Next Generation Science Standards (NGSS)
| Main Criteria: Wyoming Content and Performance Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Early Childhood Education, Language Arts, Mathematics, Science | ||
| Grades: K, 1, 2, 3 | ||
| Correlation Options: Show Correlated | ||
| Wyoming Content and Performance Standards |
| Language Arts |
| Grade: K - Adopted: 2012 |
| CONTENT STANDARD | WY.RL.K. | Reading Standards for Literature |
| BENCHMARK | Key Ideas and Details | |
| GRADE LEVEL EXAMPLE | RL.K.1. | With prompting and support, ask and answer questions about key details in a text. ReadyRosie Making Connections Read a Little, Think a Little |
| GRADE LEVEL EXAMPLE | RL.K.3. | With prompting and support, identify characters, settings, and major events in a story. ReadyRosie Feelings Charades Making Connections |
| CONTENT STANDARD | WY.RL.K. | Reading Standards for Literature |
| BENCHMARK | Craft and Structure | |
| GRADE LEVEL EXAMPLE | RL.K.4. | Ask and answer questions about unknown words in a text. ReadyRosie Feelings Charades |
| CONTENT STANDARD | WY.RL.K. | Reading Standards for Literature |
| BENCHMARK | Integration of Knowledge and Ideas | |
| GRADE LEVEL EXAMPLE | RL.K.7. | With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). ReadyRosie Wordless Picture Books |
| CONTENT STANDARD | WY.RL.K. | Reading Standards for Literature |
| BENCHMARK | Range of Reading and Level of Text Complexity | |
| GRADE LEVEL EXAMPLE | RL.K.10. | Actively engage in group reading activities with purpose and understanding. ReadyRosie I Read to You, You Read to Me Making Connections |
| CONTENT STANDARD | WY.RI.K. | Reading Standards for Informational Text |
| BENCHMARK | Key Ideas and Details | |
| GRADE LEVEL EXAMPLE | RI.K.1. | With prompting and support, ask and answer questions about key details in a text. ReadyRosie Book Cover Conversations Who Am I? |
| GRADE LEVEL EXAMPLE | RI.K.2. | With prompting and support, identify the main topic and retell key details of a text. ReadyRosie Book Cover Conversations Who Am I? |
| CONTENT STANDARD | WY.RI.K. | Reading Standards for Informational Text |
| BENCHMARK | Craft and Structure | |
| GRADE LEVEL EXAMPLE | RI.K.4. | With prompting and support, ask and answer questions about unknown words in a text. ReadyRosie Share Your Knowledge |
| CONTENT STANDARD | WY.RI.K. | Reading Standards for Informational Text |
| BENCHMARK | Integration of Knowledge and Ideas | |
| GRADE LEVEL EXAMPLE | RI.K.7. | With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). ReadyRosie Books I Like How Far Does It Fly? |
| GRADE LEVEL EXAMPLE | RI.K.8. | With prompting and support, identify the reasons an author gives to support points in a text. ReadyRosie Book Cover Conversations Who Am I? |
| CONTENT STANDARD | WY.RI.K. | Reading Standards for Informational Text |
| BENCHMARK | Range of Reading and Level of Text Complexity | |
| GRADE LEVEL EXAMPLE | RI.K.10. | Actively engage in group reading activities with purpose and understanding. ReadyRosie I Read to You, You Read to Me |
| CONTENT STANDARD | WY.RF.K. | Reading Standards: Foundational Skills |
| BENCHMARK | Print Concepts | |
| GRADE LEVEL EXAMPLE | RF.K.1. | Demonstrate understanding of the organization and basic features of print. |
| EXPECTATION | RF.K.1(a) | Follow words from left to right, top to bottom, and page by page. ReadyRosie Environmental Print |
| CONTENT STANDARD | WY.RF.K. | Reading Standards: Foundational Skills |
| BENCHMARK | Phonological Awareness | |
| GRADE LEVEL EXAMPLE | RF.K.2. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| EXPECTATION | RF.K.2(a) | Recognize and produce rhyming words. ReadyRosie Stinkle, Stinkle, Stittle Star |
| EXPECTATION | RF.K.2(b) | Count, pronounce, blend, and segment syllables in spoken words. ReadyRosie Super Hero Names |
| EXPECTATION | RF.K.2(d) | Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) ReadyRosie Stinkle, Stinkle, Stittle Star Super Hero Names |
| EXPECTATION | RF.K.2(e) | Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. ReadyRosie Stinkle, Stinkle, Stittle Star Super Hero Names |
| CONTENT STANDARD | WY.RF.K. | Reading Standards: Foundational Skills |
| BENCHMARK | Phonics and Word Recognition | |
| GRADE LEVEL EXAMPLE | RF.K.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| EXPECTATION | RF.K.3(a) | Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. ReadyRosie Super Hero Names You Know It! |
| EXPECTATION | RF.K.3(c) | Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). ReadyRosie Fishing for Words Where's That Word? You Know It! |
| EXPECTATION | RF.K.3(d) | Distinguish between similarly spelled words by identifying the sounds of the letters that differ. ReadyRosie Word Man You Know It! |
| CONTENT STANDARD | WY.RF.K. | Reading Standards: Foundational Skills |
| BENCHMARK | Fluency | |
| GRADE LEVEL EXAMPLE | RF.K.4. | Read emergent-reader texts with purpose and understanding. ReadyRosie Making Connections My Library List Read a Little, Think a Little Seeing the Story |
| CONTENT STANDARD | WY.W.K. | Writing Standards |
| BENCHMARK | Text Types and Purposes | |
| GRADE LEVEL EXAMPLE | W.K.2. | Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. ReadyRosie I Know All About Write About a Family Tradition Write a Favorite Family Recipe |
| GRADE LEVEL EXAMPLE | W.K.3. | Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. ReadyRosie A Memorable Story Story Train Write Me a Story |
| CONTENT STANDARD | WY.W.K. | Writing Standards |
| BENCHMARK | Production and Distribution of Writing | |
| GRADE LEVEL EXAMPLE | W.K.5. | With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. ReadyRosie I Know All About Write Me a Story |
| CONTENT STANDARD | WY.W.K. | Writing Standards |
| BENCHMARK | Research to Build and Present Knowledge | |
| GRADE LEVEL EXAMPLE | W.K.7. | Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). ReadyRosie Write Me a Story |
| CONTENT STANDARD | WY.SL.K. | Speaking and Listening Standards |
| BENCHMARK | Comprehension and Collaboration | |
| GRADE LEVEL EXAMPLE | SL.K.1. | Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. |
| EXPECTATION | SL.K.1(a) | Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). ReadyRosie A Memorable Story Conversation Starters I Know All About Simon Says Story Train Who's Coming to Dinner? |
| EXPECTATION | SL.K.1(b) | Continue a conversation through multiple exchanges. ReadyRosie A Memorable Story Conversation Starters I Know All About Simon Says Story Train Who's Coming to Dinner? |
| CONTENT STANDARD | WY.SL.K. | Speaking and Listening Standards |
| BENCHMARK | Comprehension and Collaboration | |
| GRADE LEVEL EXAMPLE | SL.K.2. | Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. ReadyRosie 20 Questions Draw A Memorable Story I Read to You, You Read to Me Making Connections Seeing the Story |
| GRADE LEVEL EXAMPLE | SL.K.3. | Ask and answer questions in order to seek help, get information, or clarify something that is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Story Train Who Am I? Who's Coming to Dinner? |
| CONTENT STANDARD | WY.SL.K. | Speaking and Listening Standards |
| BENCHMARK | Presentation of Knowledge and Ideas | |
| GRADE LEVEL EXAMPLE | SL.K.4. | Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. ReadyRosie 20 Questions Draw A Memorable Story Conversation Starters I Know All About Who's Coming to Dinner? |
| GRADE LEVEL EXAMPLE | SL.K.5. | Add drawings or other visual displays to descriptions as desired to provide additional detail. ReadyRosie 20 Questions Draw A Memorable Story Conversation Starters I Know All About Who's Coming to Dinner? |
| GRADE LEVEL EXAMPLE | SL.K.6. | Speak audibly and express thoughts, feelings, and ideas clearly. ReadyRosie Conversation Starters I Know All About Simon Says Who Am I? |
| CONTENT STANDARD | WY.L.K. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXAMPLE | L.K.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| EXPECTATION | L.K.1(a) | Print many upper- and lowercase letters. ReadyRosie Favorite People Place Cards |
| EXPECTATION | L.K.1(d) | Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Story Train Who Am I? Who's Coming to Dinner? |
| CONTENT STANDARD | WY.L.K. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXAMPLE | L.K.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| EXPECTATION | L.K.2(c) | Write a letter or letters for most consonant and short-vowel sounds (phonemes). ReadyRosie You Know It! |
| EXPECTATION | L.K.2(d) | Spell simple words phonetically, drawing on knowledge of sound-letter relationships. ReadyRosie Make a List Word Man Write a Letter |
| CONTENT STANDARD | WY.L.K. | Language Standards |
| BENCHMARK | Vocabulary Acquisition and Use | |
| GRADE LEVEL EXAMPLE | L.K.5. | With guidance and support from adults, explore word relationships and nuances in word meanings. |
| EXPECTATION | L.K.5(a) | Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. ReadyRosie Guess the Group |
| EXPECTATION | L.K.5(b) | Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). ReadyRosie Speedy Synonyms |
| CONTENT STANDARD | WY.L.K. | Language Standards |
| BENCHMARK | Vocabulary Acquisition and Use | |
| GRADE LEVEL EXAMPLE | L.K.6. | Use words and phrases acquired through conversations, reading and being read to, and responding to texts. ReadyRosie Family Sensory Walk Feelings Charades Share Your Knowledge |
| Wyoming Content and Performance Standards |
| Language Arts |
| Grade: 1 - Adopted: 2012 |
| CONTENT STANDARD | WY.RL.1. | Reading Standards for Literature |
| BENCHMARK | Key Ideas and Details | |
| GRADE LEVEL EXAMPLE | RL.1.1. | Ask and answer questions about key details in a text. ReadyRosie Preview & Predict Read a Little, Think a Little |
| GRADE LEVEL EXAMPLE | RL.1.2. | Retell stories, including key details, and demonstrate understanding of their central message or lesson. ReadyRosie Retelling the Fable |
| GRADE LEVEL EXAMPLE | RL.1.3. | Describe characters, settings, and major events in a story, using key details. ReadyRosie Character Connection Feelings Charades Inside Outside Traits |
| CONTENT STANDARD | WY.RL.1. | Reading Standards for Literature |
| BENCHMARK | Craft and Structure | |
| GRADE LEVEL EXAMPLE | RL.1.4. | Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. ReadyRosie Let's Look Closer Read a Little, Think a Little Seeing the Story What Was That For? |
| CONTENT STANDARD | WY.RL.1. | Reading Standards for Literature |
| BENCHMARK | Integration of Knowledge and Ideas | |
| GRADE LEVEL EXAMPLE | RL.1.7. | Use illustrations and details in a story to describe its characters, setting, or events. ReadyRosie Character Connection Feelings Charades Inside Outside Traits |
| CONTENT STANDARD | WY.RI.1. | Reading Standards for Informational Text |
| BENCHMARK | Key Ideas and Details | |
| GRADE LEVEL EXAMPLE | RI.1.1. | Ask and answer questions about key details in a text. ReadyRosie What Do You Want to Know? |
| GRADE LEVEL EXAMPLE | RI.1.2. | Identify the main topic and retell key details of a text. ReadyRosie What Do You Want to Know? |
| CONTENT STANDARD | WY.RI.1. | Reading Standards for Informational Text |
| BENCHMARK | Craft and Structure | |
| GRADE LEVEL EXAMPLE | RI.1.4. | Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. ReadyRosie Share Your Knowledge Wondering About Words |
| GRADE LEVEL EXAMPLE | RI.1.5. | Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. ReadyRosie Getting Into Information |
| GRADE LEVEL EXAMPLE | RI.1.6. | Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. ReadyRosie How Far Does It Fly? What Do You Want to Know? |
| CONTENT STANDARD | WY.RI.1. | Reading Standards for Informational Text |
| BENCHMARK | Integration of Knowledge and Ideas | |
| GRADE LEVEL EXAMPLE | RI.1.7. | Use the illustrations and details in a text to describe its key ideas. ReadyRosie How Far Does It Fly? What Do You Want to Know? |
| CONTENT STANDARD | WY.RF.1. | Reading Standards: Foundational Skills |
| BENCHMARK | Phonological Awareness | |
| GRADE LEVEL EXAMPLE | RF.1.2. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| EXPECTATION | RF.1.2(b) | Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. ReadyRosie Looking for Chunks Word Man |
| EXPECTATION | RF.1.2(c) | Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. ReadyRosie Begin with the End |
| CONTENT STANDARD | WY.RF.1. | Reading Standards: Foundational Skills |
| BENCHMARK | Phonics and Word Recognition | |
| GRADE LEVEL EXAMPLE | RF.1.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| EXPECTATION | RF.1.3(a) | Know the spelling-sound correspondences for common consonant digraphs. ReadyRosie Looking for Chunks Word Man |
| EXPECTATION | RF.1.3(b) | Decode regularly spelled one-syllable words. ReadyRosie Looking for Chunks Word Man You Know It! |
| EXPECTATION | RF.1.3(c) | Know final -e and common vowel team conventions for representing long vowel sounds. ReadyRosie Change One Letter |
| EXPECTATION | RF.1.3(d) | Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. ReadyRosie Rhyming Hand Game |
| EXPECTATION | RF.1.3(e) | Decode two-syllable words following basic patterns by breaking the words into syllables. ReadyRosie Looking for Chunks Rhyming Hand Game |
| EXPECTATION | RF.1.3(g) | Recognize and read grade-appropriate irregularly spelled words. ReadyRosie Fishing for Words Race You To the Top Thinking About Word Chunks Where's That Word? Word Man You Know It! |
| CONTENT STANDARD | WY.RF.1. | Reading Standards: Foundational Skills |
| BENCHMARK | Fluency | |
| GRADE LEVEL EXAMPLE | RF.1.4. | Read with sufficient accuracy and fluency to support comprehension. |
| EXPECTATION | RF.1.4(a) | Read on-level text with purpose and understanding. ReadyRosie Building a Fort I Read to You, You Read to Me My Library List Preview & Predict Read Like You Talk Read a Little, Think a Little Seeing the Story |
| EXPECTATION | RF.1.4(b) | Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Building a Fort |
| EXPECTATION | RF.1.4(c) | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie What Does It Mean? Wondering About Words |
| CONTENT STANDARD | WY.W.1. | Writing Standards |
| BENCHMARK | Text Types and Purposes | |
| GRADE LEVEL EXAMPLE | W.1.2. | Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. ReadyRosie I Love My Family Because... I'd Really Like Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| GRADE LEVEL EXAMPLE | W.1.3. | Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. ReadyRosie Remember The Story Story Train Write Around Write a Favorite Family Recipe |
| CONTENT STANDARD | WY.W.1. | Writing Standards |
| BENCHMARK | Production and Distribution of Writing | |
| GRADE LEVEL EXAMPLE | W.1.5. | With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. ReadyRosie Bake Sale/Lemonade Stand I'd Really Like Make a List Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| CONTENT STANDARD | WY.W.1. | Writing Standards |
| BENCHMARK | Research to Build and Present Knowledge | |
| GRADE LEVEL EXAMPLE | W.1.7. | Participate in shared research and writing projects (e.g., explore a number of ''how-to'' books on a given topic and use them to write a sequence of instructions). ReadyRosie Bake Sale/Lemonade Stand I'd Really Like |
| CONTENT STANDARD | WY.SL.1. | Speaking and Listening Standards |
| BENCHMARK | Comprehension and Collaboration | |
| GRADE LEVEL EXAMPLE | SL.1.1. | Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. |
| EXPECTATION | SL.1.1(a) | Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). ReadyRosie Conversation Starters I Love My Family Because... Making Playdough Together Noun Charades Simon Says Story Train Who's Coming to Dinner? |
| EXPECTATION | SL.1.1(b) | Build on others' talk in conversations by responding to the comments of others through multiple exchanges. ReadyRosie Conversation Starters I Love My Family Because... Making Playdough Together Noun Charades Simon Says Story Train Who's Coming to Dinner? |
| EXPECTATION | SL.1.1(c) | Ask questions to clear up any confusion about the topics and texts under discussion. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Story Train Who's Coming to Dinner? |
| CONTENT STANDARD | WY.SL.1. | Speaking and Listening Standards |
| BENCHMARK | Comprehension and Collaboration | |
| GRADE LEVEL EXAMPLE | SL.1.2. | Ask and answer questions about key details in a text read aloud or information presented orally or through other media. ReadyRosie 20 Questions Draw I Read to You, You Read to Me Seeing the Story |
| GRADE LEVEL EXAMPLE | SL.1.3. | Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance I Love My Family Because... Story Train Who's Coming to Dinner? |
| CONTENT STANDARD | WY.SL.1. | Speaking and Listening Standards |
| BENCHMARK | Presentation of Knowledge and Ideas | |
| GRADE LEVEL EXAMPLE | SL.1.4. | Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. ReadyRosie 20 Questions Draw Conversation Starters Describe It Simon Says Who's Coming to Dinner? |
| GRADE LEVEL EXAMPLE | SL.1.5. | Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. ReadyRosie 20 Questions Draw |
| GRADE LEVEL EXAMPLE | SL.1.6. | Produce complete sentences when appropriate to task and situation. ReadyRosie Simon Says Who's Coming to Dinner? |
| CONTENT STANDARD | WY.L.1. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXAMPLE | L.1.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| EXPECTATION | L.1.1(b) | Use common, proper, and possessive nouns. ReadyRosie Noun Charades Picture Talk |
| EXPECTATION | L.1.1(c) | Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). ReadyRosie Noun Charades Picture Talk |
| EXPECTATION | L.1.1(d) | Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). ReadyRosie Picture Talk |
| EXPECTATION | L.1.1(e) | Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). ReadyRosie Picture Talk |
| EXPECTATION | L.1.1(f) | Use frequently occurring adjectives. ReadyRosie Picture Talk |
| EXPECTATION | L.1.1(i) | Use frequently occurring prepositions (e.g., during, beyond, toward). ReadyRosie Picture Talk |
| EXPECTATION | L.1.1(j) | Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. ReadyRosie Picture Talk |
| CONTENT STANDARD | WY.L.1. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXAMPLE | L.1.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| EXPECTATION | L.1.2(a) | Capitalize dates and names of people. ReadyRosie Write a Letter |
| EXPECTATION | L.1.2(b) | Use end punctuation for sentences. ReadyRosie Write a Letter |
| EXPECTATION | L.1.2(d) | Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. ReadyRosie Change One Letter Make a List Race You To the Top Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| EXPECTATION | L.1.2(e) | Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. ReadyRosie Change One Letter Make a List Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| CONTENT STANDARD | WY.L.1. | Language Standards |
| BENCHMARK | Vocabulary Acquisition and Use | |
| GRADE LEVEL EXAMPLE | L.1.4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. |
| EXPECTATION | L.1.4(a) | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie What Does It Mean? Wondering About Words |
| CONTENT STANDARD | WY.L.1. | Language Standards |
| BENCHMARK | Vocabulary Acquisition and Use | |
| GRADE LEVEL EXAMPLE | L.1.5. | With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. |
| EXPECTATION | L.1.5(a) | Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. ReadyRosie Noun Charades Words to Chew On |
| EXPECTATION | L.1.5(b) | Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). ReadyRosie Noun Charades Words to Chew On |
| EXPECTATION | L.1.5(c) | Identify real-life connections between words and their use (e.g., note places at home that are cozy). ReadyRosie Million Dollar Words |
| EXPECTATION | L.1.5(d) | Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. ReadyRosie Million Dollar Words |
| Wyoming Content and Performance Standards |
| Language Arts |
| Grade: 2 - Adopted: 2012 |
| CONTENT STANDARD | WY.RL.2. | Reading Standards for Literature |
| BENCHMARK | Key Ideas and Details | |
| GRADE LEVEL EXAMPLE | RL.2.1. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ReadyRosie Can You See It? Pow Wow Crunch Read a Little, Think a Little Reading is Thinking |
| GRADE LEVEL EXAMPLE | RL.2.3. | Describe how characters in a story respond to major events and challenges. ReadyRosie Can You See It? Character Chat Character Comparison Feelings Charades Inside Outside Traits Summarizing the Story |
| CONTENT STANDARD | WY.RL.2. | Reading Standards for Literature |
| BENCHMARK | Craft and Structure | |
| GRADE LEVEL EXAMPLE | RL.2.4. | Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. ReadyRosie Poetry Tongue Twister Time |
| GRADE LEVEL EXAMPLE | RL.2.5. | Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. ReadyRosie Summarizing the Story |
| CONTENT STANDARD | WY.RL.2. | Reading Standards for Literature |
| BENCHMARK | Integration of Knowledge and Ideas | |
| GRADE LEVEL EXAMPLE | RL.2.7. | Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. ReadyRosie Can You See It? Character Chat Character Comparison Feelings Charades Inside Outside Traits Pow Wow Crunch Summarizing the Story |
| CONTENT STANDARD | WY.RL.2. | Reading Standards for Literature |
| BENCHMARK | Range of Reading and Level of Text Complexity | |
| GRADE LEVEL EXAMPLE | RL.2.10. | By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ReadyRosie Can You See It? My Turn, Your Turn Poetry Pow Wow Crunch Read a Little, Think a Little Reading Dialogue |
| CONTENT STANDARD | WY.RI.2. | Reading Standards for Informational Text |
| BENCHMARK | Key Ideas and Details | |
| GRADE LEVEL EXAMPLE | RI.2.1. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ReadyRosie What Do You Wonder? |
| GRADE LEVEL EXAMPLE | RI.2.3. | Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. ReadyRosie How Far Does It Fly? What Do You Wonder? |
| CONTENT STANDARD | WY.RI.2. | Reading Standards for Informational Text |
| BENCHMARK | Craft and Structure | |
| GRADE LEVEL EXAMPLE | RI.2.4. | Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. ReadyRosie Share Your Knowledge Wondering About Words |
| GRADE LEVEL EXAMPLE | RI.2.5. | Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. ReadyRosie Comprehension Clues Finding Information |
| GRADE LEVEL EXAMPLE | RI.2.6. | Identify the main purpose of a text, including what the author wants to answer, explain, or describe. ReadyRosie Random, Bizarre Facts What Do You Wonder? |
| CONTENT STANDARD | WY.RI.2. | Reading Standards for Informational Text |
| BENCHMARK | Integration of Knowledge and Ideas | |
| GRADE LEVEL EXAMPLE | RI.2.7. | Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. ReadyRosie How Far Does It Fly? |
| CONTENT STANDARD | WY.RI.2. | Reading Standards for Informational Text |
| BENCHMARK | Range of Reading and Level of Text Complexity | |
| GRADE LEVEL EXAMPLE | RI.2.10. | By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ReadyRosie How Far Does It Fly? Random, Bizarre Facts What Do You Wonder? |
| CONTENT STANDARD | WY.RF.2. | Reading Standards: Foundational Skills |
| BENCHMARK | Phonics and Word Recognition | |
| GRADE LEVEL EXAMPLE | RF.2.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| EXPECTATION | RF.2.3(b) | Know spelling-sound correspondences for additional common vowel teams. ReadyRosie Shopping for Syllables Thinking About Word Chunks |
| EXPECTATION | RF.2.3(c) | Decode regularly spelled two-syllable words with long vowels. ReadyRosie Rhyming Hand Game |
| EXPECTATION | RF.2.3(d) | Decode words with common prefixes and suffixes. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| EXPECTATION | RF.2.3(e) | Identify words with inconsistent but common spelling-sound correspondences. ReadyRosie Thinking About Word Chunks |
| EXPECTATION | RF.2.3(f) | Recognize and read grade-appropriate irregularly spelled words. ReadyRosie Race You To the Top Thinking About Word Chunks |
| CONTENT STANDARD | WY.RF.2. | Reading Standards: Foundational Skills |
| BENCHMARK | Fluency | |
| GRADE LEVEL EXAMPLE | RF.2.4. | Read with sufficient accuracy and fluency to support comprehension. |
| EXPECTATION | RF.2.4(a) | Read on-level text with purpose and understanding. ReadyRosie Building a Fort Can You See It? I Read to You, You Read to Me My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue What Do You Wonder? |
| EXPECTATION | RF.2.4(b) | Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Building a Fort Reading Dialogue |
| EXPECTATION | RF.2.4(c) | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Wondering About Words |
| CONTENT STANDARD | WY.W.2. | Writing Standards |
| BENCHMARK | Text Types and Purposes | |
| GRADE LEVEL EXAMPLE | W.2.2. | Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. ReadyRosie I'd Really Like Make a Neighborhood Map Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| GRADE LEVEL EXAMPLE | W.2.3. | Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. ReadyRosie Make a Neighborhood Map Sketching the Story Story Train Write Around |
| CONTENT STANDARD | WY.W.2. | Writing Standards |
| BENCHMARK | Production and Distribution of Writing | |
| GRADE LEVEL EXAMPLE | W.2.5. | With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. ReadyRosie I'd Really Like Make a Neighborhood Map Please Can I? Take a Stand Tell Me How Write About a Family Tradition |
| CONTENT STANDARD | WY.W.2. | Writing Standards |
| BENCHMARK | Research to Build and Present Knowledge | |
| GRADE LEVEL EXAMPLE | W.2.7. | Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). ReadyRosie I'd Really Like Make a Neighborhood Map |
| GRADE LEVEL EXAMPLE | W.2.8. | Recall information from experiences or gather information from provided sources to answer a question. ReadyRosie Make a Neighborhood Map |
| CONTENT STANDARD | WY.SL.2. | Speaking and Listening Standards |
| BENCHMARK | Comprehension and Collaboration | |
| GRADE LEVEL EXAMPLE | SL.2.1. | Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. |
| EXPECTATION | SL.2.1(a) | Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). ReadyRosie Conversation Starters I Love My Family Because... Noun Charades Simon Says Story Train Take a Stand What Do You Wonder? Who's Coming to Dinner? |
| EXPECTATION | SL.2.1(b) | Build on others' talk in conversations by linking their comments to the remarks of others. ReadyRosie Conversation Starters I Love My Family Because... Noun Charades Simon Says Story Train Take a Stand What Do You Wonder? Who's Coming to Dinner? |
| EXPECTATION | SL.2.1(c) | Ask for clarification and further explanation as needed about the topics and texts under discussion. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance I Love My Family Because... I Read to You, You Read to Me My Turn, Your Turn Noun Charades Simon Says Story Train Take a Stand What Do You Wonder? Who's Coming to Dinner? |
| CONTENT STANDARD | WY.SL.2. | Speaking and Listening Standards |
| BENCHMARK | Comprehension and Collaboration | |
| GRADE LEVEL EXAMPLE | SL.2.2. | Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. ReadyRosie 20 Questions Draw I Read to You, You Read to Me My Turn, Your Turn Random, Bizarre Facts |
| GRADE LEVEL EXAMPLE | SL.2.3. | Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance I Love My Family Because... Story Train What Do You Wonder? Who's Coming to Dinner? |
| CONTENT STANDARD | WY.SL.2. | Speaking and Listening Standards |
| BENCHMARK | Presentation of Knowledge and Ideas | |
| GRADE LEVEL EXAMPLE | SL.2.4. | Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. ReadyRosie 20 Questions Draw Who's Coming to Dinner? |
| GRADE LEVEL EXAMPLE | SL.2.6. | Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. ReadyRosie Simon Says Take a Stand Who's Coming to Dinner? |
| CONTENT STANDARD | WY.L.2. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXAMPLE | L.2.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| EXPECTATION | L.2.1(a) | Use collective nouns (e.g., group). ReadyRosie Noun Charades |
| EXPECTATION | L.2.1(b) | Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). ReadyRosie Noun Charades |
| EXPECTATION | L.2.1(e) | Use adjectives and adverbs, and choose between them depending on what is to be modified. ReadyRosie Acrostic Poem Picture Talk |
| EXPECTATION | L.2.1(f) | Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). ReadyRosie Hidden Messages Simon Says Who's Coming to Dinner? |
| CONTENT STANDARD | WY.L.2. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXAMPLE | L.2.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| EXPECTATION | L.2.2(b) | Use commas in greetings and closings of letters. ReadyRosie Hidden Messages Write a Thank You Note Write to the Tooth Fairy |
| EXPECTATION | L.2.2(d) | Generalize learned spelling patterns when writing words (e.g., cage-->badge; boy-->boil). ReadyRosie Change One Letter Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| CONTENT STANDARD | WY.L.2. | Language Standards |
| BENCHMARK | Knowledge of Language | |
| GRADE LEVEL EXAMPLE | L.2.3. | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| EXPECTATION | L.2.3(a) | Compare formal and informal uses of English. ReadyRosie Share Your Knowledge |
| CONTENT STANDARD | WY.L.2. | Language Standards |
| BENCHMARK | Vocabulary Acquisition and Use | |
| GRADE LEVEL EXAMPLE | L.2.4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. |
| EXPECTATION | L.2.4(a) | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Wondering About Words |
| EXPECTATION | L.2.4(b) | Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| EXPECTATION | L.2.4(c) | Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). ReadyRosie Digging Into Roots |
| EXPECTATION | L.2.4(e) | Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. ReadyRosie Comprehension Clues Finding Information |
| CONTENT STANDARD | WY.L.2. | Language Standards |
| BENCHMARK | Vocabulary Acquisition and Use | |
| GRADE LEVEL EXAMPLE | L.2.5. | Demonstrate understanding of word relationships and nuances in word meanings. |
| EXPECTATION | L.2.5(a) | Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). ReadyRosie Category Competition Million Dollar Words |
| EXPECTATION | L.2.5(b) | Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). ReadyRosie Category Competition Million Dollar Words |
| CONTENT STANDARD | WY.L.2. | Language Standards |
| BENCHMARK | Vocabulary Acquisition and Use | |
| GRADE LEVEL EXAMPLE | L.2.6. | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). ReadyRosie 20 Questions Draw Conversation Starters Describe It Who's Coming to Dinner? |
| Wyoming Content and Performance Standards |
| Language Arts |
| Grade: 3 - Adopted: 2012 |
| CONTENT STANDARD | WY.RL.3. | Reading Standards for Literature |
| BENCHMARK | Key Ideas and Details | |
| GRADE LEVEL EXAMPLE | RL.3.1. | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ReadyRosie It's All In Your Head Pow Wow Crunch Read a Little, Think a Little Talking About Books |
| GRADE LEVEL EXAMPLE | RL.3.2. | Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. ReadyRosie Sequence and Summarize Talking About Books |
| GRADE LEVEL EXAMPLE | RL.3.3. | Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. ReadyRosie Character Chat Feelings Charades Inside Outside Traits Talking About Books |
| CONTENT STANDARD | WY.RL.3. | Reading Standards for Literature |
| BENCHMARK | Craft and Structure | |
| GRADE LEVEL EXAMPLE | RL.3.4. | Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. ReadyRosie Let's Look Closer Talking About Books |
| GRADE LEVEL EXAMPLE | RL.3.5. | Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. ReadyRosie Poetry Pow Wow Crunch Talking About Books |
| CONTENT STANDARD | WY.RL.3. | Reading Standards for Literature |
| BENCHMARK | Integration of Knowledge and Ideas | |
| GRADE LEVEL EXAMPLE | RL.3.7. | Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). ReadyRosie Pow Wow Crunch |
| CONTENT STANDARD | WY.RL.3. | Reading Standards for Literature |
| BENCHMARK | Range of Reading and Level of Text Complexity | |
| GRADE LEVEL EXAMPLE | RL.3.10. | By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. ReadyRosie It's All In Your Head My Turn, Your Turn Poetry Pow Wow Crunch Read a Little, Think a Little Reading Dialogue |
| CONTENT STANDARD | WY.RI.3. | Reading Standards for Informational Text |
| BENCHMARK | Key Ideas and Details | |
| GRADE LEVEL EXAMPLE | RI.3.3. | Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. ReadyRosie Double the Recipe How Far Does It Fly? |
| CONTENT STANDARD | WY.RI.3. | Reading Standards for Informational Text |
| BENCHMARK | Craft and Structure | |
| GRADE LEVEL EXAMPLE | RI.3.4. | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. ReadyRosie Share Your Knowledge Wondering About Words |
| GRADE LEVEL EXAMPLE | RI.3.5. | Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. ReadyRosie Comprehension Clues |
| CONTENT STANDARD | WY.RI.3. | Reading Standards for Informational Text |
| BENCHMARK | Integration of Knowledge and Ideas | |
| GRADE LEVEL EXAMPLE | RI.3.7. | Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). ReadyRosie How Far Does It Fly? |
| CONTENT STANDARD | WY.RI.3. | Reading Standards for Informational Text |
| BENCHMARK | Range of Reading and Level of Text Complexity | |
| GRADE LEVEL EXAMPLE | RI.3.10. | By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently. ReadyRosie Double the Recipe How Far Does It Fly? |
| CONTENT STANDARD | WY.RF.3. | Reading Standards: Foundational Skills |
| BENCHMARK | Phonics and Word Recognition | |
| GRADE LEVEL EXAMPLE | RF.3.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| EXPECTATION | RF.3.3(a) | Identify and know the meaning of the most common prefixes and derivational suffixes. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| EXPECTATION | RF.3.3(b) | Decode words with common Latin suffixes. ReadyRosie Shopping for Syllables Understanding Big Words |
| EXPECTATION | RF.3.3(d) | Read grade-appropriate irregularly spelled words. ReadyRosie Race You To the Top Thinking About Word Chunks |
| CONTENT STANDARD | WY.RF.3. | Reading Standards: Foundational Skills |
| BENCHMARK | Fluency | |
| GRADE LEVEL EXAMPLE | RF.3.4. | Read with sufficient accuracy and fluency to support comprehension. |
| EXPECTATION | RF.3.4(a) | Read on-level text with purpose and understanding. ReadyRosie Building a Fort It's All In Your Head My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue |
| EXPECTATION | RF.3.4(b) | Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings ReadyRosie Poetry Pow Wow Crunch |
| EXPECTATION | RF.3.4(c) | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Wondering About Words Word Detective |
| CONTENT STANDARD | WY.W.3. | Writing Standards |
| BENCHMARK | Text Types and Purposes | |
| GRADE LEVEL EXAMPLE | W.3.2. | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| EXPECTATION | W.3.2(a) | Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. ReadyRosie Make a Neighborhood Map Write About a Family Tradition |
| EXPECTATION | W.3.2(b) | Develop the topic with facts, definitions, and details. ReadyRosie Make a Neighborhood Map Write About a Family Tradition Write a Favorite Family Recipe |
| EXPECTATION | W.3.2(d) | Provide a concluding statement or section. ReadyRosie Write About a Family Tradition Write a Favorite Family Recipe |
| CONTENT STANDARD | WY.W.3. | Writing Standards |
| BENCHMARK | Text Types and Purposes | |
| GRADE LEVEL EXAMPLE | W.3.3. | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
| EXPECTATION | W.3.3(a) | Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. ReadyRosie A Really Good Story Make a Neighborhood Map Story Train Write Around |
| EXPECTATION | W.3.3(b) | Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. ReadyRosie A Really Good Story Family Poem Story Train Write Around |
| EXPECTATION | W.3.3(c) | Use temporal words and phrases to signal event order. ReadyRosie Story Train Write Around |
| EXPECTATION | W.3.3(d) | Provide a sense of closure. ReadyRosie Write Around |
| CONTENT STANDARD | WY.W.3. | Writing Standards |
| BENCHMARK | Production and Distribution of Writing | |
| GRADE LEVEL EXAMPLE | W.3.4. | With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.) ReadyRosie I Love My Family Because... Make a Neighborhood Map Story Train Write About a Family Tradition Write Around Write a Favorite Family Recipe |
| GRADE LEVEL EXAMPLE | W.3.5. | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. ReadyRosie A Really Good Story Write a Favorite Family Recipe |
| CONTENT STANDARD | WY.W.3. | Writing Standards |
| BENCHMARK | Research to Build and Present Knowledge | |
| GRADE LEVEL EXAMPLE | W.3.7. | Conduct short research projects that build knowledge about a topic. ReadyRosie Make a Neighborhood Map |
| GRADE LEVEL EXAMPLE | W.3.8. | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. ReadyRosie Make a Neighborhood Map |
| CONTENT STANDARD | WY.W.3. | Writing Standards |
| BENCHMARK | Range of Writing | |
| GRADE LEVEL EXAMPLE | W.3.10. | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. ReadyRosie Make a Neighborhood Map |
| CONTENT STANDARD | WY.SL.3. | Speaking and Listening Standards |
| BENCHMARK | Comprehension and Collaboration | |
| GRADE LEVEL EXAMPLE | SL.3.1. | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. |
| EXPECTATION | SL.3.1(a) | Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. ReadyRosie Conversation Starters I Love My Family Because... Noun Charades Simon Says Story Train Take a Stand Who's Coming to Dinner? |
| EXPECTATION | SL.3.1(b) | Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). ReadyRosie Conversation Starters I Love My Family Because... Noun Charades Simon Says Story Train Take a Stand Who's Coming to Dinner? |
| EXPECTATION | SL.3.1(c) | Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance I Love My Family Because... Noun Charades Simon Says Story Train Take a Stand Who's Coming to Dinner? |
| EXPECTATION | SL.3.1(d) | Explain their own ideas and understanding in light of the discussion. ReadyRosie Conversation Starters I Love My Family Because... Noun Charades Simon Says Story Train Take a Stand Who's Coming to Dinner? |
| CONTENT STANDARD | WY.SL.3. | Speaking and Listening Standards |
| BENCHMARK | Comprehension and Collaboration | |
| GRADE LEVEL EXAMPLE | SL.3.2. | Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. ReadyRosie 20 Questions Draw My Turn, Your Turn Random, Bizarre Facts |
| GRADE LEVEL EXAMPLE | SL.3.3. | Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance I Love My Family Because... Story Train Who's Coming to Dinner? |
| CONTENT STANDARD | WY.SL.3. | Speaking and Listening Standards |
| BENCHMARK | Presentation of Knowledge and Ideas | |
| GRADE LEVEL EXAMPLE | SL.3.4. | Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. ReadyRosie 20 Questions Draw Share Your Knowledge Who's Coming to Dinner? |
| GRADE LEVEL EXAMPLE | SL.3.6. | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. ReadyRosie Simon Says Take a Stand Who's Coming to Dinner? |
| CONTENT STANDARD | WY.L.3. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXAMPLE | L.3.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| EXPECTATION | L.3.1(a) | Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. ReadyRosie Acrostic Poem Noun Charades |
| EXPECTATION | L.3.1(b) | Form and use regular and irregular plural nouns. ReadyRosie Noun Charades |
| EXPECTATION | L.3.1(c) | Use abstract nouns (e.g., childhood). ReadyRosie Noun Charades |
| EXPECTATION | L.3.1(g) | Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. ReadyRosie Category Competition Million Dollar Words |
| CONTENT STANDARD | WY.L.3. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXAMPLE | L.3.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| EXPECTATION | L.3.2(c) | Use commas and quotation marks in dialogue. ReadyRosie Write Around |
| EXPECTATION | L.3.2(e) | Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). ReadyRosie Change One Letter Shopping for Syllables Spelling Pattern Game Thinking About Word Chunks Understanding Big Words Word Challenge Write a Letter |
| EXPECTATION | L.3.2(f) | Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. ReadyRosie Change One Letter Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| CONTENT STANDARD | WY.L.3. | Language Standards |
| BENCHMARK | Knowledge of Language | |
| GRADE LEVEL EXAMPLE | L.3.3. | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| EXPECTATION | L.3.3(a) | Choose words and phrases for effect. ReadyRosie Acrostic Poem Million Dollar Words Noun Charades |
| CONTENT STANDARD | WY.L.3. | Language Standards |
| BENCHMARK | Vocabulary Acquisition and Use | |
| GRADE LEVEL EXAMPLE | L.3.4. | Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. |
| EXPECTATION | L.3.4(a) | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Wondering About Words Word Detective |
| EXPECTATION | L.3.4(b) | Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| EXPECTATION | L.3.4(c) | Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). ReadyRosie Digging Into Roots |
| EXPECTATION | L.3.4(d) | Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. ReadyRosie Comprehension Clues |
| CONTENT STANDARD | WY.L.3. | Language Standards |
| BENCHMARK | Vocabulary Acquisition and Use | |
| GRADE LEVEL EXAMPLE | L.3.5. | Demonstrate understanding of word relationships and nuances in word meanings. |
| EXPECTATION | L.3.5(a) | Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). ReadyRosie Let's Look Closer Wondering About Words Word Detective |
| EXPECTATION | L.3.5(b) | Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). ReadyRosie Category Competition Million Dollar Words |
| EXPECTATION | L.3.5(c) | Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). ReadyRosie Category Competition Million Dollar Words |
| CONTENT STANDARD | WY.L.3. | Language Standards |
| BENCHMARK | Vocabulary Acquisition and Use | |
| GRADE LEVEL EXAMPLE | L.3.6. | Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). ReadyRosie Category Competition Feelings Charades Million Dollar Words Noun Charades Share Your Knowledge Wondering About Words |
| Wyoming Content and Performance Standards |
| Mathematics |
| Grade: K - Adopted: 2012 |
| CONTENT STANDARD | WY.MP. | Mathematical Practices |
| BENCHMARK | MP-1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort |
| BENCHMARK | MP-3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort More or Less Salty Numbers |
| BENCHMARK | MP-4. | Model with mathematics. ReadyRosie When Five is Big |
| CONTENT STANDARD | WY.CC.K. | Counting and Cardinality |
| BENCHMARK | Know number names and the count sequence. | |
| GRADE LEVEL EXAMPLE | CC.K.1. | Count to 100 by ones and by tens. ReadyRosie Salty Numbers Ten in a Row What Am I Counting? What Comes Next? |
| GRADE LEVEL EXAMPLE | CC.K.2. | Count forward beginning from a given number within the known sequence (instead of having to begin at 1). ReadyRosie Salty Numbers Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |
| GRADE LEVEL EXAMPLE | CC.K.3. | Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). ReadyRosie Numbers on My Back Sneaky Math Note |
| CONTENT STANDARD | WY.CC.K. | Counting and Cardinality |
| BENCHMARK | Count to tell the number of objects. | |
| GRADE LEVEL EXAMPLE | CC.K.4. | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| EXPECTATION | CC.K.4(a) | When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. ReadyRosie Car Race In Ten Seconds Pairs of Socks Sneaky Math Note Spill the Beans The Biggest Number What Am I Counting? |
| EXPECTATION | CC.K.4(b) | Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. ReadyRosie Car Race In Ten Seconds Pairs of Socks Sneaky Math Note Spill the Beans The Biggest Number What Am I Counting? |
| EXPECTATION | CC.K.4(c) | Understand that each successive number name refers to a quantity that is one larger. ReadyRosie Salty Numbers Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |
| CONTENT STANDARD | WY.CC.K. | Counting and Cardinality |
| BENCHMARK | Count to tell the number of objects. | |
| GRADE LEVEL EXAMPLE | CC.K.5. | Count to answer ''how many?'' questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. ReadyRosie Car Race In Ten Seconds Sneaky Math Note Spill the Beans The Biggest Number |
| CONTENT STANDARD | WY.CC.K. | Counting and Cardinality |
| BENCHMARK | Compare numbers. | |
| GRADE LEVEL EXAMPLE | CC.K.6. | Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. ReadyRosie In Ten Seconds More or Less The Biggest Number |
| GRADE LEVEL EXAMPLE | CC.K.7. | Compare two numbers between 1 and 10 presented as written numerals. ReadyRosie Ten in a Row |
| CONTENT STANDARD | WY.OA.K. | Operations and Algebraic Thinking |
| BENCHMARK | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. | |
| GRADE LEVEL EXAMPLE | OA.K.1. | Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. ReadyRosie Car Race Finish My Set Fishing for Tens Putting Away Dishes |
| GRADE LEVEL EXAMPLE | OA.K.2. | Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. ReadyRosie Bedtime Math Story Car Race Finish My Set Fishing for Tens Putting Away Dishes Restaurant Story Problems Spill the Beans |
| GRADE LEVEL EXAMPLE | OA.K.3. | Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). ReadyRosie Fishing for Tens Give Me Five Sneaky Math Note What's Left? |
| GRADE LEVEL EXAMPLE | OA.K.4. | For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. ReadyRosie Fishing for Tens Give Me Five Sneaky Math Note What's Left? |
| GRADE LEVEL EXAMPLE | OA.K.5. | Fluently add and subtract within 5. ReadyRosie Car Race Math Fact Memory Spill the Beans |
| CONTENT STANDARD | WY.NBT.K. | Number and Operations in Base Ten |
| BENCHMARK | Work with numbers 11-19 to gain foundations for place value. | |
| GRADE LEVEL EXAMPLE | NBT.K.1. | Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. ReadyRosie Fishing for Tens Give Me Five Sneaky Math Note What's Left? |
| CONTENT STANDARD | WY.MD.K. | Measurement and Data |
| BENCHMARK | Describe and compare measurable attributes. | |
| GRADE LEVEL EXAMPLE | MD.K.1. | Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. ReadyRosie Blow Your House Down! Measurable Me |
| GRADE LEVEL EXAMPLE | MD.K.2. | Directly compare two objects with a measurable attribute in common, to see which object has ''more of''/''less of'' the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. ReadyRosie Blow Your House Down! Guess and Measure How Far Does It Fly? Measurable Me Measure your Steps Ramp Car Racing |
| CONTENT STANDARD | WY.MD.K. | Measurement and Data |
| BENCHMARK | Classify objects and count the number of objects in each category. | |
| GRADE LEVEL EXAMPLE | MD.K.3. | Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. ReadyRosie I Spy a Coin Toy Organization |
| CONTENT STANDARD | WY.G.K. | Geometry |
| BENCHMARK | Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). | |
| GRADE LEVEL EXAMPLE | G.K.1. | Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. ReadyRosie Is it a Triangle? |
| GRADE LEVEL EXAMPLE | G.K.2. | Correctly name shapes regardless of their orientations or overall size. ReadyRosie Canned Snack Fractions |
| CONTENT STANDARD | WY.G.K. | Geometry |
| BENCHMARK | Analyze, compare, create, and compose shapes. | |
| GRADE LEVEL EXAMPLE | G.K.4. | Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/''corners'') and other attributes (e.g., having sides of equal length). ReadyRosie Canned Snack Fractions |
| GRADE LEVEL EXAMPLE | G.K.5. | Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. ReadyRosie Is it a Triangle? |
| GRADE LEVEL EXAMPLE | G.K.6. | Compose simple shapes to form larger shapes. For example, ''Can you join these two triangles with full sides touching to make a rectangle?'' ReadyRosie Is it a Triangle? |
| Wyoming Content and Performance Standards |
| Mathematics |
| Grade: 1 - Adopted: 2012 |
| CONTENT STANDARD | WY.MP. | Mathematical Practices |
| BENCHMARK | MP-1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort |
| BENCHMARK | MP-3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort |
| BENCHMARK | MP-4. | Model with mathematics. ReadyRosie When Five is Big |
| CONTENT STANDARD | WY.OA.1. | Operations and Algebraic Thinking |
| BENCHMARK | Represent and solve problems involving addition and subtraction. | |
| GRADE LEVEL EXAMPLE | OA.1.1. | Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. ReadyRosie Bedtime Math Story Domino Subtraction Fishing for Tens Input Output Restaurant Story Problems Spill the Beans The Final Price Is... |
| GRADE LEVEL EXAMPLE | OA.1.2. | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. ReadyRosie Restaurant Story Problems Ten Scoops The Final Price Is... |
| CONTENT STANDARD | WY.OA.1. | Operations and Algebraic Thinking |
| BENCHMARK | Understand and apply properties of operations and the relationship between addition and subtraction. | |
| GRADE LEVEL EXAMPLE | OA.1.4. | Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. ReadyRosie Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Math Fact Memory Spill the Beans Ten Dimes Ten Scoops |
| CONTENT STANDARD | WY.OA.1. | Operations and Algebraic Thinking |
| BENCHMARK | Add and subtract within 20. | |
| GRADE LEVEL EXAMPLE | OA.1.5. | Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). ReadyRosie Domino Addition I Can Make You Say 21 |
| GRADE LEVEL EXAMPLE | OA.1.6. | Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). ReadyRosie Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Math Fact Memory Spill the Beans Ten Scoops |
| CONTENT STANDARD | WY.OA.1. | Operations and Algebraic Thinking |
| BENCHMARK | Work with addition and subtraction equations. | |
| GRADE LEVEL EXAMPLE | OA.1.8. | Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. ReadyRosie Where Did I Start? |
| CONTENT STANDARD | WY.NBT.1. | Number and Operations in Base Ten |
| BENCHMARK | Extend the counting sequence. | |
| GRADE LEVEL EXAMPLE | NBT.1.1. | Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. ReadyRosie I Can Make You Say 21 Sneaky Math Note Ten in a Row |
| CONTENT STANDARD | WY.NBT.1. | Number and Operations in Base Ten |
| BENCHMARK | Understand place value. | |
| GRADE LEVEL EXAMPLE | NBT.1.2. | Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: |
| EXPECTATION | NBT.1.2(a) | 10 can be thought of as a bundle of ten ones -- called a ''ten.'' ReadyRosie How Many Tens in 50? Stacking Pennies Ten Dimes |
| EXPECTATION | NBT.1.2(b) | The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. ReadyRosie How Many Tens in 50? Stacking Pennies Ten Dimes |
| EXPECTATION | NBT.1.2(c) | The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). ReadyRosie How Many Tens in 50? Stacking Pennies Ten Dimes |
| CONTENT STANDARD | WY.NBT.1. | Number and Operations in Base Ten |
| BENCHMARK | Understand place value. | |
| GRADE LEVEL EXAMPLE | NBT.1.3. | Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. ReadyRosie Greater Than I'm Thinking of a Number Ten in a Row |
| CONTENT STANDARD | WY.NBT.1. | Number and Operations in Base Ten |
| BENCHMARK | Use place value understanding and properties of operations to add and subtract. | |
| GRADE LEVEL EXAMPLE | NBT.1.4. | Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. ReadyRosie Broken Calculator Keys Car Race Fishing for Tens Ten Dimes |
| GRADE LEVEL EXAMPLE | NBT.1.5. | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. ReadyRosie Ten More |
| GRADE LEVEL EXAMPLE | NBT.1.6. | Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. ReadyRosie Ten More |
| CONTENT STANDARD | WY.MD.1. | Measurement and Data |
| BENCHMARK | Measure lengths indirectly and by iterating length units. | |
| GRADE LEVEL EXAMPLE | MD.1.1. | Order three objects by length; compare the lengths of two objects indirectly by using a third object. ReadyRosie How Far Does It Fly? Measurable Me Measure your Steps Ramp Car Racing |
| GRADE LEVEL EXAMPLE | MD.1.2. | Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. ReadyRosie Measure your Steps |
| CONTENT STANDARD | WY.MD.1. | Measurement and Data |
| BENCHMARK | Tell and write time. | |
| GRADE LEVEL EXAMPLE | MD.1.3. | Tell and write time in hours and half-hours using analog and digital clocks. ReadyRosie Body Clock |
| CONTENT STANDARD | WY.G.1. | Geometry |
| BENCHMARK | Reason with shapes and their attributes. | |
| GRADE LEVEL EXAMPLE | G.1.1. | Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size) ; build and draw shapes to possess defining attributes. ReadyRosie Paper Airplane Geometry |
| GRADE LEVEL EXAMPLE | G.1.2. | Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. ReadyRosie Paper Airplane Geometry |
| GRADE LEVEL EXAMPLE | G.1.3. | Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. ReadyRosie Folding Napkins Making Playdough Together |
| Wyoming Content and Performance Standards |
| Mathematics |
| Grade: 2 - Adopted: 2012 |
| CONTENT STANDARD | WY.MP. | Mathematical Practices |
| BENCHMARK | MP-1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort |
| BENCHMARK | MP-3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort |
| BENCHMARK | MP-4. | Model with mathematics. ReadyRosie Is it Reasonable? When Five is Big |
| CONTENT STANDARD | WY.OA.2. | Operations and Algebraic Thinking |
| BENCHMARK | Represent and solve problems involving addition and subtraction. | |
| GRADE LEVEL EXAMPLE | OA.2.1. | Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. ReadyRosie Input Output Restaurant Story Problems |
| CONTENT STANDARD | WY.OA.2. | Operations and Algebraic Thinking |
| BENCHMARK | Add and subtract within 20. | |
| GRADE LEVEL EXAMPLE | OA.2.2. | Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. ReadyRosie Can you Make 21? Subtraction War |
| CONTENT STANDARD | WY.OA.2. | Operations and Algebraic Thinking |
| BENCHMARK | Work with equal groups of objects to gain foundations for multiplication. | |
| GRADE LEVEL EXAMPLE | OA.2.3. | Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. ReadyRosie Even or Odd? |
| GRADE LEVEL EXAMPLE | OA.2.4. | Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. ReadyRosie An Array of Brownies Table Times |
| CONTENT STANDARD | WY.NBT.2. | Number and Operations in Base Ten |
| BENCHMARK | Understand place value. | |
| GRADE LEVEL EXAMPLE | NBT.2.1. | Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: |
| EXPECTATION | NBT.2.1(a) | 100 can be thought of as a bundle of ten tens -- called a ''hundred.'' ReadyRosie All About My Number How Much to 1,000? Less Than |
| EXPECTATION | NBT.2.1(b) | The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). ReadyRosie All About My Number How Much to 1,000? Less Than |
| CONTENT STANDARD | WY.NBT.2. | Number and Operations in Base Ten |
| BENCHMARK | Understand place value. | |
| GRADE LEVEL EXAMPLE | NBT.2.2. | Count within 1000; skip-count by 5s, 10s, and 100s. ReadyRosie Buzz on 3 One Hundred More |
| GRADE LEVEL EXAMPLE | NBT.2.3. | Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. ReadyRosie All About My Number Sneaky Math Note |
| GRADE LEVEL EXAMPLE | NBT.2.4. | Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and <. symbols to record the results of comparisons. ReadyRosie Greater Than Is it Reasonable? Less Than The Greater Number |
| CONTENT STANDARD | WY.NBT.2. | Number and Operations in Base Ten |
| BENCHMARK | Use place value understanding and properties of operations to add and subtract. | |
| GRADE LEVEL EXAMPLE | NBT.2.5. | Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. ReadyRosie Broken Calculator Keys Can you Make 21? Close Call Coupon Savings How Much to 1,000? Race to Zero The Answer Is |
| GRADE LEVEL EXAMPLE | NBT.2.6. | Add up to four two-digit numbers using strategies based on place value and properties of operations. ReadyRosie Broken Calculator Keys Can you Make 21? Close Call Coupon Savings How Much to 1,000? Restaurant Story Problems The Answer Is |
| GRADE LEVEL EXAMPLE | NBT.2.7. | Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. ReadyRosie Broken Calculator Keys Can you Make 21? Close Call Coupon Savings How Much to 1,000? Race to Zero The Answer Is |
| GRADE LEVEL EXAMPLE | NBT.2.9. | Explain why addition and subtraction strategies work, using place value and the properties of operations. ReadyRosie Broken Calculator Keys Can you Make 21? How Much to 1,000? The Answer Is |
| CONTENT STANDARD | WY.MD.2. | Measurement and Data |
| BENCHMARK | Measure and estimate lengths in standard units. | |
| GRADE LEVEL EXAMPLE | MD.2.1. | Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| GRADE LEVEL EXAMPLE | MD.2.3. | Estimate lengths using units of inches, feet, centimeters, and meters. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| GRADE LEVEL EXAMPLE | MD.2.4. | Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| CONTENT STANDARD | WY.MD.2. | Measurement and Data |
| BENCHMARK | Work with time and money. | |
| GRADE LEVEL EXAMPLE | MD.2.8. | Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and cents symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? ReadyRosie What's in a Dollar? |
| CONTENT STANDARD | WY.MD.2. | Measurement and Data |
| BENCHMARK | Represent and interpret data. | |
| GRADE LEVEL EXAMPLE | MD.2.9. | Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| CONTENT STANDARD | WY.G.2. | Geometry |
| BENCHMARK | Reason with shapes and their attributes. | |
| GRADE LEVEL EXAMPLE | G.2.1. | Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. ReadyRosie Mystery Shape Paper Airplane Geometry |
| GRADE LEVEL EXAMPLE | G.2.2. | Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. ReadyRosie An Array of Brownies |
| GRADE LEVEL EXAMPLE | G.2.3. | Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. ReadyRosie Counting Fractions |
| Wyoming Content and Performance Standards |
| Mathematics |
| Grade: 3 - Adopted: 2012 |
| CONTENT STANDARD | WY.MP. | Mathematical Practices |
| BENCHMARK | MP-1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort |
| BENCHMARK | MP-2. | Reason abstractly and quantitatively. ReadyRosie That's Crazy! |
| BENCHMARK | MP-3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort |
| BENCHMARK | MP-4. | Model with mathematics. ReadyRosie That's Crazy! When Five is Big |
| CONTENT STANDARD | WY.OA.3. | Operations and Algebraic Thinking |
| BENCHMARK | Represent and solve problems involving multiplication and division. | |
| GRADE LEVEL EXAMPLE | OA.3.1. | Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. ReadyRosie Price Per Pound Say it a Different Way |
| GRADE LEVEL EXAMPLE | OA.3.3. | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. ReadyRosie Table Times |
| GRADE LEVEL EXAMPLE | OA.3.4. | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = _ / 3, 6 x 6 = ? ReadyRosie Math Mind Reading Parts Unknown |
| CONTENT STANDARD | WY.OA.3. | Operations and Algebraic Thinking |
| BENCHMARK | Understand properties of multiplication and the relationship between multiplication and division. | |
| GRADE LEVEL EXAMPLE | OA.3.6. | Understand division as an unknown-factor problem. For example, find 32 / 8 by finding the number that makes 32 when multiplied by 8. ReadyRosie Domino Division Math Mind Reading Product Practice |
| CONTENT STANDARD | WY.OA.3. | Operations and Algebraic Thinking |
| BENCHMARK | Multiply and divide within 100. | |
| GRADE LEVEL EXAMPLE | OA.3.7. | Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 / 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. ReadyRosie Domino Division Math Mind Reading Product Practice |
| CONTENT STANDARD | WY.OA.3. | Operations and Algebraic Thinking |
| BENCHMARK | Solve problems involving the four operations, and identify and explain patterns in arithmetic. | |
| GRADE LEVEL EXAMPLE | OA.3.8. | Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. ReadyRosie Input Output Restaurant Story Problems Table Times |
| CONTENT STANDARD | WY.NBT.3. | Number and Operations in Base Ten |
| BENCHMARK | Use place value understanding and properties of operations to perform multi-digit arithmetic. | |
| GRADE LEVEL EXAMPLE | NBT.3.1. | Use place value understanding to round whole numbers to the nearest 10 or 100. ReadyRosie Round Showdown The Greater Number |
| GRADE LEVEL EXAMPLE | NBT.3.2. | Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. ReadyRosie Broken Calculator Keys Can you Make 21? Close Call Coupon Savings How Much to 1,000? Race to Zero The Answer Is |
| CONTENT STANDARD | WY.NF.3. | Number and Operations--Fractions |
| BENCHMARK | Develop understanding of fractions as numbers. | |
| GRADE LEVEL EXAMPLE | NF.3.1. | Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. ReadyRosie Fractions on a Number Line Shape Up! |
| CONTENT STANDARD | WY.NF.3. | Number and Operations--Fractions |
| BENCHMARK | Develop understanding of fractions as numbers. | |
| GRADE LEVEL EXAMPLE | NF.3.3. | Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. |
| EXPECTATION | NF.3.3(a) | Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. ReadyRosie Sharing an Apple |
| EXPECTATION | NF.3.3(b) | Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. ReadyRosie Sharing an Apple |
| EXPECTATION | NF.3.3(c) | Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. ReadyRosie Fractions on a Number Line Shape Up! |
| EXPECTATION | NF.3.3(d) | Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. ReadyRosie Fractions on a Number Line |
| CONTENT STANDARD | WY.MD.3. | Measurement and Data |
| BENCHMARK | Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. | |
| GRADE LEVEL EXAMPLE | MD.3.1. | Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. ReadyRosie Now is the Time |
| GRADE LEVEL EXAMPLE | MD.3.2. | Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. ReadyRosie Cooking Estimation Double the Recipe |
| CONTENT STANDARD | WY.MD.3. | Measurement and Data |
| BENCHMARK | Represent and interpret data. | |
| GRADE LEVEL EXAMPLE | MD.3.4. | Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-- whole numbers, halves, or quarters. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| CONTENT STANDARD | WY.MD.3. | Measurement and Data |
| BENCHMARK | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. | |
| GRADE LEVEL EXAMPLE | MD.3.5. | Recognize area as an attribute of plane figures and understand concepts of area measurement. |
| EXPECTATION | MD.3.5(a) | A square with side length 1 unit, called ''a unit square,'' is said to have ''one square unit'' of area, and can be used to measure area. ReadyRosie Cracker Perimeter & Area |
| EXPECTATION | MD.3.5(b) | A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. ReadyRosie Cracker Perimeter & Area |
| CONTENT STANDARD | WY.MD.3. | Measurement and Data |
| BENCHMARK | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. | |
| GRADE LEVEL EXAMPLE | MD.3.6. | Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). ReadyRosie Cracker Perimeter & Area |
| CONTENT STANDARD | WY.MD.3. | Measurement and Data |
| BENCHMARK | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. | |
| GRADE LEVEL EXAMPLE | MD.3.7. | Relate area to the operations of multiplication and addition. |
| EXPECTATION | MD.3.7(b) | Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. ReadyRosie An Array of Brownies |
| CONTENT STANDARD | WY.G.3. | Geometry |
| BENCHMARK | Reason with shapes and their attributes. | |
| GRADE LEVEL EXAMPLE | G.3.2. | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. ReadyRosie Counting Fractions Shape Up! |
| Wyoming Content and Performance Standards |
| Science |
| Grade: K - Adopted: 2009 |
| CONTENT STANDARD | WY.1. | Concepts and Processes: In the context of unifying concepts and processes, students develop an understanding of scientific content through inquiry. Science is a dynamic process; concepts and content are best learned through inquiry and investigation. Concepts in Life Systems, Earth and Space Systems, and Physical Systems are taught within the context of the following Unifying Concepts and Processes of Science: Systems, classification, order and organization; Evidence, models, and explanations; Cycles and change over time; Measurement and Form and function. |
| BENCHMARK | SC4.1.2. | Life Systems: Life Cycles of Organisms: Students sequence life cycles of living things, and recognize that plants and animals resemble their parents. ReadyRosie Family Sensory Walk |
| Wyoming Content and Performance Standards |
| Science |
| Grade: 1 - Adopted: 2009 |
| CONTENT STANDARD | WY.1. | Concepts and Processes: In the context of unifying concepts and processes, students develop an understanding of scientific content through inquiry. Science is a dynamic process; concepts and content are best learned through inquiry and investigation. Concepts in Life Systems, Earth and Space Systems, and Physical Systems are taught within the context of the following Unifying Concepts and Processes of Science: Systems, classification, order and organization; Evidence, models, and explanations; Cycles and change over time; Measurement and Form and function. |
| BENCHMARK | SC4.1.2. | Life Systems: Life Cycles of Organisms: Students sequence life cycles of living things, and recognize that plants and animals resemble their parents. ReadyRosie Family Sensory Walk |