South Carolina Standards & Learning
| Main Criteria: South Carolina Standards & Learning | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Health and PE, Language Arts, Mathematics, Science | ||
| Grades: K, 1, 2, 3 | ||
| Correlation Options: Show Correlated | ||
| South Carolina Standards & Learning |
| Health and PE |
| Grade: K - Adopted: 2017 |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.1. | “Students will comprehend concepts related to health promotion and disease prevention to enhance health” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | G-K.1. | Growth, Development, and Sexual Health and Responsibility |
| GRADE LEVEL EXAMPLE / STAGE | G-K.1.3. | Name ways children grow and change, mentally, emotionally, socially, and physically. ReadyRosie School Routine Practice |
| GRADE LEVEL EXAMPLE / STAGE | G-K.1.4. | Explain how families are alike and different (e.g., several brothers and/or sisters; only one child; one parent working outside the home; a grandparent living in the home; pets or no pets). ReadyRosie School Routine Practice Story of Your Name Write a Favorite Family Recipe |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.1. | “Students will comprehend concepts related to health promotion and disease prevention to enhance health” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | M-K.1. | Mental, Emotional, and Social Health |
| GRADE LEVEL EXAMPLE / STAGE | M-K.1.1. | Define different feelings (e.g., happy, sad, angry). ReadyRosie Emotion Meter Scale Family Poem Feelings Charades School Routine Practice What Do I Like? |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.1. | “Students will comprehend concepts related to health promotion and disease prevention to enhance health” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | P-K.1. | Personal and Community Health |
| GRADE LEVEL EXAMPLE / STAGE | P-K.1.2. | Define the terms health, health behaviors, health checkups, and health risks. ReadyRosie Brushing Your Teeth |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.3. | “Students will demonstrate the ability to access valid information, products, and services to enhance health” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | P-K.3. | Personal and Community Health |
| GRADE LEVEL EXAMPLE / STAGE | P-K.3.1. | Discuss why medical checkups and dental checkups are needed for a person to stay healthy. ReadyRosie Brushing Your Teeth |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.4. | “Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | M-K.4. | Mental, Emotional, and Social Health |
| GRADE LEVEL EXAMPLE / STAGE | M-K.4.1. | Name and demonstrate healthy ways to express needs, wants, and feelings. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades School Routine Practice What Do I Like? |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.5. | “Students will demonstrate the ability to use decision-making skills to enhance health” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | M-K.5. | Mental, Emotional, and Social Health |
| GRADE LEVEL EXAMPLE / STAGE | M-K.5.1. | Demonstrate the ability to cooperate with others (e.g., sharing, listening, taking turns). ReadyRosie Conversation Starters Feelings Charades Routine Strategy: Transition Timer Sharing Chores and Your Day Sink or Swim |
| GRADE LEVEL EXAMPLE / STAGE | M-K.5.2. | Discuss potential dangers of secret keeping and who to tell if a secret makes you uncomfortable. ReadyRosie All About My Family Family Poem |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.6. | “Students will demonstrate the ability to use goal-setting skills to enhance health” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | P-K.6. | Personal and Community Health |
| GRADE LEVEL EXAMPLE / STAGE | P-K.6.1. | Set a goal to brush teeth twice a day. ReadyRosie Setting Summer Learning Goals |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.7. | “Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | P-K.7. | Personal and Community Health |
| GRADE LEVEL EXAMPLE / STAGE | P-K.7.1. | Identify practices that promote personal health (e.g., washing hands, brushing teeth, combing hair) and practices that prevent the spread of disease (e.g., covering coughs and sneezes). ReadyRosie Brushing Your Teeth |
| Grade: K - Adopted: 2014 |
| STANDARD / COURSE | SC.PE.K. | Physical Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K-3. | The physically literate individual achieves and maintains a health-enhancing level of physical activity and fitness. (Psychomotor Domain) |
| PERFORMANCE DESCRIPTOR / STANDARD | The student should develop the ability to sustain physical activity intermittently for short periods of time, to enjoy being physically active, and to act on the general awareness that physical activity is good for him or her. | |
| GRADE LEVEL EXAMPLE / STAGE | K-4.1. | Share physical-activity space and equipment willingly with others. ReadyRosie Clap and Count Conversation Starters Emotion Meter Scale Fishing for Tens How do I get my child to______? Is my child overscheduled? Red Light, Green Light Routine Strategy: Transition Timer Simon Says Sink or Swim |
| STANDARD / COURSE | SC.PE.K. | Physical Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K-4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others in physical activity settings. (Affective Domain) |
| PERFORMANCE DESCRIPTOR / STANDARD | The student should learn acceptable physical-activity behaviors and safe practices and develop the ability to apply them in a variety of settings. The student should begin to learn the concept of cooperation by participating in physical activities that require him or her to share space and equipment with others. | |
| GRADE LEVEL EXAMPLE / STAGE | K-4.2. | Interact positively with others in physical-activity settings (for example, treating others with respect during physical activity regardless of personal differences, including gender, skill level, or ethnicity). ReadyRosie Favorite People Place Cards |
| GRADE LEVEL EXAMPLE / STAGE | K-4.3. | Work independently and with others on physical education tasks. ReadyRosie Clap and Count Routine Strategy: Transition Timer Super Kindness |
| GRADE LEVEL EXAMPLE / STAGE | K-4.4. | Participate appropriately as a member of the class by following directions and classroom rules and using safe physical-activity practices. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| STANDARD / COURSE | SC.PE.K. | Physical Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K-5. | The physically literate individual demonstrates awareness that physical activity provides the opportunity for health, enjoyment, challenge, self-expression and/or social interaction. (Affective Domain) |
| PERFORMANCE DESCRIPTOR / STANDARD | The student should learn to enjoy the challenge of experiencing new movements and learning new skills. The student should come to associate positive feelings with participation in physical activity and should acquire a growing sense of confidence in his or her movement abilities. | |
| GRADE LEVEL EXAMPLE / STAGE | K-5.2. | Identify feelings resulting from participation in physical activities (for example, sense of excitement after running a 25 meter dash or completing the fun run). ReadyRosie Emotion Meter Scale |
| GRADE LEVEL EXAMPLE / STAGE | K-5.4. | Continue to participate/practice in physical activities after being unsuccessful in initial attempts. ReadyRosie Fishing for Tens |
| South Carolina Standards & Learning |
| Health and PE |
| Grade: 1 - Adopted: 2017 |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.1. | “Students will comprehend concepts related to health promotion and disease prevention to enhance health” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | M-1.1. | Mental, Emotional, and Social Health |
| GRADE LEVEL EXAMPLE / STAGE | M-1.1.1. | Identify good character traits (e.g., honesty, respect for self, respect for others, dependability, responsibility). ReadyRosie Family Poem Routine Strategy: Routine Chart |
| GRADE LEVEL EXAMPLE / STAGE | M-1.1.2. | Describe characteristics that are positive about yourself. ReadyRosie Story of Your Name |
| GRADE LEVEL EXAMPLE / STAGE | M-1.1.3. | Identify ways that individuals are unique. ReadyRosie Story of Your Name |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.1. | “Students will comprehend concepts related to health promotion and disease prevention to enhance health” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | P-1.1. | Personal and Community Health |
| GRADE LEVEL EXAMPLE / STAGE | P-1.1.1. | Identify behaviors that prevent or promote personal health (e.g., screen time and electronic play instead of exercising). ReadyRosie Brushing Your Teeth |
| GRADE LEVEL EXAMPLE / STAGE | P-1.1.3. | Explain why brushing teeth keeps the mouth healthy. ReadyRosie Brushing Your Teeth |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.4. | “Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | P-1.4. | Personal and Community Health |
| GRADE LEVEL EXAMPLE / STAGE | P-1.4.2. | Demonstrate listening skills to enhance health. ReadyRosie Conversation Starters Feelings Charades I Love My Family Because... Routine Strategy: Transition Timer Sharing Chores and Your Day Sink or Swim |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.5. | “Students will demonstrate the ability to use decision-making skills to enhance health” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | P-1.5. | Personal and Community Health |
| GRADE LEVEL EXAMPLE / STAGE | P-1.5.1. | Identify ways to make decisions that enhance health. ReadyRosie Problem Solving Tool: Rock, Paper, Scissors Survey Says What Do I Like? |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.6. | “Students will demonstrate the ability to use goal-setting skills to enhance health” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | P-1.6. | Personal and Community Health |
| GRADE LEVEL EXAMPLE / STAGE | P-1.6.1. | Identify a short-term personal health goal and take action toward achieving the goal (e.g., brushing teeth twice a day and flossing; washing hands before eating; bathing; combing hair). ReadyRosie Setting Summer Learning Goals |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.7. | “Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | M-1.7. | Mental, Emotional, and Social Health |
| GRADE LEVEL EXAMPLE / STAGE | M-1.7.1. | Describe appropriate ways to express personal feelings. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits School Routine Practice What Do I Like? What Do I See When I Hear...? What I Like About Me |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.7. | “Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | P-1.7. | Personal and Community Health |
| GRADE LEVEL EXAMPLE / STAGE | P-1.7.1. | List behaviors to keep the mouth healthy. ReadyRosie Brushing Your Teeth |
| Grade: 1 - Adopted: 2014 |
| STANDARD / COURSE | SC.PE.2. | Physical Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2-4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others in physical activity settings. (Affective Domain) |
| PERFORMANCE DESCRIPTOR / STANDARD | The student should learn safe physical-activity practices and physical education class rules and procedures and should learn to apply them with little or no teacher reinforcement. Students should gain the ability not only to identify concepts such as cooperating, sharing, and being considerate of others but also to apply these concepts successfully in physical activity environments. | |
| GRADE LEVEL EXAMPLE / STAGE | 2-4.1. | Works independently and safely during physical education tasks. ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| GRADE LEVEL EXAMPLE / STAGE | 2-4.2. | Support and work cooperatively with others to complete an assigned physical education task (for example, tossing easily caught passes to a partner). ReadyRosie Clap and Count Folding a Blanket Super Kindness |
| GRADE LEVEL EXAMPLE / STAGE | 2-4.5. | Apply rules, procedures, and safe practices during physical education class with few or no reminders. ReadyRosie Clap and Count Conversation Starters Emotion Meter Scale Fishing for Tens How do I get my child to______? Is my child overscheduled? Red Light, Green Light Routine Strategy: Transition Timer Simon Says Sink or Swim |
| STANDARD / COURSE | SC.PE.2. | Physical Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2-5. | The physically literate individual demonstrates awareness that physical activity provides the opportunity for health, enjoyment, challenge, self-expression and/or social interaction. (Affective Domain) |
| PERFORMANCE DESCRIPTOR / STANDARD | The student should learn that new activities provide challenge and that an individual can express his or her feelings through activity. The student should acquire the ability to work cooperatively with others in physical-activity settings and the ability to identify the particular physical activities that he or she likes and dislikes. | |
| GRADE LEVEL EXAMPLE / STAGE | 2-5.3. | Acknowledge the feelings resulting from the challenges, successes, and failures that physical activity can offer. ReadyRosie Emotion Meter Scale |
| GRADE LEVEL EXAMPLE / STAGE | 2-5.4. | Express personal feelings appropriately on progress made while learning a new movement skill (for example, communicating to the teacher his or her excitement when making the Wall-of-Fame during the physical education class). ReadyRosie Emotion Meter Scale |
| South Carolina Standards & Learning |
| Health and PE |
| Grade: 2 - Adopted: 2017 |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.1. | “Students will comprehend concepts related to health promotion and disease prevention to enhance health” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | M-2.1. | Mental, Emotional, and Social Health |
| GRADE LEVEL EXAMPLE / STAGE | M-2.1.2. | Discuss ways to be a good friend. ReadyRosie Family Poem I Love My Family Because... |
| GRADE LEVEL EXAMPLE / STAGE | M-2.1.3. | Describe good character traits (e.g., honesty, respect for self, respect for others, dependability, responsibility). ReadyRosie Family Poem Routine Strategy: Routine Chart Who Are Your Heroes? |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.3. | “Students will demonstrate the ability to access valid information, products, and services to enhance health” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | P-2.3. | Personal and Community Health |
| GRADE LEVEL EXAMPLE / STAGE | P-2.3.2. | Describe what happens when someone goes to a dentist. ReadyRosie Brushing Your Teeth |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.4. | “Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | I-2.4. | Injury Prevention and Safety |
| GRADE LEVEL EXAMPLE / STAGE | I-2.4.1. | Demonstrate ways to respond when in an unwanted, threatening, or dangerous situation. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.4. | “Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | M-2.4. | Mental, Emotional, and Social Health |
| GRADE LEVEL EXAMPLE / STAGE | M-2.4.1. | Demonstrate healthy ways to express needs, wants, and feelings. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important What Do I See When I Hear...? What I Like About Me Who Are Your Heroes? |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.5. | “Students will demonstrate the ability to use decision-making skills to enhance health” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | M-2.5. | Mental, Emotional, and Social Health |
| GRADE LEVEL EXAMPLE / STAGE | M-2.5.1. | Describe how to choose friends with good character traits. ReadyRosie Family Poem Routine Strategy: Routine Chart Who Are Your Heroes? |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.5. | “Students will demonstrate the ability to use decision-making skills to enhance health” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | P-2.5. | Personal and Community Health |
| GRADE LEVEL EXAMPLE / STAGE | P-2.5.1. | Identify situations when a health-related decision is needed (e.g., awareness of personal hygiene; noticing a peer is injured). ReadyRosie Brushing Your Teeth |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.6. | “Students will demonstrate the ability to use goal-setting skills to enhance health” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | P-2.6. | Personal and Community Health |
| GRADE LEVEL EXAMPLE / STAGE | P-2.6.1. | Identify a long-term personal health goal and take action toward achieving the goal. ReadyRosie Setting Summer Learning Goals |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.7. | “Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | M-2.7. | Mental, Emotional, and Social Health |
| GRADE LEVEL EXAMPLE / STAGE | M-2.7.1. | Demonstrate healthy ways to reduce stress. ReadyRosie Red Light Purple Light Challenge |
| Grade: 2 - Adopted: 2014 |
| STANDARD / COURSE | SC.PE.2. | Physical Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2-4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others in physical activity settings. (Affective Domain) |
| PERFORMANCE DESCRIPTOR / STANDARD | The student should learn safe physical-activity practices and physical education class rules and procedures and should learn to apply them with little or no teacher reinforcement. Students should gain the ability not only to identify concepts such as cooperating, sharing, and being considerate of others but also to apply these concepts successfully in physical activity environments. | |
| GRADE LEVEL EXAMPLE / STAGE | 2-4.1. | Works independently and safely during physical education tasks. ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| GRADE LEVEL EXAMPLE / STAGE | 2-4.2. | Support and work cooperatively with others to complete an assigned physical education task (for example, tossing easily caught passes to a partner). ReadyRosie Fair Share Super Kindness |
| GRADE LEVEL EXAMPLE / STAGE | 2-4.3. | Treat others with respect during physical activities. ReadyRosie This Is Important |
| GRADE LEVEL EXAMPLE / STAGE | 2-4.5. | Apply rules, procedures, and safe practices during physical education class with few or no reminders. ReadyRosie Conversation Starters Emotion Meter Scale How do I get my child to______? Is my child overscheduled? Routine Strategy: Transition Timer Simon Says Subtraction War |
| STANDARD / COURSE | SC.PE.2. | Physical Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2-5. | The physically literate individual demonstrates awareness that physical activity provides the opportunity for health, enjoyment, challenge, self-expression and/or social interaction. (Affective Domain) |
| PERFORMANCE DESCRIPTOR / STANDARD | The student should learn that new activities provide challenge and that an individual can express his or her feelings through activity. The student should acquire the ability to work cooperatively with others in physical-activity settings and the ability to identify the particular physical activities that he or she likes and dislikes. | |
| GRADE LEVEL EXAMPLE / STAGE | 2-5.3. | Acknowledge the feelings resulting from the challenges, successes, and failures that physical activity can offer. ReadyRosie Emotion Meter Scale |
| GRADE LEVEL EXAMPLE / STAGE | 2-5.4. | Express personal feelings appropriately on progress made while learning a new movement skill (for example, communicating to the teacher his or her excitement when making the Wall-of-Fame during the physical education class). ReadyRosie Emotion Meter Scale |
| South Carolina Standards & Learning |
| Health and PE |
| Grade: 3 - Adopted: 2017 |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.1. | “Students will comprehend concepts related to health promotion and disease prevention to enhance health” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | M-3.1. | Mental, Emotional, and Social Health |
| GRADE LEVEL EXAMPLE / STAGE | M-3.1.3. | Identify healthy ways to communicate (e.g., verbal, nonverbal, written). ReadyRosie Sharing Chores and Your Day |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.1. | “Students will comprehend concepts related to health promotion and disease prevention to enhance health” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | P-3.1. | Personal and Community Health |
| GRADE LEVEL EXAMPLE / STAGE | P-3.1.1. | Define the term wellness. ReadyRosie Brushing Your Teeth |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.3. | “Students will demonstrate the ability to access valid information, products, and services to enhance health” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | I-3.3. | Injury Prevention and Safety |
| GRADE LEVEL EXAMPLE / STAGE | I-3.3.1. | Identify school and community resources as well as services that contribute to a safe and healthy environment. ReadyRosie I Love My Family Because... Super Kindness Who Are Your Heroes? |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.4. | “Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | M-3.4. | Mental, Emotional, and Social Health |
| GRADE LEVEL EXAMPLE / STAGE | M-3.4.1. | Identify appropriate verbal and nonverbal communication to enhance healthy behaviors. ReadyRosie Sharing Chores and Your Day |
| GRADE LEVEL EXAMPLE / STAGE | M-3.4.2. | Practice ways to ask for assistance in harmful situations or relationships. ReadyRosie Family Poem This Is Important Who Are Your Heroes? |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.5. | “Students will demonstrate the ability to use decision-making skills to enhance health” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | P-3.5. | Personal and Community Health |
| GRADE LEVEL EXAMPLE / STAGE | P-3.5.1. | Demonstrate the ability to apply a decision-making process regarding a personal or community health issue. ReadyRosie Problem Solving Tool: Rock, Paper, Scissors |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.6. | “Students will demonstrate the ability to use goal-setting skills to enhance health” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | P-3.6. | Personal and Community Health |
| GRADE LEVEL EXAMPLE / STAGE | P-3.6.1. | Set a goal to brush teeth for at least two minutes before school and before bedtime. ReadyRosie Brushing Your Teeth Setting Summer Learning Goals |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.7. | “Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | G-3.7. | Growth, Development, and Sexual Health and Responsibility |
| GRADE LEVEL EXAMPLE / STAGE | G-3.7.1. | Demonstrate behaviors that promote healthy growth and development. ReadyRosie Brushing Your Teeth |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.7. | “Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | M-3.7. | Mental, Emotional, and Social Health |
| GRADE LEVEL EXAMPLE / STAGE | M-3.7.1. | Demonstrate behaviors that promote healthy relationships with families and peers. ReadyRosie Sharing Chores and Your Day |
| GRADE LEVEL EXAMPLE / STAGE | M-3.7.2. | Demonstrate coping strategies for dealing with changes within the family. ReadyRosie I Love My Family Because... Story of Your Name Write a Favorite Family Recipe |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.7. | “Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | P-3.7. | Personal and Community Health |
| GRADE LEVEL EXAMPLE / STAGE | P-3.7.1. | Demonstrate ways to keep the eyes, ears, hair, teeth, and body healthy. ReadyRosie Brushing Your Teeth |
| STANDARD / COURSE | SC.HSE. | Health and Safety Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.8. | “Students will demonstrate the ability to advocate for personal, family, and community health” (NHES, 2007). |
| PERFORMANCE DESCRIPTOR / STANDARD | P-3.8. | Personal and Community Health |
| GRADE LEVEL EXAMPLE / STAGE | P-3.8.2. | Describe ways to promote personal, school, community, and environmental health. ReadyRosie Routine Strategy: Chore Chart |
| Grade: 3 - Adopted: 2014 |
| STANDARD / COURSE | SC.PE.5. | Physical Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 5-4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others in physical activity settings. (Affective Domain) |
| PERFORMANCE DESCRIPTOR / STANDARD | The student should learn the purpose and apply activity-specific rules, safe practices, procedures, and etiquette. The student should acquire the ability to follow these principles with few teacher reminders. The student should continue to develop cooperation skills to achieve a common goal while working with a partner or a small group. The student should continue to develop a respect for the strengths as well as the limitations of others. | |
| GRADE LEVEL EXAMPLE / STAGE | 5-4.1. | Work cooperatively and productively in a small group to accomplish a set goal in both cooperative and competitive physical activities. ReadyRosie Fair Share Super Kindness |
| GRADE LEVEL EXAMPLE / STAGE | 5-4.4. | Participate in the establishment of rules, procedures, and standards of etiquette that are safe and effective for specific activity situations. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer |
| GRADE LEVEL EXAMPLE / STAGE | 5-4.5. | Take responsibility for his or her own actions without blaming others. ReadyRosie This Is Important |
| STANDARD / COURSE | SC.PE.5. | Physical Education |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 5-5. | The physically literate individual demonstrates awareness that physical activity provides the opportunity for health, enjoyment, challenge, self-expression and/or social interaction. (Affective Domain) |
| PERFORMANCE DESCRIPTOR / STANDARD | The student should develop the ability to choose an appropriate level of challenge for him- or herself in physical activities and to realize that improvement in skills is achieved by effort and practice. The student should learn to enjoy participating in physical activities with peers whose skill levels are both different from and similar to his or her own and thereby to recognize that physical activity is an important avenue to many personal rewards. | |
| GRADE LEVEL EXAMPLE / STAGE | 5-5.4. | Celebrate personal physical-activity successes and achievements along with those of others. ReadyRosie Conversation Starters I Love My Family Because... |
| South Carolina Standards & Learning |
| Language Arts |
| Grade: K - Adopted: 2015 |
| STANDARD / COURSE | SC.K.I. | Inquiry-Based Literacy Standards (I) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.I.2. | Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives. |
| PERFORMANCE DESCRIPTOR / STANDARD | K.I.2.1. | With guidance and support, engage in daily explorations of texts to make connections to personal experiences, other texts, or the environment. ReadyRosie Making Connections Read a Little, Think a Little Seeing the Story Wordless Picture Books |
| STANDARD / COURSE | SC.K.I. | Inquiry-Based Literacy Standards (I) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.I.3. | Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis. |
| PERFORMANCE DESCRIPTOR / STANDARD | K.I.3.1. | With guidance and support, develop a plan of action for collecting information from multiple sources through play, sensory observation, texts, websites, and conversations with adults/peers. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| PERFORMANCE DESCRIPTOR / STANDARD | K.I.3.2. | With guidance and support, select information, revise ideas, and record and communicate findings. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| STANDARD / COURSE | SC.K.I. | Inquiry-Based Literacy Standards (I) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.I.4. | Synthesize information to share learning and/or take action. |
| PERFORMANCE DESCRIPTOR / STANDARD | K.I.4.1. | With guidance and support, discover relationships and patterns during the inquiry process. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| PERFORMANCE DESCRIPTOR / STANDARD | K.I.4.2. | With guidance and support, use tools to communicate findings. ReadyRosie Here Are the Facts |
| STANDARD / COURSE | SC.K.I. | Inquiry-Based Literacy Standards (I) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.I.5. | Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, individually and collaboratively. |
| PERFORMANCE DESCRIPTOR / STANDARD | K.I.5.1. | With guidance and support, recognize the value of individual and collective thinking. ReadyRosie Building a Fort Sharing Chores and Your Day |
| PERFORMANCE DESCRIPTOR / STANDARD | K.I.5.2. | With guidance and support monitor and assess learning to guide inquiry. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| STANDARD / COURSE | SC.K.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.RL.P. | Principles of Reading (P) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.RL.P.1. | Demonstrate understanding of the organization and basic features of print. |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.P.1.1. | Follow words from left to right, top to bottom, and front to back. ReadyRosie Reading Strategy: Using Your Reading Finger |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.P.1.3. | Understand that words are separated by spaces in print. ReadyRosie Reading Strategy: Using Your Reading Finger |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.P.1.4. | Recognize and name all upper- and lowercase letters of the alphabet. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound |
| STANDARD / COURSE | SC.K.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.RL.P. | Principles of Reading (P) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.RL.P.2. | Demonstrate understanding of spoken words, syllables, and sounds. |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.P.2.1. | Recognize and produce rhyming words. ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.P.2.3. | Blend and segment onsets and rimes of single-syllable spoken words. ReadyRosie Reading Strategy: Chunk the Word |
| STANDARD / COURSE | SC.K.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.RL.P. | Principles of Reading (P) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.RL.P.3. | Know and apply grade-level phonics and word analysis skills when decoding words. |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.P.3.1. | Produce one-to-one letter-sound correspondences for each consonant. ReadyRosie All About My Family Alphabet Dice Game I Found This Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Super Hero Names You Know It! |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.P.3.2. | Associate long and short sounds of the five major vowels with their common spellings. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.P.3.3. | Read regularly spelled one-syllable words. ReadyRosie Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Reading Strategy: Give the Word Word Man You Know It! |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.P.3.4. | Distinguish between similarly spelled consonant-vowel-consonant patterned words by identifying the sounds of the letters that differ. ReadyRosie Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.P.3.5. | Read common high-frequency words. ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.P.3.6. | Recognize grade-appropriate irregularly spelled words. ReadyRosie Fishing for Words My Words, Your Words Reading Strategy: Give the Word Where's That Word? Word Man You Know It! |
| STANDARD / COURSE | SC.K.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.RL.P. | Principles of Reading (P) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.RL.P.4. | Read with sufficient accuracy and fluency to support comprehension. |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.P.4.1. | Read emergent-reader texts with purpose and understanding. ReadyRosie Daily Reading Routines Making Connections My Library List Pattern Books Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.P.4.2. | Read emergent-reader texts orally with accuracy, appropriate rate, and expression. ReadyRosie Building a Fort Pattern Books Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word What Do I Like? |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.P.4.3. | Use picture cues to confirm or self-correct word recognition and understanding. ReadyRosie Isn't That Bold? Reading Strategies: Look at the Picture Retelling the Story Wordless Picture Books |
| STANDARD / COURSE | SC.K.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.RL.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.RL.MC.5. | Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations. |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.MC.5.1. | With guidance and support, ask and answer who, what, when, where, why, and how questions about a text; refer to key details to make inferences and draw conclusions in texts heard or read. ReadyRosie Daily Conclusions Isn't That Bold? Making Connections Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book Using Clues to Figure it Out What Do I Like? What Makes a Good Storyteller Who Am I? Wordless Picture Books |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.MC.5.2. | With guidance and support, ask and answer questions to make predictions using prior knowledge, pictures, illustrations, title, and information about author and illustrator. ReadyRosie Cover the Ending Read a Little, Think a Little |
| STANDARD / COURSE | SC.K.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.RL.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.RL.MC.6. | Summarize key details and ideas to support analysis of thematic development. |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.MC.6.1. | Describe the relationship between illustrations and the text. ReadyRosie Isn't That Bold? Reading Strategies: Look at the Picture Retelling the Story Wordless Picture Books |
| STANDARD / COURSE | SC.K.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.RL.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.RL.MC.7. | Analyze the relationship among ideas, themes, or topics in multiple media and formats, and in visual, auditory, and kinesthetic modalities. |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.MC.7.1. | With guidance and support, retell a familiar text; identify beginning, middle, and end in a text heard or read. ReadyRosie Retelling the Story Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.MC.7.2. | Read or listen closely to compare familiar texts. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| STANDARD / COURSE | SC.K.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.RL.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.RL.MC.8. | Analyze characters, settings, events, and ideas as they develop and interact within a particular context. |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.MC.8.1. | With guidance and support, read or listen closely to: |
| INDICATOR | K.RL.MC.8.1.a. | Describe characters and their actions. 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 | K.RL.MC.8.1.b. | Compare characters’ experiences to those of the reader. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| INDICATOR | K.RL.MC.8.1.c. | Describe setting. ReadyRosie Reading Strategy: Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| INDICATOR | K.RL.MC.8.1.d. | Identify the problem and solution. ReadyRosie Reading Strategy: Reading and Making Connections |
| STANDARD / COURSE | SC.K.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.RL.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.RL.LCS.9. | Interpret and analyze the author’s use of words, phrases, and conventions, and how their relationships shape meaning and tone in print and multimedia texts. |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.LCS.9.1. | With guidance and support, identify the literary devices of repetitive language and the sound devices of rhyme, onomatopoeia, and alliteration; identify when the author uses each. ReadyRosie Family Alliteration Name Game Tongue Twister Time |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.LCS.9.2. | With guidance and support, identify how an author’s choice of words, phrases, conventions, and illustrations suggest feelings, appeal to the senses, and contribute to meaning. ReadyRosie Read a Little, Think a Little Seeing the Story What Makes a Good Storyteller |
| STANDARD / COURSE | SC.K.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.RL.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.RL.LCS.10. | Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary. |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.LCS.10.2. | With guidance and support, identify new meanings for familiar words and apply them accurately. ReadyRosie Feelings Charades Nursery Rhymes Reading Rhymes Storytelling with a Picture Book What Makes a Good Storyteller |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.LCS.10.5. | With guidance and support, use print and multimedia resources to explore word relationships and nuances in word meanings. ReadyRosie Nursery Rhymes What Makes a Good Storyteller |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.LCS.10.6. | With guidance and support, use words and phrases acquired through talk and text; explore nuances of words and phrases. ReadyRosie Nursery Rhymes What Makes a Good Storyteller |
| STANDARD / COURSE | SC.K.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.RL.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.RL.LCS.11. | Analyze and provide evidence of how the author’s choice of point of view, perspective, or purpose shapes content, meaning, and style. |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.LCS.11.1. | Identify the author and illustrator and define the role of each. ReadyRosie Isn't That Bold? Storytelling with a Picture Book |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.LCS.11.2. | Identify who is telling the story, the narrator or characters. ReadyRosie Reading Strategy: Reading and Making Connections |
| STANDARD / COURSE | SC.K.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.RL.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.RL.LCS.12. | Analyze and critique how the author uses structures in print and multimedia texts to shape meaning and impact the reader. |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.LCS.12.1. | Recognize and sort types of literary texts. ReadyRosie What Do I Like? |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.LCS.12.2. | Recognize the crafted text structure of recurring phrases. ReadyRosie Reading Rhymes |
| STANDARD / COURSE | SC.K.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.RL.RC. | Range and Complexity (RC) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.RL.RC.13. | Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time. |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.RC.13.1. | Engage in whole and small group reading with purpose and understanding. ReadyRosie I Read to You, You Read to Me Making Connections Pattern Books Storytelling with a Picture Book |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.RC.13.2. | Read independently for sustained periods of time to build stamina. ReadyRosie Building a Fort I Read to You, You Read to Me You Know It! |
| GRADE LEVEL EXAMPLE / STAGE | K.RL.RC.13.3. | Read and respond according to task and purpose to become self-directed, critical readers and thinkers. ReadyRosie Building a Fort Daily Reading Routines I Read to You, You Read to Me Making Connections My Library List Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Reading and Making Connections Seeing the Story Tips for helping your child love reading What Do I Like? What Makes a Good Storyteller You Know It! |
| STANDARD / COURSE | SC.K.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.RI.P. | Principles of Reading (P) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.RI.P.1. | Demonstrate understanding of the organization and basic features of print. |
| GRADE LEVEL EXAMPLE / STAGE | K.RI.P.1.1. | Follow words from left to right, top to bottom, and front to back. ReadyRosie Reading Strategy: Using Your Reading Finger |
| GRADE LEVEL EXAMPLE / STAGE | K.RI.P.1.3. | Understand that words are separated by spaces in print. ReadyRosie Reading Strategy: Using Your Reading Finger |
| GRADE LEVEL EXAMPLE / STAGE | K.RI.P.1.4. | Recognize and name all upper- and lowercase letters of the alphabet. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound |
| STANDARD / COURSE | SC.K.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.RI.P. | Principles of Reading (P) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.RI.P.2. | Demonstrate understanding of spoken words, syllables, and sounds. |
| GRADE LEVEL EXAMPLE / STAGE | K.RI.P.2.1. | Recognize and produce rhyming words. ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |
| GRADE LEVEL EXAMPLE / STAGE | K.RI.P.2.3. | Blend and segment onsets and rimes of single-syllable spoken words. ReadyRosie Reading Strategy: Chunk the Word |
| STANDARD / COURSE | SC.K.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.RI.P. | Principles of Reading (P) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.RI.P.3. | Know and apply grade-level phonics and word analysis skills when decoding words. |
| GRADE LEVEL EXAMPLE / STAGE | K.RI.P.3.1. | Produce one-to-one letter-sound correspondences for each consonant. ReadyRosie All About My Family Alphabet Dice Game I Found This Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Super Hero Names You Know It! |
| GRADE LEVEL EXAMPLE / STAGE | K.RI.P.3.2. | Associate long and short sounds of the five major vowels with their common spellings. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| GRADE LEVEL EXAMPLE / STAGE | K.RI.P.3.3. | Read regularly spelled single-syllable words. ReadyRosie Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Reading Strategy: Give the Word Word Man You Know It! |
| GRADE LEVEL EXAMPLE / STAGE | K.RI.P.3.4. | Distinguish between similarly spelled consonant-vowel-consonant patterned words by identifying the sounds of the letters that differ. ReadyRosie Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| GRADE LEVEL EXAMPLE / STAGE | K.RI.P.3.5. | Read common high-frequency words. ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| GRADE LEVEL EXAMPLE / STAGE | K.RI.P.3.6. | Recognize grade-appropriate irregularly spelled words. ReadyRosie Fishing for Words My Words, Your Words Reading Strategy: Give the Word Where's That Word? Word Man You Know It! |
| STANDARD / COURSE | SC.K.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.RI.P. | Principles of Reading (P) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.RI.P.4. | Read with sufficient accuracy and fluency to support comprehension. |
| GRADE LEVEL EXAMPLE / STAGE | K.RI.P.4.1. | Read emergent-reader texts with purpose and understanding. ReadyRosie Daily Reading Routines My Library List Pattern Books Reading Strategies: Look at the Picture Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word What Do I Like? |
| GRADE LEVEL EXAMPLE / STAGE | K.RI.P.4.2. | Read emergent-reader texts orally with accuracy, appropriate rate, and expression. ReadyRosie Building a Fort Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word |
| GRADE LEVEL EXAMPLE / STAGE | K.RI.P.4.3. | Use picture cues to confirm or self-correct word recognition and understanding. ReadyRosie Isn't That Bold? Reading Strategies: Look at the Picture Retelling the Story Wordless Picture Books |
| STANDARD / COURSE | SC.K.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.RI.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.RI.MC.5. | Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations. |
| GRADE LEVEL EXAMPLE / STAGE | K.RI.MC.5.1. | With guidance and support, ask and answer who, what, when, where, why, and how questions about a text; refer to key details to make inferences and draw conclusions in texts heard or read. ReadyRosie What's Cool About Nonfiction? |
| GRADE LEVEL EXAMPLE / STAGE | K.RI.MC.5.2. | With guidance and support, ask and answer questions to make predictions using prior knowledge, pictures, illustrations, title, and information about author and illustrator. ReadyRosie Cover the Ending Read a Little, Think a Little |
| STANDARD / COURSE | SC.K.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.RI.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.RI.MC.6. | Summarize key details and ideas to support analysis of central ideas. |
| GRADE LEVEL EXAMPLE / STAGE | K.RI.MC.6.1. | With guidance and support, retell the central idea and identify key details to summarize a text heard, read, or viewed. ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| STANDARD / COURSE | SC.K.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.RI.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.RI.LCS.8. | Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts. |
| GRADE LEVEL EXAMPLE / STAGE | K.RI.LCS.8.1. | With guidance and support, identify words, phrases, illustrations, and photographs used to provide information. ReadyRosie Books I Like How Far Does It Fly? |
| GRADE LEVEL EXAMPLE / STAGE | K.RI.LCS.8.2. | With guidance and support, use front cover, title page, illustrations/ photographs, fonts, glossary, and table of contents to locate and describe key facts or information; describe the relationship between these features and the text. ReadyRosie Books I Like How Far Does It Fly? |
| STANDARD / COURSE | SC.K.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.RI.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.RI.LCS.9. | Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary. |
| GRADE LEVEL EXAMPLE / STAGE | K.RI.LCS.9.2. | With guidance and support, identify new meanings for familiar words and apply them accurately. ReadyRosie Share Your Knowledge |
| GRADE LEVEL EXAMPLE / STAGE | K.RI.LCS.9.5. | With guidance and support, use words and phrases acquired through talk and text; explore nuances of words and phrases. ReadyRosie Nursery Rhymes What Makes a Good Storyteller |
| STANDARD / COURSE | SC.K.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.RI.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.RI.LCS.10. | Analyze and provide evidence of how the author’s choice of purpose and perspective shapes content, meaning, and style. |
| GRADE LEVEL EXAMPLE / STAGE | K.RI.LCS.10.1. | Identify the author and illustrator and define the role of each. ReadyRosie Isn't That Bold? Storytelling with a Picture Book |
| STANDARD / COURSE | SC.K.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.RI.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.RI.LCS.11. | Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing. |
| GRADE LEVEL EXAMPLE / STAGE | K.RI.LCS.11.2. | With guidance and support, identify the reasons an author gives to support a position. ReadyRosie Book Cover Conversations What's Cool About Nonfiction? Who Am I? |
| STANDARD / COURSE | SC.K.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.RI.RC. | Range and Complexity (RC) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.RI.RC.12. | Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time. |
| GRADE LEVEL EXAMPLE / STAGE | K.RI.RC.12.1. | Engage in whole and small group reading with purpose and understanding. ReadyRosie I Read to You, You Read to Me Making Connections Pattern Books Storytelling with a Picture Book |
| GRADE LEVEL EXAMPLE / STAGE | K.RI.RC.12.2. | Read independently for sustained periods of time. ReadyRosie Building a Fort I Read to You, You Read to Me You Know It! |
| GRADE LEVEL EXAMPLE / STAGE | K.RI.RC.12.3. | Read and respond according to task and purpose to become self-directed, critical readers and thinkers. ReadyRosie Captioning Your Childhood My First Journal Tips for helping your child love reading |
| STANDARD / COURSE | SC.K.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.W.MCC. | Meaning, Context, and Craft (MCC) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.W.MCC.1. | Write arguments to support claims with clear reasons and relevant evidence. |
| GRADE LEVEL EXAMPLE / STAGE | K.W.MCC.1.2. | With guidance and support, plan, revise, and edit building on personal ideas and the ideas of others to strengthen writing. ReadyRosie Color Poem Make an Invitation Write a Favorite Family Recipe |
| STANDARD / COURSE | SC.K.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.W.MCC. | Meaning, Context, and Craft (MCC) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.W.MCC.2. | Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. |
| GRADE LEVEL EXAMPLE / STAGE | K.W.MCC.2.1. | Use a combination of drawing, dictating, and writing to compose informative/explanatory texts that name and supply information about the topic. ReadyRosie All About Me All About My Family Captioning Your Childhood Family Adventure List Here Are the Facts I Found This I Know All About Make a Card Make an Invitation My Family Journal Nature Journaling Write About a Family Tradition Write a Favorite Family Recipe |
| GRADE LEVEL EXAMPLE / STAGE | K.W.MCC.2.2. | With guidance and support, plan, revise, and edit building on personal ideas and the ideas of others to strengthen writing. ReadyRosie All About Me All About My Family Captioning Your Childhood Family Adventure List Here Are the Facts I Found This I Know All About Make an Invitation My Family Journal Nature Journaling Write About a Family Tradition Write a Favorite Family Recipe |
| STANDARD / COURSE | SC.K.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.W.MCC. | Meaning, Context, and Craft (MCC) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.W.MCC.3. | Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. |
| GRADE LEVEL EXAMPLE / STAGE | K.W.MCC.3.1. | Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, to tell about the events in the order in which they occurred, and to provide a reaction to what happened. ReadyRosie A Memorable Story Captioning Your Childhood Labeling Your Story My Family Journal My First Journal Sharing Chores and Your Day Storytelling Together Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Me a Story |
| GRADE LEVEL EXAMPLE / STAGE | K.W.MCC.3.2. | With guidance and support, plan, revise, and edit building on personal ideas and the ideas of others to strengthen writing. ReadyRosie A Memorable Story Captioning Your Childhood Labeling Your Story My Family Journal My First Journal Sharing Chores and Your Day Storytelling Together Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? |
| STANDARD / COURSE | SC.K.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.W.L. | Language (L) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.W.L.4. | Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. |
| GRADE LEVEL EXAMPLE / STAGE | K.W.L.4.1. | With guidance and support, use nouns. ReadyRosie All About My Family |
| GRADE LEVEL EXAMPLE / STAGE | K.W.L.4.4. | With guidance and support, use verbs. ReadyRosie All About My Family |
| GRADE LEVEL EXAMPLE / STAGE | K.W.L.4.5. | With guidance and support, use adjectives. ReadyRosie All About Me Make a Card |
| GRADE LEVEL EXAMPLE / STAGE | K.W.L.4.8. | Produce and expand complete sentences. ReadyRosie Captioning Your Childhood Make a Card |
| STANDARD / COURSE | SC.K.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.W.L. | Language (L) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.W.L.5. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| GRADE LEVEL EXAMPLE / STAGE | K.W.L.5.1. | Capitalize the first word in a sentence and the pronoun I. ReadyRosie Make an Invitation |
| GRADE LEVEL EXAMPLE / STAGE | K.W.L.5.2. | Recognize and name end punctuation. ReadyRosie Isn't That Bold? |
| GRADE LEVEL EXAMPLE / STAGE | K.W.L.5.3. | Write letter(s) for familiar consonant and vowel sounds. ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| GRADE LEVEL EXAMPLE / STAGE | K.W.L.5.4. | Spell simple words phonetically. ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| STANDARD / COURSE | SC.K.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.W.RC. | Range and Complexity (RC) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.W.RC.6. | Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames. |
| GRADE LEVEL EXAMPLE / STAGE | K.W.RC.6.1. | With guidance and support, write routinely and persevere in writing tasks for a variety of purposes and audiences. ReadyRosie Family Adventure List Make a Card Make a List Make an Invitation Math Journal Walk Nature Journaling |
| GRADE LEVEL EXAMPLE / STAGE | K.W.RC.6.2. | Print upper-and lower-case letters. ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| GRADE LEVEL EXAMPLE / STAGE | K.W.RC.6.3. | Recognize that print moves from left to right and that there are spaces between words. ReadyRosie Make an Invitation Reading Strategy: Using Your Reading Finger |
| STANDARD / COURSE | SC.K.C. | Communication (C) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.C.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.C.MC.1. | Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives. |
| GRADE LEVEL EXAMPLE / STAGE | K.C.MC.1.1. | Explore and create meaning through play, conversation, drama, and story-telling. 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? |
| GRADE LEVEL EXAMPLE / STAGE | K.C.MC.1.2. | Practice the skills of taking turns, listening to others, and speaking clearly. 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? |
| GRADE LEVEL EXAMPLE / STAGE | K.C.MC.1.3. | Practice verbal and nonverbal techniques including volume and tone, eye contact, facial expressions, and posture. ReadyRosie Storytelling Together |
| GRADE LEVEL EXAMPLE / STAGE | K.C.MC.1.4. | Participate in conversations with varied partners about focused grade level topics and texts in small and large groups. 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? |
| GRADE LEVEL EXAMPLE / STAGE | K.C.MC.1.5. | Explain personal ideas and build on the ideas of others by responding and relating to comments made. 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? |
| STANDARD / COURSE | SC.K.C. | Communication (C) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.C.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.C.MC.2. | Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources. |
| GRADE LEVEL EXAMPLE / STAGE | K.C.MC.2.1. | With guidance and support, recall information from experiences or gather information from sources to ask and answer questions. ReadyRosie Guess Who I Found This I Want to Know About Let's Explore Nature Journaling What's Cool About Nonfiction? |
| GRADE LEVEL EXAMPLE / STAGE | K.C.MC.2.2. | With guidance and support, participate in shared research exploring a variety of texts; express opinions and talk about findings. ReadyRosie I Want to Know About |
| STANDARD / COURSE | SC.K.C. | Communication (C) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.C.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.C.MC.3. | Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information. |
| GRADE LEVEL EXAMPLE / STAGE | K.C.MC.3.1. | Explore how ideas and topics are depicted in a variety of media and formats. ReadyRosie Here Are the Facts Share Your Knowledge Sharing Chores and Your Day Who Am I? |
| GRADE LEVEL EXAMPLE / STAGE | K.C.MC.3.2. | Use appropriate props, images, or illustrations to support verbal communication. ReadyRosie 20 Questions Draw |
| STANDARD / COURSE | SC.K.C. | Communication (C) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.C.LCS. | Language, Craft and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.C.LCS.4. | Critique how a speaker addresses content and uses stylistic and structural craft techniques to inform, engage, and impact audiences. |
| GRADE LEVEL EXAMPLE / STAGE | K.C.LCS.4.1. | Identify speaker’s purpose. ReadyRosie Share Your Knowledge |
| STANDARD / COURSE | SC.K.C. | Communication (C) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.C.LCS. | Language, Craft and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | K.C.LCS.5. | Incorporate craft techniques to engage and impact audience and convey messages. |
| GRADE LEVEL EXAMPLE / STAGE | K.C.LCS.5.1. | Use voice inflection, expression, rhythm, and rhyme, when presenting poems, short stories, role-plays, or songs. ReadyRosie Building a Fort Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word Sharing Chores and Your Day Stinkle, Stinkle, Stittle Star |
| GRADE LEVEL EXAMPLE / STAGE | K.C.LCS.5.2. | Employ repetitive language, onomatopoeia, and/or alliteration to impact the audience. ReadyRosie Family Alliteration Name Game Tongue Twister Time |
| South Carolina Standards & Learning |
| Language Arts |
| Grade: 1 - Adopted: 2015 |
| STANDARD / COURSE | SC.1.I. | Inquiry-Based Literacy Standards (I) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.I.1. | Formulate relevant, self-generated questions based on interests and/or needs that can be investigated. |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.I.1.1. | Translate “wonderings” into questions that lead to group conversations, explorations, and investigations. 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? |
| STANDARD / COURSE | SC.1.I. | Inquiry-Based Literacy Standards (I) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.I.2. | Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives. |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.I.2.1. | Engage in daily explorations of texts to make connections to personal experiences, other texts, or the environment. 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? |
| STANDARD / COURSE | SC.1.I. | Inquiry-Based Literacy Standards (I) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.I.3. | Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis. |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.I.3.1. | Develop a plan of action for collecting relevant information from multiple sources through play, sensory observation, texts, websites, and conversations with adults/peers. ReadyRosie Let's Explore Nature Journaling |
| STANDARD / COURSE | SC.1.I. | Inquiry-Based Literacy Standards (I) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.I.4. | Synthesize information to share learning and/or take action. |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.I.4.2. | Determine appropriate tools to communicate findings. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.I.4.3. | Reflect on findings and take action. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| STANDARD / COURSE | SC.1.I. | Inquiry-Based Literacy Standards (I) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.I.5. | Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, individually and collaboratively. |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.I.5.1. | Recognize the value of individual and collective thinking. ReadyRosie Building a Fort Sharing Chores and Your Day |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.I.5.2. | Monitor and assess learning to guide inquiry. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| STANDARD / COURSE | SC.1.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.RL.P. | Principles of Reading (P) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.RL.P.1. | Demonstrate understanding of the organization and basic features of print. |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.P.1.1. | Recognize the distinguishing features of a sentence. ReadyRosie Reading Strategies: Punctuation Expression |
| STANDARD / COURSE | SC.1.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.RL.P. | Principles of Reading (P) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.RL.P.2. | Demonstrate understanding of spoken words, syllables, and sounds. |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.P.2.1. | Distinguish long from short vowel sounds in spoken single-syllable words. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| STANDARD / COURSE | SC.1.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.RL.P. | Principles of Reading (P) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.RL.P.3. | Know and apply grade-level phonics and word analysis skills when decoding words. |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.P.3.1. | Demonstrate the sound correspondences for common consonant blends and digraphs. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.P.3.2. | Use knowledge that every syllable must have a vowel sound to determine the number of syllables in words. ReadyRosie Rhyming Hand Game |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.P.3.3. | Read a two-syllable word by breaking the word into syllables. ReadyRosie Rhyming Hand Game |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.P.3.4. | Use final-e and common vowel team conventions to read words with long vowel sounds. ReadyRosie Change One Letter Race to the Letter Sound |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.P.3.6. | Recognize and read grade-appropriate irregularly spelled words. ReadyRosie Change One Letter Fishing for Words Magical Creature Writing Make a Card My Words, Your Words Race You To the Top Reading Strategy: Give the Word Thinking About Word Chunks Where's That Word? Word Challenge Word Man Write a Letter You Know It! |
| STANDARD / COURSE | SC.1.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.RL.P. | Principles of Reading (P) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.RL.P.4. | Read with sufficient accuracy and fluency to support comprehension. |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.P.4.1. | Read grade-level texts with purpose and understanding. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me My Library List Preview & Predict Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategies: Punctuation Expression Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? You Know It! |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.P.4.2. | Read grade-level texts orally with accuracy, appropriate rate, and expression on successive readings. 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 |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.P.4.3. | Use context to confirm or self-correct word recognition and understanding rereading as necessary. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| STANDARD / COURSE | SC.1.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.RL.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.RL.MC.5. | Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations. |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.MC.5.1. | Ask and answer who, what, when, where, why, and how questions to demonstrate understanding of a text; use key details to make inferences and draw conclusions in texts heard or read. ReadyRosie Chapter Books Daily Conclusions Funny Pictures Preview & Predict Read a Little, Think a Little Reading and Making Connections Story Train Storytelling with a Picture Book Using Clues to Figure it Out What Do I Like? What Makes a Good Storyteller |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.MC.5.2. | Make predictions using prior knowledge, pictures, illustrations, title, and information about author and illustrator. ReadyRosie Cover the Ending Preview & Predict Read a Little, Think a Little |
| STANDARD / COURSE | SC.1.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.RL.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.RL.MC.6. | Summarize key details and ideas to support analysis of thematic development. |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.MC.6.1. | Describe the relationship between the illustrations and the characters, setting, or events. ReadyRosie Favorite Illustrators Reading Strategies: Look at the Picture |
| STANDARD / COURSE | SC.1.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.RL.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.RL.MC.7. | Analyze the relationship among ideas, themes, or topics in multiple media and formats, and in visual, auditory, and kinesthetic modalities. |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.MC.7.2. | Read or listen closely to compare and contrast familiar texts and texts in author and genre studies. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| STANDARD / COURSE | SC.1.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.RL.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.RL.MC.8. | Analyze characters, settings, events, and ideas as they develop and interact within a particular context. |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.MC.8.1. | Read or listen closely to: |
| INDICATOR | 1.RL.MC.8.1.a. | Describe characters’ actions and feelings. ReadyRosie Chapter Books Character Connection Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| INDICATOR | 1.RL.MC.8.1.b. | Compare and contrast characters’ experiences to those of the reader. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| INDICATOR | 1.RL.MC.8.1.c. | Describe setting. ReadyRosie Chapter Books Funny Pictures Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| INDICATOR | 1.RL.MC.8.1.d. | Identify the plot including problem and solution. ReadyRosie Chapter Books Funny Pictures Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STANDARD / COURSE | SC.1.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.RL.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.RL.LCS.9. | Interpret and analyze the author’s use of words, phrases, and conventions, and how their relationships shape meaning and tone in print and multimedia texts. |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.LCS.9.1. | Identify the literary devices of rhythm, repetitive language, and simile and sound devices of rhyme, onomatopoeia, and alliteration; explain how the author uses each. ReadyRosie Family Alliteration Name Game Tongue Twister Time |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.LCS.9.2. | Identify how an author’s choice of words, phrases, conventions, and illustrations suggest feelings, appeal to the senses, and contribute to meaning. ReadyRosie Favorite Illustrators Let's Look Closer Read a Little, Think a Little Reading Strategies: Look at the Picture Seeing the Story What Do I See When I Hear...? What Makes a Good Storyteller What Was That For? |
| STANDARD / COURSE | SC.1.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.RL.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.RL.LCS.10. | Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary. |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.LCS.10.1. | Ask and answer questions about known and unknown words. ReadyRosie Feelings Charades Nursery Rhymes Reading Rhymes Storytelling with a Picture Book What Makes a Good Storyteller |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.LCS.10.2. | Identify new meanings for familiar words and apply them accurately. ReadyRosie Feelings Charades Million Dollar Words Nursery Rhymes Reading Rhymes Storytelling with a Picture Book What Makes a Good Storyteller |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.LCS.10.6. | Use words and phrases acquired through talk and text; explore nuances of words and phrases. ReadyRosie Let's Look Closer Nursery Rhymes |
| STANDARD / COURSE | SC.1.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.RL.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.RL.LCS.11. | Analyze and provide evidence of how the author’s choice of point of view, perspective, or purpose shapes content, meaning, and style. |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.LCS.11.1. | Identify the author’s purpose—to explain, entertain, inform, or convince. ReadyRosie Is It Real? |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.LCS.11.2. | Distinguish who is telling the story at various points in a text, the narrator or characters. 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 |
| STANDARD / COURSE | SC.1.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.RL.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.RL.LCS.12. | Analyze and critique how the author uses structures in print and multimedia texts to shape meaning and impact the reader. |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.LCS.12.1. | Classify literary texts according to characteristics of a genre. ReadyRosie Chapter Books What Do I Like? |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.LCS.12.2. | Recognize how the author uses crafted text structures of recurring phrases and dialogue. ReadyRosie Is It Real? Reading Rhymes What Was That For? |
| STANDARD / COURSE | SC.1.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.RL.RC. | Range and Complexity (RC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.RL.RC.13. | Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time. |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.RC.13.1. | Engage in whole and small group reading with purpose and understanding. ReadyRosie I Read to You, You Read to Me Storytelling with a Picture Book |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.RC.13.2. | Read independently for sustained periods of time to build stamina. ReadyRosie Building a Fort I Read to You, You Read to Me You Know It! |
| GRADE LEVEL EXAMPLE / STAGE | 1.RL.RC.13.3. | Read and respond according to task and purpose to become self-directed, critical readers and thinkers. 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 Reading Strategy: Reading and Making Connections Seeing the Story Tips for helping your child love reading What Do I Like? What Makes a Good Storyteller |
| STANDARD / COURSE | SC.1.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.RI.P. | Principles of Reading (P) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.RI.P.1. | Demonstrate understanding of the organization and basic features of print. |
| GRADE LEVEL EXAMPLE / STAGE | 1.RI.P.1.1. | Recognize the distinguishing features of a sentence. ReadyRosie Reading Strategies: Punctuation Expression |
| STANDARD / COURSE | SC.1.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.RI.P. | Principles of Reading (P) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.RI.P.2. | Demonstrate understanding of spoken words, syllables, and sounds. |
| GRADE LEVEL EXAMPLE / STAGE | 1.RI.P.2.1. | Distinguish long from short vowel sounds in spoken single-syllable words. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| GRADE LEVEL EXAMPLE / STAGE | 1.RI.P.2.2. | Produce single-syllable words by blending sounds, including consonant blends in spoken words. ReadyRosie Reading Strategy: Give the Word Thinking About Word Chunks |
| STANDARD / COURSE | SC.1.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.RI.P. | Principles of Reading (P) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.RI.P.3. | Know and apply grade-level phonics and word analysis skills when decoding words. |
| GRADE LEVEL EXAMPLE / STAGE | 1.RI.P.3.1. | Demonstrate the sound correspondences for common consonant blends and digraphs. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| GRADE LEVEL EXAMPLE / STAGE | 1.RI.P.3.2. | Use knowledge that every syllable must have a vowel sound to determine the number of syllables in words. ReadyRosie Rhyming Hand Game |
| GRADE LEVEL EXAMPLE / STAGE | 1.RI.P.3.3. | Read a two-syllable word by breaking the word into syllables. ReadyRosie Rhyming Hand Game |
| GRADE LEVEL EXAMPLE / STAGE | 1.RI.P.3.4. | Use final -e and common vowel team conventions to read words with long vowel sounds. ReadyRosie Change One Letter Race to the Letter Sound |
| GRADE LEVEL EXAMPLE / STAGE | 1.RI.P.3.6. | Recognize and read grade-appropriate irregularly spelled words. ReadyRosie Change One Letter Fishing for Words Magical Creature Writing Make a Card My Words, Your Words Race You To the Top Reading Strategy: Give the Word Thinking About Word Chunks Where's That Word? Word Challenge Word Man Write a Letter You Know It! |
| STANDARD / COURSE | SC.1.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.RI.P. | Principles of Reading (P) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.RI.P.4. | Read with sufficient accuracy and fluency to support comprehension. |
| GRADE LEVEL EXAMPLE / STAGE | 1.RI.P.4.1. | Read grade-level texts with purpose and understanding. ReadyRosie Books on the Go Daily Reading Routines Five Finger Rule My Library List Reading Strategies: Punctuation Expression Reading Strategy: Echo Reading Reading Strategy: Give the Word What Do I Like? |
| GRADE LEVEL EXAMPLE / STAGE | 1.RI.P.4.2. | Read grade-level texts orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Building a Fort Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word |
| GRADE LEVEL EXAMPLE / STAGE | 1.RI.P.4.3. | Use context to confirm or self-correct word recognition and understanding rereading as necessary. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| STANDARD / COURSE | SC.1.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.RI.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.RI.MC.5. | Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations. |
| GRADE LEVEL EXAMPLE / STAGE | 1.RI.MC.5.1. | Ask and answer who, what, when, where, why, and how questions to demonstrate understanding of a text; use key details to make inferences and draw conclusions in texts heard or read. ReadyRosie How To What Do You Want to Know? What's Cool About Nonfiction? |
| STANDARD / COURSE | SC.1.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.RI.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.RI.MC.6. | Summarize key details and ideas to support analysis of central ideas. |
| GRADE LEVEL EXAMPLE / STAGE | 1.RI.MC.6.1. | Retell the central idea and key details to summarize a text heard, read, or viewed. ReadyRosie How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| STANDARD / COURSE | SC.1.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.RI.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.RI.MC.7. | Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities. |
| GRADE LEVEL EXAMPLE / STAGE | 1.RI.MC.7.1. | Compare and contrast topics or ideas within a thematic or author study heard, read, or viewed. ReadyRosie Favorite Authors What Was That For? |
| STANDARD / COURSE | SC.1.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.RI.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.RI.LCS.8. | Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts. |
| GRADE LEVEL EXAMPLE / STAGE | 1.RI.LCS.8.1. | Identify words, phrases, illustrations, and photographs used to provide information. ReadyRosie How Far Does It Fly? How To Share Your Knowledge Wondering About Words |
| GRADE LEVEL EXAMPLE / STAGE | 1.RI.LCS.8.2. | Use front cover, title page, illustrations/ photographs, fonts, glossary, and table of contents to locate and describe key facts or information; describe the relationship between these features and the text. ReadyRosie Getting Into Information How To |
| STANDARD / COURSE | SC.1.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.RI.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.RI.LCS.9. | Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary. |
| GRADE LEVEL EXAMPLE / STAGE | 1.RI.LCS.9.1. | Ask and answer questions about known and unknown words in a text. ReadyRosie Share Your Knowledge Wondering About Words |
| GRADE LEVEL EXAMPLE / STAGE | 1.RI.LCS.9.2. | Identify new meanings for familiar words and apply them accurately. ReadyRosie Million Dollar Words Share Your Knowledge Wondering About Words |
| GRADE LEVEL EXAMPLE / STAGE | 1.RI.LCS.9.5. | Use words and phrases acquired through talk and text; explore nuances of words and phrases. ReadyRosie Let's Look Closer Nursery Rhymes |
| STANDARD / COURSE | SC.1.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.RI.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.RI.LCS.10. | Analyze and provide evidence of how the author’s choice of purpose and perspective shapes content, meaning, and style. |
| GRADE LEVEL EXAMPLE / STAGE | 1.RI.LCS.10.1. | Identify the author’s purpose – to explain, entertain, inform, or convince. ReadyRosie Is It Real? |
| STANDARD / COURSE | SC.1.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.RI.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.RI.LCS.11. | Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing. |
| GRADE LEVEL EXAMPLE / STAGE | 1.RI.LCS.11.2. | Identify the reasons an author gives to support a position. ReadyRosie How To What's Cool About Nonfiction? |
| STANDARD / COURSE | SC.1.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.RI.RC. | Range and Complexity (RC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.RI.RC.12. | Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time. |
| GRADE LEVEL EXAMPLE / STAGE | 1.RI.RC.12.1. | Engage in whole and small group reading with purpose and understanding. ReadyRosie I Read to You, You Read to Me Storytelling with a Picture Book |
| GRADE LEVEL EXAMPLE / STAGE | 1.RI.RC.12.2. | Read independently for sustained periods of time. ReadyRosie Building a Fort I Read to You, You Read to Me You Know It! |
| GRADE LEVEL EXAMPLE / STAGE | 1.RI.RC.12.3. | Read and respond according to task and purpose to become self-directed, critical readers and thinkers. ReadyRosie Captioning Your Childhood My First Journal Tips for helping your child love reading |
| STANDARD / COURSE | SC.1.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.W.MCC. | Meaning, Context, and Craft (MCC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.W.MCC.1. | Write arguments to support claims with clear reasons and relevant evidence. |
| GRADE LEVEL EXAMPLE / STAGE | 1.W.MCC.1.1. | Explore print and multimedia sources to write opinion pieces that introduce the topic, state an opinion, give a reason for the opinion, and provide a sense of closure. ReadyRosie Captioning Your Childhood My First Journal |
| GRADE LEVEL EXAMPLE / STAGE | 1.W.MCC.1.2. | Plan, revise, and edit building on personal ideas and the ideas of others to strengthen writing. ReadyRosie I'd Really Like |
| STANDARD / COURSE | SC.1.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.W.MCC. | Meaning, Context, and Craft (MCC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.W.MCC.2. | Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. |
| GRADE LEVEL EXAMPLE / STAGE | 1.W.MCC.2.1. | Explore print and multimedia sources to write informative/explanatory texts that name a topic, supply facts about the topic, and provide a sense of closure. ReadyRosie All About My Family Captioning Your Childhood Family Adventure List Funny Pictures I Found This I Love My Family Because... I'd Really Like I'm An Expert Labeling Your Story Let's Explore Magical Creature Writing Make a Card Make an Invitation Nature Journaling Story Train Tell Me How Write About a Family Tradition Write Around Write a Favorite Family Recipe |
| GRADE LEVEL EXAMPLE / STAGE | 1.W.MCC.2.2. | Plan, revise, and edit building on personal ideas and the ideas of others to strengthen writing. ReadyRosie All About My Family Captioning Your Childhood Family Adventure List I Found This I Love My Family Because... I'd Really Like I'm An Expert Make an Invitation Nature Journaling Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| STANDARD / COURSE | SC.1.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.W.MCC. | Meaning, Context, and Craft (MCC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.W.MCC.3. | Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. |
| GRADE LEVEL EXAMPLE / STAGE | 1.W.MCC.3.1. | Explore multiple texts to write narratives that recount two or more sequenced events, include details, use temporal words to signal event order, and provide a sense of closure. ReadyRosie Funny Pictures Labeling Your Story Magical Creature Writing Story Train Why is storytelling important? Write Around Write a Favorite Family Recipe |
| GRADE LEVEL EXAMPLE / STAGE | 1.W.MCC.3.2. | Plan, revise, and edit building on personal ideas and the ideas of others to strengthen writing. ReadyRosie Captioning Your Childhood Labeling Your Story My First Journal Remember The Story Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around |
| STANDARD / COURSE | SC.1.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.W.L. | Language (L) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.W.L.4. | Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. |
| GRADE LEVEL EXAMPLE / STAGE | 1.W.L.4.1. | Use common, proper, and possessive nouns. ReadyRosie Noun Charades Picture Talk |
| GRADE LEVEL EXAMPLE / STAGE | 1.W.L.4.2. | Use singular and plural nouns with matching verbs in basic sentences. ReadyRosie Captioning Your Childhood Noun Charades Picture Talk |
| GRADE LEVEL EXAMPLE / STAGE | 1.W.L.4.3. | Use personal, possessive, and indefinite pronouns. ReadyRosie Picture Talk |
| GRADE LEVEL EXAMPLE / STAGE | 1.W.L.4.4. | Use verbs to convey a sense of past, present, and future. ReadyRosie Magical Creature Writing Picture Talk |
| GRADE LEVEL EXAMPLE / STAGE | 1.W.L.4.5. | Use adjectives and adverbs. ReadyRosie Make a Card Picture Talk |
| GRADE LEVEL EXAMPLE / STAGE | 1.W.L.4.6. | Use prepositional phrases. ReadyRosie Picture Talk |
| GRADE LEVEL EXAMPLE / STAGE | 1.W.L.4.8. | Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences. ReadyRosie Captioning Your Childhood Magical Creature Writing Make a Card Picture Talk |
| STANDARD / COURSE | SC.1.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.W.L. | Language (L) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.W.L.5. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| GRADE LEVEL EXAMPLE / STAGE | 1.W.L.5.1. | Capitalize the first word of a sentence, dates, names, and the pronoun I. ReadyRosie Make an Invitation |
| STANDARD / COURSE | SC.1.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.W.L. | Language (L) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.W.L.5. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| GRADE LEVEL EXAMPLE / STAGE | 1.W.L.5.2. | Use: |
| INDICATOR | 1.W.L.5.2.a. | Periods, question marks, and exclamation marks at the end of sentences. ReadyRosie Magical Creature Writing |
| STANDARD / COURSE | SC.1.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.W.L. | Language (L) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.W.L.5. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| GRADE LEVEL EXAMPLE / STAGE | 1.W.L.5.3. | Use conventional spelling for words with common spelling patterns. ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| GRADE LEVEL EXAMPLE / STAGE | 1.W.L.5.4. | Spell unknown words phonetically; spell common irregularly-spelled, grade-appropriate high-frequency words. ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Race You To the Top Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| STANDARD / COURSE | SC.1.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.W.RC. | Range and Complexity (RC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.W.RC.6. | Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames. |
| GRADE LEVEL EXAMPLE / STAGE | 1.W.RC.6.1. | Write routinely and persevere in writing tasks for a variety of purposes and audiences. ReadyRosie Family Adventure List I'd Really Like Make a Card Make a List Make an Invitation Math Journal Walk Nature Journaling Write to the Tooth Fairy |
| GRADE LEVEL EXAMPLE / STAGE | 1.W.RC.6.2. | Print upper- and lower-case letters proportionally, using appropriate handwriting techniques. ReadyRosie Captioning Your Childhood Letters on My Back Make an Invitation Write Your Name |
| GRADE LEVEL EXAMPLE / STAGE | 1.W.RC.6.3. | Write left to right leaving space between words. ReadyRosie I'd Really Like Make a Card Make a List Make an Invitation Math Journal Walk Nature Journaling Picture Talk Reading Strategy: Using Your Reading Finger |
| STANDARD / COURSE | SC.1.C. | Communication (C) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.C.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.C.MC.1. | Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives. |
| GRADE LEVEL EXAMPLE / STAGE | 1.C.MC.1.1. | Explore and create meaning through conversation, drama, questioning, and story-telling. 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? |
| GRADE LEVEL EXAMPLE / STAGE | 1.C.MC.1.2. | Practice the skills of taking turns, listening to others, and speaking clearly. 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? |
| GRADE LEVEL EXAMPLE / STAGE | 1.C.MC.1.3. | Practice techniques of volume, eye contact, facial expressions, posture, gestures, and space. ReadyRosie I Love My Family Because... |
| GRADE LEVEL EXAMPLE / STAGE | 1.C.MC.1.4. | Participate in shared conversations with varied partners about focused grade level topics and texts in small and large groups. 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? |
| GRADE LEVEL EXAMPLE / STAGE | 1.C.MC.1.5. | Explain personal ideas and build on the ideas of others by responding and relating to comments made in multiple exchanges. ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| STANDARD / COURSE | SC.1.C. | Communication (C) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.C.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.C.MC.2. | Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources. |
| GRADE LEVEL EXAMPLE / STAGE | 1.C.MC.2.1. | Express ideas gathered from various print and multimedia sources in a clear and concise manner. ReadyRosie Share Your Knowledge Sharing Chores and Your Day |
| GRADE LEVEL EXAMPLE / STAGE | 1.C.MC.2.2. | Participate in shared research exploring a variety of texts; express opinions and talk about findings. ReadyRosie I Want to Know About |
| STANDARD / COURSE | SC.1.C. | Communication (C) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.C.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.C.MC.3. | Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information. |
| GRADE LEVEL EXAMPLE / STAGE | 1.C.MC.3.2. | Use visual displays to support verbal communication and clarify ideas, thoughts, and feelings. ReadyRosie 20 Questions Draw |
| STANDARD / COURSE | SC.1.C. | Communication (C) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.C.LCS. | Language, Craft and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.C.LCS.5. | Incorporate craft techniques to engage and impact audience and convey messages. |
| GRADE LEVEL EXAMPLE / STAGE | 1.C.LCS.5.1. | Present poems, short stories, role-plays, or songs using voice inflection, expression, rhythm, and rhyme. ReadyRosie Tips for helping your child love reading |
| GRADE LEVEL EXAMPLE / STAGE | 1.C.LCS.5.2. | Employ a combination of words, phrases, rhythm, rhyme, repetitive language, similes, onomatopoeia, and alliteration for impact. ReadyRosie Family Alliteration Name Game Tongue Twister Time |
| South Carolina Standards & Learning |
| Language Arts |
| Grade: 2 - Adopted: 2015 |
| STANDARD / COURSE | SC.2.I. | Inquiry-Based Literacy Standards (I) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.I.1. | Formulate relevant, self-generated questions based on interests and/or needs that can be investigated. |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.I.1.1. | Ask self-generated questions that lead to group conversations, explorations, and investigations. 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? |
| STANDARD / COURSE | SC.2.I. | Inquiry-Based Literacy Standards (I) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.I.2. | Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives. |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.I.2.1. | Engage in daily exploration to formulate questions from texts and personal experiences; generate possible explanations and consider alternatives. ReadyRosie Family Interview Guess Who How To I Want to Know About Let's Explore Make a Neighborhood Map Nature Journaling Reading Recipes That's So Cool What Do You Wonder? Who Are Your Heroes? |
| STANDARD / COURSE | SC.2.I. | Inquiry-Based Literacy Standards (I) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.I.3. | Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis. |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.I.3.1. | Develop a plan of action for collecting relevant information from multiple sources through play, observation, texts, websites, and conversations with adults/peers. ReadyRosie Let's Explore Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| STANDARD / COURSE | SC.2.I. | Inquiry-Based Literacy Standards (I) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.I.4. | Synthesize information to share learning and/or take action. |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.I.4.3. | Reflect on findings and pose new questions for further inquiry. ReadyRosie Family Interview I Want to Know About Let's Explore Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| STANDARD / COURSE | SC.2.I. | Inquiry-Based Literacy Standards (I) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.I.5. | Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, individually and collaboratively. |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.I.5.1. | Acknowledge and value individual and collective thinking. ReadyRosie Building a Fort I Want to Know About Sharing Chores and Your Day This Is Important |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.I.5.2. | Monitor and assess learning to guide inquiry. ReadyRosie Family Interview I Want to Know About Let's Explore Make a Neighborhood Map Nature Journaling This Is Important Who Are Your Heroes? |
| STANDARD / COURSE | SC.2.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.RL.P. | Principles of Reading (P) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.RL.P.3. | Know and apply grade-level phonics and word analysis skills when decoding words. |
| GRADE LEVEL EXAMPLE / STAGE | 2.RL.P.3.1. | Use knowledge of r-controlled vowels to read. ReadyRosie Shopping for Syllables |
| GRADE LEVEL EXAMPLE / STAGE | 2.RL.P.3.2. | Use knowledge of how syllables work to read multisyllabic words. ReadyRosie Rhyming Hand Game |
| GRADE LEVEL EXAMPLE / STAGE | 2.RL.P.3.3. | Read irregularly spelled two-syllable words and words with common prefixes and suffixes. ReadyRosie My Words, Your Words Race You To the Top Reading Strategy: Give the Word Thinking About Word Chunks |
| GRADE LEVEL EXAMPLE / STAGE | 2.RL.P.3.4. | Use and apply knowledge of vowel diphthongs. ReadyRosie Shopping for Syllables Thinking About Word Chunks |
| GRADE LEVEL EXAMPLE / STAGE | 2.RL.P.3.6. | Recognize and read grade-appropriate irregularly spelled words. ReadyRosie My Words, Your Words Race You To the Top Reading Strategy: Give the Word Thinking About Word Chunks |
| STANDARD / COURSE | SC.2.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.RL.P. | Principles of Reading (P) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.RL.P.4. | Read with sufficient accuracy and fluency to support comprehension. |
| GRADE LEVEL EXAMPLE / STAGE | 2.RL.P.4.1. | Read grade-level texts with purpose and understanding. ReadyRosie Books on the Go Building a Fort Can You See It? Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading |
| GRADE LEVEL EXAMPLE / STAGE | 2.RL.P.4.2. | Read grade-level texts orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings. 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 |
| STANDARD / COURSE | SC.2.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.RL.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.RL.MC.5. | Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations. |
| GRADE LEVEL EXAMPLE / STAGE | 2.RL.MC.5.1. | Ask and answer literal and inferential questions to demonstrate understanding of a text; use specific details to make inferences and draw conclusions in texts heard or read. ReadyRosie 20 Questions Can You See It? Chapter Books Daily Conclusions Pow Wow Crunch Read a Little, Think a Little Reading is Thinking Using Clues to Figure it Out What Makes a Good Storyteller Who's Been Here? |
| GRADE LEVEL EXAMPLE / STAGE | 2.RL.MC.5.2. | Make predictions before and during reading; confirm or modify thinking. ReadyRosie Read a Little, Think a Little |
| STANDARD / COURSE | SC.2.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.RL.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.RL.MC.6. | Summarize key details and ideas to support analysis of thematic development. |
| GRADE LEVEL EXAMPLE / STAGE | 2.RL.MC.6.1. | Use information gained from illustrations and words in a print or multimedia text to demonstrate understanding of its characters, setting, or 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 |
| STANDARD / COURSE | SC.2.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.RL.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.RL.MC.7. | Analyze the relationship among ideas, themes, or topics in multiple media and formats, and in visual, auditory, and kinesthetic modalities. |
| GRADE LEVEL EXAMPLE / STAGE | 2.RL.MC.7.1. | Retell the sequence of major events using key details; determine the theme in a text heard or read. ReadyRosie Summarizing the Story |
| GRADE LEVEL EXAMPLE / STAGE | 2.RL.MC.7.2. | Read or listen closely to compare and contrast multiple versions of the same story; compare and contrast texts in author and genre studies. ReadyRosie What Makes a Good Storyteller |
| STANDARD / COURSE | SC.2.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.RL.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.RL.MC.8. | Analyze characters, settings, events, and ideas as they develop and interact within a particular context. |
| GRADE LEVEL EXAMPLE / STAGE | 2.RL.MC.8.1. | Read or listen closely to: |
| INDICATOR | 2.RL.MC.8.1.a. | Compare and contrast characters’ actions, feelings, and responses to major events or challenges. ReadyRosie What Makes a Good Storyteller |
| STANDARD / COURSE | SC.2.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.RL.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.RL.LCS.9. | Interpret and analyze the author’s use of words, phrases, and conventions, and how their relationships shape meaning and tone in print and multimedia texts. |
| GRADE LEVEL EXAMPLE / STAGE | 2.RL.LCS.9.2. | Explain how words, phrases, conventions, and illustrations communicate feelings, appeal to the senses, influence the reader, and contribute to meaning. ReadyRosie Can You See It? Favorite Illustrators Let's Look Closer Pow Wow Crunch Read a Little, Think a Little What Do I See When I Hear...? |
| STANDARD / COURSE | SC.2.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.RL.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.RL.LCS.10. | Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary. |
| GRADE LEVEL EXAMPLE / STAGE | 2.RL.LCS.10.1. | Use context to determine the meaning of words and phrases. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| GRADE LEVEL EXAMPLE / STAGE | 2.RL.LCS.10.2. | Determine the meaning of a newly formed word when a known affix is added to a known word. ReadyRosie Feelings Charades Share Your Knowledge Sharing Chores and Your Day What Makes a Good Storyteller |
| GRADE LEVEL EXAMPLE / STAGE | 2.RL.LCS.10.3. | Use a base word to determine the meaning of an unknown word with the same base. ReadyRosie Digging Into Roots |
| GRADE LEVEL EXAMPLE / STAGE | 2.RL.LCS.10.4. | Use the meanings of individual words to predict the meaning of compound words. ReadyRosie Playground Compounds |
| GRADE LEVEL EXAMPLE / STAGE | 2.RL.LCS.10.6. | Use general academic and domain-specific words and phrases acquired through talk and text; explore nuances of words and phrases. ReadyRosie Let's Look Closer What Makes a Good Storyteller |
| STANDARD / COURSE | SC.2.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.RL.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.RL.LCS.11. | Analyze and provide evidence of how the author’s choice of point of view, perspective, or purpose shapes content, meaning, and style. |
| GRADE LEVEL EXAMPLE / STAGE | 2.RL.LCS.11.2. | Recognize differences between the points of view and perspectives of the narrator and various characters. ReadyRosie Reading Strategy: Reading and Making Connections |
| STANDARD / COURSE | SC.2.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.RL.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.RL.LCS.12. | Analyze and critique how the author uses structures in print and multimedia texts to shape meaning and impact the reader. |
| GRADE LEVEL EXAMPLE / STAGE | 2.RL.LCS.12.2. | Recognize characteristics of crafted text structures such as diary, seesaw texts, and circular texts. ReadyRosie Chapter Books |
| STANDARD / COURSE | SC.2.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.RL.RC. | Range and Complexity (RC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.RL.RC.13. | Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time. |
| GRADE LEVEL EXAMPLE / STAGE | 2.RL.RC.13.1. | Engage in whole and small group reading with purpose and understanding. ReadyRosie I Read to You, You Read to Me My Turn, Your Turn |
| GRADE LEVEL EXAMPLE / STAGE | 2.RL.RC.13.2. | Read independently for sustained periods of time to build stamina. ReadyRosie Building a Fort I Read to You, You Read to Me |
| GRADE LEVEL EXAMPLE / STAGE | 2.RL.RC.13.3. | Read and respond according to task and purpose to become self-directed, critical readers and thinkers. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Five Finger Rule My Library List My Turn, Your Turn Poetry Pow Wow Crunch Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Reading and Making Connections Song Lyrics Tips for helping your child love reading What Makes a Good Storyteller |
| STANDARD / COURSE | SC.2.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.RI.P. | Principles of Reading (P) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.RI.P.3. | Know and apply grade-level phonics and word analysis skills when decoding words. |
| GRADE LEVEL EXAMPLE / STAGE | 2.RI.P.3.1. | Use knowledge of r-controlled vowels to read. ReadyRosie Shopping for Syllables |
| GRADE LEVEL EXAMPLE / STAGE | 2.RI.P.3.2. | Use knowledge of how syllables work to read multisyllabic words. ReadyRosie Rhyming Hand Game |
| GRADE LEVEL EXAMPLE / STAGE | 2.RI.P.3.3. | Read irregularly spelled two-syllable words and words with common prefixes and suffixes. ReadyRosie My Words, Your Words Race You To the Top Reading Strategy: Give the Word Thinking About Word Chunks |
| GRADE LEVEL EXAMPLE / STAGE | 2.RI.P.3.4. | Use and apply knowledge of vowel diphthongs. ReadyRosie Shopping for Syllables Thinking About Word Chunks |
| GRADE LEVEL EXAMPLE / STAGE | 2.RI.P.3.6. | Recognize and read grade-appropriate irregularly spelled words. ReadyRosie My Words, Your Words Race You To the Top Reading Strategy: Give the Word Thinking About Word Chunks |
| STANDARD / COURSE | SC.2.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.RI.P. | Principles of Reading (P) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.RI.P.4. | Read with sufficient accuracy and fluency to support comprehension. |
| GRADE LEVEL EXAMPLE / STAGE | 2.RI.P.4.1. | Read grade-level texts with purpose and understanding. ReadyRosie Books on the Go Daily Reading Routines Five Finger Rule My Library List Reading Strategies: Punctuation Expression Reading Strategy: Give the Word What Do You Wonder? |
| GRADE LEVEL EXAMPLE / STAGE | 2.RI.P.4.2. | Read grade-level texts orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings. ReadyRosie Building a Fort Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word |
| STANDARD / COURSE | SC.2.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.RI.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.RI.MC.5. | Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations. |
| GRADE LEVEL EXAMPLE / STAGE | 2.RI.MC.5.1. | Ask and answer literal and inferential questions to demonstrate understanding of a text; use specific details to make inferences and draw conclusions in texts heard or read. ReadyRosie Daily Conclusions How To Reading Recipes That's So Cool Using Clues to Figure it Out What Do You Wonder? Who's Been Here? |
| STANDARD / COURSE | SC.2.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.RI.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.RI.MC.6. | Summarize key details and ideas to support analysis of central ideas. |
| GRADE LEVEL EXAMPLE / STAGE | 2.RI.MC.6.1. | Retell the central idea and key details from multi-paragraph texts; summarize the text by stating the topic of each paragraph heard, read, or viewed. ReadyRosie How To That's So Cool |
| STANDARD / COURSE | SC.2.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.RI.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.RI.MC.7. | Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities. |
| GRADE LEVEL EXAMPLE / STAGE | 2.RI.MC.7.1. | Compare and contrast topics, ideas, or concepts across texts in a thematic, author, or genre study heard, read, or viewed. ReadyRosie Favorite Authors |
| STANDARD / COURSE | SC.2.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.RI.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.RI.LCS.8. | Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts. |
| GRADE LEVEL EXAMPLE / STAGE | 2.RI.LCS.8.1. | Identify how the author uses words, phrases, illustrations, and photographs to inform, explain, or describe. ReadyRosie How Far Does It Fly? How To |
| GRADE LEVEL EXAMPLE / STAGE | 2.RI.LCS.8.2. | Use index, headings, bullets, and captions to locate key facts and information; explain the relationship between these features and the text. ReadyRosie Comprehension Clues Finding Information How To Reading Recipes |
| STANDARD / COURSE | SC.2.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.RI.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.RI.LCS.9. | Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary. |
| GRADE LEVEL EXAMPLE / STAGE | 2.RI.LCS.9.1. | Use context to determine the meaning of words and phrases. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| GRADE LEVEL EXAMPLE / STAGE | 2.RI.LCS.9.2. | Determine the meaning of a newly formed word when a known affix is added to the word. ReadyRosie Digging Into Roots Reading Strategy: Cover the Suffix Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| GRADE LEVEL EXAMPLE / STAGE | 2.RI.LCS.9.3. | Use a base word to determine the meaning of an unknown word with the same base. ReadyRosie Digging Into Roots |
| GRADE LEVEL EXAMPLE / STAGE | 2.RI.LCS.9.5. | Acquire and use general academic and domain-specific words and phrases acquired through talk and text; identify nuances of words and phrases. ReadyRosie Share Your Knowledge Wondering About Words |
| STANDARD / COURSE | SC.2.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.RI.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.RI.LCS.10. | Analyze and provide evidence of how the author’s choice of purpose and perspective shapes content, meaning, and style. |
| GRADE LEVEL EXAMPLE / STAGE | 2.RI.LCS.10.1. | Identify and analyze the author’s purpose. ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool What Do You Wonder? |
| STANDARD / COURSE | SC.2.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.RI.RC. | Range and Complexity (RC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.RI.RC.12. | Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time. |
| GRADE LEVEL EXAMPLE / STAGE | 2.RI.RC.12.1. | Engage in whole and small group reading with purpose and understanding. ReadyRosie I Read to You, You Read to Me My Turn, Your Turn |
| GRADE LEVEL EXAMPLE / STAGE | 2.RI.RC.12.2. | Read independently for sustained periods of time. ReadyRosie Building a Fort I Read to You, You Read to Me Random, Bizarre Facts That's So Cool What Do You Wonder? |
| STANDARD / COURSE | SC.2.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.W.MCC. | Meaning, Context, and Craft (MCC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.W.MCC.1. | Write arguments to support claims with clear reasons and relevant evidence. |
| GRADE LEVEL EXAMPLE / STAGE | 2.W.MCC.1.1. | Explore print and multimedia sources to write opinion pieces that introduce the topic, state an opinion and supply reasons that support the opinion, use transitional words to connect opinions and reasons, and provide a concluding statement or section. ReadyRosie This Is Important |
| GRADE LEVEL EXAMPLE / STAGE | 2.W.MCC.1.2. | Plan, revise, and edit, focusing on a topic while building on personal ideas and the ideas of others to strengthen writing. ReadyRosie I'd Really Like Take a Stand |
| STANDARD / COURSE | SC.2.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.W.MCC. | Meaning, Context, and Craft (MCC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.W.MCC.2. | Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. |
| GRADE LEVEL EXAMPLE / STAGE | 2.W.MCC.2.1. | Explore print and multimedia sources to write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. ReadyRosie Color Poem Free Verse Create a Song I'd Really Like Let's Explore Make a Neighborhood Map Nature Journaling Tell Me How This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| GRADE LEVEL EXAMPLE / STAGE | 2.W.MCC.2.2. | Plan, revise, and edit, focusing on a topic while building on personal ideas and the ideas of others to strengthen writing. ReadyRosie Family Adventure List I Love My Family Because... I'd Really Like Interview an Expert Make a Neighborhood Map Nature Journaling Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| STANDARD / COURSE | SC.2.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.W.MCC. | Meaning, Context, and Craft (MCC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.W.MCC.3. | Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. |
| GRADE LEVEL EXAMPLE / STAGE | 2.W.MCC.3.1. | Explore multiple texts to write narratives that recount a well-elaborated event or short sequence of events; include details to describe actions, thoughts, and feelings; use temporal words to signal event order; and provide a sense of closure. ReadyRosie Family Journaling Funny Pictures Magical Creature Writing My Family Comic Strip Story Train Why is storytelling important? Write Around Write a Favorite Family Recipe |
| GRADE LEVEL EXAMPLE / STAGE | 2.W.MCC.3.2. | Plan, revise, and edit, focusing on a topic while building on personal ideas and the ideas of others to strengthen writing. ReadyRosie Family Journaling Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around |
| STANDARD / COURSE | SC.2.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.W.L. | Language (L) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.W.L.4. | Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. |
| GRADE LEVEL EXAMPLE / STAGE | 2.W.L.4.1. | Use collective nouns. ReadyRosie 20 Questions Noun Charades |
| GRADE LEVEL EXAMPLE / STAGE | 2.W.L.4.2. | Form and use frequently occurring irregular plural nouns. ReadyRosie Noun Charades |
| GRADE LEVEL EXAMPLE / STAGE | 2.W.L.4.3. | Use reflexive pronouns. ReadyRosie Picture Talk |
| GRADE LEVEL EXAMPLE / STAGE | 2.W.L.4.4. | Form and use the past tense of frequently occurring irregular verbs. ReadyRosie Family Journaling |
| GRADE LEVEL EXAMPLE / STAGE | 2.W.L.4.5. | Use adjectives and adverbs, and choose between them depending on what is to be modified. ReadyRosie Acrostic Poem Picture Talk |
| GRADE LEVEL EXAMPLE / STAGE | 2.W.L.4.6. | Use positional, time, and place prepositional phrases. ReadyRosie Picture Talk |
| GRADE LEVEL EXAMPLE / STAGE | 2.W.L.4.8. | Produce, expand, and rearrange complete simple and compound sentences. ReadyRosie 20 Questions Guess Who Hidden Messages Magical Creature Writing Simon Says What I Like About Me Who's Coming to Dinner? Writing Telephone Game |
| STANDARD / COURSE | SC.2.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.W.L. | Language (L) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.W.L.5. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| GRADE LEVEL EXAMPLE / STAGE | 2.W.L.5.1. | Capitalize greetings, months, days of the week, holidays, geographic names, and titles. ReadyRosie Writing Telephone Game |
| STANDARD / COURSE | SC.2.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.W.L. | Language (L) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.W.L.5. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| GRADE LEVEL EXAMPLE / STAGE | 2.W.L.5.2. | Use: |
| INDICATOR | 2.W.L.5.2.a. | Periods, question marks, or exclamation marks at the end of sentences. ReadyRosie Magical Creature Writing |
| STANDARD / COURSE | SC.2.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.W.L. | Language (L) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.W.L.5. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| GRADE LEVEL EXAMPLE / STAGE | 2.W.L.5.3. | Generalize learned spelling patterns and word families. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| GRADE LEVEL EXAMPLE / STAGE | 2.W.L.5.4. | Correctly spell words with short and long vowel sounds, r-controlled vowels, consonant-blend patterns, and common irregularly-spelled grade-appropriate high-frequency words. ReadyRosie Change One Letter Magical Creature Writing Race You To the Top Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| STANDARD / COURSE | SC.2.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.W.RC. | Range and Complexity (RC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.W.RC.6. | Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames. |
| GRADE LEVEL EXAMPLE / STAGE | 2.W.RC.6.1. | Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain-specific tasks, and for a variety of purposes and audiences. ReadyRosie Family Adventure List I'd Really Like Make a Neighborhood Map Nature Journaling Write to the Tooth Fairy |
| STANDARD / COURSE | SC.2.C. | Communication (C) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.C.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.C.MC.1. | Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives. |
| GRADE LEVEL EXAMPLE / STAGE | 2.C.MC.1.1. | Explore and create meaning through conversation, drama, questioning, and story-telling. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Conversations in the Car Create a Song 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? |
| GRADE LEVEL EXAMPLE / STAGE | 2.C.MC.1.2. | Apply the skills of taking turns, listening to others, and speaking clearly. 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? |
| GRADE LEVEL EXAMPLE / STAGE | 2.C.MC.1.3. | Apply verbal and nonverbal techniques including volume and tone, eye contact, facial expressions, and posture. ReadyRosie Create a Song I Love My Family Because... Noun Charades Sharing Chores and Your Day |
| GRADE LEVEL EXAMPLE / STAGE | 2.C.MC.1.4. | Participate in shared conversations with varied partners about focused grade level topics and texts in small and large groups. 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? |
| GRADE LEVEL EXAMPLE / STAGE | 2.C.MC.1.5. | Explain personal ideas and build on the ideas of others by responding and relating to comments made in multiple exchanges. 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? |
| STANDARD / COURSE | SC.2.C. | Communication (C) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.C.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.C.MC.2. | Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources. |
| GRADE LEVEL EXAMPLE / STAGE | 2.C.MC.2.1. | Articulate ideas and information gathered from various print and multimedia sources in a concise manner that maintains a clear focus. ReadyRosie Family Interview Share Your Knowledge Sharing Chores and Your Day |
| GRADE LEVEL EXAMPLE / STAGE | 2.C.MC.2.2. | Participate in shared research; record observations, new learning, opinions and articulate findings. ReadyRosie I Want to Know About This Is Important |
| STANDARD / COURSE | SC.2.C. | Communication (C) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.C.LCS. | Language, Craft and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.C.LCS.4. | Critique how a speaker addresses content and uses stylistic and structural craft techniques to inform, engage, and impact audiences. |
| GRADE LEVEL EXAMPLE / STAGE | 2.C.LCS.4.1. | Identify speaker’s purpose and details that keep the listener engaged. ReadyRosie Share Your Knowledge |
| STANDARD / COURSE | SC.2.C. | Communication (C) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.C.LCS. | Language, Craft and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.C.LCS.5. | Incorporate craft techniques to engage and impact audience and convey messages. |
| GRADE LEVEL EXAMPLE / STAGE | 2.C.LCS.5.1. | Utilize intonation and word stress to highlight essential concepts and engage the audience. ReadyRosie Create a Song Noun Charades Sharing Chores and Your Day |
| South Carolina Standards & Learning |
| Language Arts |
| Grade: 3 - Adopted: 2015 |
| STANDARD / COURSE | SC.3.I. | Inquiry-Based Literacy Standards (I) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.I.1. | Formulate relevant, self-generated questions based on interests and/or needs that can be investigated. |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.I.1.1. | Formulate questions to focus thinking on an idea to narrow and direct further inquiry. ReadyRosie Family Interview Guess Who I Want to Know About Make a Neighborhood Map Nature Journaling Reading Recipes That's So Cool What Will You Learn? Who Are Your Heroes? |
| STANDARD / COURSE | SC.3.I. | Inquiry-Based Literacy Standards (I) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.I.2. | Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives. |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.I.2.1. | Explore topics of interest to formulate logical questions; build knowledge; generate possible explanations; consider alternative views. ReadyRosie Family Interview Guess Who I Want to Know About Make a Neighborhood Map Nature Journaling Reading Recipes That's So Cool What Will You Learn? Who Are Your Heroes? |
| STANDARD / COURSE | SC.3.I. | Inquiry-Based Literacy Standards (I) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.I.4. | Synthesize information to share learning and/or take action. |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.I.4.2. | Reflect on findings to build deeper understanding and determine next steps. ReadyRosie Family Interview I Want to Know About Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| STANDARD / COURSE | SC.3.I. | Inquiry-Based Literacy Standards (I) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.I.5. | Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, both individually and collaboratively. |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.I.5.1. | Acknowledge and value individual and collective thinking. ReadyRosie Building a Fort I Want to Know About Sharing Chores and Your Day This Is Important |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.I.5.2. | Employ past learning to monitor and assess current learning to guide inquiry. ReadyRosie Family Interview I Want to Know About Make a Neighborhood Map Nature Journaling This Is Important Who Are Your Heroes? |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.I.5.3. | Assess the process and determine strategies to revise the plan and apply learning for future inquiry. ReadyRosie Family Interview I Want to Know About Nature Journaling |
| STANDARD / COURSE | SC.3.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.RL.P. | Principles of Reading (P) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.RL.P.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| GRADE LEVEL EXAMPLE / STAGE | 3.RL.P.3.1. | Identify and know the meaning of the most common prefixes and derivational suffixes. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| GRADE LEVEL EXAMPLE / STAGE | 3.RL.P.3.6. | Read grade-appropriate irregularly spelled words. ReadyRosie Change One Letter Magical Creature Writing Race You To the Top Thinking About Word Chunks Word Challenge Write a Letter |
| STANDARD / COURSE | SC.3.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.RL.P. | Principles of Reading (P) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.RL.P.4. | Read with sufficient accuracy and fluency to support comprehension. |
| GRADE LEVEL EXAMPLE / STAGE | 3.RL.P.4.2. | Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings. ReadyRosie Building a Fort Favorite Genres My Turn, Your Turn Poetry Poetry Poetry Routine Pow Wow Crunch Reading Dialogue Reading Strategy: Model Expressive Reading Song Lyrics |
| STANDARD / COURSE | SC.3.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.RL.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.RL.MC.5. | Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations. |
| GRADE LEVEL EXAMPLE / STAGE | 3.RL.MC.5.1. | Ask and answer literal and inferential questions to determine meaning; refer explicitly to the text to support inferences and conclusions. ReadyRosie Daily Conclusions Using Clues to Figure it Out Who's Been Here? |
| STANDARD / COURSE | SC.3.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.RL.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.RL.MC.7. | Analyze the relationship among ideas, themes, or topics in multiple media, formats, and in visual, auditory, and kinesthetic modalities. |
| GRADE LEVEL EXAMPLE / STAGE | 3.RL.MC.7.1. | Explain how illustrations contribute to create mood or emphasize aspects of character or setting. ReadyRosie Pow Wow Crunch |
| GRADE LEVEL EXAMPLE / STAGE | 3.RL.MC.7.2. | Compare and contrast how an author uses characters to develop theme and plot in different texts within a series. ReadyRosie What Makes a Good Storyteller |
| STANDARD / COURSE | SC.3.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.RL.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.RL.MC.8. | Analyze characters, settings, events, and ideas as they develop and interact within a particular context. |
| GRADE LEVEL EXAMPLE / STAGE | 3.RL.MC.8.1. | Use text evidence to: |
| INDICATOR | 3.RL.MC.8.1.a. | Describe characters’ traits, motivations, and feelings and explain how their actions contribute to the development of the plot. ReadyRosie Chapter Books Character Chat Feelings Charades Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Talking About Books What Makes a Good Storyteller |
| INDICATOR | 3.RL.MC.8.1.b. | Explain the influence of cultural and historical context on characters, setting, and plot development. ReadyRosie I Want to Know About |
| STANDARD / COURSE | SC.3.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.RL.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.RL.LCS.9. | Interpret and analyze the author’s use of words, phrases, and conventions, and how their relationships shape meaning and tone in print and multimedia texts. |
| GRADE LEVEL EXAMPLE / STAGE | 3.RL.LCS.9.2. | Explain how the author’s choice of words, illustrations, and conventions combine to create mood, contribute to meaning, and emphasize aspects of a character or setting. ReadyRosie Pow Wow Crunch What Makes a Good Storyteller |
| STANDARD / COURSE | SC.3.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.RL.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.RL.LCS.10. | Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary. |
| GRADE LEVEL EXAMPLE / STAGE | 3.RL.LCS.10.1. | Use paragraph-level context to determine the meaning of words and phrases. ReadyRosie Wondering About Words Word Detective |
| GRADE LEVEL EXAMPLE / STAGE | 3.RL.LCS.10.2. | Determine the meaning of a word when an affix is added to a base word. ReadyRosie Digging Into Roots Shopping for Syllables |
| GRADE LEVEL EXAMPLE / STAGE | 3.RL.LCS.10.6. | Acquire and use general academic and domain-specific words and phrases that signal spatial and temporal relationships; demonstrate an understanding of nuances. ReadyRosie Feelings Charades Hinky Pinky and Hinketty Pinketty Let's Look Closer What Makes a Good Storyteller |
| STANDARD / COURSE | SC.3.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.RL.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.RL.LCS.11. | Analyze and provide evidence of how the author’s choice of point of view, perspective, or purpose shapes content, meaning, and style. |
| GRADE LEVEL EXAMPLE / STAGE | 3.RL.LCS.11.1. | Explain the differences between first and third person points of view. ReadyRosie Reading Strategy: Reading and Making Connections |
| GRADE LEVEL EXAMPLE / STAGE | 3.RL.LCS.11.2. | Compare and contrast the reader’s point of view to that of the narrator or a character. ReadyRosie Reading Strategy: Reading and Making Connections |
| STANDARD / COURSE | SC.3.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.RL.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.RL.LCS.12. | Analyze and critique how the author uses structures in print and multimedia texts to shape meaning and impact the reader. |
| GRADE LEVEL EXAMPLE / STAGE | 3.RL.LCS.12.2. | Identify crafted text structures such as a collection of photographs or poetry texts, texts with a series of short memoirs, an inanimate voice text, and a framing question text. ReadyRosie Chapter Books Favorite Genres My Turn, Your Turn Poetry Poetry Poetry Routine Song Lyrics |
| STANDARD / COURSE | SC.3.RL. | Reading – Literary Text (RL) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.RL.RC. | Range and Complexity (RC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.RL.RC.13. | Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time. |
| GRADE LEVEL EXAMPLE / STAGE | 3.RL.RC.13.1. | Engage in whole and small group reading with purpose and understanding. ReadyRosie My Turn, Your Turn |
| GRADE LEVEL EXAMPLE / STAGE | 3.RL.RC.13.2. | Read independently for sustained periods of time to build stamina. ReadyRosie Building a Fort |
| GRADE LEVEL EXAMPLE / STAGE | 3.RL.RC.13.3. | Read and respond according to task and purpose to become self-directed, critical readers and thinkers. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule My Library List My Turn, Your Turn Poetry Pow Wow Crunch Reading Strategy: Reading and Making Connections Song Lyrics Talking About Books Tips for helping your child love reading What Makes a Good Storyteller |
| STANDARD / COURSE | SC.3.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.RI.P. | Principles of Reading (P) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.RI.P.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| GRADE LEVEL EXAMPLE / STAGE | 3.RI.P.3.1. | Identify and know the meaning of the most common prefixes and derivational suffixes. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| GRADE LEVEL EXAMPLE / STAGE | 3.RI.P.3.6. | Read grade-appropriate irregularly spelled words. ReadyRosie Change One Letter Magical Creature Writing Race You To the Top Thinking About Word Chunks Word Challenge Write a Letter |
| STANDARD / COURSE | SC.3.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.RI.P. | Principles of Reading (P) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.RI.P.4. | Read with sufficient accuracy and fluency to support comprehension. |
| GRADE LEVEL EXAMPLE / STAGE | 3.RI.P.4.2. | Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings. ReadyRosie Building a Fort |
| STANDARD / COURSE | SC.3.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.RI.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.RI.MC.5. | Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations. |
| GRADE LEVEL EXAMPLE / STAGE | 3.RI.MC.5.1. | Ask and answer literal and inferential questions to determine meaning; refer explicitly to the text to support inferences and conclusions. ReadyRosie Daily Conclusions Using Clues to Figure it Out Who's Been Here? |
| STANDARD / COURSE | SC.3.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.RI.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.RI.MC.6. | Summarize key details and ideas to support analysis of central ideas. |
| GRADE LEVEL EXAMPLE / STAGE | 3.RI.MC.6.1. | Summarize multi-paragraph texts using key details to support the central idea. ReadyRosie That's So Cool What Will You Learn? |
| STANDARD / COURSE | SC.3.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.RI.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.RI.LCS.8. | Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts. |
| GRADE LEVEL EXAMPLE / STAGE | 3.RI.LCS.8.2. | Use knowledge of appendices, timelines, maps, and charts to locate information and gain meaning; explain how these features contribute to a text. ReadyRosie Comprehension Clues Reading Recipes |
| STANDARD / COURSE | SC.3.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.RI.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.RI.LCS.9. | Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary. |
| GRADE LEVEL EXAMPLE / STAGE | 3.RI.LCS.9.1. | Use paragraph-level context to determine the meaning of words and phrases. ReadyRosie Wondering About Words Word Detective |
| GRADE LEVEL EXAMPLE / STAGE | 3.RI.LCS.9.2. | Determine the meaning of a word when an affix is added to a base word. ReadyRosie Digging Into Roots Shopping for Syllables |
| GRADE LEVEL EXAMPLE / STAGE | 3.RI.LCS.9.5. | Acquire and use general academic and domain-specific words and phrases that signal spatial and temporal relationships; demonstrate an understanding of nuances. ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer Share Your Knowledge What Makes a Good Storyteller Wondering About Words |
| STANDARD / COURSE | SC.3.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.RI.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.RI.LCS.10. | Analyze and provide evidence of how the author’s choice of purpose and perspective shapes content, meaning, and style. |
| GRADE LEVEL EXAMPLE / STAGE | 3.RI.LCS.10.1. | State the author’s purpose; distinguish one’s own perspective from that of the author. ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool |
| STANDARD / COURSE | SC.3.RI. | Reading – Informational Text (RI) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.RI.RC. | Range and Complexity (RC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.RI.RC.12. | Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time. |
| GRADE LEVEL EXAMPLE / STAGE | 3.RI.RC.12.1. | Engage in whole and small group reading with purpose and understanding. ReadyRosie Building a Fort Sharing Chores and Your Day |
| GRADE LEVEL EXAMPLE / STAGE | 3.RI.RC.12.2. | Read independently for sustained periods of time. ReadyRosie Building a Fort |
| GRADE LEVEL EXAMPLE / STAGE | 3.RI.RC.12.3. | Read and respond according to task and purpose to become self-directed, critical readers and thinkers. ReadyRosie Tips for helping your child love reading |
| STANDARD / COURSE | SC.3.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.W.MCC. | Meaning, Context, and Craft (MCC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.W.MCC.1. | Write arguments to support claims with clear reasons and relevant evidence. |
| GRADE LEVEL EXAMPLE / STAGE | 3.W.MCC.1.1. | Write opinion pieces that: |
| INDICATOR | 3.W.MCC.1.1.a. | Introduce the topic or text, state an opinion, and create an organizational structure that includes reasons. ReadyRosie This Is Important Who Are Your Heroes? |
| INDICATOR | 3.W.MCC.1.1.d. | Use transitional words or phrases to connect opinions and reasons. ReadyRosie This Is Important |
| INDICATOR | 3.W.MCC.1.1.g. | Provide a concluding statement or section. ReadyRosie This Is Important Who Are Your Heroes? |
| STANDARD / COURSE | SC.3.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.W.MCC. | Meaning, Context, and Craft (MCC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.W.MCC.2. | Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. |
| GRADE LEVEL EXAMPLE / STAGE | 3.W.MCC.2.1. | Write informative/explanatory texts that: |
| INDICATOR | 3.W.MCC.2.1.a. | Introduce a topic and group related information together. ReadyRosie Family Adventure List Make a Neighborhood Map Nature Journaling Write About a Family Tradition |
| INDICATOR | 3.W.MCC.2.1.d. | Develop the topic with facts, definitions, and details. ReadyRosie Create a Song Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition |
| INDICATOR | 3.W.MCC.2.1.e. | Develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others. ReadyRosie Family Adventure List I Love My Family Because... Interview an Expert Make a Neighborhood Map Nature Journaling Write About a Family Tradition Write a Favorite Family Recipe |
| INDICATOR | 3.W.MCC.2.1.g. | Use transition words and phrases to connect ideas within categories of information. ReadyRosie Create a Song |
| INDICATOR | 3.W.MCC.2.1.h. | Develop a style and tone authentic to the purpose. ReadyRosie Create a Song Family Adventure List I Love My Family Because... Interview an Expert Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| INDICATOR | 3.W.MCC.2.1.i. | Provide a concluding statement or section. ReadyRosie Write About a Family Tradition Write a Favorite Family Recipe |
| STANDARD / COURSE | SC.3.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.W.MCC. | Meaning, Context, and Craft (MCC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.W.MCC.3. | Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. |
| GRADE LEVEL EXAMPLE / STAGE | 3.W.MCC.3.1. | Gather ideas from texts, multimedia, and personal experience to write narratives that: |
| INDICATOR | 3.W.MCC.3.1.a. | Develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. ReadyRosie Family Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Story Train Write a Favorite Family Recipe |
| INDICATOR | 3.W.MCC.3.1.b. | Establish a situation and introduce a narrator and/or characters. ReadyRosie A Really Good Story Magical Creature Writing Write Around |
| INDICATOR | 3.W.MCC.3.1.c. | Organize an event sequence that unfolds naturally. ReadyRosie Family Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Story Train |
| INDICATOR | 3.W.MCC.3.1.d. | Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. ReadyRosie A Really Good Story Family Poem Magical Creature Writing Write Around |
| INDICATOR | 3.W.MCC.3.1.e. | Develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others. ReadyRosie Family Journaling Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day This Is Important Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around |
| INDICATOR | 3.W.MCC.3.1.f. | Use temporal words and phrases to signal event order. ReadyRosie Family Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Story Train Write Around |
| INDICATOR | 3.W.MCC.3.1.g. | Use imagery, precise words, and sensory details to develop characters and convey experiences and events. ReadyRosie A Really Good Story Hinky Pinky and Hinketty Pinketty Magical Creature Writing Write Around |
| INDICATOR | 3.W.MCC.3.1.h. | Provide a sense of closure. ReadyRosie Family Journaling Magical Creature Writing My Family Comic Strip Story Train Write Around |
| STANDARD / COURSE | SC.3.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.W.L. | Language (L) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.W.L.4. | Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. |
| GRADE LEVEL EXAMPLE / STAGE | 3.W.L.4.1. | When writing: |
| INDICATOR | 3.W.L.4.1.a. | Show knowledge of the function of nouns, pronouns, verbs, adjectives, and adverbs. ReadyRosie Acrostic Poem Noun Charades |
| INDICATOR | 3.W.L.4.1.b. | Form and use regular and irregular plural nouns; use abstract nouns. ReadyRosie Noun Charades |
| INDICATOR | 3.W.L.4.1.d. | Form and use the simple verb tenses. ReadyRosie Magical Creature Writing |
| INDICATOR | 3.W.L.4.1.f. | Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| INDICATOR | 3.W.L.4.1.i. | Produce simple, compound, and complex sentences. ReadyRosie Magical Creature Writing Writing Telephone Game |
| STANDARD / COURSE | SC.3.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.W.L. | Language (L) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.W.L.5. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| GRADE LEVEL EXAMPLE / STAGE | 3.W.L.5.1. | Capitalize appropriate words in titles, historical periods, company names, product names, and special events. ReadyRosie Write a Letter Writing Telephone Game |
| STANDARD / COURSE | SC.3.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.W.L. | Language (L) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.W.L.5. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| GRADE LEVEL EXAMPLE / STAGE | 3.W.L.5.3. | Use conventional spelling for high- frequency words, previously studied words, and for adding suffixes to base words. ReadyRosie Change One Letter Magical Creature Writing Race You To the Top Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| GRADE LEVEL EXAMPLE / STAGE | 3.W.L.5.4. | Use spelling patterns and generalizations. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| STANDARD / COURSE | SC.3.W. | Writing (W) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.W.RC. | Range and Complexity (RC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.W.RC.6. | Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames. |
| GRADE LEVEL EXAMPLE / STAGE | 3.W.RC.6.1. | Write routinely and persevere in writing tasks: |
| INDICATOR | 3.W.RC.6.1.a. | Over short and extended time frames. ReadyRosie Make a Neighborhood Map Nature Journaling |
| INDICATOR | 3.W.RC.6.1.b. | For a range of domain-specific tasks. ReadyRosie Make a Neighborhood Map Nature Journaling |
| INDICATOR | 3.W.RC.6.1.c. | For a variety of purposes and audiences. ReadyRosie Family Adventure List Make a Neighborhood Map Nature Journaling |
| INDICATOR | 3.W.RC.6.1.d. | By adjusting the writing process for the task, increasing the length and complexity. ReadyRosie Family Journaling Make a Neighborhood Map Nature Journaling This Is Important |
| STANDARD / COURSE | SC.3.C. | Communication (C) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.C.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.C.MC.1. | Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives. |
| GRADE LEVEL EXAMPLE / STAGE | 3.C.MC.1.1. | Explore and create meaning through conversation and interaction with peers and adults. 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? |
| GRADE LEVEL EXAMPLE / STAGE | 3.C.MC.1.2. | Participate in discussions; ask questions to acquire information concerning a topic, text, or issue. 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? |
| GRADE LEVEL EXAMPLE / STAGE | 3.C.MC.1.3. | Apply techniques of articulation, adequate volume, eye contact, facial expressions, posture, gestures, and space; take one’s own turn in a respectful way. ReadyRosie Create a Song Noun Charades Sharing Chores and Your Day |
| GRADE LEVEL EXAMPLE / STAGE | 3.C.MC.1.4. | Engage in focused conversations about grade appropriate topics and texts; build on ideas of others to clarify thinking and express new thoughts. 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? |
| GRADE LEVEL EXAMPLE / STAGE | 3.C.MC.1.5. | Explain personal ideas and build on the ideas of others by responding and relating to comments made in multiple exchanges. 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? |
| STANDARD / COURSE | SC.3.C. | Communication (C) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.C.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.C.MC.2. | Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources. |
| GRADE LEVEL EXAMPLE / STAGE | 3.C.MC.2.1. | Recall information from experiences and gather information from print and multimedia sources; take brief notes from sources, categorize, and organize. ReadyRosie Family Interview Who Are Your Heroes? |
| GRADE LEVEL EXAMPLE / STAGE | 3.C.MC.2.2. | Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details. ReadyRosie Share Your Knowledge Sharing Chores and Your Day |
| GRADE LEVEL EXAMPLE / STAGE | 3.C.MC.2.4. | Speak clearly at an understandable pace, adapting speech to a variety of contexts and tasks; use standard English when indicated or appropriate. ReadyRosie Conversation Starters Share Your Knowledge Sharing Chores and Your Day Simon Says Take a Stand |
| STANDARD / COURSE | SC.3.C. | Communication (C) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.C.MC. | Meaning and Context (MC) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.C.MC.3. | Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information. |
| GRADE LEVEL EXAMPLE / STAGE | 3.C.MC.3.2. | Create presentations using video, photos, and other multimedia elements to support communication and clarify ideas, thoughts, and feelings. ReadyRosie 20 Questions Draw |
| STANDARD / COURSE | SC.3.C. | Communication (C) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.C.LCS. | Language, Craft, and Structure (LCS) |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.C.LCS.5. | Incorporate craft techniques to engage and impact audience and convey messages. |
| GRADE LEVEL EXAMPLE / STAGE | 3.C.LCS.5.1. | Set a purpose and integrate craft techniques to create presentations. ReadyRosie Share Your Knowledge Sharing Chores and Your Day |
| South Carolina Standards & Learning |
| Mathematics |
| Grade: K - Adopted: 2015 |
| STANDARD / COURSE | SC.PS. | South Carolina College- and Career-Ready Mathematical Process Standards |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | PS.1. | Make sense of problems and persevere in solving them. |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.1b. | Recognize there may be multiple entry points to a problem and more than one path to a solution. ReadyRosie Building a Fort Car Time Math Family Math Book How Many Legs? |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.1c. | Analyze what is given, what is not given, what is being asked, and what strategies are needed, and make an initial attempt to solve a problem. ReadyRosie Building a Fort Car Time Math Family Math Book How Many Legs? |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.1d. | Evaluate the success of an approach to solve a problem and refine it if necessary. ReadyRosie Building a Fort Car Time Math Family Math Book How Many Legs? |
| STANDARD / COURSE | SC.PS. | South Carolina College- and Career-Ready Mathematical Process Standards |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | PS.2. | Reason both contextually and abstractly. |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.2d. | Connect the meaning of mathematical operations to the context of a given situation. ReadyRosie How Many Legs? The Right Size |
| STANDARD / COURSE | SC.PS. | South Carolina College- and Career-Ready Mathematical Process Standards |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | PS.3. | Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others. |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.3a. | Construct and justify a solution to a problem. ReadyRosie Building a Fort More or Less Salty Numbers Would It Work? |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.3b. | Compare and discuss the validity of various reasoning strategies. ReadyRosie Building a Fort More or Less Salty Numbers Would It Work? |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.3c. | Make conjectures and explore their validity. ReadyRosie More or Less Salty Numbers Would It Work? |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.3d. | Reflect on and provide thoughtful responses to the reasoning of others. ReadyRosie Building a Fort More or Less Salty Numbers Would It Work? |
| STANDARD / COURSE | SC.PS. | South Carolina College- and Career-Ready Mathematical Process Standards |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | PS.4. | Connect mathematical ideas and real-world situations through modeling. |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.4a. | Identify relevant quantities and develop a model to describe their relationships. ReadyRosie Family Math Book |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.4b. | Interpret mathematical models in the context of the situation. ReadyRosie Family Math Book When Five is Big Would It Work? |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.4d. | Evaluate the reasonableness of a model and refine if necessary. ReadyRosie Family Math Book |
| STANDARD / COURSE | SC.PS. | South Carolina College- and Career-Ready Mathematical Process Standards |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | PS.7. | Identify and utilize structure and patterns. |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.7a. | Recognize complex mathematical objects as being composed of more than one simple object. ReadyRosie Pattern Walk |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.7b. | Recognize mathematical repetition in order to make generalizations. ReadyRosie Pattern Walk |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.7c. | Look for structures to interpret meaning and develop solution strategies. ReadyRosie Pattern Walk |
| STANDARD / COURSE | SC.K.NS. | Number Sense |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.NS.1. | Count forward by ones and tens to 100. 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? |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.NS.2. | Count forward by ones beginning from any number less than 100. 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? |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.NS.3. | Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral. ReadyRosie Go Fish My Favorite Things Numbers on My Back Sneaky Math Note Ten in a Row |
| STANDARD / COURSE | SC.K.NS. | Number Sense |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.NS.5. | Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner. ReadyRosie Add One Card Sequencing and Counting Count with Your Eyes I See Three In Ten Seconds My Favorite Things Number Lookout Pairs of Socks Salty Numbers Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.NS.6. | Recognize a quantity of up to ten objects in an organized arrangement (subitizing). ReadyRosie Car Race Go Fish Spill the Beans |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.NS.7. | Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies. ReadyRosie In Ten Seconds More or Less The Biggest Number |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.NS.8. | Compare two written numerals up to 10 using more than, less than or equal to. ReadyRosie More or Less Ten in a Row The Biggest Number |
| STANDARD / COURSE | SC.K.NSBT. | Number Sense and Base Ten |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.NSBT.1. | Compose and decompose numbers from 11 – 19 separating ten ones from the remaining ones using objects and drawings. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| STANDARD / COURSE | SC.K.ATO. | Algebraic Thinking and Operations |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.ATO.1. | Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, and equations. ReadyRosie Car Race Finish My Set Fishing for Tens How Many Legs? Putting Away Dishes |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.ATO.2. | Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10. ReadyRosie Bedtime Math Story Car Time Math Family Math Book Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes Restaurant Story Problems Spill the Beans |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.ATO.3. | Compose and decompose numbers up to 10 using objects, drawings, and equations. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.ATO.4. | Create a sum of 10 using objects and drawings when given one of two addends 1 – 9. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.ATO.5. | Add and subtract fluently within 5. ReadyRosie Car Race Math Fact Memory Roll the Difference Spill the Beans |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.ATO.6. | Describe simple repeating patterns using AB, AAB, ABB, and ABC type patterns. ReadyRosie Make a Pattern Pattern Walk Secret Family Pattern |
| STANDARD / COURSE | SC.K.G. | Geometry |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.G.1. | Describe positions of objects by appropriately using terms, including below, above, beside, between, inside, outside, in front of, or behind. ReadyRosie Pattern Walk |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.G.2. | Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). ReadyRosie Canned Shape Scavenger Hunt |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.G.3. | Classify shapes as two-dimensional/flat or three-dimensional/solid and explain the reasoning used. ReadyRosie Shape Scavenger Hunt |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.G.4. | Analyze and compare two- and three-dimensional shapes of different sizes and orientations using informal language. ReadyRosie Shape Scavenger Hunt |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.G.5. | Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). ReadyRosie Canned Is it a Triangle? |
| STANDARD / COURSE | SC.K.MDA. | Measurement and Data Analysis |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.MDA.1. | Identify measureable attributes (length, weight) of an object. ReadyRosie Blow Your House Down! Hunt and Measure Measurable Me |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.MDA.2. | Compare objects using words such as shorter/longer, shorter/taller, and lighter/heavier. ReadyRosie Blow Your House Down! Guess and Measure Measurable Me Measure your Steps The Right Size |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.MDA.3. | Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. ReadyRosie I Spy a Coin Survey Says |
| South Carolina Standards & Learning |
| Mathematics |
| Grade: 1 - Adopted: 2015 |
| STANDARD / COURSE | SC.PS. | South Carolina College- and Career-Ready Mathematical Process Standards |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | PS.1. | Make sense of problems and persevere in solving them. |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.1b. | Recognize there may be multiple entry points to a problem and more than one path to a solution. ReadyRosie Building a Fort Car Time Math Family Math Book |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.1c. | Analyze what is given, what is not given, what is being asked, and what strategies are needed, and make an initial attempt to solve a problem. ReadyRosie Building a Fort Car Time Math Family Math Book |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.1d. | Evaluate the success of an approach to solve a problem and refine it if necessary. ReadyRosie Building a Fort Car Time Math Family Math Book |
| STANDARD / COURSE | SC.PS. | South Carolina College- and Career-Ready Mathematical Process Standards |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | PS.3. | Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others. |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.3a. | Construct and justify a solution to a problem. ReadyRosie Building a Fort Category Hunt One of These Is Not Like the Other Would It Work? |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.3b. | Compare and discuss the validity of various reasoning strategies. ReadyRosie Building a Fort Category Hunt One of These Is Not Like the Other Would It Work? |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.3c. | Make conjectures and explore their validity. ReadyRosie Category Hunt One of These Is Not Like the Other Would It Work? |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.3d. | Reflect on and provide thoughtful responses to the reasoning of others. ReadyRosie Building a Fort Category Hunt One of These Is Not Like the Other Would It Work? |
| STANDARD / COURSE | SC.PS. | South Carolina College- and Career-Ready Mathematical Process Standards |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | PS.4. | Connect mathematical ideas and real-world situations through modeling. |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.4a. | Identify relevant quantities and develop a model to describe their relationships. ReadyRosie Family Math Book |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.4b. | Interpret mathematical models in the context of the situation. ReadyRosie Family Math Book When Five is Big Would It Work? |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.4d. | Evaluate the reasonableness of a model and refine if necessary. ReadyRosie Family Math Book |
| STANDARD / COURSE | SC.PS. | South Carolina College- and Career-Ready Mathematical Process Standards |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | PS.6. | Communicate mathematically and approach mathematical situations with precision. |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.6a. | Express numerical answers with the degree of precision appropriate for the context of a situation. ReadyRosie Category Hunt |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.6b. | Represent numbers in an appropriate form according to the context of the situation. ReadyRosie Category Hunt |
| STANDARD / COURSE | SC.PS. | South Carolina College- and Career-Ready Mathematical Process Standards |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | PS.7. | Identify and utilize structure and patterns. |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.7a. | Recognize complex mathematical objects as being composed of more than one simple object. ReadyRosie One of These Is Not Like the Other |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.7b. | Recognize mathematical repetition in order to make generalizations. ReadyRosie Category Hunt |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.7c. | Look for structures to interpret meaning and develop solution strategies. ReadyRosie One of These Is Not Like the Other |
| STANDARD / COURSE | SC.1.NSBT. | Number Sense and Base Ten |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.NSBT.1. | Extend the number sequence to: |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.NSBT.1c. | Read, write and represent numbers to 100 using concrete models, standard form, and equations in expanded form. ReadyRosie Sneaky Math Note Ten in a Row |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.NSBT.1d. | Read and write in word form numbers zero through nineteen, and multiples of ten through ninety. ReadyRosie Sneaky Math Note |
| STANDARD / COURSE | SC.1.NSBT. | Number Sense and Base Ten |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.NSBT.2. | Understand place value through 99 by demonstrating that: |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.NSBT.2a. | Ten ones can be thought of as a bundle (group) called a “ten”. ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.NSBT.2b. | The tens digit in a two-digit number represents the number of tens and the ones digit represents the number of ones. ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.NSBT.2c. | Two-digit numbers can be decomposed in a variety of ways (e.g., 52 can be decomposed as 5 tens and 2 ones or 4 tens and 12 ones, etc.) and record the decomposition as an equation. ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Sneaky Math Note Stacking Pennies Ten Dimes |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.NSBT.3. | Compare two two-digit numbers based on the meanings of the tens and ones digits, using the words greater than, equal to, or less than. ReadyRosie Greater Than I'm Thinking of a Number Location Guess My Number Ten in a Row |
| STANDARD / COURSE | SC.1.NSBT. | Number Sense and Base Ten |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.NSBT.4. | Add through 99 using concrete models, drawings, and strategies based on place value to: |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.NSBT.4a. | Add a two-digit number and a one-digit number, understanding that sometimes it is necessary to compose a ten (regroup). ReadyRosie Broken Calculator Keys |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.NSBT.4b. | Add a two-digit number and a multiple of 10. ReadyRosie Broken Calculator Keys Ten Dimes |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.NSBT.5. | Determine the number that is 10 more or 10 less than a given number through 99 and explain the reasoning verbally and with multiple representations, including concrete models. ReadyRosie Broken Calculator Keys Ten Dimes |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.NSBT.6. | Subtract a multiple of 10 from a larger multiple of 10, both in the range 10 to 90, using concrete models, drawings, and strategies based on place value. ReadyRosie Broken Calculator Keys Car Race Fishing for Tens |
| STANDARD / COURSE | SC.1.ATO. | Algebraic Thinking and Operations |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.ATO.1. | Solve real-world/story problems using addition (as a joining action and as a part-part-whole action) and subtraction (as a separation action, finding parts of the whole, and as a comparison) through 20 with unknowns in all positions. ReadyRosie Bedtime Math Story Car Time Math Domino Subtraction Family Math Book Fishing for Tens Input Output Math Journal Walk Restaurant Story Problems Spill the Beans The Final Price Is... |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.ATO.2. | Solve real-world/story problems that include three whole number addends whose sum is less than or equal to 20. 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... |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.ATO.3. | Apply Commutative and Associative Properties of Addition to find the sum (through 20) of two or three addends. ReadyRosie Fishing for Doubles |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.ATO.4. | Understand subtraction as an unknown addend problem. ReadyRosie Addition War Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Dimes Ten Scoops |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.ATO.5. | Recognize how counting relates to addition and subtraction. ReadyRosie Addition War Domino Addition Fifteen Fact Memory I Can Make You Say 21 Make Ten Roll the Difference |
| STANDARD / COURSE | SC.1.ATO. | Algebraic Thinking and Operations |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.ATO.6. | Demonstrate: |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.ATO.6a. | Addition and subtraction through 20. 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 |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.ATO.6b. | Fluency with addition and related subtraction facts through 10. ReadyRosie Math Fact Memory |
| STANDARD / COURSE | SC.1.ATO. | Algebraic Thinking and Operations |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.ATO.9. | Create, extend and explain using pictures and words for: |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.ATO.9a. | Repeating patterns (e.g., AB, AAB, ABB, and ABC type patterns). ReadyRosie Make a Pattern Secret Family Pattern |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.ATO.9b. | Growing patterns (between 2 and 4 terms/figures). ReadyRosie Make a Pattern Secret Family Pattern |
| STANDARD / COURSE | SC.1.G. | Geometry |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.G.1. | Distinguish between a two-dimensional shape’s defining (e.g., number of sides) and non-defining attributes (e.g., color). ReadyRosie Mystery Shape |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.G.2. | Combine two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, rhombus, and trapezoid) or three-dimensional shapes (i.e., cube, rectangular prism, cone, and cylinder) in more than one way to form a composite shape. ReadyRosie Folding a Blanket Paper Airplane Geometry |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.G.3. | Partition two-dimensional shapes (i.e., square, rectangle, circle) into two or four equal parts. ReadyRosie Folding Napkins Making Playdough Together |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.G.4. | Identify and name two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, rhombus, trapezoid, and circle). ReadyRosie Mystery Shape |
| STANDARD / COURSE | SC.1.MDA. | Measurement and Data Analysis |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.MDA.1. | Order three objects by length using indirect comparison. ReadyRosie How Far Does It Fly? Hunt and Measure Measurable Me Ramp Car Racing |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.MDA.2. | Use nonstandard physical models to show the length of an object as the number of same size units of length with no gaps or overlaps. ReadyRosie Hunt and Measure |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.MDA.3. | Use analog and digital clocks to tell and record time to the hour and half hour. ReadyRosie Body Clock |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.MDA.5. | Draw conclusions from given object graphs, picture graphs, t-charts, tallies, and bar graphs. ReadyRosie Survey Says |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.MDA.6. | Identify a penny, nickel, dime and quarter and write the coin values using a ȼ symbol. ReadyRosie Counting Coins |
| South Carolina Standards & Learning |
| Mathematics |
| Grade: 2 - Adopted: 2015 |
| STANDARD / COURSE | SC.PS. | South Carolina College- and Career-Ready Mathematical Process Standards |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | PS.1. | Make sense of problems and persevere in solving them. |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.1b. | Recognize there may be multiple entry points to a problem and more than one path to a solution. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.1c. | Analyze what is given, what is not given, what is being asked, and what strategies are needed, and make an initial attempt to solve a problem. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.1d. | Evaluate the success of an approach to solve a problem and refine it if necessary. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| STANDARD / COURSE | SC.PS. | South Carolina College- and Career-Ready Mathematical Process Standards |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | PS.3. | Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others. |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.3a. | Construct and justify a solution to a problem. ReadyRosie Building a Fort Category Hunt One of These Is Not Like the Other |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.3b. | Compare and discuss the validity of various reasoning strategies. ReadyRosie Building a Fort Category Hunt One of These Is Not Like the Other |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.3c. | Make conjectures and explore their validity. ReadyRosie Category Hunt One of These Is Not Like the Other |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.3d. | Reflect on and provide thoughtful responses to the reasoning of others. ReadyRosie Building a Fort Category Hunt One of These Is Not Like the Other |
| STANDARD / COURSE | SC.PS. | South Carolina College- and Career-Ready Mathematical Process Standards |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | PS.4. | Connect mathematical ideas and real-world situations through modeling. |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.4a. | Identify relevant quantities and develop a model to describe their relationships. ReadyRosie Family Math Book |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.4b. | Interpret mathematical models in the context of the situation. ReadyRosie Family Math Book Is it Reasonable? When Five is Big |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.4d. | Evaluate the reasonableness of a model and refine if necessary. ReadyRosie Family Math Book |
| STANDARD / COURSE | SC.PS. | South Carolina College- and Career-Ready Mathematical Process Standards |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | PS.6. | Communicate mathematically and approach mathematical situations with precision. |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.6a. | Express numerical answers with the degree of precision appropriate for the context of a situation. ReadyRosie Category Hunt |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.6b. | Represent numbers in an appropriate form according to the context of the situation. ReadyRosie Category Hunt |
| STANDARD / COURSE | SC.PS. | South Carolina College- and Career-Ready Mathematical Process Standards |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | PS.7. | Identify and utilize structure and patterns. |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.7a. | Recognize complex mathematical objects as being composed of more than one simple object. ReadyRosie One of These Is Not Like the Other |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.7b. | Recognize mathematical repetition in order to make generalizations. ReadyRosie Category Hunt |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.7c. | Look for structures to interpret meaning and develop solution strategies. ReadyRosie One of These Is Not Like the Other |
| STANDARD / COURSE | SC.2.NSBT. | Number Sense and Base Ten |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.NSBT.1. | Understand place value through 999 by demonstrating that: |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.NSBT.1a. | 100 can be thought of as a bundle (group) of 10 tens called a “hundred”. ReadyRosie All About My Number How Much to 1,000? Less Than Place Value Battle Place Value Dice |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.NSBT.1b. | The hundreds digit in a three-digit number represents the number of hundreds, the tens digit represents the number of tens, and the ones digit represents the number of ones. ReadyRosie All About My Number How Much to 1,000? Less Than Place Value Battle Place Value Dice |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.NSBT.1c. | Three-digit numbers can be decomposed in multiple ways (e.g., 524 can be decomposed as 5 hundreds, 2 tens and 4 ones or 4 hundreds, 12 tens, and 4 ones, etc.). ReadyRosie All About My Number Dollars and Dice How Much to 1,000? Less Than Place Value Battle Place Value Dice Sneaky Math Note |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.NSBT.2. | Count by tens and hundreds to 1,000 starting with any number. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.NSBT.3. | Read, write and represent numbers through 999 using concrete models, standard form, and equations in expanded form. ReadyRosie All About My Number Dollars and Dice Place Value Dice Sneaky Math Note Thousand More |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.NSBT.4. | Compare two numbers with up to three digits using words and symbols (i.e., >, =, or <). ReadyRosie Greater Than Is it Reasonable? Less Than Location Guess My Number Place Value Battle The Greater Number |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.NSBT.5. | Add and subtract fluently through 99 using knowledge of place value and properties of operations. ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.NSBT.6. | Add up to four two-digit numbers using strategies based on knowledge 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? Restaurant Story Problems Skunk Addition The Answer Is Thousand More |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.NSBT.7. | Add and subtract through 999 using concrete models, drawings, and symbols which convey strategies connected to place value understanding. 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? |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.NSBT.8. | Determine the number that is 10 or 100 more or less than a given number through 1,000 and explain the reasoning verbally and in writing. ReadyRosie Dollars and Dice |
| STANDARD / COURSE | SC.2.ATO. | Algebraic Thinking and Operations |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.ATO.1. | Solve one- and two-step real-world/story problems using addition (as a joining action and as a part-part-whole action) and subtraction (as a separation action, finding parts of the whole, and as a comparison) through 99 with unknowns in all positions. ReadyRosie Can I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.ATO.2. | Demonstrate fluency with addition and related subtraction facts through 20. ReadyRosie Addition War Can you Make 21? Fifteen Fact Memory Fishing for Doubles Subtraction War |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.ATO.3. | Determine whether a number through 20 is odd or even using pairings of objects, counting by twos, or finding two equal addends to represent the number (e.g., 3 + 3 = 6). ReadyRosie Even or Odd? |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.ATO.4. | Use repeated addition to find the total number of objects arranged in a rectangular array with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. ReadyRosie An Array of Brownies I Spy Sums and Products Table Times |
| STANDARD / COURSE | SC.2.G. | Geometry |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.G.1. | Identify triangles, quadrilaterals, hexagons, and cubes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. ReadyRosie Mystery Shape Paper Airplane Geometry |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.G.2. | Partition a rectangle into rows and columns of same-size squares to form an array and count to find the total number of parts. ReadyRosie An Array of Brownies |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.G.3. | Partition squares, rectangles and circles into two or four equal parts, and describe the parts using the words halves, fourths, a half of, and a fourth of. Understand that when partitioning a square, rectangle or circle into two or four equal parts, the parts become smaller as the number of parts increases. ReadyRosie Counting Fractions |
| STANDARD / COURSE | SC.2.MDA. | Measurement and Data Analysis |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.MDA.1. | Select and use appropriate tools (e.g., rulers, yardsticks, meter sticks, measuring tapes) to measure the length of an object. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.MDA.3. | Estimate and measure length/distance in customary units (i.e., inch, foot, yard) and metric units (i.e., centimeter, meter). ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.MDA.4. | Measure to determine how much longer one object is than another, using standard length units. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.MDA.7. | Solve real-world/story problems involving dollar bills using the $ symbol or involving quarters, dimes, nickels, and pennies using the ¢ symbol. ReadyRosie What's in a Dollar? |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.MDA.8. | Generate data by measuring objects in whole unit lengths and organize the data in a line plot using a horizontal scale marked in whole number units. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| South Carolina Standards & Learning |
| Mathematics |
| Grade: 3 - Adopted: 2015 |
| STANDARD / COURSE | SC.PS. | South Carolina College- and Career-Ready Mathematical Process Standards |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | PS.1. | Make sense of problems and persevere in solving them. |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.1b. | Recognize there may be multiple entry points to a problem and more than one path to a solution. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.1c. | Analyze what is given, what is not given, what is being asked, and what strategies are needed, and make an initial attempt to solve a problem. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.1d. | Evaluate the success of an approach to solve a problem and refine it if necessary. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| STANDARD / COURSE | SC.PS. | South Carolina College- and Career-Ready Mathematical Process Standards |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | PS.2. | Reason both contextually and abstractly. |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.2d. | Connect the meaning of mathematical operations to the context of a given situation. ReadyRosie That's Crazy! |
| STANDARD / COURSE | SC.PS. | South Carolina College- and Career-Ready Mathematical Process Standards |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | PS.3. | Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others. |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.3a. | Construct and justify a solution to a problem. ReadyRosie Building a Fort Category Hunt |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.3b. | Compare and discuss the validity of various reasoning strategies. ReadyRosie Building a Fort Category Hunt |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.3c. | Make conjectures and explore their validity. ReadyRosie Category Hunt |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.3d. | Reflect on and provide thoughtful responses to the reasoning of others. ReadyRosie Building a Fort Category Hunt |
| STANDARD / COURSE | SC.PS. | South Carolina College- and Career-Ready Mathematical Process Standards |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | PS.4. | Connect mathematical ideas and real-world situations through modeling. |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.4a. | Identify relevant quantities and develop a model to describe their relationships. ReadyRosie Family Math Book |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.4b. | Interpret mathematical models in the context of the situation. ReadyRosie Family Math Book That's Crazy! When Five is Big |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.4d. | Evaluate the reasonableness of a model and refine if necessary. ReadyRosie Family Math Book |
| STANDARD / COURSE | SC.PS. | South Carolina College- and Career-Ready Mathematical Process Standards |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | PS.6. | Communicate mathematically and approach mathematical situations with precision. |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.6a. | Express numerical answers with the degree of precision appropriate for the context of a situation. ReadyRosie Category Hunt |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.6b. | Represent numbers in an appropriate form according to the context of the situation. ReadyRosie Category Hunt |
| STANDARD / COURSE | SC.PS. | South Carolina College- and Career-Ready Mathematical Process Standards |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | PS.7. | Identify and utilize structure and patterns. |
| PERFORMANCE DESCRIPTOR / STANDARD | PS.7b. | Recognize mathematical repetition in order to make generalizations. ReadyRosie Category Hunt |
| STANDARD / COURSE | SC.3.NSBT. | Number Sense and Base Ten |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.NSBT.1. | Use place value understanding to round whole numbers to the nearest 10 or 100. ReadyRosie Round Showdown The Greater Number |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.NSBT.2. | Add and subtract whole numbers fluently to 1,000 using knowledge of place value and properties of operations. 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? |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.NSBT.3. | Multiply one-digit whole numbers by multiples of 10 in the range 10 – 90, using knowledge of place value and properties of operations. ReadyRosie Domino Division I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.NSBT.4. | Read and write numbers through 999,999 in standard form and equations in expanded form. ReadyRosie Dollars and Dice Place Value Dice |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.NSBT.5. | Compare and order numbers through 999,999 and represent the comparison using the symbols >, =, or <. ReadyRosie Place Value Battle The Greater Number |
| STANDARD / COURSE | SC.3.NSF. | Number Sense – Fractions |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.NSF.1. | Develop an understanding of fractions (i.e., denominators 2, 3, 4, 6, 8, 10) as numbers. |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.NSF.1a. | A fraction 1/b (called a unit fraction) is the quantity formed by one part when a whole is partitioned into b equal parts. ReadyRosie Fractions on a Number Line Shape Up! |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.NSF.1b. | A fraction a/b is the quantity formed by a parts of size 1/b. ReadyRosie Fractions on a Number Line Shape Up! |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.NSF.1d. | A fraction can be represented using set, area, and linear models. ReadyRosie Counting Fractions Shape Up! |
| STANDARD / COURSE | SC.3.NSF. | Number Sense – Fractions |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.NSF.2. | Explain fraction equivalence (i.e., denominators 2, 3, 4, 6, 8, 10) by demonstrating an understanding that: |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.NSF.2a. | Two fractions are equal if they are the same size, based on the same whole, or at the same point on a number line. ReadyRosie Sharing an Apple |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.NSF.2b. | Fraction equivalence can be represented using set, area, and linear models. ReadyRosie Sharing an Apple |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.NSF.2d. | Fractions with the same numerator or same denominator can be compared by reasoning about their size based on the same whole. ReadyRosie Fractions on a Number Line |
| STANDARD / COURSE | SC.3.ATO. | Algebraic Thinking and Operations |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.ATO.1. | Use concrete objects, drawings and symbols to represent multiplication facts of two single-digit whole numbers and explain the relationship between the factors (i.e., 0 – 10) and the product. ReadyRosie Domino Division I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.ATO.2. | Use concrete objects, drawings and symbols to represent division without remainders and explain the relationship among the whole number quotient (i.e., 0 – 10), divisor (i.e., 0 – 10), and dividend. ReadyRosie Domino Division Fair Share I Spy Sums and Products Math Mind Reading |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.ATO.3. | Solve real-world problems involving equal groups, area/array, and number line models using basic multiplication and related division facts. Represent the problem situation using an equation with a symbol for the unknown. ReadyRosie Can I Stump You? Family Math Book Let's Go to 100 Table Times |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.ATO.4. | Determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is a missing factor, product, dividend, divisor, or quotient. ReadyRosie Math Mind Reading Parts Unknown |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.ATO.6. | Understand division as a missing factor problem. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.ATO.7. | Demonstrate fluency with basic multiplication and related division facts of products and dividends through 100. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.ATO.8. | Solve two-step real-world problems using addition, subtraction, multiplication and division of whole numbers and having whole number answers. Represent these problems using equations with a letter for the unknown quantity. ReadyRosie Can I Stump You? Family Math Book Input Output Let's Go to 100 Make One Up Restaurant Story Problems Table Times |
| STANDARD / COURSE | SC.3.G. | Geometry |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.G.2. | Partition two-dimensional shapes into 2, 3, 4, 6, or 8 parts with equal areas and express the area of each part using the same unit fraction. Recognize that equal parts of identical wholes need not have the same shape. ReadyRosie Counting Fractions Shape Up! |
| STANDARD / COURSE | SC.3.MDA. | Measurement and Data Analysis |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.MDA.1. | Use analog and digital clocks to determine and record time to the nearest minute, using a.m. and p.m.; measure time intervals in minutes; and solve problems involving addition and subtraction of time intervals within 60 minutes. ReadyRosie Now is the Time |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.MDA.2. | Estimate and measure liquid volumes (capacity) in customary units (i.e., c., pt., qt., gal.) and metric units (mL, L) to the nearest whole unit. ReadyRosie Cooking Estimation Double the Recipe Reading Recipes |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.MDA.3. | Collect, organize, classify, and interpret data with multiple categories and draw a scaled picture graph and a scaled bar graph to represent the data. ReadyRosie Graphing Walking Goals |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.MDA.4. | Generate data by measuring length to the nearest inch, half-inch and quarter-inch and organize the data in a line plot using a horizontal scale marked off in appropriate units. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| STANDARD / COURSE | SC.3.MDA. | Measurement and Data Analysis |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.MDA.5. | Understand the concept of area measurement. |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.MDA.5a. | Recognize area as an attribute of plane figures. ReadyRosie Cracker Perimeter & Area |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.MDA.5b. | Measure area by building arrays and counting standard unit squares. ReadyRosie An Array of Brownies Cracker Perimeter & Area |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.MDA.6 | Solve real-world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. ReadyRosie Cracker Perimeter & Area |
| South Carolina Standards & Learning |
| Science |
| Grade: K - Adopted: 2014 |
| STANDARD / COURSE | SC.K.S. | SCIENCE AND ENGINEERING PRACTICES |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.S.1. | The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content. |
| PERFORMANCE DESCRIPTOR / STANDARD | K.S.1A. | Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers. |
| GRADE LEVEL EXAMPLE / STAGE | Students who demonstrate this understanding can: | |
| INDICATOR | K.S.1A.1. | Ask and answer questions about the natural world using explorations, observations, or structured investigations. ReadyRosie Ramp Car Racing |
| STANDARD / COURSE | SC.K.L. | LIFE SCIENCE: EXPLORING ORGANISMS AND THE ENVIRONMENT |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | K.L.2. | The student will demonstrate an understanding of organisms found in the environment and how these organisms depend on the environment to meet those needs. |
| PERFORMANCE DESCRIPTOR / STANDARD | K.L.2A. | Conceptual Understanding: The environment consists of many types of organisms including plants, animals, and fungi. Organisms depend on the land, water, and air to live and grow. Plants need water and light to make their own food. Fungi and animals cannot make their own food and get energy from other sources. Animals (including humans) use different body parts to obtain food and other resources needed to grow and survive. Organisms live in areas where their needs for air, water, nutrients, and shelter are met. |
| GRADE LEVEL EXAMPLE / STAGE | Students who demonstrate this understanding can: | |
| INDICATOR | K.L.2A.2. | Conduct structured investigations to determine what plants need to live and grow (including water and light). ReadyRosie Family Sensory Walk |
| INDICATOR | K.L.2A.5. | Construct explanations from observations of what animals need to survive and grow (including air, water, nutrients, and shelter). ReadyRosie Family Sensory Walk |
| INDICATOR | K.L.2A.6. | Obtain and communicate information about the needs of organisms to explain why they live in particular areas. ReadyRosie Family Sensory Walk |
| South Carolina Standards & Learning |
| Science |
| Grade: 1 - Adopted: 2014 |
| STANDARD / COURSE | SC.1.S. | SCIENCE AND ENGINEERING PRACTICES |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.S.1. | The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content. |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.S.1A. | Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers. |
| GRADE LEVEL EXAMPLE / STAGE | Students who demonstrate this understanding can: | |
| INDICATOR | 1.S.1A.1. | Ask and answer questions about the natural world using explorations, observations, or structured investigations. ReadyRosie Ramp Car Racing |
| STANDARD / COURSE | SC.1.S. | SCIENCE AND ENGINEERING PRACTICES |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.S.1. | The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content. |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.S.1B. | Conceptual Understanding: Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology. |
| GRADE LEVEL EXAMPLE / STAGE | Students who demonstrate this understanding can: | |
| INDICATOR | 1.S.1B.1. | Construct devices or design solutions to solve specific problems or needs: (1) ask questions to identify problems or needs, (2) ask questions about the criteria and constraints of the devices or solutions, (3) generate and communicate ideas for possible devices or solutions, (4) build and test devices or solutions, (5) determine if the devices or solutions solved the problem, and (6) communicate the results. ReadyRosie Ramp Car Racing |
| STANDARD / COURSE | SC.1.E. | EARTH SCIENCE: EARTH’S NATURAL RESOURCES |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.E.4. | The student will demonstrate an understanding of the properties and uses of Earth’s natural resources. |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.E.4A. | Conceptual Understanding: Earth is made of different materials, including rocks, sand, soil, and water. An Earth material is a resource that comes from Earth. Earth materials can be classified by their observable properties. |
| GRADE LEVEL EXAMPLE / STAGE | Students who demonstrate this understanding can: | |
| INDICATOR | 1.E.4A.1. | Analyze and interpret data from observations and measurements to compare the properties of Earth materials (including rocks, soils, sand, and water). ReadyRosie I Found This |
| STANDARD / COURSE | SC.1.L. | LIFE SCIENCE: PLANTS AND THEIR ENVIRONMENTS |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.L.5. | The student will demonstrate an understanding of how the structures of plants help them survive and grow in their environments. |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.L.5A. | Conceptual Understanding: Plants have specific structures that help them survive, grow, and produce more plants. Plants have predictable characteristics at different stages of development. |
| GRADE LEVEL EXAMPLE / STAGE | Students who demonstrate this understanding can: | |
| INDICATOR | 1.L.5A.1. | Obtain and communicate information to construct explanations for how different plant structures (including roots, stems, leaves, flowers, fruits, and seeds) help plants survive, grow, and produce more plants. ReadyRosie I Found This |
| STANDARD / COURSE | SC.1.L. | LIFE SCIENCE: PLANTS AND THEIR ENVIRONMENTS |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 1.L.5. | The student will demonstrate an understanding of how the structures of plants help them survive and grow in their environments. |
| PERFORMANCE DESCRIPTOR / STANDARD | 1.L.5B. | Conceptual Understanding: Plants have basic needs that provide energy in order to grow and be healthy. Each plant has a specific environment where it can thrive. There are distinct environments in the world that support different types of plants. These environments can change slowly or quickly. Plants respond to these changes in different ways. |
| GRADE LEVEL EXAMPLE / STAGE | Students who demonstrate this understanding can: | |
| INDICATOR | 1.L.5B.1. | Conduct structured investigations to answer questions about what plants need to live and grow (including air, water, sunlight, minerals, and space). ReadyRosie Family Sensory Walk |
| INDICATOR | 1.L.5B.2. | Develop and use models to compare how the different characteristics of plants help them survive in distinct environments (including deserts, forests, and grasslands). ReadyRosie Family Sensory Walk |
| South Carolina Standards & Learning |
| Science |
| Grade: 2 - Adopted: 2014 |
| STANDARD / COURSE | SC.2.S. | SCIENCE AND ENGINEERING PRACTICES |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.S.1. | The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content. |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.S.1A. | Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers. |
| GRADE LEVEL EXAMPLE / STAGE | Students who demonstrate this understanding can: | |
| INDICATOR | 2.S.1A.1. | Ask and answer questions about the natural world using explorations, observations, or structured investigations. ReadyRosie Ramp Car Racing |
| STANDARD / COURSE | SC.2.S. | SCIENCE AND ENGINEERING PRACTICES |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 2.S.1. | The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content. |
| PERFORMANCE DESCRIPTOR / STANDARD | 2.S.1B. | Conceptual Understanding: Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology. |
| GRADE LEVEL EXAMPLE / STAGE | Students who demonstrate this understanding can: | |
| INDICATOR | 2.S.1B.1. | Construct devices or design solutions to solve specific problems or needs: (1) ask questions to identify problems or needs, (2) ask questions about the criteria and constraints of the devices or solutions, (3) generate and communicate ideas for possible devices or solutions, (4) build and test devices or solutions, (5) determine if the devices or solutions solved the problem, and (6) communicate the results. ReadyRosie Ramp Car Racing |
| South Carolina Standards & Learning |
| Science |
| Grade: 3 - Adopted: 2014 |
| STANDARD / COURSE | SC.3.S. | SCIENCE AND ENGINEERING PRACTICES |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.S.1. | The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content. |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.S.1A. | Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers. |
| GRADE LEVEL EXAMPLE / STAGE | Students who demonstrate this understanding can: | |
| INDICATOR | 3.S.1A.1. | Ask questions that can be (1) answered using scientific investigations or (2) used to refine models, explanations, or designs. ReadyRosie Ramp Car Racing |
| STANDARD / COURSE | SC.3.S. | SCIENCE AND ENGINEERING PRACTICES |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | 3.S.1. | The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content. |
| PERFORMANCE DESCRIPTOR / STANDARD | 3.S.1B. | Conceptual Understanding: Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology. |
| GRADE LEVEL EXAMPLE / STAGE | Students who demonstrate this understanding can: | |
| INDICATOR | 3.S.1B.1. | Construct devices or design solutions to solve specific problems or needs: (1) ask questions to identify problems or needs, (2) ask questions about the criteria and constraints of the devices or solutions, (3) generate and communicate ideas for possible devices or solutions, (4) build and test devices or solutions, (5) determine if the devices or solutions solved the problem and refine the design if needed, and (6) communicate the results. ReadyRosie Ramp Car Racing |