Wisconsin Academic Standards
| Main Criteria: Wisconsin Academic Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Health and PE, Language Arts, Mathematics, Science | ||
| Grades: K, 1, 2, 3 | ||
| Correlation Options: Show Correlated | ||
| Wisconsin Academic Standards |
| Health and PE |
| Grade: K - Adopted: 2012 |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 1.1. | Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Develop age-appropriate cognitive understanding of health promotion concepts to improve health behaviors. | |
| DESCRIPTOR / FOCUS AREA | 1.1.A. | Describe healthy behaviors. |
| LEARNING CONTINUUM | 1:1:A2. | Describe healthy behaviors that impact personal health. ReadyRosie Brushing Your Teeth |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 1.1. | Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Develop age-appropriate cognitive understanding of health promotion concepts to improve health behaviors. | |
| DESCRIPTOR / FOCUS AREA | 1.1.B. | Apply knowledge of healthy behaviors. |
| LEARNING CONTINUUM | 1:1:B2. | Describe why it is important to participate in healthy behaviors. ReadyRosie Brushing Your Teeth |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 3.1. | Students will demonstrate the ability to access valid information and products and services to enhance health. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Identify individuals who provide valid health information to enhance health behaviors. | |
| DESCRIPTOR / FOCUS AREA | 3.1.A. | Identify individuals who provide valid health information to enhance health behaviors. |
| LEARNING CONTINUUM | 3:1:A1. | Identify trusted adults and professionals who can help promote health. ReadyRosie All About My Family Family Poem |
| LEARNING CONTINUUM | 3:1:A2. | Describe ways to locate school and community health individuals. ReadyRosie Super Kindness |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 4.1. | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Identify and apply effective interpersonal communication skills. | |
| DESCRIPTOR / FOCUS AREA | 4.1.A. | Identify communication skills that can improve health and reduce health risks. |
| LEARNING CONTINUUM | 4:1:A1. | Identify ways to communicate. ReadyRosie Sharing Chores and Your Day |
| LEARNING CONTINUUM | 4.1:A2. | Identify ways to express needs, wants, and feelings. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades School Routine Practice What Do I Like? |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 4.1. | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Identify and apply effective interpersonal communication skills. | |
| DESCRIPTOR / FOCUS AREA | 4.1.B. | Apply communication skills that can improve health and reduce health risks. |
| LEARNING CONTINUUM | 4:1:B3. | Explain how to communicate to a trusted adult if threatened or harmed. ReadyRosie All About My Family Family Poem |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 5.1. | Students will demonstrate the ability to use decision-making skills to enhance health. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Identify when a decision-making process is needed to choose a healthy option. | |
| DESCRIPTOR / FOCUS AREA | 5.1.A. | List health situations where a decision-making process could be used. |
| LEARNING CONTINUUM | 5:1:A1. | Identify steps in the decision-making process. ReadyRosie Brushing Your Teeth Problem Solving Tool: Rock, Paper, Scissors Survey Says What Do I Like? |
| LEARNING CONTINUUM | 5:1:A3. | Create a decision-making plan with family members or trusted adult. ReadyRosie Problem Solving Tool: Rock, Paper, Scissors |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 5.1. | Students will demonstrate the ability to use decision-making skills to enhance health. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Identify when a decision-making process is needed to choose a healthy option. | |
| DESCRIPTOR / FOCUS AREA | 5.1.B. | Apply a decision-making process to various situations to enhance health. |
| LEARNING CONTINUUM | 5:1:B1. | Provide an example of when a health-related decision can be made individually. ReadyRosie Brushing Your Teeth Problem Solving Tool: Rock, Paper, Scissors |
| LEARNING CONTINUUM | 5:1:B2. | Provide an example of when assistance is needed to make a health-related decision. ReadyRosie Brushing Your Teeth Super Kindness |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 6.1. | Students will demonstrate the ability to use goal-setting skills to enhance health. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Know the parts of a personal health goal. | |
| DESCRIPTOR / FOCUS AREA | 6.1.A. | List personal health goals. |
| LEARNING CONTINUUM | 6:1:A1. | Identify a personal health goal. ReadyRosie Setting Summer Learning Goals |
| LEARNING CONTINUUM | 6:1:A2. | Identify steps to achieve a goal. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| LEARNING CONTINUUM | 6:1:A3. | Discuss a health goal with a family member or trusted adult. ReadyRosie Setting Summer Learning Goals |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 7.1. | Students will demonstrate the ability to use health-enhancing behaviors and avoid or reduce health risks. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Demonstrate health-enhancing behaviors. | |
| DESCRIPTOR / FOCUS AREA | 7.1.A. | Demonstrate health-enhancing behaviors. |
| LEARNING CONTINUUM | 7:1:A1. | Demonstrate health-enhancing practices and behaviors. These may include but are not limited to: proper hygiene, physical activity, and healthy eating. ReadyRosie Brushing Your Teeth |
| LEARNING CONTINUUM | 7:1:A2. | Demonstrate behaviors that avoid or reduce health risk. These may include but are not limited to: looking both ways before crossing the street, wearing a seat belt, wearing a bike helmet, and removing oneself from threatening situations. ReadyRosie Brushing Your Teeth Clap and Count |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 8.1. | Students will demonstrate the ability to advocate for personal, family, and community health. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Recognize the differences between health needs and personal wants. | |
| DESCRIPTOR / FOCUS AREA | 8.1.A. | Identify ways to express health needs and personal wants. |
| LEARNING CONTINUUM | 8:1:A1. | Define health needs and personal wants. ReadyRosie Brushing Your Teeth |
| Grade: K - Adopted: Health 2011 / PE 2010 |
| DOMAIN | WI.PE. | PHYSICAL EDUCATION |
| CONTENT STANDARD | 5.1. | Exhibits responsible personal and social behavior that respects self and others in physical activity settings. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Applies safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior, and positive social interaction. | |
| DESCRIPTOR / FOCUS AREA | 5.1.A. | Incorporates safe practices and adherence to rules and procedures. |
| LEARNING CONTINUUM | 5.1.A1. | Practices specific skills as assigned until the teacher signals the end of practice. ReadyRosie Routine Strategy: Transition Timer |
| LEARNING CONTINUUM | 5.1.A2. | Follows directions given to the class for an all-class activity. ReadyRosie Routine Strategy: Transition Timer |
| LEARNING CONTINUUM | 5.1.A5. | Enjoys participating alone while exploring movement tasks. ReadyRosie Routine Strategy: Transition Timer |
| LEARNING CONTINUUM | 5.1.A6. | Follows rules, procedures, and etiquette in class. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| LEARNING CONTINUUM | 5.1.A7. | Works independently, productively, and demonstrates a willingness to challenge self. ReadyRosie Routine Strategy: Transition Timer |
| DOMAIN | WI.PE. | PHYSICAL EDUCATION |
| CONTENT STANDARD | 5.1. | Exhibits responsible personal and social behavior that respects self and others in physical activity settings. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Applies safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior, and positive social interaction. | |
| DESCRIPTOR / FOCUS AREA | 5.1.B. | Demonstrates teamwork, ethics, and positive social interaction. |
| LEARNING CONTINUUM | 5.1.B1. | Shows cooperation and fair play for others by helping, sharing, and taking turns. ReadyRosie Clap and Count Super Kindness |
| LEARNING CONTINUUM | 5.1.B2. | Participates in a variety of cooperative activities. ReadyRosie Clap and Count Super Kindness |
| LEARNING CONTINUUM | 5.1.B3. | Works in a diverse group setting without interfering with others. ReadyRosie Favorite People Place Cards |
| LEARNING CONTINUUM | 5.1.B4. | Accepts all playmates without regard to personal differences (e.g., ethnicity, gender, disability). ReadyRosie Favorite People Place Cards |
| LEARNING CONTINUUM | 5.1.B5. | Demonstrates the elements of socially acceptable conflict resolution during class activity. ReadyRosie Fishing for Tens |
| LEARNING CONTINUUM | 5.1.B6. | Regularly encourages others and refrains from negative statements. ReadyRosie Fishing for Tens |
| DOMAIN | WI.PE. | PHYSICAL EDUCATION |
| CONTENT STANDARD | 6.1. | Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Participates in new movements and skills for enjoyment. | |
| DESCRIPTOR / FOCUS AREA | 6.1.A. | Engages in physical activity. |
| LEARNING CONTINUUM | 6.1.A1. | Shares verbal and nonverbal indicators of enjoyment. ReadyRosie Emotion Meter Scale |
| LEARNING CONTINUUM | 6.1.A5. | Expresses personal feelings on progress made while learning a new skill. ReadyRosie Emotion Meter Scale |
| Wisconsin Academic Standards |
| Health and PE |
| Grade: 1 - Adopted: 2012 |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 1.1. | Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Develop age-appropriate cognitive understanding of health promotion concepts to improve health behaviors. | |
| DESCRIPTOR / FOCUS AREA | 1.1.A. | Describe healthy behaviors. |
| LEARNING CONTINUUM | 1:1:A2. | Describe healthy behaviors that impact personal health. ReadyRosie Brushing Your Teeth |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 1.1. | Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Develop age-appropriate cognitive understanding of health promotion concepts to improve health behaviors. | |
| DESCRIPTOR / FOCUS AREA | 1.1.B. | Apply knowledge of healthy behaviors. |
| LEARNING CONTINUUM | 1:1:B2. | Describe why it is important to participate in healthy behaviors. ReadyRosie Brushing Your Teeth |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 3.1. | Students will demonstrate the ability to access valid information and products and services to enhance health. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Identify individuals who provide valid health information to enhance health behaviors. | |
| DESCRIPTOR / FOCUS AREA | 3.1.A. | Identify individuals who provide valid health information to enhance health behaviors. |
| LEARNING CONTINUUM | 3:1:A1. | Identify trusted adults and professionals who can help promote health. ReadyRosie All About My Family Family Poem |
| LEARNING CONTINUUM | 3:1:A2. | Describe ways to locate school and community health individuals. ReadyRosie I Love My Family Because... Super Kindness |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 4.1. | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Identify and apply effective interpersonal communication skills. | |
| DESCRIPTOR / FOCUS AREA | 4.1.A. | Identify communication skills that can improve health and reduce health risks. |
| LEARNING CONTINUUM | 4:1:A1. | Identify ways to communicate. ReadyRosie Sharing Chores and Your Day |
| LEARNING CONTINUUM | 4.1:A2. | Identify ways to express needs, wants, and feelings. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits School Routine Practice What Do I Like? What Do I See When I Hear...? What I Like About Me |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 4.1. | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Identify and apply effective interpersonal communication skills. | |
| DESCRIPTOR / FOCUS AREA | 4.1.B. | Apply communication skills that can improve health and reduce health risks. |
| LEARNING CONTINUUM | 4:1:B3. | Explain how to communicate to a trusted adult if threatened or harmed. ReadyRosie All About My Family Family Poem |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 5.1. | Students will demonstrate the ability to use decision-making skills to enhance health. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Identify when a decision-making process is needed to choose a healthy option. | |
| DESCRIPTOR / FOCUS AREA | 5.1.A. | List health situations where a decision-making process could be used. |
| LEARNING CONTINUUM | 5:1:A1. | Identify steps in the decision-making process. ReadyRosie Brushing Your Teeth Problem Solving Tool: Rock, Paper, Scissors Survey Says What Do I Like? |
| LEARNING CONTINUUM | 5:1:A3. | Create a decision-making plan with family members or trusted adult. ReadyRosie Problem Solving Tool: Rock, Paper, Scissors |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 5.1. | Students will demonstrate the ability to use decision-making skills to enhance health. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Identify when a decision-making process is needed to choose a healthy option. | |
| DESCRIPTOR / FOCUS AREA | 5.1.B. | Apply a decision-making process to various situations to enhance health. |
| LEARNING CONTINUUM | 5:1:B1. | Provide an example of when a health-related decision can be made individually. ReadyRosie Brushing Your Teeth Problem Solving Tool: Rock, Paper, Scissors |
| LEARNING CONTINUUM | 5:1:B2. | Provide an example of when assistance is needed to make a health-related decision. ReadyRosie Brushing Your Teeth Super Kindness |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 6.1. | Students will demonstrate the ability to use goal-setting skills to enhance health. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Know the parts of a personal health goal. | |
| DESCRIPTOR / FOCUS AREA | 6.1.A. | List personal health goals. |
| LEARNING CONTINUUM | 6:1:A1. | Identify a personal health goal. ReadyRosie Setting Summer Learning Goals |
| LEARNING CONTINUUM | 6:1:A2. | Identify steps to achieve a goal. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| LEARNING CONTINUUM | 6:1:A3. | Discuss a health goal with a family member or trusted adult. ReadyRosie Setting Summer Learning Goals |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 7.1. | Students will demonstrate the ability to use health-enhancing behaviors and avoid or reduce health risks. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Demonstrate health-enhancing behaviors. | |
| DESCRIPTOR / FOCUS AREA | 7.1.A. | Demonstrate health-enhancing behaviors. |
| LEARNING CONTINUUM | 7:1:A1. | Demonstrate health-enhancing practices and behaviors. These may include but are not limited to: proper hygiene, physical activity, and healthy eating. ReadyRosie Brushing Your Teeth |
| LEARNING CONTINUUM | 7:1:A2. | Demonstrate behaviors that avoid or reduce health risk. These may include but are not limited to: looking both ways before crossing the street, wearing a seat belt, wearing a bike helmet, and removing oneself from threatening situations. ReadyRosie Brushing Your Teeth Clap and Count |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 8.1. | Students will demonstrate the ability to advocate for personal, family, and community health. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Recognize the differences between health needs and personal wants. | |
| DESCRIPTOR / FOCUS AREA | 8.1.A. | Identify ways to express health needs and personal wants. |
| LEARNING CONTINUUM | 8:1:A1. | Define health needs and personal wants. ReadyRosie Brushing Your Teeth |
| Grade: 1 - Adopted: Health 2011 / PE 2010 |
| DOMAIN | WI.PE. | PHYSICAL EDUCATION |
| CONTENT STANDARD | 5.1. | Exhibits responsible personal and social behavior that respects self and others in physical activity settings. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Applies safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior, and positive social interaction. | |
| DESCRIPTOR / FOCUS AREA | 5.1.A. | Incorporates safe practices and adherence to rules and procedures. |
| LEARNING CONTINUUM | 5.1.A1. | Practices specific skills as assigned until the teacher signals the end of practice. ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| LEARNING CONTINUUM | 5.1.A2. | Follows directions given to the class for an all-class activity. ReadyRosie Routine Strategy: Transition Timer |
| LEARNING CONTINUUM | 5.1.A5. | Enjoys participating alone while exploring movement tasks. ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| LEARNING CONTINUUM | 5.1.A6. | Follows rules, procedures, and etiquette in class. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| LEARNING CONTINUUM | 5.1.A7. | Works independently, productively, and demonstrates a willingness to challenge self. ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| DOMAIN | WI.PE. | PHYSICAL EDUCATION |
| CONTENT STANDARD | 5.1. | Exhibits responsible personal and social behavior that respects self and others in physical activity settings. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Applies safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior, and positive social interaction. | |
| DESCRIPTOR / FOCUS AREA | 5.1.B. | Demonstrates teamwork, ethics, and positive social interaction. |
| LEARNING CONTINUUM | 5.1.B1. | Shows cooperation and fair play for others by helping, sharing, and taking turns. ReadyRosie Clap and Count Folding a Blanket Super Kindness |
| LEARNING CONTINUUM | 5.1.B2. | Participates in a variety of cooperative activities. ReadyRosie Clap and Count Folding a Blanket Super Kindness |
| LEARNING CONTINUUM | 5.1.B5. | Demonstrates the elements of socially acceptable conflict resolution during class activity. ReadyRosie Fishing for Tens |
| LEARNING CONTINUUM | 5.1.B6. | Regularly encourages others and refrains from negative statements. ReadyRosie Fishing for Tens |
| DOMAIN | WI.PE. | PHYSICAL EDUCATION |
| CONTENT STANDARD | 6.1. | Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Participates in new movements and skills for enjoyment. | |
| DESCRIPTOR / FOCUS AREA | 6.1.A. | Engages in physical activity. |
| LEARNING CONTINUUM | 6.1.A1. | Shares verbal and nonverbal indicators of enjoyment. ReadyRosie Emotion Meter Scale |
| LEARNING CONTINUUM | 6.1.A5. | Expresses personal feelings on progress made while learning a new skill. ReadyRosie Emotion Meter Scale |
| Wisconsin Academic Standards |
| Health and PE |
| Grade: 2 - Adopted: 2012 |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 1.1. | Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Develop age-appropriate cognitive understanding of health promotion concepts to improve health behaviors. | |
| DESCRIPTOR / FOCUS AREA | 1.1.A. | Describe healthy behaviors. |
| LEARNING CONTINUUM | 1:1:A2. | Describe healthy behaviors that impact personal health. ReadyRosie Brushing Your Teeth |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 1.1. | Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Develop age-appropriate cognitive understanding of health promotion concepts to improve health behaviors. | |
| DESCRIPTOR / FOCUS AREA | 1.1.B. | Apply knowledge of healthy behaviors. |
| LEARNING CONTINUUM | 1:1:B2. | Describe why it is important to participate in healthy behaviors. ReadyRosie Brushing Your Teeth |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 3.1. | Students will demonstrate the ability to access valid information and products and services to enhance health. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Identify individuals who provide valid health information to enhance health behaviors. | |
| DESCRIPTOR / FOCUS AREA | 3.1.A. | Identify individuals who provide valid health information to enhance health behaviors. |
| LEARNING CONTINUUM | 3:1:A1. | Identify trusted adults and professionals who can help promote health. ReadyRosie Family Poem This Is Important Who Are Your Heroes? |
| LEARNING CONTINUUM | 3:1:A2. | Describe ways to locate school and community health individuals. ReadyRosie I Love My Family Because... Super Kindness Who Are Your Heroes? |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 4.1. | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Identify and apply effective interpersonal communication skills. | |
| DESCRIPTOR / FOCUS AREA | 4.1.A. | Identify communication skills that can improve health and reduce health risks. |
| LEARNING CONTINUUM | 4:1:A1. | Identify ways to communicate. ReadyRosie Sharing Chores and Your Day |
| LEARNING CONTINUUM | 4.1:A2. | Identify ways to express needs, wants, and feelings. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important What Do I See When I Hear...? What I Like About Me Who Are Your Heroes? |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 4.1. | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Identify and apply effective interpersonal communication skills. | |
| DESCRIPTOR / FOCUS AREA | 4.1.B. | Apply communication skills that can improve health and reduce health risks. |
| LEARNING CONTINUUM | 4:1:B3. | Explain how to communicate to a trusted adult if threatened or harmed. ReadyRosie Family Poem This Is Important Who Are Your Heroes? |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 5.1. | Students will demonstrate the ability to use decision-making skills to enhance health. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Identify when a decision-making process is needed to choose a healthy option. | |
| DESCRIPTOR / FOCUS AREA | 5.1.A. | List health situations where a decision-making process could be used. |
| LEARNING CONTINUUM | 5:1:A1. | Identify steps in the decision-making process. ReadyRosie Brushing Your Teeth Problem Solving Tool: Rock, Paper, Scissors |
| LEARNING CONTINUUM | 5:1:A3. | Create a decision-making plan with family members or trusted adult. ReadyRosie Problem Solving Tool: Rock, Paper, Scissors |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 5.1. | Students will demonstrate the ability to use decision-making skills to enhance health. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Identify when a decision-making process is needed to choose a healthy option. | |
| DESCRIPTOR / FOCUS AREA | 5.1.B. | Apply a decision-making process to various situations to enhance health. |
| LEARNING CONTINUUM | 5:1:B1. | Provide an example of when a health-related decision can be made individually. ReadyRosie Brushing Your Teeth Problem Solving Tool: Rock, Paper, Scissors |
| LEARNING CONTINUUM | 5:1:B2. | Provide an example of when assistance is needed to make a health-related decision. ReadyRosie Brushing Your Teeth Fair Share Super Kindness |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 6.1. | Students will demonstrate the ability to use goal-setting skills to enhance health. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Know the parts of a personal health goal. | |
| DESCRIPTOR / FOCUS AREA | 6.1.A. | List personal health goals. |
| LEARNING CONTINUUM | 6:1:A1. | Identify a personal health goal. ReadyRosie Setting Summer Learning Goals |
| LEARNING CONTINUUM | 6:1:A2. | Identify steps to achieve a goal. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| LEARNING CONTINUUM | 6:1:A3. | Discuss a health goal with a family member or trusted adult. ReadyRosie Setting Summer Learning Goals |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 7.1. | Students will demonstrate the ability to use health-enhancing behaviors and avoid or reduce health risks. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Demonstrate health-enhancing behaviors. | |
| DESCRIPTOR / FOCUS AREA | 7.1.A. | Demonstrate health-enhancing behaviors. |
| LEARNING CONTINUUM | 7:1:A1. | Demonstrate health-enhancing practices and behaviors. These may include but are not limited to: proper hygiene, physical activity, and healthy eating. ReadyRosie Brushing Your Teeth |
| LEARNING CONTINUUM | 7:1:A2. | Demonstrate behaviors that avoid or reduce health risk. These may include but are not limited to: looking both ways before crossing the street, wearing a seat belt, wearing a bike helmet, and removing oneself from threatening situations. ReadyRosie Brushing Your Teeth |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 8.1. | Students will demonstrate the ability to advocate for personal, family, and community health. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Recognize the differences between health needs and personal wants. | |
| DESCRIPTOR / FOCUS AREA | 8.1.A. | Identify ways to express health needs and personal wants. |
| LEARNING CONTINUUM | 8:1:A1. | Define health needs and personal wants. ReadyRosie Brushing Your Teeth |
| Grade: 2 - Adopted: Health 2011 / PE 2010 |
| DOMAIN | WI.PE. | PHYSICAL EDUCATION |
| CONTENT STANDARD | 5.1. | Exhibits responsible personal and social behavior that respects self and others in physical activity settings. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Applies safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior, and positive social interaction. | |
| DESCRIPTOR / FOCUS AREA | 5.1.A. | Incorporates safe practices and adherence to rules and procedures. |
| LEARNING CONTINUUM | 5.1.A1. | Practices specific skills as assigned until the teacher signals the end of practice. ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| LEARNING CONTINUUM | 5.1.A2. | Follows directions given to the class for an all-class activity. ReadyRosie Routine Strategy: Transition Timer |
| LEARNING CONTINUUM | 5.1.A4. | Reports the results of work honestly. ReadyRosie This Is Important |
| LEARNING CONTINUUM | 5.1.A5. | Enjoys participating alone while exploring movement tasks. ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| LEARNING CONTINUUM | 5.1.A6. | Follows rules, procedures, and etiquette in class. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer Subtraction War |
| LEARNING CONTINUUM | 5.1.A7. | Works independently, productively, and demonstrates a willingness to challenge self. ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| DOMAIN | WI.PE. | PHYSICAL EDUCATION |
| CONTENT STANDARD | 5.1. | Exhibits responsible personal and social behavior that respects self and others in physical activity settings. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Applies safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior, and positive social interaction. | |
| DESCRIPTOR / FOCUS AREA | 5.1.B. | Demonstrates teamwork, ethics, and positive social interaction. |
| LEARNING CONTINUUM | 5.1.B1. | Shows cooperation and fair play for others by helping, sharing, and taking turns. ReadyRosie Fair Share Super Kindness |
| LEARNING CONTINUUM | 5.1.B2. | Participates in a variety of cooperative activities. ReadyRosie Fair Share Super Kindness |
| LEARNING CONTINUUM | 5.1.B5. | Demonstrates the elements of socially acceptable conflict resolution during class activity. ReadyRosie Subtraction War |
| LEARNING CONTINUUM | 5.1.B6. | Regularly encourages others and refrains from negative statements. ReadyRosie Subtraction War |
| DOMAIN | WI.PE. | PHYSICAL EDUCATION |
| CONTENT STANDARD | 6.1. | Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Participates in new movements and skills for enjoyment. | |
| DESCRIPTOR / FOCUS AREA | 6.1.A. | Engages in physical activity. |
| LEARNING CONTINUUM | 6.1.A1. | Shares verbal and nonverbal indicators of enjoyment. ReadyRosie Emotion Meter Scale |
| LEARNING CONTINUUM | 6.1.A5. | Expresses personal feelings on progress made while learning a new skill. ReadyRosie Emotion Meter Scale |
| Wisconsin Academic Standards |
| Health and PE |
| Grade: 3 - Adopted: 2012 |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 1.2. | Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Develop age-appropriate cognitive understanding of health promotion concepts to improve health behaviors and prevent disease. | |
| DESCRIPTOR / FOCUS AREA | 1.2.A. | Describe basic concepts related to health promotion and disease prevention. |
| LEARNING CONTINUUM | 1:2:A2. | Describe the relationships among the environment, healthy behaviors, and personal health. ReadyRosie Brushing Your Teeth |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 4.2. | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Demonstrate interpersonal communication skills. | |
| DESCRIPTOR / FOCUS AREA | 4.2.A. | Demonstrate communication skills that can improve health. |
| LEARNING CONTINUUM | 4:2:A1. | Demonstrate effective verbal and nonverbal communication skills to enhance health. ReadyRosie Sharing Chores and Your Day |
| LEARNING CONTINUUM | 4:2:A2. | Describe how to ask for assistance. ReadyRosie Fair Share Super Kindness |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 4.2. | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Demonstrate interpersonal communication skills. | |
| DESCRIPTOR / FOCUS AREA | 4.2.B. | Demonstrate communication skills that prevent, resolve, or reduce health risks. |
| LEARNING CONTINUUM | 4:2:B1. | Demonstrate ways to prevent health risks and conflict through communications. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| LEARNING CONTINUUM | 4:2:B3. | Discuss nonviolent strategies to reduce, manage, or resolve conflict. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 5.2. | Students will demonstrate the ability to use decision-making skills to enhance health. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Apply a decision-making process to evaluate health options. | |
| DESCRIPTOR / FOCUS AREA | 5.2.A. | Continue to identify health-related situations that require a decision. |
| LEARNING CONTINUUM | 5.2.A.1. | Identify situations that require a thoughtful decision. ReadyRosie Brushing Your Teeth Problem Solving Tool: Rock, Paper, Scissors |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 5.2. | Students will demonstrate the ability to use decision-making skills to enhance health. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Apply a decision-making process to evaluate health options. | |
| DESCRIPTOR / FOCUS AREA | 5.2.B. | Examine and apply how a decision-making process can enhance health. |
| LEARNING CONTINUUM | 5:2:B1. | Determine when assistance is needed in making a health-related decision. ReadyRosie Fair Share Super Kindness |
| LEARNING CONTINUUM | 5:2:B2. | Examine the potential outcomes of each option when making a health-related decision. ReadyRosie Problem Solving Tool: Rock, Paper, Scissors |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 6.2. | Students will demonstrate the ability to use goal-setting skills to enhance health. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Apply goal-setting skills to improve health. | |
| DESCRIPTOR / FOCUS AREA | 6.2.A. | Identify ways to achieve a personal health goal. |
| LEARNING CONTINUUM | 6:2:A2. | Identify key family, school, and community members that can assist in achieving a personal health goal. ReadyRosie Family Poem I Love My Family Because... Super Kindness Who Are Your Heroes? |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 6.2. | Students will demonstrate the ability to use goal-setting skills to enhance health. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Apply goal-setting skills to improve health. | |
| DESCRIPTOR / FOCUS AREA | 6.2.B. | Practice appropriate goal-setting skills to achieve a personal health goal. |
| LEARNING CONTINUUM | 6:2:B1. | Choose a clear and realistic personal health goal. ReadyRosie Celebrate Learning Routine Strategy: Chore Chart Setting Summer Learning Goals |
| LEARNING CONTINUUM | 6:2:B2. | Develop a plan for reaching the goal. ReadyRosie Setting Summer Learning Goals |
| LEARNING CONTINUUM | 6:2:B3. | Track progress toward goal achievement. ReadyRosie Celebrate Learning Routine Strategy: Chore Chart Setting Summer Learning Goals |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 7.2. | Students will demonstrate the ability to use health-enhancing behaviors and avoid or reduce health risks. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Demonstrate a variety of health-enhancing behaviors. | |
| DESCRIPTOR / FOCUS AREA | 7.2.A. | Identify health-enhancing behaviors. |
| LEARNING CONTINUUM | 7:2:A1. | Identify responsible personal health behaviors. These may include but are not limited to: proper hygiene, physical activity, healthy eating, and safety-related behaviors. ReadyRosie Brushing Your Teeth |
| DOMAIN | WI.HE. | HEALTH EDUCATION |
| CONTENT STANDARD | 7.2. | Students will demonstrate the ability to use health-enhancing behaviors and avoid or reduce health risks. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Demonstrate a variety of health-enhancing behaviors. | |
| DESCRIPTOR / FOCUS AREA | 7.2.B. | Demonstrate health-enhancing behaviors. |
| LEARNING CONTINUUM | 7:2:B1. | Demonstrate behaviors that will maintain or improve personal health. These may include but are not limited to: engaging in regular, age-appropriate physical activity; making complex food choices that constitute healthy eating; and following medical instructions during illness. ReadyRosie Brushing Your Teeth |
| LEARNING CONTINUUM | 7:2:B2. | Demonstrate behaviors that avoid or reduce health risks. These may include but are not limited to: looking both ways before crossing the street; wearing a seat belt; wearing a bike helmet; and refraining from alcohol, tobacco, and other drug use. ReadyRosie Brushing Your Teeth |
| Grade: 3 - Adopted: Health 2011 / PE 2010 |
| DOMAIN | WI.PE. | PHYSICAL EDUCATION |
| CONTENT STANDARD | 5.2. | Exhibits responsible personal and social behavior that respects self and others in physical activity settings. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Applies safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior, and positive social interaction. | |
| DESCRIPTOR / FOCUS AREA | 5.2.A. | Demonstrates safe practices and adherence to rules and procedures. |
| LEARNING CONTINUUM | 5.2.A1. | Accepts the teacher's decision regarding a personal rule infraction without displaying negative reactions toward others. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer |
| LEARNING CONTINUUM | 5.2.A2. | Assesses and takes responsibility for his or her own behavior without blaming others. ReadyRosie This Is Important |
| LEARNING CONTINUUM | 5.2.A4. | Follows class, activity, or game rules respectfully. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer |
| DOMAIN | WI.PE. | PHYSICAL EDUCATION |
| CONTENT STANDARD | 5.2. | Exhibits responsible personal and social behavior that respects self and others in physical activity settings. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Applies safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior, and positive social interaction. | |
| DESCRIPTOR / FOCUS AREA | 5.2.B. | Demonstrates a commitment to teamwork, ethics, and positive social interaction. |
| LEARNING CONTINUUM | 5.2.B1. | Cooperates with all class members by taking turns and sharing equipment. ReadyRosie Conversation Starters Fair Share Feelings Charades I Love My Family Because... Kitchen Conversations Super Kindness |
| LEARNING CONTINUUM | 5.2.B2. | Participates in a variety of team building activities. ReadyRosie Fair Share Super Kindness |
| LEARNING CONTINUUM | 5.2.B3. | Works productively with a partner to improve performance. ReadyRosie Fair Share Super Kindness |
| LEARNING CONTINUUM | 5.2.B7. | Participates in low-level challenges, team building, adventure, and cooperative activities that encourage working together to solve problems in a game or activity. ReadyRosie Fair Share Super Kindness |
| DOMAIN | WI.PE. | PHYSICAL EDUCATION |
| CONTENT STANDARD | 6.2. | Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Demonstrates an awareness of the intrinsic values and benefits of participation in physical activity that provides personal meaning. | |
| DESCRIPTOR / FOCUS AREA | 6.2.A. | Applies intrinsic values to physical activity. |
| LEARNING CONTINUUM | 6.2.A1. | Identifies positive feelings associated with participation in physical activities. ReadyRosie Emotion Meter Scale |
| LEARNING CONTINUUM | 6.2.A4. | Works independently, productively, and demonstrates a willingness to challenge self. ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| DOMAIN | WI.PE. | PHYSICAL EDUCATION |
| CONTENT STANDARD | 6.2. | Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Learning Priority: Demonstrates an awareness of the intrinsic values and benefits of participation in physical activity that provides personal meaning. | |
| DESCRIPTOR / FOCUS AREA | 6.2.B. | Demonstrates positive social interaction as a benefit of physical activity. |
| LEARNING CONTINUUM | 6.2.B3. | Chooses to participate in group physical activities. ReadyRosie Fair Share Super Kindness |
| Wisconsin Academic Standards |
| Language Arts |
| Grade: K - Adopted: 2010 |
| DOMAIN | WI.CC.K.RL. | Reading Standards for Literature |
| CONTENT STANDARD | Key Ideas and Details | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.RL.1. | With prompting and support, ask and answer questions about key details in a text. ReadyRosie Isn't That Bold? Making Connections Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.RL.2. | With prompting and support, retell familiar stories, including key details. ReadyRosie Retelling the Story Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.RL.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 |
| DOMAIN | WI.CC.K.RL. | Reading Standards for Literature |
| CONTENT STANDARD | Craft and Structure | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.RL.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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.RL.5. | Recognize common types of texts (e.g., storybooks, poems). ReadyRosie What Do I Like? |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.RL.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 |
| DOMAIN | WI.CC.K.RL. | Reading Standards for Literature |
| CONTENT STANDARD | Integration of Knowledge and Ideas | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.RL.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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.RL.9. | With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| DOMAIN | WI.CC.K.RL. | Reading Standards for Literature |
| CONTENT STANDARD | Range of Reading and Level of Text Complexity | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.RL.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 |
| DOMAIN | WI.CC.K.RI. | Reading Standards for Informational Text |
| CONTENT STANDARD | Key Ideas and Details | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.RI.1. | With prompting and support, ask and answer questions about key details in a text. ReadyRosie Book Cover Conversations What's Cool About Nonfiction? Who Am I? |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.RI.2. | With prompting and support, identify the main topic and retell key details of a text. ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| DOMAIN | WI.CC.K.RI. | Reading Standards for Informational Text |
| CONTENT STANDARD | Craft and Structure | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.RI.4. | With prompting and support, ask and answer questions about unknown words in a text. ReadyRosie Share Your Knowledge |
| DOMAIN | WI.CC.K.RI. | Reading Standards for Informational Text |
| CONTENT STANDARD | Integration of Knowledge and Ideas | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.RI.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? |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.RI.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? |
| DOMAIN | WI.CC.K.RI. | Reading Standards for Informational Text |
| CONTENT STANDARD | Range of Reading and Level of Text Complexity | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.RI.10. | Actively engage in group reading activities with purpose and understanding. ReadyRosie I Read to You, You Read to Me |
| DOMAIN | WI.CC.K.RF. | Reading Standards: Foundational Skills |
| CONTENT STANDARD | Print Concepts | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.RF.1. | Demonstrate understanding of the organization and basic features of print. |
| DESCRIPTOR / FOCUS AREA | K.RF.1.a. | Follow words from left to right, top to bottom, and page by page. ReadyRosie Environmental Print Reading Strategy: Using Your Reading Finger |
| DESCRIPTOR / FOCUS AREA | K.RF.1.c. | Understand that words are separated by spaces in print. ReadyRosie Reading Strategy: Using Your Reading Finger |
| DESCRIPTOR / FOCUS AREA | K.RF.1.d. | Recognize and name all upper- and lowercase letters of the alphabet. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound |
| DOMAIN | WI.CC.K.RF. | Reading Standards: Foundational Skills |
| CONTENT STANDARD | Phonological Awareness | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.RF.2. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| DESCRIPTOR / FOCUS AREA | K.RF.2.a. | Recognize and produce rhyming words. ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |
| DESCRIPTOR / FOCUS AREA | K.RF.2.c. | Blend and segment onsets and rimes of single-syllable spoken words. ReadyRosie Reading Strategy: Chunk the Word |
| DESCRIPTOR / FOCUS AREA | K.RF.2.d. | Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) ReadyRosie Family Alliteration Name Game Stinkle, Stinkle, Stittle Star Super Hero Names |
| DESCRIPTOR / FOCUS AREA | K.RF.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 |
| DOMAIN | WI.CC.K.RF. | Reading Standards: Foundational Skills |
| CONTENT STANDARD | Phonics and Word Recognition | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.RF.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| DESCRIPTOR / FOCUS AREA | K.RF.3.a. | Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. ReadyRosie 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! |
| DESCRIPTOR / FOCUS AREA | K.RF.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 |
| DESCRIPTOR / FOCUS AREA | K.RF.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! |
| DESCRIPTOR / FOCUS AREA | K.RF.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! |
| DOMAIN | WI.CC.K.RF. | Reading Standards: Foundational Skills |
| CONTENT STANDARD | Fluency | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.RF.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? |
| DOMAIN | WI.CC.K.W. | Writing Standards |
| CONTENT STANDARD | Text Types and Purposes | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.W.1. | Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .). ReadyRosie Captioning Your Childhood My First Journal Tips for helping your child love reading |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.W.2. | Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. ReadyRosie All About Me All About My Family Captioning Your Childhood Family Adventure List Here Are the Facts I Found This I Know All About Make a Card Make an Invitation My Family Journal Nature Journaling Write About a Family Tradition Write a Favorite Family Recipe |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.W.3. | Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. ReadyRosie A Memorable Story Captioning Your Childhood Labeling Your Story My Family Journal My First Journal Sharing Chores and Your Day Storytelling Together Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Me a Story |
| DOMAIN | WI.CC.K.W. | Writing Standards |
| CONTENT STANDARD | Production and Distribution of Writing | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.W.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 |
| DOMAIN | WI.CC.K.W. | Writing Standards |
| CONTENT STANDARD | Research to Build and Present Knowledge | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.W.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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.W.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 |
| DOMAIN | WI.CC.K.SL. | Speaking and Listening Standards |
| CONTENT STANDARD | Comprehension and Collaboration | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.SL.1. | Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. |
| DESCRIPTOR / FOCUS AREA | K.SL.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? |
| DESCRIPTOR / FOCUS AREA | K.SL.1.b. | Continue a conversation through multiple exchanges. ReadyRosie A Memorable Story Conversation Starters Conversations in the Car Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who's Coming to Dinner? |
| DOMAIN | WI.CC.K.SL. | Speaking and Listening Standards |
| CONTENT STANDARD | Comprehension and Collaboration | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.SL.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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.SL.3. | Ask and answer questions in order to seek help, get information, or clarify something that is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| DOMAIN | WI.CC.K.SL. | Speaking and Listening Standards |
| CONTENT STANDARD | Presentation of Knowledge and Ideas | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.SL.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? |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.SL.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? |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.SL.6. | Speak audibly and express thoughts, feelings, and ideas clearly. ReadyRosie Conversation Starters Here Are the Facts I Know All About Sharing Chores and Your Day Simon Says Where Would You Go? Who Am I? |
| DOMAIN | WI.CC.K.L. | Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.L.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| DESCRIPTOR / FOCUS AREA | K.L.1.a. | Print many upper- and lowercase letters. ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| DESCRIPTOR / FOCUS AREA | K.L.1.b. | Use frequently occurring nouns and verbs. ReadyRosie All About My Family |
| DESCRIPTOR / FOCUS AREA | K.L.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? |
| DESCRIPTOR / FOCUS AREA | K.L.1.f. | Produce and expand complete sentences in shared language activities. ReadyRosie Captioning Your Childhood Make a Card |
| DOMAIN | WI.CC.K.L. | Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.L.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| DESCRIPTOR / FOCUS AREA | K.L.2.a. | Capitalize the first word in a sentence and the pronoun I. ReadyRosie Make an Invitation |
| DESCRIPTOR / FOCUS AREA | K.L.2.b. | Recognize and name end punctuation. ReadyRosie Isn't That Bold? |
| DESCRIPTOR / FOCUS AREA | K.L.2.c. | Write a letter or letters for most consonant and short-vowel sounds (phonemes). ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| DESCRIPTOR / FOCUS AREA | K.L.2.d. | Spell simple words phonetically, drawing on knowledge of sound-letter relationships. ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| DOMAIN | WI.CC.K.L. | Language Standards |
| CONTENT STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.L.5. | With guidance and support from adults, explore word relationships and nuances in word meanings. |
| DESCRIPTOR / FOCUS AREA | K.L.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 |
| DESCRIPTOR / FOCUS AREA | K.L.5.b. | Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). ReadyRosie Speedy Synonyms |
| DESCRIPTOR / FOCUS AREA | K.L.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 |
| DOMAIN | WI.CC.K.L. | Language Standards |
| CONTENT STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.L.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 |
| Wisconsin Academic Standards |
| Language Arts |
| Grade: 1 - Adopted: 2010 |
| DOMAIN | WI.CC.1.RL. | Reading Standards for Literature |
| CONTENT STANDARD | Key Ideas and Details | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.RL.1. | Ask and answer questions about key details in a text. ReadyRosie Chapter Books Funny Pictures Preview & Predict Read a Little, Think a Little Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.RL.2. | Retell stories, including key details, and demonstrate understanding of their central message or lesson. ReadyRosie Chapter Books Funny Pictures Retelling the Fable Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.RL.3. | Describe characters, settings, and major events in a story, using key details. ReadyRosie Chapter Books Character Connection Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| DOMAIN | WI.CC.1.RL. | Reading Standards for Literature |
| CONTENT STANDARD | Craft and Structure | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.RL.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? |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.RL.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? |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.RL.6. | Identify who is telling the story at various points in a text. ReadyRosie Reading Strategy: Reading and Making Connections |
| DOMAIN | WI.CC.1.RL. | Reading Standards for Literature |
| CONTENT STANDARD | Integration of Knowledge and Ideas | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.RL.7. | Use illustrations and details in a story to describe its characters, setting, or events. ReadyRosie Chapter Books Character Connection Favorite Illustrators Feelings Charades Funny Pictures Inside Outside Traits Reading Strategies: Look at the Picture Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.RL.9. | Compare and contrast the adventures and experiences of characters in stories. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| DOMAIN | WI.CC.1.RL. | Reading Standards for Literature |
| CONTENT STANDARD | Range of Reading and Level of Text Complexity | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.RL.10. | With prompting and support, read prose and poetry of appropriate complexity for grade ReadyRosie Poetry Routine Reading Strategy: Model Expressive Reading What Do I Like? |
| DOMAIN | WI.CC.1.RI. | Reading Standards for Informational Text |
| CONTENT STANDARD | Key Ideas and Details | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.RI.1. | Ask and answer questions about key details in a text. ReadyRosie How To What Do You Want to Know? What's Cool About Nonfiction? |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.RI.2. | Identify the main topic and retell key details of a text. ReadyRosie How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| DOMAIN | WI.CC.1.RI. | Reading Standards for Informational Text |
| CONTENT STANDARD | Craft and Structure | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.RI.4. | Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. ReadyRosie Share Your Knowledge Wondering About Words |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.RI.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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.RI.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? |
| DOMAIN | WI.CC.1.RI. | Reading Standards for Informational Text |
| CONTENT STANDARD | Integration of Knowledge and Ideas | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.RI.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? |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.RI.8. | Identify the reasons an author gives to support points in a text. ReadyRosie How To Is It Real? What's Cool About Nonfiction? |
| DOMAIN | WI.CC.1.RI. | Reading Standards for Informational Text |
| CONTENT STANDARD | Range of Reading and Level of Text Complexity | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.RI.10. | With prompting and support, read informational texts appropriately complex for grade 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? |
| DOMAIN | WI.CC.1.RF. | Reading Standards: Foundational Skills |
| CONTENT STANDARD | Print Concepts | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.RF.1. | Demonstrate understanding of the organization and basic features of print. |
| DESCRIPTOR / FOCUS AREA | 1.RF.1.a. | Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). ReadyRosie Reading Strategies: Punctuation Expression |
| DOMAIN | WI.CC.1.RF. | Reading Standards: Foundational Skills |
| CONTENT STANDARD | Phonological Awareness | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.RF.2. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| DESCRIPTOR / FOCUS AREA | 1.RF.2.a. | Distinguish long from short vowel sounds in spoken single-syllable words. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| DESCRIPTOR / FOCUS AREA | 1.RF.2.b. | Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| DESCRIPTOR / FOCUS AREA | 1.RF.2.c. | Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. ReadyRosie Begin with the End Family Alliteration Name Game |
| DOMAIN | WI.CC.1.RF. | Reading Standards: Foundational Skills |
| CONTENT STANDARD | Phonics and Word Recognition | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.RF.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| DESCRIPTOR / FOCUS AREA | 1.RF.3.a. | Know the spelling-sound correspondences for common consonant digraphs. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| DESCRIPTOR / FOCUS AREA | 1.RF.3.b. | Decode regularly spelled one-syllable words. ReadyRosie Looking for Chunks Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| DESCRIPTOR / FOCUS AREA | 1.RF.3.c. | Know final -e and common vowel team conventions for representing long vowel sounds. ReadyRosie Change One Letter |
| DESCRIPTOR / FOCUS AREA | 1.RF.3.d. | Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. ReadyRosie Rhyming Hand Game |
| DESCRIPTOR / FOCUS AREA | 1.RF.3.e. | Decode two-syllable words following basic patterns by breaking the words into syllables. ReadyRosie Little Words Inside Bigger Words Looking for Chunks Reading Strategy: Cover the Suffix Rhyming Hand Game |
| DESCRIPTOR / FOCUS AREA | 1.RF.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! |
| DOMAIN | WI.CC.1.RF. | Reading Standards: Foundational Skills |
| CONTENT STANDARD | Fluency | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.RF.4. | Read with sufficient accuracy and fluency to support comprehension. |
| DESCRIPTOR / FOCUS AREA | 1.RF.4.a. | Read on-level text with purpose and understanding. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me My Library List Preview & Predict Read Like You Talk Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategies: Punctuation Expression Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |
| DESCRIPTOR / FOCUS AREA | 1.RF.4.b. | Read on-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 |
| DESCRIPTOR / FOCUS AREA | 1.RF.4.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| DOMAIN | WI.CC.1.W. | Writing Standards |
| CONTENT STANDARD | Text Types and Purposes | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.W.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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.W.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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.W.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 |
| DOMAIN | WI.CC.1.W. | Writing Standards |
| CONTENT STANDARD | Production and Distribution of Writing | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.W.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 |
| DOMAIN | WI.CC.1.W. | Writing Standards |
| CONTENT STANDARD | Research to Build and Present Knowledge | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.W.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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.W.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 |
| DOMAIN | WI.CC.1.SL. | Speaking and Listening Standards |
| CONTENT STANDARD | Comprehension and Collaboration | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.SL.1. | Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. |
| DESCRIPTOR / FOCUS AREA | 1.SL.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? |
| DESCRIPTOR / FOCUS AREA | 1.SL.1.b. | Build on others' talk in conversations by responding to the comments of others through multiple exchanges. ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| DESCRIPTOR / FOCUS AREA | 1.SL.1.c. | Ask questions to clear up any confusion about the topics and texts under discussion. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who Library Visit What I Like About Me Who's Coming to Dinner? |
| DOMAIN | WI.CC.1.SL. | Speaking and Listening Standards |
| CONTENT STANDARD | Comprehension and Collaboration | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.SL.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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.SL.3. | Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Love My Family Because... Library Visit What I Like About Me Who's Coming to Dinner? |
| DOMAIN | WI.CC.1.SL. | Speaking and Listening Standards |
| CONTENT STANDARD | Presentation of Knowledge and Ideas | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.SL.4. | Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. ReadyRosie 20 Questions Draw Color Poem Conversation Starters Describe It Funny Pictures Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.SL.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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.SL.6. | Produce complete sentences when appropriate to task and situation. ReadyRosie Guess Who Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| DOMAIN | WI.CC.1.L. | Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.L.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| DESCRIPTOR / FOCUS AREA | 1.L.1.a. | Print all upper- and lowercase letters. ReadyRosie Captioning Your Childhood Letters on My Back Make an Invitation Write Your Name |
| DESCRIPTOR / FOCUS AREA | 1.L.1.b. | Use common, proper, and possessive nouns. ReadyRosie All About My Family Noun Charades Picture Talk |
| DESCRIPTOR / FOCUS AREA | 1.L.1.c. | Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). ReadyRosie Captioning Your Childhood Noun Charades Picture Talk |
| DESCRIPTOR / FOCUS AREA | 1.L.1.d. | Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). ReadyRosie Picture Talk |
| DESCRIPTOR / FOCUS AREA | 1.L.1.e. | Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). ReadyRosie Magical Creature Writing Picture Talk |
| DESCRIPTOR / FOCUS AREA | 1.L.1.f. | Use frequently occurring adjectives. ReadyRosie Make a Card Picture Talk |
| DESCRIPTOR / FOCUS AREA | 1.L.1.i. | Use frequently occurring prepositions (e.g., during, beyond, toward). ReadyRosie Picture Talk |
| DESCRIPTOR / FOCUS AREA | 1.L.1.j. | Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. ReadyRosie Captioning Your Childhood Magical Creature Writing Make a Card Picture Talk |
| DOMAIN | WI.CC.1.L. | Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.L.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| DESCRIPTOR / FOCUS AREA | 1.L.2.a. | Capitalize dates and names of people. ReadyRosie Make a Card Make an Invitation Write a Letter |
| DESCRIPTOR / FOCUS AREA | 1.L.2.b. | Use end punctuation for sentences. ReadyRosie Magical Creature Writing Write a Letter |
| DESCRIPTOR / FOCUS AREA | 1.L.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 |
| DESCRIPTOR / FOCUS AREA | 1.L.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 |
| DOMAIN | WI.CC.1.L. | Language Standards |
| CONTENT STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.L.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. |
| DESCRIPTOR / FOCUS AREA | 1.L.4.a. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| DESCRIPTOR / FOCUS AREA | 1.L.4.b. | Use frequently occurring affixes as a clue to the meaning of a word. ReadyRosie Reading Strategy: Cover the Suffix |
| DOMAIN | WI.CC.1.L. | Language Standards |
| CONTENT STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.L.5. | With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. |
| DESCRIPTOR / FOCUS AREA | 1.L.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 |
| DESCRIPTOR / FOCUS AREA | 1.L.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 |
| DESCRIPTOR / FOCUS AREA | 1.L.5.c. | Identify real-life connections between words and their use (e.g., note places at home that are cozy). ReadyRosie Million Dollar Words |
| DESCRIPTOR / FOCUS AREA | 1.L.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 |
| DOMAIN | WI.CC.1.L. | Language Standards |
| CONTENT STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.L.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 |
| Wisconsin Academic Standards |
| Language Arts |
| Grade: 2 - Adopted: 2010 |
| DOMAIN | WI.CC.2.RL. | Reading Standards for Literature |
| CONTENT STANDARD | Key Ideas and Details | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.RL.1. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ReadyRosie 20 Questions Can You See It? Chapter Books Pow Wow Crunch Read a Little, Think a Little Reading is Thinking What Makes a Good Storyteller |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.RL.3. | Describe how characters in a story respond to major events and challenges. ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| DOMAIN | WI.CC.2.RL. | Reading Standards for Literature |
| CONTENT STANDARD | Craft and Structure | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.RL.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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.RL.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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.RL.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 |
| DOMAIN | WI.CC.2.RL. | Reading Standards for Literature |
| CONTENT STANDARD | Integration of Knowledge and Ideas | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.RL.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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.RL.9. | Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. ReadyRosie What Makes a Good Storyteller |
| DOMAIN | WI.CC.2.RL. | Reading Standards for Literature |
| CONTENT STANDARD | Range of Reading and Level of Text Complexity | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.RL.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 |
| DOMAIN | WI.CC.2.RI. | Reading Standards for Informational Text |
| CONTENT STANDARD | Key Ideas and Details | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.RI.1. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ReadyRosie How To I Want to Know About Reading Recipes That's So Cool What Do You Wonder? |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.RI.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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.RI.3. | Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. ReadyRosie How Far Does It Fly? How To I Want to Know About I Went to the Zoo and Saw Reading Recipes That's So Cool What Do You Wonder? |
| DOMAIN | WI.CC.2.RI. | Reading Standards for Informational Text |
| CONTENT STANDARD | Craft and Structure | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.RI.4. | Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. ReadyRosie Share Your Knowledge Wondering About Words |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.RI.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? |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.RI.6. | Identify the main purpose of a text, including what the author wants to answer, explain, or describe. ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool What Do You Wonder? |
| DOMAIN | WI.CC.2.RI. | Reading Standards for Informational Text |
| CONTENT STANDARD | Integration of Knowledge and Ideas | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.RI.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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.RI.8. | Describe how reasons support specific points the author makes in a text. ReadyRosie How To |
| DOMAIN | WI.CC.2.RI. | Reading Standards for Informational Text |
| CONTENT STANDARD | Range of Reading and Level of Text Complexity | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.RI.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 Random, Bizarre Facts Reading Recipes Reading Strategies: Punctuation Expression Reading Strategy: Give the Word That's So Cool What Do You Wonder? |
| DOMAIN | WI.CC.2.RF. | Reading Standards: Foundational Skills |
| CONTENT STANDARD | Phonics and Word Recognition | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.RF.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| DESCRIPTOR / FOCUS AREA | 2.RF.3.b. | Know spelling-sound correspondences for additional common vowel teams. ReadyRosie Shopping for Syllables Thinking About Word Chunks |
| DESCRIPTOR / FOCUS AREA | 2.RF.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 |
| DESCRIPTOR / FOCUS AREA | 2.RF.3.d. | Decode words with common prefixes and suffixes. ReadyRosie Reading Strategy: Cover the Suffix Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| DESCRIPTOR / FOCUS AREA | 2.RF.3.e. | Identify words with inconsistent but common spelling-sound correspondences. ReadyRosie Reading Strategy: Give the Word Thinking About Word Chunks |
| DESCRIPTOR / FOCUS AREA | 2.RF.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 |
| DOMAIN | WI.CC.2.RF. | Reading Standards: Foundational Skills |
| CONTENT STANDARD | Fluency | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.RF.4. | Read with sufficient accuracy and fluency to support comprehension. |
| DESCRIPTOR / FOCUS AREA | 2.RF.4.a. | Read on-level text with purpose and understanding. ReadyRosie Books on the Go Building a Fort Can You See It? Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading That's So Cool What Do You Wonder? |
| DESCRIPTOR / FOCUS AREA | 2.RF.4.b. | Read on-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 |
| DESCRIPTOR / FOCUS AREA | 2.RF.4.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| DOMAIN | WI.CC.2.W. | Writing Standards |
| CONTENT STANDARD | Text Types and Purposes | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.W.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? |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.W.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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.W.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 |
| DOMAIN | WI.CC.2.W. | Writing Standards |
| CONTENT STANDARD | Production and Distribution of Writing | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.W.5. | With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. ReadyRosie 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 |
| DOMAIN | WI.CC.2.W. | Writing Standards |
| CONTENT STANDARD | Research to Build and Present Knowledge | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.W.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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.W.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? |
| DOMAIN | WI.CC.2.SL. | Speaking and Listening Standards |
| CONTENT STANDARD | Comprehension and Collaboration | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.SL.1. | Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. |
| DESCRIPTOR / FOCUS AREA | 2.SL.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? |
| DESCRIPTOR / FOCUS AREA | 2.SL.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? |
| DESCRIPTOR / FOCUS AREA | 2.SL.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? |
| DOMAIN | WI.CC.2.SL. | Speaking and Listening Standards |
| CONTENT STANDARD | Comprehension and Collaboration | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.SL.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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.SL.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? |
| DOMAIN | WI.CC.2.SL. | Speaking and Listening Standards |
| CONTENT STANDARD | Presentation of Knowledge and Ideas | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.SL.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? |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.SL.6. | Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. 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? |
| DOMAIN | WI.CC.2.L. | Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.L.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| DESCRIPTOR / FOCUS AREA | 2.L.1.a. | Use collective nouns (e.g., group). ReadyRosie 20 Questions Noun Charades |
| DESCRIPTOR / FOCUS AREA | 2.L.1.b. | Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). ReadyRosie Noun Charades |
| DESCRIPTOR / FOCUS AREA | 2.L.1.d. | Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). ReadyRosie Family Journaling |
| DESCRIPTOR / FOCUS AREA | 2.L.1.e. | Use adjectives and adverbs, and choose between them depending on what is to be modified. ReadyRosie Acrostic Poem Picture Talk |
| DESCRIPTOR / FOCUS AREA | 2.L.1.f. | Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). ReadyRosie 20 Questions Guess Who Hidden Messages Magical Creature Writing Simon Says What I Like About Me Who's Coming to Dinner? Writing Telephone Game |
| DOMAIN | WI.CC.2.L. | Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.L.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| DESCRIPTOR / FOCUS AREA | 2.L.2.a. | Capitalize holidays, product names, and geographic names. ReadyRosie Writing Telephone Game |
| DESCRIPTOR / FOCUS AREA | 2.L.2.b. | Use commas in greetings and closings of letters. ReadyRosie Hidden Messages Write a Thank You Note Write to the Tooth Fairy |
| DESCRIPTOR / FOCUS AREA | 2.L.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 |
| DOMAIN | WI.CC.2.L. | Language Standards |
| CONTENT STANDARD | Knowledge of Language | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.L.3. | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| DESCRIPTOR / FOCUS AREA | 2.L.3.a. | Compare formal and informal uses of English. ReadyRosie Share Your Knowledge Sharing Chores and Your Day |
| DOMAIN | WI.CC.2.L. | Language Standards |
| CONTENT STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.L.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. |
| DESCRIPTOR / FOCUS AREA | 2.L.4.a. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| DESCRIPTOR / FOCUS AREA | 2.L.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 |
| DESCRIPTOR / FOCUS AREA | 2.L.4.c. | Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). ReadyRosie Digging Into Roots |
| DESCRIPTOR / FOCUS AREA | 2.L.4.d. | Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). ReadyRosie Playground Compounds |
| DESCRIPTOR / FOCUS AREA | 2.L.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 |
| DOMAIN | WI.CC.2.L. | Language Standards |
| CONTENT STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.L.5. | Demonstrate understanding of word relationships and nuances in word meanings. |
| DESCRIPTOR / FOCUS AREA | 2.L.5.a. | Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). ReadyRosie Category Competition Hink Pink Million Dollar Words |
| DESCRIPTOR / FOCUS AREA | 2.L.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 |
| DOMAIN | WI.CC.2.L. | Language Standards |
| CONTENT STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.L.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? |
| Wisconsin Academic Standards |
| Language Arts |
| Grade: 3 - Adopted: 2010 |
| DOMAIN | WI.CC.3.RL. | Reading Standards for Literature |
| CONTENT STANDARD | Key Ideas and Details | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.RL.1. | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ReadyRosie 20 Questions Chapter Books It's All In Your Head Pow Wow Crunch Read a Little, Think a Little Talking About Books What Makes a Good Storyteller |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.RL.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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.RL.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 |
| DOMAIN | WI.CC.3.RL. | Reading Standards for Literature |
| CONTENT STANDARD | Craft and Structure | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.RL.4. | Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer Talking About Books What Makes a Good Storyteller |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.RL.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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.RL.6. | Distinguish their own point of view from that of the narrator or those of the characters. ReadyRosie Reading Strategy: Reading and Making Connections |
| DOMAIN | WI.CC.3.RL. | Reading Standards for Literature |
| CONTENT STANDARD | Integration of Knowledge and Ideas | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.RL.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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.RL.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 |
| DOMAIN | WI.CC.3.RL. | Reading Standards for Literature |
| CONTENT STANDARD | Range of Reading and Level of Text Complexity | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.RL.10. | By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. ReadyRosie 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 |
| DOMAIN | WI.CC.3.RI. | Reading Standards for Informational Text |
| CONTENT STANDARD | Key Ideas and Details | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.RI.1. | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ReadyRosie Reading Recipes That's So Cool What Will You Learn? |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.RI.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? |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.RI.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? |
| DOMAIN | WI.CC.3.RI. | Reading Standards for Informational Text |
| CONTENT STANDARD | Craft and Structure | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.RI.4. | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. ReadyRosie Share Your Knowledge Wondering About Words |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.RI.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 |
| DOMAIN | WI.CC.3.RI. | Reading Standards for Informational Text |
| CONTENT STANDARD | Integration of Knowledge and Ideas | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.RI.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? |
| DOMAIN | WI.CC.3.RI. | Reading Standards for Informational Text |
| CONTENT STANDARD | Range of Reading and Level of Text Complexity | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.RI.10. | By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently. ReadyRosie Books on the Go Daily Reading Routines Double the Recipe Favorite Genres Five Finger Rule How Far Does It Fly? I Want to Know About Random, Bizarre Facts Reading Recipes That's So Cool What Will You Learn? |
| DOMAIN | WI.CC.3.RF. | Reading Standards: Foundational Skills |
| CONTENT STANDARD | Phonics and Word Recognition | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.RF.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| DESCRIPTOR / FOCUS AREA | 3.RF.3.a. | Identify and know the meaning of the most common prefixes and derivational suffixes. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| DESCRIPTOR / FOCUS AREA | 3.RF.3.b. | Decode words with common Latin suffixes. ReadyRosie Shopping for Syllables Understanding Big Words |
| DESCRIPTOR / FOCUS AREA | 3.RF.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 |
| DOMAIN | WI.CC.3.RF. | Reading Standards: Foundational Skills |
| CONTENT STANDARD | Fluency | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.RF.4. | Read with sufficient accuracy and fluency to support comprehension. |
| DESCRIPTOR / FOCUS AREA | 3.RF.4.a. | Read on-level text with purpose and understanding. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule It's All In Your Head My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading That's So Cool What Will You Learn? |
| DESCRIPTOR / FOCUS AREA | 3.RF.4.b. | Read on-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 |
| DESCRIPTOR / FOCUS AREA | 3.RF.4.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Wondering About Words Word Detective |
| DOMAIN | WI.CC.3.W. | Writing Standards |
| CONTENT STANDARD | Text Types and Purposes | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.W.1. | Write opinion pieces on topics or texts, supporting a point of view with reasons. |
| DESCRIPTOR / FOCUS AREA | 3.W.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? |
| DESCRIPTOR / FOCUS AREA | 3.W.1.c. | Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. ReadyRosie This Is Important |
| DESCRIPTOR / FOCUS AREA | 3.W.1.d. | Provide a concluding statement or section. ReadyRosie This Is Important Who Are Your Heroes? |
| DOMAIN | WI.CC.3.W. | Writing Standards |
| CONTENT STANDARD | Text Types and Purposes | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.W.2. | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| DESCRIPTOR / FOCUS AREA | 3.W.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 |
| DESCRIPTOR / FOCUS AREA | 3.W.2.b. | Develop the topic with facts, definitions, and details. ReadyRosie Create a Song Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| DESCRIPTOR / FOCUS AREA | 3.W.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 |
| DESCRIPTOR / FOCUS AREA | 3.W.2.d. | Provide a concluding statement or section. ReadyRosie Write About a Family Tradition Write a Favorite Family Recipe |
| DOMAIN | WI.CC.3.W. | Writing Standards |
| CONTENT STANDARD | Text Types and Purposes | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.W.3. | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
| DESCRIPTOR / FOCUS AREA | 3.W.3.a. | Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. ReadyRosie A Really Good Story Family Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Writing Telephone Game |
| DESCRIPTOR / FOCUS AREA | 3.W.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 |
| DESCRIPTOR / FOCUS AREA | 3.W.3.c. | Use temporal words and phrases to signal event order. ReadyRosie Family Journaling My Family Comic Strip Sharing Chores and Your Day Write Around Writing Telephone Game |
| DESCRIPTOR / FOCUS AREA | 3.W.3.d. | Provide a sense of closure. ReadyRosie Family Journaling Magical Creature Writing My Family Comic Strip Story Train Write Around |
| DOMAIN | WI.CC.3.W. | Writing Standards |
| CONTENT STANDARD | Production and Distribution of Writing | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.W.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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.W.5. | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. ReadyRosie A Really Good Story This Is Important Write a Favorite Family Recipe |
| DOMAIN | WI.CC.3.W. | Writing Standards |
| CONTENT STANDARD | Research to Build and Present Knowledge | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.W.7. | Conduct short research projects that build knowledge about a topic. ReadyRosie Family Interview I Want to Know About Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.W.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? |
| DOMAIN | WI.CC.3.W. | Writing Standards |
| CONTENT STANDARD | Range of Writing | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.W.10. | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. ReadyRosie Family Adventure List Family Journaling Make a Neighborhood Map Nature Journaling This Is Important |
| DOMAIN | WI.CC.3.SL. | Speaking and Listening Standards |
| CONTENT STANDARD | Comprehension and Collaboration | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.SL.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. |
| DESCRIPTOR / FOCUS AREA | 3.SL.1.a. | Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| DESCRIPTOR / FOCUS AREA | 3.SL.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? |
| DESCRIPTOR / FOCUS AREA | 3.SL.1.c. | Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Conversations in the Car Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Kitchen Conversations Library Visit Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| DESCRIPTOR / FOCUS AREA | 3.SL.1.d. | Explain their own ideas and understanding in light of the discussion. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| DOMAIN | WI.CC.3.SL. | Speaking and Listening Standards |
| CONTENT STANDARD | Comprehension and Collaboration | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.SL.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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.SL.3. | Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Library Visit Sharing Chores and Your Day This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| DOMAIN | WI.CC.3.SL. | Speaking and Listening Standards |
| CONTENT STANDARD | Presentation of Knowledge and Ideas | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.SL.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? |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.SL.6. | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| DOMAIN | WI.CC.3.L. | Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.L.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| DESCRIPTOR / FOCUS AREA | 3.L.1.a. | Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. ReadyRosie Acrostic Poem Noun Charades |
| DESCRIPTOR / FOCUS AREA | 3.L.1.b. | Form and use regular and irregular plural nouns. ReadyRosie Noun Charades |
| DESCRIPTOR / FOCUS AREA | 3.L.1.c. | Use abstract nouns (e.g., childhood). ReadyRosie Noun Charades |
| DESCRIPTOR / FOCUS AREA | 3.L.1.e. | Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. ReadyRosie Magical Creature Writing |
| DESCRIPTOR / FOCUS AREA | 3.L.1.g. | Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| DESCRIPTOR / FOCUS AREA | 3.L.1.i. | Produce simple, compound, and complex sentences. ReadyRosie Magical Creature Writing Writing Telephone Game |
| DOMAIN | WI.CC.3.L. | Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.L.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| DESCRIPTOR / FOCUS AREA | 3.L.2.c. | Use commas and quotation marks in dialogue. ReadyRosie Write Around |
| DESCRIPTOR / FOCUS AREA | 3.L.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 |
| DESCRIPTOR / FOCUS AREA | 3.L.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 |
| DOMAIN | WI.CC.3.L. | Language Standards |
| CONTENT STANDARD | Knowledge of Language | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.L.3. | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| DESCRIPTOR / FOCUS AREA | 3.L.3.a. | Choose words and phrases for effect. ReadyRosie Acrostic Poem Create a Song Hinky Pinky and Hinketty Pinketty Million Dollar Words Noun Charades Sharing Chores and Your Day |
| DOMAIN | WI.CC.3.L. | Language Standards |
| CONTENT STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.L.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. |
| DESCRIPTOR / FOCUS AREA | 3.L.4.a. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Wondering About Words Word Detective |
| DESCRIPTOR / FOCUS AREA | 3.L.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 |
| DESCRIPTOR / FOCUS AREA | 3.L.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 |
| DESCRIPTOR / FOCUS AREA | 3.L.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 |
| DOMAIN | WI.CC.3.L. | Language Standards |
| CONTENT STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.L.5. | Demonstrate understanding of word relationships and nuances in word meanings. |
| DESCRIPTOR / FOCUS AREA | 3.L.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 |
| DESCRIPTOR / FOCUS AREA | 3.L.5.b. | Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| DESCRIPTOR / FOCUS AREA | 3.L.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 |
| DOMAIN | WI.CC.3.L. | Language Standards |
| CONTENT STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.L.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 |
| Wisconsin Academic Standards |
| Mathematics |
| Grade: K - Adopted: 2010 |
| DOMAIN | WI.CC.K.MP. | Mathematical Practices |
| CONTENT STANDARD | 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? |
| CONTENT STANDARD | K.MP.2. | Reason abstractly and quantitatively. ReadyRosie How Many Legs? The Right Size |
| CONTENT STANDARD | K.MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort More or Less Salty Numbers Would It Work? |
| CONTENT STANDARD | K.MP.4. | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| CONTENT STANDARD | K.MP.7. | Look for and make use of structure. ReadyRosie Pattern Walk |
| CONTENT STANDARD | K.MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Pattern Walk |
| DOMAIN | WI.CC.K.CC. | Counting and Cardinality |
| CONTENT STANDARD | Know number names and the count sequence. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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? |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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? |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.CC.3. | Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). ReadyRosie Go Fish My Favorite Things Numbers on My Back Sneaky Math Note |
| DOMAIN | WI.CC.K.CC. | Counting and Cardinality |
| CONTENT STANDARD | Count to tell the number of objects. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.CC.4. | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| DESCRIPTOR / FOCUS AREA | K.CC.4.a. | When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. ReadyRosie Car Race 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? |
| DESCRIPTOR / FOCUS AREA | K.CC.4.b. | Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. ReadyRosie Car Race 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? |
| DESCRIPTOR / FOCUS AREA | K.CC.4.c. | Understand that each successive number name refers to a quantity that is one larger. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |
| DOMAIN | WI.CC.K.CC. | Counting and Cardinality |
| CONTENT STANDARD | Count to tell the number of objects. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.CC.5. | Count to answer ''how many?'' questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Sneaky Math Note Spill the Beans The Biggest Number What Do I Have? |
| DOMAIN | WI.CC.K.CC. | Counting and Cardinality |
| CONTENT STANDARD | Compare numbers. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.CC.6. | Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. ReadyRosie In Ten Seconds More or Less The Biggest Number |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.CC.7. | Compare two numbers between 1 and 10 presented as written numerals. ReadyRosie Ten in a Row |
| DOMAIN | WI.CC.K.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.OA.1. | Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. ReadyRosie Car Race Family Math Book Finish My Set Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.OA.2. | Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. ReadyRosie Bedtime Math Story Car Race 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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.OA.3. | Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.OA.4. | For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.OA.5. | Fluently add and subtract within 5. ReadyRosie Car Race Math Fact Memory Roll the Difference Spill the Beans |
| DOMAIN | WI.CC.K.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD | Work with numbers 11-19 to gain foundations for place value. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.NBT.1. | Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| DOMAIN | WI.CC.K.MD. | Measurement and Data |
| CONTENT STANDARD | Describe and compare measurable attributes. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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 heights of two children and describe one child as taller/shorter. 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 |
| DOMAIN | WI.CC.K.MD. | Measurement and Data |
| CONTENT STANDARD | Classify objects and count the number of objects in each category. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.MD.3. | Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. ReadyRosie Card Sorting I Spy a Coin Toy Organization |
| DOMAIN | WI.CC.K.G. | Geometry |
| CONTENT STANDARD | Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.G.2. | Correctly name shapes regardless of their orientations or overall size. ReadyRosie Canned Shape Scavenger Hunt |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.G.3. | Identify shapes as two-dimensional (lying in a plane, ''flat'') or three-dimensional (''solid''). ReadyRosie Shape Scavenger Hunt |
| DOMAIN | WI.CC.K.G. | Geometry |
| CONTENT STANDARD | Analyze, compare, create, and compose shapes. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.G.4. | Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/''corners'') and other attributes (e.g., having sides of equal length). ReadyRosie Canned Shape Scavenger Hunt |
| PERFORMANCE STANDARD / LEARNING PRIORITY | K.G.5. | Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. ReadyRosie Is it a Triangle? |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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? |
| Wisconsin Academic Standards |
| Mathematics |
| Grade: 1 - Adopted: 2010 |
| DOMAIN | WI.CC.1.MP. | Mathematical Practices |
| CONTENT STANDARD | 1.MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book |
| CONTENT STANDARD | 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? |
| CONTENT STANDARD | 1.MP.4. | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| CONTENT STANDARD | 1.MP.6. | Attend to precision. ReadyRosie Category Hunt |
| CONTENT STANDARD | 1.MP.7. | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| CONTENT STANDARD | 1.MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| DOMAIN | WI.CC.1.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD | Represent and solve problems involving addition and subtraction. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. ReadyRosie Bedtime Math Story Car Time Math Domino Subtraction Family Math Book Fishing for Tens Input Output Math Journal Walk Restaurant Story Problems Spill the Beans The Final Price Is... |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.OA.2. | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. ReadyRosie Restaurant Story Problems Ten Scoops The Final Price Is... |
| DOMAIN | WI.CC.1.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD | Understand and apply properties of operations and the relationship between addition and subtraction. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.OA.3. | Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) ReadyRosie Fishing for Doubles |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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 |
| DOMAIN | WI.CC.1.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD | Add and subtract within 20. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.OA.5. | Relate counting to addition and subtraction (e.g., 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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.OA.6. | Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). ReadyRosie Addition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Scoops |
| DOMAIN | WI.CC.1.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD | Work with addition and subtraction equations. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.OA.8. | Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. ReadyRosie Where Did I Start? |
| DOMAIN | WI.CC.1.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD | Extend the counting sequence. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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 |
| DOMAIN | WI.CC.1.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD | Understand place value. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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: |
| DESCRIPTOR / FOCUS AREA | 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 |
| DESCRIPTOR / FOCUS AREA | 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 |
| DESCRIPTOR / FOCUS AREA | 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 |
| DOMAIN | WI.CC.1.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD | Understand place value. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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 |
| DOMAIN | WI.CC.1.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD | Use place value understanding and properties of operations to add and subtract. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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 and tens, ones and ones; and sometimes it is necessary to compose a ten. ReadyRosie Broken Calculator Keys Car Race Fishing for Tens Ten Dimes |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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 |
| DOMAIN | WI.CC.1.MD. | Measurement and Data |
| CONTENT STANDARD | Measure lengths indirectly and by iterating length units. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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 |
| DOMAIN | WI.CC.1.MD. | Measurement and Data |
| CONTENT STANDARD | Tell and write time. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.MD.3. | Tell and write time in hours and half-hours using analog and digital clocks. ReadyRosie Body Clock |
| DOMAIN | WI.CC.1.MD. | Measurement and Data |
| CONTENT STANDARD | Represent and interpret data. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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 |
| DOMAIN | WI.CC.1.G. | Geometry |
| CONTENT STANDARD | Reason with shapes and their attributes. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.G.1. | Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size) ; build and draw shapes to possess defining attributes. ReadyRosie Folding a Blanket One of These Is Not Like the Other Paper Airplane Geometry |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 1.G.2. | Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. ReadyRosie Folding a Blanket Paper Airplane Geometry |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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 of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. ReadyRosie Folding Napkins Making Playdough Together |
| Wisconsin Academic Standards |
| Mathematics |
| Grade: 2 - Adopted: 2010 |
| DOMAIN | WI.CC.2.MP. | Mathematical Practices |
| CONTENT STANDARD | 2.MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| CONTENT STANDARD | 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 |
| CONTENT STANDARD | 2.MP.4. | Model with mathematics. ReadyRosie Family Math Book Is it Reasonable? When Five is Big |
| CONTENT STANDARD | 2.MP.6. | Attend to precision. ReadyRosie Category Hunt |
| CONTENT STANDARD | 2.MP.7. | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| CONTENT STANDARD | 2.MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| DOMAIN | WI.CC.2.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD | Represent and solve problems involving addition and subtraction. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. ReadyRosie Can I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |
| DOMAIN | WI.CC.2.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD | Add and subtract within 20. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.OA.2. | Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. ReadyRosie Addition War Can you Make 21? Fifteen Fact Memory Fishing for Doubles Subtraction War |
| DOMAIN | WI.CC.2.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD | Work with equal groups of objects to gain foundations for multiplication. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.OA.3. | Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. ReadyRosie Even or Odd? |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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 |
| DOMAIN | WI.CC.2.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD | Understand place value. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.NBT.1. | Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: |
| DESCRIPTOR / FOCUS AREA | 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 |
| DESCRIPTOR / FOCUS AREA | 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 |
| DOMAIN | WI.CC.2.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD | Understand place value. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.NBT.2. | Count within 1000; skip-count by 5s, 10s, and 100s. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.NBT.3. | Read and write numbers to 1000 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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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 |
| DOMAIN | WI.CC.2.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD | Use place value understanding and properties of operations to add and subtract. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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? |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.NBT.7. | Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. ReadyRosie 2-Digit Addition War Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice Fishing for Doubles How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.NBT.9. | Explain why addition and subtraction strategies work, using place value and the properties of operations. 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? |
| DOMAIN | WI.CC.2.MD. | Measurement and Data |
| CONTENT STANDARD | Measure and estimate lengths in standard units. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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 |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.MD.3. | Estimate lengths using units of inches, feet, centimeters, and meters. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| DOMAIN | WI.CC.2.MD. | Measurement and Data |
| CONTENT STANDARD | Work with time and money. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.MD.8. | Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and cents symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? ReadyRosie What's in a Dollar? |
| DOMAIN | WI.CC.2.MD. | Measurement and Data |
| CONTENT STANDARD | Represent and interpret data. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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 |
| DOMAIN | WI.CC.2.G. | Geometry |
| CONTENT STANDARD | Reason with shapes and their attributes. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.G.1. | Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. ReadyRosie Mystery Shape Paper Airplane Geometry |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 2.G.2. | Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. ReadyRosie An Array of Brownies |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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, four fourths. Recognize that equal shares of identical wholes need not have the same shape. ReadyRosie Counting Fractions |
| Wisconsin Academic Standards |
| Mathematics |
| Grade: 3 - Adopted: 2010 |
| DOMAIN | WI.CC.3.MP. | Mathematical Practices |
| CONTENT STANDARD | 3.MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| CONTENT STANDARD | 3.MP.2. | Reason abstractly and quantitatively. ReadyRosie That's Crazy! |
| CONTENT STANDARD | 3.MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt |
| CONTENT STANDARD | 3.MP.4. | Model with mathematics. ReadyRosie Family Math Book That's Crazy! When Five is Big |
| CONTENT STANDARD | 3.MP.6. | Attend to precision. ReadyRosie Category Hunt |
| CONTENT STANDARD | 3.MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| DOMAIN | WI.CC.3.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD | Represent and solve problems involving multiplication and division. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.OA.1. | Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. ReadyRosie I Spy Sums and Products Let's Go to 100 Multiplication War Price Per Pound Say it a Different Way |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.OA.2. | Interpret whole-number quotients of whole numbers, e.g., interpret 56 / 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 / 8. ReadyRosie Fair Share |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.OA.3. | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. ReadyRosie Can I Stump You? Family Math Book Let's Go to 100 Table Times |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.OA.4. | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = _ / 3, 6 x 6 = ? ReadyRosie Math Mind Reading Parts Unknown |
| DOMAIN | WI.CC.3.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD | Understand properties of multiplication and the relationship between multiplication and division. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.OA.5. | Apply properties of operations as strategies to multiply and divide. Examples: 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.) ReadyRosie I Spy Sums and Products Multiplication War |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.OA.6. | Understand division as an unknown-factor problem. For example, find 32 / 8 by finding the number that makes 32 when multiplied by 8. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |
| DOMAIN | WI.CC.3.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD | Multiply and divide within 100. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.OA.7. | Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 / 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |
| DOMAIN | WI.CC.3.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD | Solve problems involving the four operations, and identify and explain patterns in arithmetic. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.OA.8. | Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. ReadyRosie Can I Stump You? Family Math Book Input Output Let's Go to 100 Make One Up Restaurant Story Problems Table Times |
| DOMAIN | WI.CC.3.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD | Use place value understanding and properties of operations to perform multi-digit arithmetic. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.NBT.1. | Use place value understanding to round whole numbers to the nearest 10 or 100. ReadyRosie Round Showdown The Greater Number |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.NBT.2. | Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition The Answer Is Thousand More What's the Difference? |
| DOMAIN | WI.CC.3.NF. | Number and Operations--Fractions |
| CONTENT STANDARD | Develop understanding of fractions as numbers. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.NF.1. | Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. ReadyRosie Fractions on a Number Line Shape Up! |
| DOMAIN | WI.CC.3.NF. | Number and Operations--Fractions |
| CONTENT STANDARD | Develop understanding of fractions as numbers. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.NF.3. | Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. |
| DESCRIPTOR / FOCUS AREA | 3.NF.3.a. | Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. ReadyRosie Sharing an Apple |
| DESCRIPTOR / FOCUS AREA | 3.NF.3.b. | Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. ReadyRosie Sharing an Apple |
| DESCRIPTOR / FOCUS AREA | 3.NF.3.c. | Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. ReadyRosie Fractions on a Number Line Shape Up! |
| DESCRIPTOR / FOCUS AREA | 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, e.g., by using a visual fraction model. ReadyRosie Fractions on a Number Line |
| DOMAIN | WI.CC.3.MD. | Measurement and Data |
| CONTENT STANDARD | Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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, e.g., by representing the problem on a number line diagram. ReadyRosie Now is the Time |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.MD.2. | Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. ReadyRosie Cooking Estimation Double the Recipe Reading Recipes |
| DOMAIN | WI.CC.3.MD. | Measurement and Data |
| CONTENT STANDARD | Represent and interpret data. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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 5 pets. ReadyRosie Graphing Walking Goals |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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 |
| DOMAIN | WI.CC.3.MD. | Measurement and Data |
| CONTENT STANDARD | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.MD.5. | Recognize area as an attribute of plane figures and understand concepts of area measurement. |
| DESCRIPTOR / FOCUS AREA | 3.MD.5.a. | A square with side length 1 unit, called ''a unit square,'' is said to have ''one square unit'' of area, and can be used to measure area. ReadyRosie Cracker Perimeter & Area |
| DESCRIPTOR / FOCUS AREA | 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 |
| DOMAIN | WI.CC.3.MD. | Measurement and Data |
| CONTENT STANDARD | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.MD.6. | Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). ReadyRosie Cracker Perimeter & Area |
| DOMAIN | WI.CC.3.MD. | Measurement and Data |
| CONTENT STANDARD | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 3.MD.7. | Relate area to the operations of multiplication and addition. |
| DESCRIPTOR / FOCUS AREA | 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 |
| DESCRIPTOR / FOCUS AREA | 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 |
| DOMAIN | WI.CC.3.G. | Geometry |
| CONTENT STANDARD | Reason with shapes and their attributes. | |
| PERFORMANCE STANDARD / LEARNING PRIORITY | 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 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. ReadyRosie Counting Fractions Shape Up! |
| Wisconsin Academic Standards |
| Science |
| Grade: K - Adopted: 2017 |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.SEP. | Science and Engineering Practices (SEP) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.SEP1. | Students ask questions and define problems, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.SEP1.A. | Asking Questions – Students ask simple descriptive questions that can be tested. This includes the following: |
| LEARNING CONTINUUM | SCI.SEP1.A.K-2.1. | Ask questions based on observations to find more information about the natural world. ReadyRosie Ramp Car Racing |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.SEP. | Science and Engineering Practices (SEP) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.SEP1. | Students ask questions and define problems, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.SEP1.B. | Defining Problems |
| LEARNING CONTINUUM | SCI.SEP1.B.K-2. | Students define simple problems that can be solved through the development of a new or improved object or tool. ReadyRosie Ramp Car Racing |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.SEP. | Science and Engineering Practices (SEP) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.SEP3. | Students plan and carry out investigations, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.SEP3.A. | Planning and Conducting Investigations – Students plan and carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. This includes the following: |
| LEARNING CONTINUUM | SCI.SEP3.A.K-2.4. | Make observations (firsthand or from media) and measurements to collect data that can be used to make comparisons. ReadyRosie Nature Journaling |
| LEARNING CONTINUUM | SCI.SEP3.A.K-2.5. | Make observations (firsthand or from media) and measurements of a proposed object or tool or solution to determine if it solves a problem or meets a goal. ReadyRosie Nature Journaling |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.SEP. | Science and Engineering Practices (SEP) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.SEP6. | Students construct explanations and design solutions, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.SEP6.B. | Design Solutions – Students use evidence and ideas in designing solutions. This includes the following: |
| LEARNING CONTINUUM | SCI.SEP6.B.K-2.2. | Generate and compare multiple solutions to a problem. ReadyRosie Ramp Car Racing |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.LS. | Disciplinary Core Idea: Life Science (LS) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.LS1. | Students use science and engineering practices, crosscutting concepts, and an understanding of structures and processes (on a scale from molecules to organisms) to make sense of phenomena and solve problem. |
| DESCRIPTOR / FOCUS AREA | SCI.LS1.A. | Structure and Function |
| LEARNING CONTINUUM | SCI.LS1.A.1. | All organisms have external parts that they use to perform daily functions. ReadyRosie I Found This |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.LS. | Disciplinary Core Idea: Life Science (LS) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.LS1. | Students use science and engineering practices, crosscutting concepts, and an understanding of structures and processes (on a scale from molecules to organisms) to make sense of phenomena and solve problem. |
| DESCRIPTOR / FOCUS AREA | SCI.LS1.C. | Organization for Matter and Energy Flow in Organisms |
| LEARNING CONTINUUM | SCI.LS1.C.K. | Animals obtain food they need from plants or other animals. Plants need water and light. ReadyRosie Family Sensory Walk |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.LS. | Disciplinary Core Idea: Life Science (LS) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.LS2. | Students use science and engineering practices, crosscutting concepts, and an understanding of the interactions, energy, and dynamics within ecosystems to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.LS2.A. | Interdependent Relationships in Ecosystems |
| LEARNING CONTINUUM | SCI.LS2.A.2. | Plants depend on water and light to grow. Plants depend on animals for pollination or to move their seeds around. ReadyRosie Family Sensory Walk |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.LS. | Disciplinary Core Idea: Life Science (LS) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.LS3. | Students use science and engineering practices, crosscutting concepts, and an understanding of heredity to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.LS3.A. | Inheritance of Traits |
| LEARNING CONTINUUM | SCI.LS3.A.1. | Young organisms are very much, but not exactly, like their parents, and also resemble other organisms of the same kind. ReadyRosie Family Sensory Walk |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.LS. | Disciplinary Core Idea: Life Science (LS) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.LS4. | Students use science and engineering practices, crosscutting concepts, and an understanding of biological evolution to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.LS4.D. | Biodiversity and Humans |
| LEARNING CONTINUUM | SCI.LS4.D.2. | There are many different kinds of living things in any area, and they exist in different places on land and in water. ReadyRosie Family Sensory Walk |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.ETS. | Disciplinary Core Idea: Engineering, Technology, and the Application of Science (ETS) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.ETS1. | Students use science and engineering practices, crosscutting concepts, and an understanding of engineering design to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.ETS1.A. | Defining and Delimiting Engineering Problems |
| LEARNING CONTINUUM | SCI.ETS1.A.K-2.2. | Asking questions, making observations, and gathering information are helpful in thinking about problems. ReadyRosie Ramp Car Racing |
| LEARNING CONTINUUM | SCI.ETS1.A.K-2.3. | Before beginning to design a solution, it is important to clearly understand the problem. ReadyRosie Ramp Car Racing |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.ETS. | Disciplinary Core Idea: Engineering, Technology, and the Application of Science (ETS) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.ETS1. | Students use science and engineering practices, crosscutting concepts, and an understanding of engineering design to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.ETS1.C. | Optimizing the Design Solution |
| LEARNING CONTINUUM | SCI.ETS1.C.K-2. | Because there is more than one possible solution to a problem, it is useful to compare and test designs. ReadyRosie Ramp Car Racing |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.ETS. | Disciplinary Core Idea: Engineering, Technology, and the Application of Science (ETS) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.ETS3. | Students use science and engineering practices, crosscutting concepts, and an understanding of the nature of science and engineering to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.ETS3.A. | Science and Engineering Are Human Endeavors |
| LEARNING CONTINUUM | SCI.ETS3.A.K-2.3. | Creativity and imagination are important to science and engineering. ReadyRosie Ramp Car Racing |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.ETS. | Disciplinary Core Idea: Engineering, Technology, and the Application of Science (ETS) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.ETS3. | Students use science and engineering practices, crosscutting concepts, and an understanding of the nature of science and engineering to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.ETS3.C. | Science and Engineering Use Multiple Approaches to Create New Knowledge and Solve Problems |
| LEARNING CONTINUUM | SCI.ETS3.C.K-2.1. | Science and engineers use many approaches to answer questions about the natural world and solve problems. ReadyRosie Ramp Car Racing |
| Wisconsin Academic Standards |
| Science |
| Grade: 1 - Adopted: 2017 |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.SEP. | Science and Engineering Practices (SEP) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.SEP1. | Students ask questions and define problems, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.SEP1.A. | Asking Questions – Students ask simple descriptive questions that can be tested. This includes the following: |
| LEARNING CONTINUUM | SCI.SEP1.A.K-2.1. | Ask questions based on observations to find more information about the natural world. ReadyRosie Ramp Car Racing |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.SEP. | Science and Engineering Practices (SEP) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.SEP1. | Students ask questions and define problems, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.SEP1.B. | Defining Problems |
| LEARNING CONTINUUM | SCI.SEP1.B.K-2. | Students define simple problems that can be solved through the development of a new or improved object or tool. ReadyRosie Ramp Car Racing |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.SEP. | Science and Engineering Practices (SEP) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.SEP3. | Students plan and carry out investigations, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.SEP3.A. | Planning and Conducting Investigations – Students plan and carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. This includes the following: |
| LEARNING CONTINUUM | SCI.SEP3.A.K-2.4. | Make observations (firsthand or from media) and measurements to collect data that can be used to make comparisons. ReadyRosie Nature Journaling |
| LEARNING CONTINUUM | SCI.SEP3.A.K-2.5. | Make observations (firsthand or from media) and measurements of a proposed object or tool or solution to determine if it solves a problem or meets a goal. ReadyRosie Nature Journaling |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.SEP. | Science and Engineering Practices (SEP) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.SEP6. | Students construct explanations and design solutions, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.SEP6.B. | Design Solutions – Students use evidence and ideas in designing solutions. This includes the following: |
| LEARNING CONTINUUM | SCI.SEP6.B.K-2.2. | Generate and compare multiple solutions to a problem. ReadyRosie Ramp Car Racing |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.LS. | Disciplinary Core Idea: Life Science (LS) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.LS1. | Students use science and engineering practices, crosscutting concepts, and an understanding of structures and processes (on a scale from molecules to organisms) to make sense of phenomena and solve problem. |
| DESCRIPTOR / FOCUS AREA | SCI.LS1.A. | Structure and Function |
| LEARNING CONTINUUM | SCI.LS1.A.1. | All organisms have external parts that they use to perform daily functions. ReadyRosie I Found This |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.LS. | Disciplinary Core Idea: Life Science (LS) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.LS1. | Students use science and engineering practices, crosscutting concepts, and an understanding of structures and processes (on a scale from molecules to organisms) to make sense of phenomena and solve problem. |
| DESCRIPTOR / FOCUS AREA | SCI.LS1.C. | Organization for Matter and Energy Flow in Organisms |
| LEARNING CONTINUUM | SCI.LS1.C.K. | Animals obtain food they need from plants or other animals. Plants need water and light. ReadyRosie Family Sensory Walk |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.LS. | Disciplinary Core Idea: Life Science (LS) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.LS2. | Students use science and engineering practices, crosscutting concepts, and an understanding of the interactions, energy, and dynamics within ecosystems to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.LS2.A. | Interdependent Relationships in Ecosystems |
| LEARNING CONTINUUM | SCI.LS2.A.2. | Plants depend on water and light to grow. Plants depend on animals for pollination or to move their seeds around. ReadyRosie Family Sensory Walk |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.LS. | Disciplinary Core Idea: Life Science (LS) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.LS3. | Students use science and engineering practices, crosscutting concepts, and an understanding of heredity to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.LS3.A. | Inheritance of Traits |
| LEARNING CONTINUUM | SCI.LS3.A.1. | Young organisms are very much, but not exactly, like their parents, and also resemble other organisms of the same kind. ReadyRosie Family Sensory Walk |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.LS. | Disciplinary Core Idea: Life Science (LS) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.LS4. | Students use science and engineering practices, crosscutting concepts, and an understanding of biological evolution to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.LS4.D. | Biodiversity and Humans |
| LEARNING CONTINUUM | SCI.LS4.D.2. | There are many different kinds of living things in any area, and they exist in different places on land and in water. ReadyRosie Family Sensory Walk |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.ETS. | Disciplinary Core Idea: Engineering, Technology, and the Application of Science (ETS) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.ETS1. | Students use science and engineering practices, crosscutting concepts, and an understanding of engineering design to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.ETS1.A. | Defining and Delimiting Engineering Problems |
| LEARNING CONTINUUM | SCI.ETS1.A.K-2.2. | Asking questions, making observations, and gathering information are helpful in thinking about problems. ReadyRosie Ramp Car Racing |
| LEARNING CONTINUUM | SCI.ETS1.A.K-2.3. | Before beginning to design a solution, it is important to clearly understand the problem. ReadyRosie Ramp Car Racing |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.ETS. | Disciplinary Core Idea: Engineering, Technology, and the Application of Science (ETS) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.ETS1. | Students use science and engineering practices, crosscutting concepts, and an understanding of engineering design to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.ETS1.C. | Optimizing the Design Solution |
| LEARNING CONTINUUM | SCI.ETS1.C.K-2. | Because there is more than one possible solution to a problem, it is useful to compare and test designs. ReadyRosie Ramp Car Racing |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.ETS. | Disciplinary Core Idea: Engineering, Technology, and the Application of Science (ETS) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.ETS3. | Students use science and engineering practices, crosscutting concepts, and an understanding of the nature of science and engineering to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.ETS3.A. | Science and Engineering Are Human Endeavors |
| LEARNING CONTINUUM | SCI.ETS3.A.K-2.3. | Creativity and imagination are important to science and engineering. ReadyRosie Ramp Car Racing |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.ETS. | Disciplinary Core Idea: Engineering, Technology, and the Application of Science (ETS) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.ETS3. | Students use science and engineering practices, crosscutting concepts, and an understanding of the nature of science and engineering to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.ETS3.C. | Science and Engineering Use Multiple Approaches to Create New Knowledge and Solve Problems |
| LEARNING CONTINUUM | SCI.ETS3.C.K-2.1. | Science and engineers use many approaches to answer questions about the natural world and solve problems. ReadyRosie Ramp Car Racing |
| Wisconsin Academic Standards |
| Science |
| Grade: 2 - Adopted: 2017 |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.SEP. | Science and Engineering Practices (SEP) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.SEP1. | Students ask questions and define problems, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.SEP1.A. | Asking Questions – Students ask simple descriptive questions that can be tested. This includes the following: |
| LEARNING CONTINUUM | SCI.SEP1.A.K-2.1. | Ask questions based on observations to find more information about the natural world. ReadyRosie Ramp Car Racing |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.SEP. | Science and Engineering Practices (SEP) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.SEP1. | Students ask questions and define problems, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.SEP1.B. | Defining Problems |
| LEARNING CONTINUUM | SCI.SEP1.B.K-2. | Students define simple problems that can be solved through the development of a new or improved object or tool. ReadyRosie Ramp Car Racing |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.SEP. | Science and Engineering Practices (SEP) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.SEP3. | Students plan and carry out investigations, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.SEP3.A. | Planning and Conducting Investigations – Students plan and carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. This includes the following: |
| LEARNING CONTINUUM | SCI.SEP3.A.K-2.4. | Make observations (firsthand or from media) and measurements to collect data that can be used to make comparisons. ReadyRosie Nature Journaling |
| LEARNING CONTINUUM | SCI.SEP3.A.K-2.5. | Make observations (firsthand or from media) and measurements of a proposed object or tool or solution to determine if it solves a problem or meets a goal. ReadyRosie Nature Journaling |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.SEP. | Science and Engineering Practices (SEP) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.SEP6. | Students construct explanations and design solutions, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.SEP6.B. | Design Solutions – Students use evidence and ideas in designing solutions. This includes the following: |
| LEARNING CONTINUUM | SCI.SEP6.B.K-2.2. | Generate and compare multiple solutions to a problem. ReadyRosie Ramp Car Racing |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.ETS. | Disciplinary Core Idea: Engineering, Technology, and the Application of Science (ETS) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.ETS1. | Students use science and engineering practices, crosscutting concepts, and an understanding of engineering design to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.ETS1.A. | Defining and Delimiting Engineering Problems |
| LEARNING CONTINUUM | SCI.ETS1.A.K-2.2. | Asking questions, making observations, and gathering information are helpful in thinking about problems. ReadyRosie Ramp Car Racing |
| LEARNING CONTINUUM | SCI.ETS1.A.K-2.3. | Before beginning to design a solution, it is important to clearly understand the problem. ReadyRosie Ramp Car Racing |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.ETS. | Disciplinary Core Idea: Engineering, Technology, and the Application of Science (ETS) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.ETS1. | Students use science and engineering practices, crosscutting concepts, and an understanding of engineering design to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.ETS1.C. | Optimizing the Design Solution |
| LEARNING CONTINUUM | SCI.ETS1.C.K-2. | Because there is more than one possible solution to a problem, it is useful to compare and test designs. ReadyRosie Ramp Car Racing |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.ETS. | Disciplinary Core Idea: Engineering, Technology, and the Application of Science (ETS) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.ETS3. | Students use science and engineering practices, crosscutting concepts, and an understanding of the nature of science and engineering to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.ETS3.A. | Science and Engineering Are Human Endeavors |
| LEARNING CONTINUUM | SCI.ETS3.A.K-2.3. | Creativity and imagination are important to science and engineering. ReadyRosie Ramp Car Racing |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.ETS. | Disciplinary Core Idea: Engineering, Technology, and the Application of Science (ETS) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.ETS3. | Students use science and engineering practices, crosscutting concepts, and an understanding of the nature of science and engineering to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.ETS3.C. | Science and Engineering Use Multiple Approaches to Create New Knowledge and Solve Problems |
| LEARNING CONTINUUM | SCI.ETS3.C.K-2.1. | Science and engineers use many approaches to answer questions about the natural world and solve problems. ReadyRosie Ramp Car Racing |
| Wisconsin Academic Standards |
| Science |
| Grade: 3 - Adopted: 2017 |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.SEP. | Science and Engineering Practices (SEP) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.SEP1. | Students ask questions and define problems, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.SEP1.A. | Asking Questions – Students ask questions that specify qualitative relationships. This includes the following: |
| LEARNING CONTINUUM | SCI.SEP1.A.3-5.1. | Ask questions about what would happen if a variable is changed. ReadyRosie Ramp Car Racing |
| LEARNING CONTINUUM | SCI.SEP1.A.3-5.2. | Identify scientific (testable) and non-scientific (non-testable) questions. ReadyRosie Ramp Car Racing |
| LEARNING CONTINUUM | SCI.SEP1.A.3-5.3. | Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships. ReadyRosie Ramp Car Racing |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.SEP. | Science and Engineering Practices (SEP) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.SEP1. | Students ask questions and define problems, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.SEP1.B. | Defining Problems |
| LEARNING CONTINUUM | SCI.SEP1.B.3-5. | Students use prior knowledge to describe and define simple design problems that can be solved through the development of an object, tool, process, or system. They include several criteria for success and constraints on materials, time, or cost. ReadyRosie Ramp Car Racing |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.SEP. | Science and Engineering Practices (SEP) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.SEP3. | Students plan and carry out investigations, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.SEP3.A. | Planning and Conducting Investigations – Students plan and carry out investigations that control variables and provide evidence to support explanations or design solutions. This includes the following: |
| LEARNING CONTINUUM | SCI.SEP3.A.3-5.5. | Test two different models of the same proposed object, tool, or process to determine which better meets criteria for success. ReadyRosie Ramp Car Racing |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.SEP. | Science and Engineering Practices (SEP) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.SEP6. | Students construct explanations and design solutions, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.SEP6.B. | Design Solutions – Students use evidence to create multiple solutions to design problems. This includes the following: |
| LEARNING CONTINUUM | SCI.SEP6.B.3-5.2. | Generate multiple solutions to a problem and compare how well they meet the criteria and constraints. ReadyRosie Ramp Car Racing |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.ETS. | Disciplinary Core Idea: Engineering, Technology, and the Application of Science (ETS) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.ETS1. | Students use science and engineering practices, crosscutting concepts, and an understanding of engineering design to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.ETS1.A. | Defining and Delimiting Engineering Problems |
| LEARNING CONTINUUM | SCI.ETS1.A.3-5. | Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. ReadyRosie Ramp Car Racing |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.ETS. | Disciplinary Core Idea: Engineering, Technology, and the Application of Science (ETS) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.ETS1. | Students use science and engineering practices, crosscutting concepts, and an understanding of engineering design to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.ETS1.C. | Optimizing the Design Solution |
| LEARNING CONTINUUM | SCI.ETS1.C.3-5. | Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. ReadyRosie Ramp Car Racing |
| DOMAIN | WI.SCI. | Science |
| CONTENT STANDARD | SCI.ETS. | Disciplinary Core Idea: Engineering, Technology, and the Application of Science (ETS) |
| PERFORMANCE STANDARD / LEARNING PRIORITY | SCI.ETS3. | Students use science and engineering practices, crosscutting concepts, and an understanding of the nature of science and engineering to make sense of phenomena and solve problems. |
| DESCRIPTOR / FOCUS AREA | SCI.ETS3.C. | Science and Engineering Use Multiple Approaches to Create New Knowledge and Solve Problems |
| LEARNING CONTINUUM | SCI.ETS3.C.3-5.1. | The products of science and engineering are not developed through one set “scientific method” or “engineering design process.” Instead, they use a variety of approaches described in the Science and Engineering Practices. ReadyRosie Building a Fort Ramp Car Racing |