Nebraska Core Academic Content Standards
| Main Criteria: Nebraska Core Academic Content Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Health and PE, Language Arts, Mathematics, Science | ||
| Grades: K, 1, 2, 3 | ||
| Correlation Options: Show Correlated | ||
| Nebraska Core Academic Content Standards |
| Health and PE |
| Grade: K - Adopted: 2016 |
| CONTENT STANDARD | NE.PE.K.4. | Responsible Behavior |
| STRAND | PE.K.4.1. | Exhibits personal responsibility in physical activity settings. |
| INDICATOR | PE.K.4.1.a. | Follows directions in group settings (e.g., safe behaviors, following rules, taking turns). (E) ReadyRosie Routine Strategy: Transition Timer |
| CONTENT STANDARD | NE.PE.K.4. | Responsible Behavior |
| STRAND | PE.K.4.2. | Accepts and responds to specific corrective feedback from teacher and peers. |
| INDICATOR | PE.K.4.2.a. | Follows instructions when prompted. (E) ReadyRosie Routine Strategy: Transition Timer |
| CONTENT STANDARD | NE.PE.K.4. | Responsible Behavior |
| STRAND | PE.K.4.4. | Follows rules and demonstrates proper etiquette. |
| INDICATOR | PE.K.4.4.a. | Recognizes protocol for class activities. (E) ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| CONTENT STANDARD | NE.PE.K.4. | Responsible Behavior |
| STRAND | PE.K.4.5. | Participates safely in physical activities. |
| INDICATOR | PE.K.4.5.a. | Follows teacher directions for safe participation and proper use of equipment with minimal reminders. (E) ReadyRosie Routine Strategy: Transition Timer |
| Nebraska Core Academic Content Standards |
| Health and PE |
| Grade: 1 - Adopted: 2016 |
| CONTENT STANDARD | NE.PE.1.4. | Responsible Behavior |
| STRAND | PE.1.4.1. | Exhibits personal responsibility in physical activity settings. |
| INDICATOR | PE.1.4.1.b. | Follows the rules and procedures of the learning environment. (E) ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| CONTENT STANDARD | NE.PE.1.4. | Responsible Behavior |
| STRAND | PE.1.4.3. | Exhibits responsible social behavior when working with others. |
| INDICATOR | PE.1.4.3.a. | Works with others in a variety of class environments (e.g., small and large groups). (E) ReadyRosie Clap and Count Folding a Blanket Super Kindness |
| CONTENT STANDARD | NE.PE.1.4. | Responsible Behavior |
| STRAND | PE.1.4.4. | Follows rules and demonstrates proper etiquette. |
| INDICATOR | PE.1.4.4.a. | Displays the established protocol for class activities. (E) ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| CONTENT STANDARD | NE.PE.1.4. | Responsible Behavior |
| STRAND | PE.1.4.5. | Participates safely in physical activities. |
| INDICATOR | PE.1.4.5.a. | Follows teacher directions for safe participation and proper use of equipment without reminders. (E) ReadyRosie Routine Strategy: Transition Timer |
| Nebraska Core Academic Content Standards |
| Health and PE |
| Grade: 2 - Adopted: 2016 |
| CONTENT STANDARD | NE.PE.2.4. | Responsible Behavior |
| STRAND | PE.2.4.1. | Exhibits personal responsibility in physical activity settings. |
| INDICATOR | PE.2.4.1.b. | Accepts responsibility for class expectations with behavior and performance. (E) ReadyRosie This Is Important |
| CONTENT STANDARD | NE.PE.2.4. | Responsible Behavior |
| STRAND | PE.2.4.3. | Exhibits responsible social behavior when working with others. |
| INDICATOR | PE.2.4.3.a. | Works with a partner with minimal teacher prompting. (E) ReadyRosie Fair Share Super Kindness |
| CONTENT STANDARD | NE.PE.2.4. | Responsible Behavior |
| STRAND | PE.2.4.4. | Follows rules and demonstrates proper etiquette. |
| INDICATOR | PE.2.4.4.a. | Recognizes the importance of rules and etiquette in teacher-designed physical activities. (E) ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer Subtraction War |
| CONTENT STANDARD | NE.PE.2.4. | Responsible Behavior |
| STRAND | PE.2.4.5. | Participates safely in physical activities. |
| INDICATOR | PE.2.4.5.a. | Works independently and safely with or without equipment. (E) ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| Nebraska Core Academic Content Standards |
| Health and PE |
| Grade: 3 - Adopted: 2016 |
| CONTENT STANDARD | NE.PE.3.4. | Responsible Behavior |
| STRAND | PE.3.4.1. | Exhibits personal responsibility in physical activity settings. |
| INDICATOR | PE.3.4.1.a. | Exhibits personal responsibility in teacher-directed activities. (M) ReadyRosie This Is Important |
| INDICATOR | PE.3.4.1.b. | Works independently for extended periods of time. (M) ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| CONTENT STANDARD | NE.PE.3.4. | Responsible Behavior |
| STRAND | PE.3.4.3. | Exhibits responsible social behavior when working with others. |
| INDICATOR | PE.3.4.3.a. | Works cooperatively with others. (M) ReadyRosie Fair Share Super Kindness |
| INDICATOR | PE.3.4.3.b. | Praises others for their success in movement performance. (M) ReadyRosie Conversation Starters I Love My Family Because... |
| CONTENT STANDARD | NE.PE.3.4. | Responsible Behavior |
| STRAND | PE.3.4.4. | Follows rules and demonstrates proper etiquette. |
| INDICATOR | PE.3.4.4.a. | Practices adherence to rules and etiquette in physical activity with peers. (E) ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer |
| CONTENT STANDARD | NE.PE.3.4. | Responsible Behavior |
| STRAND | PE.3.4.5. | Participates safely in physical activities. |
| INDICATOR | PE.3.4.5.a. | Works independently and safely in physical activity settings. (M) ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| Nebraska Core Academic Content Standards |
| Language Arts |
| Grade: K - Adopted: 2014 |
| CONTENT STANDARD | NE.LA 0.1. | Reading: Students will learn and apply reading skills and strategies to comprehend text. |
| STRAND | LA 0.1.1. | Concepts of Print: Students will demonstrate knowledge of the concepts of print. |
| INDICATOR | LA 0.1.1.b. | Identify punctuation (e.g., period, exclamation mark, question mark). ReadyRosie Isn't That Bold? |
| INDICATOR | LA 0.1.1.d. | Demonstrate knowledge that print reads from left to right and top to bottom. ReadyRosie Environmental Print Reading Strategy: Using Your Reading Finger |
| INDICATOR | LA 0.1.1.e. | Explain that the purpose of print is to carry information (e.g., environmental print, nametags, street signs). ReadyRosie Environmental Print |
| INDICATOR | LA 0.1.1.f. | Demonstrate voice to print match (e.g., student points to print while reading or as someone reads). ReadyRosie Reading Strategy: Using Your Reading Finger |
| INDICATOR | LA 0.1.1.g. | Demonstrate understanding that words are made up of letters and sentences are made up of words. ReadyRosie Reading Strategy: Using Your Reading Finger |
| CONTENT STANDARD | NE.LA 0.1. | Reading: Students will learn and apply reading skills and strategies to comprehend text. |
| STRAND | LA 0.1.2. | Phonological Awareness: Students will demonstrate phonological awareness through oral activities. |
| INDICATOR | LA 0.1.2.b. | Segment spoken sentences into words. ReadyRosie Reading Strategy: Using Your Reading Finger |
| INDICATOR | LA 0.1.2.c. | Identify and produce oral rhymes. ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |
| INDICATOR | LA 0.1.2.e. | Blend and segment spoken onsets and rimes to form simple words (e.g., v-an, gr-ab). ReadyRosie Reading Strategy: Chunk the Word |
| CONTENT STANDARD | NE.LA 0.1. | Reading: Students will learn and apply reading skills and strategies to comprehend text. |
| STRAND | LA 0.1.3. | Word Analysis: Students will acquire phonetic knowledge as they learn to read and write grade-level text. |
| INDICATOR | LA 0.1.3.a. | Match individual consonant and short vowel sounds to appropriate letters when reading, writing, and spelling grade-level text. ReadyRosie All About My Family Alphabet Dice Game I Found This Letters on My Back Make a Card Make a List Make an Invitation Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Super Hero Names Word Man Write a Letter |
| INDICATOR | LA 0.1.3.b. | Identify similarities and differences in written words (e.g., word endings, onsets, rimes). ReadyRosie Reading Strategy: Chunk the Word |
| INDICATOR | LA 0.1.3.c. | Recognize and read grade-level (phonetic and non-phonetic) words in text. ReadyRosie Reading Strategy: Give the Word |
| CONTENT STANDARD | NE.LA 0.1. | Reading: Students will learn and apply reading skills and strategies to comprehend text. |
| STRAND | LA 0.1.4. | Fluency: Students will develop accuracy, phrasing, and expression during grade-level reading experiences to support comprehension. |
| INDICATOR | LA 0.1.4.a. | Listen to text of increasing length and/or complexity to develop stamina. ReadyRosie Seeing the Story |
| INDICATOR | LA 0.1.4.b. | Use appropriate expression to reflect meaning while reading emergent-reader text. 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 |
| CONTENT STANDARD | NE.LA 0.1. | Reading: Students will learn and apply reading skills and strategies to comprehend text. |
| STRAND | LA 0.1.5. | Vocabulary: Students will build and use conversational, academic, and content-specific grade-level vocabulary. |
| INDICATOR | LA 0.1.5.b. | Develop awareness of context clues (e.g., predictions, word and sentence clues) and text features that may be used to infer the meaning of unknown words. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread |
| INDICATOR | LA 0.1.5.c. | Acquire new academic and content-specific grade-level vocabulary, relate to prior knowledge, and apply in new situations. ReadyRosie Feelings Charades Nursery Rhymes Reading Rhymes Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller |
| INDICATOR | LA 0.1.5.d. | Identify semantic relationships (e.g., conceptual categories) to determine word relationships. ReadyRosie Speedy Synonyms |
| CONTENT STANDARD | NE.LA 0.1. | Reading: Students will learn and apply reading skills and strategies to comprehend text. |
| STRAND | LA 0.1.6. | Comprehension: Students will construct meaning by using prior knowledge while reading emergent literary and informational text. |
| INDICATOR | LA 0.1.6.a. | With adult guidance, identify author’s purpose (e.g., explain, entertain, inform). ReadyRosie Is It Real? |
| INDICATOR | LA 0.1.6.b. | Identify elements of literary text (e.g., characters, setting, events). ReadyRosie Feelings Charades Making Connections Reading Strategy: Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| INDICATOR | LA 0.1.6.c. | With adult guidance, identify an author's use of literary devices (e.g., rhyme, rhythm, repetition, alliteration). ReadyRosie Family Alliteration Name Game Tongue Twister Time |
| INDICATOR | LA 0.1.6.d. | With adult guidance, retell major events and key details from a literary text and/or media. ReadyRosie 20 Questions Draw A Memorable Story Book Cover Conversations Family Movie Night Is It Real? Retelling the Story Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? Who Am I? |
| INDICATOR | LA 0.1.6.e. | With adult guidance, retell main ideas from informational text and/or media. ReadyRosie 20 Questions Draw A Memorable Story Book Cover Conversations Family Movie Night Is It Real? Retelling the Story Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? Who Am I? |
| INDICATOR | LA 0.1.6.f. | Identify text features in print and digital informational text. ReadyRosie Family Movie Night |
| INDICATOR | LA 0.1.6.g. | Identify the basic characteristics of literary and informational text. ReadyRosie What Do I Like? |
| INDICATOR | LA 0.1.6.i. | Construct and/or answer clarifying questions (who, what, when, where, why, how) and support answers with evidence from the text or additional sources. ReadyRosie Isn't That Bold? Making Connections Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? |
| INDICATOR | LA 0.1.6.k. | Identify different purposes for reading (e.g., inform, enjoy). ReadyRosie Daily Reading Routines Making Connections My Library List Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Seeing the Story What Do I Like? |
| INDICATOR | LA 0.1.6.l. | Build background knowledge and activate prior knowledge to identify text-to-self, text-to-text, and text-to-world connections. ReadyRosie I Read to You, You Read to Me Making Connections Read a Little, Think a Little Seeing the Story Storytelling with a Picture Book What Makes a Good Storyteller Wordless Picture Books |
| INDICATOR | LA 0.1.6.m. | With adult guidance, monitor comprehension by recognizing when meaning is disrupted. ReadyRosie Daily Reading Routines 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 | LA 0.1.6.n. | Make predictions about a text using prior knowledge, pictures, illustrations, and titles. ReadyRosie Book Cover Conversations Books I Like Cover the Ending How Far Does It Fly? Isn't That Bold? Making Connections Read a Little, Think a Little Reading Strategies: Look at the Picture Retelling the Story Seeing the Story Wordless Picture Books |
| INDICATOR | LA 0.1.6.o. | Respond to text (e.g., verbally, in writing, or artistically). ReadyRosie Captioning Your Childhood My First Journal Tips for helping your child love reading |
| CONTENT STANDARD | NE.LA 0.2. | Writing: Students will learn and apply writing skills and strategies to communicate. |
| STRAND | LA 0.2.1. | Writing Process: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other conventions of standard English appropriate for grade-level. |
| INDICATOR | LA 0.2.1.a. | Use prewriting activities and inquiry tools to generate ideas. ReadyRosie Color Poem Make an Invitation Write a Favorite Family Recipe |
| INDICATOR | LA 0.2.1.b. | Generate representations of ideas (e.g., pictures, labels, letter strings, words, simple sentences) and organize ideas relevant to a topic. ReadyRosie All About Me All About My Family Here Are the Facts I Know All About Labeling Your Story Make a Card My Family Journal Nature Journaling Write About a Family Tradition |
| INDICATOR | LA 0.2.1.c. | With adult guidance, use relevant information and evidence to support ideas. ReadyRosie Labeling Your Story Nature Journaling Write a Favorite Family Recipe |
| INDICATOR | LA 0.2.1.d. | Compose simple, grammatically correct sentences. ReadyRosie Captioning Your Childhood Make a Card |
| INDICATOR | LA 0.2.1.f. | Provide oral descriptive feedback to other writers. ReadyRosie All About Me |
| INDICATOR | LA 0.2.1.g. | With adult guidance, persevere in writing tasks. ReadyRosie Make a Card Make a List Math Journal Walk Nature Journaling |
| CONTENT STANDARD | NE.LA 0.3. | Speaking and Listening: Students will develop and apply speaking and listening skills and strategies to communicate for a variety of purposes. |
| STRAND | LA 0.3.1. | Speaking: Students will develop, apply and refine speaking skills and strategies to communicate key ideas in a variety of situations. |
| INDICATOR | LA 0.3.1.a. | Communicate ideas clearly to others within structured classroom activities and routines using appropriate word choice, proper grammar, and complete sentences. 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 Am I? Who's Coming to Dinner? |
| INDICATOR | LA 0.3.1.b. | Demonstrate appropriate speaking techniques (e.g., appropriate eye contact, adequate volume, clear pronunciation) for a variety of purposes and situations. ReadyRosie A Memorable Story Conversation Starters Conversations in the Car Guess Who Here Are the Facts I Know All About Share Your Knowledge Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who Am I? Who's Coming to Dinner? |
| INDICATOR | LA 0.3.1.c. | Utilize appropriate visual and/or digital tools to support verbal communication. ReadyRosie Here Are the Facts |
| INDICATOR | LA 0.3.1.d. | Convey a personal perspective with clear reasons. ReadyRosie A Memorable Story Conversation Starters Conversations in the Car Guess Who I Know All About My Library List 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 | LA 0.3.1.e. | Ask pertinent questions to acquire or confirm information. ReadyRosie 20 Questions Draw A Memorable Story Conversation Starters Conversations in the Car Freeze Dance Guess Who I Know All About I Spy Library Visit Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who Am I? Who's Coming to Dinner? |
| CONTENT STANDARD | NE.LA 0.3. | Speaking and Listening: Students will develop and apply speaking and listening skills and strategies to communicate for a variety of purposes. |
| STRAND | LA 0.3.2. | Listening: Students will develop and demonstrate active listening skills across a variety of situations. |
| INDICATOR | LA 0.3.2.a. | Develop active and attentive listening skills (e.g., eye contact, nonverbal cues, recalling) for multiple situations and modalities. ReadyRosie A Memorable Story Conversation Starters Conversations in the Car Family Sensory Walk Freeze Dance 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 | LA 0.3.2.b. | With adult guidance, discuss the purpose and credibility of information being presented in diverse media and formats. ReadyRosie 20 Questions Draw A Memorable Story Family Movie Night I Went to the Zoo and Saw |
| INDICATOR | LA 0.3.2.c. | Complete a task following one/two-step directions. ReadyRosie Freeze Dance |
| CONTENT STANDARD | NE.LA 0.3. | Speaking and Listening: Students will develop and apply speaking and listening skills and strategies to communicate for a variety of purposes. |
| STRAND | LA 0.3.3. | Reciprocal Communication: Students will develop, apply, and adapt reciprocal communication skills. |
| INDICATOR | LA 0.3.3.a. | Practice appropriate classroom etiquette and recognize social cues when communicating. ReadyRosie Conversations in the Car |
| INDICATOR | LA 0.3.3.b. | Demonstrate awareness of and sensitivity to the appropriate use of words (e.g., helpful/hurtful words) in conversation. ReadyRosie Conversations in the Car |
| INDICATOR | LA 0.3.3.c. | Apply conversation strategies to recognize new information presented by others in relationship to one's own ideas. 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 | LA 0.3.3.d. | Listen, ask clarifying questions, and respond to information being communicated about a topic, text, or issue under study. ReadyRosie 20 Questions Draw A Memorable Story Conversation Starters Conversations in the Car Freeze Dance Guess Who I Know All About I Spy Library Visit Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who Am I? Who's Coming to Dinner? |
| INDICATOR | LA 0.3.3.e. | Collaboratively converse with peers and adults on grade-appropriate topics and texts, building on others' ideas to clearly express one's own views while respecting diverse perspectives. 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? |
| CONTENT STANDARD | NE.LA 0.4. | Multiple Literacies: Students will apply information fluency and practice digital citizenship. |
| STRAND | LA 0.4.1. | Information Fluency: Students will evaluate, create, and communicate information in a variety of media and formats (textual, visual, and digital). |
| INDICATOR | LA 0.4.1.a. | With guidance, use provided print and digital resources to gather information, answer questions, and demonstrate understanding of valid information (e.g., fiction vs. nonfiction, real vs. not real). ReadyRosie Let's Explore |
| Nebraska Core Academic Content Standards |
| Language Arts |
| Grade: 1 - Adopted: 2014 |
| CONTENT STANDARD | NE.LA 1.1. | Reading: Students will learn and apply reading skills and strategies to comprehend text. |
| STRAND | LA 1.1.1. | Concepts of Print: Students will demonstrate knowledge of the concepts of print. |
| INDICATOR | LA 1.1.1.a. | Identify variations in text (e.g., font, size, bold, italic, upper/lower case). ReadyRosie Getting Into Information How To What's Up with That? |
| INDICATOR | LA 1.1.1.b. | Identify punctuation (e.g., period, exclamation mark, question mark, quotation marks). ReadyRosie Magical Creature Writing Reading Strategies: Punctuation Expression |
| CONTENT STANDARD | NE.LA 1.1. | Reading: Students will learn and apply reading skills and strategies to comprehend text. |
| STRAND | LA 1.1.3. | Word Analysis: Students will use phonetic analysis to read and write grade-level text. |
| INDICATOR | LA 1.1.3.a. | Know and apply common letter-sound correspondences (e.g., consonant blends, long and short vowel patterns, digraphs, inflectional endings) when reading, writing, and spelling grade-level text. ReadyRosie All About My Family Change One Letter I Found This Letters on My Back Looking for Chunks Magical Creature Writing Make a Card Make a List Make an Invitation Race to the Letter Sound Reading Strategy: Chunk the Word Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| INDICATOR | LA 1.1.3.b. | Use word structure to read words (e.g., onsets, rimes, digraphs, contractions, common compound words). ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| INDICATOR | LA 1.1.3.c. | Recognize and read grade-level (phonetic and non-phonetic) words in text. ReadyRosie Reading Strategy: Give the Word Thinking About Word Chunks |
| CONTENT STANDARD | NE.LA 1.1. | Reading: Students will learn and apply reading skills and strategies to comprehend text. |
| STRAND | LA 1.1.4. | Fluency: Students will develop accuracy, phrasing, and expression while reading a variety of grade-level print/digital text to support comprehension. |
| INDICATOR | LA 1.1.4.a. | Listen to and read text of increasing length and/or complexity to support reader stamina. ReadyRosie Seeing the Story |
| INDICATOR | LA 1.1.4.b. | Use appropriate pace, expression, and intonation to reflect the meaning of text (e.g., character voices, emotions). 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 |
| CONTENT STANDARD | NE.LA 1.1. | Reading: Students will learn and apply reading skills and strategies to comprehend text. |
| STRAND | LA 1.1.5. | Vocabulary: Students will build and use conversational, academic, and content-specific grade-level vocabulary. |
| INDICATOR | LA 1.1.5.a. | Use word structure elements, known words, and word patterns to determine meaning (e.g., plural forms, simple compounds, base words). ReadyRosie Noun Charades Picture Talk |
| INDICATOR | LA 1.1.5.b. | Demonstrate understanding that context clues (e.g., word and sentence clues), and text features exist and may be used to help infer the meaning of unknown words. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| INDICATOR | LA 1.1.5.c. | Acquire new academic and content-specific grade-level vocabulary, relate to prior knowledge, and apply in new situations. ReadyRosie Feelings Charades Nursery Rhymes Reading Rhymes Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller Wondering About Words |
| INDICATOR | LA 1.1.5.d. | Identify semantic relationships (e.g., conceptual categories, synonyms, antonyms) to determine word relationships. ReadyRosie Speedy Synonyms Words to Chew On |
| CONTENT STANDARD | NE.LA 1.1. | Reading: Students will learn and apply reading skills and strategies to comprehend text. |
| STRAND | LA 1.1.6. | Comprehension: Students will construct meaning by using prior knowledge and text information while reading grade-level literary and informational text. |
| INDICATOR | LA 1.1.6.a. | Identify author’s purpose (e.g., explain, entertain, inform). ReadyRosie Is It Real? What Was That For? |
| INDICATOR | LA 1.1.6.b. | Identify elements of literary text (e.g., characters, setting, events). 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 | LA 1.1.6.c. | Identify an author's use of literary devices (e.g., simile, alliteration, onomatopoeia, imagery, rhythm, personification). ReadyRosie Family Alliteration Name Game Let's Look Closer Tongue Twister Time |
| INDICATOR | LA 1.1.6.d. | Retell major events and key details from a literary text and/or media. ReadyRosie 20 Questions Draw Chapter Books Family Movie Night Funny Pictures Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| INDICATOR | LA 1.1.6.e. | Retell main ideas and supporting details from informational text and/or media. ReadyRosie 20 Questions Draw Family Movie Night How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| INDICATOR | LA 1.1.6.f. | Identify text features in print and digital informational text. ReadyRosie Getting Into Information How To What's Up with That? |
| INDICATOR | LA 1.1.6.g. | Identify the basic characteristics of a variety of literary and informational texts. ReadyRosie Chapter Books What Do I Like? |
| INDICATOR | LA 1.1.6.i. | Construct and/or answer clarifying questions (who, what, when, where, why, how) and support answers with evidence from the text or additional sources. ReadyRosie Chapter Books Funny Pictures How To Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? |
| INDICATOR | LA 1.1.6.k. | Identify and explain purpose for reading (e.g., answer a question, enjoy). ReadyRosie Books on the Go Chapter Books Daily Reading Routines Five Finger Rule My Library List Preview & Predict Reading Strategies: Punctuation Expression Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Seeing the Story What Do I Like? |
| INDICATOR | LA 1.1.6.l. | Build background knowledge and activate prior knowledge to identify text-to-self, text-to-text, and text-to-world connections. ReadyRosie I Read to You, You Read to Me Preview & Predict Read a Little, Think a Little Seeing the Story Storytelling with a Picture Book What Makes a Good Storyteller |
| INDICATOR | LA 1.1.6.m. | Self-monitor comprehension by recognizing when meaning is disrupted and apply strategies to clarify, confirm, or correct. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Five Finger Rule Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategies: Punctuation Expression Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |
| INDICATOR | LA 1.1.6.n. | Make predictions about literary, informational, digital text, and/or media using prior knowledge, pictures, illustrations and titles. ReadyRosie Cover the Ending Favorite Illustrators How Far Does It Fly? How To Preview & Predict Read a Little, Think a Little Reading Strategies: Look at the Picture Seeing the Story |
| INDICATOR | LA 1.1.6.o. | Demonstrate an understanding of text via multiple mediums (e.g., writing, artistic representation, video, other media). ReadyRosie Chapter Books Funny Pictures How To Story Train Storytelling with a Picture Book Tips for helping your child love reading What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? |
| CONTENT STANDARD | NE.LA 1.2. | Writing: Students will learn and apply writing skills and strategies to communicate. |
| STRAND | LA 1.2.1. | Writing Process: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other conventions of standard English appropriate for grade-level. |
| INDICATOR | LA 1.2.1.a. | Use prewriting activities and inquiry tools to generate ideas. ReadyRosie Color Poem Describe It Make an Invitation Remember The Story Write a Favorite Family Recipe |
| INDICATOR | LA 1.2.1.b. | Generate a draft that selects and organizes ideas relevant to topic, purpose, and audience, including a clear beginning, middle, and end. ReadyRosie All About My Family I'd Really Like Labeling Your Story Magical Creature Writing Make a Card Nature Journaling Tell Me How Write About a Family Tradition |
| INDICATOR | LA 1.2.1.c. | Gather and use relevant information and evidence to support ideas. ReadyRosie Let's Explore |
| INDICATOR | LA 1.2.1.d. | Compose simple paragraphs with grammatically correct sentences of varying length, complexity, and type. ReadyRosie Captioning Your Childhood Magical Creature Writing Make a Card |
| INDICATOR | LA 1.2.1.f. | Provide oral descriptive feedback to other writers. ReadyRosie I'd Really Like Magical Creature Writing |
| INDICATOR | LA 1.2.1.g. | Persevere in writing tasks of various length and complexity. ReadyRosie I'd Really Like Make a Card Make a List Math Journal Walk Nature Journaling |
| CONTENT STANDARD | NE.LA 1.3. | Speaking and Listening: Students will develop and apply speaking and listening skills and strategies to communicate for a variety of purposes. |
| STRAND | LA 1.3.1. | Speaking: Students will develop, apply, and refine speaking skills and strategies to communicate key ideas in a variety of situations. |
| INDICATOR | LA 1.3.1.a. | Communicate ideas clearly in a manner suited to the purpose and setting, using appropriate word choice, proper grammar, and complete sentences. ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Share Your Knowledge 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 | LA 1.3.1.b. | Demonstrate appropriate speaking techniques (e.g., appropriate eye contact, adequate volume, clear pronunciation) for a variety of purposes and situations, including interpreting text. 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 | LA 1.3.1.d. | Convey a personal perspective with clear reasons. ReadyRosie 20 Questions Draw Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together My Library List 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 | LA 1.3.1.e. | Ask pertinent questions to acquire or confirm information. ReadyRosie 20 Questions Draw Conversation Starters Conversations in the Car Freeze Dance Guess Who I Love My Family Because... Library Visit 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? |
| CONTENT STANDARD | NE.LA 1.3. | Speaking and Listening: Students will develop and apply speaking and listening skills and strategies to communicate for a variety of purposes. |
| STRAND | LA 1.3.2. | Listening: Students will develop and demonstrate active listening skills across a variety of situations. |
| INDICATOR | LA 1.3.2.a. | Develop active and attentive listening skills (e.g., eye contact, nonverbal cues, recalling) for multiple situations and modalities. ReadyRosie Conversation Starters Conversations in the Car Family Sensory Walk Freeze Dance 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 | LA 1.3.2.b. | With adult guidance, discuss the purpose and credibility of information being presented in diverse media and formats. ReadyRosie 20 Questions Draw Family Movie Night I Went to the Zoo and Saw |
| INDICATOR | LA 1.3.2.c. | Complete a task following one/two-step directions. ReadyRosie Freeze Dance |
| CONTENT STANDARD | NE.LA 1.3. | Speaking and Listening: Students will develop and apply speaking and listening skills and strategies to communicate for a variety of purposes. |
| STRAND | LA 1.3.3. | Reciprocal Communication: Students will develop, apply, and adapt reciprocal communication skills. |
| INDICATOR | LA 1.3.3.a. | Practice appropriate classroom etiquette and recognize social cues when communicating. ReadyRosie Conversations in the Car |
| INDICATOR | LA 1.3.3.b. | Demonstrate awareness of and sensitivity to the appropriate use of words (e.g., helpful/hurtful words) in conversation. ReadyRosie Conversations in the Car |
| INDICATOR | LA 1.3.3.c. | Apply conversation strategies to recognize new information presented by others in relationship to one's own ideas. 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 | LA 1.3.3.d. | Listen, ask clarifying questions, and respond to information being communicated about a topic, text, or issue under study. ReadyRosie 20 Questions Draw Conversation Starters Conversations in the Car Freeze Dance Guess Who I Love My Family Because... Library Visit 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 | LA 1.3.3.e. | Collaboratively converse with peers and adults on grade-appropriate topics and texts, building on others' ideas to clearly express one's own views while respecting diverse perspectives. ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... I'd Really Like 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? |
| CONTENT STANDARD | NE.LA 1.4. | Multiple Literacies: Students will apply information fluency and practice digital citizenship. |
| STRAND | LA 1.4.1. | Information Fluency: Students will evaluate, create, and communicate information in a variety of media and formats (textual, visual, and digital). |
| INDICATOR | LA 1.4.1.a. | Use provided print and digital resources to gather information, answer questions, and demonstrate understanding of valid information (e.g., fiction vs. nonfiction, real vs. not real). ReadyRosie Let's Explore |
| Nebraska Core Academic Content Standards |
| Language Arts |
| Grade: 2 - Adopted: 2014 |
| CONTENT STANDARD | NE.LA 2.1. | Reading: Students will learn and apply reading skills and strategies to comprehend text. |
| STRAND | LA 2.1.3. | Word Analysis: Students will use phonetic analysis to read and write grade-level text. |
| INDICATOR | LA 2.1.3.a. | Know and apply letter/sound correspondence and spelling patterns (e.g., consonant and vowel digraphs, diphthongs) when reading, writing, and spelling grade-level text. ReadyRosie Change One Letter Magical Creature Writing Reading Strategy: Chunk the Word Shopping for Syllables Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| INDICATOR | LA 2.1.3.b. | Use word structure to read text (e.g., prefixes/suffixes, compound words, contractions, syllabication, derivation). ReadyRosie Reading Strategy: Cover the Suffix Rhyming Hand Game Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | LA 2.1.3.c. | Recognize and read grade-level (phonetic and non-phonetic) words in text. ReadyRosie Reading Strategy: Give the Word Thinking About Word Chunks |
| CONTENT STANDARD | NE.LA 2.1. | Reading: Students will learn and apply reading skills and strategies to comprehend text. |
| STRAND | LA 2.1.4. | Fluency: Students will develop accuracy, phrasing, and expression while reading a variety of grade-level print/digital text to support comprehension. |
| INDICATOR | LA 2.1.4.a. | Listen to and read text of increasing length and/or complexity to increase reader stamina. ReadyRosie Random, Bizarre Facts |
| INDICATOR | LA 2.1.4.b. | Use varied pace, expression, and intonation to reflect meaning of text (e.g., mood, events, emotions). 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? |
| CONTENT STANDARD | NE.LA 2.1. | Reading: Students will learn and apply reading skills and strategies to comprehend text. |
| STRAND | LA 2.1.5. | Vocabulary: Students will build and use conversational, academic, and content-specific grade-level vocabulary. |
| INDICATOR | LA 2.1.5.a. | Use word structure elements, known words, and word patterns to determine meaning (e.g., contractions, plurals, possessives, basic parts of speech, compounds, syllables). ReadyRosie Noun Charades Picture Talk Playground Compounds Rhyming Hand Game |
| INDICATOR | LA 2.1.5.b. | Identify and use context clues (e.g., word and sentence clues) and text features to help infer meaning of unknown words. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| INDICATOR | LA 2.1.5.c. | Acquire new academic and content-specific grade-level vocabulary, relate to prior knowledge, and apply in new situations. ReadyRosie Feelings Charades Share Your Knowledge What Makes a Good Storyteller Wondering About Words |
| INDICATOR | LA 2.1.5.d. | Identify semantic relationships (e.g., conceptual categories, synonyms, antonyms, multiple meanings) to determine the meaning of words, aid in comprehension, and improve writing. ReadyRosie Hink Pink |
| CONTENT STANDARD | NE.LA 2.1. | Reading: Students will learn and apply reading skills and strategies to comprehend text. |
| STRAND | LA 2.1.6. | Comprehension: Students will construct meaning by using prior knowledge and text information while reading grade-level literary and informational text. |
| INDICATOR | LA 2.1.6.a. | Identify author’s purpose(s) (e.g., explain, entertain, inform, persuade) to support text comprehension. ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool What Do You Wonder? |
| INDICATOR | LA 2.1.6.b. | Identify elements of literary text (e.g., characters, setting, plot). ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| INDICATOR | LA 2.1.6.c. | Identify and explain why authors use literary devices (e.g., simile, alliteration, onomatopoeia, imagery, rhythm, personification). ReadyRosie Family Rap Let's Look Closer My Turn, Your Turn Poetry Tongue Twister Time |
| INDICATOR | LA 2.1.6.d. | Retell major events and key details from a literary text and/or media and support a prompted theme. ReadyRosie 20 Questions Draw Can You See It? Chapter Books Family Movie Night Funny Pictures Story Train What Makes a Good Storyteller |
| INDICATOR | LA 2.1.6.e. | Retell main ideas and supporting details from informational text and/or media. ReadyRosie 20 Questions Draw Family Movie Night How To That's So Cool |
| INDICATOR | LA 2.1.6.f. | Use text features to locate information and gain meaning from print and digital text. ReadyRosie Comprehension Clues How To Reading Recipes What's Up with That? |
| INDICATOR | LA 2.1.6.g. | Compare and contrast the basic characteristics of a variety of literary and informational texts. ReadyRosie Chapter Books |
| INDICATOR | LA 2.1.6.h. | Identify topics and/or patterns across multiple literary and informational texts to develop a multicultural perspective. ReadyRosie What Makes a Good Storyteller |
| INDICATOR | LA 2.1.6.i. | Construct and/or answer literal and inferential questions and support answers with specific evidence from the text or additional sources. ReadyRosie 20 Questions Can You See It? Chapter Books Funny Pictures How To Pow Wow Crunch Read a Little, Think a Little Reading Recipes Reading is Thinking Story Train That's So Cool What Do You Wonder? What Makes a Good Storyteller |
| INDICATOR | LA 2.1.6.k. | Select text and explain the purpose (e.g., answer a question, solve problems, enjoy, form an opinion, predict outcomes, accomplish a task). ReadyRosie Books on the Go Chapter Books Daily Reading Routines Five Finger Rule My Library List Pow Wow Crunch Reading Strategies: Punctuation Expression Reading Strategy: Give the Word What Do You Wonder? |
| INDICATOR | LA 2.1.6.l. | Build background knowledge and activate prior knowledge to identify text-to-self, text-to-text, and text-to-world connections before, during, and after reading. ReadyRosie Can You See It? I Read to You, You Read to Me Random, Bizarre Facts Read a Little, Think a Little What Makes a Good Storyteller |
| INDICATOR | LA 2.1.6.m. | Self-monitor comprehension by recognizing when meaning is disrupted and apply strategies to clarify, confirm, or correct. ReadyRosie Books on the Go Can You See It? Chapter Books Daily Reading Routines Five Finger Rule My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading That's So Cool What Do You Wonder? |
| INDICATOR | LA 2.1.6.n. | Make predictions and inferences about a text before, during, and after reading literary, informational, digital text, and/or media. ReadyRosie Daily Conclusions Family Movie Night Read a Little, Think a Little Using Clues to Figure it Out Who's Been Here? |
| INDICATOR | LA 2.1.6.o. | Demonstrate an understanding of text via multiple mediums (e.g., writing, artistic representation, video, other media). ReadyRosie Can You See It? Chapter Books Funny Pictures How To Pow Wow Crunch Song Lyrics Story Train That's So Cool Tips for helping your child love reading What Makes a Good Storyteller |
| CONTENT STANDARD | NE.LA 2.2. | Writing: Students will learn and apply writing skills and strategies to communicate. |
| STRAND | LA 2.2.1. | Writing Process: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other conventions of standard English appropriate for grade-level. |
| INDICATOR | LA 2.2.1.a. | Use prewriting activities and inquiry tools to generate ideas. ReadyRosie Acrostic Poem Color Poem Create a Song Describe It Please Can I? Sketching the Story Write a Favorite Family Recipe |
| INDICATOR | LA 2.2.1.b. | Generate a draft that develops a clear topic suited to the purpose and intended audience and organizational pattern, including a clear beginning, middle, and end. 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 | LA 2.2.1.c. | Gather and use relevant information and evidence from one or more print and/or digital sources to support ideas. ReadyRosie Let's Explore Who Are Your Heroes? |
| INDICATOR | LA 2.2.1.d. | Compose paragraphs with grammatically correct sentences of varying length, complexity, and type. ReadyRosie Hidden Messages Magical Creature Writing Writing Telephone Game |
| INDICATOR | LA 2.2.1.e. | Revise to improve and clarify writing through self-monitoring strategies and feedback from others. ReadyRosie This Is Important |
| INDICATOR | LA 2.2.1.f. | Provide oral and/or written descriptive feedback to other writers. ReadyRosie I'd Really Like Magical Creature Writing This Is Important |
| INDICATOR | LA 2.2.1.g. | Persevere in writing tasks of various length and complexity. ReadyRosie I'd Really Like Make a Neighborhood Map Nature Journaling |
| INDICATOR | LA 2.2.1.h. | Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics). ReadyRosie This Is Important |
| CONTENT STANDARD | NE.LA 2.2. | Writing: Students will learn and apply writing skills and strategies to communicate. |
| STRAND | LA 2.2.2. | Writing Modes: Student will write in multiple modes for a variety of purposes and audiences across disciplines. |
| INDICATOR | LA 2.2.2.a. | Communicate information and ideas effectively in analytic, descriptive, informative, narrative, poetic, persuasive, and reflective modes to multiple audiences using a variety of media and formats. ReadyRosie Acrostic Poem Color Poem Color Poem Free Verse Create a Song Describe It Family Adventure List Family Journaling Family Poem Family Rap I Love My Family Because... I'd Really Like Interview an Expert Make a Neighborhood Map My Family Comic Strip Nature Journaling Please Can I? Sharing Chores and Your Day Take a Stand Tell Me How This Is Important Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write Around Write a Favorite Family Recipe Write to the Tooth Fairy |
| INDICATOR | LA 2.2.2.d. | Use precise word choice and domain-specific vocabulary to write in a variety of modes. ReadyRosie Acrostic Poem Create a Song Please Can I? |
| CONTENT STANDARD | NE.LA 2.3. | Speaking and Listening: Students will develop and apply speaking and listening skills and strategies to communicate for a variety of purposes. |
| STRAND | LA 2.3.1. | Speaking: Students will develop, apply, and refine speaking skills and strategies to communicate key ideas in a variety of situations. |
| INDICATOR | LA 2.3.1.a. | Communicate ideas and information in a clear and concise manner suited to the purpose, setting, and audience (formal voice or informal voice), using appropriate word choice, grammar, and sentence structure. ReadyRosie 20 Questions Conversation Starters Conversations in the Car Create a Song Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Share Your Knowledge Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR | LA 2.3.1.b. | Demonstrate appropriate speaking techniques (e.g., appropriate eye contact, adequate volume, clear pronunciation) for a variety of purposes and situations, including interpreting text. ReadyRosie Conversation Starters Conversations in the Car Create a Song 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? |
| CONTENT STANDARD | NE.LA 2.3. | Speaking and Listening: Students will develop and apply speaking and listening skills and strategies to communicate for a variety of purposes. |
| STRAND | LA 2.3.2. | Listening: Students will develop and demonstrate active listening skills across a variety of situations. |
| INDICATOR | LA 2.3.2.a. | Develop active and attentive listening skills (e.g., eye contact, nonverbal cues, recalling) for multiple situations and modalities. ReadyRosie Conversation Starters Conversations in the Car Family Interview Freeze Dance 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 | LA 2.3.2.b. | With adult guidance, discuss the purpose and credibility of information being presented in diverse media and formats. ReadyRosie 20 Questions Draw Family Movie Night I Went to the Zoo and Saw |
| INDICATOR | LA 2.3.2.c. | Complete a task following multi-step directions. ReadyRosie Freeze Dance |
| CONTENT STANDARD | NE.LA 2.3. | Speaking and Listening: Students will develop and apply speaking and listening skills and strategies to communicate for a variety of purposes. |
| STRAND | LA 2.3.3. | Reciprocal Communication: Students will develop, apply, and adapt reciprocal communication skills. |
| INDICATOR | LA 2.3.3.a. | Demonstrate appropriate classroom etiquette and recognize social cues when communicating. ReadyRosie Conversations in the Car |
| INDICATOR | LA 2.3.3.b. | Demonstrate awareness of and sensitivity to the appropriate use of words (e.g., helpful/hurtful words) in conversation. ReadyRosie Conversations in the Car |
| INDICATOR | LA 2.3.3.c. | Apply conversation strategies to recognize and consider new information presented by others in relationship to one's own ideas. 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 | LA 2.3.3.d. | Listen, ask clarifying questions, and respond to information being communicated about a topic, text, or issue under study. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Conversations in the Car Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Kitchen Conversations Library Visit Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR | LA 2.3.3.e. | Collaboratively converse with peers and adults on grade-appropriate topics and texts, building on others' ideas to clearly express one's own views while respecting diverse perspectives. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... I'd Really Like Kitchen Conversations Noun Charades Please Can I? 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? |
| CONTENT STANDARD | NE.LA 2.4. | Multiple Literacies: Students will apply information fluency and practice digital citizenship. |
| STRAND | LA 2.4.1. | Information Fluency: Students will evaluate, create, and communicate information in a variety of media and formats (textual, visual, and digital). |
| INDICATOR | LA 2.4.1.a. | With guidance, locate, organize, and evaluate information from print and digital resources to generate and answer questions and create new understandings. ReadyRosie 20 Questions Draw Family Movie Night Guess Who How To I Went to the Zoo and Saw Let's Explore Reading Recipes That's So Cool What Do You Wonder? |
| Nebraska Core Academic Content Standards |
| Language Arts |
| Grade: 3 - Adopted: 2014 |
| CONTENT STANDARD | NE.LA 3.1. | Reading: Students will learn and apply reading skills and strategies to comprehend text. |
| STRAND | LA 3.1.3. | Word Analysis: Students will use phonetic analysis to read and write grade-level text. |
| INDICATOR | LA 3.1.3.a. | Know and apply advanced sound/spelling patterns (e.g., Anglo-Saxon common roots and affixes, special vowel spellings [ough, ion], multi-syllable words) when reading, writing, and spelling grade-level text. ReadyRosie Change One Letter Digging Into Roots Magical Creature Writing Shopping for Syllables Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| INDICATOR | LA 3.1.3.b. | Use word structure to read text (e.g., prefixes/suffixes contractions, syllabication, derivation). ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | LA 3.1.3.c. | Recognize and read grade-level (phonetic and non-phonetic) words in text. ReadyRosie Thinking About Word Chunks |
| CONTENT STANDARD | NE.LA 3.1. | Reading: Students will learn and apply reading skills and strategies to comprehend text. |
| STRAND | LA 3.1.4. | Fluency: Students will develop accuracy, phrasing, and expression while reading a variety of grade-level print/digital text to support comprehension. |
| INDICATOR | LA 3.1.4.a. | Listen to and read text of increasing length and/or complexity to increase reader stamina. ReadyRosie Random, Bizarre Facts |
| INDICATOR | LA 3.1.4.b. | Use context to adjust pace and prosody based on purpose, text complexity, form, and style. 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 |
| CONTENT STANDARD | NE.LA 3.1. | Reading: Students will learn and apply reading skills and strategies to comprehend text. |
| STRAND | LA 3.1.5. | Vocabulary: Students will build and use conversational, academic, and content-specific grade-level vocabulary. |
| INDICATOR | LA 3.1.5.a. | Determine meaning of words through the knowledge of word structure elements, known words, and word patterns (e.g., contractions, plurals, possessives, parts of speech, syllables, affixes, base and root words, abbreviations). ReadyRosie Digging Into Roots Noun Charades Shopping for Syllables |
| INDICATOR | LA 3.1.5.b. | Apply context clues (e.g., word, phrase, and sentence clues) and text features to help infer meaning of unknown words. ReadyRosie Wondering About Words Word Detective |
| INDICATOR | LA 3.1.5.c. | Acquire new academic and content-specific grade-level vocabulary, relate to prior knowledge, and apply in new situations. ReadyRosie Feelings Charades Share Your Knowledge What Makes a Good Storyteller Wondering About Words |
| INDICATOR | LA 3.1.5.d. | Identify semantic relationships (e.g., synonyms, antonyms, homographs, homophones, multiple-meaning words) to determine the meaning of words, aid in comprehension, and improve writing. ReadyRosie Hinky Pinky and Hinketty Pinketty |
| CONTENT STANDARD | NE.LA 3.1. | Reading: Students will learn and apply reading skills and strategies to comprehend text. |
| STRAND | LA 3.1.6. | Comprehension: Students will construct meaning by using prior knowledge and text information while reading grade-level literary and informational text. |
| INDICATOR | LA 3.1.6.a. | Identify author’s purpose(s) (e.g., explain, entertain, inform, persuade) to support text comprehension. ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool |
| INDICATOR | LA 3.1.6.b. | Identify and describe elements of literary text (e.g., characters, setting, plot, point of view). 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 | LA 3.1.6.c. | Identify and explain why authors use literary devices (e.g., simile, alliteration, onomatopoeia, imagery, rhythm, personification, hyperbole, idioms). ReadyRosie Family Rap Let's Look Closer My Turn, Your Turn Poetry |
| INDICATOR | LA 3.1.6.d. | Summarize a literary text and/or media, using key details to identify the theme. ReadyRosie Chapter Books Sequence and Summarize Story Train Talking About Books What Makes a Good Storyteller |
| INDICATOR | LA 3.1.6.e. | Determine main ideas and supporting details from informational text and/or media. ReadyRosie 20 Questions Draw That's So Cool What Will You Learn? |
| INDICATOR | LA 3.1.6.f. | Use text features to locate information and explain how the information contributes to an understanding of print and digital text. ReadyRosie Comprehension Clues Reading Recipes |
| INDICATOR | LA 3.1.6.g. | Compare and contrast the characteristics that distinguish a variety of literary and informational texts. ReadyRosie Chapter Books |
| INDICATOR | LA 3.1.6.i. | Construct and/or answer literal and inferential questions and support answers with specific evidence from the text or additional sources. ReadyRosie 20 Questions Chapter Books It's All In Your Head Pow Wow Crunch Read a Little, Think a Little Reading Recipes Story Train Talking About Books That's So Cool What Makes a Good Storyteller What Will You Learn? |
| INDICATOR | LA 3.1.6.k. | Select text and explain the purpose (e.g., answer a question, solve problems, enjoy, form an opinion, understand a specific viewpoint, predict outcomes, discover models for own writing, accomplish a task). ReadyRosie Books on the Go Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule My Library List Pow Wow Crunch What Will You Learn? |
| INDICATOR | LA 3.1.6.l. | Build background knowledge and activate prior knowledge to identify text-to-self, text-to-text, and text-to-world connections before, during, and after reading. ReadyRosie It's All In Your Head Random, Bizarre Facts Read a Little, Think a Little What Makes a Good Storyteller |
| INDICATOR | LA 3.1.6.m. | Self-monitor comprehension by recognizing when meaning is disrupted and apply strategies to clarify, confirm, or correct. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule It's All In Your Head My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading That's So Cool What Will You Learn? |
| INDICATOR | LA 3.1.6.n. | Make and confirm/modify predictions and inferences before, during, and after reading literary, informational, digital text, and/or media. ReadyRosie Daily Conclusions Family Movie Night Read a Little, Think a Little Using Clues to Figure it Out Who's Been Here? |
| INDICATOR | LA 3.1.6.o. | Demonstrate an understanding of text via multiple mediums (e.g., writing, artistic representation, video, other media). ReadyRosie Chapter Books Pow Wow Crunch Song Lyrics Story Train Talking About Books That's So Cool Tips for helping your child love reading What Makes a Good Storyteller What Will You Learn? |
| CONTENT STANDARD | NE.LA 3.2. | Writing: Students will learn and apply writing skills and strategies to communicate. |
| STRAND | LA 3.2.1. | Writing Process: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other conventions of standard English appropriate for grade-level. |
| INDICATOR | LA 3.2.1.a. | Use prewriting activities and inquiry tools to generate ideas and organize information. ReadyRosie A Really Good Story Acrostic Poem Create a Song Hinky Pinky and Hinketty Pinketty Please Can I? Write a Favorite Family Recipe |
| INDICATOR | LA 3.2.1.b. | Generate a draft that develops a clear topic suited to the purpose and intended audience and organizational pattern, including a clear introduction, body, and conclusion with appropriate transitions. 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 | LA 3.2.1.c. | Gather and use relevant information and evidence from one or more authoritative print and/or digital sources to support claims or theses. ReadyRosie Who Are Your Heroes? |
| INDICATOR | LA 3.2.1.d. | Compose paragraphs with grammatically correct sentences of varying length, complexity, and type. ReadyRosie Magical Creature Writing Writing Telephone Game |
| INDICATOR | LA 3.2.1.e. | Revise to improve and clarify writing through self-monitoring strategies and feedback from others. ReadyRosie This Is Important |
| INDICATOR | LA 3.2.1.f. | Provide oral and/or written descriptive feedback to other writers. ReadyRosie Magical Creature Writing This Is Important |
| INDICATOR | LA 3.2.1.g. | Adjust writing processes to persevere in short and long-term writing tasks of increasing length and complexity. ReadyRosie A Really Good Story Family Journaling Make a Neighborhood Map Nature Journaling This Is Important Write a Favorite Family Recipe |
| INDICATOR | LA 3.2.1.h. | Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics). ReadyRosie This Is Important |
| CONTENT STANDARD | NE.LA 3.2. | Writing: Students will learn and apply writing skills and strategies to communicate. |
| STRAND | LA 3.2.2. | Writing Modes: Student will write in multiple modes for a variety of purposes and audiences across disciplines. |
| INDICATOR | LA 3.2.2.a. | Communicate information and ideas effectively in analytic, descriptive, informative, narrative, poetic, persuasive, and reflective modes to multiple audiences using a variety of media and formats. ReadyRosie Acrostic Poem Create a Song Family Adventure List Family Journaling Family Poem Family Rap I Love My Family Because... Interview an Expert Make a Neighborhood Map My Family Comic Strip Nature Journaling Please Can I? Sharing Chores and Your Day Take a Stand This Is Important Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write Around Write a Favorite Family Recipe |
| INDICATOR | LA 3.2.2.d. | Use precise word choice and domain-specific vocabulary to write in a variety of modes. ReadyRosie Acrostic Poem Create a Song Hinky Pinky and Hinketty Pinketty Please Can I? |
| CONTENT STANDARD | NE.LA 3.3. | Speaking and Listening: Students will develop and apply speaking and listening skills and strategies to communicate for a variety of purposes. |
| STRAND | LA 3.3.1. | Speaking: Students will develop, apply, and refine speaking skills and strategies to communicate key ideas in a variety of situations. |
| INDICATOR | LA 3.3.1.a. | Communicate ideas and information in a clear and concise manner suited to the purpose, setting, and audience (formal voice or informal voice), using appropriate word choice, grammar, and sentence structure. ReadyRosie 20 Questions Conversation Starters Conversations in the Car Create a Song Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Share Your Knowledge Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR | LA 3.3.1.b. | Demonstrate appropriate speaking techniques (e.g., appropriate eye contact, adequate volume, clear pronunciation) for a variety of purposes and situations, including interpreting text. ReadyRosie Conversation Starters Conversations in the Car Create a Song 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 | LA 3.3.1.d. | Convey a perspective with clear reasoning and support. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations My Library List 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 | LA 3.3.1.e. | Ask pertinent questions to acquire or confirm information. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Conversations in the Car Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Kitchen Conversations Library Visit Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| CONTENT STANDARD | NE.LA 3.3. | Speaking and Listening: Students will develop and apply speaking and listening skills and strategies to communicate for a variety of purposes. |
| STRAND | LA 3.3.2. | Listening: Students will develop and demonstrate active listening skills across a variety of situations. |
| INDICATOR | LA 3.3.2.a. | Demonstrate active and attentive listening skills (e.g., eye contact, nonverbal cues, recalling, questioning) for multiple situations and modalities. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Conversations in the Car Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Kitchen Conversations Library Visit Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR | LA 3.3.2.b. | Identify the purpose and credibility of information being presented in diverse media and formats. ReadyRosie 20 Questions Draw Family Movie Night |
| INDICATOR | LA 3.3.2.c. | Complete a task following multi-step directions. ReadyRosie Freeze Dance |
| CONTENT STANDARD | NE.LA 3.3. | Speaking and Listening: Students will develop and apply speaking and listening skills and strategies to communicate for a variety of purposes. |
| STRAND | LA 3.3.3. | Reciprocal Communication: Students will develop, apply, and adapt reciprocal communication skills. |
| INDICATOR | LA 3.3.3.a. | Demonstrate appropriate social etiquette and apply social cues when communicating. ReadyRosie Conversations in the Car |
| INDICATOR | LA 3.3.3.b. | Demonstrate awareness of and sensitivity to the appropriate use of words (e.g., stereotypes, multiple meanings of words) in conversation. ReadyRosie Conversations in the Car |
| INDICATOR | LA 3.3.3.c. | Apply conversation strategies to recognize and consider new information presented by others in relationship to one's own ideas. 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 | LA 3.3.3.d. | Listen, ask clarifying questions, summarize, and respond to information being communicated and consider its contribution to a topic, text, or issue under study. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Conversations in the Car Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Kitchen Conversations Library Visit Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR | LA 3.3.3.e. | Collaboratively converse with peers and adults on grade-appropriate topics and texts, building on others' ideas to clearly express one's own views while respecting diverse perspectives. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Please Can I? 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? |
| CONTENT STANDARD | NE.LA 3.4. | Multiple Literacies: Students will apply information fluency and practice digital citizenship. |
| STRAND | LA 3.4.1. | Information Fluency: Students will evaluate, create, and communicate information in a variety of media and formats (textual, visual, and digital). |
| INDICATOR | LA 3.4.1.a. | Locate, organize, and evaluate information from print and digital resources to generate and answer questions and create new understandings. ReadyRosie 20 Questions Draw Family Movie Night Guess Who Reading Recipes That's So Cool What Will You Learn? |
| Nebraska Core Academic Content Standards |
| Mathematics |
| Grade: K - Adopted: 2015 |
| CONTENT STANDARD | NE.MA.MP. | NEBRASKA MATHEMATICAL PROCESSES |
| STRAND | MP.1. | Solves mathematical problems. Through the use of appropriate academic and technical tools, students will make sense of mathematical problems and persevere in solving them. Students will draw upon their prior knowledge in order to employ critical thinking skills, reasoning skills, creativity, and innovative ability. Additionally, students will compute accurately and determine the reasonableness of solutions. ReadyRosie Building a Fort Car Time Math Family Math Book How Many Legs? |
| STRAND | MP.2. | Models and represents mathematical problems. Students will analyze relationships in order to create mathematical models given a real-world situation or scenario. Conversely, students will describe situations or scenarios given a mathematical model. ReadyRosie Family Math Book When Five is Big Would It Work? |
| STRAND | MP.3. | Communicates mathematical ideas effectively. Students will communicate mathematical ideas effectively and precisely. Students will critique the reasoning of others as well as provide mathematical justifications. Students will utilize appropriate communication approaches individually and collectively and through multiple methods, including writing, speaking, and listening. ReadyRosie Building a Fort More or Less Salty Numbers Would It Work? |
| STRAND | MP.4. | Makes mathematical connections. Students will connect mathematical knowledge, ideas, and skills beyond the math classroom. This includes the connection of mathematical ideas to other topics within mathematics and to other content areas. Additionally, students will be able to describe the connection of mathematical knowledge and skills to their career interest as well as within authentic/real-world contexts. ReadyRosie Building a Fort |
| CONTENT STANDARD | NE.MA.0.1. | NUMBER: Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.0.1.1. | Numeric Relationships: Students will demonstrate, represent, and show relationships among whole numbers within the base-ten number system. |
| INDICATOR | MA.0.1.1.a. | Perform the counting sequence by counting forward from any given number to 100, by ones. Count by tens to 100 starting at any decade number. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Ten in a Row What Am I Counting? What Comes Next? |
| INDICATOR | MA.0.1.1.c. | Use one-to-one correspondence (pairing each object with one and only one spoken number name, and each spoken number name with one and only one object) when counting objects to show the relationship between numbers and quantities of 0 to 20. ReadyRosie Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Spill the Beans What Am I Counting? |
| INDICATOR | MA.0.1.1.d. | Demonstrate the relationship between whole numbers, knowing each sequential number name refers to a quantity that is one larger. ReadyRosie Numbers on My Back Sneaky Math Note |
| INDICATOR | MA.0.1.1.e. | Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. ReadyRosie Car Race I See Three In Ten Seconds Sneaky Math Note Spill the Beans What Am I Counting? What Do I Have? |
| INDICATOR | MA.0.1.1.f. | Write numbers 0 to 20 and represent a number of objects with a written numeral 0 to 20. ReadyRosie Go Fish My Favorite Things Numbers on My Back Sneaky Math Note |
| INDICATOR | MA.0.1.1.g. | Compose and decompose numbers from 11 to 19 into ten ones and some more ones by a drawing, model, or equation (e.g., 14 = 10 + 4) to record each composition and decomposition. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| INDICATOR | MA.0.1.1.h. | Compare the number of objects in two groups by identifying the comparison as greater than, less than, or equal to by using strategies of matching and counting. ReadyRosie More or Less The Biggest Number |
| INDICATOR | MA.0.1.1.i. | Compare the value of two written numerals between 1 and 10. ReadyRosie Ten in a Row |
| CONTENT STANDARD | NE.MA.0.1. | NUMBER: Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.0.1.2. | Operations: Students will demonstrate the meaning of addition and subtraction with whole numbers and compute accurately. |
| INDICATOR | MA.0.1.2.a. | Fluently (i.e. automatic recall based on understanding) add and subtract within 5. ReadyRosie Car Race Math Fact Memory Roll the Difference Spill the Beans |
| CONTENT STANDARD | NE.MA.0.2. | ALGEBRA: Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.0.2.1. | Algebraic Relationships: Students will demonstrate, represent, and show relationships with expressions and equations. |
| INDICATOR | MA.0.2.1.a. | Decompose numbers less than or equal to 10 into pairs in more than one way, showing each decomposition with a model, drawing, or equation (e.g., 7 = 4 + 3 and 7 = 1 + 6). ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| INDICATOR | MA.0.2.1.b. | For any number from 1 to 9, find the number that makes 10 when added to the given number, showing the answer with a model, drawing, or equation. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| CONTENT STANDARD | NE.MA.0.2. | ALGEBRA: Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.0.2.3. | Applications: Students will solve real-world problems involving addition and subtraction. |
| INDICATOR | MA.0.2.3.a. | Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects, drawings or equations to represent the problem). ReadyRosie Car Race Math Fact Memory Roll the Difference Spill the Beans |
| CONTENT STANDARD | NE.MA.0.3. | GEOMETRY: Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.0.3.1. | Characteristics: Students will identify and describe geometric characteristics and create two- and three-dimensional shapes. |
| INDICATOR | MA.0.3.1.a. | Describe real-world objects using names of shapes, regardless of their orientation or size (e.g., squares, circles, triangles, rectangles, hexagons, cubes, cones, spheres, and cylinders). ReadyRosie Canned Is it a Triangle? Shape Scavenger Hunt |
| INDICATOR | MA.0.3.1.b. | Identify shapes as two-dimensional (“flat”) or three-dimensional (“solid”). ReadyRosie Shape Scavenger Hunt |
| INDICATOR | MA.0.3.1.d. | Model shapes found in the real world by building shapes from materials (e.g., clay and pipe cleaners) and drawing shapes. ReadyRosie Is it a Triangle? |
| INDICATOR | MA.0.3.1.e. | Combine simple shapes to compose larger shapes (e.g., use triangle pattern blocks to build a hexagon). ReadyRosie Is it a Triangle? |
| CONTENT STANDARD | NE.MA.0.3. | GEOMETRY: Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.0.3.2. | Coordinate Geometry: Students will determine location, orientation, and relationships on the coordinate plane. |
| INDICATOR | MA.0.3.2.a. | Describe the relative positions of objects (e.g., above, below, beside, in front of, behind, next to, between). ReadyRosie Pattern Walk |
| CONTENT STANDARD | NE.MA.0.3. | GEOMETRY: Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.0.3.3. | Measurement: Students will perform and compare measurements and apply formulas. |
| INDICATOR | MA.0.3.3.a. | Describe measurable attributes of real-world objects (e.g., length or weight). ReadyRosie Blow Your House Down! Hunt and Measure Measurable Me |
| INDICATOR | MA.0.3.3.b. | Compare length and weight of two objects (e.g., longer/shorter, heavier/lighter). ReadyRosie Blow Your House Down! How Far Does It Fly? Hunt and Measure Measurable Me Measure your Steps Ramp Car Racing |
| CONTENT STANDARD | NE.MA.0.4. | DATA: Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.0.4.2. | Analysis & Applications: Students will analyze data to address the situation. |
| INDICATOR | MA.0.4.2.a. | Identify, sort, and classify objects by size, shape, color, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. ReadyRosie Card Sorting I Spy a Coin Toy Organization |
| Nebraska Core Academic Content Standards |
| Mathematics |
| Grade: 1 - Adopted: 2015 |
| CONTENT STANDARD | NE.MA.MP. | NEBRASKA MATHEMATICAL PROCESSES |
| STRAND | MP.1. | Solves mathematical problems. Through the use of appropriate academic and technical tools, students will make sense of mathematical problems and persevere in solving them. Students will draw upon their prior knowledge in order to employ critical thinking skills, reasoning skills, creativity, and innovative ability. Additionally, students will compute accurately and determine the reasonableness of solutions. ReadyRosie Building a Fort Car Time Math Family Math Book |
| STRAND | MP.2. | Models and represents mathematical problems. Students will analyze relationships in order to create mathematical models given a real-world situation or scenario. Conversely, students will describe situations or scenarios given a mathematical model. ReadyRosie Family Math Book When Five is Big Would It Work? |
| STRAND | MP.3. | Communicates mathematical ideas effectively. Students will communicate mathematical ideas effectively and precisely. Students will critique the reasoning of others as well as provide mathematical justifications. Students will utilize appropriate communication approaches individually and collectively and through multiple methods, including writing, speaking, and listening. ReadyRosie Building a Fort Category Hunt One of These Is Not Like the Other Would It Work? |
| STRAND | MP.4. | Makes mathematical connections. Students will connect mathematical knowledge, ideas, and skills beyond the math classroom. This includes the connection of mathematical ideas to other topics within mathematics and to other content areas. Additionally, students will be able to describe the connection of mathematical knowledge and skills to their career interest as well as within authentic/real-world contexts. ReadyRosie Building a Fort |
| CONTENT STANDARD | NE.MA.1.1. | NUMBER: Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.1.1.1. | Numeric Relationships: Students will demonstrate, represent, and show relationships among whole numbers within the base-ten number system. |
| INDICATOR | MA.1.1.1.a. | Count to 120 by ones and tens, starting at any given number. ReadyRosie I Can Make You Say 21 Ten in a Row |
| INDICATOR | MA.1.1.1.b. | Read and write numerals within the range of 0 – 120. ReadyRosie Sneaky Math Note Ten in a Row |
| INDICATOR | MA.1.1.1.c. | Write numerals to match a representation of a given set of objects for numbers up to 120. ReadyRosie Sneaky Math Note |
| INDICATOR | MA.1.1.1.d. | Demonstrate that each digit of a two-digit number represents amounts of tens and ones, knowing 10 can be considered as one unit made of ten ones which is called a “ten” and any two-digit number can be composed of some tens and some ones (e.g., 19 is one ten and nine ones, 83 is eight tens and three ones) and can be recorded as an equation (e.g., 19 = 10 + 9). ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| INDICATOR | MA.1.1.1.e. | Demonstrate that decade numbers represent a number of tens and 0 ones (e.g., 50 = 5 tens and 0 ones). ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| INDICATOR | MA.1.1.1.f. | Compare two two-digit numbers by using symbols <, =, and > and justify the comparison based on the number of tens and ones. ReadyRosie Greater Than I'm Thinking of a Number Location Guess My Number Ten in a Row |
| CONTENT STANDARD | NE.MA.1.1. | NUMBER: Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.1.1.2. | Operations: Students will demonstrate the meaning of addition and subtraction with whole numbers and compute accurately. |
| INDICATOR | MA.1.1.2.a. | Fluently (i.e., automatic recall based on understanding) add and subtract 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 |
| INDICATOR | MA.1.1.2.b. | Add and subtract within 20, using a variety of strategies (e.g., count on to make a ten). ReadyRosie Addition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Scoops |
| INDICATOR | MA.1.1.2.c. | Find the difference between two numbers that are multiples of 10, ranging from 10 – 90 using concrete models, drawings or strategies, and write the corresponding equation (e.g., 90 – 70 = 20). ReadyRosie Broken Calculator Keys Family Math Book Math Journal Walk |
| INDICATOR | MA.1.1.2.d. | Mentally find 10 more or 10 less than a two-digit number without having to count and explain the reasoning used (e.g., 33 is 10 less than 43). ReadyRosie Broken Calculator Keys Ten Dimes Ten More |
| INDICATOR | MA.1.1.2.e. | Add within 100, which may include adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of ten using concrete models, drawings, and strategies which reflect understanding of place value. ReadyRosie Broken Calculator Keys Ten Dimes Ten More |
| CONTENT STANDARD | NE.MA.1.2. | ALGEBRA: Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.1.2.1. | Algebraic Relationships: Students will demonstrate, represent, and show relationships with expressions and equations. |
| INDICATOR | MA.1.2.1.a. | Use the meaning of the equal sign to determine if equations are true and give examples of equations that are true (e.g., 4 = 4, 6 = 7 – 1, 6 + 3 = 3 + 6, and 7 + 2 = 5 + 4). ReadyRosie Family Math Book Math Journal Walk |
| INDICATOR | MA.1.2.1.b. | Use the relationship of addition and subtraction to solve subtraction problems (e.g., find 12 – 9 = ___, using the addition fact 9 + 3 = 12). ReadyRosie Ten Dimes |
| CONTENT STANDARD | NE.MA.1.2. | ALGEBRA: Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.1.2.2. | Algebraic Processes: Students will apply the operational properties when adding and subtracting. |
| INDICATOR | MA.1.2.2.a. | Decompose numbers and use the commutative and associative properties of addition to develop addition and subtraction strategies including (making 10’s and counting on from the larger number) to add and subtract basic facts within 20 (e.g., decomposing to make 10, 7 + 5 = 7 + 3 + 2 = 10 + 2 = 12; using the commutative property to count on 2 + 6 = 6 + 2; and using the associative property to make 10, 5 + 3 + 7 = 5 + (3 + 7) = 5 + 10). ReadyRosie Fishing for Doubles Fishing for Tens Make Ten Sneaky Math Note |
| CONTENT STANDARD | NE.MA.1.2. | ALGEBRA: Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.1.2.3. | Applications: Students will solve real-world problems involving addition and subtraction. |
| INDICATOR | MA.1.2.3.a. | Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). ReadyRosie Addition War Bedtime Math Story Broken Calculator Keys Can you Make 21? Car Race Car Time Math Dice Knockout Domino Addition Domino Subtraction Family Math Book Fishing for Doubles Fishing for Tens Input Output Math Journal Walk Restaurant Story Problems Roll the Difference Spill the Beans Ten Scoops The Final Price Is... |
| INDICATOR | MA.1.2.3.b. | Solve real-world problems that include addition of three whole numbers whose sum is less than or equal to 20 by using objects, drawings, and equations with a symbol to represent the unknown number in the problem. ReadyRosie Bedtime Math Story Car Time Math Domino Subtraction Family Math Book Fishing for Tens Input Output Math Journal Walk Restaurant Story Problems Spill the Beans Ten Scoops The Final Price Is... |
| INDICATOR | MA.1.2.3.c. | Create a real-world problem to represent a given equation involving addition and subtraction within 20. ReadyRosie Bedtime Math Story Family Math Book Math Journal Walk What's the Question? |
| CONTENT STANDARD | NE.MA.1.3. | GEOMETRY: Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.1.3.1. | Characteristics: Students will identify and describe geometric characteristics and create two- and three-dimensional shapes. |
| INDICATOR | MA.1.3.1.a. | Determine defining and non-defining attributes of two-dimensional shapes; build and draw shapes that match the given definition. ReadyRosie Folding a Blanket Mystery Shape Paper Airplane Geometry |
| INDICATOR | MA.1.3.1.b. | Decompose circles and rectangles into two and four equal parts, using the terms “halves”, “fourths” and “quarters”, and use the phrases “half of”, “fourths of”, and “quarter of”. ReadyRosie Folding Napkins Folding a Blanket Paper Airplane Geometry |
| INDICATOR | MA.1.3.1.c. | Use two-dimensional shapes (e.g., rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) and three-dimensional shapes (e.g., cubes, rectangular prisms, cones, and cylinders) to compose and describe new shapes. ReadyRosie Folding a Blanket Paper Airplane Geometry |
| CONTENT STANDARD | NE.MA.1.3. | GEOMETRY: Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.1.3.3. | Measurement: Students will perform and compare measurements and apply formulas. |
| INDICATOR | MA.1.3.3.a. | Identify, name, and understand the value of dimes and pennies (e.g., a dime is equal to ten pennies) relating to tens and ones, and solve real-world problems involving dimes and pennies, using ¢ symbol appropriately (e.g., If you have four dimes and two pennies, how many cents do you have?). ReadyRosie Counting Coins |
| INDICATOR | MA.1.3.3.b. | Tell and write time to the half hour and hour using analog and digital clocks. ReadyRosie Body Clock |
| INDICATOR | MA.1.3.3.c. | Measure objects by using a shorter object end-to-end and know that the length of the object is the amount of same-size objects that span it lined up end-to-end. ReadyRosie Hunt and Measure |
| INDICATOR | MA.1.3.3.d. | Order three objects by directly comparing their lengths, or indirectly by using a third object. ReadyRosie How Far Does It Fly? Hunt and Measure Measurable Me Ramp Car Racing |
| Nebraska Core Academic Content Standards |
| Mathematics |
| Grade: 2 - Adopted: 2015 |
| CONTENT STANDARD | NE.MA.MP. | NEBRASKA MATHEMATICAL PROCESSES |
| STRAND | MP.1. | Solves mathematical problems. Through the use of appropriate academic and technical tools, students will make sense of mathematical problems and persevere in solving them. Students will draw upon their prior knowledge in order to employ critical thinking skills, reasoning skills, creativity, and innovative ability. Additionally, students will compute accurately and determine the reasonableness of solutions. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| STRAND | MP.2. | Models and represents mathematical problems. Students will analyze relationships in order to create mathematical models given a real-world situation or scenario. Conversely, students will describe situations or scenarios given a mathematical model. ReadyRosie Family Math Book Is it Reasonable? When Five is Big |
| STRAND | MP.3. | Communicates mathematical ideas effectively. Students will communicate mathematical ideas effectively and precisely. Students will critique the reasoning of others as well as provide mathematical justifications. Students will utilize appropriate communication approaches individually and collectively and through multiple methods, including writing, speaking, and listening. ReadyRosie Building a Fort Category Hunt One of These Is Not Like the Other |
| STRAND | MP.4. | Makes mathematical connections. Students will connect mathematical knowledge, ideas, and skills beyond the math classroom. This includes the connection of mathematical ideas to other topics within mathematics and to other content areas. Additionally, students will be able to describe the connection of mathematical knowledge and skills to their career interest as well as within authentic/real-world contexts. ReadyRosie Building a Fort |
| CONTENT STANDARD | NE.MA.2.1. | NUMBER: Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.2.1.1. | Numeric Relationships: Students will demonstrate, represent, and show relationships among whole numbers within the base-ten number system. |
| INDICATOR | MA.2.1.1.a. | Count within 1000, including skip-counting by 5s, 10s, and 100s starting at a variety of multiples of 5, 10 or 100. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| INDICATOR | MA.2.1.1.b. | Read and write numbers within the range of 0 – 1,000 using standard, word, and expanded forms. ReadyRosie All About My Number Dollars and Dice Place Value Dice Sneaky Math Note Thousand More |
| INDICATOR | MA.2.1.1.c. | Demonstrate that each digit of a three-digit number represents amounts of hundreds, tens and ones (e.g., 387 is 3 hundreds, 8 tens, 7 ones). ReadyRosie All About My Number How Much to 1,000? Less Than Place Value Battle Place Value Dice |
| INDICATOR | MA.2.1.1.d. | Demonstrate that 100 represents a group of ten tens. ReadyRosie All About My Number How Much to 1,000? Location Guess My Number Place Value Dice |
| INDICATOR | MA.2.1.1.e. | Compare two three-digit numbers by using symbols <, =, and > and justify the comparison based on the meanings of the hundreds, tens, and ones. ReadyRosie Greater Than Is it Reasonable? Less Than Location Guess My Number Place Value Battle The Greater Number |
| CONTENT STANDARD | NE.MA.2.1. | NUMBER: Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.2.1.2. | Operations: Students will demonstrate the meaning of addition and subtraction with whole numbers and compute accurately. |
| INDICATOR | MA.2.1.2.a. | Fluently (i.e. automatic recall based on understanding) add and subtract within 20. ReadyRosie Addition War Can you Make 21? Fifteen Fact Memory Fishing for Doubles Subtraction War |
| INDICATOR | MA.2.1.2.b. | Add and subtract within 100 using strategies based on place value, including the standard algorithm, properties of operations, and/or the relationship between addition and subtraction. ReadyRosie 2-Digit Addition War Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice Fishing for Doubles How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| INDICATOR | MA.2.1.2.c. | Mentally add or subtract 10 or 100 to/from a given number 100-900. ReadyRosie Addition War Can you Make 21? Dollars and Dice Fifteen Fact Memory Fishing for Doubles Subtraction War |
| INDICATOR | MA.2.1.2.d. | Add up to three two-digit numbers using strategies based on place value and understanding of properties. ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Skunk Addition The Answer Is Thousand More |
| INDICATOR | MA.2.1.2.e. | Add and subtract within 1000, using concrete models, drawings, and strategies, which reflect understanding of place value and properties of operations. ReadyRosie 2-Digit Addition War Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice Fishing for Doubles How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| INDICATOR | MA.2.1.2.f. | Use addition to find the total number of objects arranged in an array no larger than five rows and five columns and write an equation to express the total (e.g., 3 + 3 + 3 = 9). ReadyRosie An Array of Brownies Family Math Book |
| CONTENT STANDARD | NE.MA.2.2. | ALGEBRA: Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.2.2.3. | Applications: Students will solve real-world problems involving addition and subtraction. |
| INDICATOR | MA.2.2.3.a. | Solve real-world problems involving addition and subtraction within 100 in situations of addition and subtraction, including adding to, subtracting from, joining and separating, and comparing situations with unknowns in all positions using objects, models, drawings, verbal explanations, expressions and equations. ReadyRosie Can I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |
| INDICATOR | MA.2.2.3.b. | Create real-world problems to represent one- and two-step addition and subtraction within 100, with unknowns in all positions. ReadyRosie Family Math Book Make One Up What's the Question? |
| CONTENT STANDARD | NE.MA.2.3. | GEOMETRY: Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.2.3.1. | Characteristics: Students will identify and describe geometric characteristics and create two- and three-dimensional shapes. |
| INDICATOR | MA.2.3.1.a. | Recognize and draw shapes having a specific number of angles, faces, or other attributes, including triangles, quadrilaterals, pentagons, and hexagons. ReadyRosie Mystery Shape Paper Airplane Geometry |
| INDICATOR | MA.2.3.1.c. | Divide circles and rectangles into two, three, or four equal parts. Describe the parts using the language of halves, thirds, fourths, half of, a third of, a fourth of. ReadyRosie Counting Fractions Paper Airplane Geometry |
| CONTENT STANDARD | NE.MA.2.3. | GEOMETRY: Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.2.3.3. | Measurement: Students will perform and compare measurements and apply formulas. |
| INDICATOR | MA.2.3.3.a. | Solve real-world problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. ReadyRosie Coupon Savings Dollars and Dice What's in a Dollar? |
| INDICATOR | MA.2.3.3.c. | Identify and use appropriate tools for measuring length (e.g., ruler, yardstick, meter stick, and measuring tape). ReadyRosie Three Questions |
| INDICATOR | MA.2.3.3.e. | Measure and estimate lengths using inches, feet, centimeters, and meters. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| INDICATOR | MA.2.3.3.f. | Compare the difference in length of objects using inches and feet or centimeters and meters. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| Nebraska Core Academic Content Standards |
| Mathematics |
| Grade: 3 - Adopted: 2015 |
| CONTENT STANDARD | NE.MA.MP. | NEBRASKA MATHEMATICAL PROCESSES |
| STRAND | MP.1. | Solves mathematical problems. Through the use of appropriate academic and technical tools, students will make sense of mathematical problems and persevere in solving them. Students will draw upon their prior knowledge in order to employ critical thinking skills, reasoning skills, creativity, and innovative ability. Additionally, students will compute accurately and determine the reasonableness of solutions. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| STRAND | MP.2. | Models and represents mathematical problems. Students will analyze relationships in order to create mathematical models given a real-world situation or scenario. Conversely, students will describe situations or scenarios given a mathematical model. ReadyRosie Family Math Book That's Crazy! When Five is Big |
| STRAND | MP.3. | Communicates mathematical ideas effectively. Students will communicate mathematical ideas effectively and precisely. Students will critique the reasoning of others as well as provide mathematical justifications. Students will utilize appropriate communication approaches individually and collectively and through multiple methods, including writing, speaking, and listening. ReadyRosie Building a Fort Category Hunt |
| STRAND | MP.4. | Makes mathematical connections. Students will connect mathematical knowledge, ideas, and skills beyond the math classroom. This includes the connection of mathematical ideas to other topics within mathematics and to other content areas. Additionally, students will be able to describe the connection of mathematical knowledge and skills to their career interest as well as within authentic/real-world contexts. ReadyRosie Building a Fort |
| CONTENT STANDARD | NE.MA.3.1. | NUMBER: Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.3.1.1. | Numeric Relationships: Students will demonstrate, represent, and show relationships among whole numbers and simple fractions within the base-ten number system. |
| INDICATOR | MA.3.1.1.a. | Read, write and demonstrate multiple equivalent representations for numbers up to 100,000 using objects, visual representations, including standard form, word form, expanded form, and expanded notation. ReadyRosie Dollars and Dice Place Value Dice Thousand More |
| INDICATOR | MA.3.1.1.b. | Compare whole numbers through the hundred thousands and represent the comparisons using the symbols >, < or =. ReadyRosie Place Value Battle The Greater Number |
| INDICATOR | MA.3.1.1.c. | Round a whole number to the tens or hundreds place, using place value understanding or a visual representation. ReadyRosie Round Showdown The Greater Number |
| INDICATOR | MA.3.1.1.f. | Show and identify equivalent fractions using visual representations including pictures, manipulatives, and number lines. ReadyRosie Counting Fractions Shape Up! Sharing an Apple |
| INDICATOR | MA.3.1.1.g. | Find parts of a whole and parts of a set using visual representations. ReadyRosie Counting Fractions Shape Up! |
| INDICATOR | MA.3.1.1.h. | Explain and demonstrate how fractions ¼, ½, ¾ and a whole relate to time, measurement, and money, and demonstrate using visual representation. ReadyRosie Counting Fractions Shape Up! |
| INDICATOR | MA.3.1.1.i. | Compare and order fractions having the same numerators or denominators using visual representations, comparison symbols, and verbal reasoning. ReadyRosie Fractions on a Number Line |
| CONTENT STANDARD | NE.MA.3.1. | NUMBER: Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.3.1.2. | Operations: Students will demonstrate the meaning of multiplication and division with whole numbers and compute accurately. |
| INDICATOR | MA.3.1.2.a. | Add and subtract within 1,000 with or without regrouping. ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition The Answer Is Thousand More What's the Difference? |
| INDICATOR | MA.3.1.2.b. | Select and apply the appropriate methods of computation when solving one- and two- step addition and subtraction problems with four-digit whole numbers through the thousands (e.g., visual representations, mental computation, paper-pencil). ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition The Answer Is Thousand More What's the Difference? |
| INDICATOR | MA.3.1.2.c. | Use drawings, words, arrays, symbols, repeated addition, equal groups, and number lines to explain the meaning of multiplication. ReadyRosie I Spy Sums and Products Table Times |
| INDICATOR | MA.3.1.2.e. | Multiply one digit whole numbers by multiples of 10 in the range of 10 to 90. ReadyRosie Domino Division I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |
| INDICATOR | MA.3.1.2.f. | Use objects, drawings, arrays, words and symbols to explain the relationship between multiplication and division (e.g., if 3 x 4 = 12 then 12 ÷ 3 = 4). ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |
| INDICATOR | MA.3.1.2.h. | Determine the reasonableness of whole number sums and differences in real-world problems using estimation, compatible numbers, mental computations, or other strategies. ReadyRosie Can I Stump You? Family Math Book Input Output Let's Go to 100 Make One Up Restaurant Story Problems |
| CONTENT STANDARD | NE.MA.3.2. | ALGEBRA: Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.3.2.1. | Algebraic Relationships: Students will demonstrate, represent, and show relationships with expressions and equations. |
| INDICATOR | MA.3.2.1.b. | Interpret a multiplication equation as equal groups (e.g., interpret 4 × 6 as the total number of objects in four groups of six objects each). Represent verbal statements of equal groups as multiplication equations. ReadyRosie I Spy Sums and Products Table Times |
| CONTENT STANDARD | NE.MA.3.2. | ALGEBRA: Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.3.2.2. | Algebraic Processes: Student will apply the operational properties when multiplying and dividing. |
| INDICATOR | MA.3.2.2.a. | Apply the commutative, associative, and distributive properties as strategies to multiply and divide. ReadyRosie I Spy Sums and Products Multiplication War |
| INDICATOR | MA.3.2.2.b. | Solve one-step whole number equations involving addition, subtraction, multiplication, or division, including the use of a letter to represent the unknown quantity. ReadyRosie Math Mind Reading Parts Unknown |
| CONTENT STANDARD | NE.MA.3.3. | GEOMETRY: Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.3.3.1. | Characteristics: Students will identify and describe geometric characteristics and create two- and three-dimensional shapes. |
| INDICATOR | MA.3.3.1.c. | Draw lines to separate two-dimensional figures into equal areas, and express the area of each part as a unit fraction of the whole. ReadyRosie Counting Fractions Shape Up! |
| CONTENT STANDARD | NE.MA.3.3. | GEOMETRY: Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.3.3.3. | Measurement: Students will perform and compare measurements and apply formulas. |
| INDICATOR | MA.3.3.3.a. | Find the perimeter of polygons given the side lengths, and find an unknown side length. ReadyRosie Cracker Perimeter & Area |
| INDICATOR | MA.3.3.3.b. | Tell and write time to the minute using both analog and digital clocks. ReadyRosie Now is the Time |
| INDICATOR | MA.3.3.3.c. | Solve real-world problems involving addition and subtraction of time intervals and find elapsed time. ReadyRosie Now is the Time |
| INDICATOR | MA.3.3.3.d. | Identify and use the appropriate tools and units of measurement, both customary and metric, to solve real-world problems involving length, weight, mass, liquid volume, and capacity (within the same system and unit). ReadyRosie Cooking Estimation Double the Recipe Reading Recipes |
| INDICATOR | MA.3.3.3.e. | Estimate and measure length to the nearest half inch, quarter inch, and centimeter. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| INDICATOR | MA.3.3.3.f. | Use concrete and pictorial models to measure areas in square units by counting square units. ReadyRosie Cracker Perimeter & Area |
| INDICATOR | MA.3.3.3.g. | Find the area of a rectangle with whole-number side lengths by modeling with unit squares, and show that the area is the same as would be found by multiplying the side lengths. ReadyRosie Cracker Perimeter & Area |
| CONTENT STANDARD | NE.MA.3.4. | DATA: Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.3.4.1. | Representations: Students will create displays that represent data. |
| INDICATOR | MA.3.4.1.a. | Create scaled pictographs and scaled bar graphs to represent a data set—including data collected through observations, surveys, and experiments—with several categories. ReadyRosie Graphing Walking Goals |
| CONTENT STANDARD | NE.MA.3.4. | DATA: Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. |
| STRAND | MA.3.4.2. | Analysis & Applications: Students will analyze data to address the situation. |
| INDICATOR | MA.3.4.2.a. | Solve problems and make simple statements about quantity differences (e.g., how many more and how many less) using information represented in pictographs and bar graphs. ReadyRosie Graphing Walking Goals |
| Nebraska Core Academic Content Standards |
| Science |
| Grade: K - Adopted: 2017 |
| CONTENT STANDARD | NE.SC.K.7. | Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment |
| STRAND | SC.K.7.2. | Gather, analyze, and communicate evidence of interdependent relationships in ecosystems. |
| INDICATOR | SC.K.7.2.A. | Use observations to describe patterns of what plants and animals (including humans) need to survive. ReadyRosie Family Sensory Walk |
| INDICATOR | SC.K.7.2.C. | 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 |
| Nebraska Core Academic Content Standards |
| Science |
| Grade: 1 - Adopted: 2017 |
| CONTENT STANDARD | NE.SC.1.6. | Structure, Function, and Information Processing |
| STRAND | SC.1.6.2. | Gather, analyze, and communicate evidence to show the relationship between structure and function in living things. |
| INDICATOR | SC.1.6.2.D. | Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. ReadyRosie Family Sensory Walk |