Utah Core Standards
| Main Criteria: Utah Core Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Health and PE, Language Arts, Mathematics, Science | ||
| Grades: K, 1, 2, 3 | ||
| Correlation Options: Show Correlated | ||
| Utah Core Standards |
| Health and PE |
| Grade: K - Adopted: 2003 |
| STANDARD / AREA OF LEARNING | UT.HE. | Health Education |
| OBJECTIVE / STRAND | HE.1. | Health Education: Students will develop a sense of self. |
| INDICATOR / CLUSTER | 1.3. | Develop and use skills to communicate ideas, information, and feelings. |
| EXPECTATION / STANDARD | 1.3.a. | Identify and express ideas, information, and feelings in a variety of ways (e.g., draw, paint, tell stories, play, make believe, dance, sing). ReadyRosie Emotion Meter Scale Family Poem Feelings Charades School Routine Practice What Do I Like? |
| EXPECTATION / STANDARD | 1.3.e. | Express emotions by selecting and playing a variety of simple rhythm instruments. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades School Routine Practice What Do I Like? |
| STANDARD / AREA OF LEARNING | UT.HE. | Health Education |
| OBJECTIVE / STRAND | HE.2. | Health Education: Students will develop a sense of self in relation to families and community. |
| INDICATOR / CLUSTER | 2.1. | Describe factors that influence relationships with family and friends. |
| EXPECTATION / STANDARD | 2.1.a. | Identify ways individuals are alike and different. ReadyRosie Favorite People Place Cards Story of Your Name |
| EXPECTATION / STANDARD | 2.1.b. | Identify contributions of family members. ReadyRosie Sharing Chores and Your Day |
| EXPECTATION / STANDARD | 2.1.c. | Describe how children change over time. ReadyRosie School Routine Practice |
| STANDARD / AREA OF LEARNING | UT.HE. | Health Education |
| OBJECTIVE / STRAND | HE.2. | Health Education: Students will develop a sense of self in relation to families and community. |
| INDICATOR / CLUSTER | 2.2. | Identify important aspects of community and culture that strengthen relationships. |
| EXPECTATION / STANDARD | 2.2.b. | Describe the school community (e.g., students, teachers, secretary, custodian, principal). ReadyRosie Super Kindness |
| EXPECTATION / STANDARD | 2.2.c. | Describe resources in the community (e.g., police officer, firefighter, library, museum). ReadyRosie Super Kindness |
| EXPECTATION / STANDARD | 2.2.e. | Recognize national symbols and recite the Pledge of Allegiance. ReadyRosie Routine Strategy: Chore Chart |
| Grade: K - Adopted: 2016 |
| STANDARD / AREA OF LEARNING | UT.PE.K. | Physical Education |
| OBJECTIVE / STRAND | K.4. | Students will develop cooperative skills and positive personal behavior through communication and respect for self and others. |
| INDICATOR / CLUSTER | Students exhibit personal responsibility in a group setting by working well with others, accepting feedback, and understanding how rules and etiquette contribute to a safe and enjoyable environment. | |
| EXPECTATION / STANDARD | K.4.1. | Follow directions in a group setting (e.g., safe behaviors, following rules, taking turns) and recognize responsible behavior while following instruction with teacher prompts and minimal reminders. ReadyRosie Routine Strategy: Transition Timer |
| EXPECTATION / STANDARD | K.4.3. | Understand established procedures for class activities. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| Utah Core Standards |
| Health and PE |
| Grade: 1 - Adopted: 2003 |
| STANDARD / AREA OF LEARNING | UT.HE. | Health Education |
| OBJECTIVE / STRAND | HE.1. | Health Education: Students will develop a sense of self. |
| INDICATOR / CLUSTER | 1.3. | Develop and use skills to communicate ideas, information, and feelings. |
| EXPECTATION / STANDARD | 1.3.a. | Recognize and express feelings in a variety of ways (e.g., draw, paint, tell stories, dance, sing). 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 |
| EXPECTATION / STANDARD | 1.3.b. | Express how colors, values, and sizes have been controlled in artworks to create mood, tell stories, or celebrate events. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits School Routine Practice What Do I Like? What Do I See When I Hear...? What I Like About Me |
| STANDARD / AREA OF LEARNING | UT.HE. | Health Education |
| OBJECTIVE / STRAND | HE.2. | Health Education: Students will develop a sense of self in relation to families and community. |
| INDICATOR / CLUSTER | 2.1. | Describe behaviors that influence relationships with family and friends. |
| EXPECTATION / STANDARD | 2.1.a. | Explain how family members support each other. ReadyRosie Sharing Chores and Your Day |
| EXPECTATION / STANDARD | 2.1.b. | Describe tasks at home and school. ReadyRosie Sharing Chores and Your Day |
| EXPECTATION / STANDARD | 2.1.c. | Explain how families change over time. ReadyRosie Sharing Chores and Your Day |
| STANDARD / AREA OF LEARNING | UT.HE. | Health Education |
| OBJECTIVE / STRAND | HE.2. | Health Education: Students will develop a sense of self in relation to families and community. |
| INDICATOR / CLUSTER | 2.2. | Describe important aspects of the community and culture that strengthen relationships. |
| EXPECTATION / STANDARD | 2.2.b. | Describe physical features surrounding the home, school, and community. ReadyRosie I Love My Family Because... Super Kindness |
| EXPECTATION / STANDARD | 2.2.e. | Show respect for state and national symbols and patriotic traditions; recite the Pledge of Allegiance. ReadyRosie Routine Strategy: Chore Chart |
| STANDARD / AREA OF LEARNING | UT.HE. | Health Education |
| OBJECTIVE / STRAND | HE.2. | Health Education: Students will develop a sense of self in relation to families and community. |
| INDICATOR / CLUSTER | 2.3. | Express relationships in a variety of ways. |
| EXPECTATION / STANDARD | 2.3.a. | Describe traditions, music, dances, artwork, poems, rhymes, and stories that distinguish cultures. ReadyRosie Inside Outside Traits |
| EXPECTATION / STANDARD | 2.3.c. | Create and perform/exhibit dances, visual art, music, and dramatic stories from a variety of cultures expressing the relationship between people and their culture. ReadyRosie Inside Outside Traits |
| Grade: 1 - Adopted: 2016 |
| STANDARD / AREA OF LEARNING | UT.PE.1. | Physical Education |
| OBJECTIVE / STRAND | 1.4. | Students will develop cooperative skills and positive personal behavior through communication and respect for self and others. |
| INDICATOR / CLUSTER | Students will exhibit personal responsibility in a group setting by working well with others, accepting feedback, and understanding how rules and etiquette contribute to a safe and enjoyable environment. | |
| EXPECTATION / STANDARD | 1.4.2. | Follow rules and parameters of the learning environment. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer School Routine Practice Sink or Swim |
| EXPECTATION / STANDARD | 1.4.4. | Work independently and with others in a variety of class environments. ReadyRosie Books on the Go Clap and Count Folding a Blanket Routine Strategy: Transition Timer Super Kindness |
| EXPECTATION / STANDARD | 1.4.5. | Follow procedures for class activities. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer School Routine Practice Sink or Swim |
| Utah Core Standards |
| Health and PE |
| Grade: 2 - Adopted: 2003 |
| STANDARD / AREA OF LEARNING | UT.HE. | Health Education |
| OBJECTIVE / STRAND | HE.2. | Health Education: Students will develop a sense of self in relation to families and community. |
| INDICATOR / CLUSTER | 2.1. | Describe behaviors that influence relationships with family and friends. |
| EXPECTATION / STANDARD | 2.1.c. | Explain how families and communities change over time. ReadyRosie Sharing Chores and Your Day |
| EXPECTATION / STANDARD | 2.1.e. | Identify behaviors that might create conflict situations and ways to resolve them. ReadyRosie Feelings Charades How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| STANDARD / AREA OF LEARNING | UT.HE. | Health Education |
| OBJECTIVE / STRAND | HE.2. | Health Education: Students will develop a sense of self in relation to families and community. |
| INDICATOR / CLUSTER | 2.2. | Examine important aspects of the community and culture that strengthen relationships. |
| EXPECTATION / STANDARD | 2.2.b. | Compare rural, suburban, and urban communities. ReadyRosie Inside Outside Traits |
| EXPECTATION / STANDARD | 2.2.c. | Relate goods and services to resources within the community. ReadyRosie I Love My Family Because... Super Kindness Who Are Your Heroes? |
| EXPECTATION / STANDARD | 2.2.d. | Participate in activities that promote public good (e.g., respect cultural and ethnic differences, identify community needs) and recite the Pledge of Allegiance. ReadyRosie Routine Strategy: Chore Chart |
| STANDARD / AREA OF LEARNING | UT.HE. | Health Education |
| OBJECTIVE / STRAND | HE.2. | Health Education: Students will develop a sense of self in relation to families and community. |
| INDICATOR / CLUSTER | 2.3. | Express relationships in a variety of ways. |
| EXPECTATION / STANDARD | 2.3.a. | Describe traditions, music, dances, artwork, poems, rhymes, and stories that distinguish cultures. ReadyRosie Inside Outside Traits |
| EXPECTATION / STANDARD | 2.3.b. | Develop an acting ability to relate to characters' thoughts and feelings (e.g., needs, hopes, frustrations, fears) in stories and plays. 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? |
| EXPECTATION / STANDARD | 2.3.c. | Create and perform/exhibit dances, visual art, music, and dramatic stories from a variety of cultures expressing the relationship between people and their culture. ReadyRosie Inside Outside Traits |
| Grade: 2 - Adopted: 2016 |
| STANDARD / AREA OF LEARNING | UT.PE.2. | Physical Education |
| OBJECTIVE / STRAND | 2.4. | Students will develop cooperative skills and positive personal behavior through communication and respect for self and others. |
| INDICATOR / CLUSTER | Students exhibit personal responsibility in a group setting by working well with others, accepting feedback, and understanding how rules and etiquette contribute to a safe and enjoyable environment. | |
| EXPECTATION / STANDARD | 2.4.1. | Accept personal responsibility for class protocol and demonstrate appropriate behavior and performance in class activities with minimal teacher prompting. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer Subtraction War |
| EXPECTATION / STANDARD | 2.4.2. | Work collaboratively in pairs and small groups. ReadyRosie Fair Share Super Kindness |
| STANDARD / AREA OF LEARNING | UT.PE.2. | Physical Education |
| OBJECTIVE / STRAND | 2.5. | Students will appraise the personal value of physical activity as a tool for wellness, challenges, and interacting with appropriate social skills with friends and family. |
| INDICATOR / CLUSTER | Students will identify activities that bring satisfaction and pleasure through participation and reflect how physical activity promotes a lifetime of wellness. | |
| EXPECTATION / STANDARD | 2.5.4. | Discuss how working together can result in a positive outcome. ReadyRosie Fair Share Super Kindness |
| Utah Core Standards |
| Health and PE |
| Grade: 3 - Adopted: 2007 |
| STANDARD / AREA OF LEARNING | UT.HE. | Health Education |
| OBJECTIVE / STRAND | HE.1. | Healthy Self: The students will learn ways to improve mental health and manage stress. |
| INDICATOR / CLUSTER | 1.1. | Demonstrate responsibility for self and actions. |
| EXPECTATION / STANDARD | 1.1.a. | Identify personal responsibilities. ReadyRosie Family Poem Routine Strategy: Routine Chart Who Are Your Heroes? |
| EXPECTATION / STANDARD | 1.1.d. | Determine how good decision making can help complete responsibilities. ReadyRosie Problem Solving Tool: Rock, Paper, Scissors |
| STANDARD / AREA OF LEARNING | UT.HE. | Health Education |
| OBJECTIVE / STRAND | HE.2. | Substance Abuse Prevention: The students will adopt health-promoting and risk-reducing behaviors to prevent substance abuse. |
| INDICATOR / CLUSTER | 2.2. | Determine how building relationships with helpful people can be beneficial. |
| EXPECTATION / STANDARD | 2.2.a. | List and classify helpful people; e.g., within family, neighborhood, community. ReadyRosie Family Poem I Love My Family Because... Super Kindness Who Are Your Heroes? |
| EXPECTATION / STANDARD | 2.2.b. | Identify the benefits of building relationships with caring adults. ReadyRosie Family Poem I Love My Family Because... Routine Strategy: Chore Chart Story of Your Name This Is Important Who Are Your Heroes? Write About a Family Tradition Write a Favorite Family Recipe |
| STANDARD / AREA OF LEARNING | UT.HE. | Health Education |
| OBJECTIVE / STRAND | HE.3. | Human Development and Relationships: The students will understand and respect self and others related to human development and relationships. |
| INDICATOR / CLUSTER | 3.2. | Model behaviors that foster healthy interpersonal relationships. |
| EXPECTATION / STANDARD | 3.2.b. | Recognize ways in which peers, families, and communities may change over time. ReadyRosie Sharing Chores and Your Day |
| EXPECTATION / STANDARD | 3.2.c. | Model ways to contribute to healthy relationships among peers, family, and community members. ReadyRosie Sharing Chores and Your Day |
| STANDARD / AREA OF LEARNING | UT.HE. | Health Education |
| OBJECTIVE / STRAND | HE.7. | Consumer and Community Health: The students will understand the value of service and effective consumer practices. |
| INDICATOR / CLUSTER | 7.1. | Participate in service-learning that assists the community. |
| EXPECTATION / STANDARD | 7.1.a. | Identify the needs of a community. ReadyRosie Routine Strategy: Chore Chart |
| EXPECTATION / STANDARD | 7.1.b. | Examine situations when people or groups assist communities. ReadyRosie Routine Strategy: Chore Chart |
| EXPECTATION / STANDARD | 7.1.c. | Plan, implement, and report on community service. ReadyRosie Routine Strategy: Chore Chart |
| Grade: 3 - Adopted: 2016 |
| STANDARD / AREA OF LEARNING | UT.PE.3. | Physical Education |
| OBJECTIVE / STRAND | 3.4. | Students will develop cooperative skills and positive personal behavior through communication and respect for self and others. |
| INDICATOR / CLUSTER | Students exhibit personal responsibility in a group setting by working well with others, accepting feedback, and understanding how rules and etiquette contribute to a safe and enjoyable environment. | |
| EXPECTATION / STANDARD | 3.4.1. | Exhibit personal responsibility in teacher-directed activities. ReadyRosie This Is Important |
| EXPECTATION / STANDARD | 3.4.2. | Work independently for extended periods of time. ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| EXPECTATION / STANDARD | 3.4.4. | Work cooperatively with peers. ReadyRosie Fair Share Super Kindness |
| EXPECTATION / STANDARD | 3.4.5. | Recognize others’ success in movement performance. ReadyRosie Conversation Starters I Love My Family Because... |
| EXPECTATION / STANDARD | 3.4.6. | Exhibit etiquette and adherence to rules in a variety of physical activities. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer |
| EXPECTATION / STANDARD | 3.4.7. | Demonstrate understanding of safety, rules, and etiquette by working safely and cooperatively in physical activity settings. ReadyRosie Conversation Starters Fair Share How do I get my child to______? Routine Strategy: Transition Timer Super Kindness This Is Important |
| Utah Core Standards |
| Language Arts |
| Grade: K - Adopted: 2013 |
| STANDARD / AREA OF LEARNING | UT.CC.RL.K. | Reading Standards for Literature |
| OBJECTIVE / STRAND | KEY IDEAS AND DETAILS | |
| INDICATOR / CLUSTER | RL.K.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 |
| INDICATOR / CLUSTER | RL.K.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 |
| INDICATOR / CLUSTER | RL.K.3. | With prompting and support, identify 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 |
| STANDARD / AREA OF LEARNING | UT.CC.RL.K. | Reading Standards for Literature |
| OBJECTIVE / STRAND | CRAFT AND STRUCTURE | |
| INDICATOR / CLUSTER | RL.K.4. | Ask and answer questions about unknown words in a text. ReadyRosie Feelings Charades Nursery Rhymes Reading Rhymes Storytelling with a Picture Book What Makes a Good Storyteller |
| INDICATOR / CLUSTER | RL.K.5. | Recognize common types of texts (e.g., storybooks, poems). ReadyRosie What Do I Like? |
| INDICATOR / CLUSTER | RL.K.6. | With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. ReadyRosie Isn't That Bold? Storytelling with a Picture Book |
| STANDARD / AREA OF LEARNING | UT.CC.RL.K. | Reading Standards for Literature |
| OBJECTIVE / STRAND | INTEGRATION OF KNOWLEDGE AND IDEAS | |
| INDICATOR / CLUSTER | RL.K.7. | With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). ReadyRosie Isn't That Bold? Reading Strategies: Look at the Picture Retelling the Story Wordless Picture Books |
| INDICATOR / CLUSTER | RL.K.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 |
| STANDARD / AREA OF LEARNING | UT.CC.RL.K. | Reading Standards for Literature |
| OBJECTIVE / STRAND | RANGE OF READING AND LEVEL OF TEXT COMPLEXITY | |
| INDICATOR / CLUSTER | RL.K.10. | Actively engage in group reading activities with purpose and understanding. ReadyRosie I Read to You, You Read to Me Making Connections Pattern Books Storytelling with a Picture Book |
| STANDARD / AREA OF LEARNING | UT.CC.RI.K. | Reading Standards for Informational Text |
| OBJECTIVE / STRAND | KEY IDEAS AND DETAILS | |
| INDICATOR / CLUSTER | RI.K.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? |
| INDICATOR / CLUSTER | RI.K.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? |
| STANDARD / AREA OF LEARNING | UT.CC.RI.K. | Reading Standards for Informational Text |
| OBJECTIVE / STRAND | CRAFT AND STRUCTURE | |
| INDICATOR / CLUSTER | RI.K.4. | With prompting and support, ask and answer questions about unknown words in a text. ReadyRosie Share Your Knowledge |
| STANDARD / AREA OF LEARNING | UT.CC.RI.K. | Reading Standards for Informational Text |
| OBJECTIVE / STRAND | INTEGRATION OF KNOWLEDGE AND IDEAS | |
| INDICATOR / CLUSTER | RI.K.7. | With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). ReadyRosie Books I Like How Far Does It Fly? |
| INDICATOR / CLUSTER | RI.K.8. | With prompting and support, identify the reasons an author gives to support points in a text. ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| STANDARD / AREA OF LEARNING | UT.CC.RI.K. | Reading Standards for Informational Text |
| OBJECTIVE / STRAND | RANGE OF READING AND LEVEL OF TEXT COMPLEXITY | |
| INDICATOR / CLUSTER | RI.K.10. | Actively engage in group reading activities with purpose and understanding. ReadyRosie I Read to You, You Read to Me |
| STANDARD / AREA OF LEARNING | UT.CC.RF.K. | Reading Standards: Foundational Skills |
| OBJECTIVE / STRAND | PRINT CONCEPTS | |
| INDICATOR / CLUSTER | RF.K.1. | Demonstrate understanding of the organization and basic features of print. |
| EXPECTATION / STANDARD | RF.K.1.a. | Follow words from left to right, top to bottom, and page by page. ReadyRosie Environmental Print Reading Strategy: Using Your Reading Finger |
| EXPECTATION / STANDARD | RF.K.1.c. | Understand that words are separated by spaces in print. ReadyRosie Reading Strategy: Using Your Reading Finger |
| EXPECTATION / STANDARD | RF.K.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 |
| STANDARD / AREA OF LEARNING | UT.CC.RF.K. | Reading Standards: Foundational Skills |
| OBJECTIVE / STRAND | PHONOLOGICAL AWARENESS | |
| INDICATOR / CLUSTER | RF.K.2. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| EXPECTATION / STANDARD | RF.K.2.a. | Recognize and produce rhyming words. ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |
| EXPECTATION / STANDARD | RF.K.2.c. | Blend and segment onsets and rimes of single-syllable spoken words. ReadyRosie Reading Strategy: Chunk the Word |
| EXPECTATION / STANDARD | RF.K.2.d. | Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) ReadyRosie Favorite People Place Cards |
| EXPECTATION / STANDARD | RF.K.2.e. | Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. ReadyRosie Name Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star Super Hero Names |
| STANDARD / AREA OF LEARNING | UT.CC.RF.K. | Reading Standards: Foundational Skills |
| OBJECTIVE / STRAND | PHONICS AND WORD RECOGNITION | |
| INDICATOR / CLUSTER | RF.K.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| EXPECTATION / STANDARD | RF.K.3.a. | Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds 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! |
| EXPECTATION / STANDARD | RF.K.3.b. | Associate the long and short sounds with common spellings (graphemes) for the five major vowels. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| EXPECTATION / STANDARD | RF.K.3.c. | Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| EXPECTATION / STANDARD | RF.K.3.d. | Distinguish between similarly spelled words by identifying the sounds of the letters that differ. ReadyRosie Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| STANDARD / AREA OF LEARNING | UT.CC.RF.K. | Reading Standards: Foundational Skills |
| OBJECTIVE / STRAND | FLUENCY | |
| INDICATOR / CLUSTER | RF.K.4. | Read emergent-reader texts with purpose and understanding. ReadyRosie Daily Reading Routines Making Connections My Library List Pattern Books Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |
| STANDARD / AREA OF LEARNING | UT.CC.W.K. | Writing Standards |
| OBJECTIVE / STRAND | TEXT TYPES AND PURPOSES | |
| INDICATOR / CLUSTER | W.K.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 (e.g., My favorite book is . . .). ReadyRosie Captioning Your Childhood My First Journal Tips for helping your child love reading |
| INDICATOR / CLUSTER | W.K.2. | Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. ReadyRosie 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 |
| INDICATOR / CLUSTER | W.K.3. | Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. ReadyRosie A Memorable Story 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 |
| STANDARD / AREA OF LEARNING | UT.CC.W.K. | Writing Standards |
| OBJECTIVE / STRAND | PRODUCTION AND DISTRIBUTION OF WRITING | |
| INDICATOR / CLUSTER | W.K.5. | With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. ReadyRosie All About Me Captioning Your Childhood I Know All About Labeling Your Story Make a Card Nature Journaling Write Me a Story |
| STANDARD / AREA OF LEARNING | UT.CC.W.K. | Writing Standards |
| OBJECTIVE / STRAND | RESEARCH TO BUILD AND PRESENT KNOWLEDGE | |
| INDICATOR / CLUSTER | W.K.7. | Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). ReadyRosie Color Poem Create a Crazy Character Family Adventure List I Want to Know About Make a Card Nature Journaling Write Me a Story |
| INDICATOR / CLUSTER | W.K.8. | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| STANDARD / AREA OF LEARNING | UT.CC.SL.K. | Speaking and Listening Standards |
| OBJECTIVE / STRAND | COMPREHENSION AND COLLABORATION | |
| INDICATOR / CLUSTER | SL.K.1. | Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. |
| EXPECTATION / STANDARD | SL.K.1.a. | Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). ReadyRosie A Memorable Story Conversation Starters 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? |
| EXPECTATION / STANDARD | SL.K.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? |
| STANDARD / AREA OF LEARNING | UT.CC.SL.K. | Speaking and Listening Standards |
| OBJECTIVE / STRAND | COMPREHENSION AND COLLABORATION | |
| INDICATOR / CLUSTER | SL.K.2. | Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. ReadyRosie 20 Questions Draw A Memorable Story 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 |
| INDICATOR / CLUSTER | SL.K.3. | Ask and answer questions in order to seek help, get information, or clarify something that is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| STANDARD / AREA OF LEARNING | UT.CC.SL.K. | Speaking and Listening Standards |
| OBJECTIVE / STRAND | PRESENTATION OF KNOWLEDGE AND IDEAS | |
| INDICATOR / CLUSTER | SL.K.4. | Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. ReadyRosie 20 Questions Draw A Memorable Story 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? |
| INDICATOR / CLUSTER | SL.K.5. | Add drawings or other visual displays to descriptions as desired to 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? |
| INDICATOR / CLUSTER | SL.K.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? |
| STANDARD / AREA OF LEARNING | UT.CC.L.K. | Language Standards |
| OBJECTIVE / STRAND | CONVENTIONS OF STANDARD ENGLISH | |
| INDICATOR / CLUSTER | L.K.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| EXPECTATION / STANDARD | L.K.1.a. | With guidance and support, identify and write many upper- and lowercase letters, including those in the student’s name. ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| EXPECTATION / STANDARD | L.K.1.b. | Use frequently occurring nouns and verbs. ReadyRosie All About My Family |
| EXPECTATION / STANDARD | L.K.1.d. | Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| EXPECTATION / STANDARD | L.K.1.f. | Produce and expand complete sentences in shared language activities. ReadyRosie Captioning Your Childhood Make a Card |
| STANDARD / AREA OF LEARNING | UT.CC.L.K. | Language Standards |
| OBJECTIVE / STRAND | CONVENTIONS OF STANDARD ENGLISH | |
| INDICATOR / CLUSTER | L.K.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| EXPECTATION / STANDARD | L.K.2.a. | Capitalize the first word in a sentence and the pronoun I. ReadyRosie Make an Invitation |
| EXPECTATION / STANDARD | L.K.2.b. | Recognize and name end punctuation. ReadyRosie Isn't That Bold? |
| EXPECTATION / STANDARD | L.K.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 |
| EXPECTATION / STANDARD | L.K.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 |
| STANDARD / AREA OF LEARNING | UT.CC.L.K. | Language Standards |
| OBJECTIVE / STRAND | VOCABULARY ACQUISITION AND USE | |
| INDICATOR / CLUSTER | L.K.5. | With guidance and support from adults, explore word relationships and nuances in word meanings. |
| EXPECTATION / STANDARD | L.K.5.a. | Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. ReadyRosie Guess the Group |
| EXPECTATION / STANDARD | L.K.5.b. | Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). ReadyRosie Speedy Synonyms |
| EXPECTATION / STANDARD | L.K.5.d. | Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. ReadyRosie Nursery Rhymes |
| STANDARD / AREA OF LEARNING | UT.CC.L.K. | Language Standards |
| OBJECTIVE / STRAND | VOCABULARY ACQUISITION AND USE | |
| INDICATOR / CLUSTER | L.K.6. | Use words and phrases acquired through conversations, reading and being read to, and responding to texts. ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller |
| Utah Core Standards |
| Language Arts |
| Grade: 1 - Adopted: 2013 |
| STANDARD / AREA OF LEARNING | UT.CC.RL.1. | Reading Standards for Literature |
| OBJECTIVE / STRAND | KEY IDEAS AND DETAILS | |
| INDICATOR / CLUSTER | RL.1.1. | 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 |
| INDICATOR / CLUSTER | RL.1.2. | 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 |
| INDICATOR / CLUSTER | RL.1.3. | 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 |
| STANDARD / AREA OF LEARNING | UT.CC.RL.1. | Reading Standards for Literature |
| OBJECTIVE / STRAND | CRAFT AND STRUCTURE | |
| INDICATOR / CLUSTER | RL.1.4. | Identify words and phrases in stories or poems 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? |
| INDICATOR / CLUSTER | RL.1.5. | Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. ReadyRosie Chapter Books What Do I Like? |
| INDICATOR / CLUSTER | RL.1.6. | Identify who is telling the story at various points in a text. ReadyRosie Reading Strategy: Reading and Making Connections |
| STANDARD / AREA OF LEARNING | UT.CC.RL.1. | Reading Standards for Literature |
| OBJECTIVE / STRAND | INTEGRATION OF KNOWLEDGE AND IDEAS | |
| INDICATOR / CLUSTER | RL.1.7. | 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 |
| INDICATOR / CLUSTER | RL.1.9. | Compare and contrast the adventures and experiences of characters in stories. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| STANDARD / AREA OF LEARNING | UT.CC.RL.1. | Reading Standards for Literature |
| OBJECTIVE / STRAND | RANGE OF READING AND LEVEL OF TEXT COMPLEXITY | |
| INDICATOR / CLUSTER | RL.1.10. | With prompting and support, read prose and poetry of appropriate complexity for grade 1. ReadyRosie Poetry Routine Reading Strategy: Model Expressive Reading What Do I Like? |
| STANDARD / AREA OF LEARNING | UT.CC.RI.1. | Reading Standards for Informational Text |
| OBJECTIVE / STRAND | KEY IDEAS AND DETAILS | |
| INDICATOR / CLUSTER | RI.1.1. | Ask and answer questions about key details in a text. ReadyRosie How To What Do You Want to Know? What's Cool About Nonfiction? |
| INDICATOR / CLUSTER | RI.1.2. | 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? |
| STANDARD / AREA OF LEARNING | UT.CC.RI.1. | Reading Standards for Informational Text |
| OBJECTIVE / STRAND | CRAFT AND STRUCTURE | |
| INDICATOR / CLUSTER | RI.1.4. | Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. ReadyRosie Share Your Knowledge Wondering About Words |
| INDICATOR / CLUSTER | RI.1.5. | Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. ReadyRosie Getting Into Information How To |
| INDICATOR / CLUSTER | RI.1.6. | Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. ReadyRosie How Far Does It Fly? How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| STANDARD / AREA OF LEARNING | UT.CC.RI.1. | Reading Standards for Informational Text |
| OBJECTIVE / STRAND | INTEGRATION OF KNOWLEDGE AND IDEAS | |
| INDICATOR / CLUSTER | RI.1.7. | Use the illustrations and details in a text to describe its key ideas. ReadyRosie How Far Does It Fly? How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| INDICATOR / CLUSTER | RI.1.8. | Identify the reasons an author gives to support points in a text. ReadyRosie How To Is It Real? What's Cool About Nonfiction? |
| STANDARD / AREA OF LEARNING | UT.CC.RI.1. | Reading Standards for Informational Text |
| OBJECTIVE / STRAND | RANGE OF READING AND LEVEL OF TEXT COMPLEXITY | |
| INDICATOR / CLUSTER | RI.1.10. | With prompting and support, read informational texts appropriately complex for grade 1. ReadyRosie Books on the Go Daily Reading Routines Five Finger Rule Reading Strategies: Punctuation Expression Reading Strategy: Echo Reading Reading Strategy: Give the Word What Do I Like? |
| STANDARD / AREA OF LEARNING | UT.CC.RF.1. | Reading Standards: Foundational Skills |
| OBJECTIVE / STRAND | PRINT CONCEPTS | |
| INDICATOR / CLUSTER | RF.1.1. | Demonstrate understanding of the organization and basic features of print. |
| EXPECTATION / STANDARD | RF.1.1.a. | Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). ReadyRosie Reading Strategies: Punctuation Expression |
| STANDARD / AREA OF LEARNING | UT.CC.RF.1. | Reading Standards: Foundational Skills |
| OBJECTIVE / STRAND | PHONOLOGICAL AWARENESS | |
| INDICATOR / CLUSTER | RF.1.2. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| EXPECTATION / STANDARD | RF.1.2.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 |
| EXPECTATION / STANDARD | RF.1.2.b. | Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| EXPECTATION / STANDARD | RF.1.2.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 |
| STANDARD / AREA OF LEARNING | UT.CC.RF.1. | Reading Standards: Foundational Skills |
| OBJECTIVE / STRAND | PHONICS AND WORD RECOGNITION | |
| INDICATOR / CLUSTER | RF.1.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| EXPECTATION / STANDARD | RF.1.3.a. | Know the spelling-sound correspondences for common consonant digraphs. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| EXPECTATION / STANDARD | RF.1.3.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! |
| EXPECTATION / STANDARD | RF.1.3.c. | Know final -e and common vowel team conventions for representing long vowel sounds. ReadyRosie Change One Letter |
| EXPECTATION / STANDARD | RF.1.3.d. | Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. ReadyRosie Rhyming Hand Game |
| EXPECTATION / STANDARD | RF.1.3.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 |
| EXPECTATION / STANDARD | RF.1.3.g. | Recognize and read grade-appropriate irregularly spelled words. ReadyRosie Change One Letter Fishing for Words Magical Creature Writing Make a Card My Words, Your Words Race You To the Top Reading Strategy: Give the Word Thinking About Word Chunks Where's That Word? Word Challenge Word Man Write a Letter You Know It! |
| STANDARD / AREA OF LEARNING | UT.CC.RF.1. | Reading Standards: Foundational Skills |
| OBJECTIVE / STRAND | FLUENCY | |
| INDICATOR / CLUSTER | RF.1.4. | Read with sufficient accuracy and fluency to support comprehension. |
| EXPECTATION / STANDARD | RF.1.4.a. | Read grade-level text with purpose and understanding. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Five Finger Rule My Library List Preview & Predict Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategies: Punctuation Expression Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |
| EXPECTATION / STANDARD | RF.1.4.b. | Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Building a Fort Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word |
| EXPECTATION / STANDARD | RF.1.4.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 |
| STANDARD / AREA OF LEARNING | UT.CC.W.1. | Writing Standards |
| OBJECTIVE / STRAND | TEXT TYPES AND PURPOSES | |
| INDICATOR / CLUSTER | W.1.1. | Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. ReadyRosie Captioning Your Childhood My First Journal |
| INDICATOR / CLUSTER | W.1.2. | Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. ReadyRosie 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 a Card Make an Invitation Nature Journaling Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| INDICATOR / CLUSTER | W.1.3. | Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. ReadyRosie 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 |
| STANDARD / AREA OF LEARNING | UT.CC.W.1. | Writing Standards |
| OBJECTIVE / STRAND | PRODUCTION AND DISTRIBUTION OF WRITING | |
| INDICATOR / CLUSTER | W.1.5. | With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. ReadyRosie All About My Family Bake Sale/Lemonade Stand Captioning Your Childhood Color Poem Create a Crazy Character Family Adventure List Funny Pictures I'd Really Like Labeling Your Story Magical Creature Writing Make a Card Make a List Math Journal Walk Nature Journaling Story Train Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| STANDARD / AREA OF LEARNING | UT.CC.W.1. | Writing Standards |
| OBJECTIVE / STRAND | RESEARCH TO BUILD AND PRESENT KNOWLEDGE | |
| INDICATOR / CLUSTER | W.1.7. | Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). ReadyRosie Bake Sale/Lemonade Stand Color Poem Create a Crazy Character Family Adventure List I Want to Know About I'd Really Like Make a Card Nature Journaling |
| INDICATOR / CLUSTER | W.1.8. | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| STANDARD / AREA OF LEARNING | UT.CC.SL.1. | Speaking and Listening Standards |
| OBJECTIVE / STRAND | COMPREHENSION AND COLLABORATION | |
| INDICATOR / CLUSTER | SL.1.1. | Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. |
| EXPECTATION / STANDARD | SL.1.1.a. | Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). ReadyRosie Conversation Starters 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? |
| EXPECTATION / STANDARD | SL.1.1.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? |
| EXPECTATION / STANDARD | SL.1.1.c. | Ask questions to clear up any confusion about the topics and texts under discussion. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who Library Visit What I Like About Me Who's Coming to Dinner? |
| STANDARD / AREA OF LEARNING | UT.CC.SL.1. | Speaking and Listening Standards |
| OBJECTIVE / STRAND | COMPREHENSION AND COLLABORATION | |
| INDICATOR / CLUSTER | SL.1.2. | Ask and answer questions about key details in a text read aloud or information presented orally or through other media. ReadyRosie 20 Questions Draw 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 |
| INDICATOR / CLUSTER | SL.1.3. | Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Love My Family Because... Library Visit What I Like About Me Who's Coming to Dinner? |
| STANDARD / AREA OF LEARNING | UT.CC.SL.1. | Speaking and Listening Standards |
| OBJECTIVE / STRAND | PRESENTATION OF KNOWLEDGE AND IDEAS | |
| INDICATOR / CLUSTER | SL.1.4. | 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? |
| INDICATOR / CLUSTER | SL.1.5. | Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. ReadyRosie 20 Questions Draw Create a Crazy Character Funny Pictures |
| INDICATOR / CLUSTER | SL.1.6. | Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 28 for specific expectations.) ReadyRosie Guess Who Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| STANDARD / AREA OF LEARNING | UT.CC.L.1. | Language Standards |
| OBJECTIVE / STRAND | CONVENTIONS OF STANDARD ENGLISH | |
| INDICATOR / CLUSTER | SL.1.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| EXPECTATION / STANDARD | SL.1.1.a. | Independently identify and legibly write all upper-and lowercase letters (legibility is defined as the letter being recognizable to readers in isolation from other letters in a word). ReadyRosie Captioning Your Childhood Letters on My Back Make an Invitation Write Your Name |
| EXPECTATION / STANDARD | SL.1.1.b. | Produce grade-appropriate text using legible writing. ReadyRosie Captioning Your Childhood Letters on My Back Make an Invitation Write Your Name |
| EXPECTATION / STANDARD | SL.1.1.c. | Use common, proper, and possessive nouns. ReadyRosie All About My Family Noun Charades Picture Talk |
| EXPECTATION / STANDARD | SL.1.1.d. | 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 |
| EXPECTATION / STANDARD | SL.1.1.e. | Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). ReadyRosie Picture Talk |
| EXPECTATION / STANDARD | SL.1.1.f. | 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 |
| EXPECTATION / STANDARD | SL.1.1.g. | Use frequently occurring adjectives. ReadyRosie Make a Card Picture Talk |
| EXPECTATION / STANDARD | SL.1.1.j. | Use frequently occurring prepositions (e.g., during, beyond, toward). ReadyRosie Picture Talk |
| EXPECTATION / STANDARD | SL.1.1.k. | 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 |
| STANDARD / AREA OF LEARNING | UT.CC.L.1. | Language Standards |
| OBJECTIVE / STRAND | CONVENTIONS OF STANDARD ENGLISH | |
| INDICATOR / CLUSTER | SL.1.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| EXPECTATION / STANDARD | SL.1.2.a. | Capitalize dates and names of people. ReadyRosie Make a Card Make an Invitation Write a Letter |
| EXPECTATION / STANDARD | SL.1.2.b. | Use end punctuation for sentences. ReadyRosie Magical Creature Writing Write a Letter |
| EXPECTATION / STANDARD | SL.1.2.d. | Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Race You To the Top Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| EXPECTATION / STANDARD | SL.1.2.e. | Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. 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 |
| STANDARD / AREA OF LEARNING | UT.CC.L.1. | Language Standards |
| OBJECTIVE / STRAND | VOCABULARY ACQUISITION AND USE | |
| INDICATOR / CLUSTER | SL.1.4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. |
| EXPECTATION / STANDARD | SL.1.4.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 |
| EXPECTATION / STANDARD | SL.1.4.b. | Use frequently occurring affixes as a clue to the meaning of a word. ReadyRosie Reading Strategy: Cover the Suffix |
| STANDARD / AREA OF LEARNING | UT.CC.L.1. | Language Standards |
| OBJECTIVE / STRAND | VOCABULARY ACQUISITION AND USE | |
| INDICATOR / CLUSTER | SL.1.5. | With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. |
| EXPECTATION / STANDARD | SL.1.5.a. | Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. ReadyRosie Noun Charades Words to Chew On |
| EXPECTATION / STANDARD | SL.1.5.b. | Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). ReadyRosie Noun Charades Words to Chew On |
| EXPECTATION / STANDARD | SL.1.5.c. | Identify real-life connections between words and their use (e.g., note places at home that are cozy). ReadyRosie Million Dollar Words |
| EXPECTATION / STANDARD | SL.1.5.d. | Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. ReadyRosie Million Dollar Words Nursery Rhymes |
| STANDARD / AREA OF LEARNING | UT.CC.L.1. | Language Standards |
| OBJECTIVE / STRAND | VOCABULARY ACQUISITION AND USE | |
| INDICATOR / CLUSTER | SL.1.6. | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes |
| Utah Core Standards |
| Language Arts |
| Grade: 2 - Adopted: 2013 |
| STANDARD / AREA OF LEARNING | UT.CC.RL.2. | Reading Standards for Literature |
| OBJECTIVE / STRAND | KEY IDEAS AND DETAILS | |
| INDICATOR / CLUSTER | RL.2.1. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ReadyRosie 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 |
| INDICATOR / CLUSTER | RL.2.3. | 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 |
| STANDARD / AREA OF LEARNING | UT.CC.RL.2. | Reading Standards for Literature |
| OBJECTIVE / STRAND | CRAFT AND STRUCTURE | |
| INDICATOR / CLUSTER | RL.2.4. | Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. ReadyRosie Car Tongue Twisters Color Poem Free Verse Family Rap My Turn, Your Turn Poetry Poetry Song Lyrics Tongue Twister Time |
| INDICATOR / CLUSTER | RL.2.5. | Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. ReadyRosie Summarizing the Story |
| INDICATOR / CLUSTER | RL.2.6. | Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. ReadyRosie Reading Strategy: Reading and Making Connections |
| STANDARD / AREA OF LEARNING | UT.CC.RL.2. | Reading Standards for Literature |
| OBJECTIVE / STRAND | INTEGRATION OF KNOWLEDGE AND IDEAS | |
| INDICATOR / CLUSTER | RL.2.7. | Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison 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 |
| INDICATOR / CLUSTER | RL.2.9. | 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 |
| STANDARD / AREA OF LEARNING | UT.CC.RL.2. | Reading Standards for Literature |
| OBJECTIVE / STRAND | RANGE OF READING AND LEVEL OF TEXT COMPLEXITY | |
| INDICATOR / CLUSTER | RL.2.10. | By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ReadyRosie Books on the Go Can You See It? Chapter Books Color Poem Free Verse Daily Reading Routines Five Finger Rule My Turn, Your Turn My Turn, Your Turn Poetry Poetry 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 Song Lyrics What Makes a Good Storyteller |
| STANDARD / AREA OF LEARNING | UT.CC.RI.2. | Reading Standards for Informational Text |
| OBJECTIVE / STRAND | KEY IDEAS AND DETAILS | |
| INDICATOR / CLUSTER | RI.2.1. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ReadyRosie How To I Want to Know About Reading Recipes That's So Cool What Do You Wonder? |
| INDICATOR / CLUSTER | RI.2.2. | Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. ReadyRosie How To That's So Cool |
| INDICATOR / CLUSTER | RI.2.3. | Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. ReadyRosie How Far Does It Fly? How To I Want to Know About I Went to the Zoo and Saw Reading Recipes That's So Cool What Do You Wonder? |
| STANDARD / AREA OF LEARNING | UT.CC.RI.2. | Reading Standards for Informational Text |
| OBJECTIVE / STRAND | CRAFT AND STRUCTURE | |
| INDICATOR / CLUSTER | RI.2.4. | Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. ReadyRosie Share Your Knowledge Wondering About Words |
| INDICATOR / CLUSTER | RI.2.5. | Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. ReadyRosie Comprehension Clues Finding Information How To Let's Explore Reading Recipes What's Up with That? |
| INDICATOR / CLUSTER | RI.2.6. | 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? |
| STANDARD / AREA OF LEARNING | UT.CC.RI.2. | Reading Standards for Informational Text |
| OBJECTIVE / STRAND | INTEGRATION OF KNOWLEDGE AND IDEAS | |
| INDICATOR / CLUSTER | RI.2.7. | Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. ReadyRosie How Far Does It Fly? That's So Cool |
| INDICATOR / CLUSTER | RI.2.8. | Describe how reasons support specific points the author makes in a text. ReadyRosie How To |
| STANDARD / AREA OF LEARNING | UT.CC.RI.2. | Reading Standards for Informational Text |
| OBJECTIVE / STRAND | RANGE OF READING AND LEVEL OF TEXT COMPLEXITY | |
| INDICATOR / CLUSTER | RI.2.10. | By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ReadyRosie Books on the Go Daily Reading Routines Five Finger Rule How Far Does It Fly? How To I Want to Know About I Went to the Zoo and Saw Reading Recipes Reading Strategies: Punctuation Expression Reading Strategy: Give the Word That's So Cool What Do You Wonder? |
| STANDARD / AREA OF LEARNING | UT.CC.RF.2. | Reading Standards: Foundational Skills |
| OBJECTIVE / STRAND | PHONICS AND WORD RECOGNITION | |
| INDICATOR / CLUSTER | RF.2.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| EXPECTATION / STANDARD | RF.2.3.b. | Know spelling-sound correspondences for additional common vowel teams. ReadyRosie Shopping for Syllables Thinking About Word Chunks |
| EXPECTATION / STANDARD | RF.2.3.c. | Decode regularly spelled two-syllable words with long vowels. ReadyRosie Little Words Inside Bigger Words Reading Strategy: Cover the Suffix Rhyming Hand Game |
| EXPECTATION / STANDARD | RF.2.3.d. | Decode words with common prefixes and suffixes. ReadyRosie Reading Strategy: Cover the Suffix Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| EXPECTATION / STANDARD | RF.2.3.e. | Identify words with inconsistent but common spelling-sound correspondences. ReadyRosie Reading Strategy: Give the Word Thinking About Word Chunks |
| EXPECTATION / STANDARD | RF.2.3.f. | Recognize and read grade-appropriate irregularly spelled words. ReadyRosie My Words, Your Words Race You To the Top Reading Strategy: Give the Word Thinking About Word Chunks |
| STANDARD / AREA OF LEARNING | UT.CC.RF.2. | Reading Standards: Foundational Skills |
| OBJECTIVE / STRAND | FLUENCY | |
| INDICATOR / CLUSTER | RF.2.4. | Read with sufficient accuracy and fluency to support comprehension. |
| EXPECTATION / STANDARD | RF.2.4.a. | Read grade-level text with purpose and understanding. ReadyRosie Books on the Go Can You See It? Chapter Books Daily Reading Routines Five Finger Rule 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? |
| EXPECTATION / STANDARD | RF.2.4.b. | Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Building a Fort Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word |
| EXPECTATION / STANDARD | RF.2.4.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| STANDARD / AREA OF LEARNING | UT.CC.W.2. | Writing Standards |
| OBJECTIVE / STRAND | TEXT TYPES AND PURPOSES | |
| INDICATOR / CLUSTER | W.2.1. | Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. ReadyRosie This Is Important Who Are Your Heroes? |
| INDICATOR / CLUSTER | W.2.2. | Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. ReadyRosie 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 |
| INDICATOR / CLUSTER | W.2.3. | Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. ReadyRosie 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 Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Writing Telephone Game |
| STANDARD / AREA OF LEARNING | UT.CC.W.2. | Writing Standards |
| OBJECTIVE / STRAND | PRODUCTION AND DISTRIBUTION OF WRITING | |
| INDICATOR / CLUSTER | W.2.5. | With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. ReadyRosie Color Poem Free Verse Create a Song Family Journaling I'd Really Like Magical Creature Writing Make a Neighborhood Map Nature Journaling Please Can I? Take a Stand Tell Me How This Is Important Who Are Your Heroes? Write About a Family Tradition |
| STANDARD / AREA OF LEARNING | UT.CC.W.2. | Writing Standards |
| OBJECTIVE / STRAND | RESEARCH TO BUILD AND PRESENT KNOWLEDGE | |
| INDICATOR / CLUSTER | W.2.7. | Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). ReadyRosie Color Poem Family Adventure List I Want to Know About I'd Really Like Make a Neighborhood Map Nature Journaling This Is Important |
| INDICATOR / CLUSTER | W.2.8. | Recall information from experiences or gather information from provided sources to answer a question. ReadyRosie Family Interview I Want to Know About Let's Explore Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| STANDARD / AREA OF LEARNING | UT.CC.SL.2. | Speaking and Listening Standards |
| OBJECTIVE / STRAND | COMPREHENSION AND COLLABORATION | |
| INDICATOR / CLUSTER | SL.2.1. | Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. |
| EXPECTATION / STANDARD | SL.2.1.a. | Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). ReadyRosie Conversation Starters 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? |
| EXPECTATION / STANDARD | SL.2.1.b. | Build on others’ talk in conversations by linking their 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? |
| EXPECTATION / STANDARD | SL.2.1.c. | Ask for clarification and further explanation as needed about the topics and texts under discussion. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Conversations in the Car Family Interview Freeze Dance Guess Who I Love My Family Because... I Read to You, You Read to Me Interview an Expert Kitchen Conversations Library Visit My Turn, Your Turn Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| STANDARD / AREA OF LEARNING | UT.CC.SL.2. | Speaking and Listening Standards |
| OBJECTIVE / STRAND | COMPREHENSION AND COLLABORATION | |
| INDICATOR / CLUSTER | SL.2.2. | Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. ReadyRosie 20 Questions Draw 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 |
| INDICATOR / CLUSTER | SL.2.3. | Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. ReadyRosie 20 Questions 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? |
| STANDARD / AREA OF LEARNING | UT.CC.SL.2. | Speaking and Listening Standards |
| OBJECTIVE / STRAND | PRESENTATION OF KNOWLEDGE AND IDEAS | |
| INDICATOR / CLUSTER | SL.2.4. | Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. ReadyRosie 20 Questions 20 Questions Draw Create a Song Family Interview Sharing Chores and Your Day What I Like About Me Who's Coming to Dinner? |
| INDICATOR / CLUSTER | SL.2.6. | 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 on page 28 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? |
| STANDARD / AREA OF LEARNING | UT.CC.L.2. | Language Standards |
| OBJECTIVE / STRAND | CONVENTIONS OF STANDARD ENGLISH | |
| INDICATOR / CLUSTER | L.2.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| EXPECTATION / STANDARD | L.2.1.d. | Use collective nouns (e.g., group). ReadyRosie 20 Questions Noun Charades |
| EXPECTATION / STANDARD | L.2.1.e. | Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). ReadyRosie Noun Charades |
| EXPECTATION / STANDARD | L.2.1.g. | Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). ReadyRosie Family Journaling |
| EXPECTATION / STANDARD | L.2.1.h. | Use adjectives and adverbs, and choose between them depending on what is to be modified. ReadyRosie Acrostic Poem Picture Talk |
| EXPECTATION / STANDARD | L.2.1.i. | 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 |
| STANDARD / AREA OF LEARNING | UT.CC.L.2. | Language Standards |
| OBJECTIVE / STRAND | CONVENTIONS OF STANDARD ENGLISH | |
| INDICATOR / CLUSTER | L.2.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| EXPECTATION / STANDARD | L.2.2.a. | Capitalize holidays, product names, and geographic names. ReadyRosie Writing Telephone Game |
| EXPECTATION / STANDARD | L.2.2.b. | Use commas in greetings and closings of letters. ReadyRosie Hidden Messages Write a Thank You Note Write to the Tooth Fairy |
| EXPECTATION / STANDARD | L.2.2.d. | 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 |
| STANDARD / AREA OF LEARNING | UT.CC.L.2. | Language Standards |
| OBJECTIVE / STRAND | KNOWLEDGE OF LANGUAGE | |
| INDICATOR / CLUSTER | L.2.3. | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| EXPECTATION / STANDARD | L.2.3.a. | Compare formal and informal uses of English. ReadyRosie Share Your Knowledge Sharing Chores and Your Day |
| STANDARD / AREA OF LEARNING | UT.CC.L.2. | Language Standards |
| OBJECTIVE / STRAND | VOCABULARY ACQUISITION AND USE | |
| INDICATOR / CLUSTER | L.2.4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. |
| EXPECTATION / STANDARD | L.2.4.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 |
| EXPECTATION / STANDARD | L.2.4.b. | Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| EXPECTATION / STANDARD | L.2.4.c. | Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). ReadyRosie Digging Into Roots |
| EXPECTATION / STANDARD | L.2.4.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 |
| EXPECTATION / STANDARD | L.2.4.e. | Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. ReadyRosie Comprehension Clues Finding Information |
| STANDARD / AREA OF LEARNING | UT.CC.L.2. | Language Standards |
| OBJECTIVE / STRAND | VOCABULARY ACQUISITION AND USE | |
| INDICATOR / CLUSTER | L.2.5. | Demonstrate understanding of word relationships and nuances in word meanings. |
| EXPECTATION / STANDARD | L.2.5.a. | Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). ReadyRosie Category Competition Hink Pink Million Dollar Words |
| EXPECTATION / STANDARD | L.2.5.b. | Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). ReadyRosie Category Competition Hink Pink Million Dollar Words |
| STANDARD / AREA OF LEARNING | UT.CC.L.2. | Language Standards |
| OBJECTIVE / STRAND | VOCABULARY ACQUISITION AND USE | |
| INDICATOR / CLUSTER | L.2.6. | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). ReadyRosie 20 Questions Draw Color Poem Color Poem Free Verse Conversation Starters Describe It Feelings Charades Funny Pictures Hink Pink How can I help my child learn new words? Sharing Chores and Your Day What I Like About Me What Makes a Good Storyteller Who's Coming to Dinner? |
| Utah Core Standards |
| Language Arts |
| Grade: 3 - Adopted: 2013 |
| STANDARD / AREA OF LEARNING | UT.CC.RL.3. | Reading Standards for Literature |
| OBJECTIVE / STRAND | KEY IDEAS AND DETAILS | |
| INDICATOR / CLUSTER | RL.3.1. | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ReadyRosie 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 |
| INDICATOR / CLUSTER | RL.3.2. | Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. ReadyRosie Chapter Books Sequence and Summarize Story Train Talking About Books What Makes a Good Storyteller |
| INDICATOR / CLUSTER | RL.3.3. | Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. ReadyRosie 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 |
| STANDARD / AREA OF LEARNING | UT.CC.RL.3. | Reading Standards for Literature |
| OBJECTIVE / STRAND | CRAFT AND STRUCTURE | |
| INDICATOR / CLUSTER | RL.3.4. | 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 |
| INDICATOR / CLUSTER | RL.3.5. | Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. ReadyRosie 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 |
| INDICATOR / CLUSTER | RL.3.6. | Distinguish their own point of view from that of the narrator or those of the characters. ReadyRosie Reading Strategy: Reading and Making Connections |
| STANDARD / AREA OF LEARNING | UT.CC.RL.3. | Reading Standards for Literature |
| OBJECTIVE / STRAND | INTEGRATION OF KNOWLEDGE AND IDEAS | |
| INDICATOR / CLUSTER | RL.3.7. | Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). ReadyRosie Pow Wow Crunch |
| INDICATOR / CLUSTER | RL.3.9. | Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). ReadyRosie What Makes a Good Storyteller |
| STANDARD / AREA OF LEARNING | UT.CC.RL.3. | Reading Standards for Literature |
| OBJECTIVE / STRAND | RANGE OF READING AND LEVEL OF TEXT COMPLEXITY | |
| INDICATOR / CLUSTER | RL.3.10. | By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. Recognize and begin to read documents written in cursive. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule It's All In Your Head My Turn, Your Turn My Turn, Your Turn Poetry Poetry Poetry Routine Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading Reading Strategy: Reading and Making Connections Song Lyrics What Makes a Good Storyteller |
| STANDARD / AREA OF LEARNING | UT.CC.RI.3. | Reading Standards for Informational Text |
| OBJECTIVE / STRAND | KEY IDEAS AND DETAILS | |
| INDICATOR / CLUSTER | RI.3.1. | 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? |
| INDICATOR / CLUSTER | RI.3.2. | Determine the main idea of a text; recount the key details and explain how they support the main idea. ReadyRosie That's So Cool What Will You Learn? |
| INDICATOR / CLUSTER | RI.3.3. | Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. ReadyRosie Double the Recipe How Far Does It Fly? I Want to Know About Reading Recipes That's So Cool What Will You Learn? |
| STANDARD / AREA OF LEARNING | UT.CC.RI.3. | Reading Standards for Informational Text |
| OBJECTIVE / STRAND | CRAFT AND STRUCTURE | |
| INDICATOR / CLUSTER | RI.3.4. | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. ReadyRosie Share Your Knowledge Wondering About Words |
| INDICATOR / CLUSTER | RI.3.5. | Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. ReadyRosie Comprehension Clues Reading Recipes |
| STANDARD / AREA OF LEARNING | UT.CC.RI.3. | Reading Standards for Informational Text |
| OBJECTIVE / STRAND | INTEGRATION OF KNOWLEDGE AND IDEAS | |
| INDICATOR / CLUSTER | RI.3.7. | Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). ReadyRosie How Far Does It Fly? |
| STANDARD / AREA OF LEARNING | UT.CC.RI.3. | Reading Standards for Informational Text |
| OBJECTIVE / STRAND | RANGE OF READING AND LEVEL OF TEXT COMPLEXITY | |
| INDICATOR / CLUSTER | RI.3.10. | By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. Recognize and begin to read documents written in cursive. ReadyRosie Books on the Go Daily Reading Routines Double the Recipe Favorite Genres Five Finger Rule I Want to Know About That's So Cool What Will You Learn? |
| STANDARD / AREA OF LEARNING | UT.CC.RF.3. | Reading Standards: Foundational Skills |
| OBJECTIVE / STRAND | PHONICS AND WORD RECOGNITION | |
| INDICATOR / CLUSTER | RF.3.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| EXPECTATION / STANDARD | RF.3.3.a. | Identify and know the meaning of the most common prefixes and derivational suffixes. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| EXPECTATION / STANDARD | RF.3.3.b. | Decode words with common Latin suffixes. ReadyRosie Shopping for Syllables Understanding Big Words |
| EXPECTATION / STANDARD | RF.3.3.d. | Read grade-appropriate irregularly spelled words. ReadyRosie Change One Letter Magical Creature Writing Race You To the Top Thinking About Word Chunks Word Challenge Write a Letter |
| STANDARD / AREA OF LEARNING | UT.CC.RF.3. | Reading Standards: Foundational Skills |
| OBJECTIVE / STRAND | FLUENCY | |
| INDICATOR / CLUSTER | RF.3.4. | Read with sufficient accuracy and fluency to support comprehension. |
| EXPECTATION / STANDARD | RF.3.4.a. | Read grade-level text with purpose and understanding. ReadyRosie Books on the Go 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? |
| EXPECTATION / STANDARD | RF.3.4.b. | Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Favorite Genres My Turn, Your Turn Poetry Poetry Poetry Routine Pow Wow Crunch Reading Strategy: Model Expressive Reading Song Lyrics |
| EXPECTATION / STANDARD | RF.3.4.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Wondering About Words Word Detective |
| STANDARD / AREA OF LEARNING | UT.CC.W.3. | Writing Standards |
| OBJECTIVE / STRAND | TEXT TYPES AND PURPOSES | |
| INDICATOR / CLUSTER | W.3.1. | Write opinion pieces on topics or texts, supporting a point of view with reasons. |
| EXPECTATION / STANDARD | W.3.1.a. | Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. ReadyRosie This Is Important Who Are Your Heroes? |
| EXPECTATION / STANDARD | W.3.1.c. | Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. ReadyRosie This Is Important |
| EXPECTATION / STANDARD | W.3.1.d. | Provide a concluding statement or section. ReadyRosie This Is Important Who Are Your Heroes? |
| STANDARD / AREA OF LEARNING | UT.CC.W.3. | Writing Standards |
| OBJECTIVE / STRAND | TEXT TYPES AND PURPOSES | |
| INDICATOR / CLUSTER | W.3.2. | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| EXPECTATION / STANDARD | W.3.2.a. | Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. ReadyRosie Create a Song Family Adventure List Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition |
| EXPECTATION / STANDARD | W.3.2.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 |
| EXPECTATION / STANDARD | W.3.2.c. | Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. ReadyRosie Create a Song |
| EXPECTATION / STANDARD | W.3.2.d. | Provide a concluding statement or section. ReadyRosie Write About a Family Tradition Write a Favorite Family Recipe |
| STANDARD / AREA OF LEARNING | UT.CC.W.3. | Writing Standards |
| OBJECTIVE / STRAND | TEXT TYPES AND PURPOSES | |
| INDICATOR / CLUSTER | W.3.3. | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
| EXPECTATION / STANDARD | W.3.3.a. | Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. ReadyRosie A Really Good Story Family Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Writing Telephone Game |
| EXPECTATION / STANDARD | W.3.3.b. | Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. ReadyRosie A Really Good Story Family Poem Magical Creature Writing Write Around |
| EXPECTATION / STANDARD | W.3.3.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 |
| EXPECTATION / STANDARD | W.3.3.d. | Provide a sense of closure. ReadyRosie Family Journaling Magical Creature Writing My Family Comic Strip Story Train Write Around |
| STANDARD / AREA OF LEARNING | UT.CC.W.3. | Writing Standards |
| OBJECTIVE / STRAND | PRODUCTION AND DISTRIBUTION OF WRITING | |
| INDICATOR / CLUSTER | W.3.4. | With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ReadyRosie 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 |
| INDICATOR / CLUSTER | W.3.5. | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language Standards 1–3 up to and including grade 3 on page 30.) ReadyRosie A Really Good Story This Is Important Write a Favorite Family Recipe |
| STANDARD / AREA OF LEARNING | UT.CC.W.3. | Writing Standards |
| OBJECTIVE / STRAND | RESEARCH TO BUILD AND PRESENT KNOWLEDGE | |
| INDICATOR / CLUSTER | W.3.7. | 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? |
| INDICATOR / CLUSTER | W.3.8. | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. ReadyRosie Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| STANDARD / AREA OF LEARNING | UT.CC.W.3. | Writing Standards |
| OBJECTIVE / STRAND | RANGE OF WRITING | |
| INDICATOR / CLUSTER | W.3.10. | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. ReadyRosie Family Adventure List Family Journaling Make a Neighborhood Map Nature Journaling This Is Important |
| STANDARD / AREA OF LEARNING | UT.CC.SL.3. | Speaking and Listening Standards |
| OBJECTIVE / STRAND | COMPREHENSION AND COLLABORATION | |
| INDICATOR / CLUSTER | SL.3.1. | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. |
| EXPECTATION / STANDARD | SL.3.1.a. | Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. ReadyRosie Conversation Starters 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? |
| EXPECTATION / STANDARD | SL.3.1.b. | Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). ReadyRosie Conversation Starters 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? |
| EXPECTATION / STANDARD | SL.3.1.c. | Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. ReadyRosie 20 Questions 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? |
| EXPECTATION / STANDARD | SL.3.1.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? |
| STANDARD / AREA OF LEARNING | UT.CC.SL.3. | Speaking and Listening Standards |
| OBJECTIVE / STRAND | COMPREHENSION AND COLLABORATION | |
| INDICATOR / CLUSTER | SL.3.2. | Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. ReadyRosie 20 Questions Draw Family Movie Night My Turn, Your Turn Random, Bizarre Facts |
| INDICATOR / CLUSTER | SL.3.3. | 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? |
| STANDARD / AREA OF LEARNING | UT.CC.SL.3. | Speaking and Listening Standards |
| OBJECTIVE / STRAND | PRESENTATION OF KNOWLEDGE AND IDEAS | |
| INDICATOR / CLUSTER | SL.3.4. | Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. ReadyRosie 20 Questions 20 Questions Draw Create a Song Family Interview Share Your Knowledge Sharing Chores and Your Day Who's Coming to Dinner? |
| INDICATOR / CLUSTER | SL.3.6. | 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 on page 30 for specific expectations.) ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| STANDARD / AREA OF LEARNING | UT.CC.L.3. | Language Standards |
| OBJECTIVE / STRAND | CONVENTIONS OF STANDARD ENGLISH | |
| INDICATOR / CLUSTER | L.3.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| EXPECTATION / STANDARD | L.3.1.c. | Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. ReadyRosie Acrostic Poem Noun Charades |
| EXPECTATION / STANDARD | L.3.1.d. | Form and use regular and irregular plural nouns. ReadyRosie Noun Charades |
| EXPECTATION / STANDARD | L.3.1.e. | Use abstract nouns (e.g., childhood). ReadyRosie Noun Charades |
| EXPECTATION / STANDARD | L.3.1.e. | Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. ReadyRosie Magical Creature Writing |
| EXPECTATION / STANDARD | L.3.1.h. | Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| EXPECTATION / STANDARD | L.3.1.j. | Produce simple, compound, and complex sentences. ReadyRosie Magical Creature Writing Writing Telephone Game |
| STANDARD / AREA OF LEARNING | UT.CC.L.3. | Language Standards |
| OBJECTIVE / STRAND | CONVENTIONS OF STANDARD ENGLISH | |
| INDICATOR / CLUSTER | L.3.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| EXPECTATION / STANDARD | L.3.2.c. | Use commas and quotation marks in dialogue. ReadyRosie Write Around |
| EXPECTATION / STANDARD | L.3.2.e. | Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). ReadyRosie Change One Letter Magical Creature Writing Shopping for Syllables Spelling Pattern Game Thinking About Word Chunks Understanding Big Words Word Challenge Write a Letter |
| EXPECTATION / STANDARD | L.3.2.f. | Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| STANDARD / AREA OF LEARNING | UT.CC.L.3. | Language Standards |
| OBJECTIVE / STRAND | KNOWLEDGE OF LANGUAGE | |
| INDICATOR / CLUSTER | L.3.3. | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| EXPECTATION / STANDARD | L.3.3.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 |
| STANDARD / AREA OF LEARNING | UT.CC.L.3. | Language Standards |
| OBJECTIVE / STRAND | KNOWLEDGE OF LANGUAGE | |
| INDICATOR / CLUSTER | L.3.4. | Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. |
| EXPECTATION / STANDARD | L.3.4.a. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Wondering About Words Word Detective |
| EXPECTATION / STANDARD | L.3.4.b. | Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| EXPECTATION / STANDARD | L.3.4.c. | Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). ReadyRosie Digging Into Roots |
| EXPECTATION / STANDARD | L.3.4.d. | Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. ReadyRosie Comprehension Clues |
| STANDARD / AREA OF LEARNING | UT.CC.L.3. | Language Standards |
| OBJECTIVE / STRAND | VOCABULARY ACQUISITION AND USE | |
| INDICATOR / CLUSTER | L.3.5. | Demonstrate understanding of word relationships and nuances in word meanings. |
| EXPECTATION / STANDARD | L.3.5.a. | Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer Wondering About Words Word Detective |
| EXPECTATION / STANDARD | L.3.5.b. | Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| EXPECTATION / STANDARD | L.3.5.c. | Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| STANDARD / AREA OF LEARNING | UT.CC.L.3. | Language Standards |
| OBJECTIVE / STRAND | VOCABULARY ACQUISITION AND USE | |
| INDICATOR / CLUSTER | L.3.6. | Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). ReadyRosie Category Competition 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 |
| Utah Core Standards |
| Mathematics |
| Grade: K - Adopted: 2016 |
| STANDARD / AREA OF LEARNING | UT.K.MP. | MATHEMATICAL PRACTICES (K.MP) |
| OBJECTIVE / STRAND | K.MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book How Many Legs? |
| OBJECTIVE / STRAND | K.MP.2. | Reason abstractly and quantitatively. ReadyRosie How Many Legs? The Right Size |
| OBJECTIVE / STRAND | K.MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort More or Less Salty Numbers Would It Work? |
| OBJECTIVE / STRAND | K.MP.4. | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| OBJECTIVE / STRAND | K.MP.7. | Look for and make use of structure. ReadyRosie Pattern Walk |
| OBJECTIVE / STRAND | K.MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Pattern Walk |
| STANDARD / AREA OF LEARNING | UT.K.CC. | COUNTING AND CARDINALITY (K.CC) |
| OBJECTIVE / STRAND | Know number names and the counting sequence. Count to tell the number of objects. Identify and compare quantities of objects and numerals. | |
| INDICATOR / CLUSTER | K.CC.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? |
| INDICATOR / CLUSTER | K.CC.2. | Count forward beginning from a given number within the known sequence (instead of having to begin at 1). 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? |
| INDICATOR / CLUSTER | K.CC.3. | Read and write numbers using base ten numerals from 0 to 20. Represent a number of objects with a written numeral, in or out of sequence (0 represents a count of no objects). ReadyRosie Go Fish My Favorite Things Numbers on My Back Sneaky Math Note Ten in a Row |
| STANDARD / AREA OF LEARNING | UT.K.CC. | COUNTING AND CARDINALITY (K.CC) |
| OBJECTIVE / STRAND | Know number names and the counting sequence. Count to tell the number of objects. Identify and compare quantities of objects and numerals. | |
| INDICATOR / CLUSTER | K.CC.4. | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| EXPECTATION / STANDARD | K.CC.4.a. | When counting objects, say the numbers in the standard order. Pair each quantity of objects with one and only one number, and each number with the correct quantity of objects. 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? |
| EXPECTATION / STANDARD | K.CC.4.b. | Understand that the last number said represents the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. ReadyRosie Car Race 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? |
| EXPECTATION / STANDARD | K.CC.4.c. | Understand that each successive number refers to a quantity that is one greater than the previous number. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |
| STANDARD / AREA OF LEARNING | UT.K.CC. | COUNTING AND CARDINALITY (K.CC) |
| OBJECTIVE / STRAND | Know number names and the counting sequence. Count to tell the number of objects. Identify and compare quantities of objects and numerals. | |
| INDICATOR / CLUSTER | K.CC.5. | Use counting to answer questions about “how many.” For example, 20 or fewer objects arranged in a line, a rectangular array, or circle; 10 or fewer objects in a scattered configuration. Using a number from 1–20, count out that many objects. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Sneaky Math Note Spill the Beans The Biggest Number What Do I Have? |
| INDICATOR / CLUSTER | K.CC.6. | Use matching or counting strategies to 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 |
| INDICATOR / CLUSTER | K.CC.7. | Compare two numbers between 1 and 10 presented as written numerals using “greater than,” “less than,” or “equal to. ReadyRosie Ten in a Row |
| STANDARD / AREA OF LEARNING | UT.K.OA. | OPERATIONS AND ALGEBRAIC THINKING (K.OA) |
| OBJECTIVE / STRAND | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. | |
| INDICATOR / CLUSTER | K.OA.1. | Represent addition and subtraction with objects, fingers, mental images, simple drawings, or sounds. For example, use clapping, act out situations, and use verbal explanations, expressions, or equations. ReadyRosie Car Race Family Math Book Finish My Set Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes |
| INDICATOR / CLUSTER | K.OA.2. | Solve addition and subtraction word problems within 10. Use objects or drawings to represent the problem. ReadyRosie Bedtime Math Story Car Race Car Time Math Family Math Book Finish My Set Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes Restaurant Story Problems Spill the Beans |
| INDICATOR / CLUSTER | K.OA.3. | Decompose numbers less than or equal to 10 into pairs in more than one way by using objects or drawings. Record each decomposition by a drawing or equation. For example, 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? |
| INDICATOR / CLUSTER | K.OA.4. | Make sums of 10 using any number from 1 to 9. For example, 2 + 8 = 10. Use objects or drawings to represent and record the answer. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| INDICATOR / CLUSTER | K.OA.5. | Fluently add and subtract using numbers within 5. ReadyRosie Car Race Math Fact Memory Roll the Difference Spill the Beans |
| STANDARD / AREA OF LEARNING | UT.K.NBT. | NUMBER AND OPERATIONS IN BASE TEN (K.NBT) |
| OBJECTIVE / STRAND | Compose and decompose numbers 11–19 to gain foundations for place value. | |
| INDICATOR / CLUSTER | K.NBT.1. | Compose and decompose numbers from 11–19 into ten ones and some further ones. Use objects or drawings and record each composition or decomposition by a drawing or equation. For example, 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? |
| STANDARD / AREA OF LEARNING | UT.K.MD. | MEASUREMENT AND DATA (K.MD) |
| OBJECTIVE / STRAND | Describe and compare measurable attributes of objects and classify objects and count the number of objects in each category. | |
| INDICATOR / CLUSTER | K.MD.1. | Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. ReadyRosie Blow Your House Down! Hunt and Measure Measurable Me |
| INDICATOR / CLUSTER | K.MD.2. | Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the length of two pencils and describe one as shorter or longer. 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 |
| INDICATOR / CLUSTER | K.MD.3. | Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Limit the category counts to less than or equal to 10. ReadyRosie Card Sorting I Spy a Coin Toy Organization |
| STANDARD / AREA OF LEARNING | UT.K.G. | GEOMETRY (K.G) |
| OBJECTIVE / STRAND | Identify and describe shapes, including squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres. Analyze, compare, create, and compose shapes. | |
| INDICATOR / CLUSTER | K.G.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 |
| INDICATOR / CLUSTER | K.G.2. | Correctly name shapes regardless of their orientations or overall sizes. ReadyRosie Canned Shape Scavenger Hunt |
| INDICATOR / CLUSTER | K.G.3. | Identify shapes as two-dimensional ("flat") or three-dimensional ("solid"). ReadyRosie Shape Scavenger Hunt |
| INDICATOR / CLUSTER | K.G.4. | Analyze, compare, and sort two- and three-dimensional shapes and objects, in different sizes and orientations, using informal language to describe their similarities, differences, and other attributes (for example, color, size, shape, number of sides). ReadyRosie Canned Shape Scavenger Hunt |
| INDICATOR / CLUSTER | K.G.5. | Model and create shapes from components such as sticks and clay balls. ReadyRosie Is it a Triangle? |
| INDICATOR / CLUSTER | K.G.6. | Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” ReadyRosie Is it a Triangle? |
| Utah Core Standards |
| Mathematics |
| Grade: 1 - Adopted: 2016 |
| STANDARD / AREA OF LEARNING | UT.1.MP. | MATHEMATICAL PRACTICES (1.MP) |
| OBJECTIVE / STRAND | 1.MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book |
| OBJECTIVE / STRAND | 1.MP.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? |
| OBJECTIVE / STRAND | 1.MP.4. | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| OBJECTIVE / STRAND | 1.MP.6. | Attend to precision. ReadyRosie Category Hunt |
| OBJECTIVE / STRAND | 1.MP.7. | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| OBJECTIVE / STRAND | 1.MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| STANDARD / AREA OF LEARNING | UT.1.OA. | OPERATIONS AND ALGEBRAIC THINKING (1.OA) |
| OBJECTIVE / STRAND | Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Work with addition and subtraction equations. | |
| INDICATOR / CLUSTER | 1.OA.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. For example, use 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... |
| INDICATOR / CLUSTER | 1.OA.2. | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. For example, use 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... |
| INDICATOR / CLUSTER | 1.OA.3. | Apply properties of operations as strategies to add and subtract. For example: 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.) First grade students need not use formal terms for these properties. ReadyRosie Fishing for Doubles |
| INDICATOR / CLUSTER | 1.OA.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 |
| INDICATOR / CLUSTER | 1.OA.5. | Relate counting to addition and subtraction. For example, by counting on 2 to add 2. ReadyRosie Addition War Domino Addition Fifteen Fact Memory I Can Make You Say 21 Make Ten Roll the Difference |
| STANDARD / AREA OF LEARNING | UT.1.OA. | OPERATIONS AND ALGEBRAIC THINKING (1.OA) |
| OBJECTIVE / STRAND | Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Work with addition and subtraction equations. | |
| INDICATOR / CLUSTER | 1.OA.6. | Add and subtract within 20. |
| EXPECTATION / STANDARD | 1.OA.6.a. | Use strategies such as counting on; making ten (for example, 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (for example, 13 - 4 = 13 – 3 – 1 = 10 – 1= 9); using the relationship between addition and subtraction (for example, knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (for example, 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 |
| EXPECTATION / STANDARD | 1.OA.6.b. | By the end of Grade 1, demonstrate fluency for addition and subtraction within 10. ReadyRosie Addition War Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Scoops |
| STANDARD / AREA OF LEARNING | UT.1.OA. | OPERATIONS AND ALGEBRAIC THINKING (1.OA) |
| OBJECTIVE / STRAND | Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Work with addition and subtraction equations. | |
| INDICATOR / CLUSTER | 1.OA.8. | Determine the unknown whole number in an addition or subtraction equation relating 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? |
| STANDARD / AREA OF LEARNING | UT.1.NBT. | NUMBER AND OPERATIONS IN BASE TEN (1.NBT) |
| OBJECTIVE / STRAND | Extend the counting sequence. Understand place value. Use place value understanding and properties of operations to add and subtract. | |
| INDICATOR / CLUSTER | 1.NBT.1. | Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. ReadyRosie I Can Make You Say 21 Sneaky Math Note Ten in a Row |
| STANDARD / AREA OF LEARNING | UT.1.NBT. | NUMBER AND OPERATIONS IN BASE TEN (1.NBT) |
| OBJECTIVE / STRAND | Extend the counting sequence. Understand place value. Use place value understanding and properties of operations to add and subtract. | |
| INDICATOR / CLUSTER | 1.NBT.2. | Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: |
| EXPECTATION / STANDARD | 1.NBT.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 |
| EXPECTATION / STANDARD | 1.NBT.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 |
| EXPECTATION / STANDARD | 1.NBT.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 |
| STANDARD / AREA OF LEARNING | UT.1.NBT. | NUMBER AND OPERATIONS IN BASE TEN (1.NBT) |
| OBJECTIVE / STRAND | Extend the counting sequence. Understand place value. Use place value understanding and properties of operations to add and subtract. | |
| INDICATOR / CLUSTER | 1.NBT.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 |
| INDICATOR / CLUSTER | 1.NBT.4. | Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens to tens and ones to ones, and that it is sometimes necessary to compose a ten. ReadyRosie Broken Calculator Keys Car Race Fishing for Tens Ten Dimes |
| INDICATOR / CLUSTER | 1.NBT.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 |
| INDICATOR / CLUSTER | 1.NBT.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 |
| STANDARD / AREA OF LEARNING | UT.1.MD. | MEASUREMENT AND DATA (1.MD) |
| OBJECTIVE / STRAND | Measure lengths indirectly and by iterating length units). Tell and write time. Represent and interpret data. Identify the value of coins. | |
| INDICATOR / CLUSTER | 1.MD.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 |
| INDICATOR / CLUSTER | 1.MD.2. | Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. ReadyRosie Hunt and Measure |
| INDICATOR / CLUSTER | 1.MD.3. | Tell and write time in hours and half-hours using analog and digital clocks. ReadyRosie Body Clock |
| INDICATOR / CLUSTER | 1.MD.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 |
| INDICATOR / CLUSTER | 1.MD.5. | Identify the values of pennies, nickels, dimes and quarters, and know their comparative values. (For example, a dime is of greater value than a nickel.) Use appropriate notation to designate a coin’s value. (For example, 5¢.) ReadyRosie Counting Coins |
| STANDARD / AREA OF LEARNING | UT.1.G. | GEOMETRY (1.G) |
| OBJECTIVE / STRAND | Reason with shapes and their attributes. | |
| INDICATOR / CLUSTER | 1.G.1. | Distinguish between defining attributes (for example, triangles are closed and three-sided) versus non-defining attributes (for example, color, orientation, overall size); build and draw shapes that possess defining attributes. ReadyRosie Folding a Blanket One of These Is Not Like the Other Paper Airplane Geometry |
| STANDARD / AREA OF LEARNING | UT.1.G. | GEOMETRY (1.G) |
| OBJECTIVE / STRAND | Reason with shapes and their attributes. | |
| INDICATOR / CLUSTER | 1.G.2. | Compose shapes. |
| EXPECTATION / STANDARD | 1.G.2.a. | Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) to create a composite shape, and compose new shapes from the composite shape. ReadyRosie Folding a Blanket Paper Airplane Geometry |
| STANDARD / AREA OF LEARNING | UT.1.G. | GEOMETRY (1.G) |
| OBJECTIVE / STRAND | Reason with shapes and their attributes. | |
| INDICATOR / CLUSTER | 1.G.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 or four of the shares. Understand that, for these examples, decomposing into more equal shares creates smaller shares. ReadyRosie Folding Napkins Making Playdough Together |
| Utah Core Standards |
| Mathematics |
| Grade: 2 - Adopted: 2016 |
| STANDARD / AREA OF LEARNING | UT.2.MP. | MATHEMATICAL PRACTICES (2.MP) |
| OBJECTIVE / STRAND | 2.MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| OBJECTIVE / STRAND | 2.MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt One of These Is Not Like the Other |
| OBJECTIVE / STRAND | 2.MP.4. | Model with mathematics. ReadyRosie Family Math Book Is it Reasonable? When Five is Big |
| OBJECTIVE / STRAND | 2.MP.6. | Attend to precision. ReadyRosie Category Hunt |
| OBJECTIVE / STRAND | 2.MP.7. | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| OBJECTIVE / STRAND | 2.MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| STANDARD / AREA OF LEARNING | UT.2.OA. | OPERATIONS AND ALGEBRAIC THINKING (2.OA) |
| OBJECTIVE / STRAND | Represent and solve problems involving addition and subtraction. Fluently add and subtract within 20 and work with equal groups of objects to gain foundations for multiplication. | |
| INDICATOR / CLUSTER | 2.OA.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, for example, 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 |
| STANDARD / AREA OF LEARNING | UT.2.OA. | OPERATIONS AND ALGEBRAIC THINKING (2.OA) |
| OBJECTIVE / STRAND | Represent and solve problems involving addition and subtraction. Fluently add and subtract within 20 and work with equal groups of objects to gain foundations for multiplication. | |
| INDICATOR / CLUSTER | 2.OA.2. | Fluently add and subtract within 20. |
| EXPECTATION / STANDARD | 2.OA.2.a. | Add and subtract within 20 using mental strategies such as counting on; making ten (for example, 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (for example, 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (for example, knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (for example, adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). ReadyRosie Addition War Can you Make 21? Fifteen Fact Memory Fishing for Doubles Subtraction War |
| EXPECTATION / STANDARD | 2.OA.2.b. | By the 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 |
| STANDARD / AREA OF LEARNING | UT.2.OA. | OPERATIONS AND ALGEBRAIC THINKING (2.OA) |
| OBJECTIVE / STRAND | Represent and solve problems involving addition and subtraction. Fluently add and subtract within 20 and work with equal groups of objects to gain foundations for multiplication. | |
| INDICATOR / CLUSTER | 2.OA.3. | Determine whether a group of objects (up to 20) has an odd or even number of members, (for example, by pairing objects or counting them by twos). Write an equation to express an even number as a sum of two equal addends. ReadyRosie Even or Odd? |
| INDICATOR / CLUSTER | 2.OA.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 |
| STANDARD / AREA OF LEARNING | UT.2.NBT. | NUMBER AND OPERATIONS IN BASE TEN (2.NBT) |
| OBJECTIVE / STRAND | Understand place value. Use place value understanding and properties of operations to add and subtract. | |
| INDICATOR / CLUSTER | 2.NBT.1. | Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; for example, 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: |
| EXPECTATION / STANDARD | 2.NBT.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 |
| EXPECTATION / STANDARD | 2.NBT.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 |
| STANDARD / AREA OF LEARNING | UT.2.NBT. | NUMBER AND OPERATIONS IN BASE TEN (2.NBT) |
| OBJECTIVE / STRAND | Understand place value. Use place value understanding and properties of operations to add and subtract. | |
| INDICATOR / CLUSTER | 2.NBT.2. | Count within 1,000; skip-count by fives, tens, and hundreds. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| INDICATOR / CLUSTER | 2.NBT.3. | Read and write numbers to 1,000 using base-ten numerals, number names, and expanded form. ReadyRosie All About My Number Dollars and Dice Place Value Dice Sneaky Math Note Thousand More |
| INDICATOR / CLUSTER | 2.NBT.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 |
| INDICATOR / CLUSTER | 2.NBT.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? |
| INDICATOR / CLUSTER | 2.NBT.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 |
| INDICATOR / CLUSTER | 2.NBT.7. | Add and subtract within 1,000 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, and ones and ones, and that it is sometimes 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? |
| INDICATOR / CLUSTER | 2.NBT.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 |
| INDICATOR / CLUSTER | 2.NBT.9. | Explain why addition and subtraction strategies work, using place value and the properties of operations. Explanations may be supported by 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? |
| STANDARD / AREA OF LEARNING | UT.2.MD. | MEASUREMENT AND DATA (2.MD) |
| OBJECTIVE / STRAND | Measure and estimate lengths in standard units and relate addition and subtraction to length. Work with time and money. Represent and interpret data. | |
| INDICATOR / CLUSTER | 2.MD.1. | Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. ReadyRosie Category Hunt How Far Does It Fly? Ramp Car Racing |
| INDICATOR / CLUSTER | 2.MD.3. | Estimate lengths using units of inches, feet, centimeters, and meters ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| INDICATOR / CLUSTER | 2.MD.4. | Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. For example, after measuring a pencil and a crayon, a student uses the measurements to determine that the pencil is two inches longer than the crayon. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| INDICATOR / CLUSTER | 2.MD.8. | Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. For example, if you have 2 dimes and 3 pennies, how many cents do you have? ReadyRosie What's in a Dollar? |
| INDICATOR / CLUSTER | 2.MD.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 Category Hunt How Far Does It Fly? Ramp Car Racing |
| STANDARD / AREA OF LEARNING | UT.2.G. | GEOMETRY (2.G) |
| OBJECTIVE / STRAND | Reason with shapes and their attributes. | |
| INDICATOR / CLUSTER | 2.G.1. | Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Sizes are compared directly or visually, not compared by measuring. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. ReadyRosie Mystery Shape Paper Airplane Geometry |
| INDICATOR / CLUSTER | 2.G.2. | Partition a rectangle into rows and columns of same-size squares and count to find the total number of squares. ReadyRosie An Array of Brownies |
| INDICATOR / CLUSTER | 2.G.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, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. ReadyRosie Counting Fractions |
| Utah Core Standards |
| Mathematics |
| Grade: 3 - Adopted: 2016 |
| STANDARD / AREA OF LEARNING | UT.3.MP. | MATHEMATICAL PRACTICES (3.MP) |
| OBJECTIVE / STRAND | 3.MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| OBJECTIVE / STRAND | 3.MP.2. | Reason abstractly and quantitatively. ReadyRosie That's Crazy! |
| OBJECTIVE / STRAND | 3.MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt |
| OBJECTIVE / STRAND | 3.MP.4. | Model with mathematics. ReadyRosie Family Math Book That's Crazy! When Five is Big |
| OBJECTIVE / STRAND | 3.MP.6. | Attend to precision. ReadyRosie Category Hunt |
| OBJECTIVE / STRAND | 3.MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| STANDARD / AREA OF LEARNING | UT.3.OA. | OPERATIONS AND ALGEBRAIC THINKING (3.OA) |
| OBJECTIVE / STRAND | Represent and solve problems involving multiplication and division within 100. Demonstrate understanding of the properties of multiplication and the relationship between multiplication and division. Use the four operations to identify and explain patterns in arithmetic. | |
| INDICATOR / CLUSTER | 3.OA.1. | Interpret the products of whole numbers, such as interpreting 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. ReadyRosie I Spy Sums and Products Let's Go to 100 Multiplication War Price Per Pound Say it a Different Way |
| INDICATOR / CLUSTER | 3.OA.2. | Interpret whole-number quotients of whole numbers. For example, interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into eight shares (partitive), or as a number of shares when 56 objects are partitioned into equal shares of eight objects each (quotative). ReadyRosie Fair Share |
| INDICATOR / CLUSTER | 3.OA.3. | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. For example, use 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 |
| INDICATOR / CLUSTER | 3.OA.4. | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number—product, factor, quotient, dividend, or divisor—that makes the equation true in each of the equations 8 x ? = 48, 5 = ? ÷ 3, and 6 x 6 = ? ReadyRosie Math Mind Reading Parts Unknown |
| INDICATOR / CLUSTER | 3.OA.5. | Apply properties of operations as strategies to multiply and divide. For example: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known (commutative property of multiplication). 3 x 5 x 2 can be found by 3 x 5 = 15, then 15 x 2 = 30, or by 5 x 2 = 10, then 3 x 10 = 30 (associative property of multiplication). Knowing that 8 x 5 = 40 and 8 x 2 = 16, one can find 8 x 7 as 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56 (distributive property). (Third grade students may, but need not, use formal terms for these properties.) ReadyRosie I Spy Sums and Products Multiplication War |
| INDICATOR / CLUSTER | 3.OA.6. | Understand division as an unknown-factor problem. Understand the relationship between multiplication and division (multiplication and division are inverse operations). 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 |
| STANDARD / AREA OF LEARNING | UT.3.OA. | OPERATIONS AND ALGEBRAIC THINKING (3.OA) |
| OBJECTIVE / STRAND | Represent and solve problems involving multiplication and division within 100. Demonstrate understanding of the properties of multiplication and the relationship between multiplication and division. Use the four operations to identify and explain patterns in arithmetic. | |
| INDICATOR / CLUSTER | 3.OA.7. | Fluently multiply and divide. |
| EXPECTATION / STANDARD | 3.OA.7.a. | Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. (For example, knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8.) ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |
| STANDARD / AREA OF LEARNING | UT.3.OA. | OPERATIONS AND ALGEBRAIC THINKING (3.OA) |
| OBJECTIVE / STRAND | Represent and solve problems involving multiplication and division within 100. Demonstrate understanding of the properties of multiplication and the relationship between multiplication and division. Use the four operations to identify and explain patterns in arithmetic. | |
| INDICATOR / CLUSTER | 3.OA.8. | Solve two-step word problems. |
| EXPECTATION / STANDARD | 3.OA.8.a. | Solve two-step word problems using the four operations. Know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations). (Limit to problems posed with whole numbers and having whole number answers.) ReadyRosie Can I Stump You? Family Math Book Input Output Let's Go to 100 Make One Up Restaurant Story Problems Table Times |
| EXPECTATION / STANDARD | 3.OA.8.c. | Assess the reasonableness of answers using mental computation and estimation strategies, including rounding. ReadyRosie How Likely Is it? |
| STANDARD / AREA OF LEARNING | UT.3.NBT. | NUMBER AND OPERATIONS IN BASE TEN (3.NBT) |
| OBJECTIVE / STRAND | Use place value understanding and properties of operations to perform multi-digit arithmetic. A range of algorithms may be used. | |
| INDICATOR / CLUSTER | 3.NBT.1. | Use place value understanding to round whole numbers to the nearest 10 or 100. ReadyRosie Round Showdown The Greater Number |
| INDICATOR / CLUSTER | 3.NBT.2. | Fluently add and subtract within 1,000 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? |
| STANDARD / AREA OF LEARNING | UT.3.NF. | NUMBER AND OPERATIONS—FRACTIONS (3.NF) |
| OBJECTIVE / STRAND | Develop understanding of fractions as numbers. Denominators are limited to 2, 3, 4, 6, and 8 in third grade. | |
| INDICATOR / CLUSTER | 3.NF.1. | Understand that a unit fraction has a numerator of one and a non-zero denominator. |
| EXPECTATION / STANDARD | 3.NF.1.a. | Understand a fraction 1/b as the quantity formed by one part when a whole is partitioned into b equal parts. ReadyRosie Fractions on a Number Line Shape Up! |
| STANDARD / AREA OF LEARNING | UT.3.NF. | NUMBER AND OPERATIONS—FRACTIONS (3.NF) |
| OBJECTIVE / STRAND | Develop understanding of fractions as numbers. Denominators are limited to 2, 3, 4, 6, and 8 in third grade. | |
| INDICATOR / CLUSTER | 3.NF.3. | Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. |
| EXPECTATION / STANDARD | 3.NF.3.a. | Understand two fractions as equivalent if they are the same size, or the same point on a number line. ReadyRosie Sharing an Apple |
| EXPECTATION / STANDARD | 3.NF.3.b. | Recognize and generate simple equivalent fractions, such as 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent by using a visual fraction model, for example. ReadyRosie Sharing an Apple |
| EXPECTATION / STANDARD | 3.NF.3.c. | Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. For example, express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. ReadyRosie Fractions on a Number Line Shape Up! |
| EXPECTATION / STANDARD | 3.NF.3.d. | Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, for example, by using a visual fraction model. ReadyRosie Fractions on a Number Line |
| STANDARD / AREA OF LEARNING | UT.3.MD. | MEASUREMENT AND DATA (3.MD) |
| OBJECTIVE / STRAND | Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. Represent and interpret data. Understand concepts of area and relate area to multiplication and addition. Recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. | |
| INDICATOR / CLUSTER | 3.MD.1. | Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, for example, by representing the problem on a number line diagram. ReadyRosie Now is the Time |
| INDICATOR / CLUSTER | 3.MD.2. | Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), milliliters (ml), and liters (l). (Excludes compound units such as cubic centimeters [cc or cm3] and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve one-step word problems involving masses of objects or volumes of liquids that are given in the same units, for example, by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems.) ReadyRosie Cooking Estimation Double the Recipe Reading Recipes |
| INDICATOR / CLUSTER | 3.MD.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. For example, draw a bar graph in which each square in the bar graph might represent five pets. ReadyRosie Graphing Walking Goals |
| INDICATOR / CLUSTER | 3.MD.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 |
| STANDARD / AREA OF LEARNING | UT.3.MD. | MEASUREMENT AND DATA (3.MD) |
| OBJECTIVE / STRAND | Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. Represent and interpret data. Understand concepts of area and relate area to multiplication and addition. Recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. | |
| INDICATOR / CLUSTER | 3.MD.5. | Recognize area as an attribute of plane figures and understand concepts of area measurement. |
| EXPECTATION / STANDARD | 3.MD.5.a. | A square with side length one unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area. ReadyRosie Cracker Perimeter & Area |
| EXPECTATION / STANDARD | 3.MD.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 |
| STANDARD / AREA OF LEARNING | UT.3.MD. | MEASUREMENT AND DATA (3.MD) |
| OBJECTIVE / STRAND | Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. Represent and interpret data. Understand concepts of area and relate area to multiplication and addition. Recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. | |
| INDICATOR / CLUSTER | 3.MD.6. | Measure area by counting unit squares (square centimeters, square meters, square inches, square feet, and improvised units). ReadyRosie Cracker Perimeter & Area |
| STANDARD / AREA OF LEARNING | UT.3.MD. | MEASUREMENT AND DATA (3.MD) |
| OBJECTIVE / STRAND | Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. Represent and interpret data. Understand concepts of area and relate area to multiplication and addition. Recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. | |
| INDICATOR / CLUSTER | 3.MD.7. | Relate area to the operations of multiplication and addition. |
| EXPECTATION / STANDARD | 3.MD.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 |
| EXPECTATION / STANDARD | 3.MD.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 x b and a x c. Use area models to represent the distributive property in mathematical reasoning. ReadyRosie I Spy Sums and Products |
| STANDARD / AREA OF LEARNING | UT.3.G. | GEOMETRY (3.G) |
| OBJECTIVE / STRAND | Reason with shapes and their attributes. | |
| INDICATOR / CLUSTER | 3.G.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 four parts with equal area, and describe the area of each part as 1/4 of the area of the shape. ReadyRosie Counting Fractions Shape Up! |
| Utah Core Standards |
| Science |
| Grade: K - Adopted: 2010 |
| STANDARD / AREA OF LEARNING | UT.1. | The Processes of Science, Communication of Science, and the Nature of Science: Students will be able to apply scientific processes, communicate scientific ideas effectively, and understand the nature of science. |
| OBJECTIVE / STRAND | 1.1. | Generating Evidence: Using the processes of scientific investigation (i.e. framing questions, designing investigations, conducting investigations, collecting data, drawing conclusions) |
| INDICATOR / CLUSTER | 1.1.1. | Framing questions: Observe using senses, create a hypothesis, and focus a question that can lead to an investigation. ReadyRosie Nature Journaling |
| INDICATOR / CLUSTER | 1.1.3. | Conducting investigations: Observe, manipulate, measure, describe. ReadyRosie Nature Journaling |
| STANDARD / AREA OF LEARNING | UT.1. | The Processes of Science, Communication of Science, and the Nature of Science: Students will be able to apply scientific processes, communicate scientific ideas effectively, and understand the nature of science. |
| OBJECTIVE / STRAND | 1.2. | Communicating Science: Communicating effectively using science language and reasoning |
| INDICATOR / CLUSTER | 1.2.1. | Developing social interaction skills with peers. ReadyRosie Building a Fort |
| INDICATOR / CLUSTER | 1.2.2. | Sharing ideas with peers. ReadyRosie Building a Fort |
| STANDARD / AREA OF LEARNING | UT.4. | Life Science: Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things. |
| OBJECTIVE / STRAND | 4.1. | Investigate living things. |
| INDICATOR / CLUSTER | 4.1.1. | Construct questions, give reasons, and share findings about all living things. ReadyRosie Nature Journaling |
| INDICATOR / CLUSTER | 4.1.2. | Compare and contrast young plants and animals with their parents. ReadyRosie Family Sensory Walk |
| STANDARD / AREA OF LEARNING | UT.4. | Life Science: Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things. |
| OBJECTIVE / STRAND | 4.2. | Describe the parts of living things. |
| INDICATOR / CLUSTER | 4.2.2. | Identify major parts of plants, e.g., roots, stem, leaf, flower, trunk, branches. ReadyRosie I Found This |
| Utah Core Standards |
| Science |
| Grade: 1 - Adopted: 2010 |
| STANDARD / AREA OF LEARNING | UT.1. | The Processes of Science, Communication of Science, and the Nature of Science: Students will be able to apply scientific processes, communicate scientific ideas effectively, and understand the nature of science. |
| OBJECTIVE / STRAND | 1.1. | Generating Evidence: Using the processes of scientific investigation (i.e. framing questions, designing investigations, conducting investigations, collecting data, drawing conclusions) |
| INDICATOR / CLUSTER | 1.1.1. | Framing questions: Observe using senses, create a hypothesis, and focus a question that can lead to an investigation. ReadyRosie Nature Journaling |
| INDICATOR / CLUSTER | 1.1.3. | Conducting investigations: Observe, manipulate, measure, describe. ReadyRosie Nature Journaling |
| STANDARD / AREA OF LEARNING | UT.1. | The Processes of Science, Communication of Science, and the Nature of Science: Students will be able to apply scientific processes, communicate scientific ideas effectively, and understand the nature of science. |
| OBJECTIVE / STRAND | 1.2. | Communicating Science: Communicating effectively using science language and reasoning |
| INDICATOR / CLUSTER | 1.2.1. | Developing social interaction skills with peers. ReadyRosie Building a Fort |
| INDICATOR / CLUSTER | 1.2.2. | Sharing ideas with peers. ReadyRosie Building a Fort |
| STANDARD / AREA OF LEARNING | UT.4. | Life Science: Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things. |
| OBJECTIVE / STRAND | 4.1. | Communicate observations about the similarities and differences between offspring and between populations. |
| INDICATOR / CLUSTER | 4.1.1. | Communicate observations about plants and animals, including humans, and how they resemble their parents. ReadyRosie Family Sensory Walk |
| STANDARD / AREA OF LEARNING | UT.4. | Life Science: Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things. |
| OBJECTIVE / STRAND | 4.2. | Living things change and depend upon their environment to satisfy their basic needs. |
| INDICATOR / CLUSTER | 4.2.2. | Identify how natural earth materials (e.g., food, water, air, light, and space), help to sustain plant and animal life. ReadyRosie Family Sensory Walk |
| Utah Core Standards |
| Science |
| Grade: 2 - Adopted: 2010 |
| STANDARD / AREA OF LEARNING | UT.1. | The Processes of Science, Communication of Science, and the Nature of Science: Students will be able to apply scientific processes, communicate scientific ideas effectively, and understand the nature of science. |
| OBJECTIVE / STRAND | 1.1. | Generating Evidence: Using the processes of scientific investigation (i.e. framing questions, designing investigations, conducting investigations, collecting data, drawing conclusions) |
| INDICATOR / CLUSTER | 1.1.1. | Framing questions: Observe using senses, create a hypothesis, and focus a question that can lead to an investigation. ReadyRosie Nature Journaling |
| INDICATOR / CLUSTER | 1.1.3. | Conducting investigations: Observe, manipulate, measure, describe. ReadyRosie Nature Journaling |
| STANDARD / AREA OF LEARNING | UT.1. | The Processes of Science, Communication of Science, and the Nature of Science: Students will be able to apply scientific processes, communicate scientific ideas effectively, and understand the nature of science. |
| OBJECTIVE / STRAND | 1.2. | Communicating Science: Communicating effectively using science language and reasoning |
| INDICATOR / CLUSTER | 1.2.1. | Developing social interaction skills with peers. ReadyRosie Building a Fort |
| INDICATOR / CLUSTER | 1.2.2. | Sharing ideas with peers. ReadyRosie Building a Fort |
| Utah Core Standards |
| Science |
| Grade: 3 - Adopted: 2002 |
| STANDARD / AREA OF LEARNING | UT.1. | Intended Learning Outcome: Use Science Process and Thinking Skills. |
| OBJECTIVE / STRAND | 1.a. | Observe simple objects and patterns and report their observations. ReadyRosie Nature Journaling |
| STANDARD / AREA OF LEARNING | UT.II. | Students will understand that organisms depend on living and nonliving things within their environment. |
| OBJECTIVE / STRAND | II.1. | Classify living and nonliving things in an environment. |
| INDICATOR / CLUSTER | II.1.a. | Identify characteristics of living things (i.e., growth, movement, reproduction). ReadyRosie Nature Journaling |
| INDICATOR / CLUSTER | II.1.b. | Identify characteristics of nonliving things. ReadyRosie Nature Journaling |
| INDICATOR / CLUSTER | II.1.c. | Classify living and nonliving things in an environment. ReadyRosie Nature Journaling |
| STANDARD / AREA OF LEARNING | UT.II. | Students will understand that organisms depend on living and nonliving things within their environment. |
| OBJECTIVE / STRAND | II.2. | Describe the interactions between living and nonliving things in a small environment. |
| INDICATOR / CLUSTER | II.2.a. | Identify living and nonliving things in a small environment (e.g., terrarium, aquarium, flowerbed) composed of living and nonliving things. ReadyRosie Nature Journaling |