Bizarre Facts |
| STRAND: BIG IDEA / STANDARD | MO.SL. | Speaking/Listening |
| CONCEPT: GLE / BENCHMARK | SL.4. | Speak effectively when presenting. |
| GLE / COMPONENT | SL.4.A. | Presenting |
| INDICATOR / PROFICIENCY | Speak clearly, audibly and to the point, using conventions of language when presenting individually or with a group by: | |
| INDICATOR | 2.SL.4.A.a. | Explaining a topic (student-chosen or teacher-assigned), while maintaining eye contact with audience ReadyRosie I Love My Family Because... Share Your Knowledge Sharing Chores and Your Day |
| INDICATOR | 2.SL.4.A.b. | Recalling and telling a story with details, including a beginning, middle, and end ReadyRosie Create a Song |
| INDICATOR | 2.SL.4.A.c. | Using academic language and conventions ReadyRosie Sharing Chores and Your Day |
| Missouri Learning Standards |
| Language Arts |
| Grade: 3 - Adopted: 2016 |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.1. | Develop and apply skills to the reading process. |
| GLE / COMPONENT | R.1.A. | Comprehension |
| INDICATOR / PROFICIENCY | Develop and demonstrate reading skills in response to text by: | |
| INDICATOR | 3.R.1.A.a. | Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story ReadyRosie Pow Wow Crunch |
| INDICATOR | 3.R.1.A.b. | Draw conclusions and support with textual evidence ReadyRosie Daily Conclusions Using Clues to Figure it Out Who's Been Here? |
| INDICATOR | 3.R.1.A.c. | Summarizing a story’s beginning, middle, and determining their central message, lesson or moral ReadyRosie Chapter Books Sequence and Summarize Story Train Talking About Books What Makes a Good Storyteller |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.1. | Develop and apply skills to the reading process. |
| GLE / COMPONENT | R.1.B. | Vocabulary |
| INDICATOR / PROFICIENCY | Develop an understanding of vocabulary by: | |
| INDICATOR | 3.R.1.B.a. | Decoding and identifying the meaning of common prefixes and suffixes and knowing how they change the meaning of root words ReadyRosie Digging Into Roots Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | 3.R.1.B.b. | Using sentence level context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words ReadyRosie Hinky Pinky and Hinketty Pinketty Wondering About Words Word Detective |
| INDICATOR | 3.R.1.B.c. | Using homographs, and homophones ReadyRosie Hinky Pinky and Hinketty Pinketty |
| INDICATOR | 3.R.1.B.d. | Distinguishing the literal and non-literal meanings of words and phrases in context ReadyRosie Wondering About Words Word Detective |
| INDICATOR | 3.R.1.B.e. | Determining the meaning of the new word formed when a known affix is added to a known base word ReadyRosie Digging Into Roots Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | 3.R.1.B.f. | Using a dictionary or a glossary to determine the meanings, syllabications, and pronunciation of unknown words ReadyRosie Comprehension Clues |
| INDICATOR | 3.R.1.B.h. | Determining the meaning of the author’s use of similes and metaphors to produce imagery ReadyRosie Let's Look Closer |
| INDICATOR | 3.R.1.B.i. | Using conversational, general academic, and domain-specific words and phrases ReadyRosie Hinky Pinky and Hinketty Pinketty How can I help my child learn new words? Share Your Knowledge |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.1. | Develop and apply skills to the reading process. |
| GLE / COMPONENT | R.1.C. | Making Connections |
| INDICATOR / PROFICIENCY | Explain relevant connections between: | |
| INDICATOR | 3.R.1.C.a. | Text to text (ideas and information in various fiction and nonfiction works, using compare and contrast) ReadyRosie What Makes a Good Storyteller |
| INDICATOR | 3.R.1.C.b. | Text to world (text ideas regarding experiences in the world) ReadyRosie Random, Bizarre Facts |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.1. | Develop and apply skills to the reading process. |
| GLE / COMPONENT | R.1.D. | Independent Text |
| INDICATOR / PROFICIENCY | Read independently for multiple purposes over sustained periods of time by: | |
| INDICATOR | 3.R.1.D.a. | Reading text that is developmentally appropriate 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 Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading That's So Cool What Will You Learn? |
| INDICATOR | 3.R.1.D.b. | Producing evidence of reading ReadyRosie Pow Wow Crunch Song Lyrics Talking About Books Tips for helping your child love reading |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.2. | Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times. |
| GLE / COMPONENT | R.2.A. | Fiction |
| INDICATOR / PROFICIENCY | Read, infer, analyze, and draw conclusions to: | |
| INDICATOR | 3.R.2.A.a. | Summarize and sequence the events/plot and explain how past events impact future events ReadyRosie Chapter Books Sequence and Summarize Story Train Talking About Books What Makes a Good Storyteller |
| INDICATOR | 3.R.2.A.b. | Describe the personality traits of characters from the thoughts, words, and actions 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 |
| INDICATOR | 3.R.2.A.c. | Describe the interaction of characters, including relationships and how they change 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 |
| INDICATOR | 3.R.2.A.d. | Paraphrase the big idea/themes and supporting details of texts ReadyRosie Chapter Books Story Train Talking About Books What Makes a Good Storyteller |
| INDICATOR | 3.R.2.A.f. | Compare and contrast key elements in various types of fiction ReadyRosie What Makes a Good Storyteller |
| INDICATOR | 3.R.2.A.h. | Distinguish their own point of view from that of the narrator or those of the characters ReadyRosie Reading Strategy: Reading and Making Connections |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.2. | Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times. |
| GLE / COMPONENT | R.2.B. | Poetry |
| INDICATOR / PROFICIENCY | Read, infer and draw conclusions to: | |
| INDICATOR | 3.R.2.B.a. | Use examples of alliteration ReadyRosie Car Tongue Twisters |
| INDICATOR | 3.R.2.B.b. | Identify basic forms of poetry ReadyRosie Favorite Genres My Turn, Your Turn Poetry Poetry Poetry Routine Song Lyrics |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.2. | Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times. |
| GLE / COMPONENT | R.2.C. | Drama |
| INDICATOR / PROFICIENCY | Read, infer and draw conclusions to: | |
| INDICATOR | 3.R.2.C.a. | Explain the elements of plot, setting, and character as presented through dialogue in scripts that are read or viewed ReadyRosie Favorite Genres |
| INDICATOR | 3.R.2.C.b. | Identify language that creates a graphic visual experience and appeals to the senses ReadyRosie Favorite Genres |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.3. | Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (e.g., narrative, information/explanatory, opinion, persuasive, argumentative) from a variety of cultures and times. |
| GLE / COMPONENT | R.3.A. | Text Features |
| INDICATOR / PROFICIENCY | Read, infer and draw conclusions to: | |
| INDICATOR | 3.R.3.A.a. | Explain the author’s purpose ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool |
| INDICATOR | 3.R.3.A.b. | Identify the details or facts that support the main idea ReadyRosie That's So Cool What Will You Learn? |
| INDICATOR | 3.R.3.A.c. | Use text and graphic features to locate information and to make and verify predictions ReadyRosie Comprehension Clues Reading Recipes |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.3. | Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (e.g., narrative, information/explanatory, opinion, persuasive, argumentative) from a variety of cultures and times. |
| GLE / COMPONENT | R.3.B. | Literary Techniques |
| INDICATOR / PROFICIENCY | Read, infer and draw conclusions to: | |
| INDICATOR | 3.R.3.B.a. | Distinguish the difference between a biography and an autobiography ReadyRosie Chapter Books |
| INDICATOR | 3.R.3.B.c. | Distinguish point of view from what the author is trying to persuade the reader to think or do ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool |
| STRAND: BIG IDEA / STANDARD | MO.R. | Reading |
| CONCEPT: GLE / BENCHMARK | R.3. | Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (e.g., narrative, information/explanatory, opinion, persuasive, argumentative) from a variety of cultures and times. |
| GLE / COMPONENT | R.3.C. | Text Structures |
| INDICATOR / PROFICIENCY | Read, infer and draw conclusions to: | |
| INDICATOR | 3.R.3.C.c. | Use information gained from illustrations and words to demonstrate understanding of the text ReadyRosie How Far Does It Fly? Share Your Knowledge Wondering About Words |
| INDICATOR | 3.R.3.C.d. | Explain the author’s purpose ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool |
| STRAND: BIG IDEA / STANDARD | MO.RF. | Reading Foundations |
| CONCEPT: GLE / BENCHMARK | RF.3. | Understand how English is written and read. |
| GLE / COMPONENT | RF.3.A. | Phonics |
| INDICATOR / PROFICIENCY | Develop phonics in the reading process by: | |
| INDICATOR | 3.RF.3.A.b. | Decoding words that double final consonants when adding an ending ReadyRosie Spelling Pattern Game |
| INDICATOR | 3.RF.3.A.c. | Using the meaning of common prefixes and suffixes ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | 3.RF.3.A.d. | Using the meaning of homophones ReadyRosie Hinky Pinky and Hinketty Pinketty |
| STRAND: BIG IDEA / STANDARD | MO.RF. | Reading Foundations |
| CONCEPT: GLE / BENCHMARK | RF.4. | Understand how English is written and read. |
| GLE / COMPONENT | RF.4.A. | Fluency |
| INDICATOR / PROFICIENCY | Read appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing) with purpose and for comprehension | |
| INDICATOR | 3.RF.4.A.a. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule Pow Wow Crunch Reading Dialogue Reading Strategy: Model Expressive Reading |
| STRAND: BIG IDEA / STANDARD | MO.W. | Writing |
| CONCEPT: GLE / BENCHMARK | W.1. | Apply a writing process to develop a text for audience and purpose. |
| GLE / COMPONENT | W.1.A. | Prewriting |
| INDICATOR / PROFICIENCY | Follow a writing process to plan a first draft by: | |
| INDICATOR | 3.W.1.A.a. | Using a simple pre-writing strategy when given the purpose and the intended audience ReadyRosie A Really Good Story Family Adventure List Write a Favorite Family Recipe |
| STRAND: BIG IDEA / STANDARD | MO.W. | Writing |
| CONCEPT: GLE / BENCHMARK | W.1. | Apply a writing process to develop a text for audience and purpose. |
| GLE / COMPONENT | W.1.B. | Draft |
| INDICATOR / PROFICIENCY | Appropriate to genre type, develop a draft from prewriting by: | |
| INDICATOR | 3.W.1.B.a. | Generating a main idea to support a multiple paragraph text using a variety of sentence types, including imperative and exclamatory ReadyRosie Create a Song Family Journaling Magical Creature Writing Make a Neighborhood Map Nature Journaling Please Can I? Take a Stand This Is Important Who Are Your Heroes? Write About a Family Tradition |
| INDICATOR | 3.W.1.B.b. | Supporting the topic sentences within each paragraph with facts and details (from sources when appropriate) ReadyRosie Create a Song Family Journaling Magical Creature Writing Make a Neighborhood Map Nature Journaling Please Can I? Take a Stand This Is Important Who Are Your Heroes? Write About a Family Tradition |
| INDICATOR | 3.W.1.B.c. | Categorizing, organizing, and sequencing the supporting details into a text with a clear beginning, middle, and end ReadyRosie Family Adventure List Family Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Sharing Chores and Your Day Story Train This Is Important Who Are Your Heroes? Write About a Family Tradition Write Around Write a Favorite Family Recipe |
| INDICATOR | 3.W.1.B.d. | Addressing an appropriate audience ReadyRosie Family Adventure List |
| STRAND: BIG IDEA / STANDARD | MO.W. | Writing |
| CONCEPT: GLE / BENCHMARK | W.1. | Apply a writing process to develop a text for audience and purpose. |
| GLE / COMPONENT | W.1.C. | Revise/Edit |
| INDICATOR / PROFICIENCY | Reread, revise and edit drafts with assistance from adults/peers, to: | |
| INDICATOR | 3.W.1.C.a. | Develop and strengthen writing by revising main idea, sequence (ideas), focus, beginning/middle/end, details/facts (from sources, when appropriate). word choice (related to the topic), sentence structure, transitions, audience and purpose, voice ReadyRosie This Is Important |
| STRAND: BIG IDEA / STANDARD | MO.W. | Writing |
| CONCEPT: GLE / BENCHMARK | W.2. | Compose well-developed writing texts for audience and purpose. |
| GLE / COMPONENT | W.2.A. | Opinion/Argumentative |
| INDICATOR / PROFICIENCY | Write opinion texts that: | |
| INDICATOR | 3.W.2.A.a. | Introduce a topic or text being studied, using connected sentences ReadyRosie This Is Important Who Are Your Heroes? |
| INDICATOR | 3.W.2.A.b. | State an opinion or establish a position and provide reasons for the opinion/position ReadyRosie This Is Important Who Are Your Heroes? |
| INDICATOR | 3.W.2.A.c. | Use specific and accurate words that are related to the topic, audience, and purpose ReadyRosie This Is Important Who Are Your Heroes? |
| INDICATOR | 3.W.2.A.f. | Use transitions to connect opinion and reason ReadyRosie This Is Important |
| INDICATOR | 3.W.2.A.g. | Provide clear evidence of a beginning, middle and a concluding statement or paragraph ReadyRosie This Is Important Who Are Your Heroes? |
| STRAND: BIG IDEA / STANDARD | MO.W. | Writing |
| CONCEPT: GLE / BENCHMARK | W.2. | Compose well-developed writing texts for audience and purpose. |
| GLE / COMPONENT | W.2.B. | Informative/Explanatory |
| INDICATOR / PROFICIENCY | Write informative/ explanatory texts that: | |
| INDICATOR | 3.W.2.B.a. | Introduce a topic or text being studied ReadyRosie Create a Song Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition |
| INDICATOR | 3.W.2.B.b. | Develop the topic with simple facts, definitions, details, and explanations ReadyRosie Create a Song Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| INDICATOR | 3.W.2.B.c. | Use specific, and relevant, words that are related to the topic, audience and purpose ReadyRosie Acrostic Poem Create a Song Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition |
| INDICATOR | 3.W.2.B.d. | Uses the student’s original language, except when quoting from a source ReadyRosie Acrostic Poem Create a Song |
| INDICATOR | 3.W.2.B.e. | Use transition words to connect ideas within categories of information ReadyRosie Create a Song |
| INDICATOR | 3.W.2.B.f. | Create a concluding statement or paragraph ReadyRosie Write About a Family Tradition Write a Favorite Family Recipe |
| STRAND: BIG IDEA / STANDARD | MO.W. | Writing |
| CONCEPT: GLE / BENCHMARK | W.2. | Compose well-developed writing texts for audience and purpose. |
| GLE / COMPONENT | W.2.C. | Narrative/Literary |
| INDICATOR / PROFICIENCY | Write fiction or non-fiction narratives and poems that: | |
| INDICATOR | 3.W.2.C.a. | Establish a setting, situation/topic and introduce a narrator and/or characters ReadyRosie A Really Good Story Family Journaling Magical Creature Writing This Is Important Write Around |
| INDICATOR | 3.W.2.C.b. | Use narrative techniques, such as dialogue and descriptions ReadyRosie Magical Creature Writing Story Train Write Around Write a Favorite Family Recipe |
| INDICATOR | 3.W.2.C.c. | Establish an organize an event sequence to establish a beginning/middle/ end ReadyRosie Family Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Story Train |
| INDICATOR | 3.W.2.C.d. | Use transition words and phrases to signal event order ReadyRosie Write Around |
| INDICATOR | 3.W.2.C.e. | Use specific and relevant words that are related to the topic, audience, and purpose ReadyRosie Family Journaling Hinky Pinky and Hinketty Pinketty Magical Creature Writing This Is Important |
| STRAND: BIG IDEA / STANDARD | MO.W. | Writing |
| CONCEPT: GLE / BENCHMARK | W.3. | Gather, analyze, evaluate and use information from a variety of sources. |
| GLE / COMPONENT | W.3.A. | Research Process |
| INDICATOR / PROFICIENCY | Apply research process to: | |
| INDICATOR | 3.W.3.A.a. | Generate a list of subject appropriate topics ReadyRosie Family Interview I Want to Know About Nature Journaling |
| INDICATOR | 3.W.3.A.b. | Create an individual question about a topic ReadyRosie Guess Who |
| INDICATOR | 3.W.3.A.c. | Decide what sources of information might be relevant to answer these questions ReadyRosie Make a Neighborhood Map Nature Journaling |
| INDICATOR | 3.W.3.A.d. | Locate information in reference texts, electronic resources, interviews, or visual sources and literary and informational texts ReadyRosie Make a Neighborhood Map Nature Journaling |
| INDICATOR | 3.W.3.A.f. | Take simple notes in own words and sort evidence into provided categories or organizer ReadyRosie Who Are Your Heroes? |
| STRAND: BIG IDEA / STANDARD | MO.L. | Language |
| CONCEPT: GLE / BENCHMARK | L.1. | Communicate using conventions of English language. |
| GLE / COMPONENT | L.1.A. | Grammar |
| INDICATOR / PROFICIENCY | In speech and written form, apply standard English grammar to: | |
| INDICATOR | 3.L.1.A.a. | Use regular and irregular verbs and simple verb tenses ReadyRosie Magical Creature Writing |
| INDICATOR | 3.L.1.A.d. | Use comparative and superlative, demonstrative adjectives and adverbs ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| INDICATOR | 3.L.1.A.f. | Produce simple and compound imperative, exclamatory, declarative, and interrogative sentences ReadyRosie Magical Creature Writing Writing Telephone Game |
| STRAND: BIG IDEA / STANDARD | MO.L. | Language |
| CONCEPT: GLE / BENCHMARK | L.1. | Communicate using conventions of English language. |
| GLE / COMPONENT | L.1.B. | Punctuation, Capitalization, Spelling |
| INDICATOR / PROFICIENCY | In written text: | |
| INDICATOR | 3.L.1.B.d. | Capitalize dialogue correctly ReadyRosie Write Around |
| INDICATOR | 3.L.1.B.e. | Use commas for greeting and closing of a friendly letter ReadyRosie Write a Thank You Note |
| INDICATOR | 3.L.1.B.f. | Capitalize names of places ReadyRosie Writing Telephone Game |
| INDICATOR | 3.L.1.B.h. | use spelling patterns and generalizations to spell compound words ReadyRosie Playground Compounds |
| INDICATOR | 3.L.1.B.i. | Spell words that double the consonant ReadyRosie Spelling Pattern Game |
| INDICATOR | 3.L.1.B.j. | Spell plural words that change ‘y’ to ‘ies’ ReadyRosie Spelling Pattern Game |
| STRAND: BIG IDEA / STANDARD | MO.SL. | Speaking/Listening |
| CONCEPT: GLE / BENCHMARK | SL.1. | Listen for a purpose. |
| GLE / COMPONENT | SL.1.A. | Purpose |
| INDICATOR / PROFICIENCY | Develop and apply effective listening skills and strategies in formal and informal settings by: | |
| INDICATOR | 3.SL.1.A.c. | Following three-step instructions, according to classroom expectations ReadyRosie Freeze Dance |
| STRAND: BIG IDEA / STANDARD | MO.SL. | Speaking/Listening |
| CONCEPT: GLE / BENCHMARK | SL.2. | Listen for entertainment. |
| GLE / COMPONENT | SL.2.A. | Entertainment |
| INDICATOR / PROFICIENCY | Develop and apply effective listening skills and strategies in formal and informal settings by: | |
| INDICATOR | 3.SL.2.A.a. | Demonstrating active listening through body language and eye contact with the speaker, according to classroom expectations ReadyRosie Sharing Chores and Your Day |
| STRAND: BIG IDEA / STANDARD | MO.SL. | Speaking/Listening |
| CONCEPT: GLE / BENCHMARK | SL.3. | Speak effectively in collaborative discussions. |
| GLE / COMPONENT | SL.3.A. | Collaborative Discussions |
| INDICATOR / PROFICIENCY | Speak clearly and to the point, using conventions of language when presenting individually or with a group by: | |
| INDICATOR | 3.SL.3.A.a. | Coming to discussions prepared, having read or studied required material; explicitly drawing on that preparation and other information known about the topic to explore ideas under discussion ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR | 3.SL.3.A.b. | Responding appropriately to discussion in a variety of settings, according to classroom expectations ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR | 3.SL.3.A.c. | Expressing opinions of read-alouds and independent reading topics ReadyRosie My Turn, Your Turn |
| STRAND: BIG IDEA / STANDARD | MO.SL. | Speaking/Listening |
| CONCEPT: GLE / BENCHMARK | SL.4. | Speak effectively when presenting. |
| GLE / COMPONENT | SL.4.A. | Presenting |
| INDICATOR / PROFICIENCY | Speak clearly, audibly and to the point, using conventions of language when presenting individually or with a group by: | |
| INDICATOR | 3.SL.4.A.a. | Using presentation skills and/or appropriate technology ReadyRosie Share Your Knowledge Sharing Chores and Your Day |
| INDICATOR | 3.SL.4.A.b. | Presenting information with clear ideas and details speaking clearly at an understandable pace ReadyRosie Share Your Knowledge Sharing Chores and Your Day |
| INDICATOR | 3.SL.4.A.c. | Giving an informal presentation, using a variety of media ReadyRosie Share Your Knowledge |
| INDICATOR | 3.SL.4.A.e. | Choosing words and phrases for effect (adjectives, action verbs, figurative language) ReadyRosie Create a Song Noun Charades Sharing Chores and Your Day |
| INDICATOR | 3.SL.4.A.f. | Using academic language and conventions ReadyRosie Sharing Chores and Your Day |
| Missouri Learning Standards |
| Mathematics |
| Grade: K - Adopted: 2016 |
| STRAND: BIG IDEA / STANDARD | MO.K.NS. | Number Sense |
| CONCEPT: GLE / BENCHMARK | K.NS.A. | Know the number names and the count sequence. |
| GLE / COMPONENT | K.NS.A.1. | Count to 100 by ones and tens. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Ten in a Row What Am I Counting? What Comes Next? |
| GLE / COMPONENT | K.NS.A.2. | Count forward beginning from a given number between 1 and 20. ReadyRosie Spill the Beans What Am I Counting? |
| GLE / COMPONENT | K.NS.A.3. | Count backward from a given number between 10 and 1. ReadyRosie Car Race Spill the Beans Ten in a Row |
| GLE / COMPONENT | K.NS.A.4. | Read and write numerals and represent a number of objects from 0 to 20. ReadyRosie Car Race Go Fish I See Three In Ten Seconds My Favorite Things Numbers on My Back Sneaky Math Note Spill the Beans What Do I Have? |
| STRAND: BIG IDEA / STANDARD | MO.K.NS. | Number Sense |
| CONCEPT: GLE / BENCHMARK | K.NS.B. | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| GLE / COMPONENT | K.NS.B.5. | Say the number names when counting objects, in the standard order, pairing each object with one and only one number name and each number name with one and only one object. ReadyRosie Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Sneaky Math Note Spill the Beans The Biggest Number What Am I Counting? What Do I Have? |
| GLE / COMPONENT | K.NS.B.6. | Demonstrate that the last number name said tells the number of objects counted and the number of objects is the same regardless of their arrangement or the order in which they were counted. ReadyRosie Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Sneaky Math Note Spill the Beans The Biggest Number What Am I Counting? What Do I Have? |
| GLE / COMPONENT | K.NS.B.7. | Demonstrate that each successive number name refers to a quantity that is one larger than the previous number. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |
| GLE / COMPONENT | K.NS.B.8. | Recognize, without counting, the quantity of groups up to 5 objects arranged in common patterns. ReadyRosie Car Race Go Fish Spill the Beans |
| GLE / COMPONENT | K.NS.B.9. | Demonstrate that a number can be used to represent “how many” are in a set. ReadyRosie Car Race Go Fish Spill the Beans |
| STRAND: BIG IDEA / STANDARD | MO.K.NS. | Number Sense |
| CONCEPT: GLE / BENCHMARK | K.NS.C. | Compare numbers. |
| GLE / COMPONENT | K.NS.C.10. | Compare two or more sets of objects and identify which set is equal to, more than or less than the other. ReadyRosie In Ten Seconds More or Less The Biggest Number |
| GLE / COMPONENT | K.NS.C.11. | Compare two numerals, between 1 and 10, and determine which is more than or less than the other. ReadyRosie Ten in a Row |
| STRAND: BIG IDEA / STANDARD | MO.K.NBT. | Number Sense and Operations in Base Ten |
| CONCEPT: GLE / BENCHMARK | K.NBT.A. | A Work with numbers 11 – 19 to gain foundations for place value. |
| GLE / COMPONENT | K.NBT.A.1. | Compose and decompose numbers from 11 to 19 into sets of tens with additional ones. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| STRAND: BIG IDEA / STANDARD | MO.K.RA. | Relationships and Algebraic Thinking |
| CONCEPT: GLE / BENCHMARK | K.RA.A. | Understand addition as putting together or adding to, and understand subtraction as taking apart or taking from. |
| GLE / COMPONENT | K.RA.A.1. | Represent addition and subtraction within 10. ReadyRosie Car Race Family Math Book Finish My Set Fishing for Tens How Many Legs? Math Fact Memory Math Journal Walk Putting Away Dishes Roll the Difference Spill the Beans |
| GLE / COMPONENT | K.RA.A.2. | Demonstrate fluency for addition and subtraction within 5. ReadyRosie Car Race Math Fact Memory Roll the Difference Spill the Beans |
| GLE / COMPONENT | K.RA.A.3. | Decompose numbers less than or equal to 10 in more than one way. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| GLE / COMPONENT | K.RA.A.4. | Make 10 for any number from 1 to 9. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| STRAND: BIG IDEA / STANDARD | MO.K.GM. | Geometry and Measurement |
| CONCEPT: GLE / BENCHMARK | K.GM.A. | Reason with shapes and their attributes. |
| GLE / COMPONENT | K.GM.A.1. | Describe several measureable attributes of objects. ReadyRosie Blow Your House Down! Hunt and Measure Measurable Me |
| GLE / COMPONENT | K.GM.A.2. | Compare the measurable attributes of two objects. ReadyRosie Blow Your House Down! Guess and Measure How Far Does It Fly? Hunt and Measure Measurable Me Measure your Steps Ramp Car Racing |
| STRAND: BIG IDEA / STANDARD | MO.K.GM. | Geometry and Measurement |
| CONCEPT: GLE / BENCHMARK | K.GM.B. | Work with time and money. |
| GLE / COMPONENT | K.GM.B.5. | Identify pennies, nickels, dimes and quarters. ReadyRosie I Spy a Coin |
| STRAND: BIG IDEA / STANDARD | MO.K.GM. | Geometry and Measurement |
| CONCEPT: GLE / BENCHMARK | K.GM.C. | Analyze squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres. |
| GLE / COMPONENT | K.GM.C.6. | Identify shapes and describe objects in the environment using names of shapes, recognizing the name stays the same regardless of orientation or size. ReadyRosie Is it a Triangle? Pattern Walk Shape Scavenger Hunt |
| GLE / COMPONENT | K.GM.C.7. | Describe the relative positions of objects in space. ReadyRosie Pattern Walk |
| GLE / COMPONENT | K.GM.C.8. | Identify and describe the attribute of shapes, and use the attributes to sort a collection of shapes. ReadyRosie Canned Shape Scavenger Hunt |
| GLE / COMPONENT | K.GM.C.9. | Draw or model simple two-dimensional shapes. ReadyRosie Is it a Triangle? |
| GLE / COMPONENT | K.GM.C.10. | Compose simple shapes to form larger shapes using manipulatives. ReadyRosie Is it a Triangle? |
| STRAND: BIG IDEA / STANDARD | MO.K.DS. | Data and Statistics |
| CONCEPT: GLE / BENCHMARK | K.DS.A. | Classify objects and count the number of objects in each category. |
| GLE / COMPONENT | K.DS.A.1. | Classify objects into given categories; count the number of objects in each category. ReadyRosie Card Sorting I Spy a Coin Toy Organization |
| GLE / COMPONENT | K.DS.A.2. | Compare category counts using appropriate language. ReadyRosie In Ten Seconds The Biggest Number |
| Missouri Learning Standards |
| Mathematics |
| Grade: 1 - Adopted: 2016 |
| STRAND: BIG IDEA / STANDARD | MO.1.NS. | Number Sense |
| CONCEPT: GLE / BENCHMARK | 1.NS.A. | Understand and use numbers up to 120. |
| GLE / COMPONENT | 1.NS.A.1. | Count to 120, starting at any number less than 120. ReadyRosie I Can Make You Say 21 Ten in a Row |
| GLE / COMPONENT | 1.NS.A.2. | Read and write numerals and represent a number of objects with a written numeral. ReadyRosie Sneaky Math Note Ten in a Row |
| GLE / COMPONENT | 1.NS.A.3. | Count backward from a given number between 20 and 1. ReadyRosie Car Race Spill the Beans Ten in a Row |
| STRAND: BIG IDEA / STANDARD | MO.1.NBT. | Number Sense and Operations in Base Ten |
| CONCEPT: GLE / BENCHMARK | 1.NBT.A. | Understand place value of two-digit numbers. |
| GLE / COMPONENT | 1.NBT.A.1. | Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| GLE / COMPONENT | 1.NBT.A.2. | Understand two-digit numbers are composed of ten(s) and one(s). ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| GLE / COMPONENT | 1.NBT.A.3. | Compare two two-digit numbers using the symbols >, = or <. ReadyRosie Greater Than I'm Thinking of a Number Location Guess My Number Ten in a Row |
| STRAND: BIG IDEA / STANDARD | MO.1.NBT. | Number Sense and Operations in Base Ten |
| CONCEPT: GLE / BENCHMARK | 1.NBT.B. | Use place value understanding to add and subtract. |
| GLE / COMPONENT | 1.NBT.B.5. | Add within 100. ReadyRosie Broken Calculator Keys Ten Dimes |
| GLE / COMPONENT | 1.NBT.B.6. | Calculate 10 more or 10 less than a given number mentally without having to count. ReadyRosie Ten More |
| GLE / COMPONENT | 1.NBT.B.7. | Add or subtract a multiple of 10 from another two-digit number, and justify the solution. ReadyRosie Ten More |
| STRAND: BIG IDEA / STANDARD | MO.1.RA. | Relationships and Algebraic Thinking |
| CONCEPT: GLE / BENCHMARK | 1.RA.A. | Represent and solve problems involving addition and subtraction. |
| GLE / COMPONENT | 1.RA.A.1. | Use addition and subtraction within 20 to solve problems. ReadyRosie Addition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Dimes Ten Scoops |
| GLE / COMPONENT | 1.RA.A.2. | Solve problems that call for addition of three whole numbers whose sum is within 20. ReadyRosie Restaurant Story Problems Ten Scoops The Final Price Is... |
| GLE / COMPONENT | 1.RA.A.4. | Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. ReadyRosie Where Did I Start? |
| STRAND: BIG IDEA / STANDARD | MO.1.RA. | Relationships and Algebraic Thinking |
| CONCEPT: GLE / BENCHMARK | 1.RA.B. | Understand and apply properties of operations and the relationship between addition and subtraction. |
| GLE / COMPONENT | 1.RA.B.5. | Use properties as strategies to add and subtract. ReadyRosie Fishing for Doubles |
| GLE / COMPONENT | 1.RA.B.6. | Demonstrate that subtraction can be solved as an unknown-addend problem. ReadyRosie Addition War Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Dimes Ten Scoops |
| STRAND: BIG IDEA / STANDARD | MO.1.RA. | Relationships and Algebraic Thinking |
| CONCEPT: GLE / BENCHMARK | 1.RA.C. | Add and subtract within 20. |
| GLE / COMPONENT | 1.RA.C.7. | Add and subtract within 20. ReadyRosie Addition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Dimes Ten Scoops |
| GLE / COMPONENT | 1.RA.C.8. | Demonstrate fluency with addition and subtraction within 10. ReadyRosie Addition War Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Scoops |
| STRAND: BIG IDEA / STANDARD | MO.1.GM. | Geometry and Measurement |
| CONCEPT: GLE / BENCHMARK | 1.GM.A. | Reason with shapes and their attributes. |
| GLE / COMPONENT | 1.GM.A.1. | Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. ReadyRosie Folding a Blanket One of These Is Not Like the Other Paper Airplane Geometry |
| GLE / COMPONENT | 1.GM.A.2. | Compose and decompose two- and three-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. ReadyRosie Folding a Blanket Paper Airplane Geometry |
| GLE / COMPONENT | 1.GM.A.3. | Recognize two- and three-dimensional shapes from different perspectives and orientations. ReadyRosie Folding a Blanket Mystery Shape |
| GLE / COMPONENT | 1.GM.A.4. | Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. ReadyRosie Folding Napkins Making Playdough Together |
| STRAND: BIG IDEA / STANDARD | MO.1.GM. | Geometry and Measurement |
| CONCEPT: GLE / BENCHMARK | 1.GM.B. | Measure lengths in non-standard units. |
| GLE / COMPONENT | 1.GM.B.5. | Order three or more objects by length. ReadyRosie How Far Does It Fly? Hunt and Measure Measurable Me Ramp Car Racing |
| GLE / COMPONENT | 1.GM.B.6. | Compare the lengths of two objects indirectly by using a third object. ReadyRosie How Far Does It Fly? Hunt and Measure Measurable Me Ramp Car Racing |
| GLE / COMPONENT | 1.GM.B.7. | Demonstrate the ability to measure length or distance using objects. ReadyRosie Hunt and Measure |
| STRAND: BIG IDEA / STANDARD | MO.1.GM. | Geometry and Measurement |
| CONCEPT: GLE / BENCHMARK | 1.GM.C. | Work with time and money. |
| GLE / COMPONENT | 1.GM.C.8. | Tell and write time in hours and half-hours using analog and digital clocks. ReadyRosie Body Clock |
| GLE / COMPONENT | 1.GM.C.9. | Know the value of a penny, nickel, dime and quarter. ReadyRosie Counting Coins |
| STRAND: BIG IDEA / STANDARD | MO.1.DS. | Data and Statistics |
| CONCEPT: GLE / BENCHMARK | 1.DS.A. | Represent and interpret data. |
| GLE / COMPONENT | 1.DS.A.1. | Collect, organize and represent data with up to three categories. ReadyRosie Survey Says |
| GLE / COMPONENT | 1.DS.A.2. | Draw conclusions from object graphs, picture graphs, T-charts and tallies. ReadyRosie Survey Says |
| Missouri Learning Standards |
| Mathematics |
| Grade: 2 - Adopted: 2016 |
| STRAND: BIG IDEA / STANDARD | MO.2.NBT. | Number Sense and Operations in Base Ten |
| CONCEPT: GLE / BENCHMARK | 2.NBT.A. | Understand place value of three digit numbers. |
| GLE / COMPONENT | 2.NBT.A.1. | Understand three-digit numbers are composed of hundreds, tens and ones. ReadyRosie All About My Number How Much to 1,000? Less Than Location Guess My Number Place Value Battle Place Value Dice |
| GLE / COMPONENT | 2.NBT.A.2. | Understand that 100 can be thought of as 10 tens – called a “hundred”. ReadyRosie All About My Number How Much to 1,000? Less Than Place Value Battle Place Value Dice |
| GLE / COMPONENT | 2.NBT.A.3. | Count within 1000 by 1s, 10s and 100s starting with any number. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| GLE / COMPONENT | 2.NBT.A.4. | Read and write numbers to 1000 using number names, base-ten numerals and expanded form. ReadyRosie All About My Number Dollars and Dice Place Value Dice Sneaky Math Note Thousand More |
| GLE / COMPONENT | 2.NBT.A.5. | Compare two three-digit numbers using the symbols >, = or <. ReadyRosie Greater Than Is it Reasonable? Less Than Location Guess My Number Place Value Battle The Greater Number |
| STRAND: BIG IDEA / STANDARD | MO.2.NBT. | Number Sense and Operations in Base Ten |
| CONCEPT: GLE / BENCHMARK | 2.NBT.B. | Use place value understanding and properties of operations to add and subtract. |
| GLE / COMPONENT | 2.NBT.B.6. | Demonstrate fluency with addition and subtraction within 100. ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| GLE / COMPONENT | 2.NBT.B.7. | Add up to four two-digit numbers. ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Restaurant Story Problems Skunk Addition The Answer Is Thousand More |
| GLE / COMPONENT | 2.NBT.B.8. | Add or subtract within 1000, and justify the solution. ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| GLE / COMPONENT | 2.NBT.B.10. | Add or subtract mentally 10 or 100 to or from a given number within 1000. ReadyRosie Dollars and Dice |
| STRAND: BIG IDEA / STANDARD | MO.2.NBT. | Number Sense and Operations in Base Ten |
| CONCEPT: GLE / BENCHMARK | 2.NBT.C. | Represent and solve problems involving addition and subtraction. |
| GLE / COMPONENT | 2.NBT.C.11. | Write and solve problems involving addition and subtraction within 100. ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| STRAND: BIG IDEA / STANDARD | MO.2.RA. | Relationships and Algebraic Thinking |
| CONCEPT: GLE / BENCHMARK | 2.RA.A. | Add and subtract within 20. |
| GLE / COMPONENT | 2.RA.A.1. | Demonstrate fluency with addition and subtraction within 20. ReadyRosie Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Fifteen Fact Memory Fishing for Doubles How Much to 1,000? Race to Zero Subtraction Switch Subtraction War The Answer Is What's the Difference? |
| STRAND: BIG IDEA / STANDARD | MO.2.RA. | Relationships and Algebraic Thinking |
| CONCEPT: GLE / BENCHMARK | 2.RA.B. | Develop foundations for multiplication and division. |
| GLE / COMPONENT | 2.RA.B.2. | Determine if a set of objects has an odd or even number of members. |
| INDICATOR / PROFICIENCY | 2.RA.B.2a. | Count by 2s to 100 starting with any even number. ReadyRosie Buzz on 3 |
| STRAND: BIG IDEA / STANDARD | MO.2.RA. | Relationships and Algebraic Thinking |
| CONCEPT: GLE / BENCHMARK | 2.RA.B. | Develop foundations for multiplication and division. |
| GLE / COMPONENT | 2.RA.B.3. | Find the total number of objects arranged in a rectangular array with up to 5 rows and 5 columns, and write an equation to represent the total as a sum of equal addends. ReadyRosie An Array of Brownies Sneaky Math Note |
| STRAND: BIG IDEA / STANDARD | MO.2.GM. | Geometry and Measurement |
| CONCEPT: GLE / BENCHMARK | 2.GM.A. | Reason with shapes and their attributes. |
| GLE / COMPONENT | 2.GM.A.2. | Partition a rectangle into rows and columns of same-size squares and count to find the total number of squares. ReadyRosie An Array of Brownies |
| STRAND: BIG IDEA / STANDARD | MO.2.GM. | Geometry and Measurement |
| CONCEPT: GLE / BENCHMARK | 2.GM.A. | Reason with shapes and their attributes. |
| GLE / COMPONENT | 2.GM.A.3. | Partition circles and rectangles into two, three or four equal shares, and describe the shares and the whole. |
| INDICATOR / PROFICIENCY | 2.GM.A.3a. | Demonstrate that equal shares of identical wholes need not have the same shape. ReadyRosie Counting Fractions |
| STRAND: BIG IDEA / STANDARD | MO.2.GM. | Geometry and Measurement |
| CONCEPT: GLE / BENCHMARK | 2.GM.B. | Measure and estimate lengths in standard units. |
| GLE / COMPONENT | 2.GM.B.4. | Measure the length of an object by selecting and using appropriate tools. ReadyRosie Three Questions |
| GLE / COMPONENT | 2.GM.B.6. | Estimate lengths using units of inches, feet, yards, centimeters and meters. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| GLE / COMPONENT | 2.GM.B.7. | Measure to determine how much longer one object is than another. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| STRAND: BIG IDEA / STANDARD | MO.2.GM. | Geometry and Measurement |
| CONCEPT: GLE / BENCHMARK | 2.GM.D. | Work with time and money. |
| GLE / COMPONENT | 2.GM.D.12. | Find the value of combinations of dollar bills, quarters, dimes, nickels and pennies, using $ and ¢ appropriately. ReadyRosie Coupon Savings Dollars and Dice |
| Missouri Learning Standards |
| Mathematics |
| Grade: 3 - Adopted: 2016 |
| STRAND: BIG IDEA / STANDARD | MO.3.NBT. | Number Sense and Operations in Base Ten |
| CONCEPT: GLE / BENCHMARK | 3.NBT.A. | Use place value understanding and properties of operations to perform multi-digit arithmetic. |
| GLE / COMPONENT | 3.NBT.A.1. | Round whole numbers to the nearest 10 or 100. ReadyRosie Round Showdown The Greater Number |
| GLE / COMPONENT | 3.NBT.A.2. | Read, write and identify whole numbers within 100,000 using base ten numerals, number names and expanded form. ReadyRosie Dollars and Dice Place Value Dice Thousand More |
| GLE / COMPONENT | 3.NBT.A.3. | Demonstrate fluency with addition and subtraction within 1000. 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? |
| STRAND: BIG IDEA / STANDARD | MO.3.NF. | Number Sense and Operations in Fractions |
| CONCEPT: GLE / BENCHMARK | 3.NF.A. | Develop understanding of fractions as numbers. |
| GLE / COMPONENT | 3.NF.A.1. | Understand a unit fraction as the quantity formed by one part when a whole is partitioned into equal parts. ReadyRosie Counting Fractions Shape Up! |
| STRAND: BIG IDEA / STANDARD | MO.3.NF. | Number Sense and Operations in Fractions |
| CONCEPT: GLE / BENCHMARK | 3.NF.A. | Develop understanding of fractions as numbers. |
| GLE / COMPONENT | 3.NF.A.2. | Understand that when a whole is partitioned equally, a fraction can be used to represent a portion of the whole. |
| INDICATOR / PROFICIENCY | 3.NF.A.2a. | Describe the numerator as representing the number of pieces being considered. ReadyRosie Fractions on a Number Line Shape Up! |
| INDICATOR / PROFICIENCY | 3.NF.A.2b. | Describe the denominator as the number of pieces that make the whole. ReadyRosie Fractions on a Number Line Shape Up! |
| STRAND: BIG IDEA / STANDARD | MO.3.NF. | Number Sense and Operations in Fractions |
| CONCEPT: GLE / BENCHMARK | 3.NF.A. | Develop understanding of fractions as numbers. |
| GLE / COMPONENT | 3.NF.A.4. | Demonstrate that two fractions are equivalent if they are the same size, or the same point on a number line. ReadyRosie Sharing an Apple |
| GLE / COMPONENT | 3.NF.A.5. | Recognize and generate equivalent fractions using visual models, and justify why the fractions are equivalent. ReadyRosie Counting Fractions Shape Up! Sharing an Apple |
| GLE / COMPONENT | 3.NF.A.6. | Compare two fractions with the same numerator or denominator using the symbols >, = or <, and justify the solution. ReadyRosie Fractions on a Number Line |
| GLE / COMPONENT | 3.NF.A.7. | Explain why fraction comparisons are only valid when the two fractions refer to the same whole. ReadyRosie Fractions on a Number Line |
| STRAND: BIG IDEA / STANDARD | MO.3.RA. | Relationships and Algebraic Thinking |
| CONCEPT: GLE / BENCHMARK | 3.RA.A. | Represent and solve problems involving multiplication and division. |
| GLE / COMPONENT | 3.RA.A.1. | Interpret products of whole numbers. ReadyRosie I Spy Sums and Products Let's Go to 100 Multiplication War Price Per Pound Say it a Different Way |
| GLE / COMPONENT | 3.RA.A.3. | Describe in words or drawings a problem that illustrates a multiplication or division situation. ReadyRosie Family Math Book |
| GLE / COMPONENT | 3.RA.A.4. | Use multiplication and division within 100 to solve problems. ReadyRosie Can I Stump You? Domino Division Family Math Book I Spy Sums and Products Let's Go to 100 Over Under Product Practice Table Times |
| STRAND: BIG IDEA / STANDARD | MO.3.RA. | Relationships and Algebraic Thinking |
| CONCEPT: GLE / BENCHMARK | 3.RA.B. | Understand properties of multiplication and the relationship between multiplication and division. |
| GLE / COMPONENT | 3.RA.B.6. | Apply properties of operations as strategies to multiply and divide. ReadyRosie I Spy Sums and Products Multiplication War |
| STRAND: BIG IDEA / STANDARD | MO.3.RA. | Relationships and Algebraic Thinking |
| CONCEPT: GLE / BENCHMARK | 3.RA.C. | Multiply and divide within 100. |
| GLE / COMPONENT | 3.RA.C.7. | Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |
| GLE / COMPONENT | 3.RA.C.8. | Demonstrate fluency with products within 100. ReadyRosie Domino Division I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |
| STRAND: BIG IDEA / STANDARD | MO.3.RA. | Relationships and Algebraic Thinking |
| CONCEPT: GLE / BENCHMARK | 3.RA.D. | Use the four operations to solve word problems. |
| GLE / COMPONENT | 3.RA.D.10. | Interpret the reasonableness of answers using mental computation and estimation strategies including rounding. ReadyRosie How Likely Is it? Let's Go to 100 |
| STRAND: BIG IDEA / STANDARD | MO.3.GM. | Geometry and Measurement |
| CONCEPT: GLE / BENCHMARK | 3.GM.A. | Reason with shapes and their attributes. |
| GLE / COMPONENT | 3.GM.A.3. | Partition shapes into parts with equal areas, and express the area of each part as a unit fraction of the whole. ReadyRosie Counting Fractions Shape Up! |
| STRAND: BIG IDEA / STANDARD | MO.3.GM. | Geometry and Measurement |
| CONCEPT: GLE / BENCHMARK | 3.GM.B. | Solve problems involving the measurement of time, liquid volumes and weights of objects. |
| GLE / COMPONENT | 3.GM.B.4. | Tell and write time to the nearest minute. ReadyRosie Now is the Time |
| GLE / COMPONENT | 3.GM.B.5. | Estimate time intervals in minutes. ReadyRosie Now is the Time |
| GLE / COMPONENT | 3.GM.B.7. | Measure or estimate length, liquid volume and weight of objects. ReadyRosie Cooking Estimation Double the Recipe How Far Does It Fly? Ramp Car Racing Reading Recipes |
| GLE / COMPONENT | 3.GM.B.8. | Use the four operations to solve problems involving lengths, liquid volumes or weights given in the same units. ReadyRosie Cooking Estimation Double the Recipe Reading Recipes |
| STRAND: BIG IDEA / STANDARD | MO.3.GM. | Geometry and Measurement |
| CONCEPT: GLE / BENCHMARK | 3.GM.C. | Understand concepts of area. |
| GLE / COMPONENT | 3.GM.C.9. | Calculate area by using unit squares to cover a plane figure with no gaps or overlaps. ReadyRosie Cracker Perimeter & Area |
| GLE / COMPONENT | 3.GM.C.11. | Demonstrate that tiling a rectangle to find the area and multiplying the side lengths result in the same value. ReadyRosie Cracker Perimeter & Area |
| STRAND: BIG IDEA / STANDARD | MO.3.DS. | Data and Statistics |
| CONCEPT: GLE / BENCHMARK | 3.DS.A. | Represent and analyze data. |
| GLE / COMPONENT | 3.DS.A.1. | Create frequency tables, scaled picture graphs and bar graphs to represent a data set with several categories. ReadyRosie Graphing Walking Goals |
| GLE / COMPONENT | 3.DS.A.2. | Solve one- and two-step problems using information presented in bar and/or picture graphs. ReadyRosie Graphing Walking Goals |
| Missouri Learning Standards |
| Science |
| Grade: K - Adopted: 2016 |
| STRAND: BIG IDEA / STANDARD | MO.K.LS1. | From Molecules to Organisms: Structure and Processes |
| CONCEPT: GLE / BENCHMARK | K.LS1.C. | Organization for Matter and Energy Flow in Organisms |
| GLE / COMPONENT | K.LS1.C.1. | Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.] ReadyRosie Family Sensory Walk |
| STRAND: BIG IDEA / STANDARD | MO.K.ESS3. | Earth and Human Activity |
| CONCEPT: GLE / BENCHMARK | K.ESS3.A. | Natural Resources |
| GLE / COMPONENT | K.ESS3.A.1. | Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. ReadyRosie Family Sensory Walk |
| STRAND: BIG IDEA / STANDARD | MO.K.ETS1. | Engineering Design |
| CONCEPT: GLE / BENCHMARK | K.ETS1.A. | Defining and Delimiting Engineering Problems |
| GLE / COMPONENT | K.ETS1.A.1. | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. ReadyRosie Ramp Car Racing |
| STRAND: BIG IDEA / STANDARD | MO.K.ETS1. | Engineering Design |
| CONCEPT: GLE / BENCHMARK | K.ETS1.C. | Optimizing the Solution Process |
| GLE / COMPONENT | K.ETS1.C.1. | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. ReadyRosie Ramp Car Racing |
| Missouri Learning Standards |
| Science |
| Grade: 1 - Adopted: 2016 |
| STRAND: BIG IDEA / STANDARD | MO.1.LS3. | Heredity: Inheritance and Variation of Traits |
| CONCEPT: GLE / BENCHMARK | 1.LS3.A. | Inheritance of Traits |
| GLE / COMPONENT | 1.LS3.A.1. | Make observations to construct an evidence based account that young plants and animals are like, but not exactly like, their parents. [Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.] ReadyRosie Family Sensory Walk |
| STRAND: BIG IDEA / STANDARD | MO.1.ETS1. | Engineering Design |
| CONCEPT: GLE / BENCHMARK | 1.ETS1.A. | Defining and Delimiting Engineering Problems |
| GLE / COMPONENT | 1.ETS1.A.1. | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. ReadyRosie Ramp Car Racing |
| STRAND: BIG IDEA / STANDARD | MO.1.ETS1. | Engineering Design |
| CONCEPT: GLE / BENCHMARK | 1.ETS1.C. | Optimizing the Solution Process |
| GLE / COMPONENT | 1.ETS1.C.1. | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. ReadyRosie Ramp Car Racing |
| Missouri Learning Standards |
| Science |
| Grade: 2 - Adopted: 2016 |
| STRAND: BIG IDEA / STANDARD | MO.2.ETS1. | Engineering Design |
| CONCEPT: GLE / BENCHMARK | 2.ETS1.A. | Defining and Delimiting Engineering Problems |
| GLE / COMPONENT | 2.ETS1.A.1. | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. ReadyRosie Ramp Car Racing |
| STRAND: BIG IDEA / STANDARD | MO.2.ETS1. | Engineering Design |
| CONCEPT: GLE / BENCHMARK | 2.ETS1.C. | Optimizing the Solution Process |
| GLE / COMPONENT | 2.ETS1.C.1. | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. ReadyRosie Ramp Car Racing |
| Missouri Learning Standards |
| Science |
| Grade: 3 - Adopted: 2016 |
| STRAND: BIG IDEA / STANDARD | MO.3.ETS1. | Engineering Design |
| CONCEPT: GLE / BENCHMARK | 3.ETS1.B. | Developing Possible Solutions |
| GLE / COMPONENT | 3.ETS1.B.1. | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. ReadyRosie Ramp Car Racing |