South Dakota Content Standards
| Main Criteria: South Dakota Content Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Health and PE, Language Arts, Mathematics, Science | ||
| Grades: K, 1, 2, 3 | ||
| Correlation Options: Show Correlated | ||
| South Dakota Content Standards |
| Health and PE |
| Grade: K - Adopted: 2011 |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 1.2. | Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
| STANDARD | As a result of health instruction in pre-kindergarten through grade 2, students will: | |
| SUPPORTING SKILLS | 1.2.1. | Identify that healthy behaviors affect personal health. ReadyRosie Brushing Your Teeth |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 2.2. | Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. |
| STANDARD | As a result of health instruction in pre-kindergarten through grade 2, students will: | |
| SUPPORTING SKILLS | 2.2.2. | Identify what the school can do to support personal health practices and behaviors. ReadyRosie Super Kindness |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 3.2. | Students will demonstrate the ability to access valid information, products and services to enhance health. |
| STANDARD | As a result of health instruction in pre-kindergarten through grade 2, students will: | |
| SUPPORTING SKILLS | 3.2.1. | Identify trusted adults and professionals who can help promote health. ReadyRosie All About My Family Family Poem |
| SUPPORTING SKILLS | 3.2.2. | Identify ways to locate school and community health helpers. ReadyRosie Super Kindness |
| SUPPORTING SKILLS | 3.2.3. | Explain the type of help provided by school and community health helpers. ReadyRosie Super Kindness |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 4.2. | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| STANDARD | As a result of health instruction in pre-kindergarten through grade 2, students will: | |
| SUPPORTING SKILLS | 4.2.1. | Demonstrate healthy ways to express needs, wants, and feelings. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades School Routine Practice What Do I Like? |
| SUPPORTING SKILLS | 4.2.2. | Demonstrate listening skills to enhance health. ReadyRosie Conversation Starters Feelings Charades Routine Strategy: Transition Timer Sharing Chores and Your Day Sink or Swim |
| SUPPORTING SKILLS | 4.2.4. | Demonstrate ways to tell a trusted adult if threatening or harmful behaviors affect self or others. ReadyRosie All About My Family Family Poem |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 5.2. | Students will demonstrate the ability to use decision-making skills to enhance health. |
| STANDARD | As a result of health instruction in pre-kindergarten through grade 2, students will: | |
| SUPPORTING SKILLS | 5.2.1. | Identify situations when a health-related decision is needed. ReadyRosie Brushing Your Teeth |
| SUPPORTING SKILLS | 5.2.2. | Differentiate between situations when a health-related decision can be made independently or when assistance is needed. ReadyRosie Super Kindness |
| SUPPORTING SKILLS | 5.2.3. | Describe potential consequences of health related decisions. ReadyRosie Problem Solving Tool: Rock, Paper, Scissors Survey Says What Do I Like? |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 6.2. | Students will demonstrate the ability to use goal-setting skills to enhance health. |
| STANDARD | As a result of health instruction in pre-kindergarten through grade 2, students will: | |
| SUPPORTING SKILLS | 6.2.1. | Identify a short-term personal health goal and take action toward achieving the goal. ReadyRosie Setting Summer Learning Goals |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 7.2. | Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. |
| STANDARD | As a result of health instruction in pre-kindergarten through grade 2, students will: | |
| SUPPORTING SKILLS | 7.2.1. | Demonstrate healthy practices and behaviors to maintain or improve personal health. ReadyRosie Brushing Your Teeth |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 8.2. | Students will demonstrate the ability to advocate for personal, family and community health. |
| STANDARD | As a result of health instruction in pre-kindergarten through grade 2, students will: | |
| SUPPORTING SKILLS | 8.2.1. | Make requests to promote personal health. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades School Routine Practice What Do I Like? |
| Grade: K - Adopted: 2014 |
| GOAL/STRAND | SD.PE.K. | Physical Education |
| INDICATOR/BENCHMARK | S4. | The physically literate individual exhibits responsible personal and social behavior that respects self, others and environment. |
| STANDARD | S4.E1. | Personal Responsibility |
| SUPPORTING SKILLS | S4.E1.K. | Follows directions in group settings (e.g., safe behaviors, following rules, taking turns). (S4.E1.K) ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| GOAL/STRAND | SD.PE.K. | Physical Education |
| INDICATOR/BENCHMARK | S4. | The physically literate individual exhibits responsible personal and social behavior that respects self, others and environment. |
| STANDARD | S4.E2. | Personal Responsibility |
| SUPPORTING SKILLS | S4.E2.Ka. | Acknowledges responsibility for behavior when prompted. (S4.E2.Ka) ReadyRosie Clap and Count Emotion Meter Scale Is my child overscheduled? Red Light, Green Light Routine Strategy: Transition Timer Simon Says |
| GOAL/STRAND | SD.PE.K. | Physical Education |
| INDICATOR/BENCHMARK | S4. | The physically literate individual exhibits responsible personal and social behavior that respects self, others and environment. |
| STANDARD | S4.E4. | Working With Others |
| SUPPORTING SKILLS | S4.E4.Ka. | Shares equipment and space with others.(S4.E4.Ka) ReadyRosie Clap and Count Super Kindness |
| GOAL/STRAND | SD.PE.K. | Physical Education |
| INDICATOR/BENCHMARK | S4. | The physically literate individual exhibits responsible personal and social behavior that respects self, others and environment. |
| STANDARD | S4.E5. | Rules and Etiquette |
| SUPPORTING SKILLS | S4.E5.Ka. | Recognizes the established protocol for class activities. (S4.E5.Ka) ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| SUPPORTING SKILLS | S4.E5.Kb. | Recognizes the fundamentals of good sportsmanship. (S4.E5.Kb) ReadyRosie Fishing for Tens |
| South Dakota Content Standards |
| Health and PE |
| Grade: 1 - Adopted: 2011 |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 1.2. | Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
| STANDARD | As a result of health instruction in pre-kindergarten through grade 2, students will: | |
| SUPPORTING SKILLS | 1.2.1. | Identify that healthy behaviors affect personal health. ReadyRosie Brushing Your Teeth |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 2.2. | Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. |
| STANDARD | As a result of health instruction in pre-kindergarten through grade 2, students will: | |
| SUPPORTING SKILLS | 2.2.2. | Identify what the school can do to support personal health practices and behaviors. ReadyRosie Super Kindness |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 3.2. | Students will demonstrate the ability to access valid information, products and services to enhance health. |
| STANDARD | As a result of health instruction in pre-kindergarten through grade 2, students will: | |
| SUPPORTING SKILLS | 3.2.1. | Identify trusted adults and professionals who can help promote health. ReadyRosie All About My Family Family Poem |
| SUPPORTING SKILLS | 3.2.2. | Identify ways to locate school and community health helpers. ReadyRosie Super Kindness |
| SUPPORTING SKILLS | 3.2.3. | Explain the type of help provided by school and community health helpers. ReadyRosie I Love My Family Because... Super Kindness |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 4.2. | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| STANDARD | As a result of health instruction in pre-kindergarten through grade 2, students will: | |
| SUPPORTING SKILLS | 4.2.1. | Demonstrate healthy ways to express needs, wants, and feelings. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits School Routine Practice What Do I Like? What Do I See When I Hear...? What I Like About Me |
| SUPPORTING SKILLS | 4.2.2. | Demonstrate listening skills to enhance health. ReadyRosie Conversation Starters Feelings Charades I Love My Family Because... Routine Strategy: Transition Timer Sharing Chores and Your Day Sink or Swim |
| SUPPORTING SKILLS | 4.2.4. | Demonstrate ways to tell a trusted adult if threatening or harmful behaviors affect self or others. ReadyRosie All About My Family Family Poem |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 5.2. | Students will demonstrate the ability to use decision-making skills to enhance health. |
| STANDARD | As a result of health instruction in pre-kindergarten through grade 2, students will: | |
| SUPPORTING SKILLS | 5.2.1. | Identify situations when a health-related decision is needed. ReadyRosie Brushing Your Teeth |
| SUPPORTING SKILLS | 5.2.2. | Differentiate between situations when a health-related decision can be made independently or when assistance is needed. ReadyRosie Super Kindness |
| SUPPORTING SKILLS | 5.2.3. | Describe potential consequences of health related decisions. ReadyRosie Problem Solving Tool: Rock, Paper, Scissors Survey Says What Do I Like? |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 6.2. | Students will demonstrate the ability to use goal-setting skills to enhance health. |
| STANDARD | As a result of health instruction in pre-kindergarten through grade 2, students will: | |
| SUPPORTING SKILLS | 6.2.1. | Identify a short-term personal health goal and take action toward achieving the goal. ReadyRosie Setting Summer Learning Goals |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 7.2. | Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. |
| STANDARD | As a result of health instruction in pre-kindergarten through grade 2, students will: | |
| SUPPORTING SKILLS | 7.2.1. | Demonstrate healthy practices and behaviors to maintain or improve personal health. ReadyRosie Brushing Your Teeth |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 8.2. | Students will demonstrate the ability to advocate for personal, family and community health. |
| STANDARD | As a result of health instruction in pre-kindergarten through grade 2, students will: | |
| SUPPORTING SKILLS | 8.2.1. | Make requests to promote personal health. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits School Routine Practice What Do I Like? What Do I See When I Hear...? What I Like About Me |
| Grade: 1 - Adopted: 2014 |
| GOAL/STRAND | SD.PE.1. | Physical Education |
| INDICATOR/BENCHMARK | S4. | The physically literate individual exhibits responsible personal and social behavior that respects self, others and environment. |
| STANDARD | S4.E4. | Working With Others |
| SUPPORTING SKILLS | S4.E4.1a. | Works independently with others in partner environments. (S4.E4.1a) ReadyRosie Books on the Go Clap and Count Folding a Blanket Routine Strategy: Transition Timer Super Kindness |
| SUPPORTING SKILLS | S4.E4.1b. | Recognizes and understands individual uniqueness and diversity. (S4.E4.1b) ReadyRosie Inside Outside Traits |
| GOAL/STRAND | SD.PE.1. | Physical Education |
| INDICATOR/BENCHMARK | S4. | The physically literate individual exhibits responsible personal and social behavior that respects self, others and environment. |
| STANDARD | S4.E5. | Rules and Etiquette |
| SUPPORTING SKILLS | S4.E5.1a. | Exhibits the established protocols for class activities. (S4.E5.1a) ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| SUPPORTING SKILLS | S4.E5.1b. | Exhibits the fundamentals of good sportsmanship. (S4.E5.1b) ReadyRosie Fishing for Tens |
| GOAL/STRAND | SD.PE.1. | Physical Education |
| INDICATOR/BENCHMARK | S5. | The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, employment opportunities and social interaction. |
| STANDARD | S5.E3. | Self-Expression/Enjoyment |
| SUPPORTING SKILLS | S5.E3.1a. | Describes positive feelings that result from participating in physical activities. (S5.E3.1a) ReadyRosie Emotion Meter Scale |
| South Dakota Content Standards |
| Health and PE |
| Grade: 2 - Adopted: 2011 |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 1.2. | Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
| STANDARD | As a result of health instruction in pre-kindergarten through grade 2, students will: | |
| SUPPORTING SKILLS | 1.2.1. | Identify that healthy behaviors affect personal health. ReadyRosie Brushing Your Teeth |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 2.2. | Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. |
| STANDARD | As a result of health instruction in pre-kindergarten through grade 2, students will: | |
| SUPPORTING SKILLS | 2.2.2. | Identify what the school can do to support personal health practices and behaviors. ReadyRosie Super Kindness Who Are Your Heroes? |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 3.2. | Students will demonstrate the ability to access valid information, products and services to enhance health. |
| STANDARD | As a result of health instruction in pre-kindergarten through grade 2, students will: | |
| SUPPORTING SKILLS | 3.2.1. | Identify trusted adults and professionals who can help promote health. ReadyRosie Family Poem This Is Important Who Are Your Heroes? |
| SUPPORTING SKILLS | 3.2.2. | Identify ways to locate school and community health helpers. ReadyRosie Super Kindness Who Are Your Heroes? |
| SUPPORTING SKILLS | 3.2.3. | Explain the type of help provided by school and community health helpers. ReadyRosie I Love My Family Because... Super Kindness Who Are Your Heroes? |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 4.2. | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| STANDARD | As a result of health instruction in pre-kindergarten through grade 2, students will: | |
| SUPPORTING SKILLS | 4.2.1. | Demonstrate healthy ways to express needs, wants, and feelings. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important What Do I See When I Hear...? What I Like About Me Who Are Your Heroes? |
| SUPPORTING SKILLS | 4.2.2. | Demonstrate listening skills to enhance health. ReadyRosie Conversation Starters Feelings Charades I Love My Family Because... Kitchen Conversations Routine Strategy: Transition Timer Sharing Chores and Your Day |
| SUPPORTING SKILLS | 4.2.4. | Demonstrate ways to tell a trusted adult if threatening or harmful behaviors affect self or others. ReadyRosie Family Poem This Is Important Who Are Your Heroes? |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 5.2. | Students will demonstrate the ability to use decision-making skills to enhance health. |
| STANDARD | As a result of health instruction in pre-kindergarten through grade 2, students will: | |
| SUPPORTING SKILLS | 5.2.1. | Identify situations when a health-related decision is needed. ReadyRosie Brushing Your Teeth |
| SUPPORTING SKILLS | 5.2.2. | Differentiate between situations when a health-related decision can be made independently or when assistance is needed. ReadyRosie Fair Share Super Kindness |
| SUPPORTING SKILLS | 5.2.3. | Describe potential consequences of health related decisions. ReadyRosie Problem Solving Tool: Rock, Paper, Scissors |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 6.2. | Students will demonstrate the ability to use goal-setting skills to enhance health. |
| STANDARD | As a result of health instruction in pre-kindergarten through grade 2, students will: | |
| SUPPORTING SKILLS | 6.2.1. | Identify a short-term personal health goal and take action toward achieving the goal. ReadyRosie Setting Summer Learning Goals |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 7.2. | Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. |
| STANDARD | As a result of health instruction in pre-kindergarten through grade 2, students will: | |
| SUPPORTING SKILLS | 7.2.1. | Demonstrate healthy practices and behaviors to maintain or improve personal health. ReadyRosie Brushing Your Teeth |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 8.2. | Students will demonstrate the ability to advocate for personal, family and community health. |
| STANDARD | As a result of health instruction in pre-kindergarten through grade 2, students will: | |
| SUPPORTING SKILLS | 8.2.1. | Make requests to promote personal health. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important What Do I See When I Hear...? What I Like About Me Who Are Your Heroes? |
| Grade: 2 - Adopted: 2014 |
| GOAL/STRAND | SD.PE.2. | Physical Education |
| INDICATOR/BENCHMARK | S4. | The physically literate individual exhibits responsible personal and social behavior that respects self, others and environment. |
| STANDARD | S4.E1. | Personal Responsibility |
| SUPPORTING SKILLS | S4.E1.2. | Practices skills with minimal teacher prompting. (S4.E1.2) ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| GOAL/STRAND | SD.PE.2. | Physical Education |
| INDICATOR/BENCHMARK | S4. | The physically literate individual exhibits responsible personal and social behavior that respects self, others and environment. |
| STANDARD | S4.E2. | Personal Responsibility |
| SUPPORTING SKILLS | S4.E2.2a. | Participates independently for extended periods of time. (S4.E2.2a) ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| SUPPORTING SKILLS | S4.E2.2b. | Exhibits respect for self with developmentally appropriate behavior while engaging in physical activity. (S4.E2.2b) ReadyRosie This Is Important |
| GOAL/STRAND | SD.PE.2. | Physical Education |
| INDICATOR/BENCHMARK | S4. | The physically literate individual exhibits responsible personal and social behavior that respects self, others and environment. |
| STANDARD | S4.E4. | Working With Others |
| SUPPORTING SKILLS | S4.E4.2a. | Works independently with others in a variety of class environments (e.g., small and large groups). (S4.E4.2a) ReadyRosie Books on the Go Fair Share Routine Strategy: Transition Timer Super Kindness |
| SUPPORTING SKILLS | S4.E4.2b. | Recognizes and understands individual uniqueness and diversity. (S4.E4.2b) ReadyRosie Inside Outside Traits |
| GOAL/STRAND | SD.PE.2. | Physical Education |
| INDICATOR/BENCHMARK | S4. | The physically literate individual exhibits responsible personal and social behavior that respects self, others and environment. |
| STANDARD | S4.E5. | Rules and Etiquette |
| SUPPORTING SKILLS | S4.E5.2a. | Recognizes the role of rules and etiquette in teacher-designed physical activities. (S4.E5.2a) ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer Subtraction War |
| SUPPORTING SKILLS | S4.E5.2b. | Exhibits the fundamentals of good sportsmanship. (S4.E5.2b) ReadyRosie Subtraction War |
| South Dakota Content Standards |
| Health and PE |
| Grade: 3 - Adopted: 2011 |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 1.5. | Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
| STANDARD | As a result of health instruction in grades 3 through 5, students will: | |
| SUPPORTING SKILLS | 1.5.1. | Describe the relationship between healthy behaviors and personal health. ReadyRosie Brushing Your Teeth |
| SUPPORTING SKILLS | 1.5.3. | Describe ways in which a safe and healthy school and community environment can promote personal health. ReadyRosie I Love My Family Because... Super Kindness Who Are Your Heroes? |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 2.5. | Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. |
| STANDARD | As a result of health instruction in grades 3 through 5, students will: | |
| SUPPORTING SKILLS | 2.5.1. | Describe how the family influences personal health practices and behaviors. ReadyRosie I Love My Family Because... Story of Your Name Write a Favorite Family Recipe |
| SUPPORTING SKILLS | 2.5.4. | Describe how the school and community can support personal health practices and behaviors. ReadyRosie I Love My Family Because... Super Kindness Who Are Your Heroes? |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 3.5. | Students will demonstrate the ability to access valid information, products and services to enhance health. |
| STANDARD | As a result of health instruction in grades 3 through 5, students will: | |
| SUPPORTING SKILLS | 3.5.2. | Locate resources from home, school, and community that provide valid health information. ReadyRosie Family Poem I Love My Family Because... Super Kindness Who Are Your Heroes? |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 4.5. | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| STANDARD | As a result of health instruction in grades 3 through 5, students will: | |
| SUPPORTING SKILLS | 4.5.1. | Demonstrate effective verbal and nonverbal communication skills to enhance health. ReadyRosie Sharing Chores and Your Day |
| SUPPORTING SKILLS | 4.5.3. | Demonstrate nonviolent strategies to manage or resolve conflict. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 5.5. | Students will demonstrate the ability to use decision-making skills to enhance health. |
| STANDARD | As a result of health instruction in grades 3 through 5, students will: | |
| SUPPORTING SKILLS | 5.5.1. | Identify health-related situations that might require a thoughtful decision. ReadyRosie Problem Solving Tool: Rock, Paper, Scissors |
| SUPPORTING SKILLS | 5.5.2. | Analyze when assistance is needed in making a health-related decision. ReadyRosie Fair Share Super Kindness |
| SUPPORTING SKILLS | 5.5.3. | List healthy options to health-related issues or problems. ReadyRosie Problem Solving Tool: Rock, Paper, Scissors |
| SUPPORTING SKILLS | 5.5.4. | Predict the potential outcomes of each option when making a health-related decision. ReadyRosie Problem Solving Tool: Rock, Paper, Scissors |
| SUPPORTING SKILLS | 5.5.5. | Choose a healthy option when making a decision. ReadyRosie Problem Solving Tool: Rock, Paper, Scissors |
| SUPPORTING SKILLS | 5.5.6. | Describe the outcomes of a health-related decision. ReadyRosie Problem Solving Tool: Rock, Paper, Scissors |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 6.5. | Students will demonstrate the ability to use goal-setting skills to enhance health. |
| STANDARD | As a result of health instruction in grades 3 through 5, students will: | |
| SUPPORTING SKILLS | 6.5.1. | Set a personal health goal and track progress toward its achievement. ReadyRosie Setting Summer Learning Goals |
| SUPPORTING SKILLS | 6.5.2. | Identify resources to assist in achieving a personal health goal. ReadyRosie Setting Summer Learning Goals |
| GOAL/STRAND | SD.HE. | Health Education |
| INDICATOR/BENCHMARK | 7.5. | Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. |
| STANDARD | As a result of health instruction in grades 3 through 5, students will: | |
| SUPPORTING SKILLS | 7.5.1. | Identify responsible personal health behaviors. ReadyRosie Brushing Your Teeth |
| SUPPORTING SKILLS | 7.5.2. | Demonstrate a variety of health practices and behaviors to maintain or improve personal health. ReadyRosie Brushing Your Teeth |
| Grade: 3 - Adopted: 2014 |
| GOAL/STRAND | SD.PE.3. | Physical Education |
| INDICATOR/BENCHMARK | S4. | The physically literate individual exhibits responsible personal and social behavior that respects self, others and environment. |
| STANDARD | S4.E1. | Personal Responsibility |
| SUPPORTING SKILLS | S4.E1.3. | Exhibits personal responsibility in teacher-directed activities. (S4.E1.3) ReadyRosie This Is Important |
| GOAL/STRAND | SD.PE.3. | Physical Education |
| INDICATOR/BENCHMARK | S4. | The physically literate individual exhibits responsible personal and social behavior that respects self, others and environment. |
| STANDARD | S4.E2. | Personal Responsibility |
| SUPPORTING SKILLS | S4.E2.3a. | Reflects on personal social behavior in physical activity. (S4.E2.3a) ReadyRosie This Is Important |
| SUPPORTING SKILLS | S4.E2.3b. | Exhibits respect for self with developmentally appropriate behavior while engaging in physical activity. (S4.E2.3b) ReadyRosie This Is Important |
| GOAL/STRAND | SD.PE.3. | Physical Education |
| INDICATOR/BENCHMARK | S4. | The physically literate individual exhibits responsible personal and social behavior that respects self, others and environment. |
| STANDARD | S4.E4. | Working With Others |
| SUPPORTING SKILLS | S4.E4.3a. | Works cooperatively with others. (S4.E4.3a) ReadyRosie Fair Share Super Kindness |
| SUPPORTING SKILLS | S4.E4.3b. | Praises others for their success in movement performance. (S4.E4.3b) ReadyRosie Conversation Starters I Love My Family Because... |
| SUPPORTING SKILLS | S4.E4.3c. | Recognizes and understands individual uniqueness and diversity. (S4.E4.3c) ReadyRosie Inside Outside Traits |
| GOAL/STRAND | SD.PE.3. | Physical Education |
| INDICATOR/BENCHMARK | S4. | The physically literate individual exhibits responsible personal and social behavior that respects self, others and environment. |
| STANDARD | S4.E5. | Rules and Etiquette |
| SUPPORTING SKILLS | S4.E5.3a. | Recognizes the role of rules and etiquette in physical activity with peers. (S4.E5.3a) ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer |
| South Dakota Content Standards |
| Language Arts |
| Grade: K - Adopted: 2018 |
| GOAL/STRAND | SD.CCR.5.R. | College and Career Readiness Anchor Standards for Reading |
| INDICATOR/BENCHMARK | Key Ideas and Details | |
| STANDARD | CCR.5.R.1. | Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. ReadyRosie Daily Conclusions Using Clues to Figure it Out Who Am I? Wordless Picture Books |
| STANDARD | CCR.5.R.2. | Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. ReadyRosie Book Cover Conversations Is It Real? Isn't That Bold? Making Connections Retelling the Story Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? Who Am I? |
| GOAL/STRAND | SD.CCR.5.R. | College and Career Readiness Anchor Standards for Reading |
| INDICATOR/BENCHMARK | Craft and Structure | |
| STANDARD | CCR.5.R.4. | Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. ReadyRosie Nursery Rhymes What Makes a Good Storyteller |
| STANDARD | CCR.5.R.5. | Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. ReadyRosie Reading Rhymes |
| STANDARD | CCR.5.R.6. | Assess how point of view or purpose shapes the content and style of a text. ReadyRosie Reading Strategy: Reading and Making Connections |
| GOAL/STRAND | SD.CCR.5.R. | College and Career Readiness Anchor Standards for Reading |
| INDICATOR/BENCHMARK | Integration of Knowledge and Ideas | |
| STANDARD | CCR.5.R.7. | Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. ReadyRosie 20 Questions Draw A Memorable Story Family Movie Night I Went to the Zoo and Saw |
| STANDARD | CCR.5.R.9. | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| GOAL/STRAND | SD.CCR.5.R. | College and Career Readiness Anchor Standards for Reading |
| INDICATOR/BENCHMARK | Range of Reading and Level of Text Complexity | |
| STANDARD | CCR.5.R.10. | Read and comprehend complex literary and informational texts independently and proficiently. ReadyRosie Books I Like Building a Fort Daily Reading Routines I Read to You, You Read to Me Making Connections Pattern Books Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? You Know It! |
| GOAL/STRAND | SD.CCR.5.W. | College and Career Readiness Anchor Standards for Writing |
| INDICATOR/BENCHMARK | Text Types and Purposes | |
| STANDARD | CCR.5.W.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. 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 | CCR.5.W.3. | Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 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 a Favorite Family Recipe |
| GOAL/STRAND | SD.CCR.5.W. | College and Career Readiness Anchor Standards for Writing |
| INDICATOR/BENCHMARK | Production and Distribution of Writing | |
| STANDARD | CCR.5.W.4. | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ReadyRosie A Memorable Story All About Me All About My Family Captioning Your Childhood Create a Crazy Character Family Adventure List Here Are the Facts I Found This I Know All About Labeling Your Story Make a Card Make a List Make an Invitation Math Journal Walk My Family Journal My First Journal Nature Journaling Sharing Chores and Your Day Storytelling Together Tips for storytelling: Using gestures Tips for storytelling: Using your voice Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write a Favorite Family Recipe |
| STANDARD | CCR.5.W.5. | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. ReadyRosie Color Poem Make an Invitation Nature Journaling Write a Favorite Family Recipe |
| GOAL/STRAND | SD.CCR.5.W. | College and Career Readiness Anchor Standards for Writing |
| INDICATOR/BENCHMARK | Research to Build and Present Knowledge | |
| STANDARD | CCR.5.W.7. | Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| STANDARD | CCR.5.W.8. | Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. ReadyRosie Let's Explore Nature Journaling |
| STANDARD | CCR.5.W.9. | Draw evidence from literary or informational texts to support analysis, reflection, and research. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| GOAL/STRAND | SD.CCR.5.W. | College and Career Readiness Anchor Standards for Writing |
| INDICATOR/BENCHMARK | Range of Writing | |
| STANDARD | CCR.5.W.10. | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ReadyRosie Family Adventure List I Found This I Want to Know About Let's Explore Make a Card Make a List Make an Invitation Math Journal Walk My Family Journal Nature Journaling |
| GOAL/STRAND | SD.CCR.5.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| INDICATOR/BENCHMARK | Comprehension and Collaboration | |
| STANDARD | CCR.5.SL.1. | Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 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 | CCR.5.SL.2. | Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. ReadyRosie 20 Questions Draw A Memorable Story Family Movie Night I Read to You, You Read to Me I Went to the Zoo and Saw Making Connections Pattern Books Retelling the Story Seeing the Story Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? |
| GOAL/STRAND | SD.CCR.5.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| INDICATOR/BENCHMARK | Presentation of Knowledge and Ideas | |
| STANDARD | CCR.5.SL.4. | Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. ReadyRosie 20 Questions Draw A Memorable Story Here Are the Facts I Know All About Share Your Knowledge Sharing Chores and Your Day Where Would You Go? Who Am I? Who's Coming to Dinner? |
| STANDARD | CCR.5.SL.5. | Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. ReadyRosie 20 Questions Draw Here Are the Facts |
| STANDARD | CCR.5.SL.6. | Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. ReadyRosie Sharing Chores and Your Day Simon Says Who Am I? Who's Coming to Dinner? |
| GOAL/STRAND | SD.CCR.5.L. | College and Career Readiness Anchor Standards for Language |
| INDICATOR/BENCHMARK | Conventions of Standard English | |
| STANDARD | CCR.5.L.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ReadyRosie Sharing Chores and Your Day Simon Says Who Am I? Who's Coming to Dinner? |
| STANDARD | CCR.5.L.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ReadyRosie All About My Family I Found This Isn't That Bold? Make a Card Make a List Make an Invitation Word Man Write a Letter |
| GOAL/STRAND | SD.CCR.5.L. | College and Career Readiness Anchor Standards for Language |
| INDICATOR/BENCHMARK | Knowledge of Language | |
| STANDARD | CCR.5.L.3. | Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller |
| GOAL/STRAND | SD.CCR.5.L. | College and Career Readiness Anchor Standards for Language |
| INDICATOR/BENCHMARK | Vocabulary Acquisition and Use | |
| STANDARD | CCR.5.L.4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread |
| STANDARD | CCR.5.L.5. | Demonstrate understanding of word relationships and nuances in word meanings. ReadyRosie Nursery Rhymes |
| STANDARD | CCR.5.L.6. | Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes Share Your Knowledge Sharing Chores and Your Day Storytelling with a Picture Book What Makes a Good Storyteller |
| GOAL/STRAND | SD.K.RL. | Reading Standards for Literature |
| INDICATOR/BENCHMARK | Key Ideas and Details | |
| STANDARD | K.RL.1. | With prompting and support, ask and answer questions about key details in a text. ReadyRosie Isn't That Bold? Making Connections Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STANDARD | K.RL.2. | With prompting and support, retell familiar stories, including key details. ReadyRosie Retelling the Story Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STANDARD | K.RL.3. | With prompting and support, describe characters, settings, and major events in a story. ReadyRosie Feelings Charades Making Connections Reading Strategy: Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| GOAL/STRAND | SD.K.RL. | Reading Standards for Literature |
| INDICATOR/BENCHMARK | Craft and Structure | |
| STANDARD | K.RL.4. | With prompting and support, ask and answer questions about unknown words in stories, poems, nursery rhymes, or songs. ReadyRosie Feelings Charades Nursery Rhymes Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread Storytelling with a Picture Book What Makes a Good Storyteller |
| STANDARD | K.RL.5. | With prompting and support, explain differences between common types of texts. ReadyRosie What Do I Like? |
| STANDARD | K.RL.6. | Identify the author and illustrator of a story and define the role of each in a literary text. ReadyRosie Isn't That Bold? Storytelling with a Picture Book |
| GOAL/STRAND | SD.K.RL. | Reading Standards for Literature |
| INDICATOR/BENCHMARK | Integration of Knowledge and Ideas | |
| STANDARD | K.RL.9. | With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| GOAL/STRAND | SD.K.RL. | Reading Standards for Literature |
| INDICATOR/BENCHMARK | Range of Reading and Level of Text Complexity | |
| STANDARD | K.RL.10. | By the end of the year read and comprehend a variety of literary text. |
| SUPPORTING SKILLS | K.RL.10.a. | With prompting and support, read and comprehend proficiently at grade level with increasing challenge in text difficultly and complexity (e.g., layout, text structure, language/literary features, knowledge demands.) ReadyRosie Reading Rhymes What Makes a Good Storyteller |
| SUPPORTING SKILLS | K.RL.10.b. | With prompting and support, self-select texts for personal enjoyment, interest, and academic tasks. ReadyRosie Building a Fort I Read to You, You Read to Me You Know It! |
| GOAL/STRAND | SD.K.RI. | Reading Standards for Informational Text |
| INDICATOR/BENCHMARK | Key Ideas and Details | |
| STANDARD | K.RI.1. | With prompting and support, ask and answer questions about key details in a text. ReadyRosie Book Cover Conversations What's Cool About Nonfiction? Who Am I? |
| STANDARD | K.RI.2. | With prompting and support, identify the main topic and retell key details of a text. ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| GOAL/STRAND | SD.K.RI. | Reading Standards for Informational Text |
| INDICATOR/BENCHMARK | Craft and Structure | |
| STANDARD | K.RI.4. | With prompting and support, ask and answer questions about unknown words in a text. ReadyRosie Share Your Knowledge |
| GOAL/STRAND | SD.K.RI. | Reading Standards for Informational Text |
| INDICATOR/BENCHMARK | Integration of Knowledge and Ideas | |
| STANDARD | K.RI.8. | With prompting and support, identify the details/evidence an author gives to support points in a text. ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| GOAL/STRAND | SD.K.RI. | Reading Standards for Informational Text |
| INDICATOR/BENCHMARK | Range of Reading and Level of Text Complexity | |
| STANDARD | K.RI.10. | By the end of the year read and comprehends a variety of informational text. |
| SUPPORTING SKILLS | K.RI.10.b. | With prompting and support, self-select texts for personal enjoyment, interest, and academic tasks. ReadyRosie Building a Fort I Read to You, You Read to Me You Know It! |
| GOAL/STRAND | SD.K.RF. | Reading Standards: Foundational Skills |
| INDICATOR/BENCHMARK | Print Concepts | |
| STANDARD | K.RF.1. | Demonstrate understanding of the organization and basic features of print. |
| SUPPORTING SKILLS | K.RF.1.a. | Follow words from left to right, top to bottom, and page by page. ReadyRosie Environmental Print Reading Strategy: Using Your Reading Finger |
| SUPPORTING SKILLS | K.RF.1.c. | Understand that words are separated by spaces in print. ReadyRosie Reading Strategy: Using Your Reading Finger |
| SUPPORTING SKILLS | K.RF.1.d. | Recognize and name all upper- and lowercase letters of the alphabet. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound |
| GOAL/STRAND | SD.K.RF. | Reading Standards: Foundational Skills |
| INDICATOR/BENCHMARK | Phonological Awareness | |
| STANDARD | K.RF.2. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| SUPPORTING SKILLS | K.RF.2.a. | Recognize and produce rhyming words. ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |
| SUPPORTING SKILLS | K.RF.2.c. | Blend and segment onsets and rimes of single-syllable spoken words. ReadyRosie Reading Strategy: Chunk the Word |
| SUPPORTING SKILLS | K.RF.2.d. | Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) ReadyRosie Favorite People Place Cards |
| SUPPORTING SKILLS | K.RF.2.e. | Add or substitute individual sounds (phonemes) in three-phoneme words (consonant-vowel-consonant, or CVC) to make new words. *(This does not include CVCs ending with /l/, /r/, or /x.) ReadyRosie Favorite People Place Cards |
| GOAL/STRAND | SD.K.RF. | Reading Standards: Foundational Skills |
| INDICATOR/BENCHMARK | Phonics and Word Recognitions | |
| STANDARD | K.RF.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| SUPPORTING SKILLS | K.RF.3.a. | Demonstrate one-to-one letter-sound correspondences by producing the primary sound for each consonant. ReadyRosie All About My Family Alphabet Dice Game I Found This Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Super Hero Names You Know It! |
| SUPPORTING SKILLS | K.RF.3.b. | Associate the long and short sounds for the five vowels. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| SUPPORTING SKILLS | K.RF.3.c. | Read grade-level appropriate high-frequency words by sight. ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| GOAL/STRAND | SD.K.RF. | Reading Standards: Foundational Skills |
| INDICATOR/BENCHMARK | Fluency | |
| STANDARD | K.RF.4. | Read emergent-reader texts with sufficient accuracy and fluency to support comprehension. |
| SUPPORTING SKILLS | K.RF.4.a. | Read grade-level text 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? |
| SUPPORTING SKILLS | K.RF.4.b. | Read grade-level text orally with accuracy, appropriate rate, and prosody (stress, phrasing, intonation and expression) on consecutive readings. ReadyRosie Building a Fort Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word |
| SUPPORTING SKILLS | K.RF.4.c. | 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 |
| GOAL/STRAND | SD.K.W. | Writing Standards |
| INDICATOR/BENCHMARK | Text Types and Purposes | |
| STANDARD | K.W.1. | Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book. ReadyRosie Captioning Your Childhood My First Journal Tips for helping your child love reading |
| STANDARD | K.W.2. | Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. ReadyRosie All About Me All About My Family Captioning Your Childhood Family Adventure List Here Are the Facts I Found This I Know All About Make a Card Make an Invitation My Family Journal Nature Journaling Write About a Family Tradition Write a Favorite Family Recipe |
| STANDARD | K.W.3. | Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. ReadyRosie A Memorable Story Captioning Your Childhood Labeling Your Story My Family Journal My First Journal Sharing Chores and Your Day Storytelling Together Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Me a Story |
| GOAL/STRAND | SD.K.W. | Writing Standards |
| INDICATOR/BENCHMARK | Production and Distribution of Writing | |
| STANDARD | K.W.5. | With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing. ReadyRosie All About Me Captioning Your Childhood I Know All About Labeling Your Story Make a Card Nature Journaling Write Me a Story |
| GOAL/STRAND | SD.K.W. | Writing Standards |
| INDICATOR/BENCHMARK | Research to Build and Present Knowledge | |
| STANDARD | K.W.7. | Participate in shared research and writing projects. ReadyRosie Color Poem Create a Crazy Character Family Adventure List I Want to Know About Make a Card Nature Journaling Write Me a Story |
| STANDARD | K.W.8. | With guidance and support provide a response to a question using a combination of drawing, dictating, and writing by recalling information from experiences or gathering information from provided sources. ReadyRosie Captioning Your Childhood My First Journal Tips for helping your child love reading |
| GOAL/STRAND | SD.K.SL. | Speaking and Listening Standards |
| INDICATOR/BENCHMARK | Comprehension and Collaboration | |
| STANDARD | K.SL.1. | Participate in collaborative conversations about kindergarten topics and texts with peers and adults in small and larger groups. |
| SUPPORTING SKILLS | K.SL.1.a. | Follow agreed-upon rules for discussions. 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? |
| SUPPORTING SKILLS | K.SL.1.b. | Continue a conversation through multiple exchanges. ReadyRosie A Memorable Story Conversation Starters Conversations in the Car Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who's Coming to Dinner? |
| GOAL/STRAND | SD.K.SL. | Speaking and Listening Standards |
| INDICATOR/BENCHMARK | Comprehension and Collaboration | |
| STANDARD | K.SL.2. | Confirm understanding from a source of information by asking and answering questions about key details and requesting clarification if something is not understood. ReadyRosie 20 Questions Draw A Memorable Story Family Movie Night I Read to You, You Read to Me I Went to the Zoo and Saw Making Connections Pattern Books Seeing the Story Storytelling with a Picture Book |
| STANDARD | K.SL.3. | Ask and answer questions in order to seek help, get information, or clarify something that is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| GOAL/STRAND | SD.K.SL. | Speaking and Listening Standards |
| INDICATOR/BENCHMARK | Presentation of Knowledge and Ideas | |
| STANDARD | K.SL.4. | Describe familiar people, places, things, and events. With prompting and support, provide additional detail. ReadyRosie 20 Questions Draw A Memorable Story Color Poem Conversation Starters Here Are the Facts I Know All About I Spy Sharing Chores and Your Day Where Would You Go? Who's Coming to Dinner? |
| STANDARD | K.SL.5. | Add drawings or other visual displays to provide additional detail. ReadyRosie 20 Questions Draw |
| STANDARD | K.SL.6. | Speak audibly and express thoughts, feelings, and ideas clearly. ReadyRosie Conversation Starters Here Are the Facts I Know All About Sharing Chores and Your Day Simon Says Where Would You Go? Who Am I? |
| GOAL/STRAND | SD.K.L. | Language Standards |
| INDICATOR/BENCHMARK | Conventions of Standard English | |
| STANDARD | K.L.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| SUPPORTING SKILLS | K.L.1.a. | Print all uppercase (capital) and lowercase letters of the alphabet using correct formation. ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| SUPPORTING SKILLS | K.L.1.b. | Use frequently occurring nouns and verbs. ReadyRosie All About My Family |
| SUPPORTING SKILLS | K.L.1.f. | Produce and expand complete sentences in shared language activities. ReadyRosie Captioning Your Childhood Make a Card |
| GOAL/STRAND | SD.K.L. | Language Standards |
| INDICATOR/BENCHMARK | Conventions of Standard English | |
| STANDARD | K.L.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| SUPPORTING SKILLS | K.L.2.a. | With prompting and support, capitalize the first word in a sentence and the pronoun I. ReadyRosie Make an Invitation |
| SUPPORTING SKILLS | K.L.2.b. | Recognize and name end punctuation. ReadyRosie Isn't That Bold? |
| SUPPORTING SKILLS | K.L.2.c. | Write a letter or letters for most consonant and short-vowel sounds (phonemes). ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| SUPPORTING SKILLS | K.L.2.d. | Spell simple words phonetically, drawing on knowledge of sound-letter relationships. ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| GOAL/STRAND | SD.K.L. | Language Standards |
| INDICATOR/BENCHMARK | Vocabulary Acquisition and Use | |
| STANDARD | K.L.5. | With prompting and support, explore word relationships and subtle differences in word meanings. |
| SUPPORTING SKILLS | K.L.5.a. | Sort common objects into categories to gain a sense of the concepts the categories represent. ReadyRosie Guess the Group |
| SUPPORTING SKILLS | K.L.5.b. | Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). ReadyRosie Speedy Synonyms |
| SUPPORTING SKILLS | K.L.5.d. | Distinguish between verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. ReadyRosie Nursery Rhymes |
| GOAL/STRAND | SD.K.L. | Language Standards |
| INDICATOR/BENCHMARK | Vocabulary Acquisition and Use | |
| STANDARD | K.L.6. | Use vocabulary acquired through conversations, reading, and learning experiences, to ask questions and convey ideas. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Isn't That Bold? Library Visit Making Connections Read a Little, Think a Little Storytelling Together Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? Who Am I? Who's Coming to Dinner? |
| South Dakota Content Standards |
| Language Arts |
| Grade: 1 - Adopted: 2018 |
| GOAL/STRAND | SD.CCR.5.R. | College and Career Readiness Anchor Standards for Reading |
| INDICATOR/BENCHMARK | Key Ideas and Details | |
| STANDARD | CCR.5.R.1. | Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. ReadyRosie Daily Conclusions Using Clues to Figure it Out |
| STANDARD | CCR.5.R.2. | Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. ReadyRosie Chapter Books Funny Pictures How To Is It Real? Retelling the Fable Story Train Storytelling with a Picture Book What Do I Like? What Do You Want to Know? What Makes a Good Storyteller What's Cool About Nonfiction? |
| GOAL/STRAND | SD.CCR.5.R. | College and Career Readiness Anchor Standards for Reading |
| INDICATOR/BENCHMARK | Craft and Structure | |
| STANDARD | CCR.5.R.4. | Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. ReadyRosie Let's Look Closer Nursery Rhymes What Makes a Good Storyteller |
| STANDARD | CCR.5.R.5. | Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. ReadyRosie Reading Rhymes |
| STANDARD | CCR.5.R.6. | Assess how point of view or purpose shapes the content and style of a text. ReadyRosie Reading Strategy: Reading and Making Connections |
| GOAL/STRAND | SD.CCR.5.R. | College and Career Readiness Anchor Standards for Reading |
| INDICATOR/BENCHMARK | Integration of Knowledge and Ideas | |
| STANDARD | CCR.5.R.7. | Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. ReadyRosie 20 Questions Draw Family Movie Night I Went to the Zoo and Saw |
| STANDARD | CCR.5.R.9. | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| GOAL/STRAND | SD.CCR.5.R. | College and Career Readiness Anchor Standards for Reading |
| INDICATOR/BENCHMARK | Range of Reading and Level of Text Complexity | |
| STANDARD | CCR.5.R.10. | Read and comprehend complex literary and informational texts independently and proficiently. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategies: Punctuation Expression Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? You Know It! |
| GOAL/STRAND | SD.CCR.5.W. | College and Career Readiness Anchor Standards for Writing |
| INDICATOR/BENCHMARK | Text Types and Purposes | |
| STANDARD | CCR.5.W.1. | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ReadyRosie I'd Really Like |
| STANDARD | CCR.5.W.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. 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 | CCR.5.W.3. | Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. ReadyRosie Captioning Your Childhood Funny Pictures Labeling Your Story Magical Creature Writing My First Journal Remember The Story Sharing Chores and Your Day Story Train Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Write a Favorite Family Recipe |
| GOAL/STRAND | SD.CCR.5.W. | College and Career Readiness Anchor Standards for Writing |
| INDICATOR/BENCHMARK | Production and Distribution of Writing | |
| STANDARD | CCR.5.W.4. | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ReadyRosie All About My Family Captioning Your Childhood Create a Crazy Character Family Adventure List Funny Pictures I Found This I Love My Family Because... I'd Really Like I'm An Expert Labeling Your Story Magical Creature Writing Make a Card Make a List Make an Invitation Math Journal Walk My First Journal Nature Journaling Picture Talk Remember The Story Sharing Chores and Your Day Story Train Tell Me How Tips for storytelling: Using gestures Tips for storytelling: Using your voice Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write Around Write a Favorite Family Recipe Write to the Tooth Fairy |
| STANDARD | CCR.5.W.5. | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. ReadyRosie Color Poem Describe It Make an Invitation Nature Journaling Remember The Story Write a Favorite Family Recipe |
| GOAL/STRAND | SD.CCR.5.W. | College and Career Readiness Anchor Standards for Writing |
| INDICATOR/BENCHMARK | Research to Build and Present Knowledge | |
| STANDARD | CCR.5.W.7. | Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| STANDARD | CCR.5.W.8. | Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. ReadyRosie Let's Explore Nature Journaling |
| STANDARD | CCR.5.W.9. | Draw evidence from literary or informational texts to support analysis, reflection, and research. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| GOAL/STRAND | SD.CCR.5.W. | College and Career Readiness Anchor Standards for Writing |
| INDICATOR/BENCHMARK | Range of Writing | |
| STANDARD | CCR.5.W.10. | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ReadyRosie Family Adventure List I Found This I Want to Know About I'd Really Like I'm An Expert Let's Explore Make a Card Make a List Make an Invitation Math Journal Walk Nature Journaling Write to the Tooth Fairy |
| GOAL/STRAND | SD.CCR.5.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| INDICATOR/BENCHMARK | Comprehension and Collaboration | |
| STANDARD | CCR.5.SL.1. | Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... I'd Really Like Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| STANDARD | CCR.5.SL.2. | Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. ReadyRosie 20 Questions Draw Chapter Books Family Movie Night Funny Pictures I Read to You, You Read to Me I Went to the Zoo and Saw Retelling the Fable Seeing the Story Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? |
| GOAL/STRAND | SD.CCR.5.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| INDICATOR/BENCHMARK | Presentation of Knowledge and Ideas | |
| STANDARD | CCR.5.SL.4. | Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. ReadyRosie 20 Questions Draw Share Your Knowledge Sharing Chores and Your Day What I Like About Me Who's Coming to Dinner? |
| STANDARD | CCR.5.SL.5. | Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. ReadyRosie 20 Questions Draw Picture Talk |
| STANDARD | CCR.5.SL.6. | Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. ReadyRosie Noun Charades Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| GOAL/STRAND | SD.CCR.5.L. | College and Career Readiness Anchor Standards for Language |
| INDICATOR/BENCHMARK | Conventions of Standard English | |
| STANDARD | CCR.5.L.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ReadyRosie Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| STANDARD | CCR.5.L.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 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 |
| GOAL/STRAND | SD.CCR.5.L. | College and Career Readiness Anchor Standards for Language |
| INDICATOR/BENCHMARK | Knowledge of Language | |
| STANDARD | CCR.5.L.3. | Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread Share Your Knowledge Storytelling with a Picture Book What Does It Mean? What Makes a Good Storyteller Wondering About Words |
| GOAL/STRAND | SD.CCR.5.L. | College and Career Readiness Anchor Standards for Language |
| INDICATOR/BENCHMARK | Vocabulary Acquisition and Use | |
| STANDARD | CCR.5.L.4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. ReadyRosie Million Dollar Words Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| STANDARD | CCR.5.L.5. | Demonstrate understanding of word relationships and nuances in word meanings. ReadyRosie Let's Look Closer Nursery Rhymes |
| STANDARD | CCR.5.L.6. | Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Million Dollar Words Noun Charades Nursery Rhymes Reading Rhymes Share Your Knowledge Sharing Chores and Your Day Storytelling with a Picture Book What Makes a Good Storyteller Wondering About Words |
| GOAL/STRAND | SD.1.RL. | Reading Standards for Literature |
| INDICATOR/BENCHMARK | Key Ideas and Details | |
| STANDARD | 1.RL.1. | Ask and answer questions about key details in a text. ReadyRosie Chapter Books Funny Pictures Preview & Predict Read a Little, Think a Little Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STANDARD | 1.RL.2. | Retell stories, including key details, and demonstrate understanding of their central message or lesson. ReadyRosie Chapter Books Funny Pictures Retelling the Fable Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STANDARD | 1.RL.3. | Describe characters, settings, and major events in a story, using key details. ReadyRosie Chapter Books Character Connection Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| GOAL/STRAND | SD.1.RL. | Reading Standards for Literature |
| INDICATOR/BENCHMARK | Craft and Structure | |
| STANDARD | 1.RL.4. | Identify words and phrases in stories, poems, or songs that suggest feelings or appeal to the senses. ReadyRosie Let's Look Closer Poetry Routine Read a Little, Think a Little Seeing the Story What Do I Like? What Do I See When I Hear...? What Was That For? |
| STANDARD | 1.RL.5. | Explain major differences between common types of texts. ReadyRosie Reading Rhymes |
| STANDARD | 1.RL.6. | Use illustrations and details to identify who is telling the story at various points in a text. ReadyRosie Favorite Illustrators Reading Strategies: Look at the Picture Reading Strategy: Reading and Making Connections |
| GOAL/STRAND | SD.1.RL. | Reading Standards for Literature |
| INDICATOR/BENCHMARK | Integration of Knowledge and Ideas | |
| STANDARD | 1.RL.7. | Use illustrations and details in a story to describe its characters, setting, or events. ReadyRosie Chapter Books Character Connection Favorite Illustrators Feelings Charades Funny Pictures Inside Outside Traits Reading Strategies: Look at the Picture Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STANDARD | 1.RL.9. | Compare and contrast the adventures and experiences of characters in stories. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| GOAL/STRAND | SD.1.RL. | Reading Standards for Literature |
| INDICATOR/BENCHMARK | Range of Reading and Level of Text Complexity | |
| STANDARD | 1.RL.10. | By the end of the year, read and comprehend a variety of literary text. |
| SUPPORTING SKILLS | 1.RL.10.a. | Read and comprehend proficiently at grade level with increasing challenge in text difficulty and complexity (e.g., layout, text structure, language/literacy features, and knowledge demands). ReadyRosie Reading Rhymes What Makes a Good Storyteller What's Up with That? |
| SUPPORTING SKILLS | 1.RL.10.b. | With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. ReadyRosie Building a Fort I Read to You, You Read to Me You Know It! |
| GOAL/STRAND | SD.1.RI. | Reading Standards for Informational Text |
| INDICATOR/BENCHMARK | Key Ideas and Details | |
| STANDARD | 1.RI.1. | Ask and answer questions about key details in a text. ReadyRosie How To What Do You Want to Know? What's Cool About Nonfiction? |
| STANDARD | 1.RI.2. | Identify the main topic and retell key details of a text. ReadyRosie How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| GOAL/STRAND | SD.1.RI. | Reading Standards for Informational Text |
| INDICATOR/BENCHMARK | Craft and Structure | |
| STANDARD | 1.RI.4. | Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. ReadyRosie Share Your Knowledge Wondering About Words |
| STANDARD | 1.RI.5. | Know and use various text features to locate key facts or information in a text. ReadyRosie Getting Into Information How Far Does It Fly? How To |
| STANDARD | 1.RI.6. | Identify the difference between information provided by pictures or other illustrations and information provided by the words in a text. ReadyRosie How Far Does It Fly? How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| GOAL/STRAND | SD.1.RI. | Reading Standards for Informational Text |
| INDICATOR/BENCHMARK | Integration of Knowledge and Ideas | |
| STANDARD | 1.RI.7. | Use the illustrations and details in a text to describe its key ideas. ReadyRosie How Far Does It Fly? How To What's Cool About Nonfiction? |
| STANDARD | 1.RI.8. | Identify the details/evidence an author gives to support points in a text. ReadyRosie How To Is It Real? What's Cool About Nonfiction? |
| GOAL/STRAND | SD.1.RI. | Reading Standards for Informational Text |
| INDICATOR/BENCHMARK | Range of Reading and Level of Text Complexity | |
| STANDARD | 1.RI.10. | By the end of the year, read and comprehend a variety of informational text. |
| SUPPORTING SKILLS | 1.RI.10.a. | Read and comprehend proficiently at grade level with increasing challenge in text difficulty and complexity (e.g., layout, text structure, language/literacy features, and knowledge demands). ReadyRosie Getting Into Information How To |
| SUPPORTING SKILLS | 1.RI.10.b. | With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. ReadyRosie Building a Fort I Read to You, You Read to Me You Know It! |
| GOAL/STRAND | SD.1.RF. | Reading Standards: Foundational Skills |
| INDICATOR/BENCHMARK | Print Concepts | |
| STANDARD | 1.RF.1. | Demonstrate understanding of the organization and basic features of print. |
| SUPPORTING SKILLS | 1.RF.1.a. | Recognize that sentences are made of words put together in a meaningful sequence. b. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). ReadyRosie Reading Strategy: Using Your Reading Finger |
| GOAL/STRAND | SD.1.RF. | Reading Standards: Foundational Skills |
| INDICATOR/BENCHMARK | Phonological Awareness | |
| STANDARD | 1.RF.2. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| SUPPORTING SKILLS | 1.RF.2.a. | Distinguish long from short vowel sounds in spoken single-syllable words. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| SUPPORTING SKILLS | 1.RF.2.b. | Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| SUPPORTING SKILLS | 1.RF.2.c. | Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. ReadyRosie Begin with the End Family Alliteration Name Game |
| GOAL/STRAND | SD.1.RF. | Reading Standards: Foundational Skills |
| INDICATOR/BENCHMARK | Phonics and Word Recognitions | |
| STANDARD | 1.RF.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| SUPPORTING SKILLS | 1.RF.3.a. | Know the spelling-sound correspondences for common consonant blends and digraphs. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| SUPPORTING SKILLS | 1.RF.3.b. | Decode regularly spelled one-syllable words. ReadyRosie Looking for Chunks Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| SUPPORTING SKILLS | 1.RF.3.c. | Know final -e and common vowel team conventions for representing long vowel sounds. ReadyRosie Change One Letter |
| SUPPORTING SKILLS | 1.RF.3.d. | Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. ReadyRosie Rhyming Hand Game |
| SUPPORTING SKILLS | 1.RF.3.e. | Decode two-syllable words following basic patterns by breaking the words into syllables. ReadyRosie Little Words Inside Bigger Words Looking for Chunks Reading Strategy: Cover the Suffix Rhyming Hand Game |
| SUPPORTING SKILLS | 1.RF.3.g. | Recognize and read grade-appropriate high frequency words. ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| GOAL/STRAND | SD.1.RF. | Reading Standards: Foundational Skills |
| INDICATOR/BENCHMARK | Fluency | |
| STANDARD | 1.RF.4. | Read with sufficient accuracy and fluency to support comprehension. |
| SUPPORTING SKILLS | 1.RF.4.a. | Read grade-level text with purpose and understanding. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me My Library List Preview & Predict Read Like You Talk Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategies: Punctuation Expression Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |
| SUPPORTING SKILLS | 1.RF.4.b. | Read grade-level text orally with accuracy, appropriate rate, and prosody (stress, phrasing, intonation, and expression) on consecutive readings. ReadyRosie Building a Fort Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word |
| SUPPORTING SKILLS | 1.RF.4.c. | 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 |
| GOAL/STRAND | SD.1.W. | Writing Standards |
| INDICATOR/BENCHMARK | Text Types and Purposes | |
| STANDARD | 1.W.2. | Write informative/explanatory texts that: |
| SUPPORTING SKILLS | 1.W.2.a. | Name a topic. 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 |
| SUPPORTING SKILLS | 1.W.2.b. | Supply some facts about the topic. ReadyRosie I'd Really Like Nature Journaling Tell Me How Write a Favorite Family Recipe |
| SUPPORTING SKILLS | 1.W.2.c. | Provide some sense of closure. ReadyRosie I'd Really Like Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| GOAL/STRAND | SD.1.W. | Writing Standards |
| INDICATOR/BENCHMARK | Text Types and Purposes | |
| STANDARD | 1.W.3. | Write narratives (e.g., story, poetry) that: |
| SUPPORTING SKILLS | 1.W.3.a. | Recount two or more appropriately sequenced events. ReadyRosie Funny Pictures Magical Creature Writing My First Journal Sharing Chores and Your Day Story Train Write Around |
| SUPPORTING SKILLS | 1.W.3.b. | Include some details regarding what happened. ReadyRosie Funny Pictures Labeling Your Story Magical Creature Writing Story Train Write a Favorite Family Recipe |
| SUPPORTING SKILLS | 1.W.3.c. | Use words to signal event order. ReadyRosie My First Journal Picture Talk Sharing Chores and Your Day Write Around |
| SUPPORTING SKILLS | 1.W.3.d. | Provide some sense of closure. ReadyRosie Funny Pictures Labeling Your Story Magical Creature Writing Story Train Write Around |
| GOAL/STRAND | SD.1.W. | Writing Standards |
| INDICATOR/BENCHMARK | Production and Distribution of Writing | |
| STANDARD | 1.W.5. | With guidance and support, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. ReadyRosie Captioning Your Childhood I'd Really Like Labeling Your Story Magical Creature Writing Make a Card Nature Journaling |
| GOAL/STRAND | SD.1.W. | Writing Standards |
| INDICATOR/BENCHMARK | Research to Build and Present Knowledge | |
| STANDARD | 1.W.7. | Participate in shared research and writing projects. ReadyRosie Bake Sale/Lemonade Stand Color Poem Create a Crazy Character Family Adventure List I Want to Know About I'd Really Like Make a Card Nature Journaling |
| STANDARD | 1.W.8. | With guidance and support, use background knowledge and/or information gathered from sources to respond in writing to a question. ReadyRosie Captioning Your Childhood My First Journal Tips for helping your child love reading |
| GOAL/STRAND | SD.1.W. | Writing Standards |
| INDICATOR/BENCHMARK | Range of Writing | |
| STANDARD | 1.W.10. | With guidance and support, write routinely to increase stamina. ReadyRosie I'd Really Like Make a Card Make a List Math Journal Walk Nature Journaling |
| GOAL/STRAND | SD.1.SL. | Speaking and Listening Standards |
| INDICATOR/BENCHMARK | Comprehension and Collaboration | |
| STANDARD | 1.SL.1. | Participate in collaborative conversations about grade level topics and texts with peers and adults in small and larger groups. |
| SUPPORTING SKILLS | 1.SL.1.a. | Follow agreed-upon rules for discussions. 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? |
| SUPPORTING SKILLS | 1.SL.1.b. | Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| SUPPORTING SKILLS | 1.SL.1.c. | Ask questions to clear up any confusion about the topics and texts under discussion. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who Library Visit What I Like About Me Who's Coming to Dinner? |
| GOAL/STRAND | SD.1.SL. | Speaking and Listening Standards |
| INDICATOR/BENCHMARK | Comprehension and Collaboration | |
| STANDARD | 1.SL.2. | Ask and answer questions about key details in a text read aloud, information presented orally, or through other media. ReadyRosie 20 Questions Draw Family Movie Night I Read to You, You Read to Me I Went to the Zoo and Saw Seeing the Story Storytelling with a Picture Book |
| STANDARD | 1.SL.3. | Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Love My Family Because... Library Visit What I Like About Me Who's Coming to Dinner? |
| GOAL/STRAND | SD.1.SL. | Speaking and Listening Standards |
| INDICATOR/BENCHMARK | Presentation of Knowledge and Ideas | |
| STANDARD | 1.SL.4. | Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. ReadyRosie 20 Questions Draw Color Poem Conversation Starters Describe It Funny Pictures Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| STANDARD | 1.SL.5. | Create drawings or other visual displays when appropriate to clarify ideas, thoughts, and feelings. ReadyRosie 20 Questions Draw Create a Crazy Character Funny Pictures |
| STANDARD | 1.SL.6. | Produce complete sentences when appropriate to task and situation. (See grade 1 Language standard 1 for specific expectations.) ReadyRosie Guess Who Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| GOAL/STRAND | SD.1.L. | Language Standards |
| INDICATOR/BENCHMARK | Conventions of Standard English | |
| STANDARD | 1.L.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| SUPPORTING SKILLS | 1.L.1.a. | Print all uppercase (capital) and lowercase letters correctly and fluently. Space letters, words, and sentences appropriately. ReadyRosie Captioning Your Childhood Letters on My Back Make an Invitation Write Your Name |
| SUPPORTING SKILLS | 1.L.1.b. | Use common, proper, and possessive nouns. ReadyRosie All About My Family Noun Charades Picture Talk |
| SUPPORTING SKILLS | 1.L.1.c. | Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). ReadyRosie Captioning Your Childhood Noun Charades Picture Talk |
| SUPPORTING SKILLS | 1.L.1.d. | Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). ReadyRosie Picture Talk |
| SUPPORTING SKILLS | 1.L.1.e. | Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). ReadyRosie Magical Creature Writing Picture Talk |
| SUPPORTING SKILLS | 1.L.1.f. | Use frequently occurring adjectives. ReadyRosie Make a Card Picture Talk |
| SUPPORTING SKILLS | 1.L.1.i. | Use frequently occurring prepositions (e.g., during, beyond, toward). ReadyRosie Picture Talk |
| SUPPORTING SKILLS | 1.L.1.j. | Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. ReadyRosie Captioning Your Childhood Magical Creature Writing Make a Card Picture Talk |
| GOAL/STRAND | SD.1.L. | Language Standards |
| INDICATOR/BENCHMARK | Conventions of Standard English | |
| STANDARD | 1.L.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| SUPPORTING SKILLS | 1.L.2.a. | Capitalize the first word in a sentence, the pronoun I, dates, and names of people. ReadyRosie Make a Card Make an Invitation Write a Letter |
| SUPPORTING SKILLS | 1.L.2.b. | Use end punctuation for sentences. ReadyRosie Magical Creature Writing Write a Letter |
| SUPPORTING SKILLS | 1.L.2.d. | Use conventional spelling for words with common spelling patterns. e. Spell grade-appropriate high-frequency words f. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. ReadyRosie All About My Family Change One Letter Fishing for Words I Found This Magical Creature Writing Make a Card Make a List Make an Invitation My Words, Your Words Thinking About Word Chunks Where's That Word? Word Challenge Word Man Write a Letter You Know It! |
| GOAL/STRAND | SD.1.L. | Language Standards |
| INDICATOR/BENCHMARK | Vocabulary Acquisition and Use | |
| STANDARD | 1.L.4. | Choose a strategy to determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level content. |
| SUPPORTING SKILLS | 1.L.4.a. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| SUPPORTING SKILLS | 1.L.4.b. | Use frequently occurring affixes as a clue to the meaning of a word. ReadyRosie Reading Strategy: Cover the Suffix |
| GOAL/STRAND | SD.1.L. | Language Standards |
| INDICATOR/BENCHMARK | Vocabulary Acquisition and Use | |
| STANDARD | 1.L.5. | With guidance and support, demonstrate understanding of word relationships and subtle differences in word meanings. |
| SUPPORTING SKILLS | 1.L.5.a. | Sort words into categories to gain a sense of the concepts the categories represent. ReadyRosie Noun Charades Words to Chew On |
| SUPPORTING SKILLS | 1.L.5.b. | Define words by category and by one or more key attributes ReadyRosie Noun Charades Words to Chew On |
| SUPPORTING SKILLS | 1.L.5.c. | Identify real-life connections between words and their use. ReadyRosie Million Dollar Words |
| SUPPORTING SKILLS | 1.L.5.d. | Distinguish r differences among verbs and adjectives with similar meanings (e.g., look, peek, glance, stare, glare, scowl); by defining, choosing, or acting out the meanings. ReadyRosie Million Dollar Words Nursery Rhymes |
| South Dakota Content Standards |
| Language Arts |
| Grade: 2 - Adopted: 2018 |
| GOAL/STRAND | SD.CCR.5.R. | College and Career Readiness Anchor Standards for Reading |
| INDICATOR/BENCHMARK | Key Ideas and Details | |
| STANDARD | CCR.5.R.1. | Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. ReadyRosie Daily Conclusions Using Clues to Figure it Out Who's Been Here? |
| STANDARD | CCR.5.R.2. | Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. ReadyRosie Can You See It? Chapter Books Funny Pictures How To Sequence and Summarize Story Train That's So Cool What Makes a Good Storyteller |
| STANDARD | CCR.5.R.3. | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. ReadyRosie Books on the Go Can You See It? Chapter Books Character Chat Character Comparison Daily Reading Routines Feelings Charades Five Finger Rule Funny Pictures How To Inside Outside Traits 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 Reading Strategy: Reading and Making Connections Story Train Summarizing the Story That's So Cool What Do You Wonder? What Makes a Good Storyteller |
| GOAL/STRAND | SD.CCR.5.R. | College and Career Readiness Anchor Standards for Reading |
| INDICATOR/BENCHMARK | Craft and Structure | |
| STANDARD | CCR.5.R.4. | Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. ReadyRosie Let's Look Closer What Makes a Good Storyteller |
| STANDARD | CCR.5.R.6. | Assess how point of view or purpose shapes the content and style of a text. ReadyRosie Reading Strategy: Reading and Making Connections |
| GOAL/STRAND | SD.CCR.5.R. | College and Career Readiness Anchor Standards for Reading |
| INDICATOR/BENCHMARK | Integration of Knowledge and Ideas | |
| STANDARD | CCR.5.R.7. | Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. ReadyRosie 20 Questions Draw Family Movie Night I Went to the Zoo and Saw |
| STANDARD | CCR.5.R.9. | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. ReadyRosie What Makes a Good Storyteller |
| GOAL/STRAND | SD.CCR.5.R. | College and Career Readiness Anchor Standards for Reading |
| INDICATOR/BENCHMARK | Range of Reading and Level of Text Complexity | |
| STANDARD | CCR.5.R.10. | Read and comprehend complex literary and informational texts independently and proficiently. ReadyRosie Books on the Go Building a Fort Can You See It? Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me My Turn, Your Turn Pow Wow Crunch Random, Bizarre Facts Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading That's So Cool What Do You Wonder? |
| GOAL/STRAND | SD.CCR.5.W. | College and Career Readiness Anchor Standards for Writing |
| INDICATOR/BENCHMARK | Text Types and Purposes | |
| STANDARD | CCR.5.W.1. | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ReadyRosie I'd Really Like Please Can I? Take a Stand This Is Important |
| STANDARD | CCR.5.W.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. ReadyRosie Create a Song 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 | CCR.5.W.3. | Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. ReadyRosie Family Journaling Funny Pictures Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Story Train Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Write a Favorite Family Recipe |
| GOAL/STRAND | SD.CCR.5.W. | College and Career Readiness Anchor Standards for Writing |
| INDICATOR/BENCHMARK | Production and Distribution of Writing | |
| STANDARD | CCR.5.W.4. | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ReadyRosie Color Poem Free Verse Create a Song Family Adventure List Family Journaling Funny Pictures I Love My Family Because... I'd Really Like Interview an Expert Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Picture Talk Please Can I? Sharing Chores and Your Day Story Train Take a Stand Tell Me How This Is Important Tips for storytelling: Using gestures Tips for storytelling: Using your voice Who Are Your Heroes? Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write Around Write a Favorite Family Recipe Write to the Tooth Fairy |
| STANDARD | CCR.5.W.5. | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. ReadyRosie Color Poem Color Poem Free Verse Describe It Family Journaling Make a Neighborhood Map Nature Journaling Sketching the Story This Is Important Write a Favorite Family Recipe |
| GOAL/STRAND | SD.CCR.5.W. | College and Career Readiness Anchor Standards for Writing |
| INDICATOR/BENCHMARK | Research to Build and Present Knowledge | |
| STANDARD | CCR.5.W.7. | Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. ReadyRosie Family Interview I Want to Know About Let's Explore Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| STANDARD | CCR.5.W.8. | Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. ReadyRosie Let's Explore Make a Neighborhood Map Nature Journaling |
| STANDARD | CCR.5.W.9. | Draw evidence from literary or informational texts to support analysis, reflection, and research. ReadyRosie Family Interview I Want to Know About Let's Explore Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| GOAL/STRAND | SD.CCR.5.W. | College and Career Readiness Anchor Standards for Writing |
| INDICATOR/BENCHMARK | Range of Writing | |
| STANDARD | CCR.5.W.10. | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ReadyRosie Color Poem Free Verse Family Adventure List Family Interview Family Journaling I Want to Know About I'd Really Like Let's Explore Make a Neighborhood Map Nature Journaling This Is Important Who Are Your Heroes? Write to the Tooth Fairy |
| GOAL/STRAND | SD.CCR.5.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| INDICATOR/BENCHMARK | Comprehension and Collaboration | |
| STANDARD | CCR.5.SL.1. | Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... I'd Really Like Kitchen Conversations Noun Charades Please Can I? Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| STANDARD | CCR.5.SL.2. | Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. ReadyRosie 20 Questions Draw Chapter Books Family Movie Night Funny Pictures I Read to You, You Read to Me I Went to the Zoo and Saw My Turn, Your Turn Random, Bizarre Facts Sequence and Summarize Story Train What Makes a Good Storyteller |
| GOAL/STRAND | SD.CCR.5.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| INDICATOR/BENCHMARK | Presentation of Knowledge and Ideas | |
| STANDARD | CCR.5.SL.4. | Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. ReadyRosie 20 Questions 20 Questions Draw Family Interview Share Your Knowledge Sharing Chores and Your Day What I Like About Me Who's Coming to Dinner? |
| STANDARD | CCR.5.SL.5. | Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. ReadyRosie 20 Questions Draw Picture Talk |
| STANDARD | CCR.5.SL.6. | Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. ReadyRosie Create a Song Family Interview Noun Charades Sharing Chores and Your Day Simon Says Take a Stand What I Like About Me Who's Coming to Dinner? |
| GOAL/STRAND | SD.CCR.5.L. | College and Career Readiness Anchor Standards for Language |
| INDICATOR/BENCHMARK | Conventions of Standard English | |
| STANDARD | CCR.5.L.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand What I Like About Me Who's Coming to Dinner? |
| STANDARD | CCR.5.L.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| GOAL/STRAND | SD.CCR.5.L. | College and Career Readiness Anchor Standards for Language |
| INDICATOR/BENCHMARK | Knowledge of Language | |
| STANDARD | CCR.5.L.3. | Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. ReadyRosie Color Poem Free Verse Feelings Charades Hink Pink How can I help my child learn new words? Reading Strategies: Slow Down, Reread Share Your Knowledge What Makes a Good Storyteller Wondering About Words |
| GOAL/STRAND | SD.CCR.5.L. | College and Career Readiness Anchor Standards for Language |
| INDICATOR/BENCHMARK | Vocabulary Acquisition and Use | |
| STANDARD | CCR.5.L.4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. ReadyRosie Category Competition Hink Pink Million Dollar Words Reading Strategies: Slow Down, Reread Wondering About Words |
| STANDARD | CCR.5.L.5. | Demonstrate understanding of word relationships and nuances in word meanings. ReadyRosie Let's Look Closer |
| STANDARD | CCR.5.L.6. | Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. ReadyRosie Acrostic Poem Category Competition Color Poem Free Verse Create a Song Feelings Charades Hink Pink How can I help my child learn new words? Million Dollar Words Noun Charades Share Your Knowledge Sharing Chores and Your Day What Makes a Good Storyteller Wondering About Words |
| GOAL/STRAND | SD.2.RL. | Reading Standards for Literature |
| INDICATOR/BENCHMARK | Key Ideas and Details | |
| STANDARD | 2.RL.1. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ReadyRosie 20 Questions Can You See It? Chapter Books Pow Wow Crunch Read a Little, Think a Little Reading is Thinking What Makes a Good Storyteller |
| STANDARD | 2.RL.2. | Retell stories, those from diverse cultures, and determine their central message/theme, lesson, or moral. ReadyRosie Can You See It? Chapter Books Funny Pictures Sequence and Summarize Story Train What Makes a Good Storyteller |
| STANDARD | 2.RL.3. | Describe how characters in a story respond to major events and challenges. ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| GOAL/STRAND | SD.2.RL. | Reading Standards for Literature |
| INDICATOR/BENCHMARK | Craft and Structure | |
| STANDARD | 2.RL.1. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ReadyRosie 20 Questions Can You See It? Chapter Books Pow Wow Crunch Read a Little, Think a Little Reading is Thinking What Makes a Good Storyteller |
| STANDARD | 2.RL.2. | Retell stories, those from diverse cultures, and determine their central message/theme, lesson, or moral. ReadyRosie Can You See It? Chapter Books Funny Pictures Sequence and Summarize Story Train What Makes a Good Storyteller |
| STANDARD | 2.RL.3. | Describe how characters in a story respond to major events and challenges. ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| GOAL/STRAND | SD.2.RL. | Reading Standards for Literature |
| INDICATOR/BENCHMARK | Integration of Knowledge and Ideas | |
| STANDARD | 2.RL.7. | Use illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison Family Movie Night Favorite Illustrators Feelings Charades Funny Pictures Inside Outside Traits Pow Wow Crunch Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| STANDARD | 2.RL.9. | Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. ReadyRosie What Makes a Good Storyteller |
| GOAL/STRAND | SD.2.RL. | Reading Standards for Literature |
| INDICATOR/BENCHMARK | Range of Reading and Level of Text Complexity | |
| STANDARD | 2.RL.10. | By the end of the year, read and comprehend a variety of literary text. |
| SUPPORTING SKILLS | 2.RL.10.a. | Read and comprehend proficiently at grade level with increasing challenge in text difficulty and complexity (e.g., layout, text structure, language/literary features, knowledge demands). ReadyRosie What Makes a Good Storyteller What's Up with That? |
| SUPPORTING SKILLS | 2.RL.10.b. | With guidance and support, self-select text for personal enjoyment, interest, and academic tasks. ReadyRosie Building a Fort I Read to You, You Read to Me |
| GOAL/STRAND | SD.2.RI. | Reading Standards for Informational Text |
| INDICATOR/BENCHMARK | Key Ideas and Details | |
| STANDARD | 2.RI.1. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ReadyRosie How To I Want to Know About Reading Recipes That's So Cool What Do You Wonder? |
| STANDARD | 2.RI.2. | Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. ReadyRosie How To That's So Cool |
| STANDARD | 2.RI.3. | Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. ReadyRosie How Far Does It Fly? How To I Want to Know About I Went to the Zoo and Saw Reading Recipes That's So Cool What Do You Wonder? |
| GOAL/STRAND | SD.2.RI. | Reading Standards for Informational Text |
| INDICATOR/BENCHMARK | Craft and Structure | |
| STANDARD | 2.RI.4. | Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. ReadyRosie Share Your Knowledge Wondering About Words |
| STANDARD | 2.RI.5. | Know and use various text features to locate key facts or information in a text efficiently. ReadyRosie Comprehension Clues Finding Information How Far Does It Fly? How To Reading Recipes That's So Cool |
| STANDARD | 2.RI.6. | Identify the main purpose of a text, including what the author wants to answer, explain, or describe. ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool What Do You Wonder? |
| GOAL/STRAND | SD.2.RI. | Reading Standards for Informational Text |
| INDICATOR/BENCHMARK | Integration of Knowledge and Ideas | |
| STANDARD | 2.RI.7. | Explain how specific images (e.g., photographs, charts, diagrams contribute to and clarify a text. ReadyRosie Comprehension Clues How Far Does It Fly? How To Reading Recipes That's So Cool |
| STANDARD | 2.RI.8. | Describe how details/evidence support specific points the author makes in a text. ReadyRosie How To |
| GOAL/STRAND | SD.2.RI. | Reading Standards for Informational Text |
| INDICATOR/BENCHMARK | Range of Reading and Level of Text Complexity | |
| STANDARD | 2.RI.10. | By the end of the year, read and comprehend a variety of informational text. |
| SUPPORTING SKILLS | 2.RI.10.a. | Read and comprehend proficiently at grade level with increasing challenge in text difficulty and complexity (e.g., layout, text structure, language features, and knowledge demands). ReadyRosie Comprehension Clues How To Reading Recipes |
| SUPPORTING SKILLS | 2.RI.10.b. | With guidance and support, self-select text for personal enjoyment, interest, and academic tasks. ReadyRosie Building a Fort I Read to You, You Read to Me |
| GOAL/STRAND | SD.2.RF. | Reading Standards: Foundational Skills |
| INDICATOR/BENCHMARK | Phonics and Word Recognitions | |
| STANDARD | 2.RF.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| SUPPORTING SKILLS | 2.RF.3.b. | Know spelling-sound correspondences for additional common vowel teams. ReadyRosie Shopping for Syllables Thinking About Word Chunks |
| SUPPORTING SKILLS | 2.RF.3.c. | Decode regularly spelled two-syllable words with long vowels and short vowels. . ReadyRosie Little Words Inside Bigger Words Reading Strategy: Cover the Suffix Rhyming Hand Game |
| SUPPORTING SKILLS | 2.RF.3.d. | Decode words with common prefixes and suffixes. ReadyRosie Reading Strategy: Cover the Suffix Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| SUPPORTING SKILLS | 2.RF.3.e. | Identify words with inconsistent but common spelling-sound correspondences. ReadyRosie Reading Strategy: Give the Word Thinking About Word Chunks |
| SUPPORTING SKILLS | 2.RF.3.f. | Recognize and read grade-appropriate high frequency words. ReadyRosie My Words, Your Words |
| GOAL/STRAND | SD.2.RF. | Reading Standards: Foundational Skills |
| INDICATOR/BENCHMARK | Fluency | |
| STANDARD | 2.RF.4. | Read with sufficient accuracy and fluency to support comprehension. |
| SUPPORTING SKILLS | 2.RF.4.a. | Read grade-level text with purpose and understanding. ReadyRosie Books on the Go Building a Fort Can You See It? Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading That's So Cool What Do You Wonder? |
| SUPPORTING SKILLS | 2.RF.4.b. | Read grade-level text orally with accuracy, appropriate rate, and prosody (stress, phrasing, intonation, and expression) on consecutive readings. ReadyRosie Building a Fort Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word |
| SUPPORTING SKILLS | 2.RF.4.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| GOAL/STRAND | SD.2.W. | Writing Standards |
| INDICATOR/BENCHMARK | Text Types and Purposes | |
| STANDARD | 2.W.1. | Write opinion pieces that: |
| SUPPORTING SKILLS | 2.W.1.a. | Introduce an opinion about a topic or book they are writing about. state an opinion ReadyRosie Pow Wow Crunch Song Lyrics Tips for helping your child love reading |
| SUPPORTING SKILLS | 2.W.1.c. | Use grade level appropriate linking words connect the opinion and reasons. ReadyRosie This Is Important |
| SUPPORTING SKILLS | 2.W.1.d. | Provide a concluding statement or section. ReadyRosie This Is Important Who Are Your Heroes? |
| GOAL/STRAND | SD.2.W. | Writing Standards |
| INDICATOR/BENCHMARK | Text Types and Purposes | |
| STANDARD | 2.W.2. | Write informative/explanatory texts that: |
| SUPPORTING SKILLS | 2.W.2.a. | Introduce a topic. ReadyRosie Write About a Family Tradition |
| SUPPORTING SKILLS | 2.W.2.b. | Use facts and definitions to develop points. ReadyRosie Acrostic Poem Color Poem Free Verse Create a Song I'd Really Like Make a Neighborhood Map Nature Journaling Tell Me How This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| SUPPORTING SKILLS | 2.W.2.c. | Use grade level appropriate linking words and phrases to connect ideas. ReadyRosie Create a Song |
| SUPPORTING SKILLS | 2.W.2.d. | Provide a concluding statement or section. ReadyRosie I'd Really Like Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| GOAL/STRAND | SD.2.W. | Writing Standards |
| INDICATOR/BENCHMARK | Text Types and Purposes | |
| STANDARD | 2.W.3. | Write narratives (e.g., story, poetry) that: |
| SUPPORTING SKILLS | 2.W.3.a. | Recount a well-elaborated event or short sequence of events. ReadyRosie Family Journaling Funny Pictures Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Sketching the Story Story Train Write Around Writing Telephone Game |
| SUPPORTING SKILLS | 2.W.3.b. | Include details to describe actions, thoughts, and feelings. ReadyRosie Color Poem Funny Pictures Magical Creature Writing Story Train Write a Favorite Family Recipe |
| SUPPORTING SKILLS | 2.W.3.c. | Use temporal words to signal event order and provide a sense of closure. ReadyRosie Family Journaling My Family Comic Strip Picture Talk Sharing Chores and Your Day Sketching the Story Write Around Writing Telephone Game |
| GOAL/STRAND | SD.2.W. | Writing Standards |
| INDICATOR/BENCHMARK | Production and Distribution of Writing | |
| STANDARD | 2.W.5. | With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. ReadyRosie Family Journaling I'd Really Like Magical Creature Writing Nature Journaling This Is Important |
| GOAL/STRAND | SD.2.W. | Writing Standards |
| INDICATOR/BENCHMARK | Research to Build and Present Knowledge | |
| STANDARD | 2.W.7. | Participate in shared research and writing projects. ReadyRosie Color Poem Family Adventure List I Want to Know About I'd Really Like Make a Neighborhood Map Nature Journaling This Is Important |
| STANDARD | 2.W.8. | Use background knowledge and/or information gathered from sources to respond in writing to a question. ReadyRosie Pow Wow Crunch Song Lyrics Tips for helping your child love reading |
| GOAL/STRAND | SD.2.W. | Writing Standards |
| INDICATOR/BENCHMARK | Range of Writing | |
| STANDARD | 2.W.10. | Write routinely to increase stamina. ReadyRosie Color Poem Free Verse Family Journaling I'd Really Like Make a Neighborhood Map Nature Journaling This Is Important |
| GOAL/STRAND | SD.2.SL. | Speaking and Listening Standards |
| INDICATOR/BENCHMARK | Comprehension and Collaboration | |
| STANDARD | 2.SL.1. | Participate in collaborative conversations about grade level topics and texts with peers and adults. |
| SUPPORTING SKILLS | 2.SL.1.a. | Follow agreed-upon rules for discussions. 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? |
| SUPPORTING SKILLS | 2.SL.1.b. | Build on others’ talk in conversations by linking comments to the remarks of others. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| SUPPORTING SKILLS | 2.SL.1.c. | Ask for clarification and explanation to better understand topics and texts under discussion. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who Interview an Expert Library Visit This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| GOAL/STRAND | SD.2.SL. | Speaking and Listening Standards |
| INDICATOR/BENCHMARK | Comprehension and Collaboration | |
| STANDARD | 2.SL.2. | Recount or describe key ideas or details from a text read aloud, information presented orally, or through media. ReadyRosie 20 Questions Draw Family Movie Night I Read to You, You Read to Me I Went to the Zoo and Saw My Turn, Your Turn Random, Bizarre Facts |
| STANDARD | 2.SL.3. | Ask and answer appropriate questions in response to a speaker in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Library Visit This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| GOAL/STRAND | SD.2.SL. | Speaking and Listening Standards |
| INDICATOR/BENCHMARK | Presentation of Knowledge and Ideas | |
| STANDARD | 2.SL.4. | Tell a story or recount an experience with relevant facts and descriptive details, speaking audibly in coherent sentences. ReadyRosie 20 Questions 20 Questions Draw Create a Song Family Interview Sharing Chores and Your Day What I Like About Me Who's Coming to Dinner? |
| STANDARD | 2.SL.5. | Create audio recordings, visual displays, performances, or media presentations of stories or poems to express ideas, thoughts, and feelings. ReadyRosie 20 Questions Draw Create a Song |
| STANDARD | 2.SL.6. | Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.) ReadyRosie 20 Questions Family Interview Guess Who Sharing Chores and Your Day Simon Says Take a Stand What I Like About Me Who's Coming to Dinner? |
| GOAL/STRAND | SD.2.L. | Language Standards |
| INDICATOR/BENCHMARK | Conventions of Standard English | |
| STANDARD | 2.L.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| SUPPORTING SKILLS | 2.L.1.b. | Use collective nouns (e.g., group, herd, class). ReadyRosie 20 Questions Noun Charades |
| SUPPORTING SKILLS | 2.L.1.c. | Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). ReadyRosie Noun Charades |
| SUPPORTING SKILLS | 2.L.1.e. | Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). ReadyRosie Family Journaling |
| SUPPORTING SKILLS | 2.L.1.f. | Use adjectives and adverbs, and choose between them depending on what is to be modified. ReadyRosie Acrostic Poem Picture Talk |
| SUPPORTING SKILLS | 2.L.1.g. | Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). ReadyRosie 20 Questions Guess Who Hidden Messages Magical Creature Writing Simon Says What I Like About Me Who's Coming to Dinner? Writing Telephone Game |
| GOAL/STRAND | SD.2.L. | Language Standards |
| INDICATOR/BENCHMARK | Conventions of Standard English | |
| STANDARD | 2.L.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| SUPPORTING SKILLS | 2.L.2.a. | Capitalize holidays, product names, and geographic names. ReadyRosie Writing Telephone Game |
| SUPPORTING SKILLS | 2.L.2.b. | Use commas in greetings and closings of letters. Use commas to separate single words in a series. ReadyRosie Hidden Messages Write a Thank You Note Write to the Tooth Fairy |
| SUPPORTING SKILLS | 2.L.2.d. | Spell grade appropriate high frequency words correctly. ReadyRosie Change One Letter Magical Creature Writing My Words, Your Words Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| SUPPORTING SKILLS | 2.L.2.e. | Generalize learned spelling patterns when writing words (e.g., cage - badge; boy - boil). ReadyRosie Change One Letter Magical Creature Writing Race You To the Top Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| GOAL/STRAND | SD.2.L. | Language Standards |
| INDICATOR/BENCHMARK | Knowledge of Language | |
| STANDARD | 2.L.3. | Use knowledge of language and its conventions when writing, speaking, reading, or listening, including making comparisons between formal and informal English. ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand What I Like About Me Who's Coming to Dinner? |
| GOAL/STRAND | SD.2.L. | Language Standards |
| INDICATOR/BENCHMARK | Vocabulary Acquisition and Use | |
| STANDARD | 2.L.4. | Determine the meaning of unknown and multiple-meaning words and phrases based on grade level content using flexible strategies. |
| SUPPORTING SKILLS | 2.L.4.a. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| SUPPORTING SKILLS | 2.L.4.b. | Determine the meaning of words when a prefix is added (e.g., happy/unhappy, tell/retell). ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| SUPPORTING SKILLS | 2.L.4.c. | Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). ReadyRosie Digging Into Roots |
| SUPPORTING SKILLS | 2.L.4.d. | Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). ReadyRosie Playground Compounds |
| GOAL/STRAND | SD.2.L. | Language Standards |
| INDICATOR/BENCHMARK | Vocabulary Acquisition and Use | |
| STANDARD | 2.L.5. | Demonstrate understanding of word relationships and subtle differences in word meanings. |
| SUPPORTING SKILLS | 2.L.5.a. | Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). ReadyRosie Category Competition Hink Pink Million Dollar Words |
| SUPPORTING SKILLS | 2.L.5.b. | Distinguish subtle differences among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). ReadyRosie Category Competition Hink Pink Million Dollar Words |
| GOAL/STRAND | SD.2.L. | Language Standards |
| INDICATOR/BENCHMARK | Vocabulary Acquisition and Use | |
| STANDARD | 2.L.6. | Use acquired words and phrases, including adjectives and adverbs to convey ideas precisely. ReadyRosie Acrostic Poem Picture Talk |
| South Dakota Content Standards |
| Language Arts |
| Grade: 3 - Adopted: 2018 |
| GOAL/STRAND | SD.CCR.5.R. | College and Career Readiness Anchor Standards for Reading |
| INDICATOR/BENCHMARK | Key Ideas and Details | |
| STANDARD | CCR.5.R.1. | Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. ReadyRosie Daily Conclusions Using Clues to Figure it Out Who's Been Here? |
| STANDARD | CCR.5.R.2. | Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. ReadyRosie Chapter Books Sequence and Summarize Story Train Talking About Books That's So Cool What Makes a Good Storyteller What Will You Learn? |
| STANDARD | CCR.5.R.3. | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. ReadyRosie Books on the Go Chapter Books Character Chat Daily Reading Routines Favorite Genres Feelings Charades Five Finger Rule Inside Outside Traits It's All In Your Head My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading Reading Strategy: Reading and Making Connections Story Train Talking About Books That's So Cool What Makes a Good Storyteller What Will You Learn? |
| GOAL/STRAND | SD.CCR.5.R. | College and Career Readiness Anchor Standards for Reading |
| INDICATOR/BENCHMARK | Craft and Structure | |
| STANDARD | CCR.5.R.4. | Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer Talking About Books What Makes a Good Storyteller |
| STANDARD | CCR.5.R.6. | Assess how point of view or purpose shapes the content and style of a text. ReadyRosie Reading Strategy: Reading and Making Connections |
| GOAL/STRAND | SD.CCR.5.R. | College and Career Readiness Anchor Standards for Reading |
| INDICATOR/BENCHMARK | Integration of Knowledge and Ideas | |
| STANDARD | CCR.5.R.7. | Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. ReadyRosie 20 Questions Draw Family Movie Night |
| STANDARD | CCR.5.R.9. | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. ReadyRosie What Makes a Good Storyteller |
| GOAL/STRAND | SD.CCR.5.R. | College and Career Readiness Anchor Standards for Reading |
| INDICATOR/BENCHMARK | Range of Reading and Level of Text Complexity | |
| STANDARD | CCR.5.R.10. | Read and comprehend complex literary and informational texts independently and proficiently. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule It's All In Your Head My Turn, Your Turn Pow Wow Crunch Random, Bizarre Facts Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading That's So Cool What Will You Learn? |
| GOAL/STRAND | SD.CCR.5.W. | College and Career Readiness Anchor Standards for Writing |
| INDICATOR/BENCHMARK | Text Types and Purposes | |
| STANDARD | CCR.5.W.1. | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ReadyRosie Please Can I? Take a Stand This Is Important |
| STANDARD | CCR.5.W.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. ReadyRosie Create a Song 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 |
| STANDARD | CCR.5.W.3. | Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. ReadyRosie Family Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Story Train Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Write a Favorite Family Recipe |
| GOAL/STRAND | SD.CCR.5.W. | College and Career Readiness Anchor Standards for Writing |
| INDICATOR/BENCHMARK | Production and Distribution of Writing | |
| STANDARD | CCR.5.W.4. | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ReadyRosie Create a Song Family Adventure List Family Journaling I Love My Family Because... Interview an Expert Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Please Can I? Sharing Chores and Your Day Story Train Take a Stand This Is Important Tips for storytelling: Using gestures Tips for storytelling: Using your voice Who Are Your Heroes? Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write Around Write a Favorite Family Recipe |
| STANDARD | CCR.5.W.5. | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. ReadyRosie A Really Good Story Family Journaling Make a Neighborhood Map Nature Journaling This Is Important Write a Favorite Family Recipe |
| GOAL/STRAND | SD.CCR.5.W. | College and Career Readiness Anchor Standards for Writing |
| INDICATOR/BENCHMARK | Research to Build and Present Knowledge | |
| STANDARD | CCR.5.W.7. | Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. ReadyRosie Family Interview I Want to Know About Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| STANDARD | CCR.5.W.8. | Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. ReadyRosie Make a Neighborhood Map Nature Journaling |
| STANDARD | CCR.5.W.9. | Draw evidence from literary or informational texts to support analysis, reflection, and research. ReadyRosie Family Interview I Want to Know About Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| GOAL/STRAND | SD.CCR.5.W. | College and Career Readiness Anchor Standards for Writing |
| INDICATOR/BENCHMARK | Range of Writing | |
| STANDARD | CCR.5.W.10. | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ReadyRosie Family Adventure List Family Interview Family Journaling I Want to Know About Make a Neighborhood Map Nature Journaling This Is Important Who Are Your Heroes? |
| GOAL/STRAND | SD.CCR.5.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| INDICATOR/BENCHMARK | Comprehension and Collaboration | |
| STANDARD | CCR.5.SL.1. | Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Please Can I? Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| STANDARD | CCR.5.SL.2. | Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. ReadyRosie 20 Questions Draw Chapter Books Family Movie Night My Turn, Your Turn Random, Bizarre Facts Sequence and Summarize Story Train Talking About Books What Makes a Good Storyteller |
| GOAL/STRAND | SD.CCR.5.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| INDICATOR/BENCHMARK | Presentation of Knowledge and Ideas | |
| STANDARD | CCR.5.SL.4. | Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. ReadyRosie 20 Questions 20 Questions Draw Family Interview Share Your Knowledge Sharing Chores and Your Day Who's Coming to Dinner? |
| STANDARD | CCR.5.SL.5. | Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. ReadyRosie 20 Questions Draw |
| STANDARD | CCR.5.SL.6. | Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. ReadyRosie Create a Song Family Interview Noun Charades Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| GOAL/STRAND | SD.CCR.5.L. | College and Career Readiness Anchor Standards for Language |
| INDICATOR/BENCHMARK | Conventions of Standard English | |
| STANDARD | CCR.5.L.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| STANDARD | CCR.5.L.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| GOAL/STRAND | SD.CCR.5.L. | College and Career Readiness Anchor Standards for Language |
| INDICATOR/BENCHMARK | Knowledge of Language | |
| STANDARD | CCR.5.L.3. | Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. ReadyRosie Feelings Charades Hinky Pinky and Hinketty Pinketty How can I help my child learn new words? Share Your Knowledge What Makes a Good Storyteller Wondering About Words Word Detective |
| GOAL/STRAND | SD.CCR.5.L. | College and Career Readiness Anchor Standards for Language |
| INDICATOR/BENCHMARK | Vocabulary Acquisition and Use | |
| STANDARD | CCR.5.L.4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words Wondering About Words Word Detective |
| STANDARD | CCR.5.L.5. | Demonstrate understanding of word relationships and nuances in word meanings. ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer |
| STANDARD | CCR.5.L.6. | Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. ReadyRosie Acrostic Poem Category Competition Create a Song Feelings Charades Hinky Pinky and Hinketty Pinketty How can I help my child learn new words? Million Dollar Words Noun Charades Share Your Knowledge Sharing Chores and Your Day What Makes a Good Storyteller Wondering About Words |
| GOAL/STRAND | SD.3.RL. | Reading Standards for Literature |
| INDICATOR/BENCHMARK | Key Ideas and Details | |
| STANDARD | 3.RL.1. | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ReadyRosie 20 Questions Chapter Books It's All In Your Head Pow Wow Crunch Read a Little, Think a Little Talking About Books What Makes a Good Storyteller |
| STANDARD | 3.RL.2. | Retell stories, including those from diverse cultures; determine the central message/theme, lesson, or moral and explain how it is revealed through key details in the text. ReadyRosie Chapter Books Sequence and Summarize Story Train Talking About Books What Makes a Good Storyteller |
| STANDARD | 3.RL.3. | Describe characters in a story and explain how their actions contribute to 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 |
| GOAL/STRAND | SD.3.RL. | Reading Standards for Literature |
| INDICATOR/BENCHMARK | Craft and Structure | |
| STANDARD | 3.RL.4. | Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer Talking About Books What Makes a Good Storyteller |
| STANDARD | 3.RL.5. | Refer to parts of stories, dramas, and poems when writing or speaking about a text using appropriate terminology such as chapter, scene, and stanza and describe how each successive part relates to each other and the whole. ReadyRosie Favorite Genres My Turn, Your Turn Poetry Poetry Poetry Routine Pow Wow Crunch Song Lyrics Talking About Books Tips for helping your child love reading |
| STANDARD | 3.RL.6. | The student's point of view from that of the narrator or those of the characters. Identify the point of view in a text and distinguish the student's perspective from that of the narrator or characters. ReadyRosie Reading Strategy: Reading and Making Connections |
| GOAL/STRAND | SD.3.RL. | Reading Standards for Literature |
| INDICATOR/BENCHMARK | Integration of Knowledge and Ideas | |
| STANDARD | 3.RL.7. | Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. ReadyRosie Pow Wow Crunch |
| STANDARD | 3.RL.9. | Compare and contrast the central message/ themes, settings, and plots of stories written by the same author about the same or similar characters. ReadyRosie What Makes a Good Storyteller |
| GOAL/STRAND | SD.3.RL. | Reading Standards for Literature |
| INDICATOR/BENCHMARK | Range of Reading and Level of Text Complexity | |
| STANDARD | 3.RL.10. | By the end of the year, read and comprehend a variety of literary texts. |
| SUPPORTING SKILLS | 3.RL.10.a. | Read and comprehend proficiently at grade level with increasing challenge in text difficulty and complexity (e.g., layout, text structure, language/literary features, knowledge demands). ReadyRosie What Makes a Good Storyteller |
| SUPPORTING SKILLS | 3.RL.10.b. | With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. ReadyRosie Building a Fort |
| GOAL/STRAND | SD.3.RI. | Reading Standards for Informational Text |
| INDICATOR/BENCHMARK | Key Ideas and Details | |
| STANDARD | 3.RI.1. | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ReadyRosie Reading Recipes That's So Cool What Will You Learn? |
| STANDARD | 3.RI.2. | Determine the main idea of a text; identify the key details and explain how they support the main idea. ReadyRosie That's So Cool What Will You Learn? |
| STANDARD | 3.RI.3. | Explain the relationship between events, ideas, or concepts in a historical, scientific, or technical procedures text, using language that pertains to time, sequence, and cause/effect. ReadyRosie Double the Recipe How Far Does It Fly? I Want to Know About Reading Recipes That's So Cool What Will You Learn? |
| GOAL/STRAND | SD.3.RI. | Reading Standards for Informational Text |
| INDICATOR/BENCHMARK | Craft and Structure | |
| STANDARD | 3.RI.4. | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. ReadyRosie Share Your Knowledge Wondering About Words |
| STANDARD | 3.RI.5. | Use text features and search tools to locate information relevant to a given topic efficiently. ReadyRosie Comprehension Clues Reading Recipes |
| GOAL/STRAND | SD.3.RI. | Reading Standards for Informational Text |
| INDICATOR/BENCHMARK | Integration of Knowledge and Ideas | |
| STANDARD | 3.RI.7. | Use information gained from specific images (e.g., illustrations, maps, photographs) and the words in a text to demonstrate understanding of the text. ReadyRosie How Far Does It Fly? |
| GOAL/STRAND | SD.3.RI. | Reading Standards for Informational Text |
| INDICATOR/BENCHMARK | Range of Reading and Level of Text Complexity | |
| STANDARD | 3.RI.10. | Read and comprehend grade level informational texts, including history/social studies, science, and technical texts, independently and proficiently. |
| SUPPORTING SKILLS | 3.RI.10.a. | Read and comprehend proficiently at grade level with increasing challenge in text difficulty and complexity (e.g., layout, text structure, language features, and knowledge demands). ReadyRosie Books on the Go Daily Reading Routines Double the Recipe Favorite Genres Five Finger Rule How Far Does It Fly? I Want to Know About Random, Bizarre Facts Reading Recipes That's So Cool What Will You Learn? |
| SUPPORTING SKILLS | 3.RI.10.b. | With guidance and support, self-select text for personal enjoyment, interest, and academic tasks. ReadyRosie Books on the Go Daily Reading Routines Double the Recipe Favorite Genres Five Finger Rule How Far Does It Fly? I Want to Know About Random, Bizarre Facts Reading Recipes That's So Cool What Will You Learn? |
| GOAL/STRAND | SD.3.RF. | Reading Standards: Foundational Skills |
| INDICATOR/BENCHMARK | Phonics and Word Recognitions | |
| STANDARD | 3.RF.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| SUPPORTING SKILLS | 3.RF.3.a. | Identify and know the meaning of the most common prefixes and derivational suffixes. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| SUPPORTING SKILLS | 3.RF.3.b. | Decode words with common Latin suffixes. ReadyRosie Shopping for Syllables Understanding Big Words |
| GOAL/STRAND | SD.3.RF. | Reading Standards: Foundational Skills |
| INDICATOR/BENCHMARK | Fluency | |
| STANDARD | 3.RF.4. | Read with sufficient accuracy and fluency to support comprehension. |
| SUPPORTING SKILLS | 3.RF.4.a. | Read grade-level text with purpose and understanding. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule It's All In Your Head My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading That's So Cool What Will You Learn? |
| SUPPORTING SKILLS | 3.RF.4.b. | Read grade-level texts in a variety of genres with accuracy, appropriate rate, and prosody (stress, phrasing, intonation, and expression) on consecutive readings. ReadyRosie Building a Fort Reading Dialogue |
| SUPPORTING SKILLS | 3.RF.4.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Wondering About Words Word Detective |
| GOAL/STRAND | SD.3.W. | Writing Standards |
| INDICATOR/BENCHMARK | Text Types and Purposes | |
| STANDARD | 3.W.1. | Write opinion pieces on topics or texts, supporting a point of view with reasons. |
| SUPPORTING SKILLS | 3.W.1.a. | Introduce the topic or text they are writing about, state an opinion, and create an organizational structure in which related ideas are grouped. ReadyRosie This Is Important Who Are Your Heroes? |
| SUPPORTING SKILLS | 3.W.1.c. | Use grade level appropriate linking words and phrases to connect opinion and reasons. ReadyRosie This Is Important |
| SUPPORTING SKILLS | 3.W.1.d. | Provide a conclusion. ReadyRosie This Is Important Who Are Your Heroes? |
| GOAL/STRAND | SD.3.W. | Writing Standards |
| INDICATOR/BENCHMARK | Text Types and Purposes | |
| STANDARD | 3.W.2. | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| SUPPORTING SKILLS | 3.W.2.a. | Introduce a topic and group related information together; include text features when useful to support comprehension for the reader. ReadyRosie Family Adventure List Make a Neighborhood Map Nature Journaling Write About a Family Tradition |
| SUPPORTING SKILLS | 3.W.2.b. | Develop the topic with facts, definitions, and details. ReadyRosie Create a Song Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| SUPPORTING SKILLS | 3.W.2.c. | Use grade level appropriate linking words and phrase to connect ideas within categories of information. ReadyRosie Create a Song |
| SUPPORTING SKILLS | 3.W.2.d. | Provide a conclusion. ReadyRosie Write About a Family Tradition Write a Favorite Family Recipe |
| GOAL/STRAND | SD.3.W. | Writing Standards |
| INDICATOR/BENCHMARK | Text Types and Purposes | |
| STANDARD | 3.W.3. | Write narratives (e.g. story, poetry, drama) to develop real and imagined experiences or events using descriptive details, and clear event sequences. |
| SUPPORTING SKILLS | 3.W.3.a. | Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. ReadyRosie A Really Good Story Family Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Story Train Write Around Writing Telephone Game |
| SUPPORTING SKILLS | 3.W.3.b. | Use narrative techniques, such as 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 |
| SUPPORTING SKILLS | 3.W.3.c. | Use temporal words and phrases to signal event order. ReadyRosie Family Journaling My Family Comic Strip Sharing Chores and Your Day Write Around Writing Telephone Game |
| SUPPORTING SKILLS | 3.W.3.d. | Provide a sense of closure conclusion (when appropriate to the genre). ReadyRosie Family Journaling Magical Creature Writing My Family Comic Strip Story Train Write Around |
| GOAL/STRAND | SD.3.W. | Writing Standards |
| INDICATOR/BENCHMARK | Production and Distribution of Writing | |
| STANDARD | 3.W.4. | With guidance and support, produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience (Grade-specific expectations for writing types are defined in standards 1–3 above.) ReadyRosie Family Adventure List Family Journaling I Love My Family Because... Interview an Expert Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Sharing Chores and Your Day Story Train This Is Important Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write Around Write a Favorite Family Recipe |
| STANDARD | 3.W.5. | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3.) ReadyRosie A Really Good Story Family Journaling Magical Creature Writing This Is Important Write a Favorite Family Recipe |
| GOAL/STRAND | SD.3.W. | Writing Standards |
| INDICATOR/BENCHMARK | Research to Build and Present Knowledge | |
| STANDARD | 3.W.7. | Conduct short research projects that build knowledge about a topic. ReadyRosie Family Interview I Want to Know About Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| STANDARD | 3.W.8. | Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. ReadyRosie Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| GOAL/STRAND | SD.3.W. | Writing Standards |
| INDICATOR/BENCHMARK | Range of Writing | |
| STANDARD | 3.W.10. | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames for a range of discipline-specific tasks, purposes, and audiences; independently select writing topics and formats for personal enjoyment, interest, and academic tasks. ReadyRosie Family Adventure List Family Interview Family Journaling I Want to Know About Make a Neighborhood Map Nature Journaling This Is Important Who Are Your Heroes? |
| GOAL/STRAND | SD.3.SL. | Speaking and Listening Standards |
| INDICATOR/BENCHMARK | Comprehension and Collaboration | |
| STANDARD | 3.SL.1. | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade level topics and texts, building on others’ ideas and expressing their own clearly. |
| SUPPORTING SKILLS | 3.SL.1.a. | Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| SUPPORTING SKILLS | 3.SL.1.b. | Follow agreed-upon rules for discussions. 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? |
| SUPPORTING SKILLS | 3.SL.1.c. | Ask questions to check understanding of information presented. stay on topic, and link their comments to the remarks of others. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Conversations in the Car Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Kitchen Conversations Library Visit Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| SUPPORTING SKILLS | 3.SL.1.d. | Explain their own ideas and understanding in light of the discussion. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| SUPPORTING SKILLS | 3.SL.1.e. | Cooperate and problem solve as appropriate for productive group discussions ReadyRosie Conversation Starters Story Train Who's Coming to Dinner? |
| GOAL/STRAND | SD.3.SL. | Speaking and Listening Standards |
| INDICATOR/BENCHMARK | Comprehension and Collaboration | |
| STANDARD | 3.SL.2. | Determine the main ideas and supporting details of a text presented in diverse media and formats, such as visual, quantitative, and oral formats. ReadyRosie 20 Questions Draw Family Movie Night My Turn, Your Turn Random, Bizarre Facts |
| STANDARD | 3.SL.3. | Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Library Visit Sharing Chores and Your Day This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| GOAL/STRAND | SD.3.SL. | Speaking and Listening Standards |
| INDICATOR/BENCHMARK | Presentation of Knowledge and Ideas | |
| STANDARD | 3.SL.4. | Report on a topic or text, tell a story, or recount an experience with relevant facts and, descriptive details, speaking clearly at an understandable pace. ReadyRosie 20 Questions 20 Questions Draw Create a Song Family Interview Share Your Knowledge Sharing Chores and Your Day Who's Coming to Dinner? |
| STANDARD | 3.SL.5. | Create audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. ReadyRosie Create a Song |
| STANDARD | 3.SL.6. | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.) ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| GOAL/STRAND | SD.3.L. | Language Standards |
| INDICATOR/BENCHMARK | Conventions of Standard English | |
| STANDARD | 3.L.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| SUPPORTING SKILLS | 3.L.1.b. | Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. ReadyRosie Acrostic Poem Noun Charades |
| SUPPORTING SKILLS | 3.L.1.c. | Form and use regular and irregular plural nouns. ReadyRosie Noun Charades |
| SUPPORTING SKILLS | 3.L.1.d. | Use abstract nouns (e.g., childhood). ReadyRosie Noun Charades |
| SUPPORTING SKILLS | 3.L.1.f. | Form and use the simple) verb tenses (e.g., I walked; I walk; I will walk) ReadyRosie Magical Creature Writing |
| SUPPORTING SKILLS | 3.L.1.h. | Form and use adverbs and adjectives (comparative and superlative). ReadyRosie Acrostic Poem Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| SUPPORTING SKILLS | 3.L.1.j. | Produce simple, compound, and complex sentences ReadyRosie Magical Creature Writing Writing Telephone Game |
| GOAL/STRAND | SD.3.L. | Language Standards |
| INDICATOR/BENCHMARK | Conventions of Standard English | |
| STANDARD | 3.L.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| SUPPORTING SKILLS | 3.L.2.c. | Use commas and quotation marks in dialogue. ReadyRosie Write Around |
| SUPPORTING SKILLS | 3.L.2.e. | Use high frequency words and spelling patterns to spell grade appropriate words correctly, consulting reference materials as needed. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| GOAL/STRAND | SD.3.L. | Language Standards |
| INDICATOR/BENCHMARK | Knowledge of Language | |
| STANDARD | 3.L.3. | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| SUPPORTING SKILLS | 3.L.3.a. | Choose words and phrases for effect. ReadyRosie Acrostic Poem Create a Song Hinky Pinky and Hinketty Pinketty Million Dollar Words Noun Charades Sharing Chores and Your Day |
| SUPPORTING SKILLS | 3.L.3.b. | Recognize and observe differences between formal and informal English. ReadyRosie Sharing Chores and Your Day What Makes a Good Storyteller |
| GOAL/STRAND | SD.3.L. | Language Standards |
| INDICATOR/BENCHMARK | Vocabulary Acquisition and Use | |
| STANDARD | 3.L.4. | Use flexible strategies to determine or clarify the meaning of unknown and multiple-meaning words and phrases |
| SUPPORTING SKILLS | 3.L.4.a. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Wondering About Words Word Detective |
| SUPPORTING SKILLS | 3.L.4.b. | Determine the meaning of words when affixes are added. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| SUPPORTING SKILLS | 3.L.4.c. | Use a root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). ReadyRosie Digging Into Roots |
| GOAL/STRAND | SD.3.L. | Language Standards |
| INDICATOR/BENCHMARK | Vocabulary Acquisition and Use | |
| STANDARD | 3.L.5. | Demonstrate understanding of word relationships and subtle differences in word meanings. |
| SUPPORTING SKILLS | 3.L.5.a. | Distinguish the literal and nonliteral meanings of words and phrases in context. ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer Wondering About Words Word Detective |
| SUPPORTING SKILLS | 3.L.5.b. | Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| SUPPORTING SKILLS | 3.L.5.c. | Distinguish subtle differences among closely related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| GOAL/STRAND | SD.3.L. | Language Standards |
| INDICATOR/BENCHMARK | Vocabulary Acquisition and Use | |
| STANDARD | 3.L.6. | Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases to convey ideas precisely. ReadyRosie Acrostic Poem Category Competition Create a Song Feelings Charades Hinky Pinky and Hinketty Pinketty How can I help my child learn new words? Million Dollar Words Noun Charades Share Your Knowledge Sharing Chores and Your Day What Makes a Good Storyteller Wondering About Words |
| South Dakota Content Standards |
| Mathematics |
| Grade: K - Adopted: 2018 |
| GOAL/STRAND | Standards for Mathematical Practice | |
| INDICATOR/BENCHMARK | 1 | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book How Many Legs? |
| INDICATOR/BENCHMARK | 2 | Reason abstractly and quantitatively. ReadyRosie How Many Legs? The Right Size |
| INDICATOR/BENCHMARK | 3 | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort More or Less Salty Numbers Would It Work? |
| INDICATOR/BENCHMARK | 4 | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| INDICATOR/BENCHMARK | 7 | Look for and make use of structure. ReadyRosie Pattern Walk |
| INDICATOR/BENCHMARK | 8 | Look for and express regularity in repeated reasoning. ReadyRosie Pattern Walk |
| GOAL/STRAND | K.CC. | Counting and Cardinality |
| INDICATOR/BENCHMARK | K.CC.A. | Know number names and the count sequence. |
| STANDARD | K.CC.A.1. | Count to 100 by ones and by tens. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Ten in a Row What Am I Counting? What Comes Next? |
| STANDARD | K.CC.A.2. | Count forward beginning from any given number within 100 (instead of having to begin at 1). Count backwards beginning from any given number within 20. ReadyRosie Add One Car Race Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |
| STANDARD | K.CC.A.3. | Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). ReadyRosie Go Fish My Favorite Things Numbers on My Back Sneaky Math Note |
| GOAL/STRAND | K.CC. | Counting and Cardinality |
| INDICATOR/BENCHMARK | K.CC.B. | Count to tell the number of objects. |
| STANDARD | K.CC.B.4. | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| SUPPORTING SKILLS | K.CC.B.4.a. | When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (one-to-one correspondence) ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Sneaky Math Note Spill the Beans The Biggest Number What Am I Counting? What Do I Have? |
| SUPPORTING SKILLS | K.CC.B.4.b. | Understand that the last number name said tells the number of objects counted. (cardinality) The number of objects is the same regardless of their arrangement or the order in which they were counted. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Sneaky Math Note Spill the Beans The Biggest Number What Am I Counting? What Do I Have? |
| SUPPORTING SKILLS | K.CC.B.4.c. | Understand that each successive number name refers to a quantity that is one larger. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |
| GOAL/STRAND | K.CC. | Counting and Cardinality |
| INDICATOR/BENCHMARK | K.CC.B. | Count to tell the number of objects. |
| STANDARD | K.CC.B.5. | Count to answer “how many?” |
| SUPPORTING SKILLS | K.CC.B.5.a. | When counting, answer questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or and as many as 10 things in a scattered configuration. ReadyRosie I See Three Spill the Beans |
| SUPPORTING SKILLS | K.CC.B.5.b. | Given a number(s) from 1–20, count out that many objects. ReadyRosie Car Race I See Three In Ten Seconds Sneaky Math Note Spill the Beans What Do I Have? |
| GOAL/STRAND | K.CC. | Counting and Cardinality |
| INDICATOR/BENCHMARK | K.CC.C. | Compare numbers. |
| STANDARD | K.CC.C.6. | Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. Include groups with up to ten objects. ReadyRosie In Ten Seconds More or Less The Biggest Number |
| STANDARD | K.CC.C.7. | Compare two numbers between 1 and 10 presented as written numerals. ReadyRosie Ten in a Row |
| GOAL/STRAND | K.OA. | Operations and Algebraic Thinking |
| INDICATOR/BENCHMARK | K.OA.A. | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. |
| STANDARD | K.OA.A.1. | Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem.) ReadyRosie Car Race Family Math Book Finish My Set Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes |
| GOAL/STRAND | K.OA. | Operations and Algebraic Thinking |
| INDICATOR/BENCHMARK | K.OA.A. | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. |
| STANDARD | K.OA.A.2. | Solve addition and subtraction word problems. |
| SUPPORTING SKILLS | K.OA.A.2.a. | Solve addition and subtraction word problems (within 10), involving result unknown problems, put together/take apart total unknown, and put together/take apart addend unknown, e.g., using objects or drawings to represent the problem. (see appendix for K-2 Common Addition and Subtraction Situations) 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 |
| SUPPORTING SKILLS | K.OA.A.2.b. | Add and subtract within 10, eg., by using objects or drawings to represent the problem. ReadyRosie Car Race Finish My Set Fishing for Tens How Many Legs? Putting Away Dishes |
| GOAL/STRAND | K.OA. | Operations and Algebraic Thinking |
| INDICATOR/BENCHMARK | K.OA.A. | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. |
| STANDARD | K.OA.A.3. | Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| STANDARD | K.OA.A.4. | For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| STANDARD | K.OA.A.5. | Fluently add and subtract within 5. (See strategies chart on page 9.) ReadyRosie Car Race Math Fact Memory Roll the Difference Spill the Beans |
| GOAL/STRAND | K.NBT. | Number and Operation in Base Ten |
| INDICATOR/BENCHMARK | K.NBT.A. | Work with numbers 11 – 19 to gain foundations for place value. |
| STANDARD | K.NBT.A.1. | Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| GOAL/STRAND | K.MD. | Measurement and Data |
| INDICATOR/BENCHMARK | K.MD.A. | Describe and compare measurable attributes. |
| STANDARD | K.MD.A.1. | Describe measurable attributes of a single object or objects, such as length, weight, or size. ReadyRosie Blow Your House Down! Hunt and Measure Measurable Me |
| STANDARD | K.MD.A.2. | Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. ReadyRosie Blow Your House Down! Guess and Measure How Far Does It Fly? Hunt and Measure Measurable Me Measure your Steps Ramp Car Racing The Right Size |
| GOAL/STRAND | K.MD. | Measurement and Data |
| INDICATOR/BENCHMARK | K.MD.B. | Classify objects and count the number of objects in each category. |
| STANDARD | K.MD.B.3. | Classify objects into given categories; count the number of objects in each category and sort the categories by count. Limit category counts to be less than or equal to 10. ReadyRosie Card Sorting I Spy a Coin Toy Organization |
| GOAL/STRAND | K.MD. | Measurement and Data |
| INDICATOR/BENCHMARK | K.MD.C. | Work with time and money. |
| STANDARD | K.MD.C.4. | Identify a penny and understand that the value is one. Count pennies within 20. ReadyRosie I Spy a Coin |
| GOAL/STRAND | K.G. | Geometry |
| INDICATOR/BENCHMARK | K.G.A. | Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). |
| STANDARD | K.G.A.1. | Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. ReadyRosie Is it a Triangle? Pattern Walk Shape Scavenger Hunt |
| STANDARD | K.G.A.2. | Correctly name shapes regardless of their orientations or overall size. ReadyRosie Canned Shape Scavenger Hunt |
| STANDARD | K.G.A.3. | Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). ReadyRosie Shape Scavenger Hunt |
| GOAL/STRAND | K.G. | Geometry |
| INDICATOR/BENCHMARK | K.G.B. | Analyze, compare, create, and compose shapes. |
| STANDARD | K.G.B.4. | Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). ReadyRosie Canned Shape Scavenger Hunt |
| STANDARD | K.G.B.5. | Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. ReadyRosie Is it a Triangle? |
| STANDARD | K.G.B.6. | Compose simple shapes to form larger shapes. ReadyRosie Is it a Triangle? |
| South Dakota Content Standards |
| Mathematics |
| Grade: 1 - Adopted: 2018 |
| GOAL/STRAND | Standards for Mathematical Practice | |
| INDICATOR/BENCHMARK | 1 | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book |
| INDICATOR/BENCHMARK | 3 | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt One of These Is Not Like the Other Would It Work? |
| INDICATOR/BENCHMARK | 4 | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| INDICATOR/BENCHMARK | 6 | Attend to precision. ReadyRosie Category Hunt |
| INDICATOR/BENCHMARK | 7 | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| INDICATOR/BENCHMARK | 8 | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| GOAL/STRAND | 1.OA. | Operation and Algebraic Thinking |
| INDICATOR/BENCHMARK | 1.OA.A. | Represent and solve problems involving addition and subtraction. |
| STANDARD | 1.OA.A.1. | Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. ReadyRosie Bedtime Math Story 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... |
| STANDARD | 1.OA.A.2. | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. ReadyRosie Restaurant Story Problems Ten Scoops The Final Price Is... |
| GOAL/STRAND | 1.OA. | Operation and Algebraic Thinking |
| INDICATOR/BENCHMARK | 1.OA.B. | Understand and apply properties of operations and the relationship between additions and subtraction. |
| STANDARD | 1.OA.B.3. | Apply commutative, associative, and additive identity properties of operations as strategies to add. (Students need not use formal terms for these properties.) Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) 8 + 0 = 8 (Additive Identity property) ReadyRosie Fishing for Doubles |
| STANDARD | 1.OA.B.4. | Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. ReadyRosie 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 |
| GOAL/STRAND | 1.OA. | Operation and Algebraic Thinking |
| INDICATOR/BENCHMARK | 1.OA.C. | Add and Subtract with in 20. |
| STANDARD | 1.OA.C.5. | Understand counting on as addition and counting back as subtraction e.g. 5, (6,7,8) means 5 + 3 and 5, (4,3,2) means 5-3. ReadyRosie Addition War Domino Addition Fifteen Fact Memory I Can Make You Say 21 Make Ten Roll the Difference |
| STANDARD | 1.OA.C.6. | Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). ReadyRosie Addition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Scoops |
| GOAL/STRAND | 1.OA. | Operation and Algebraic Thinking |
| INDICATOR/BENCHMARK | 1.OA.D. | Work with addition and subtraction equations. |
| STANDARD | 1.OA.D.8. | Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 = ? – 3, 6 + 6 = ?. ReadyRosie Where Did I Start? |
| GOAL/STRAND | 1.NBT. | Number and Operation in Base Ten |
| INDICATOR/BENCHMARK | 1.NBT.A. | Extend the counting sequence. |
| STANDARD | 1.NBT.A.1. | In the range of 0 - 120 |
| SUPPORTING SKILLS | 1.NBT.A.1.a. | Count on from any given number. ReadyRosie I Can Make You Say 21 Ten in a Row |
| SUPPORTING SKILLS | 1.NBT.A.1.b. | Read and write numerals. ReadyRosie Sneaky Math Note Ten in a Row |
| SUPPORTING SKILLS | 1.NBT.A.1.c. | Represent a number of objects with a written numeral. ReadyRosie Sneaky Math Note |
| GOAL/STRAND | 1.NBT. | Number and Operation in Base Ten |
| INDICATOR/BENCHMARK | 1.NBT.B. | Understand Place Value |
| STANDARD | 1.NBT.B.2. | Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: |
| SUPPORTING SKILLS | 1.NBT.B.2.a. | 10 can be thought of as a bundle of ten ones — called a “ten.” ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| SUPPORTING SKILLS | 1.NBT.B.2.b. | The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| SUPPORTING SKILLS | 1.NBT.B.2.c. | The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| GOAL/STRAND | 1.NBT. | Number and Operation in Base Ten |
| INDICATOR/BENCHMARK | 1.NBT.B. | Understand Place Value |
| STANDARD | 1.NBT.B.3. | Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols <, =, and >. ReadyRosie Greater Than I'm Thinking of a Number Location Guess My Number Ten in a Row |
| GOAL/STRAND | 1.NBT. | Number and Operation in Base Ten |
| INDICATOR/BENCHMARK | 1.NBT.C. | Use place value understanding and properties of operation to add and subtract |
| STANDARD | 1.NBT.C.4. | Add and subtract within 100. |
| SUPPORTING SKILLS | 1.NBT.C.4.a. | Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. ReadyRosie Broken Calculator Keys Car Race Fishing for Tens Ten Dimes |
| SUPPORTING SKILLS | 1.NBT.C.4.b. | Understand that in adding two-digit numbers (sums within 100) add tens and tens, ones and ones; and sometimes it is necessary to compose a ten. ReadyRosie Broken Calculator Keys Ten Dimes |
| GOAL/STRAND | 1.NBT. | Number and Operation in Base Ten |
| INDICATOR/BENCHMARK | 1.NBT.C. | Use place value understanding and properties of operation to add and subtract |
| STANDARD | 1.NBT.C.5. | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. ReadyRosie Ten More |
| STANDARD | 1.NBT.C.6. | Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. ReadyRosie Ten More |
| GOAL/STRAND | 1.MD. | Measurement and Data |
| INDICATOR/BENCHMARK | 1.MD.A. | Measure lengths indirectly and by iterating length units. |
| STANDARD | 1.MD.A.1. | Order three objects by length; compare the lengths of two objects indirectly by using a third object. ReadyRosie How Far Does It Fly? Hunt and Measure Measurable Me Ramp Car Racing |
| STANDARD | 1.MD.A.2. | Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. ReadyRosie Hunt and Measure |
| GOAL/STRAND | 1.MD. | Measurement and Data |
| INDICATOR/BENCHMARK | 1.MD.B. | Work with time and money |
| STANDARD | 1.MD.B.3. | Tell and write about time in hours and half-hours using analog and digital clocks. ReadyRosie Body Clock |
| STANDARD | 1.MD.B.5. | Identify nickels and understand that five pennies can be thought of as a nickel. Identify dimes and understand ten pennies can be thought of as a dime. Count the value of a set of coins comprised of pennies, nickels, and dimes. ReadyRosie Counting Coins |
| GOAL/STRAND | 1.MD. | Measurement and Data |
| INDICATOR/BENCHMARK | 1.MD.C. | Represent and interpret data |
| STANDARD | 1.MD.C.4. | Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. ReadyRosie Survey Says |
| GOAL/STRAND | 1.G. | Geometry |
| INDICATOR/BENCHMARK | 1.G.A. | Reason with shapes and their attributes. |
| STANDARD | 1.G.A.1. | Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. ReadyRosie Folding a Blanket One of These Is Not Like the Other Paper Airplane Geometry |
| STANDARD | 1.G.A.2. | Compose and Identify regular and irregular two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) and compose three-dimensional shapes (cubes, spheres, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to master formal names such as “right rectangular prism.”) ReadyRosie Folding a Blanket Mystery Shape Paper Airplane Geometry |
| STANDARD | 1.G.A.3. | Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. ReadyRosie Folding Napkins Making Playdough Together |
| South Dakota Content Standards |
| Mathematics |
| Grade: 2 - Adopted: 2018 |
| GOAL/STRAND | Standards for Mathematical Practice | |
| INDICATOR/BENCHMARK | 1 | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| INDICATOR/BENCHMARK | 3 | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt One of These Is Not Like the Other |
| INDICATOR/BENCHMARK | 4 | Model with mathematics. ReadyRosie Family Math Book Is it Reasonable? When Five is Big |
| INDICATOR/BENCHMARK | 6 | Attend to precision. ReadyRosie Category Hunt |
| INDICATOR/BENCHMARK | 7 | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| INDICATOR/BENCHMARK | 8 | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| GOAL/STRAND | 2.OA. | Operations and Algebraic Thinking |
| INDICATOR/BENCHMARK | 2.OA.A. | Represent and solve problems involving addition and subtraction. |
| STANDARD | 2.OA.A.1. | Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. ReadyRosie Can I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |
| GOAL/STRAND | 2.OA. | Operations and Algebraic Thinking |
| INDICATOR/BENCHMARK | 2.OA.B. | Add and subtract within 20. |
| STANDARD | 2.OA.B.2. | Add and subtract within 20. |
| SUPPORTING SKILLS | 2.OA.B.2.a. | Fluently add and subtract within 20 using mental strategies. (See standard 1.OA.6 for a list of mental strategies.) ReadyRosie Addition War Can you Make 21? Fifteen Fact Memory Fishing for Doubles Subtraction War |
| SUPPORTING SKILLS | 2.OA.B.2.b. | By end of Grade 2, know from memory all sums of two one-digit numbers. ReadyRosie Addition War Can you Make 21? Fifteen Fact Memory Fishing for Doubles Subtraction War |
| GOAL/STRAND | 2.OA. | Operations and Algebraic Thinking |
| INDICATOR/BENCHMARK | 2.OA.C. | Work with equal groups of objects to gain foundations for multiplication. |
| STANDARD | 2.OA.C.3. | Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. ReadyRosie Even or Odd? |
| STANDARD | 2.OA.C.4. | Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends ReadyRosie An Array of Brownies I Spy Sums and Products Table Times |
| GOAL/STRAND | 2.NBT. | Number and Operation in Base Ten |
| INDICATOR/BENCHMARK | 2.NBT.A. | Understand place value. |
| STANDARD | 2.NBT.A.1. | Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: |
| SUPPORTING SKILLS | 2.NBT.A.1.a. | 100 can be thought of as a bundle of ten tens — called a “hundred.” ReadyRosie All About My Number How Much to 1,000? Less Than Location Guess My Number Place Value Battle Place Value Dice |
| SUPPORTING SKILLS | 2.NBT.A.1.b. | The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). ReadyRosie All About My Number How Much to 1,000? Less Than Place Value Battle Place Value Dice |
| GOAL/STRAND | 2.NBT. | Number and Operation in Base Ten |
| INDICATOR/BENCHMARK | 2.NBT.A. | Understand place value. |
| STANDARD | 2.NBT.A.2. | Count within 1000; skip-count by 5s, 10s, and 100s, starting from any number in its skip counting sequence. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| STANDARD | 2.NBT.A.3. | Read and write numbers to 1000 using base-ten numerals (standard form), number names (word form), and expanded form. ReadyRosie All About My Number Dollars and Dice Place Value Dice Sneaky Math Note Thousand More |
| STANDARD | 2.NBT.A.4. | Compare, two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and <, symbols to record the results of comparisons. ReadyRosie Greater Than Is it Reasonable? Less Than Location Guess My Number Place Value Battle The Greater Number |
| GOAL/STRAND | 2.NBT. | Number and Operation in Base Ten |
| INDICATOR/BENCHMARK | 2.NBT.B. | Use place value understanding and properties of operations to add and subtract. |
| STANDARD | 2.NBT.B.5. | Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. ReadyRosie 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? |
| STANDARD | 2.NBT.B.6. | Add up to four two-digit numbers using strategies based on 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 |
| STANDARD | 2.NBT.B.7. | Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. ReadyRosie 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? |
| STANDARD | 2.NBT.B.8. | Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. ReadyRosie Dollars and Dice |
| STANDARD | 2.NBT.B.9. | Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by words, drawings or objects.) ReadyRosie Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Dollars and Dice Fishing for Doubles How Much to 1,000? Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| GOAL/STRAND | 2.MD. | Measurement and Data |
| INDICATOR/BENCHMARK | 2.MD.A. | Measure and estimate lengths in standard units. |
| STANDARD | 2.MD.A.1. | Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| STANDARD | 2.MD.A.3. | Estimate lengths using units of inches, feet, centimeters, and meters. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| STANDARD | 2.MD.A.4. | Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| GOAL/STRAND | 2.MD. | Measurement and Data |
| INDICATOR/BENCHMARK | 2.MD.C. | Work with time and money. |
| STANDARD | 2.MD.C.8. | Identify and count coins and bills and apply that understanding to solve word problems. |
| SUPPORTING SKILLS | 2.MD.C.8.a. | Recognize and know the value of coins up to one dollar. ReadyRosie Coupon Savings Dollars and Dice |
| SUPPORTING SKILLS | 2.MD.C.8.b. | Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. ReadyRosie What's in a Dollar? |
| GOAL/STRAND | 2.MD. | Measurement and Data |
| INDICATOR/BENCHMARK | 2.MD.D. | Represent and interpret data. |
| STANDARD | 2.MD.D.9. | Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| GOAL/STRAND | 2.G. | Geometry |
| INDICATOR/BENCHMARK | 2.G.A. | Reason with shapes and their attributes. |
| STANDARD | 2.G.A.1. | Recognize, identify, and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces; to include triangles, quadrilaterals, pentagons, hexagons, and cubes. (Sizes are compared directly or visually, not compared by measuring.) ReadyRosie Mystery Shape Paper Airplane Geometry |
| STANDARD | 2.G.A.2. | Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. ReadyRosie An Array of Brownies |
| STANDARD | 2.G.A.3. | Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. ReadyRosie Counting Fractions |
| South Dakota Content Standards |
| Mathematics |
| Grade: 3 - Adopted: 2018 |
| GOAL/STRAND | Standards for Mathematical Practice | |
| INDICATOR/BENCHMARK | 1 | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| INDICATOR/BENCHMARK | 2 | Reason abstractly and quantitatively. ReadyRosie That's Crazy! |
| INDICATOR/BENCHMARK | 3 | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt |
| INDICATOR/BENCHMARK | 4 | Model with mathematics. ReadyRosie Family Math Book That's Crazy! When Five is Big |
| INDICATOR/BENCHMARK | 6 | Attend to precision. ReadyRosie Category Hunt |
| INDICATOR/BENCHMARK | 8 | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| GOAL/STRAND | 3.OA. | Operations and Algebraic Thinking |
| INDICATOR/BENCHMARK | 3.OA.A. | Represent and solve problems involving multiplication and division. |
| STANDARD | 3.OA.A.1. | Interpret products of whole numbers, e.g., interpret 5x7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5x7. ReadyRosie I Spy Sums and Products Let's Go to 100 Multiplication War Price Per Pound Say it a Different Way |
| STANDARD | 3.OA.A.2. | Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. ReadyRosie Fair Share |
| STANDARD | 3.OA.A.3. | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. ReadyRosie Can I Stump You? Family Math Book Let's Go to 100 Table Times |
| STANDARD | 3.OA.A.4. | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. ReadyRosie Math Mind Reading Parts Unknown |
| GOAL/STRAND | 3.OA. | Operations and Algebraic Thinking |
| INDICATOR/BENCHMARK | 3.OA.B. | Understand properties of multiplication and the relationship between multiplication and division. |
| STANDARD | 3.OA.B.5. | Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) ReadyRosie I Spy Sums and Products Multiplication War |
| STANDARD | 3.OA.B.6. | Understand division as an unknown-factor problem. For example, find 32÷8 by finding the number that makes 32 when multiplied by 8. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |
| GOAL/STRAND | 3.OA. | Operations and Algebraic Thinking |
| INDICATOR/BENCHMARK | 3.OA.C. | Multiply and divide within 100. |
| STANDARD | 3.OA.C.7. | Multiply and divide within 100. |
| SUPPORTING SKILLS | 3.OA.C.7.a. | Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |
| SUPPORTING SKILLS | 3.OA.C.7.b. | Demonstrate fluency (skill in carrying out procedures flexibly, appropriately, efficiently, and accurately) for all products of two one-digit numbers. ReadyRosie Domino Division I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |
| GOAL/STRAND | 3.OA. | Operations and Algebraic Thinking |
| INDICATOR/BENCHMARK | 3.OA.D. | Solve problems involving the four operations, and identify and explain patterns in arithmetic. |
| STANDARD | 3.OA.D.8. | Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (This standard is limited to problems posed with whole numbers and having whole number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order [Order of Operations]). ReadyRosie Can I Stump You? Family Math Book Input Output Let's Go to 100 Make One Up Restaurant Story Problems Table Times |
| GOAL/STRAND | 3.NBT. | Number and Operation in Base Ten |
| INDICATOR/BENCHMARK | 3.NBT.A. | Use place value understanding and properties of operation to perform multi-digit arithmetic (A range of algorithms may be used). |
| STANDARD | 3.NBT.A.1. | Use place value understanding to round whole numbers to the nearest 10 or 100. ReadyRosie Round Showdown The Greater Number |
| STANDARD | 3.NBT.A.2. | Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. ReadyRosie 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? |
| GOAL/STRAND | 3.NF. | Number and Operations—Fractions |
| INDICATOR/BENCHMARK | 3.NF.A. | Develop understanding of Fractions as numbers. |
| STANDARD | 3.NF.A.1. | Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts (example: 1 part out of 4 equal parts is the same as 1/4); understand a fraction a/b as the quantity formed by a parts of size 1/b. (example:3/4 is the same as 3 one-fourths (1/4, 1/4, 1/4) ReadyRosie Fractions on a Number Line Shape Up! |
| GOAL/STRAND | 3.NF. | Number and Operations—Fractions |
| INDICATOR/BENCHMARK | 3.NF.A. | Develop understanding of Fractions as numbers. |
| STANDARD | 3.NF.A.3. | Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Note - Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8. |
| SUPPORTING SKILLS | 3.NF.A.3.a. | Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. ReadyRosie Sharing an Apple |
| SUPPORTING SKILLS | 3.NF.A.3.b. | Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. ReadyRosie Sharing an Apple |
| SUPPORTING SKILLS | 3.NF.A.3.c. | Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. ReadyRosie Fractions on a Number Line Shape Up! |
| SUPPORTING SKILLS | 3.NF.A.3.d. | Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols < , =, or >. ReadyRosie Fractions on a Number Line |
| GOAL/STRAND | 3.MD. | Measurement and Data |
| INDICATOR/BENCHMARK | 3.MD.A. | Solving problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. |
| STANDARD | 3.MD.A.1. | Tell and write time to the nearest minute and measure time intervals in minutes, using an analog and digital clock. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. ReadyRosie Now is the Time |
| STANDARD | 3.MD.A.2. | Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^3 and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems [problems involving notions of “times as much”; see Table, page 34]) ReadyRosie Cooking Estimation Double the Recipe Reading Recipes |
| GOAL/STRAND | 3.MD. | Measurement and Data |
| INDICATOR/BENCHMARK | 3.MD.B. | Represent and interpret data. |
| STANDARD | 3.MD.B.3. | Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. ReadyRosie Graphing Walking Goals |
| STANDARD | 3.MD.B.4. | Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| GOAL/STRAND | 3.MD. | Measurement and Data |
| INDICATOR/BENCHMARK | 3.MD.C. | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. |
| STANDARD | 3.MD.C.5. | Recognize area as an attribute of plane figures and understand concepts of area measurement. |
| SUPPORTING SKILLS | 3.MD.C.5.a. | A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. ReadyRosie Cracker Perimeter & Area |
| SUPPORTING SKILLS | 3.MD.C.5.b. | A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. ReadyRosie Cracker Perimeter & Area |
| GOAL/STRAND | 3.MD. | Measurement and Data |
| INDICATOR/BENCHMARK | 3.MD.C. | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. |
| STANDARD | 3.MD.C.6. | Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). ReadyRosie Cracker Perimeter & Area |
| GOAL/STRAND | 3.MD. | Measurement and Data |
| INDICATOR/BENCHMARK | 3.MD.C. | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. |
| STANDARD | 3.MD.C.7. | Relate area to the operations of multiplication and addition. |
| SUPPORTING SKILLS | 3.MD.C.7.b. | Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. ReadyRosie An Array of Brownies |
| SUPPORTING SKILLS | 3.MD.C.7.c. | Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. ReadyRosie I Spy Sums and Products |
| GOAL/STRAND | 3.MD. | Measurement and Data |
| INDICATOR/BENCHMARK | 3.MD.C. | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. |
| STANDARD | 3.MD.C.9. | Determine the value of a collection of money using dollar sign and decimal point appropriately. Understand that the digits to the right of the decimal represent parts of a whole dollar. ReadyRosie Coupon Savings Dollars and Dice |
| GOAL/STRAND | 3.G. | Geometry |
| INDICATOR/BENCHMARK | 3.G.A. | Reason with shapes and their attributes. |
| STANDARD | 3.G.A.2. | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of a shape. ReadyRosie Counting Fractions Shape Up! |
| South Dakota Content Standards |
| Science |
| Grade: K - Adopted: 2015 |
| GOAL/STRAND | SD.K.LS. | Kindergarten Life Science Standards |
| INDICATOR/BENCHMARK | K-LS1-1. | Describe patterns of what plants and animals (including humans) need to survive. (SEP: 4; DCI: LS1.C; CCC: Patterns) ReadyRosie Family Sensory Walk |
| GOAL/STRAND | SD.K.ESS. | Kindergarten Earth and Space Science Standards |
| INDICATOR/BENCHMARK | K-ESS2-2. | Engage in argument from evidence for how plants and animals (including humans) can change the environment to meet their needs. (SEP: 7; DCI: ESS2.E, ESS3.C; CCC: Systems) ReadyRosie Family Sensory Walk |
| INDICATOR/BENCHMARK | K-ESS3-1. | Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. (SEP: 2; DCI: ESS3.A; CCC: Systems) ReadyRosie Family Sensory Walk |
| South Dakota Content Standards |
| Science |
| Grade: 1 - Adopted: 2015 |
| GOAL/STRAND | SD.1.LSS. | First Grade Life Science Standards |
| INDICATOR/BENCHMARK | 1-LS3-1. | Construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. (SEP: 6; DCI: LS3.A, LS3.B; CCC: Patterns) ReadyRosie Family Sensory Walk |