Arkansas Standards
| Main Criteria: Arkansas Curriculum Frameworks | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Health and PE, Language Arts, Mathematics, Science | ||
| Grades: K, 1, 2, 3 | ||
| Correlation Options: Show Correlated | ||
| Arkansas Curriculum Frameworks |
| Health and PE |
| Grade: K - Adopted: 2011 |
| STRAND / TOPIC | AR.PEL. | Physical Education and Leisure |
| CONTENT STANDARD | PEL.5. | Personal and Social Behavior: Students shall demonstrate responsible personal and social behavior that respects self and others in physical activity settings. |
| PERFORMANCE EXPECTATION | Social Behavior | |
| BENCHMARK / PROFICIENCY | PEL.5.K.3. | Participate in cooperative play ReadyRosie Clap and Count Super Kindness |
| STRAND / TOPIC | AR.HW. | Health and Wellness |
| CONTENT STANDARD | HW.8. | Community Health and Promotion: Students shall demonstrate the ability to access valid health information, products, and services that promote consumer, community, and environmental health. |
| PERFORMANCE EXPECTATION | Health Information, Services, and Products | |
| BENCHMARK / PROFICIENCY | HW.8.K.1. | Discuss community health care providers: |
| DESCRIPTOR | HW.8.K.1.d. | School nurse ReadyRosie Super Kindness |
| STRAND / TOPIC | AR.HW. | Health and Wellness |
| CONTENT STANDARD | HW.8. | Community Health and Promotion: Students shall demonstrate the ability to access valid health information, products, and services that promote consumer, community, and environmental health. |
| PERFORMANCE EXPECTATION | Environmental and Community Health | |
| BENCHMARK / PROFICIENCY | HW.8.K.3. | Define community ReadyRosie Routine Strategy: Chore Chart |
| STRAND / TOPIC | AR.HW. | Health and Wellness |
| CONTENT STANDARD | HW.9. | Healthy Life Skills and Relationships: Students shall demonstrate the ability to use appropriate skills to enhance relationships and promote wellness. |
| PERFORMANCE EXPECTATION | Decision Making | |
| BENCHMARK / PROFICIENCY | HW.9.K.1. | Identify positive and negative ways to get attention ReadyRosie Emotion Meter Scale Family Poem Favorite People Place Cards Feelings Charades School Routine Practice What Do I Like? |
| BENCHMARK / PROFICIENCY | HW.9.K.2. | Recognize personal and shared space ReadyRosie Favorite People Place Cards |
| STRAND / TOPIC | AR.HW. | Health and Wellness |
| CONTENT STANDARD | HW.11. | Personal Health and Safety: Students shall recognize and practice health-enhancing behaviors to reduce health risks. |
| PERFORMANCE EXPECTATION | Personal Health | |
| BENCHMARK / PROFICIENCY | HW.11.K.1. | Demonstrate emotions and feelings (e.g., happy, sad, excited, afraid, surprised, angry, embarrassed, proud) ReadyRosie Emotion Meter Scale Family Poem Feelings Charades School Routine Practice What Do I Like? |
| BENCHMARK / PROFICIENCY | HW.11.K.2. | Recognize good and bad choices for coping ReadyRosie Red Light Purple Light Challenge |
| STRAND / TOPIC | AR.HW. | Health and Wellness |
| CONTENT STANDARD | HW.11. | Personal Health and Safety: Students shall recognize and practice health-enhancing behaviors to reduce health risks. |
| PERFORMANCE EXPECTATION | Oral Health | |
| BENCHMARK / PROFICIENCY | HW.11.K.5. | Understand why teeth are important: |
| DESCRIPTOR | HW.11.K.5.a. | Eating ReadyRosie Brushing Your Teeth |
| DESCRIPTOR | HW.11.K.5.b. | Chewing ReadyRosie Brushing Your Teeth |
| DESCRIPTOR | HW.11.K.5.c. | Smiling ReadyRosie Brushing Your Teeth |
| DESCRIPTOR | HW.11.K.5.d. | Talking ReadyRosie Brushing Your Teeth |
| STRAND / TOPIC | AR.HW. | Health and Wellness |
| CONTENT STANDARD | HW.11. | Personal Health and Safety: Students shall recognize and practice health-enhancing behaviors to reduce health risks. |
| PERFORMANCE EXPECTATION | Oral Health | |
| BENCHMARK / PROFICIENCY | HW.11.K.6. | Describe ways to clean teeth: |
| DESCRIPTOR | HW.11.K.6.a. | Brushing ReadyRosie Brushing Your Teeth |
| DESCRIPTOR | HW.11.K.6.b. | Flossing ReadyRosie Brushing Your Teeth |
| STRAND / TOPIC | AR.HW. | Health and Wellness |
| CONTENT STANDARD | HW.11. | Personal Health and Safety: Students shall recognize and practice health-enhancing behaviors to reduce health risks. |
| PERFORMANCE EXPECTATION | Oral Health | |
| BENCHMARK / PROFICIENCY | HW.11.K.7. | Understand the difference between primary teeth and permanent teeth ReadyRosie Brushing Your Teeth |
| BENCHMARK / PROFICIENCY | HW.11.K.8. | Discuss the role of the dentist and dental hygienist ReadyRosie Brushing Your Teeth |
| Arkansas Curriculum Frameworks |
| Health and PE |
| Grade: 1 - Adopted: 2011 |
| STRAND / TOPIC | AR.PEL. | Physical Education and Leisure |
| CONTENT STANDARD | PEL.5. | Personal and Social Behavior: Students shall demonstrate responsible personal and social behavior that respects self and others in physical activity settings. |
| PERFORMANCE EXPECTATION | Social Behavior | |
| BENCHMARK / PROFICIENCY | PEL.5.1.3. | Understand sharing is an essential element for a productive climate in group settings ReadyRosie Clap and Count Folding a Blanket Super Kindness |
| STRAND / TOPIC | AR.HW. | Health and Wellness |
| CONTENT STANDARD | HW.8. | Community Health and Promotion: Students shall demonstrate the ability to access valid health information, products, and services that promote consumer, community, and environmental health. |
| PERFORMANCE EXPECTATION | Health Information, Services, and Products | |
| BENCHMARK / PROFICIENCY | HW.8.1.1. | Identify community health care providers: |
| DESCRIPTOR | HW.8.1.1.c. | Community health department ReadyRosie I Love My Family Because... Super Kindness |
| DESCRIPTOR | HW.8.1.1.d. | School nurse ReadyRosie Super Kindness |
| DESCRIPTOR | HW.8.1.1.e. | Counselor ReadyRosie Super Kindness |
| STRAND / TOPIC | AR.HW. | Health and Wellness |
| CONTENT STANDARD | HW.9. | Healthy Life Skills and Relationships: Students shall demonstrate the ability to use appropriate skills to enhance relationships and promote wellness. |
| PERFORMANCE EXPECTATION | Decision Making | |
| BENCHMARK / PROFICIENCY | HW.9.1.1. | Understand consequences of choices in relationships ReadyRosie Survey Says What Do I Like? |
| STRAND / TOPIC | AR.HW. | Health and Wellness |
| CONTENT STANDARD | HW.9. | Healthy Life Skills and Relationships: Students shall demonstrate the ability to use appropriate skills to enhance relationships and promote wellness. |
| PERFORMANCE EXPECTATION | Interpersonal Relationships | |
| BENCHMARK / PROFICIENCY | HW.9.1.4. | Discuss methods of communication with friends and family (e.g., speaking, body language, writing, listening) ReadyRosie Sharing Chores and Your Day |
| STRAND / TOPIC | AR.HW. | Health and Wellness |
| CONTENT STANDARD | HW.11. | Personal Health and Safety: Students shall recognize and practice health-enhancing behaviors to reduce health risks. |
| PERFORMANCE EXPECTATION | Personal Health | |
| BENCHMARK / PROFICIENCY | HW.11.1.1. | Identify personal feelings and behaviors 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 |
| BENCHMARK / PROFICIENCY | HW.11.1.2. | Identify coping skills to manage emotions (e.g., count to ten when angry) ReadyRosie Red Light Purple Light Challenge |
| STRAND / TOPIC | AR.HW. | Health and Wellness |
| CONTENT STANDARD | HW.11. | Personal Health and Safety: Students shall recognize and practice health-enhancing behaviors to reduce health risks. |
| PERFORMANCE EXPECTATION | Oral Health | |
| BENCHMARK / PROFICIENCY | HW.11.1.5. | Discuss the benefits of having healthy teeth: |
| DESCRIPTOR | HW.11.1.5.a. | Eating is easier ReadyRosie Brushing Your Teeth |
| DESCRIPTOR | HW.11.1.5.b. | Nicer smile ReadyRosie Brushing Your Teeth |
| DESCRIPTOR | HW.11.1.5.c. | Talking is easier ReadyRosie Brushing Your Teeth |
| STRAND / TOPIC | AR.HW. | Health and Wellness |
| CONTENT STANDARD | HW.11. | Personal Health and Safety: Students shall recognize and practice health-enhancing behaviors to reduce health risks. |
| PERFORMANCE EXPECTATION | Oral Health | |
| BENCHMARK / PROFICIENCY | HW.11.1.6. | Recognize positive and negative oral health habits: |
| DESCRIPTOR | HW.11.1.6.a. | Positive (e.g., brushing teeth, flossing teeth, choosing healthy snacks) ReadyRosie Brushing Your Teeth |
| DESCRIPTOR | HW.11.1.6.b. | Negative (e.g., thumb sucking, nail biting) ReadyRosie Brushing Your Teeth |
| STRAND / TOPIC | AR.HW. | Health and Wellness |
| CONTENT STANDARD | HW.11. | Personal Health and Safety: Students shall recognize and practice health-enhancing behaviors to reduce health risks. |
| PERFORMANCE EXPECTATION | Oral Health | |
| BENCHMARK / PROFICIENCY | HW.11.1.7. | Identify primary and permanent teeth ReadyRosie Brushing Your Teeth |
| BENCHMARK / PROFICIENCY | HW.11.1.8. | Understand the importance of dental checkups ReadyRosie Brushing Your Teeth |
| STRAND / TOPIC | AR.HW. | Health and Wellness |
| CONTENT STANDARD | HW.11. | Personal Health and Safety: Students shall recognize and practice health-enhancing behaviors to reduce health risks. |
| PERFORMANCE EXPECTATION | Violence | |
| BENCHMARK / PROFICIENCY | HW.11.1.12. | Identify sources to report abuse, bullying, violence, and injury (e.g., teachers, nurses, counselor, ministers, parents, coaches) ReadyRosie All About My Family Family Poem |
| Arkansas Curriculum Frameworks |
| Health and PE |
| Grade: 2 - Adopted: 2011 |
| STRAND / TOPIC | AR.PEL. | Physical Education and Leisure |
| CONTENT STANDARD | PEL.5. | Personal and Social Behavior: Students shall demonstrate responsible personal and social behavior that respects self and others in physical activity settings. |
| PERFORMANCE EXPECTATION | Personal Behavior | |
| BENCHMARK / PROFICIENCY | PEL.5.2.1. | Utilize acceptable behaviors while participating in physical activities ReadyRosie This Is Important |
| BENCHMARK / PROFICIENCY | PEL.5.2.2. | Comply positively with rules and procedures of structured games ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer Subtraction War |
| STRAND / TOPIC | AR.PEL. | Physical Education and Leisure |
| CONTENT STANDARD | PEL.5. | Personal and Social Behavior: Students shall demonstrate responsible personal and social behavior that respects self and others in physical activity settings. |
| PERFORMANCE EXPECTATION | Social Behavior | |
| BENCHMARK / PROFICIENCY | PEL.5.2.3. | Cooperate with others to complete an assigned task ReadyRosie Fair Share Super Kindness |
| STRAND / TOPIC | AR.HW. | Health and Wellness |
| CONTENT STANDARD | HW.11. | Personal Health and Safety: Students shall recognize and practice health-enhancing behaviors to reduce health risks. |
| PERFORMANCE EXPECTATION | Personal Health | |
| BENCHMARK / PROFICIENCY | HW.11.2.1. | Identify feelings and situations that trigger certain emotions 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? |
| BENCHMARK / PROFICIENCY | HW.11.2.2. | Practice coping skills (e.g., role play, skits, journal) ReadyRosie Red Light Purple Light Challenge |
| STRAND / TOPIC | AR.HW. | Health and Wellness |
| CONTENT STANDARD | HW.11. | Personal Health and Safety: Students shall recognize and practice health-enhancing behaviors to reduce health risks. |
| PERFORMANCE EXPECTATION | Oral Health | |
| BENCHMARK / PROFICIENCY | HW.11.2.5. | Recognize causes of unhealthy teeth: |
| DESCRIPTOR | HW.11.2.5.a. | Plaque ReadyRosie Brushing Your Teeth |
| DESCRIPTOR | HW.11.2.5.b. | Bacteria ReadyRosie Brushing Your Teeth |
| DESCRIPTOR | HW.11.2.5.c. | Sugary foods ReadyRosie Brushing Your Teeth |
| STRAND / TOPIC | AR.HW. | Health and Wellness |
| CONTENT STANDARD | HW.11. | Personal Health and Safety: Students shall recognize and practice health-enhancing behaviors to reduce health risks. |
| PERFORMANCE EXPECTATION | Oral Health | |
| BENCHMARK / PROFICIENCY | HW.11.2.6. | Understand positive oral health habits: |
| DESCRIPTOR | HW.11.2.6.a. | Brushing with proper tooth brush ReadyRosie Brushing Your Teeth |
| DESCRIPTOR | HW.11.2.6.b. | Flossing ReadyRosie Brushing Your Teeth |
| DESCRIPTOR | HW.11.2.6.c. | Using fluoride toothpaste ReadyRosie Brushing Your Teeth |
| DESCRIPTOR | HW.11.2.6.d. | Having regular dental checkups ReadyRosie Brushing Your Teeth |
| DESCRIPTOR | HW.11.2.6.e. | Using dental sealant ReadyRosie Brushing Your Teeth |
| STRAND / TOPIC | AR.HW. | Health and Wellness |
| CONTENT STANDARD | HW.11. | Personal Health and Safety: Students shall recognize and practice health-enhancing behaviors to reduce health risks. |
| PERFORMANCE EXPECTATION | Violence | |
| BENCHMARK / PROFICIENCY | HW.11.2.12. | Identify sources to report abuse, bullying, violence, and injury (e.g., teachers, nurses, counselor, ministers, parents, coaches) ReadyRosie Family Poem This Is Important Who Are Your Heroes? |
| Arkansas Curriculum Frameworks |
| Health and PE |
| Grade: 3 - Adopted: 2011 |
| STRAND / TOPIC | AR.PEL. | Physical Education and Leisure |
| CONTENT STANDARD | PEL.5. | Personal and Social Behavior: Students shall demonstrate responsible personal and social behavior that respects self and others in physical activity settings. |
| PERFORMANCE EXPECTATION | Personal Behavior | |
| BENCHMARK / PROFICIENCY | PEL.5.3.1. | Express personal feelings on progress made while learning a new skill ReadyRosie Emotion Meter Scale |
| BENCHMARK / PROFICIENCY | PEL.5.3.2. | Demonstrate behaviors that communicate care, consideration, and respect of self and others ReadyRosie This Is Important |
| STRAND / TOPIC | AR.PEL. | Physical Education and Leisure |
| CONTENT STANDARD | PEL.5. | Personal and Social Behavior: Students shall demonstrate responsible personal and social behavior that respects self and others in physical activity settings. |
| PERFORMANCE EXPECTATION | Social Behavior | |
| BENCHMARK / PROFICIENCY | PEL.5.3.3. | Demonstrate collaboration with others to accomplish a goal (e.g., problem-solving activities, community projects) ReadyRosie Fair Share Super Kindness |
| STRAND / TOPIC | AR.HW. | Health and Wellness |
| CONTENT STANDARD | HW.9. | Healthy Life Skills and Relationships: Students shall demonstrate the ability to use appropriate skills to enhance relationships and promote wellness. |
| PERFORMANCE EXPECTATION | Interpersonal Relationships | |
| BENCHMARK / PROFICIENCY | HW.9.3.3. | Develop skills that promote positive relationships ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| BENCHMARK / PROFICIENCY | HW.9.3.4. | Identify verbal and nonverbal methods of communication ReadyRosie Sharing Chores and Your Day |
| STRAND / TOPIC | AR.HW. | Health and Wellness |
| CONTENT STANDARD | HW.11. | Personal Health and Safety: Students shall recognize and practice health-enhancing behaviors to reduce health risks. |
| PERFORMANCE EXPECTATION | Personal Health | |
| BENCHMARK / PROFICIENCY | HW.11.3.1. | Identify unhealthy behaviors that express certain emotions and develop skills to cope effectively ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits Red Light Purple Light Challenge This Is Important Who Are Your Heroes? |
| BENCHMARK / PROFICIENCY | HW.11.3.2. | Identify personal stressors and positive ways to manage stress ReadyRosie Red Light Purple Light Challenge |
| STRAND / TOPIC | AR.HW. | Health and Wellness |
| CONTENT STANDARD | HW.11. | Personal Health and Safety: Students shall recognize and practice health-enhancing behaviors to reduce health risks. |
| PERFORMANCE EXPECTATION | Oral Health | |
| BENCHMARK / PROFICIENCY | HW.11.3.5. | List types of sugary foods: |
| DESCRIPTOR | HW.11.3.5.a. | Sticky ReadyRosie Brushing Your Teeth |
| DESCRIPTOR | HW.11.3.5.b. | Hard ReadyRosie Brushing Your Teeth |
| DESCRIPTOR | HW.11.3.5.c. | Liquid/sodas ReadyRosie Brushing Your Teeth |
| STRAND / TOPIC | AR.HW. | Health and Wellness |
| CONTENT STANDARD | HW.11. | Personal Health and Safety: Students shall recognize and practice health-enhancing behaviors to reduce health risks. |
| PERFORMANCE EXPECTATION | Oral Health | |
| BENCHMARK / PROFICIENCY | HW.11.3.6. | Discuss practices for maintaining healthy teeth: |
| DESCRIPTOR | HW.11.3.6.a. | Brush twice a day ReadyRosie Brushing Your Teeth |
| DESCRIPTOR | HW.11.3.6.b. | Floss every day ReadyRosie Brushing Your Teeth |
| DESCRIPTOR | HW.11.3.6.c. | Eat nutritious foods ReadyRosie Brushing Your Teeth |
| STRAND / TOPIC | AR.HW. | Health and Wellness |
| CONTENT STANDARD | HW.11. | Personal Health and Safety: Students shall recognize and practice health-enhancing behaviors to reduce health risks. |
| PERFORMANCE EXPECTATION | Violence | |
| BENCHMARK / PROFICIENCY | HW.11.3.10. | Identify abuse and assault as a form of violence ReadyRosie Family Poem This Is Important Who Are Your Heroes? |
| BENCHMARK / PROFICIENCY | HW.11.3.11. | Identify sources to report abuse, bullying, violence, and injury (e.g., teachers, nurses, counselor, ministers, parents, coaches) ReadyRosie Family Poem This Is Important Who Are Your Heroes? |
| Arkansas Curriculum Frameworks |
| Language Arts |
| Grade: K - Adopted: 2016 |
| STRAND / TOPIC | AR.RL.K. | Kindergarten Reading Standards for Literature |
| CONTENT STANDARD | Key Ideas and Details | |
| PERFORMANCE EXPECTATION | RL.K.1. | With prompting and support, ask and answer questions about key details in a text. ReadyRosie Isn't That Bold? Making Connections Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| PERFORMANCE EXPECTATION | RL.K.2. | With prompting and support, retell familiar stories, including key details. ReadyRosie Isn't That Bold? Making Connections Retelling the Story Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STRAND / TOPIC | AR.RL.K. | Kindergarten Reading Standards for Literature |
| CONTENT STANDARD | Craft and Structure | |
| PERFORMANCE EXPECTATION | RL.K.4. | Ask and answer questions about unknown words in a text. ReadyRosie Feelings Charades Nursery Rhymes Reading Rhymes Storytelling with a Picture Book What Makes a Good Storyteller |
| PERFORMANCE EXPECTATION | RL.K.5. | Recognize common types of text (e.g., storybooks, poems). ReadyRosie What Do I Like? |
| PERFORMANCE EXPECTATION | RL.K.6. | With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. ReadyRosie Isn't That Bold? Storytelling with a Picture Book |
| STRAND / TOPIC | AR.RL.K. | Kindergarten Reading Standards for Literature |
| CONTENT STANDARD | Integration of Knowledge and Ideas | |
| PERFORMANCE EXPECTATION | RL.K.7. | With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., based on this picture, what is happening?). ReadyRosie Isn't That Bold? Reading Strategies: Look at the Picture Retelling the Story Wordless Picture Books |
| PERFORMANCE EXPECTATION | RL.K.9. | With prompting and support, compare and contrast the characters (e.g., adventures and experiences) in familiar stories. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| STRAND / TOPIC | AR.RL.K. | Kindergarten Reading Standards for Literature |
| CONTENT STANDARD | Range of Reading and Level of Text Complexity | |
| PERFORMANCE EXPECTATION | RL.K.10. | Actively engage in teacher-led reading activities with purpose and understanding. ReadyRosie I Read to You, You Read to Me Making Connections Pattern Books Storytelling with a Picture Book |
| STRAND / TOPIC | AR.RI.K. | Kindergarten Reading Standards for Informational Text |
| CONTENT STANDARD | Key Ideas and Details | |
| PERFORMANCE EXPECTATION | RI.K.1. | With prompting and support, ask and answer questions about key details in a text. ReadyRosie What's Cool About Nonfiction? |
| PERFORMANCE EXPECTATION | RI.K.2. | With prompting and support, identify the main topic and retell key details of a text. ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| STRAND / TOPIC | AR.RI.K. | Kindergarten Reading Standards for Informational Text |
| CONTENT STANDARD | Craft and Structure | |
| PERFORMANCE EXPECTATION | RI.K.4. | With prompting and support, ask and answer questions about unknown words in a text. ReadyRosie Share Your Knowledge |
| STRAND / TOPIC | AR.RI.K. | Kindergarten Reading Standards for Informational Text |
| CONTENT STANDARD | Integration of Knowledge and Ideas | |
| PERFORMANCE EXPECTATION | RI.K.7. | With prompting and support, describe the relationship between visual images and the text in which they appear (e.g., what person, place, thing, or idea in the text a visual image depicts). ReadyRosie Books I Like How Far Does It Fly? |
| PERFORMANCE EXPECTATION | RI.K.8. | With prompting and support, identify the details an author gives to support points in a text. ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| STRAND / TOPIC | AR.RI.K. | Kindergarten Reading Standards for Informational Text |
| CONTENT STANDARD | Range of Reading and Level of Text Complexity | |
| PERFORMANCE EXPECTATION | RI.K.10. | Actively engage in teacher-led reading activities with purpose and understanding. ReadyRosie I Read to You, You Read to Me |
| STRAND / TOPIC | AR.RF.K. | Kindergarten Reading Standards for Foundational Skills |
| CONTENT STANDARD | Print Concepts | |
| PERFORMANCE EXPECTATION | RF.K.1. | Demonstrate understanding of the organization and basic features of print. |
| BENCHMARK / PROFICIENCY | RF.K.1.A. | Follow words from left to right, top to bottom, and page by page. ReadyRosie Environmental Print Reading Strategy: Using Your Reading Finger |
| BENCHMARK / PROFICIENCY | RF.K.1.C. | Understand that words are separated by spaces in print. ReadyRosie Reading Strategy: Using Your Reading Finger |
| BENCHMARK / PROFICIENCY | RF.K.1.D. | Recognize and name all upper- and lowercase letters of the alphabet. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound |
| STRAND / TOPIC | AR.RF.K. | Kindergarten Reading Standards for Foundational Skills |
| CONTENT STANDARD | Phonological Awareness | |
| PERFORMANCE EXPECTATION | RF.K.2. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| BENCHMARK / PROFICIENCY | RF.K.2.A. | Recognize and produce rhyming words orally. ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |
| BENCHMARK / PROFICIENCY | RF.K.2.C. | Blend and segment onsets and rimes of one-syllable spoken words. ReadyRosie Reading Strategy: Chunk the Word |
| BENCHMARK / PROFICIENCY | RF.K.2.D. | Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) ReadyRosie Family Alliteration Name Game Stinkle, Stinkle, Stittle Star Super Hero Names |
| BENCHMARK / PROFICIENCY | RF.K.2.E. | Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. ReadyRosie Name Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star Super Hero Names |
| STRAND / TOPIC | AR.RF.K. | Kindergarten Reading Standards for Foundational Skills |
| CONTENT STANDARD | Phonics and Word Recognition | |
| PERFORMANCE EXPECTATION | RF.K.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| BENCHMARK / PROFICIENCY | RF.K.3.A. | Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the most frequently used 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! |
| BENCHMARK / PROFICIENCY | RF.K.3.B. | Associate the long and short sounds with the five major vowel graphemes (a,e,i,o,u), using open and closed syllable types ( e.g., open-go, closed-got). ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| BENCHMARK / PROFICIENCY | RF.K.3.C. | Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| BENCHMARK / PROFICIENCY | RF.K.3.D. | Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., hat, fat, rat; cap, cup, cop; him, hip, hit). ReadyRosie Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| BENCHMARK / PROFICIENCY | RF.K.3.E. | Decode CVC words. ReadyRosie Favorite People Place Cards |
| STRAND / TOPIC | AR.W.K. | Kindergarten Writing Standards |
| CONTENT STANDARD | Production and Distribution of Writing | |
| PERFORMANCE EXPECTATION | W.K.5. | With guidance and support from adults, respond to questions 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 |
| STRAND / TOPIC | AR.W.K. | Kindergarten Writing Standards |
| CONTENT STANDARD | Research to Build and Present Knowledge | |
| PERFORMANCE EXPECTATION | W.K.7. | Participate in shared research and writing projects (e.g., explore a number of books on a specific topic and produce simple findings). 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 EXPECTATION | W.K.8. | Recall information, with prompting and support, 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 |
| STRAND / TOPIC | AR.W.K. | Kindergarten Writing Standards |
| CONTENT STANDARD | Research to Build and Present Knowledge | |
| PERFORMANCE EXPECTATION | W.K.10. | Write routinely, with prompting and support, over short time frames for a range of discipline-specific tasks, purposes, and audiences. ReadyRosie Make a Card Make a List Math Journal Walk Nature Journaling |
| STRAND / TOPIC | AR.SL.K. | Kindergarten Speaking and Listening Standards |
| CONTENT STANDARD | Comprehension and Collaboration | |
| PERFORMANCE EXPECTATION | SL.K.1. | Participate in collaborative conversations/discussions with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups. |
| BENCHMARK / PROFICIENCY | SL.K.1.A. | Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). ReadyRosie A Memorable Story Conversation Starters Conversations in the Car Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who's Coming to Dinner? |
| BENCHMARK / PROFICIENCY | SL.K.1.B. | Continue a conversation through multiple exchanges. ReadyRosie A Memorable Story Conversation Starters Conversations in the Car Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who's Coming to Dinner? |
| STRAND / TOPIC | AR.SL.K. | Kindergarten Speaking and Listening Standards |
| CONTENT STANDARD | Comprehension and Collaboration | |
| PERFORMANCE EXPECTATION | SL.K.2. | With prompting and support, ask and answer questions about key details to demonstrate understanding of a topic read aloud, presented orally, or through other media. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Isn't That Bold? Library Visit Making Connections Read a Little, Think a Little Reading and Making Connections Storytelling Together Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? Who Am I? Who's Coming to Dinner? |
| PERFORMANCE EXPECTATION | SL.K.3. | Ask and answer questions in order to seek help, get information, or clarify something that is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| STRAND / TOPIC | AR.SL.K. | Kindergarten Speaking and Listening Standards |
| CONTENT STANDARD | Presentation of Knowledge and Ideas | |
| PERFORMANCE EXPECTATION | SL.K.4. | Describe familiar people, places, things, and events; provide additional details with prompting and support. 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 EXPECTATION | SL.K.5. | Add drawings or other visual displays to descriptions of familiar people, places, things, and events as desired to provide additional detail. ReadyRosie 20 Questions Draw All About Me Create a Crazy Character Write Me a Story |
| PERFORMANCE EXPECTATION | SL.K.6. | Speak audibly and express thoughts, feelings, and ideas clearly. ReadyRosie Conversation Starters Here Are the Facts I Know All About Sharing Chores and Your Day Simon Says Where Would You Go? Who Am I? |
| STRAND / TOPIC | AR.L.K. | Kindergarten Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE EXPECTATION | L.K.1. | Demonstrate command of the conventions of standard English grammar and usage as appropriate for Kindergarten when writing or speaking. |
| BENCHMARK / PROFICIENCY | L.K.1.B. | Use frequently occurring nouns. ReadyRosie All About My Family |
| BENCHMARK / PROFICIENCY | L.K.1.C. | Use frequently occurring verbs. ReadyRosie All About My Family |
| STRAND / TOPIC | AR.L.K. | Kindergarten Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE EXPECTATION | L.K.1. | Demonstrate command of the conventions of standard English grammar and usage as appropriate for Kindergarten when writing or speaking. |
| BENCHMARK / PROFICIENCY | L.K.1.H. | Independently produce and expand complete sentences in shared language activities. |
| DESCRIPTOR | L.K.1.H.1. | With prompting and support, use spaces to separate words in a sentence. ReadyRosie Make an Invitation |
| STRAND / TOPIC | AR.L.K. | Kindergarten Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE EXPECTATION | L.K.1. | Demonstrate command of the conventions of standard English grammar and usage as appropriate for Kindergarten when writing or speaking. |
| BENCHMARK / PROFICIENCY | L.K.1.J. | Understand and use question words, interrogatives, (e.g., who, what, when, where, 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? |
| BENCHMARK / PROFICIENCY | L.K.1.K. | Print all upper- and lowercase letters legibly. ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| STRAND / TOPIC | AR.L.K. | Kindergarten Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE EXPECTATION | L.K.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling as appropriate for Kindergarten when writing. |
| BENCHMARK / PROFICIENCY | L.K.2.A. | Capitalize the first word in a sentence and the pronoun I. ReadyRosie Make an Invitation |
| BENCHMARK / PROFICIENCY | L.K.2.B. | Recognize and name end punctuation. ReadyRosie Isn't That Bold? |
| STRAND / TOPIC | AR.L.K. | Kindergarten Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE EXPECTATION | L.K.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling as appropriate for Kindergarten when writing. |
| BENCHMARK / PROFICIENCY | L.K.2.D. | Write a letter or letters for most consonant and short-vowel sounds (phonemes). |
| DESCRIPTOR | L.K.2.D.1. | Spell consonant-vowel-consonant (CVC) words correctly. ReadyRosie All About My Family Favorite People Place Cards I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| DESCRIPTOR | L.K.2.D.2. | Spell 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 |
| STRAND / TOPIC | AR.L.K. | Kindergarten Language Standards |
| CONTENT STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE EXPECTATION | L.K.5. | With guidance and support from adults, explore word relationships and nuances in word meanings. |
| BENCHMARK / PROFICIENCY | L.K.5.A. | Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. ReadyRosie Guess the Group |
| BENCHMARK / PROFICIENCY | L.K.5.B. | Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). ReadyRosie Speedy Synonyms |
| BENCHMARK / PROFICIENCY | L.K.5.D. | Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. ReadyRosie Nursery Rhymes |
| STRAND / TOPIC | AR.L.K. | Kindergarten Language Standards |
| CONTENT STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE EXPECTATION | L.K.6. | Use words and phrases acquired through conversations, reading, 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 |
| Arkansas Curriculum Frameworks |
| Language Arts |
| Grade: 1 - Adopted: 2016 |
| STRAND / TOPIC | AR.RL.1. | Grade 1 Reading Standards for Literature |
| CONTENT STANDARD | Key Ideas and Details | |
| PERFORMANCE EXPECTATION | RL.1.1. | Ask and answer questions about key details in a text. ReadyRosie Chapter Books Funny Pictures Preview & Predict Read a Little, Think a Little Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| PERFORMANCE EXPECTATION | RL.1.2. | Retell stories, including key details, and demonstrate understanding of their central message or lesson. ReadyRosie Chapter Books Funny Pictures Retelling the Fable Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| PERFORMANCE EXPECTATION | RL.1.3. | Describe characters, settings, and major events in a story, using key details. ReadyRosie Chapter Books Character Connection Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STRAND / TOPIC | AR.RL.1. | Grade 1 Reading Standards for Literature |
| CONTENT STANDARD | Craft and Structure | |
| PERFORMANCE EXPECTATION | RL.1.4. | Identify words and phrases in stories or poems that suggest feelings or appeal to the senses (e.g., “soon the round moon was shining” [Lobel, Arnold. “Owl and the Moon.” Owl at Home. HarperCollins, 1975]). ReadyRosie Color Poem |
| PERFORMANCE EXPECTATION | RL.1.5. | Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. ReadyRosie Chapter Books What Do I Like? |
| PERFORMANCE EXPECTATION | RL.1.6. | Identify who is telling the story at various points in a text. ReadyRosie Reading Strategy: Reading and Making Connections |
| STRAND / TOPIC | AR.RL.1. | Grade 1 Reading Standards for Literature |
| CONTENT STANDARD | Integration of Knowledge and Ideas | |
| PERFORMANCE EXPECTATION | RL.1.7. | Use illustrations and details in a story to describe its characters, setting, or events. ReadyRosie Chapter Books Character Connection Favorite Illustrators Feelings Charades Funny Pictures Inside Outside Traits Reading Strategies: Look at the Picture Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| PERFORMANCE EXPECTATION | RL.1.9. | Compare and contrast the adventures and experiences of characters in stories. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| STRAND / TOPIC | AR.RL.1. | Grade 1 Reading Standards for Literature |
| CONTENT STANDARD | Range of Reading and Level of Text Complexity | |
| PERFORMANCE EXPECTATION | RL.1.10. | With prompting and support, read prose and poetry of appropriate complexity for Grade 1. ReadyRosie Poetry Routine Reading Strategy: Model Expressive Reading What Do I Like? |
| STRAND / TOPIC | AR.RI.1. | Grade 1 Reading Standards for Informational Text |
| CONTENT STANDARD | Key Ideas and Details | |
| PERFORMANCE EXPECTATION | RI.1.1. | Ask and answer questions about key details in a text. ReadyRosie How To What Do You Want to Know? What's Cool About Nonfiction? |
| PERFORMANCE EXPECTATION | RI.1.2. | Identify the main topic and retell key details of a text. ReadyRosie How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| STRAND / TOPIC | AR.RI.1. | Grade 1 Reading Standards for Informational Text |
| CONTENT STANDARD | Craft and Structure | |
| PERFORMANCE EXPECTATION | RI.1.4. | Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. ReadyRosie Share Your Knowledge Wondering About Words |
| PERFORMANCE EXPECTATION | RI.1.5. | Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. ReadyRosie Getting Into Information How To |
| PERFORMANCE EXPECTATION | RI.1.6. | Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. ReadyRosie How Far Does It Fly? How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| STRAND / TOPIC | AR.RI.1. | Grade 1 Reading Standards for Informational Text |
| CONTENT STANDARD | Integration of Knowledge and Ideas | |
| PERFORMANCE EXPECTATION | RI.1.7. | Use the illustrations and details in a text to describe its key ideas. ReadyRosie How Far Does It Fly? How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| PERFORMANCE EXPECTATION | RI.1.8. | Identify the reasons an author gives to support points in a text. ReadyRosie How To Is It Real? What's Cool About Nonfiction? |
| STRAND / TOPIC | AR.RI.1. | Grade 1 Reading Standards for Informational Text |
| CONTENT STANDARD | Range of Reading and Level of Text Complexity | |
| PERFORMANCE EXPECTATION | RI.1.10. | With prompting and support, read informational texts appropriately complex for Grade 1. ReadyRosie Books on the Go Daily Reading Routines Five Finger Rule Reading Strategies: Punctuation Expression Reading Strategy: Echo Reading Reading Strategy: Give the Word What Do I Like? |
| STRAND / TOPIC | AR.RF.1. | Grade 1 Reading Standards for Foundational Skills |
| CONTENT STANDARD | Print Concepts | |
| PERFORMANCE EXPECTATION | RF.1.1. | Demonstrate understanding of the organization and basic features of print. |
| BENCHMARK / PROFICIENCY | RF.1.1.A. | Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). ReadyRosie Reading Strategies: Punctuation Expression |
| STRAND / TOPIC | AR.RF.1. | Grade 1 Reading Standards for Foundational Skills |
| CONTENT STANDARD | Phonological Awareness | |
| PERFORMANCE EXPECTATION | RF.1.2. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| BENCHMARK / PROFICIENCY | RF.1.2.A. | Distinguish long from short vowels in spoken one-syllable words. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| BENCHMARK / PROFICIENCY | RF.1.2.B. | Orally produce one-syllable words by blending sounds (phonemes) including consonant blends. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| BENCHMARK / PROFICIENCY | RF.1.2.C. | Isolate and produce initial, medial vowel, and final sounds (phonemes) in spoken one-syllable words. ReadyRosie Begin with the End Family Alliteration Name Game |
| BENCHMARK / PROFICIENCY | RF.1.2.E. | Delete a syllable from a word (e.g., say “remember,” now say it without the “re”). ReadyRosie Name Rhymes Silly Song Singing |
| BENCHMARK / PROFICIENCY | RF.1.2.F. | Add or substitute individual sounds (phonemes) in simple, spoken words to make new words. ReadyRosie Name Rhymes Silly Song Singing |
| BENCHMARK / PROFICIENCY | RF.1.2.G. | Delete individual initial and final sounds (phonemes) in simple spoken words (e.g., say “nice” without the /n/, say “lamp” without the /p/). ReadyRosie Name Rhymes Silly Song Singing |
| STRAND / TOPIC | AR.RF.1. | Grade 1 Reading Standards for Foundational Skills |
| CONTENT STANDARD | Phonics and Word Recognition | |
| PERFORMANCE EXPECTATION | RF.1.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| BENCHMARK / PROFICIENCY | RF.1.3.A. | Know the letter-sound correspondences for common consonant digraphs (e.g., th, sh, ch, ck) ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| STRAND / TOPIC | AR.RF.1. | Grade 1 Reading Standards for Foundational Skills |
| CONTENT STANDARD | Phonics and Word Recognition | |
| PERFORMANCE EXPECTATION | RF.1.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| BENCHMARK / PROFICIENCY | RF.1.3.B. | Know the letter-sound correspondences. |
| DESCRIPTOR | RF.1.3.B.2. | Vowel teams: vowel digraph (e.g., ee, oo, ai, ay, ea) ReadyRosie Thinking About Word Chunks |
| STRAND / TOPIC | AR.RF.1. | Grade 1 Reading Standards for Foundational Skills |
| CONTENT STANDARD | Phonics and Word Recognition | |
| PERFORMANCE EXPECTATION | RF.1.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| BENCHMARK / PROFICIENCY | RF.1.3.C. | 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! |
| STRAND / TOPIC | AR.RF.1. | Grade 1 Reading Standards for Foundational Skills |
| CONTENT STANDARD | Phonics and Word Recognition | |
| PERFORMANCE EXPECTATION | RF.1.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| BENCHMARK / PROFICIENCY | RF.1.3.E. | Decode regularly spelled one-syllable words that follow syllable types |
| DESCRIPTOR | RF.1.3.E.4. | Vowel teams ReadyRosie Thinking About Word Chunks |
| STRAND / TOPIC | AR.RF.1. | Grade 1 Reading Standards for Foundational Skills |
| CONTENT STANDARD | Phonics and Word Recognition | |
| PERFORMANCE EXPECTATION | RF.1.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| BENCHMARK / PROFICIENCY | RF.1.3.F. | Decode two-syllable words following basic patterns by breaking the words into syllables |
| DESCRIPTOR | RF.1.3.F.3. | VC/CV (e.g., nap/kin, hap/py, stam/pede) ReadyRosie Looking for Chunks |
| DESCRIPTOR | RF.1.3.F.4. | V/CV (e.g., bo/nus) ReadyRosie Looking for Chunks Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| STRAND / TOPIC | AR.RF.1. | Grade 1 Reading Standards for Foundational Skills |
| CONTENT STANDARD | Fluency | |
| PERFORMANCE EXPECTATION | RF.1.4. | Read grade-level text with sufficient accuracy and fluency to support comprehension. |
| BENCHMARK / PROFICIENCY | RF.1.4.A. | Read grade-level texts with purpose and understanding. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me My Library List Preview & Predict Read 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? |
| BENCHMARK / PROFICIENCY | RF.1.4.B. | Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Building a Fort Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word |
| STRAND / TOPIC | AR.W.1. | Grade 1 Writing Standards |
| CONTENT STANDARD | Production and Distribution of Writing | |
| PERFORMANCE EXPECTATION | W.1.5. | With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. ReadyRosie All About My Family Bake Sale/Lemonade Stand Captioning Your Childhood Color Poem Create a Crazy Character Family Adventure List Funny Pictures I'd Really Like Labeling Your Story Magical Creature Writing Make a Card Make a List Math Journal Walk Nature Journaling Story Train Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| STRAND / TOPIC | AR.W.1. | Grade 1 Writing Standards |
| CONTENT STANDARD | Research to Build and Present Knowledge | |
| PERFORMANCE EXPECTATION | W.1.7. | Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). ReadyRosie Bake Sale/Lemonade Stand Color Poem Create a Crazy Character Family Adventure List I'd Really Like Make a Card Nature Journaling |
| PERFORMANCE EXPECTATION | W.1.8. | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| STRAND / TOPIC | AR.W.1. | Grade 1 Writing Standards |
| CONTENT STANDARD | Range of Writing | |
| PERFORMANCE EXPECTATION | W.1.10. | Write routinely over short time frames for a range of discipline-specific tasks, purposes, and audiences. ReadyRosie I'd Really Like Make a Card Make a List Math Journal Walk Nature Journaling |
| STRAND / TOPIC | AR.SL.1. | Grade 1 Speaking and Listening Standards |
| CONTENT STANDARD | Comprehension and Collaboration | |
| PERFORMANCE EXPECTATION | SL.1.1. | Participate in collaborative conversations/discussions with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups. |
| BENCHMARK / PROFICIENCY | SL.1.1.A. | Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| BENCHMARK / PROFICIENCY | SL.1.1.B. | Continue 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? |
| BENCHMARK / PROFICIENCY | SL.1.1.C. | Ask questions to clear up any confusion about the topics and texts under discussion. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who Library Visit What I Like About Me Who's Coming to Dinner? |
| STRAND / TOPIC | AR.SL.1. | Grade 1 Speaking and Listening Standards |
| CONTENT STANDARD | Comprehension and Collaboration | |
| PERFORMANCE EXPECTATION | SL.1.2. | Ask and answer questions about key details in a text read aloud, information presented orally, or through other media. ReadyRosie 20 Questions Draw Family Movie Night I Read to You, You Read to Me I Went to the Zoo and Saw Seeing the Story Storytelling with a Picture Book |
| PERFORMANCE EXPECTATION | SL.1.3. | Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Love My Family Because... Library Visit What I Like About Me Who's Coming to Dinner? |
| STRAND / TOPIC | AR.SL.1. | Grade 1 Speaking and Listening Standards |
| CONTENT STANDARD | Presentation of Knowledge and Ideas | |
| PERFORMANCE EXPECTATION | SL.1.4. | Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. ReadyRosie 20 Questions Draw Color Poem Conversation Starters Describe It Funny Pictures Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| PERFORMANCE EXPECTATION | SL.1.5. | Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. ReadyRosie 20 Questions Draw Create a Crazy Character Funny Pictures |
| PERFORMANCE EXPECTATION | SL.1.6. | 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? |
| STRAND / TOPIC | AR.L.1. | Grade 1 Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE EXPECTATION | L.1.1. | Demonstrate command of the conventions of standard English grammar and usage as appropriate for Grade 1 when writing or speaking. |
| BENCHMARK / PROFICIENCY | L.1.1.C. | 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.). |
| DESCRIPTOR | L.1.1.C.1. | 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 |
| STRAND / TOPIC | AR.L.1. | Grade 1 Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE EXPECTATION | L.1.1. | Demonstrate command of the conventions of standard English grammar and usage as appropriate for Grade 1 when writing or speaking. |
| BENCHMARK / PROFICIENCY | L.1.1.D. | Use personal, possessive, and indefinite pronouns (e.g., I, me, they, them, my, their, anyone, everything). ReadyRosie Picture Talk |
| STRAND / TOPIC | AR.L.1. | Grade 1 Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE EXPECTATION | L.1.1. | Demonstrate command of the conventions of standard English grammar and usage as appropriate for Grade 1 when writing or speaking. |
| BENCHMARK / PROFICIENCY | L.1.1.G. | Use prepositions (e.g., during, beyond, toward). ReadyRosie Picture Talk |
| STRAND / TOPIC | AR.L.1. | Grade 1 Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE EXPECTATION | L.1.1. | Demonstrate command of the conventions of standard English grammar and usage as appropriate for Grade 1 when writing or speaking. |
| BENCHMARK / PROFICIENCY | L.1.1.H. | Produce and expand complete simple, declarative, interrogative, imperative, and exclamatory sentences in response to prompts. |
| DESCRIPTOR | L.1.1.H.1. | Use appropriate spacing to separate words in a sentence. ReadyRosie Make an Invitation Picture Talk |
| STRAND / TOPIC | AR.L.1. | Grade 1 Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE EXPECTATION | L.1.1. | Demonstrate command of the conventions of standard English grammar and usage as appropriate for Grade 1 when writing or speaking. |
| BENCHMARK / PROFICIENCY | L.1.1.K. | Print all upper- and lowercase letters with proper letter formation. ReadyRosie Captioning Your Childhood Letters on My Back Make an Invitation Write Your Name |
| STRAND / TOPIC | AR.L.1. | Grade 1 Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE EXPECTATION | L.1.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling as appropriate for Grade 1 when writing. |
| BENCHMARK / PROFICIENCY | L.1.2.B. | Use end punctuation for sentences. ReadyRosie Magical Creature Writing Write a Letter |
| STRAND / TOPIC | AR.L.1. | Grade 1 Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE EXPECTATION | L.1.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling as appropriate for Grade 1 when writing. |
| BENCHMARK / PROFICIENCY | L.1.2.D. | Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. |
| DESCRIPTOR | L.1.2.D.1. | Spell untaught words phonetically, drawing on phonemic awareness and spelling patterns. ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| STRAND / TOPIC | AR.L.1. | Grade 1 Language Standards |
| CONTENT STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE EXPECTATION | L.1.4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 1 reading and content, choosing flexibly from an array of strategies. |
| BENCHMARK / PROFICIENCY | L.1.4.A. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| BENCHMARK / PROFICIENCY | L.1.4.B. | Use frequently occurring affixes as a clue to the meaning of a word. ReadyRosie Reading Strategy: Cover the Suffix |
| STRAND / TOPIC | AR.L.1. | Grade 1 Language Standards |
| CONTENT STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE EXPECTATION | L.1.5. | With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. |
| BENCHMARK / PROFICIENCY | L.1.5.A. | Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. ReadyRosie Noun Charades Words to Chew On |
| BENCHMARK / PROFICIENCY | L.1.5.B. | Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). ReadyRosie Noun Charades Words to Chew On |
| BENCHMARK / PROFICIENCY | L.1.5.C. | Identify real-life connections between words and their use (e.g., note places at home that are cozy). ReadyRosie Million Dollar Words |
| BENCHMARK / PROFICIENCY | L.1.5.D. | Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. ReadyRosie Million Dollar Words Nursery Rhymes |
| STRAND / TOPIC | AR.L.1. | Grade 1 Language Standards |
| CONTENT STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE EXPECTATION | L.1.6. | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes |
| Arkansas Curriculum Frameworks |
| Language Arts |
| Grade: 2 - Adopted: 2016 |
| STRAND / TOPIC | AR.RL.2. | Grade 2 Reading Standards for Literature |
| CONTENT STANDARD | Key Ideas and Details | |
| PERFORMANCE EXPECTATION | RL.2.1. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ReadyRosie 20 Questions Can You See It? Chapter Books Pow Wow Crunch Read a Little, Think a Little Reading is Thinking What Makes a Good Storyteller |
| PERFORMANCE EXPECTATION | RL.2.3. | Describe how characters in a story respond to major events and challenges. ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| STRAND / TOPIC | AR.RL.2. | Grade 2 Reading Standards for Literature |
| CONTENT STANDARD | Craft and Structure | |
| PERFORMANCE EXPECTATION | RL.2.4. | Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. ReadyRosie Car Tongue Twisters Color Poem Free Verse Family Rap My Turn, Your Turn Poetry Poetry Song Lyrics Tongue Twister Time |
| PERFORMANCE EXPECTATION | RL.2.5. | Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. ReadyRosie Summarizing the Story |
| PERFORMANCE EXPECTATION | RL.2.6. | Acknowledge differences in the perspectives of characters, including by speaking in a different voice for each character when reading dialogue aloud. ReadyRosie Reading Strategy: Reading and Making Connections |
| STRAND / TOPIC | AR.RL.2. | Grade 2 Reading Standards for Literature |
| CONTENT STANDARD | Integration of Knowledge and Ideas | |
| PERFORMANCE EXPECTATION | RL.2.7. | Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison Favorite Illustrators Feelings Charades Funny Pictures Inside Outside Traits Pow Wow Crunch Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| PERFORMANCE EXPECTATION | RL.2.9. | Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. ReadyRosie What Makes a Good Storyteller |
| STRAND / TOPIC | AR.RL.2. | Grade 2 Reading Standards for Literature |
| CONTENT STANDARD | Range of Reading and Level of Text Complexity | |
| PERFORMANCE EXPECTATION | RL.2.10. | By the end of the year, read and comprehend literature, including stories and poetry, in the Grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ReadyRosie Books on the Go Can You See It? Chapter Books Color Poem Free Verse Daily Reading Routines Five Finger Rule My Turn, Your Turn My Turn, Your Turn Poetry Poetry Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading Strategy: Reading and Making Connections Song Lyrics What Makes a Good Storyteller |
| STRAND / TOPIC | AR.RI.2. | Grade 2 Reading Standards for Informational Text |
| CONTENT STANDARD | Key Ideas and Details | |
| PERFORMANCE EXPECTATION | RI.2.1. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ReadyRosie How To Reading Recipes That's So Cool What Do You Wonder? |
| PERFORMANCE EXPECTATION | RI.2.2. | Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. ReadyRosie How To That's So Cool |
| PERFORMANCE EXPECTATION | RI.2.3. | Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. ReadyRosie How Far Does It Fly? How To I Want to Know About I Went to the Zoo and Saw Reading Recipes That's So Cool What Do You Wonder? |
| STRAND / TOPIC | AR.RI.2. | Grade 2 Reading Standards for Informational Text |
| CONTENT STANDARD | Craft and Structure | |
| PERFORMANCE EXPECTATION | RI.2.4. | Determine the meaning of words and phrases in a text relevant to a Grade 2 topic or subject area. ReadyRosie Reading Strategies: Slow Down, Reread Share Your Knowledge Wondering About Words |
| PERFORMANCE EXPECTATION | RI.2.5. | Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. ReadyRosie Comprehension Clues Finding Information How To Let's Explore Reading Recipes What's Up with That? |
| PERFORMANCE EXPECTATION | RI.2.6. | Identify the main purpose of a text, including what the author wants to answer, explain, or describe. ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool What Do You Wonder? |
| STRAND / TOPIC | AR.RI.2. | Grade 2 Reading Standards for Informational Text |
| CONTENT STANDARD | Integration of Knowledge and Ideas | |
| PERFORMANCE EXPECTATION | RI.2.7. | Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. ReadyRosie How Far Does It Fly? That's So Cool |
| STRAND / TOPIC | AR.RI.2. | Grade 2 Reading Standards for Informational Text |
| CONTENT STANDARD | Range of Reading and Level of Text Complexity | |
| PERFORMANCE EXPECTATION | RI.2.10. | By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the Grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ReadyRosie Books on the Go Daily Reading Routines Five Finger Rule How Far Does It Fly? How To I Want to Know About I Went to the Zoo and Saw Random, Bizarre Facts Reading Recipes Reading Strategies: Punctuation Expression Reading Strategy: Give the Word That's So Cool What Do You Wonder? |
| STRAND / TOPIC | AR.RF.2. | Grade 2 Reading Standards for Foundational Skills |
| CONTENT STANDARD | Phonics and Word Recognition | |
| PERFORMANCE EXPECTATION | RF.2.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| BENCHMARK / PROFICIENCY | RF.2.3.A. | Identify words with inconsistent but common letter-sound correspondences (e.g., doll/roll, though/cough/rough, love/rove, have/save, some/dome, near/bear, soot/loot, were/here, shall/tall, own/town, hour/tour, want/plant). ReadyRosie Reading Strategy: Chunk the Word |
| STRAND / TOPIC | AR.RF.2. | Grade 2 Reading Standards for Foundational Skills |
| CONTENT STANDARD | Phonics and Word Recognition | |
| PERFORMANCE EXPECTATION | RF.2.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| BENCHMARK / PROFICIENCY | RF.2.3.B. | Know the letter/sound correspondences, including distinguishing long and short vowel sounds |
| DESCRIPTOR | RF.2.3.B.1. | Diphthongs (e.g., oi, oy, ou, ow) ReadyRosie Shopping for Syllables |
| DESCRIPTOR | RF.2.3.B.2. | R-controlled vowels (e.g., er, ir, ur, ar, or) ReadyRosie Shopping for Syllables |
| DESCRIPTOR | RF.2.3.B.3. | Additional common vowel teams (e.g., ei, ie, igh) ReadyRosie Shopping for Syllables Thinking About Word Chunks |
| DESCRIPTOR | RF.2.3.B.4. | Regularly spelled one-syllable words ReadyRosie Reading Strategy: Chunk the Word |
| STRAND / TOPIC | AR.RF.2. | Grade 2 Reading Standards for Foundational Skills |
| CONTENT STANDARD | Phonics and Word Recognition | |
| PERFORMANCE EXPECTATION | RF.2.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| BENCHMARK / PROFICIENCY | RF.2.3.C. | 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 |
| BENCHMARK / PROFICIENCY | RF.2.3.D. | Decode words with common prefixes and suffixes. ReadyRosie Reading Strategy: Cover the Suffix Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| STRAND / TOPIC | AR.RF.2. | Grade 2 Reading Standards for Foundational Skills |
| CONTENT STANDARD | Phonics and Word Recognition | |
| PERFORMANCE EXPECTATION | RF.2.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| BENCHMARK / PROFICIENCY | RF.2.3.E. | Decode words that follow the six syllable types |
| DESCRIPTOR | RF.2.3.E.1. | Closed syllable ReadyRosie Shopping for Syllables |
| DESCRIPTOR | RF.2.3.E.2. | Open syllable ReadyRosie Shopping for Syllables |
| DESCRIPTOR | RF.2.3.E.4. | Vowel teams ReadyRosie Shopping for Syllables Thinking About Word Chunks |
| DESCRIPTOR | RF.2.3.E.5. | R-controlled vowel ReadyRosie Shopping for Syllables |
| STRAND / TOPIC | AR.RF.2. | Grade 2 Reading Standards for Foundational Skills |
| CONTENT STANDARD | Phonics and Word Recognition | |
| PERFORMANCE EXPECTATION | RF.2.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| BENCHMARK / PROFICIENCY | RF.2.3.F. | Decode regularly spelled two-syllable words with long vowels. ReadyRosie Little Words Inside Bigger Words Reading Strategy: Cover the Suffix Rhyming Hand Game |
| STRAND / TOPIC | AR.RF.2. | Grade 2 Reading Standards for Foundational Skills |
| CONTENT STANDARD | Fluency | |
| PERFORMANCE EXPECTATION | RF.2.4. | Read grade-level text with sufficient accuracy and fluency to support comprehension. |
| BENCHMARK / PROFICIENCY | RF.2.4.A. | Read grade-level text with purpose and understanding. ReadyRosie Books on the Go Can You See It? Chapter Books Daily Reading Routines Five Finger Rule My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading That's So Cool What Do You Wonder? |
| BENCHMARK / PROFICIENCY | RF.2.4.B. | Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Building a Fort Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word |
| BENCHMARK / PROFICIENCY | RF.2.4.C. | Use context in grade-level text to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| STRAND / TOPIC | AR.W.2. | Grade 2 Writing Standards |
| CONTENT STANDARD | Text Types and Purposes | |
| PERFORMANCE EXPECTATION | W.2.2. | Write informative/explanatory texts to introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. |
| BENCHMARK / PROFICIENCY | W.2.2.C. | Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. ReadyRosie Create a Song |
| STRAND / TOPIC | AR.W.2. | Grade 2 Writing Standards |
| CONTENT STANDARD | Production and Distribution of Writing | |
| PERFORMANCE EXPECTATION | W.2.5. | With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. ReadyRosie Color Poem Free Verse Create a Song Family Journaling I'd Really Like Magical Creature Writing Make a Neighborhood Map Nature Journaling Please Can I? Take a Stand Tell Me How This Is Important Who Are Your Heroes? Write About a Family Tradition |
| STRAND / TOPIC | AR.W.2. | Grade 2 Writing Standards |
| CONTENT STANDARD | Research to Build and Present Knowledge | |
| PERFORMANCE EXPECTATION | W.2.7. | Participate in shared research and writing projects (e.g., read a variety of print and/or digital sources 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 EXPECTATION | W.2.8. | Recall information from experiences or gather information from provided sources to answer a question. ReadyRosie Family Interview I Want to Know About Let's Explore Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| STRAND / TOPIC | AR.W.2. | Grade 2 Writing Standards |
| CONTENT STANDARD | Range of Writing | |
| PERFORMANCE EXPECTATION | W.2.10. | Write routinely over extended time frames, time for: research; reflection; revision and shorter time frames (e.g., a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. ReadyRosie Color Poem Free Verse Family Adventure List Family Journaling I'd Really Like Make a Neighborhood Map Nature Journaling This Is Important Write to the Tooth Fairy |
| STRAND / TOPIC | AR.SL.2. | Grade 2 Speaking and Listening Standards |
| CONTENT STANDARD | Comprehension and Collaboration | |
| PERFORMANCE EXPECTATION | SL.2.1. | Participate in collaborative conversations/discussions with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups. |
| BENCHMARK / PROFICIENCY | SL.2.1.A. | Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| BENCHMARK / PROFICIENCY | SL.2.1.B. | Build on others' talk in conversations by linking their comments to the remarks of others. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| BENCHMARK / PROFICIENCY | SL.2.1.C. | Ask for clarification and further explanation as needed about the topics and texts under discussion. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Conversations in the Car Family Interview Freeze Dance Guess Who I Love My Family Because... I Read to You, You Read to Me Interview an Expert Kitchen Conversations Library Visit My Turn, Your Turn Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| STRAND / TOPIC | AR.SL.2. | Grade 2 Speaking and Listening Standards |
| CONTENT STANDARD | Comprehension and Collaboration | |
| PERFORMANCE EXPECTATION | SL.2.2. | Recount or describe key ideas or details from a text read aloud, information presented orally, or through other media. ReadyRosie 20 Questions Draw Family Movie Night I Read to You, You Read to Me I Went to the Zoo and Saw My Turn, Your Turn Random, Bizarre Facts |
| PERFORMANCE EXPECTATION | SL.2.3. | Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Library Visit This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| STRAND / TOPIC | AR.SL.2. | Grade 2 Speaking and Listening Standards |
| CONTENT STANDARD | Presentation of Knowledge and Ideas | |
| PERFORMANCE EXPECTATION | SL.2.4. | Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. ReadyRosie 20 Questions 20 Questions Draw Create a Song Family Interview Sharing Chores and Your Day What I Like About Me Who's Coming to Dinner? |
| PERFORMANCE EXPECTATION | SL.2.6. | 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? |
| STRAND / TOPIC | AR.L.2. | Grade 2 Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE EXPECTATION | L.2.1. | Demonstrate command of the conventions of standard English grammar and usage as appropriate for Grade 2 when writing or speaking. |
| BENCHMARK / PROFICIENCY | L.2.1.B. | Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish) and collective nouns (e.g., group). ReadyRosie Noun Charades Picture Talk |
| BENCHMARK / PROFICIENCY | L.2.1.C. | Form and use regular and irregular verbs. ReadyRosie Picture Talk |
| STRAND / TOPIC | AR.L.2. | Grade 2 Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE EXPECTATION | L.2.1. | Demonstrate command of the conventions of standard English grammar and usage as appropriate for Grade 2 when writing or speaking. |
| BENCHMARK / PROFICIENCY | L.2.1.G. | Use prepositions correctly. ReadyRosie Picture Talk |
| BENCHMARK / PROFICIENCY | L.2.1.H. | Produce, expand, and rearrange complete simple sentences (e.g., The boy watched the movie; the little boy watched the movie in the afternoon; in the afternoon, the little boy watched the movie.). 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 |
| STRAND / TOPIC | AR.L.2. | Grade 2 Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE EXPECTATION | L.2.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling as appropriate for Grade 2 when writing. |
| BENCHMARK / PROFICIENCY | L.2.2.A. | Capitalize holidays, product names, and geographic names. ReadyRosie Writing Telephone Game |
| BENCHMARK / PROFICIENCY | L.2.2.C. | Use commas in greetings and closings of letters. ReadyRosie Hidden Messages Write a Thank You Note Write to the Tooth Fairy |
| STRAND / TOPIC | AR.L.2. | Grade 2 Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE EXPECTATION | L.2.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling as appropriate for Grade 2 when writing. |
| BENCHMARK / PROFICIENCY | L.2.2.D. | Generalize learned spelling patterns when writing words (e.g., cage, badge; boy, boil). |
| DESCRIPTOR | L.2.2.D.2. | Reference spelling patterns chart to clarify types of spelling patterns. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| STRAND / TOPIC | AR.L.2. | Grade 2 Language Standards |
| CONTENT STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE EXPECTATION | L.2.4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from an array of strategies. |
| BENCHMARK / PROFICIENCY | L.2.4.A. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| BENCHMARK / PROFICIENCY | L.2.4.B. | Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| BENCHMARK / PROFICIENCY | L.2.4.C. | Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). ReadyRosie Digging Into Roots |
| BENCHMARK / PROFICIENCY | L.2.4.D. | Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). ReadyRosie Playground Compounds |
| STRAND / TOPIC | AR.L.2. | Grade 2 Language Standards |
| CONTENT STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE EXPECTATION | L.2.5. | Demonstrate understanding of word relationships and nuances in word meanings. |
| BENCHMARK / PROFICIENCY | L.2.5.A. | Sort words into categories based on multiple attributes (e.g., A large apple can be categorized by its color, size, and as a fruit.) to gain a sense of the concept that items can be categorized by more than one characteristic. ReadyRosie Noun Charades |
| BENCHMARK / PROFICIENCY | L.2.5.B. | Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). ReadyRosie Category Competition Hink Pink Million Dollar Words |
| BENCHMARK / PROFICIENCY | L.2.5.C. | 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 |
| STRAND / TOPIC | AR.L.2. | Grade 2 Language Standards |
| CONTENT STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE EXPECTATION | L.2.6. | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy.). ReadyRosie 20 Questions Draw Color Poem Color Poem Free Verse Conversation Starters Describe It Feelings Charades Funny Pictures Hink Pink How can I help my child learn new words? Sharing Chores and Your Day What I Like About Me What Makes a Good Storyteller Who's Coming to Dinner? |
| Arkansas Curriculum Frameworks |
| Language Arts |
| Grade: 3 - Adopted: 2016 |
| STRAND / TOPIC | AR.RL.3. | Grade 3 Reading Standards for Literature |
| CONTENT STANDARD | Key Ideas and Details | |
| PERFORMANCE EXPECTATION | RL.3.1. | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ReadyRosie 20 Questions Chapter Books It's All In Your Head Pow Wow Crunch Read a Little, Think a Little Talking About Books What Makes a Good Storyteller |
| PERFORMANCE EXPECTATION | RL.3.2. | Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. ReadyRosie Chapter Books Sequence and Summarize Story Train Talking About Books What Makes a Good Storyteller |
| PERFORMANCE EXPECTATION | RL.3.3. | Describe characters in a story (e.g., their traits, motivations, 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 |
| STRAND / TOPIC | AR.RL.3. | Grade 3 Reading Standards for Literature |
| CONTENT STANDARD | Craft and Structure | |
| PERFORMANCE EXPECTATION | RL.3.4. | Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer Talking About Books What Makes a Good Storyteller |
| PERFORMANCE EXPECTATION | RL.3.5. | Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. ReadyRosie Favorite Genres My Turn, Your Turn Poetry Poetry Poetry Routine Pow Wow Crunch Song Lyrics Talking About Books Tips for helping your child love reading |
| PERFORMANCE EXPECTATION | RL.3.6. | Distinguish their own perspective from that of the narrator or those of the characters, distinguishing the difference between first- and third-person point-of-view narrations. ReadyRosie Reading Strategy: Reading and Making Connections |
| STRAND / TOPIC | AR.RL.3. | Grade 3 Reading Standards for Literature |
| CONTENT STANDARD | Integration of Knowledge and Ideas | |
| PERFORMANCE EXPECTATION | RL.3.7. | Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). ReadyRosie Pow Wow Crunch |
| PERFORMANCE EXPECTATION | RL.3.9. | Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). ReadyRosie What Makes a Good Storyteller |
| STRAND / TOPIC | AR.RL.3. | Grade 3 Reading Standards for Literature |
| CONTENT STANDARD | Range of Reading and Level of Text Complexity | |
| PERFORMANCE EXPECTATION | RL.3.10. | By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. ReadyRosie 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 |
| STRAND / TOPIC | AR.RI.3. | Grade 3 Reading Standards for Informational Text |
| CONTENT STANDARD | Key Ideas and Details | |
| PERFORMANCE EXPECTATION | RI.3.1. | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ReadyRosie Reading Recipes That's So Cool What Will You Learn? |
| PERFORMANCE EXPECTATION | RI.3.2. | Determine the main idea of a text; recount the key details and explain how they support the main idea. ReadyRosie That's So Cool What Will You Learn? |
| PERFORMANCE EXPECTATION | RI.3.3. | Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. ReadyRosie Double the Recipe How Far Does It Fly? I Want to Know About Reading Recipes That's So Cool What Will You Learn? |
| STRAND / TOPIC | AR.RI.3. | Grade 3 Reading Standards for Informational Text |
| CONTENT STANDARD | Craft and Structure | |
| PERFORMANCE EXPECTATION | RI.3.4. | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 3 topic or subject area. ReadyRosie Share Your Knowledge Wondering About Words |
| PERFORMANCE EXPECTATION | RI.3.5. | Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. ReadyRosie Comprehension Clues Reading Recipes |
| STRAND / TOPIC | AR.RI.3. | Grade 3 Reading Standards for Informational Text |
| CONTENT STANDARD | Integration of Knowledge and Ideas | |
| PERFORMANCE EXPECTATION | RI.3.7. | Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). ReadyRosie How Far Does It Fly? |
| STRAND / TOPIC | AR.RI.3. | Grade 3 Reading Standards for Informational Text |
| CONTENT STANDARD | Range of Reading and Level of Text Complexity | |
| PERFORMANCE EXPECTATION | RI.3.10. | By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the Grades 2-3 text complexity band independently and proficiently. ReadyRosie 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? |
| STRAND / TOPIC | AR.RF.3. | Grade 3 Reading Standards for Foundational Skills |
| CONTENT STANDARD | Phonics and Word Recognition | |
| PERFORMANCE EXPECTATION | RF.3.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| BENCHMARK / PROFICIENCY | RF.3.3.A. | Identify and know the meaning of the most common prefixes and derivational suffixes. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| BENCHMARK / PROFICIENCY | RF.3.3.B. | Decode words with common Latin suffixes. ReadyRosie Shopping for Syllables Understanding Big Words |
| BENCHMARK / PROFICIENCY | RF.3.3.D. | Read grade-appropriate irregularly spelled words. ReadyRosie Change One Letter Magical Creature Writing Race You To the Top Thinking About Word Chunks Word Challenge Write a Letter |
| STRAND / TOPIC | AR.RF.3. | Grade 3 Reading Standards for Foundational Skills |
| CONTENT STANDARD | Fluency | |
| PERFORMANCE EXPECTATION | RF.3.4. | Read grade-level text with sufficient accuracy and fluency to support comprehension. |
| BENCHMARK / PROFICIENCY | RF.3.4.A. | Read grade-level text with purpose and understanding. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule It's All In Your Head My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading That's So Cool What Will You Learn? |
| BENCHMARK / PROFICIENCY | RF.3.4.B. | Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Favorite Genres My Turn, Your Turn Poetry Poetry Poetry Routine Pow Wow Crunch Reading Strategy: Model Expressive Reading Song Lyrics |
| BENCHMARK / PROFICIENCY | RF.3.4.C. | Use context in grade-level text to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Wondering About Words Word Detective |
| STRAND / TOPIC | AR.W.3. | Grade 3 Writing Standards |
| CONTENT STANDARD | Text Types and Purposes | |
| PERFORMANCE EXPECTATION | W.3.1. | Write opinion pieces on topics or texts, supporting the opinion with reasons. |
| BENCHMARK / PROFICIENCY | W.3.1.A. | Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. ReadyRosie This Is Important Who Are Your Heroes? |
| BENCHMARK / PROFICIENCY | W.3.1.C. | Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. ReadyRosie This Is Important Write Around |
| BENCHMARK / PROFICIENCY | W.3.1.D. | Provide a concluding statement or section. ReadyRosie This Is Important Who Are Your Heroes? |
| STRAND / TOPIC | AR.W.3. | Grade 3 Writing Standards |
| CONTENT STANDARD | Text Types and Purposes | |
| PERFORMANCE EXPECTATION | W.3.2. | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| BENCHMARK / PROFICIENCY | W.3.2.A. | Introduce a topic and group related information; 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 |
| BENCHMARK / PROFICIENCY | W.3.2.B. | Develop the topic with facts, definitions, and details. ReadyRosie Create a Song Family Journaling Magical Creature Writing Make a Neighborhood Map Nature Journaling This Is Important Write a Favorite Family Recipe |
| BENCHMARK / PROFICIENCY | W.3.2.C. | Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. ReadyRosie Create a Song |
| BENCHMARK / PROFICIENCY | W.3.2.D. | Provide a concluding statement or section. ReadyRosie This Is Important Who Are Your Heroes? |
| STRAND / TOPIC | AR.W.3. | Grade 3 Writing Standards |
| CONTENT STANDARD | Text Types and Purposes | |
| PERFORMANCE EXPECTATION | W.3.3. | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
| BENCHMARK / PROFICIENCY | W.3.3.A. | Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. ReadyRosie A Really Good Story Family Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Writing Telephone Game |
| BENCHMARK / PROFICIENCY | W.3.3.B. | Use narrative techniques, such as dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. ReadyRosie A Really Good Story Family Poem Magical Creature Writing Write Around |
| BENCHMARK / PROFICIENCY | W.3.3.C. | Use temporal words and phrases to signal event order. ReadyRosie Family Journaling My Family Comic Strip Sharing Chores and Your Day Write Around Writing Telephone Game |
| BENCHMARK / PROFICIENCY | W.3.3.E. | Provide a conclusion that follows from the narrated experiences or events. ReadyRosie Family Journaling Magical Creature Writing My Family Comic Strip Story Train Write Around |
| STRAND / TOPIC | AR.W.3. | Grade 3 Writing Standards |
| CONTENT STANDARD | Production and Distribution of Writing | |
| PERFORMANCE EXPECTATION | W.3.4. | With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. 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 EXPECTATION | W.3.5. | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. ReadyRosie A Really Good Story This Is Important Write a Favorite Family Recipe |
| STRAND / TOPIC | AR.W.3. | Grade 3 Writing Standards |
| CONTENT STANDARD | Research to Build and Present Knowledge | |
| PERFORMANCE EXPECTATION | W.3.7. | Conduct short research projects that build knowledge about a topic. ReadyRosie Family Interview I Want to Know About Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| PERFORMANCE EXPECTATION | W.3.8. | Recall information from experiences or gather information from print and digital sources. Take brief notes on sources; Sort evidence into provided categories. ReadyRosie Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| STRAND / TOPIC | AR.W.3. | Grade 3 Writing Standards |
| CONTENT STANDARD | Range of Writing | |
| PERFORMANCE EXPECTATION | W.3.10. | Write routinely over extended time frames, time for: research; reflection; revision and shorter time frames (e.g., 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 |
| STRAND / TOPIC | AR.SL.3. | Grade 3 Speaking and Listening Standards |
| CONTENT STANDARD | Comprehension and Collaboration | |
| PERFORMANCE EXPECTATION | SL.3.1. | Engage effectively in a range of collaborative conversations/discussions: one-on-one; in groups; teacher-led with diverse partners on Grade 3 topics and texts, building on others' ideas and expressing their own clearly. |
| BENCHMARK / PROFICIENCY | SL.3.1.A. | Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| BENCHMARK / PROFICIENCY | SL.3.1.B. | Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| BENCHMARK / PROFICIENCY | SL.3.1.C. | Ask questions to check understanding of information presented, stay on topic, and link 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? |
| BENCHMARK / PROFICIENCY | SL.3.1.D. | Explain their own ideas and understanding in light of the discussion. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| STRAND / TOPIC | AR.SL.3. | Grade 3 Speaking and Listening Standards |
| CONTENT STANDARD | Comprehension and Collaboration | |
| PERFORMANCE EXPECTATION | SL.3.2. | Determine the main ideas and supporting details of information that is gained by means other than reading (e.g., texts read aloud; oral presentations of charts, graphs, diagrams; speeches). ReadyRosie 20 Questions Draw |
| PERFORMANCE EXPECTATION | SL.3.3. | Ask and answer questions about information from a speaker in order to clarify comprehension, 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? |
| STRAND / TOPIC | AR.SL.3. | Grade 3 Speaking and Listening Standards |
| CONTENT STANDARD | Presentation of Knowledge and Ideas | |
| PERFORMANCE EXPECTATION | SL.3.4. | Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. ReadyRosie 20 Questions 20 Questions Draw Create a Song Family Interview Share Your Knowledge Sharing Chores and Your Day Who's Coming to Dinner? |
| PERFORMANCE EXPECTATION | SL.3.6. | 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? |
| STRAND / TOPIC | AR.L.3. | Grade 3 Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE EXPECTATION | L.3.1. | Demonstrate command of the conventions of standard English grammar and usage as appropriate for Grade 3 when writing or speaking. |
| BENCHMARK / PROFICIENCY | L.3.1.A. | Explain the function of nouns, pronouns, verbs, adjectives, prepositions, and adverbs in general and their functions in particular sentences. ReadyRosie Acrostic Poem Noun Charades |
| STRAND / TOPIC | AR.L.3. | Grade 3 Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE EXPECTATION | L.3.1. | Demonstrate command of the conventions of standard English grammar and usage as appropriate for Grade 3 when writing or speaking. |
| BENCHMARK / PROFICIENCY | L.3.1.B. | Form and use regular and irregular plural nouns. |
| DESCRIPTOR | L.3.1.B.1. | Use abstract nouns (e.g., childhood). ReadyRosie Noun Charades |
| STRAND / TOPIC | AR.L.3. | Grade 3 Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE EXPECTATION | L.3.1. | Demonstrate command of the conventions of standard English grammar and usage as appropriate for Grade 3 when writing or speaking. |
| BENCHMARK / PROFICIENCY | L.3.1.C. | Form and use the simple verb tenses (e.g., I walk; I walked; I will walk). |
| DESCRIPTOR | L.3.1.C.1. | Form and use the past tense of frequently occurring irregular verbs. ReadyRosie Magical Creature Writing |
| STRAND / TOPIC | AR.L.3. | Grade 3 Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE EXPECTATION | L.3.1. | Demonstrate command of the conventions of standard English grammar and usage as appropriate for Grade 3 when writing or speaking. |
| BENCHMARK / PROFICIENCY | L.3.1.E. | 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 |
| BENCHMARK / PROFICIENCY | L.3.1.H. | Demonstrate command of simple sentences and produce compound sentences. ReadyRosie Magical Creature Writing Writing Telephone Game |
| STRAND / TOPIC | AR.L.3. | Grade 3 Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE EXPECTATION | L.3.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling as appropriate for Grade 3 when writing. |
| BENCHMARK / PROFICIENCY | L.3.2.C. | Use commas according to the conventions of standard English. |
| DESCRIPTOR | L.3.2.C.3. | Use commas and quotation marks in dialogue. ReadyRosie Write Around |
| STRAND / TOPIC | AR.L.3. | Grade 3 Language Standards |
| CONTENT STANDARD | Conventions of Standard English | |
| PERFORMANCE EXPECTATION | L.3.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling as appropriate for Grade 3 when writing. |
| BENCHMARK / PROFICIENCY | L.3.2.D. | Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). |
| DESCRIPTOR | L.3.2.D.1. | 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 |
| STRAND / TOPIC | AR.L.3. | Grade 3 Language Standards |
| CONTENT STANDARD | Knowledge of Language | |
| PERFORMANCE EXPECTATION | L.3.3. | Use knowledge of language and its conventions as appropriate for Grade 3 when writing, speaking, reading, or listening. |
| BENCHMARK / PROFICIENCY | L.3.3.A. | Choose words and phrases for effect. ReadyRosie Acrostic Poem Create a Song Hinky Pinky and Hinketty Pinketty Million Dollar Words Noun Charades Sharing Chores and Your Day |
| STRAND / TOPIC | AR.L.3. | Grade 3 Language Standards |
| CONTENT STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE EXPECTATION | L.3.4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 3 reading and content, choosing flexibly from a range of effective strategies. |
| BENCHMARK / PROFICIENCY | L.3.4.A. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Wondering About Words Word Detective |
| BENCHMARK / PROFICIENCY | L.3.4.B. | Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| BENCHMARK / PROFICIENCY | L.3.4.C. | Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). ReadyRosie Digging Into Roots |
| BENCHMARK / PROFICIENCY | L.3.4.D. | Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. ReadyRosie Comprehension Clues |
| STRAND / TOPIC | AR.L.3. | Grade 3 Language Standards |
| CONTENT STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE EXPECTATION | L.3.5. | Demonstrate understanding of figurative language, word relationships and nuances in word meanings, as appropriate for the grade level. |
| BENCHMARK / PROFICIENCY | L.3.5.A. | Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer Wondering About Words Word Detective |
| BENCHMARK / PROFICIENCY | L.3.5.B. | Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| BENCHMARK / PROFICIENCY | L.3.5.C. | Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| STRAND / TOPIC | AR.L.3. | Grade 3 Language Standards |
| CONTENT STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE EXPECTATION | L.3.6. | Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). ReadyRosie Acrostic Poem Category Competition Create a Song Feelings Charades Hinky Pinky and Hinketty Pinketty How can I help my child learn new words? Million Dollar Words Noun Charades Share Your Knowledge Sharing Chores and Your Day What Makes a Good Storyteller Wondering About Words |
| Arkansas Curriculum Frameworks |
| Mathematics |
| Grade: K - Adopted: 2016 |
| STRAND / TOPIC | AR.Math.Content.K.CC. | Counting and Cardinality |
| CONTENT STANDARD | AR.Math.Content.K.CC.A. | Know number names and the count sequence. |
| PERFORMANCE EXPECTATION | AR.Math.Content.K.CC.A.1. | Count to 100 by ones, fives, and 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 EXPECTATION | AR.Math.Content.K.CC.A.2. | Count forward, by ones, from any given number up to 100. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Ten in a Row What Am I Counting? What Comes Next? |
| PERFORMANCE EXPECTATION | AR.Math.Content.K.CC.A.3. | Read, write, and represent numerals from 0 to 20. ReadyRosie Go Fish My Favorite Things Numbers on My Back Sneaky Math Note |
| STRAND / TOPIC | AR.Math.Content.K.CC. | Counting and Cardinality |
| CONTENT STANDARD | AR.Math.Content.K.CC.B. | Count to tell the number of objects. |
| PERFORMANCE EXPECTATION | AR.Math.Content.K.CC.B.4. | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| BENCHMARK / PROFICIENCY | AR.Math.Content.K.CC.B.4.A. | When counting objects say the numbers in order, pairing each object with only one number and each number with only one object (one to one correspondence). ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Sneaky Math Note Spill the Beans The Biggest Number What Am I Counting? What Do I Have? |
| BENCHMARK / PROFICIENCY | AR.Math.Content.K.CC.B.4.B. | Understand that the last number said tells the number of objects 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? |
| BENCHMARK / PROFICIENCY | AR.Math.Content.K.CC.B.4.C. | Understand that each successive number 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? |
| STRAND / TOPIC | AR.Math.Content.K.CC. | Counting and Cardinality |
| CONTENT STANDARD | AR.Math.Content.K.CC.B. | Count to tell the number of objects. |
| PERFORMANCE EXPECTATION | AR.Math.Content.K.CC.B.5. | Count to answer “how many?” Count up to 20 objects in any arrangement. Count up to 10 objects 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? |
| STRAND / TOPIC | AR.Math.Content.K.CC. | Counting and Cardinality |
| CONTENT STANDARD | AR.Math.Content.K.CC.C. | Compare numbers. |
| PERFORMANCE EXPECTATION | AR.Math.Content.K.CC.C.6. | Identify whether the number of objects in one group from 0-10 is greater than (more, most), less than (less, fewer, least), or equal to (same as) the number of objects in another group of 0-10. For example: Use matching and counting strategies to compare values. ReadyRosie In Ten Seconds More or Less The Biggest Number |
| PERFORMANCE EXPECTATION | AR.Math.Content.K.CC.C.7. | Compare two numbers between 0 and 20 presented as written numerals. ReadyRosie Ten in a Row |
| PERFORMANCE EXPECTATION | AR.Math.Content.K.CC.C.8. | Quickly identify a number of items in a set from 0-10 without counting (e. g., dominoes, dot cubes, tally marks, ten-frames). ReadyRosie Car Race Go Fish Spill the Beans |
| STRAND / TOPIC | AR.Math.Content.K.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD | AR.Math.Content.K.OA.A. | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. |
| PERFORMANCE EXPECTATION | AR.Math.Content.K.OA.A.1. | Represent addition and subtraction using objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions (e.g., 2+3), or equations (e.g., 2+3 = ). ReadyRosie Car Race Family Math Book Finish My Set Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes |
| PERFORMANCE EXPECTATION | AR.Math.Content.K.OA.A.2. | Solve real-world problems that involve addition and subtraction 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 EXPECTATION | AR.Math.Content.K.OA.A.3. | Use objects, drawings, etc., to decompose (break apart) numbers less than or equal to 10 into pairs in more than one way, and record each decomposition (part) by a drawing or an 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 EXPECTATION | AR.Math.Content.K.OA.A.4. | 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 EXPECTATION | AR.Math.Content.K.OA.A.5. | Fluently add and subtract within 10 by using various strategies and manipulatives. ReadyRosie Broken Calculator Keys Car Race Finish My Set Fishing for Tens How Many Legs? Putting Away Dishes Roll the Difference Spill the Beans |
| STRAND / TOPIC | AR.Math.Content.K.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD | AR.Math.Content.K.NBT.A. | Work with numbers 11-19 to gain foundations for place value. |
| PERFORMANCE EXPECTATION | AR.Math.Content.K.NBT.A.1. | Develop initial understanding of place value and the base-ten number system by showing equivalent forms of whole numbers from 11 to 19 as groups of tens and ones using objects and drawings. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| STRAND / TOPIC | AR.Math.Content.K.MD. | Measurement and Data |
| CONTENT STANDARD | AR.Math.Content.K.MD.A. | Describe and compare measureable attributes. |
| PERFORMANCE EXPECTATION | AR.Math.Content.K.MD.A.1. | Describe several measurable attributes of a single object, including but not limited to length, weight, height, and temperature. (Vocabulary may include short, long, heavy, light, tall, hot, cold, warm, or cool.) ReadyRosie Blow Your House Down! Hunt and Measure Measurable Me |
| PERFORMANCE EXPECTATION | AR.Math.Content.K.MD.A.2. | Describe the difference when comparing two objects (side-by-side) with a measurable attribute in common, to see which object has more of or less of the common attribute. 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 |
| STRAND / TOPIC | AR.Math.Content.K.MD. | Measurement and Data |
| CONTENT STANDARD | AR.Math.Content.K.MD.B. | Classify objects and count the number of objects in each category. |
| PERFORMANCE EXPECTATION | AR.Math.Content.K.MD.B.3. | Classify, sort, and count objects using both measureable and non-measureable attributes such as size, number, color, or shape. ReadyRosie Card Sorting I Spy a Coin Toy Organization |
| STRAND / TOPIC | AR.Math.Content.K.MD. | Measurement and Data |
| CONTENT STANDARD | AR.Math.Content.K.MD.C. | Work with time and money. |
| PERFORMANCE EXPECTATION | AR.Math.Content.K.MD.C.4. | Understand concepts of time including morning, afternoon, evening, today, yesterday, tomorrow, day, week, month, and year. Understand that clocks, both analog and digital, and calendars are tools that measure time. ReadyRosie Time It |
| PERFORMANCE EXPECTATION | AR.Math.Content.K.MD.C.6. | Identify pennies, nickels, and dimes, and know the value of each. ReadyRosie I Spy a Coin |
| STRAND / TOPIC | AR.Math.Content.K.G. | Geometry |
| CONTENT STANDARD | AR.Math.Content.K.G.A. | Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). |
| PERFORMANCE EXPECTATION | AR.Math.Content.K.G.A.1. | Describe the positions of objects in the environment and geometric shapes in space using names of shapes, and describe the relative positions of these objects. ReadyRosie Is it a Triangle? Pattern Walk Shape Scavenger Hunt |
| PERFORMANCE EXPECTATION | AR.Math.Content.K.G.A.2. | Correctly name shapes regardless of their orientations or overall size. ReadyRosie Canned Shape Scavenger Hunt |
| PERFORMANCE EXPECTATION | AR.Math.Content.K.G.A.3. | Identify shapes as two-dimensional (flat) or three-dimensional (solid). ReadyRosie Canned Shape Scavenger Hunt |
| STRAND / TOPIC | AR.Math.Content.K.G. | Geometry |
| CONTENT STANDARD | AR.Math.Content.K.G.B. | Analyze, compare, create, and compose shapes. |
| PERFORMANCE EXPECTATION | AR.Math.Content.K.G.B.4. | Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners), and other attributes (e.g., having sides of equal length). ReadyRosie Canned Shape Scavenger Hunt |
| PERFORMANCE EXPECTATION | AR.Math.Content.K.G.B.5. | Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and by drawing shapes. ReadyRosie Is it a Triangle? |
| PERFORMANCE EXPECTATION | AR.Math.Content.K.G.B.6. | Compose two-dimensional shapes to form larger two-dimensional shapes. For example, join two squares to make a rectangle or join six equilateral triangles to form a hexagon. ReadyRosie Is it a Triangle? |
| Arkansas Curriculum Frameworks |
| Mathematics |
| Grade: 1 - Adopted: 2016 |
| STRAND / TOPIC | AR.Math.Content.1.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD | AR.Math.Content.1.OA.A. | Represent and solve problems involving addition and subtraction |
| PERFORMANCE EXPECTATION | AR.Math.Content.1.OA.A.1. | Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). ReadyRosie Bedtime Math Story Car Time Math Domino Subtraction Family Math Book Fishing for Tens Input Output Math Journal Walk Restaurant Story Problems Spill the Beans The Final Price Is... |
| PERFORMANCE EXPECTATION | AR.Math.Content.1.OA.A.2. | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). ReadyRosie Restaurant Story Problems Ten Scoops The Final Price Is... |
| STRAND / TOPIC | AR.Math.Content.1.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD | AR.Math.Content.1.OA.B. | Understand and apply properties of operations and the relationship between addition and subtraction |
| PERFORMANCE EXPECTATION | AR.Math.Content.1.OA.B.3. | Apply properties of operations as strategies to add and subtract. For example: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (commutative property of addition). To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (associative property of addition). ReadyRosie Fishing for Doubles |
| PERFORMANCE EXPECTATION | AR.Math.Content.1.OA.B.4. | Understand subtraction as an unknown-addend problem. For example: Subtract 10 - 8 by finding the number that makes 10 when added to 8. ReadyRosie Addition War Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Dimes Ten Scoops |
| STRAND / TOPIC | AR.Math.Content.1.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD | AR.Math.Content.1.OA.C. | Add and subtract within 20. |
| PERFORMANCE EXPECTATION | AR.Math.Content.1.OA.C.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 EXPECTATION | AR.Math.Content.1.OA.C.6. | Add and subtract within 20, demonstrating computational 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); 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 |
| STRAND / TOPIC | AR.Math.Content.1.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD | AR.Math.Content.1.OA.D. | Work with addition and subtraction equations. |
| PERFORMANCE EXPECTATION | AR.Math.Content.1.OA.D.8. | Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example: Determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, and 6 + 6 = _. ReadyRosie Where Did I Start? |
| STRAND / TOPIC | AR.Math.Content.1.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD | AR.Math.Content.1.NBT.A. | Extend the counting sequence. |
| PERFORMANCE EXPECTATION | AR.Math.Content.1.NBT.A.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 |
| STRAND / TOPIC | AR.Math.Content.1.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD | AR.Math.Content.1.NBT.B. | Understand place value. |
| PERFORMANCE EXPECTATION | AR.Math.Content.1.NBT.B.2. | Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: |
| BENCHMARK / PROFICIENCY | AR.Math.Content.1.NBT.B.2.A. | 10 can be thought of as a bundle of ten ones — called a "ten." ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| BENCHMARK / PROFICIENCY | AR.Math.Content.1.NBT.B.2.B. | The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| BENCHMARK / PROFICIENCY | AR.Math.Content.1.NBT.B.2.C. | The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens and 0 ones. ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| STRAND / TOPIC | AR.Math.Content.1.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD | AR.Math.Content.1.NBT.B. | Understand place value. |
| PERFORMANCE EXPECTATION | AR.Math.Content.1.NBT.B.3. | Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. ReadyRosie Greater Than I'm Thinking of a Number Location Guess My Number Ten in a Row |
| STRAND / TOPIC | AR.Math.Content.1.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD | AR.Math.Content.1.NBT.C. | Use place value understanding and properties of operations to add and subtract |
| PERFORMANCE EXPECTATION | AR.Math.Content.1.NBT.C.4. | Add within 100 using concrete models or drawings, relate the strategy used to a written expression or equation, and be able to explain the reasoning. Strategies should be based on place-value, properties of operations, and/or the relationship between addition and subtraction. ReadyRosie Broken Calculator Keys Car Race Fishing for Tens Ten Dimes |
| PERFORMANCE EXPECTATION | AR.Math.Content.1.NBT.C.5. | Mentally find 10 more or 10 less than a given two-digit number, without having to count. Students should be able to explain the reasoning used. ReadyRosie Ten More |
| PERFORMANCE EXPECTATION | AR.Math.Content.1.NBT.C.6. | Subtract multiples of 10 from multiples of 10 (both in the range of 10-90) using concrete models or drawings, relate the strategy to a written method, and explain the reasoning used. Strategies should be based on place value, properties of operations, and/or the relationship between addition and subtraction. ReadyRosie Ten More |
| STRAND / TOPIC | AR.Math.Content.1.MD. | Measurement and Data |
| CONTENT STANDARD | AR.Math.Content.1.MD.A. | Measure lengths indirectly and by iterating length units. |
| PERFORMANCE EXPECTATION | AR.Math.Content.1.MD.A.1. | Order three objects by length; compare the lengths of two objects indirectly by using a third object. ReadyRosie How Far Does It Fly? Hunt and Measure Measurable Me Ramp Car Racing |
| PERFORMANCE EXPECTATION | AR.Math.Content.1.MD.A.2. | Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. ReadyRosie Hunt and Measure |
| STRAND / TOPIC | AR.Math.Content.1.MD. | Measurement and Data |
| CONTENT STANDARD | AR.Math.Content.1.MD.B. | Work with time and money. |
| PERFORMANCE EXPECTATION | AR.Math.Content.1.MD.B.3. | Tell and write time in hours and half-hours using analog and digital clocks. ReadyRosie Body Clock |
| PERFORMANCE EXPECTATION | AR.Math.Content.1.MD.B.4. | Identify and know the value of a penny, nickel, dime, and quarter. ReadyRosie Counting Coins |
| PERFORMANCE EXPECTATION | AR.Math.Content.1.MD.B.5. | Count collections of like coins (pennies, nickels, and dimes). ReadyRosie Counting Coins |
| STRAND / TOPIC | AR.Math.Content.1.MD. | Measurement and Data |
| CONTENT STANDARD | AR.Math.Content.1.MD.C. | Represent and interpret data. |
| PERFORMANCE EXPECTATION | AR.Math.Content.1.MD.C.6. | Organize, represent, and interpret data with up to three categories, using tally tables, picture graphs and bar graphs. Ask and answer questions about the total number represented, how many in each category, and how many more or less are in one category than in another. ReadyRosie Survey Says |
| STRAND / TOPIC | AR.Math.Content.1.G. | Geometry |
| CONTENT STANDARD | AR.Math.Content.1.G.A. | Reason with shapes and their attributes. |
| PERFORMANCE EXPECTATION | AR.Math.Content.1.G.A.1. | Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. ReadyRosie Folding a Blanket One of These Is Not Like the Other Paper Airplane Geometry |
| PERFORMANCE EXPECTATION | AR.Math.Content.1.G.A.2. | Compose two-dimensional shapes (e.g., rectangles, squares, trapezoids, triangles, half-circles, and quarter- circles) or three-dimensional shapes (e.g., cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape. ReadyRosie Folding a Blanket Paper Airplane Geometry |
| PERFORMANCE EXPECTATION | AR.Math.Content.1.G.A.3. | Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of, the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. ReadyRosie Folding Napkins Making Playdough Together |
| Arkansas Curriculum Frameworks |
| Mathematics |
| Grade: 2 - Adopted: 2016 |
| STRAND / TOPIC | AR.Math.Content.2.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD | AR.Math.Content.2.OA.A. | Represent and solve problems involving addition and subtraction. |
| PERFORMANCE EXPECTATION | AR.Math.Content.2.OA.A.1. | Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. ReadyRosie Can I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |
| STRAND / TOPIC | AR.Math.Content.2.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD | AR.Math.Content.2.OA.B. | Add and subtract within 20. |
| PERFORMANCE EXPECTATION | AR.Math.Content.2.OA.B.2. | Fluently add and subtract within 20 using mental strategies. By the end of Grade 2, know from memory all sums of two one-digit numbers. ReadyRosie Addition War Can you Make 21? Fifteen Fact Memory Fishing for Doubles Subtraction War |
| STRAND / TOPIC | AR.Math.Content.2.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD | AR.Math.Content.2.OA.C. | Work with equal groups of objects to gain foundations for multiplication. |
| PERFORMANCE EXPECTATION | AR.Math.Content.2.OA.C.3. | Determine whether a group of objects (up to 20) has an odd or even number of members (e.g., by pairing objects or counting them by 2s); Write an equation to express an even number (up to 20) as a sum of two equal addends. ReadyRosie Even or Odd? |
| PERFORMANCE EXPECTATION | AR.Math.Content.2.OA.C.4. | Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; Write an equation to express the total as a sum of equal addends. ReadyRosie An Array of Brownies I Spy Sums and Products Table Times |
| STRAND / TOPIC | AR.Math.Content.2.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD | AR.Math.Content.2.NBT.A. | Understand place value. |
| PERFORMANCE EXPECTATION | AR.Math.Content.2.NBT.A.1. | Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 726 equals 7 hundreds, 2 tens, and 6 ones. |
| BENCHMARK / PROFICIENCY | AR.Math.Content.2.NBT.A.1.A. | Understand that 100 can be thought of as a group 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 |
| BENCHMARK / PROFICIENCY | AR.Math.Content.2.NBT.A.1.B. | Understand that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine groups of 100. ReadyRosie All About My Number How Much to 1,000? Less Than Place Value Battle Place Value Dice |
| STRAND / TOPIC | AR.Math.Content.2.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD | AR.Math.Content.2.NBT.A. | Understand place value. |
| PERFORMANCE EXPECTATION | AR.Math.Content.2.NBT.A.2. | Count within 1000; Skip-count by 5s, 10s, and 100s beginning at zero. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| PERFORMANCE EXPECTATION | AR.Math.Content.2.NBT.A.3. | Read and write numbers to 1000 using base-ten numerals, number names, and a variety of expanded forms. Model and describe numbers within 1000 as groups of 10 in a variety of ways. ReadyRosie All About My Number Dollars and Dice Place Value Dice Sneaky Math Note Thousand More |
| PERFORMANCE EXPECTATION | AR.Math.Content.2.NBT.A.4. | Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols and correct terminology for the 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 |
| STRAND / TOPIC | AR.Math.Content.2.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD | AR.Math.Content.2.NBT.B. | Use place value understanding and properties of operations to add and subtract. |
| PERFORMANCE EXPECTATION | AR.Math.Content.2.NBT.B.5. | Add and subtract within 100 with computational fluency 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 EXPECTATION | AR.Math.Content.2.NBT.B.6. | Add up to four two-digit numbers using strategies based on place value and properties of operations. ReadyRosie 2-Digit Addition War Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice Fishing for Doubles How Much to 1,000? Restaurant Story Problems Skunk Addition The Answer Is Thousand More |
| PERFORMANCE EXPECTATION | AR.Math.Content.2.NBT.B.7. | Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written expression or equation. 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 EXPECTATION | AR.Math.Content.2.NBT.B.8. | Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100- 900. ReadyRosie Dollars and Dice |
| PERFORMANCE EXPECTATION | AR.Math.Content.2.NBT.B.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? |
| STRAND / TOPIC | AR.Math.Content.2.MD. | Measurement and Data |
| CONTENT STANDARD | AR.Math.Content.2.MD.A. | Measure and estimate lengths in standard units. |
| PERFORMANCE EXPECTATION | AR.Math.Content.2.MD.A.1. | Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| PERFORMANCE EXPECTATION | AR.Math.Content.2.MD.A.3. | Estimate lengths using units of inches, feet, centimeters, and meters. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| PERFORMANCE EXPECTATION | AR.Math.Content.2.MD.A.4. | Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| STRAND / TOPIC | AR.Math.Content.2.MD. | Measurement and Data |
| CONTENT STANDARD | AR.Math.Content.2.MD.C. | Work with time and money. |
| PERFORMANCE EXPECTATION | AR.Math.Content.2.MD.C.8. | Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately. For example: A student has 2 dimes and 3 pennies; how many cents does he have? ReadyRosie What's in a Dollar? |
| STRAND / TOPIC | AR.Math.Content.2.MD. | Measurement and Data |
| CONTENT STANDARD | AR.Math.Content.2.MD.D. | Represent and interpret data. |
| PERFORMANCE EXPECTATION | AR.Math.Content.2.MD.D.9. | Generate data by measuring the same attribute of similar objects to the nearest whole unit. Display the measurement data by making a line plot, where the horizontal scale is marked off in whole- number units. Generate data from multiple measurements of the same object. Make a line plot, where the horizontal scale is marked off in whole-number units, to compare precision of measurements. ReadyRosie Category Hunt How Far Does It Fly? Ramp Car Racing |
| STRAND / TOPIC | AR.Math.Content.2.G. | Geometry |
| CONTENT STANDARD | AR.Math.Content.2.G.A. | Reason with shapes and their attributes. |
| PERFORMANCE EXPECTATION | AR.Math.Content.2.G.A.1. | Recognize and draw shapes having specified attributes (e.g., number of angles, number of sides, or a given number of equal faces). Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. ReadyRosie Mystery Shape Paper Airplane Geometry |
| PERFORMANCE EXPECTATION | AR.Math.Content.2.G.A.2. | Partition a rectangle into rows and columns of same-size squares and count to find the total number of squares. ReadyRosie An Array of Brownies |
| PERFORMANCE EXPECTATION | AR.Math.Content.2.G.A.3. | Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. ReadyRosie Counting Fractions |
| Arkansas Curriculum Frameworks |
| Mathematics |
| Grade: 3 - Adopted: 2016 |
| STRAND / TOPIC | AR.Math.Content.3.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD | AR.Math.Content.3.OA.A. | Represent and solve problems involving multiplication and division. |
| PERFORMANCE EXPECTATION | AR.Math.Content.3.OA.A.1. | Interpret products of whole numbers (e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each). For example: Describe a context in which a total number of objects can be expressed as 5 ח 7. ReadyRosie I Spy Sums and Products Let's Go to 100 Multiplication War Price Per Pound Say it a Different Way |
| PERFORMANCE EXPECTATION | AR.Math.Content.3.OA.A.2. | Interpret whole-number quotients of whole numbers (e.g., interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each). 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 EXPECTATION | AR.Math.Content.3.OA.A.3. | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). ReadyRosie Can I Stump You? Family Math Book Let's Go to 100 Table Times |
| PERFORMANCE EXPECTATION | AR.Math.Content.3.OA.A.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 ? = 48, 5 = _ 3, 6 6 = ? ReadyRosie Math Mind Reading Parts Unknown |
| STRAND / TOPIC | AR.Math.Content.3.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD | AR.Math.Content.3.OA.B. | Understand properties of multiplication and the relationship between multiplication and division. |
| PERFORMANCE EXPECTATION | AR.Math.Content.3.OA.B.5. | Apply properties of operations as strategies to multiply and divide. For example: If 6 4 = 24 is known, then 4 ח 6 = 24 is also known (Commutative property of multiplication). 3 5 ח 2 can be found by 3 5 = 15, then 15 ח 2 = 30, or by 5 2 = 10, then 3 ח 10 = 30 (Associative property of multiplication). Knowing that 8 5 = 40 and 8 ח 2 = 16, one can find 8 7 as 8 ח (5 + 2) = (8 5) + (8 ח 2) = 40 + 16 = 56 (Distributive property). ReadyRosie I Spy Sums and Products Multiplication War |
| PERFORMANCE EXPECTATION | AR.Math.Content.3.OA.B.6. | Understand division as an unknown-factor problem. For example: Find 32 8 by finding the number that makes 32 when multiplied by 8. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |
| STRAND / TOPIC | AR.Math.Content.3.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD | AR.Math.Content.3.OA.C. | Multiply and divide within 100. |
| PERFORMANCE EXPECTATION | AR.Math.Content.3.OA.C.7. | Using computational fluency, multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, automatically (fact fluency) recall 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 |
| STRAND / TOPIC | AR.Math.Content.3.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD | AR.Math.Content.3.OA.D. | Solve problems involving the four operations, and identify and explain patterns in arithmetic. |
| PERFORMANCE EXPECTATION | AR.Math.Content.3.OA.D.8. | Solve two-step word problems using the four operations, and be able to: Represent these problems using equations with a letter standing for 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 |
| STRAND / TOPIC | AR.Math.Content.3.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD | AR.Math.Content.3.NBT.A. | Represent and solve problems involving multiplication and division. |
| PERFORMANCE EXPECTATION | AR.Math.Content.3.NBT.A.1. | Use place value understanding to round whole numbers to the nearest 10 or 100. ReadyRosie Round Showdown The Greater Number |
| PERFORMANCE EXPECTATION | AR.Math.Content.3.NBT.A.2. | Using computational fluency, 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? |
| STRAND / TOPIC | AR.Math.Content.3.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD | AR.Math.Content.3.NBT.A. | Represent and solve problems involving multiplication and division. |
| PERFORMANCE EXPECTATION | AR.Math.Content.3.NBT.A.4. | Understand that the four digits of a four-digit number represent amounts of thousands, hundreds, tens, and ones (e.g., 7,706 can be portrayed in a variety of ways according to place value strategies). Understand the following as special cases: |
| BENCHMARK / PROFICIENCY | AR.Math.Content.3.NBT.A.4.A. | 1,000 can be thought of as a group of ten hundreds---called a thousand. ReadyRosie Place Value Dice |
| BENCHMARK / PROFICIENCY | AR.Math.Content.3.NBT.A.4.B. | The numbers 1,000, 2,000, 3,000, 4,000, 5,000, 6,000, 7,000, 8,000, 9,000 refer to one, two, three, four, five, six, seven, eight, or nine thousands. ReadyRosie Place Value Dice |
| STRAND / TOPIC | AR.Math.Content.3.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD | AR.Math.Content.3.NBT.A. | Represent and solve problems involving multiplication and division. |
| PERFORMANCE EXPECTATION | AR.Math.Content.3.NBT.A.5. | Read and write numbers to 10,000 using base-ten numerals, number names, and expanded form(s). ReadyRosie Dollars and Dice Place Value Dice Thousand More |
| PERFORMANCE EXPECTATION | AR.Math.Content.3.NBT.A.6. | Compare two four-digit numbers based on meanings of thousands, hundreds, tens, and ones digits using symbols (<, >, =) to record the results of comparisons. ReadyRosie Place Value Battle The Greater Number |
| STRAND / TOPIC | AR.Math.Content.3.NF. | Number and Operations in Fractions |
| CONTENT STANDARD | AR.Math.Content.3.NF.A. | Develop understanding of fractions as numbers. |
| PERFORMANCE EXPECTATION | AR.Math.Content.3.NF.A.1. | Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; Understand a fraction a/b as the quantity formed by a parts of size 1/b. ReadyRosie Fractions on a Number Line Shape Up! |
| STRAND / TOPIC | AR.Math.Content.3.NF. | Number and Operations in Fractions |
| CONTENT STANDARD | AR.Math.Content.3.NF.A. | Develop understanding of fractions as numbers. |
| PERFORMANCE EXPECTATION | AR.Math.Content.3.NF.A.3. | Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. |
| BENCHMARK / PROFICIENCY | AR.Math.Content.3.NF.A.3.A. | Understand two fractions as equivalent (equal) if they are the same size or the same point on a number line. ReadyRosie Sharing an Apple |
| BENCHMARK / PROFICIENCY | AR.Math.Content.3.NF.A.3.B. | Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent (e.g., by using a visual fraction model). ReadyRosie Sharing an Apple |
| BENCHMARK / PROFICIENCY | AR.Math.Content.3.NF.A.3.C. | Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers. (e.g., 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! |
| BENCHMARK / PROFICIENCY | AR.Math.Content.3.NF.A.3.D. | Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols (>, =, <) and justify the conclusions (e.g., by using a visual fraction model). ReadyRosie Fractions on a Number Line |
| STRAND / TOPIC | AR.Math.Content.3.MD. | Measurement and Data |
| CONTENT STANDARD | AR.Math.Content.3.MD.A. | Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. |
| PERFORMANCE EXPECTATION | AR.Math.Content.3.MD.A.1. | Tell time using the terms quarter and half as related to the hour. (e.g., quarter-past 3:00, half-past 4:00, and quarter till 3:00) 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 EXPECTATION | AR.Math.Content.3.MD.A.2. | Measure and estimate liquid volumes and masses of objects using standard units such as: grams (g), kilograms (kg), liters (l), gallons (gal), quarts (qt), pints (pt), and cups (c). 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 |
| STRAND / TOPIC | AR.Math.Content.3.MD. | Measurement and Data |
| CONTENT STANDARD | AR.Math.Content.3.MD.B. | Represent and interpret data. |
| PERFORMANCE EXPECTATION | AR.Math.Content.3.MD.B.3. | Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. (e.g., Draw a bar graph in which each square in the bar graph might represent 5 pets.) Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled picture graphs and scaled bar graphs. ReadyRosie Graphing Walking Goals |
| PERFORMANCE EXPECTATION | AR.Math.Content.3.MD.B.4. | Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| STRAND / TOPIC | AR.Math.Content.3.MD. | Measurement and Data |
| CONTENT STANDARD | AR.Math.Content.3.MD.C. | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. |
| PERFORMANCE EXPECTATION | AR.Math.Content.3.MD.C.5. | Recognize area as an attribute of plane figures and understand concepts of area measurement. |
| BENCHMARK / PROFICIENCY | AR.Math.Content.3.MD.C.5.A. | A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area. ReadyRosie Cracker Perimeter & Area |
| BENCHMARK / PROFICIENCY | AR.Math.Content.3.MD.C.5.B. | A plane figure, which can be covered without gaps or overlaps by n unit squares, is said to have an area of n square units. ReadyRosie Cracker Perimeter & Area |
| STRAND / TOPIC | AR.Math.Content.3.MD. | Measurement and Data |
| CONTENT STANDARD | AR.Math.Content.3.MD.C. | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. |
| PERFORMANCE EXPECTATION | AR.Math.Content.3.MD.C.6. | Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). ReadyRosie Cracker Perimeter & Area |
| STRAND / TOPIC | AR.Math.Content.3.MD. | Measurement and Data |
| CONTENT STANDARD | AR.Math.Content.3.MD.C. | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. |
| PERFORMANCE EXPECTATION | AR.Math.Content.3.MD.C.7. | Relate area to the operations of multiplication and addition. |
| BENCHMARK / PROFICIENCY | AR.Math.Content.3.MD.C.7.B. | Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. ReadyRosie An Array of Brownies |
| BENCHMARK / PROFICIENCY | AR.Math.Content.3.MD.C.7.C. | Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a b and a ח c. Use area models to represent the distributive property in mathematical reasoning. ReadyRosie I Spy Sums and Products |
| STRAND / TOPIC | AR.Math.Content.3.G. | Geometry |
| CONTENT STANDARD | AR.Math.Content.3.G.A. | Reason with shapes and their attributes. |
| PERFORMANCE EXPECTATION | AR.Math.Content.3.G.A.2. | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example: Partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. ReadyRosie Counting Fractions Shape Up! |
| Arkansas Curriculum Frameworks |
| Science |
| Grade: K - Adopted: 2016 |
| STRAND / TOPIC | AR.SC.3. | Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment |
| CONTENT STANDARD | Students who demonstrate understanding can: | |
| PERFORMANCE EXPECTATION | K-LS1-1. | Use observations to describe patterns of what plants and animals (including humans) need to survive. ReadyRosie Family Sensory Walk |
| PERFORMANCE EXPECTATION | K-ESS3-1. | Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. ReadyRosie Family Sensory Walk |
| STRAND / TOPIC | AR.SC.4. | Engineering, Technology, and Applications of Science |
| CONTENT STANDARD | Students who demonstrate understanding can: | |
| PERFORMANCE EXPECTATION | K-ETS1-1. | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. ReadyRosie Ramp Car Racing |
| PERFORMANCE EXPECTATION | K-ETS1-3. | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. ReadyRosie Ramp Car Racing |
| Arkansas Curriculum Frameworks |
| Science |
| Grade: 1 - Adopted: 2016 |
| STRAND / TOPIC | AR.SC.2. | Structure, Function, and Information Processing |
| CONTENT STANDARD | Students who demonstrate understanding can: | |
| PERFORMANCE EXPECTATION | 1-LS3-1. | Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. ReadyRosie Family Sensory Walk |
| STRAND / TOPIC | AR.SC.4. | Engineering, Technology, and Applications of Science |
| CONTENT STANDARD | Students who demonstrate understanding can: | |
| PERFORMANCE EXPECTATION | 1-ETS1-1. | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. ReadyRosie Ramp Car Racing |
| PERFORMANCE EXPECTATION | 1-ETS1-3. | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. ReadyRosie Ramp Car Racing |
| Arkansas Curriculum Frameworks |
| Science |
| Grade: 2 - Adopted: 2016 |
| STRAND / TOPIC | AR.SC.4. | Engineering, Technology, and Applications of Science |
| CONTENT STANDARD | Students who demonstrate understanding can: | |
| PERFORMANCE EXPECTATION | 2-ETS1-1. | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. ReadyRosie Ramp Car Racing |
| PERFORMANCE EXPECTATION | 2-ETS1-3. | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. ReadyRosie Ramp Car Racing |
| Arkansas Curriculum Frameworks |
| Science |
| Grade: 3 - Adopted: 2016 |
| STRAND / TOPIC | AR.SC.5. | Engineering, Technology, and Applications of Science |
| CONTENT STANDARD | Students who demonstrate understanding can: | |
| PERFORMANCE EXPECTATION | 3-ETS1-2. | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. ReadyRosie Ramp Car Racing |