Kentucky Academic Standards
| Main Criteria: Kentucky Academic Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Health and PE, Language Arts, Mathematics, Science | ||
| Grades: K, 1, 2, 3 | ||
| Correlation Options: Show Correlated | ||
| Kentucky Academic Standards |
| Health and PE |
| Grade: K - Adopted: 2006 |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-PW. | Big Idea: Personal Wellness (Health Education) - Wellness is maximum well-being, or total health. Personal Wellness is a combination of physical, mental, emotional, spiritual and social well-being. It involves making choices and decisions each day that promote an individual's physical well-being, the prevention of illnesses and diseases, and the ability to remain, physically, mentally, spiritually, socially and emotionally healthy. (Academic Expectations 2.29, 2.31, 2.32, 3.2, 4.1, 4.4, 5.1, 5.4) |
| STANDARD / ORGANIZER | PL-P-PW-U-5. | Program of Studies: Understandings - Students will understand that behavioral choices affect physical, mental, emotional and social well-being and can have positive or negative consequences on one's health. ReadyRosie Brushing Your Teeth |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-PW. | Big Idea: Personal Wellness (Health Education) - Wellness is maximum well-being, or total health. Personal Wellness is a combination of physical, mental, emotional, spiritual and social well-being. It involves making choices and decisions each day that promote an individual's physical well-being, the prevention of illnesses and diseases, and the ability to remain, physically, mentally, spiritually, socially and emotionally healthy. (Academic Expectations 2.29, 2.31, 2.32, 3.2, 4.1, 4.4, 5.1, 5.4) |
| STANDARD / ORGANIZER | PL-P-PW-S-SMEM1. | Program of Studies: Skills and Concepts - Students will demonstrate social interaction skills by: |
| EXPECTATION | PL-P-PW-S-SMEM1.a) | Using etiquette, politeness, sharing and other positive social interaction skills ReadyRosie Clap and Count |
| EXPECTATION | PL-P-PW-S-SMEM1.b) | Working and playing collaboratively in large and small groups ReadyRosie Clap and Count Problem Solving Tool: Rock, Paper, Scissors Sharing Chores and Your Day Super Kindness |
| EXPECTATION | PL-P-PW-S-SMEM1.c) | Using appropriate means to express needs, wants and feelings ReadyRosie Emotion Meter Scale Family Poem Feelings Charades School Routine Practice What Do I Like? |
| EXPECTATION | PL-P-PW-S-SMEM1.d) | Describing characteristics needed to be a responsible friend and family member ReadyRosie Sharing Chores and Your Day |
| EXPECTATION | PL-P-PW-S-SMEM1.e) | Practicing attentive listening skills that build and maintain healthy relationships ReadyRosie Sharing Chores and Your Day Sink or Swim |
| EXPECTATION | PL-P-PW-S-SMEM1.f) | Identifying the differences between verbal and nonverbal communication ReadyRosie Sharing Chores and Your Day |
| EXPECTATION | PL-P-PW-S-SMEM1.g) | Identifying social interaction skills that enhance individual health ReadyRosie Clap and Count |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-PW. | Big Idea: Personal Wellness (Health Education) - Wellness is maximum well-being, or total health. Personal Wellness is a combination of physical, mental, emotional, spiritual and social well-being. It involves making choices and decisions each day that promote an individual's physical well-being, the prevention of illnesses and diseases, and the ability to remain, physically, mentally, spiritually, socially and emotionally healthy. (Academic Expectations 2.29, 2.31, 2.32, 3.2, 4.1, 4.4, 5.1, 5.4) |
| STANDARD / ORGANIZER | PL-P-PW-S-SMEM2. | Program of Studies: Skills and Concepts - Students will explain how an individual's attitude can affect one's personal health |
| EXPECTATION | PL-P-PW-S-SMEM2.a) | Social health: getting along with others, serving as team members ReadyRosie Conversation Starters Problem Solving Tool: Rock, Paper, Scissors Sharing Chores and Your Day |
| EXPECTATION | PL-P-PW-S-SMEM2.b) | Emotional health: expressing feelings, self-concept ReadyRosie Emotion Meter Scale Family Poem Feelings Charades School Routine Practice What Do I Like? |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-PW. | Big Idea: Personal Wellness (Health Education) - Wellness is maximum well-being, or total health. Personal Wellness is a combination of physical, mental, emotional, spiritual and social well-being. It involves making choices and decisions each day that promote an individual's physical well-being, the prevention of illnesses and diseases, and the ability to remain, physically, mentally, spiritually, socially and emotionally healthy. (Academic Expectations 2.29, 2.31, 2.32, 3.2, 4.1, 4.4, 5.1, 5.4) |
| STANDARD / ORGANIZER | PL-P-PW-S-SMEM3. | Program of Studies: Skills and Concepts - Students will define and identify ways to manage stress (e.g., exercise, drawing/writing/talking about feelings) ReadyRosie Red Light Purple Light Challenge |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-PS. | Big Idea: Psychomotor Skills (Physical Education) - Cognitive information can be used to understand and enhance the development of motor skills such as movement sequences and patterns. Individuals who understand their bodies and how to perform various movements will be safer and more productive in recreation and work activities. Development of psychomotor skills contributes to the development of social and cognitive skills. (Academic Expectations 2.31, 2.34, 2.35, 4.1) |
| STANDARD / ORGANIZER | PL-P-PS-S-7. | Program of Studies: Skills and Concepts - Students will work in group settings without physically interfering with others ReadyRosie Routine Strategy: Transition Timer |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-LPW. | Big Idea: Lifetime Physical Wellness (Physical Education) - Lifetime Wellness is health-focused. The health-related activities and content utilized are presented to help students become more responsible for their overall health status and to prepare each student to demonstrate knowledge and skills that promote physical activity throughout their lives. Physical education uses physical activity as a means to help students acquire skills, fitness, knowledge and attitudes that contribute to their optimal development and well-being. Physical, mental, emotional, and social health is strengthened by regular involvement in physical activities. (Academic Expectations 2.31, 2.34, 2.35, 3.1, 3.2, 3.7, 4.2) |
| STANDARD / ORGANIZER | PL-P-LPW-U-4. | Program of Studies: Understandings - Students will understand that rules impact effective participation in physical activities. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| STANDARD / ORGANIZER | PL-P-LPW-U-6. | Program of Studies: Understandings - Students will understand that regular participation in health-related, physical activity supports the goals of fitness and a healthier lifestyle throughout life. ReadyRosie Setting Summer Learning Goals |
| STANDARD / ORGANIZER | PL-P-LPW-S-1. | Program of Studies: Skills and Concepts - Students will identify likes and dislikes connected with participating in sports and physical activities (e.g., enjoyment, challenge, maintaining fitness, teamwork) ReadyRosie Emotion Meter Scale |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-LPW. | Big Idea: Lifetime Physical Wellness (Physical Education) - Lifetime Wellness is health-focused. The health-related activities and content utilized are presented to help students become more responsible for their overall health status and to prepare each student to demonstrate knowledge and skills that promote physical activity throughout their lives. Physical education uses physical activity as a means to help students acquire skills, fitness, knowledge and attitudes that contribute to their optimal development and well-being. Physical, mental, emotional, and social health is strengthened by regular involvement in physical activities. (Academic Expectations 2.31, 2.34, 2.35, 3.1, 3.2, 3.7, 4.2) |
| STANDARD / ORGANIZER | PL-P-LPW-S-6. | Program of Studies: Skills and Concepts - Students will when participating in a variety of physical activities and games: |
| EXPECTATION | PL-P-LPW-S-6.a) | Explain why rules are used (e.g., safety, fairness) ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer |
| EXPECTATION | PL-P-LPW-S-6.b) | Differentiate between positive and negative behaviors (e.g., waiting your turn vs. pushing in line, honesty vs. lying) ReadyRosie Clap and Count Emotion Meter Scale Fishing for Tens Is my child overscheduled? Red Light, Green Light Routine Strategy: Transition Timer Simon Says |
| EXPECTATION | PL-P-LPW-S-6.c) | Practice cooperation strategies with partners and small groups ReadyRosie Clap and Count Super Kindness |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-LPW. | Big Idea: Lifetime Physical Wellness (Physical Education) - Lifetime Wellness is health-focused. The health-related activities and content utilized are presented to help students become more responsible for their overall health status and to prepare each student to demonstrate knowledge and skills that promote physical activity throughout their lives. Physical education uses physical activity as a means to help students acquire skills, fitness, knowledge and attitudes that contribute to their optimal development and well-being. Physical, mental, emotional, and social health is strengthened by regular involvement in physical activities. (Academic Expectations 2.31, 2.34, 2.35, 3.1, 3.2, 3.7, 4.2) |
| STANDARD / ORGANIZER | PL-P-LPW-S-7. | Program of Studies: Skills and Concepts - Students will demonstrate and describe the concept of sportsmanship (e.g., rules, fair play) in regard to games and activities ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| STRAND | KY.AE. | Academic Expectation |
| CATEGORY / GOAL | AE.2. | Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives. |
| STANDARD / ORGANIZER | 2.29. | Practical Living: Students demonstrate skills that promote individual well-being and healthy family relationships. ReadyRosie Brushing Your Teeth Clap and Count Sharing Chores and Your Day |
| STANDARD / ORGANIZER | 2.32. | Practical Living: Students demonstrate strategies for becoming and remaining mentally and emotionally healthy. ReadyRosie Brushing Your Teeth Emotion Meter Scale Family Poem Feelings Charades School Routine Practice What Do I Like? |
| STANDARD / ORGANIZER | 2.33. | Practical Living: Students demonstrate the skills to evaluate and use services and resources available in their community. ReadyRosie Routine Strategy: Chore Chart |
| STRAND | KY.CC. | Core Content for Assessment v.4.1 |
| CATEGORY / GOAL | PL-EP-1. | Health Education: Basic to health education is a foundation of knowledge, attitudes, skills and behaviors impacting healthy lifestyles. Healthy family relationships are critical to maintaining the family unit that historically has been considered the fabric of society. While parents are the primary source from which children learn skills to act responsibly in relationships, the community and school play supportive roles. Health literacy includes an understanding of how the body functions as well as behaviors and decisions that will foster life-long health. It is assuming responsibility for personal health throughout the life cycle and fostering behaviors and practices that will enhance family health. |
| STANDARD / ORGANIZER | PL-EP-1.1. | Personal Wellness |
| EXPECTATION | PL-EP-1.1.1. | Students will identify effective social interaction skills (e.g., identifying emotions, listening, cooperation, etiquette, politeness, communication, sharing, empathy, following directions and making friends) that promote responsible and respectful behavior. DOK 1 ReadyRosie Clap and Count Emotion Meter Scale Family Poem Favorite People Place Cards Feelings Charades Problem Solving Tool: Rock, Paper, Scissors Routine Strategy: Routine Chart School Routine Practice Sharing Chores and Your Day Sink or Swim Super Kindness What Do I Like? |
| EXPECTATION | PL-EP-1.1.2. | Students will identify strategies for stress management, problem solving, conflict resolution and communication (e.g., self-control, work and play collaboration, caring, reconciling, asking for help, active listening). DOK 1 ReadyRosie A Memorable Story Create a Routine Chart Emotion Meter Scale Favorite People Place Cards How can I stop my kids from fighting? Is my child overscheduled? Problem Solving Tool: Rock, Paper, Scissors Race to Be Ready Red Light Purple Light Challenge Red Light, Green Light Routine Strategy: Chore Chart Routine Strategy: Routine Chart Routine Strategy: Transition Timer School Routine Practice Simon Says Story of Your Name When I Grow Up Write a Favorite Family Recipe |
| EXPECTATION | PL-EP-1.1.6. | Students will describe how an individual's behavior and choices of diet, exercise and rest affect the body. DOK 1 ReadyRosie Brushing Your Teeth |
| EXPECTATION | PL-EP-1.1.9. | Students will describe social (e.g., getting along with others, serving as team members) and emotional (e.g., expressing feelings, self-concept) health. DOK 1 ReadyRosie A Memorable Story Emotion Meter Scale Family Poem Feelings Charades School Routine Practice Story of Your Name What Do I Like? |
| STRAND | KY.CC. | Core Content for Assessment v.4.1 |
| CATEGORY / GOAL | PL-EP-2. | Physical Education: Addresses both health-related and skill-related components that promote enhanced health behaviors and increase responsible decision-making. Physical Education uses physical activity as a means to help students acquire skills, fitness, knowledge and attitudes that contribute to their optimal development and well-being. |
| STANDARD / ORGANIZER | PL-EP-2.2. | Lifetime Physical Wellness |
| EXPECTATION | PL-EP-2.2.1. | Students will identify physical and social benefits that result from regular and appropriate participation in physical activities: physical benefits (e.g., weight management, muscular strength, muscular endurance, flexibility, cardio-respiratory/cardiovascular endurance, control of body movements); social benefits (e.g., positive interaction with others, respect for self and others, enjoyment, self-expression). DOK 1 ReadyRosie Emotion Meter Scale |
| EXPECTATION | PL-EP-2.2.4. | Students will identify basic rules for participating in simple games and activities needed to make games fair. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| EXPECTATION | PL-EP-2.2.5. | Students will identify rules of play and sportsmanship for spectators and participants during games and/or activities that make them safe and enjoyable. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| Kentucky Academic Standards |
| Health and PE |
| Grade: 1 - Adopted: 2006 |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-PW. | Big Idea: Personal Wellness (Health Education) - Wellness is maximum well-being, or total health. Personal Wellness is a combination of physical, mental, emotional, spiritual and social well-being. It involves making choices and decisions each day that promote an individual's physical well-being, the prevention of illnesses and diseases, and the ability to remain, physically, mentally, spiritually, socially and emotionally healthy. (Academic Expectations 2.29, 2.31, 2.32, 3.2, 4.1, 4.4, 5.1, 5.4) |
| STANDARD / ORGANIZER | PL-P-PW-U-5. | Program of Studies: Understandings - Students will understand that behavioral choices affect physical, mental, emotional and social well-being and can have positive or negative consequences on one's health. ReadyRosie Brushing Your Teeth |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-PW. | Big Idea: Personal Wellness (Health Education) - Wellness is maximum well-being, or total health. Personal Wellness is a combination of physical, mental, emotional, spiritual and social well-being. It involves making choices and decisions each day that promote an individual's physical well-being, the prevention of illnesses and diseases, and the ability to remain, physically, mentally, spiritually, socially and emotionally healthy. (Academic Expectations 2.29, 2.31, 2.32, 3.2, 4.1, 4.4, 5.1, 5.4) |
| STANDARD / ORGANIZER | PL-P-PW-S-SMEM1. | Program of Studies: Skills and Concepts - Students will demonstrate social interaction skills by: |
| EXPECTATION | PL-P-PW-S-SMEM1.a) | Using etiquette, politeness, sharing and other positive social interaction skills ReadyRosie Clap and Count Making Playdough Together |
| EXPECTATION | PL-P-PW-S-SMEM1.b) | Working and playing collaboratively in large and small groups ReadyRosie Clap and Count Problem Solving Tool: Rock, Paper, Scissors Sharing Chores and Your Day Super Kindness |
| EXPECTATION | PL-P-PW-S-SMEM1.c) | Using appropriate means to express needs, wants and feelings ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits School Routine Practice What Do I Like? What Do I See When I Hear...? What I Like About Me |
| EXPECTATION | PL-P-PW-S-SMEM1.d) | Describing characteristics needed to be a responsible friend and family member ReadyRosie Sharing Chores and Your Day |
| EXPECTATION | PL-P-PW-S-SMEM1.e) | Practicing attentive listening skills that build and maintain healthy relationships ReadyRosie Sharing Chores and Your Day Sink or Swim |
| EXPECTATION | PL-P-PW-S-SMEM1.f) | Identifying the differences between verbal and nonverbal communication ReadyRosie Sharing Chores and Your Day |
| EXPECTATION | PL-P-PW-S-SMEM1.g) | Identifying social interaction skills that enhance individual health ReadyRosie Clap and Count Making Playdough Together |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-PW. | Big Idea: Personal Wellness (Health Education) - Wellness is maximum well-being, or total health. Personal Wellness is a combination of physical, mental, emotional, spiritual and social well-being. It involves making choices and decisions each day that promote an individual's physical well-being, the prevention of illnesses and diseases, and the ability to remain, physically, mentally, spiritually, socially and emotionally healthy. (Academic Expectations 2.29, 2.31, 2.32, 3.2, 4.1, 4.4, 5.1, 5.4) |
| STANDARD / ORGANIZER | PL-P-PW-S-SMEM2. | Program of Studies: Skills and Concepts - Students will explain how an individual's attitude can affect one's personal health |
| EXPECTATION | PL-P-PW-S-SMEM2.a) | Social health: getting along with others, serving as team members ReadyRosie Conversation Starters Problem Solving Tool: Rock, Paper, Scissors Sharing Chores and Your Day |
| EXPECTATION | PL-P-PW-S-SMEM2.b) | Emotional health: expressing feelings, self-concept 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 |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-PW. | Big Idea: Personal Wellness (Health Education) - Wellness is maximum well-being, or total health. Personal Wellness is a combination of physical, mental, emotional, spiritual and social well-being. It involves making choices and decisions each day that promote an individual's physical well-being, the prevention of illnesses and diseases, and the ability to remain, physically, mentally, spiritually, socially and emotionally healthy. (Academic Expectations 2.29, 2.31, 2.32, 3.2, 4.1, 4.4, 5.1, 5.4) |
| STANDARD / ORGANIZER | PL-P-PW-S-SMEM3. | Program of Studies: Skills and Concepts - Students will define and identify ways to manage stress (e.g., exercise, drawing/writing/talking about feelings) ReadyRosie Red Light Purple Light Challenge |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-PS. | Big Idea: Psychomotor Skills (Physical Education) - Cognitive information can be used to understand and enhance the development of motor skills such as movement sequences and patterns. Individuals who understand their bodies and how to perform various movements will be safer and more productive in recreation and work activities. Development of psychomotor skills contributes to the development of social and cognitive skills. (Academic Expectations 2.31, 2.34, 2.35, 4.1) |
| STANDARD / ORGANIZER | PL-P-PS-S-7. | Program of Studies: Skills and Concepts - Students will work in group settings without physically interfering with others ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-LPW. | Big Idea: Lifetime Physical Wellness (Physical Education) - Lifetime Wellness is health-focused. The health-related activities and content utilized are presented to help students become more responsible for their overall health status and to prepare each student to demonstrate knowledge and skills that promote physical activity throughout their lives. Physical education uses physical activity as a means to help students acquire skills, fitness, knowledge and attitudes that contribute to their optimal development and well-being. Physical, mental, emotional, and social health is strengthened by regular involvement in physical activities. (Academic Expectations 2.31, 2.34, 2.35, 3.1, 3.2, 3.7, 4.2) |
| STANDARD / ORGANIZER | PL-P-LPW-U-4. | Program of Studies: Understandings - Students will understand that rules impact effective participation in physical activities. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| STANDARD / ORGANIZER | PL-P-LPW-U-6. | Program of Studies: Understandings - Students will understand that regular participation in health-related, physical activity supports the goals of fitness and a healthier lifestyle throughout life. ReadyRosie Setting Summer Learning Goals |
| STANDARD / ORGANIZER | PL-P-LPW-S-1. | Program of Studies: Skills and Concepts - Students will identify likes and dislikes connected with participating in sports and physical activities (e.g., enjoyment, challenge, maintaining fitness, teamwork) ReadyRosie Emotion Meter Scale |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-LPW. | Big Idea: Lifetime Physical Wellness (Physical Education) - Lifetime Wellness is health-focused. The health-related activities and content utilized are presented to help students become more responsible for their overall health status and to prepare each student to demonstrate knowledge and skills that promote physical activity throughout their lives. Physical education uses physical activity as a means to help students acquire skills, fitness, knowledge and attitudes that contribute to their optimal development and well-being. Physical, mental, emotional, and social health is strengthened by regular involvement in physical activities. (Academic Expectations 2.31, 2.34, 2.35, 3.1, 3.2, 3.7, 4.2) |
| STANDARD / ORGANIZER | PL-P-LPW-S-6. | Program of Studies: Skills and Concepts - Students will when participating in a variety of physical activities and games: |
| EXPECTATION | PL-P-LPW-S-6.a) | Explain why rules are used (e.g., safety, fairness) ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer |
| EXPECTATION | PL-P-LPW-S-6.b) | Differentiate between positive and negative behaviors (e.g., waiting your turn vs. pushing in line, honesty vs. lying) ReadyRosie Clap and Count Emotion Meter Scale Fishing for Tens Is my child overscheduled? Red Light, Green Light Routine Strategy: Transition Timer Simon Says |
| EXPECTATION | PL-P-LPW-S-6.c) | Practice cooperation strategies with partners and small groups ReadyRosie Clap and Count Folding a Blanket Super Kindness |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-LPW. | Big Idea: Lifetime Physical Wellness (Physical Education) - Lifetime Wellness is health-focused. The health-related activities and content utilized are presented to help students become more responsible for their overall health status and to prepare each student to demonstrate knowledge and skills that promote physical activity throughout their lives. Physical education uses physical activity as a means to help students acquire skills, fitness, knowledge and attitudes that contribute to their optimal development and well-being. Physical, mental, emotional, and social health is strengthened by regular involvement in physical activities. (Academic Expectations 2.31, 2.34, 2.35, 3.1, 3.2, 3.7, 4.2) |
| STANDARD / ORGANIZER | PL-P-LPW-S-7. | Program of Studies: Skills and Concepts - Students will demonstrate and describe the concept of sportsmanship (e.g., rules, fair play) in regard to games and activities ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| STRAND | KY.AE. | Academic Expectation |
| CATEGORY / GOAL | AE.2. | Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives. |
| STANDARD / ORGANIZER | 2.29. | Practical Living: Students demonstrate skills that promote individual well-being and healthy family relationships. ReadyRosie Brushing Your Teeth Clap and Count Making Playdough Together Sharing Chores and Your Day |
| STANDARD / ORGANIZER | 2.32. | Practical Living: Students demonstrate strategies for becoming and remaining mentally and emotionally healthy. ReadyRosie Brushing Your Teeth Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits School Routine Practice What Do I Like? What Do I See When I Hear...? What I Like About Me |
| STANDARD / ORGANIZER | 2.33. | Practical Living: Students demonstrate the skills to evaluate and use services and resources available in their community. ReadyRosie Routine Strategy: Chore Chart |
| STRAND | KY.CC. | Core Content for Assessment v.4.1 |
| CATEGORY / GOAL | PL-EP-1. | Health Education: Basic to health education is a foundation of knowledge, attitudes, skills and behaviors impacting healthy lifestyles. Healthy family relationships are critical to maintaining the family unit that historically has been considered the fabric of society. While parents are the primary source from which children learn skills to act responsibly in relationships, the community and school play supportive roles. Health literacy includes an understanding of how the body functions as well as behaviors and decisions that will foster life-long health. It is assuming responsibility for personal health throughout the life cycle and fostering behaviors and practices that will enhance family health. |
| STANDARD / ORGANIZER | PL-EP-1.1. | Personal Wellness |
| EXPECTATION | PL-EP-1.1.1. | Students will identify effective social interaction skills (e.g., identifying emotions, listening, cooperation, etiquette, politeness, communication, sharing, empathy, following directions and making friends) that promote responsible and respectful behavior. DOK 1 ReadyRosie Clap and Count Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits Making Playdough Together Problem Solving Tool: Rock, Paper, Scissors Routine Strategy: Routine Chart School Routine Practice Sharing Chores and Your Day Super Kindness What Do I Like? What Do I See When I Hear...? What I Like About Me |
| EXPECTATION | PL-EP-1.1.2. | Students will identify strategies for stress management, problem solving, conflict resolution and communication (e.g., self-control, work and play collaboration, caring, reconciling, asking for help, active listening). DOK 1 ReadyRosie Create a Routine Chart Emotion Meter Scale How can I stop my kids from fighting? Is my child overscheduled? Problem Solving Tool: Rock, Paper, Scissors Race to Be Ready Red Light Purple Light Challenge Red Light, Green Light Routine Strategy: Chore Chart Routine Strategy: Routine Chart Routine Strategy: Transition Timer School Routine Practice Simon Says Story of Your Name When I Grow Up Write a Favorite Family Recipe |
| EXPECTATION | PL-EP-1.1.6. | Students will describe how an individual's behavior and choices of diet, exercise and rest affect the body. DOK 1 ReadyRosie Brushing Your Teeth |
| EXPECTATION | PL-EP-1.1.9. | Students will describe social (e.g., getting along with others, serving as team members) and emotional (e.g., expressing feelings, self-concept) health. DOK 1 ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits School Routine Practice Story of Your Name What Do I Like? What Do I See When I Hear...? What I Like About Me |
| STRAND | KY.CC. | Core Content for Assessment v.4.1 |
| CATEGORY / GOAL | PL-EP-2. | Physical Education: Addresses both health-related and skill-related components that promote enhanced health behaviors and increase responsible decision-making. Physical Education uses physical activity as a means to help students acquire skills, fitness, knowledge and attitudes that contribute to their optimal development and well-being. |
| STANDARD / ORGANIZER | PL-EP-2.2. | Lifetime Physical Wellness |
| EXPECTATION | PL-EP-2.2.1. | Students will identify physical and social benefits that result from regular and appropriate participation in physical activities: physical benefits (e.g., weight management, muscular strength, muscular endurance, flexibility, cardio-respiratory/cardiovascular endurance, control of body movements); social benefits (e.g., positive interaction with others, respect for self and others, enjoyment, self-expression). DOK 1 ReadyRosie Emotion Meter Scale |
| EXPECTATION | PL-EP-2.2.4. | Students will identify basic rules for participating in simple games and activities needed to make games fair. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| EXPECTATION | PL-EP-2.2.5. | Students will identify rules of play and sportsmanship for spectators and participants during games and/or activities that make them safe and enjoyable. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| Kentucky Academic Standards |
| Health and PE |
| Grade: 2 - Adopted: 2006 |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-PW. | Big Idea: Personal Wellness (Health Education) - Wellness is maximum well-being, or total health. Personal Wellness is a combination of physical, mental, emotional, spiritual and social well-being. It involves making choices and decisions each day that promote an individual's physical well-being, the prevention of illnesses and diseases, and the ability to remain, physically, mentally, spiritually, socially and emotionally healthy. (Academic Expectations 2.29, 2.31, 2.32, 3.2, 4.1, 4.4, 5.1, 5.4) |
| STANDARD / ORGANIZER | PL-P-PW-U-5. | Program of Studies: Understandings - Students will understand that behavioral choices affect physical, mental, emotional and social well-being and can have positive or negative consequences on one's health. ReadyRosie Brushing Your Teeth |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-PW. | Big Idea: Personal Wellness (Health Education) - Wellness is maximum well-being, or total health. Personal Wellness is a combination of physical, mental, emotional, spiritual and social well-being. It involves making choices and decisions each day that promote an individual's physical well-being, the prevention of illnesses and diseases, and the ability to remain, physically, mentally, spiritually, socially and emotionally healthy. (Academic Expectations 2.29, 2.31, 2.32, 3.2, 4.1, 4.4, 5.1, 5.4) |
| STANDARD / ORGANIZER | PL-P-PW-S-SMEM1. | Program of Studies: Skills and Concepts - Students will demonstrate social interaction skills by: |
| EXPECTATION | PL-P-PW-S-SMEM1.b) | Working and playing collaboratively in large and small groups ReadyRosie Kitchen Conversations Problem Solving Tool: Rock, Paper, Scissors Sharing Chores and Your Day Super Kindness |
| EXPECTATION | PL-P-PW-S-SMEM1.c) | Using appropriate means to express needs, wants and feelings ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important What Do I See When I Hear...? What I Like About Me Who Are Your Heroes? |
| EXPECTATION | PL-P-PW-S-SMEM1.d) | Describing characteristics needed to be a responsible friend and family member ReadyRosie Sharing Chores and Your Day |
| EXPECTATION | PL-P-PW-S-SMEM1.e) | Practicing attentive listening skills that build and maintain healthy relationships ReadyRosie Sharing Chores and Your Day |
| EXPECTATION | PL-P-PW-S-SMEM1.f) | Identifying the differences between verbal and nonverbal communication ReadyRosie Sharing Chores and Your Day |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-PW. | Big Idea: Personal Wellness (Health Education) - Wellness is maximum well-being, or total health. Personal Wellness is a combination of physical, mental, emotional, spiritual and social well-being. It involves making choices and decisions each day that promote an individual's physical well-being, the prevention of illnesses and diseases, and the ability to remain, physically, mentally, spiritually, socially and emotionally healthy. (Academic Expectations 2.29, 2.31, 2.32, 3.2, 4.1, 4.4, 5.1, 5.4) |
| STANDARD / ORGANIZER | PL-P-PW-S-SMEM2. | Program of Studies: Skills and Concepts - Students will explain how an individual's attitude can affect one's personal health |
| EXPECTATION | PL-P-PW-S-SMEM2.a) | Social health: getting along with others, serving as team members ReadyRosie Conversation Starters Problem Solving Tool: Rock, Paper, Scissors Sharing Chores and Your Day |
| EXPECTATION | PL-P-PW-S-SMEM2.b) | Emotional health: expressing feelings, self-concept 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? |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-PW. | Big Idea: Personal Wellness (Health Education) - Wellness is maximum well-being, or total health. Personal Wellness is a combination of physical, mental, emotional, spiritual and social well-being. It involves making choices and decisions each day that promote an individual's physical well-being, the prevention of illnesses and diseases, and the ability to remain, physically, mentally, spiritually, socially and emotionally healthy. (Academic Expectations 2.29, 2.31, 2.32, 3.2, 4.1, 4.4, 5.1, 5.4) |
| STANDARD / ORGANIZER | PL-P-PW-S-SMEM3. | Program of Studies: Skills and Concepts - Students will define and identify ways to manage stress (e.g., exercise, drawing/writing/talking about feelings) ReadyRosie Red Light Purple Light Challenge |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-PS. | Big Idea: Psychomotor Skills (Physical Education) - Cognitive information can be used to understand and enhance the development of motor skills such as movement sequences and patterns. Individuals who understand their bodies and how to perform various movements will be safer and more productive in recreation and work activities. Development of psychomotor skills contributes to the development of social and cognitive skills. (Academic Expectations 2.31, 2.34, 2.35, 4.1) |
| STANDARD / ORGANIZER | PL-P-PS-S-7. | Program of Studies: Skills and Concepts - Students will work in group settings without physically interfering with others ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-LPW. | Big Idea: Lifetime Physical Wellness (Physical Education) - Lifetime Wellness is health-focused. The health-related activities and content utilized are presented to help students become more responsible for their overall health status and to prepare each student to demonstrate knowledge and skills that promote physical activity throughout their lives. Physical education uses physical activity as a means to help students acquire skills, fitness, knowledge and attitudes that contribute to their optimal development and well-being. Physical, mental, emotional, and social health is strengthened by regular involvement in physical activities. (Academic Expectations 2.31, 2.34, 2.35, 3.1, 3.2, 3.7, 4.2) |
| STANDARD / ORGANIZER | PL-P-LPW-U-4. | Program of Studies: Understandings - Students will understand that rules impact effective participation in physical activities. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer Subtraction War |
| STANDARD / ORGANIZER | PL-P-LPW-U-5. | Program of Studies: Understandings - Students will understand that personal and social behavior that shows respect to self and others impacts enjoyment and safety in physical activity settings. ReadyRosie This Is Important |
| STANDARD / ORGANIZER | PL-P-LPW-U-6. | Program of Studies: Understandings - Students will understand that regular participation in health-related, physical activity supports the goals of fitness and a healthier lifestyle throughout life. ReadyRosie Setting Summer Learning Goals |
| STANDARD / ORGANIZER | PL-P-LPW-S-1. | Program of Studies: Skills and Concepts - Students will identify likes and dislikes connected with participating in sports and physical activities (e.g., enjoyment, challenge, maintaining fitness, teamwork) ReadyRosie Emotion Meter Scale |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-LPW. | Big Idea: Lifetime Physical Wellness (Physical Education) - Lifetime Wellness is health-focused. The health-related activities and content utilized are presented to help students become more responsible for their overall health status and to prepare each student to demonstrate knowledge and skills that promote physical activity throughout their lives. Physical education uses physical activity as a means to help students acquire skills, fitness, knowledge and attitudes that contribute to their optimal development and well-being. Physical, mental, emotional, and social health is strengthened by regular involvement in physical activities. (Academic Expectations 2.31, 2.34, 2.35, 3.1, 3.2, 3.7, 4.2) |
| STANDARD / ORGANIZER | PL-P-LPW-S-6. | Program of Studies: Skills and Concepts - Students will when participating in a variety of physical activities and games: |
| EXPECTATION | PL-P-LPW-S-6.a) | Explain why rules are used (e.g., safety, fairness) ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer Subtraction War |
| EXPECTATION | PL-P-LPW-S-6.b) | Differentiate between positive and negative behaviors (e.g., waiting your turn vs. pushing in line, honesty vs. lying) ReadyRosie Emotion Meter Scale Is my child overscheduled? Routine Strategy: Transition Timer Simon Says Subtraction War This Is Important |
| EXPECTATION | PL-P-LPW-S-6.c) | Practice cooperation strategies with partners and small groups ReadyRosie Fair Share Super Kindness |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-LPW. | Big Idea: Lifetime Physical Wellness (Physical Education) - Lifetime Wellness is health-focused. The health-related activities and content utilized are presented to help students become more responsible for their overall health status and to prepare each student to demonstrate knowledge and skills that promote physical activity throughout their lives. Physical education uses physical activity as a means to help students acquire skills, fitness, knowledge and attitudes that contribute to their optimal development and well-being. Physical, mental, emotional, and social health is strengthened by regular involvement in physical activities. (Academic Expectations 2.31, 2.34, 2.35, 3.1, 3.2, 3.7, 4.2) |
| STANDARD / ORGANIZER | PL-P-LPW-S-7. | Program of Studies: Skills and Concepts - Students will demonstrate and describe the concept of sportsmanship (e.g., rules, fair play) in regard to games and activities ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer Subtraction War |
| STRAND | KY.AE. | Academic Expectation |
| CATEGORY / GOAL | AE.2. | Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives. |
| STANDARD / ORGANIZER | 2.29. | Practical Living: Students demonstrate skills that promote individual well-being and healthy family relationships. ReadyRosie Brushing Your Teeth Sharing Chores and Your Day |
| STANDARD / ORGANIZER | 2.31. | Practical Living: Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being. ReadyRosie This Is Important |
| STANDARD / ORGANIZER | 2.32. | Practical Living: Students demonstrate strategies for becoming and remaining mentally and emotionally healthy. ReadyRosie Brushing Your Teeth Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important What Do I See When I Hear...? What I Like About Me Who Are Your Heroes? |
| STANDARD / ORGANIZER | 2.33. | Practical Living: Students demonstrate the skills to evaluate and use services and resources available in their community. ReadyRosie Routine Strategy: Chore Chart |
| STRAND | KY.CC. | Core Content for Assessment v.4.1 |
| CATEGORY / GOAL | PL-EP-1. | Health Education: Basic to health education is a foundation of knowledge, attitudes, skills and behaviors impacting healthy lifestyles. Healthy family relationships are critical to maintaining the family unit that historically has been considered the fabric of society. While parents are the primary source from which children learn skills to act responsibly in relationships, the community and school play supportive roles. Health literacy includes an understanding of how the body functions as well as behaviors and decisions that will foster life-long health. It is assuming responsibility for personal health throughout the life cycle and fostering behaviors and practices that will enhance family health. |
| STANDARD / ORGANIZER | PL-EP-1.1. | Personal Wellness |
| EXPECTATION | PL-EP-1.1.1. | Students will identify effective social interaction skills (e.g., identifying emotions, listening, cooperation, etiquette, politeness, communication, sharing, empathy, following directions and making friends) that promote responsible and respectful behavior. DOK 1 ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits Kitchen Conversations Problem Solving Tool: Rock, Paper, Scissors Routine Strategy: Routine Chart Sharing Chores and Your Day Super Kindness This Is Important What Do I See When I Hear...? What I Like About Me Who Are Your Heroes? |
| EXPECTATION | PL-EP-1.1.2. | Students will identify strategies for stress management, problem solving, conflict resolution and communication (e.g., self-control, work and play collaboration, caring, reconciling, asking for help, active listening). DOK 1 ReadyRosie Create a Routine Chart Emotion Meter Scale How can I stop my kids from fighting? Is my child overscheduled? Problem Solving Tool: Rock, Paper, Scissors Race to Be Ready Red Light Purple Light Challenge Routine Strategy: Chore Chart Routine Strategy: Routine Chart Routine Strategy: Transition Timer Simon Says Story of Your Name Write a Favorite Family Recipe |
| EXPECTATION | PL-EP-1.1.6. | Students will describe how an individual's behavior and choices of diet, exercise and rest affect the body. DOK 1 ReadyRosie Brushing Your Teeth |
| EXPECTATION | PL-EP-1.1.9. | Students will describe social (e.g., getting along with others, serving as team members) and emotional (e.g., expressing feelings, self-concept) health. DOK 1 ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits Story of Your Name This Is Important What Do I See When I Hear...? What I Like About Me Who Are Your Heroes? |
| STRAND | KY.CC. | Core Content for Assessment v.4.1 |
| CATEGORY / GOAL | PL-EP-2. | Physical Education: Addresses both health-related and skill-related components that promote enhanced health behaviors and increase responsible decision-making. Physical Education uses physical activity as a means to help students acquire skills, fitness, knowledge and attitudes that contribute to their optimal development and well-being. |
| STANDARD / ORGANIZER | PL-EP-2.2. | Lifetime Physical Wellness |
| EXPECTATION | PL-EP-2.2.1. | Students will identify physical and social benefits that result from regular and appropriate participation in physical activities: physical benefits (e.g., weight management, muscular strength, muscular endurance, flexibility, cardio-respiratory/cardiovascular endurance, control of body movements); social benefits (e.g., positive interaction with others, respect for self and others, enjoyment, self-expression). DOK 1 ReadyRosie Emotion Meter Scale |
| EXPECTATION | PL-EP-2.2.4. | Students will identify basic rules for participating in simple games and activities needed to make games fair. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer Subtraction War |
| EXPECTATION | PL-EP-2.2.5. | Students will identify rules of play and sportsmanship for spectators and participants during games and/or activities that make them safe and enjoyable. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer Subtraction War |
| Kentucky Academic Standards |
| Health and PE |
| Grade: 3 - Adopted: 2006 |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-PW. | Big Idea: Personal Wellness (Health Education) - Wellness is maximum well-being, or total health. Personal Wellness is a combination of physical, mental, emotional, spiritual and social well-being. It involves making choices and decisions each day that promote an individual's physical well-being, the prevention of illnesses and diseases, and the ability to remain, physically, mentally, spiritually, socially and emotionally healthy. (Academic Expectations 2.29, 2.31, 2.32, 3.2, 4.1, 4.4, 5.1, 5.4) |
| STANDARD / ORGANIZER | PL-P-PW-U-5. | Program of Studies: Understandings - Students will understand that behavioral choices affect physical, mental, emotional and social well-being and can have positive or negative consequences on one's health. ReadyRosie Brushing Your Teeth |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-PW. | Big Idea: Personal Wellness (Health Education) - Wellness is maximum well-being, or total health. Personal Wellness is a combination of physical, mental, emotional, spiritual and social well-being. It involves making choices and decisions each day that promote an individual's physical well-being, the prevention of illnesses and diseases, and the ability to remain, physically, mentally, spiritually, socially and emotionally healthy. (Academic Expectations 2.29, 2.31, 2.32, 3.2, 4.1, 4.4, 5.1, 5.4) |
| STANDARD / ORGANIZER | PL-P-PW-S-SMEM1. | Program of Studies: Skills and Concepts - Students will demonstrate social interaction skills by: |
| EXPECTATION | PL-P-PW-S-SMEM1.b) | Working and playing collaboratively in large and small groups ReadyRosie Kitchen Conversations Problem Solving Tool: Rock, Paper, Scissors Sharing Chores and Your Day Super Kindness |
| EXPECTATION | PL-P-PW-S-SMEM1.c) | Using appropriate means to express needs, wants and feelings ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important Who Are Your Heroes? |
| EXPECTATION | PL-P-PW-S-SMEM1.d) | Describing characteristics needed to be a responsible friend and family member ReadyRosie Sharing Chores and Your Day |
| EXPECTATION | PL-P-PW-S-SMEM1.e) | Practicing attentive listening skills that build and maintain healthy relationships ReadyRosie Sharing Chores and Your Day |
| EXPECTATION | PL-P-PW-S-SMEM1.f) | Identifying the differences between verbal and nonverbal communication ReadyRosie Sharing Chores and Your Day |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-PW. | Big Idea: Personal Wellness (Health Education) - Wellness is maximum well-being, or total health. Personal Wellness is a combination of physical, mental, emotional, spiritual and social well-being. It involves making choices and decisions each day that promote an individual's physical well-being, the prevention of illnesses and diseases, and the ability to remain, physically, mentally, spiritually, socially and emotionally healthy. (Academic Expectations 2.29, 2.31, 2.32, 3.2, 4.1, 4.4, 5.1, 5.4) |
| STANDARD / ORGANIZER | PL-P-PW-S-SMEM2. | Program of Studies: Skills and Concepts - Students will explain how an individual's attitude can affect one's personal health |
| EXPECTATION | PL-P-PW-S-SMEM2.a) | Social health: getting along with others, serving as team members ReadyRosie Conversation Starters Problem Solving Tool: Rock, Paper, Scissors Sharing Chores and Your Day |
| EXPECTATION | PL-P-PW-S-SMEM2.b) | Emotional health: expressing feelings, self-concept ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important Who Are Your Heroes? |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-PW. | Big Idea: Personal Wellness (Health Education) - Wellness is maximum well-being, or total health. Personal Wellness is a combination of physical, mental, emotional, spiritual and social well-being. It involves making choices and decisions each day that promote an individual's physical well-being, the prevention of illnesses and diseases, and the ability to remain, physically, mentally, spiritually, socially and emotionally healthy. (Academic Expectations 2.29, 2.31, 2.32, 3.2, 4.1, 4.4, 5.1, 5.4) |
| STANDARD / ORGANIZER | PL-P-PW-S-SMEM3. | Program of Studies: Skills and Concepts - Students will define and identify ways to manage stress (e.g., exercise, drawing/writing/talking about feelings) ReadyRosie Red Light Purple Light Challenge |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-PS. | Big Idea: Psychomotor Skills (Physical Education) - Cognitive information can be used to understand and enhance the development of motor skills such as movement sequences and patterns. Individuals who understand their bodies and how to perform various movements will be safer and more productive in recreation and work activities. Development of psychomotor skills contributes to the development of social and cognitive skills. (Academic Expectations 2.31, 2.34, 2.35, 4.1) |
| STANDARD / ORGANIZER | PL-P-PS-S-7. | Program of Studies: Skills and Concepts - Students will work in group settings without physically interfering with others ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-LPW. | Big Idea: Lifetime Physical Wellness (Physical Education) - Lifetime Wellness is health-focused. The health-related activities and content utilized are presented to help students become more responsible for their overall health status and to prepare each student to demonstrate knowledge and skills that promote physical activity throughout their lives. Physical education uses physical activity as a means to help students acquire skills, fitness, knowledge and attitudes that contribute to their optimal development and well-being. Physical, mental, emotional, and social health is strengthened by regular involvement in physical activities. (Academic Expectations 2.31, 2.34, 2.35, 3.1, 3.2, 3.7, 4.2) |
| STANDARD / ORGANIZER | PL-P-LPW-U-4. | Program of Studies: Understandings - Students will understand that rules impact effective participation in physical activities. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer |
| STANDARD / ORGANIZER | PL-P-LPW-U-5. | Program of Studies: Understandings - Students will understand that personal and social behavior that shows respect to self and others impacts enjoyment and safety in physical activity settings. ReadyRosie This Is Important |
| STANDARD / ORGANIZER | PL-P-LPW-U-6. | Program of Studies: Understandings - Students will understand that regular participation in health-related, physical activity supports the goals of fitness and a healthier lifestyle throughout life. ReadyRosie Setting Summer Learning Goals |
| STANDARD / ORGANIZER | PL-P-LPW-S-1. | Program of Studies: Skills and Concepts - Students will identify likes and dislikes connected with participating in sports and physical activities (e.g., enjoyment, challenge, maintaining fitness, teamwork) ReadyRosie Emotion Meter Scale |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-LPW. | Big Idea: Lifetime Physical Wellness (Physical Education) - Lifetime Wellness is health-focused. The health-related activities and content utilized are presented to help students become more responsible for their overall health status and to prepare each student to demonstrate knowledge and skills that promote physical activity throughout their lives. Physical education uses physical activity as a means to help students acquire skills, fitness, knowledge and attitudes that contribute to their optimal development and well-being. Physical, mental, emotional, and social health is strengthened by regular involvement in physical activities. (Academic Expectations 2.31, 2.34, 2.35, 3.1, 3.2, 3.7, 4.2) |
| STANDARD / ORGANIZER | PL-P-LPW-S-6. | Program of Studies: Skills and Concepts - Students will when participating in a variety of physical activities and games: |
| EXPECTATION | PL-P-LPW-S-6.a) | Explain why rules are used (e.g., safety, fairness) ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer |
| EXPECTATION | PL-P-LPW-S-6.b) | Differentiate between positive and negative behaviors (e.g., waiting your turn vs. pushing in line, honesty vs. lying) ReadyRosie Emotion Meter Scale Is my child overscheduled? Routine Strategy: Transition Timer Simon Says This Is Important |
| EXPECTATION | PL-P-LPW-S-6.c) | Practice cooperation strategies with partners and small groups ReadyRosie Fair Share Super Kindness |
| STRAND | KY.PS. | Program of Studies 2006 |
| CATEGORY / GOAL | PL-P-LPW. | Big Idea: Lifetime Physical Wellness (Physical Education) - Lifetime Wellness is health-focused. The health-related activities and content utilized are presented to help students become more responsible for their overall health status and to prepare each student to demonstrate knowledge and skills that promote physical activity throughout their lives. Physical education uses physical activity as a means to help students acquire skills, fitness, knowledge and attitudes that contribute to their optimal development and well-being. Physical, mental, emotional, and social health is strengthened by regular involvement in physical activities. (Academic Expectations 2.31, 2.34, 2.35, 3.1, 3.2, 3.7, 4.2) |
| STANDARD / ORGANIZER | PL-P-LPW-S-7. | Program of Studies: Skills and Concepts - Students will demonstrate and describe the concept of sportsmanship (e.g., rules, fair play) in regard to games and activities ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer |
| STRAND | KY.AE. | Academic Expectation |
| CATEGORY / GOAL | AE.2. | Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives. |
| STANDARD / ORGANIZER | 2.29. | Practical Living: Students demonstrate skills that promote individual well-being and healthy family relationships. ReadyRosie Brushing Your Teeth Sharing Chores and Your Day |
| STANDARD / ORGANIZER | 2.31. | Practical Living: Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being. ReadyRosie This Is Important |
| STANDARD / ORGANIZER | 2.32. | Practical Living: Students demonstrate strategies for becoming and remaining mentally and emotionally healthy. ReadyRosie Brushing Your Teeth Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important Who Are Your Heroes? |
| STANDARD / ORGANIZER | 2.33. | Practical Living: Students demonstrate the skills to evaluate and use services and resources available in their community. ReadyRosie Routine Strategy: Chore Chart |
| STRAND | KY.CC. | Core Content for Assessment v.4.1 |
| CATEGORY / GOAL | PL-EP-1. | Health Education: Basic to health education is a foundation of knowledge, attitudes, skills and behaviors impacting healthy lifestyles. Healthy family relationships are critical to maintaining the family unit that historically has been considered the fabric of society. While parents are the primary source from which children learn skills to act responsibly in relationships, the community and school play supportive roles. Health literacy includes an understanding of how the body functions as well as behaviors and decisions that will foster life-long health. It is assuming responsibility for personal health throughout the life cycle and fostering behaviors and practices that will enhance family health. |
| STANDARD / ORGANIZER | PL-EP-1.1. | Personal Wellness |
| EXPECTATION | PL-EP-1.1.1. | Students will identify effective social interaction skills (e.g., identifying emotions, listening, cooperation, etiquette, politeness, communication, sharing, empathy, following directions and making friends) that promote responsible and respectful behavior. DOK 1 ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits Kitchen Conversations Problem Solving Tool: Rock, Paper, Scissors Routine Strategy: Routine Chart Sharing Chores and Your Day Super Kindness This Is Important Who Are Your Heroes? |
| EXPECTATION | PL-EP-1.1.2. | Students will identify strategies for stress management, problem solving, conflict resolution and communication (e.g., self-control, work and play collaboration, caring, reconciling, asking for help, active listening). DOK 1 ReadyRosie Emotion Meter Scale How can I stop my kids from fighting? Is my child overscheduled? Problem Solving Tool: Rock, Paper, Scissors Race to Be Ready Red Light Purple Light Challenge Routine Strategy: Chore Chart Routine Strategy: Routine Chart Routine Strategy: Transition Timer Simon Says Story of Your Name Write a Favorite Family Recipe |
| EXPECTATION | PL-EP-1.1.6. | Students will describe how an individual's behavior and choices of diet, exercise and rest affect the body. DOK 1 ReadyRosie Brushing Your Teeth |
| EXPECTATION | PL-EP-1.1.9. | Students will describe social (e.g., getting along with others, serving as team members) and emotional (e.g., expressing feelings, self-concept) health. DOK 1 ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits Story of Your Name This Is Important Who Are Your Heroes? |
| STRAND | KY.CC. | Core Content for Assessment v.4.1 |
| CATEGORY / GOAL | PL-EP-2. | Physical Education: Addresses both health-related and skill-related components that promote enhanced health behaviors and increase responsible decision-making. Physical Education uses physical activity as a means to help students acquire skills, fitness, knowledge and attitudes that contribute to their optimal development and well-being. |
| STANDARD / ORGANIZER | PL-EP-2.2. | Lifetime Physical Wellness |
| EXPECTATION | PL-EP-2.2.1. | Students will identify physical and social benefits that result from regular and appropriate participation in physical activities: physical benefits (e.g., weight management, muscular strength, muscular endurance, flexibility, cardio-respiratory/cardiovascular endurance, control of body movements); social benefits (e.g., positive interaction with others, respect for self and others, enjoyment, self-expression). DOK 1 ReadyRosie Emotion Meter Scale |
| EXPECTATION | PL-EP-2.2.4. | Students will identify basic rules for participating in simple games and activities needed to make games fair. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer |
| EXPECTATION | PL-EP-2.2.5. | Students will identify rules of play and sportsmanship for spectators and participants during games and/or activities that make them safe and enjoyable. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer |
| Kentucky Academic Standards |
| Language Arts |
| Grade: K - Adopted: 2019 |
| STRAND | Reading Foundational Skills—Kindergarten | |
| CATEGORY / GOAL | Print Concepts | |
| STANDARD / ORGANIZER | RF.K.1. | Demonstrate understanding of the organization and basic features of print to aid in comprehension. |
| EXPECTATION | RF.K.1.a. | Follow words from left to right, top to bottom and page by page. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategy: Using Your Reading Finger |
| EXPECTATION | RF.K.1.c. | Recognize that words are separated by spaces in print. ReadyRosie Reading Strategy: Using Your Reading Finger |
| EXPECTATION | 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 | Reading Foundational Skills—Kindergarten | |
| CATEGORY / GOAL | Phonological Awareness | |
| STANDARD / ORGANIZER | RF.K.2. | Demonstrate understanding of spoken words, syllables and sounds (phonemes). |
| EXPECTATION | RF.K.2.a. | Recognize and orally produce rhyming words. ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |
| EXPECTATION | RF.K.2.c. | Blend and segment onsets and rimes of single-syllable spoken words. ReadyRosie Reading Strategy: Chunk the Word |
| EXPECTATION | RF.K.2.d. | Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme words. ReadyRosie Favorite People Place Cards |
| EXPECTATION | 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 | Reading Foundational Skills—Kindergarten | |
| CATEGORY / GOAL | Phonics and Word Recognition | |
| STANDARD / ORGANIZER | RF.K.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| EXPECTATION | RF.K.3.a. | Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. ReadyRosie All About My Family Alphabet Dice Game I Found This Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Super Hero Names You Know It! |
| EXPECTATION | RF.K.3.b. | Associate the long and short sounds with common spellings (graphemes) for the five major vowels. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| EXPECTATION | RF.K.3.c. | Read common high-frequency words by sight. ReadyRosie Captioning Your Childhood My First Journal Tips for helping your child love reading |
| EXPECTATION | RF.K.3.d. | Orally distinguish between similarly spelled words by identifying the sounds of the letters that differ. ReadyRosie Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| STRAND | Reading Foundational Skills—Kindergarten | |
| CATEGORY / GOAL | Fluency | |
| STANDARD / ORGANIZER | RF.K.4. | Read fluently (accuracy, speed, and prosody) on grade-level to support comprehension. |
| EXPECTATION | RF.K.4.a. | Read emergent-reader texts with purpose and understanding. ReadyRosie Daily Reading Routines Making Connections My Library List Pattern Books Race to the Letter Sound Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |
| STRAND | Reading Standards for Literature—Kindergarten | |
| CATEGORY / GOAL | Key Ideas and Details | |
| STANDARD / ORGANIZER | 1 | Students will read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence to support conclusions drawn from the text. |
| EXPECTATION | RL.K.1. | With prompting and support, ask and answer explicit questions about key ideas and details, and make logical inferences to construct meaning from the 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 |
| STRAND | Reading Standards for Literature—Kindergarten | |
| CATEGORY / GOAL | Key Ideas and Details | |
| STANDARD / ORGANIZER | 2 | Students will determine central ideas or themes of a text and analyze their development; cite specific textual evidence, including summary, paraphrase and direct quotations to support conclusions drawn from the text. |
| EXPECTATION | RL.K.2. | With prompting and support, orally recognize key details from a summary to demonstrate understanding of the lesson learned in the story. ReadyRosie Isn't That Bold? Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STRAND | Reading Standards for Literature—Kindergarten | |
| CATEGORY / GOAL | Key Ideas and Details | |
| STANDARD / ORGANIZER | 3 | Students will analyze how and why individuals, events, and ideas develop and interact over the course of a text. |
| EXPECTATION | RL.K.3. | With prompting and support, identify characters, settings and major events in a story in order to make meaning of the story development. ReadyRosie Feelings Charades Making Connections Reading Strategy: Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STRAND | Reading Standards for Literature—Kindergarten | |
| CATEGORY / GOAL | Craft and Structure | |
| STANDARD / ORGANIZER | 4 | Students will interpret words and phrases as they are used in a text, including determining technical, connotative and figurative meanings, and analyze how specific word choices shape meaning or tone. |
| EXPECTATION | RL.K.4. | With prompting and support, identify words and phrases in stories or poems that suggest feelings or appeal to the senses. ReadyRosie Feelings Charades Nursery Rhymes Reading Rhymes Storytelling with a Picture Book What Makes a Good Storyteller |
| STRAND | Reading Standards for Literature—Kindergarten | |
| CATEGORY / GOAL | Craft and Structure | |
| STANDARD / ORGANIZER | 5 | Students will analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text relate to each other and the whole. |
| EXPECTATION | RL.K.5. | Recognize common structures of poems, stories and dramas. ReadyRosie What Do I Like? |
| STRAND | Reading Standards for Literature—Kindergarten | |
| CATEGORY / GOAL | Craft and Structure | |
| STANDARD / ORGANIZER | 6 | Students will analyze how point of view, perspective and purpose shape the content and style of a text. |
| EXPECTATION | RL.K.6. | With prompting and support, identify the author and illustrator of a story and explain how each tells the story. ReadyRosie Isn't That Bold? Storytelling with a Picture Book |
| STRAND | Reading Standards for Literature—Kindergarten | |
| CATEGORY / GOAL | Integration of Knowledge and Ideas | |
| STANDARD / ORGANIZER | 7 | Students will integrate and evaluate content presented in print/non-print forms of text found in diverse media and formats. |
| EXPECTATION | RL.K.7. | With prompting and support, describe the relationship between illustrations and the story in which they appear. ReadyRosie Isn't That Bold? Reading Strategies: Look at the Picture Retelling the Story Wordless Picture Books |
| STRAND | Reading Standards for Literature—Kindergarten | |
| CATEGORY / GOAL | Integration of Knowledge and Ideas | |
| STANDARD / ORGANIZER | 9 | Students will analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. |
| EXPECTATION | RL.K.9. | With prompting and support, compare/contrast the adventures and experiences of characters in stories. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| STRAND | Reading Standards for Literature—Kindergarten | |
| CATEGORY / GOAL | Range of Reading and Level of Text Complexity | |
| STANDARD / ORGANIZER | 10 | Students will read, comprehend and analyze complex literary texts independently and proficiently. |
| EXPECTATION | RL.K.10. | With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of grade-level appropriate, complex literary texts. ReadyRosie I Read to You, You Read to Me Making Connections Pattern Books Storytelling with a Picture Book |
| STRAND | Reading Standards for Informational Text—Kindergarten | |
| CATEGORY / GOAL | Key Ideas and Details | |
| STANDARD / ORGANIZER | 1 | Students will read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence to support conclusions drawn from the text. |
| EXPECTATION | RI.K.1. | With prompting and support, ask and answer explicit questions about key concepts and details, and make logical inferences to construct meaning from the text. ReadyRosie Book Cover Conversations What's Cool About Nonfiction? Who Am I? |
| STRAND | Reading Standards for Informational Text—Kindergarten | |
| CATEGORY / GOAL | Key Ideas and Details | |
| STANDARD / ORGANIZER | 2 | Students will determine central ideas of a text and analyze their development; cite specific textual evidence, including summary, paraphrase and direct quotations to support conclusions drawn from the text. |
| EXPECTATION | RI.K.2. | With prompting and support, orally recognize key details from a summary to demonstrate understanding of the central idea of a text. ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| STRAND | Reading Standards for Informational Text—Kindergarten | |
| CATEGORY / GOAL | Integration of Knowledge and Ideas | |
| STANDARD / ORGANIZER | 7 | Students will integrate and evaluate content presented in print/non-print forms of text found in diverse media and formats. |
| EXPECTATION | RI.K.7. | With prompting and support, describe the relationship between visuals and the text. ReadyRosie Books I Like How Far Does It Fly? |
| STRAND | Reading Standards for Informational Text—Kindergarten | |
| CATEGORY / GOAL | Integration of Knowledge and Ideas | |
| STANDARD / ORGANIZER | 8 | Students will delineate and evaluate the argument, specific claims and evidence in a text, assessing the validity, reasoning, relevance and sufficiency. |
| EXPECTATION | RI.K.8. | With prompting and support, identify the claim and the reasons an author gives to support claims in a text. ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| STRAND | Reading Standards for Informational Text—Kindergarten | |
| CATEGORY / GOAL | Range of Reading and Level of Text Complexity | |
| STANDARD / ORGANIZER | 10 | Students will read, comprehend and analyze complex informational texts independently and proficiently. |
| EXPECTATION | RI.K.10. | With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of grade-level appropriate, complex informational texts. ReadyRosie I Read to You, You Read to Me |
| STRAND | Handwriting—Kindergarten | |
| CATEGORY / GOAL | Progression | |
| STANDARD / ORGANIZER | HW.K.1. | Print all upper and lowercase letters and numerals. ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| STRAND | Composition—Kindergarten | |
| CATEGORY / GOAL | Text Types and Purposes | |
| STANDARD / ORGANIZER | 1 | Students will compose arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| EXPECTATION | C.K.1. | Compose opinion pieces, using a combination of drawing, dictating, writing and digital resources, to state the topic and an opinion. |
| INDICATOR | C.K.1.a. | With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed. ReadyRosie Captioning Your Childhood My First Journal |
| INDICATOR | C.K.1.f. | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing. ReadyRosie Color Poem Family Adventure List Make a Card Make a List Make an Invitation Math Journal Walk Nature Journaling Write a Favorite Family Recipe |
| STRAND | Composition—Kindergarten | |
| CATEGORY / GOAL | Text Types and Purposes | |
| STANDARD / ORGANIZER | 2 | Students will compose informative and explanatory texts to examine and convey complex ideas clearly and accurately through the effective selection, organization and analysis of content. |
| EXPECTATION | C.K.2. | Compose informative and/or explanatory texts, using a combination of drawing, dictating, writing and digital resources, to establish a topic and supply information about the topic. |
| INDICATOR | C.K.2.a. | With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed. ReadyRosie Nature Journaling Write a Favorite Family Recipe |
| INDICATOR | C.K.2.b. | Introduce the topic. ReadyRosie All About Me All About My Family Here Are the Facts I Know All About Make a Card My Family Journal Nature Journaling Write About a Family Tradition |
| INDICATOR | C.K.2.c. | Supply information to develop the topic. ReadyRosie All About Me All About My Family Here Are the Facts I Know All About Make a Card My Family Journal Nature Journaling Write About a Family Tradition |
| INDICATOR | C.K.2.f. | Provide a concluding idea. ReadyRosie Write About a Family Tradition Write a Favorite Family Recipe |
| INDICATOR | C.K.2.g. | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing. ReadyRosie Family Adventure List Make a Card Make a List Make an Invitation Math Journal Walk Nature Journaling |
| STRAND | Composition—Kindergarten | |
| CATEGORY / GOAL | Text Types and Purposes | |
| STANDARD / ORGANIZER | 3 | Students will compose narratives to develop real or imagined experiences or events, using effective technique, well-chosen details and well-structured event sequences. |
| EXPECTATION | C.K.3. | Compose narratives, using a combination of drawing, dictating, writing and digital resources, to develop real or imagined experiences or multiple events or ideas, using effective technique, descriptive details and clear sequences. |
| INDICATOR | C.K.3.a. | With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. ReadyRosie My Family Journal My First Journal Sharing Chores and Your Day |
| INDICATOR | C.K.3.c. | Include details which describe actions, thoughts, emotions. ReadyRosie Labeling Your Story Write a Favorite Family Recipe |
| INDICATOR | C.K.3.d. | Create a sense of closure. ReadyRosie Labeling Your Story |
| INDICATOR | C.K.3.e. | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing. ReadyRosie Color Poem Family Adventure List Make a Card Make a List Make an Invitation Math Journal Walk Nature Journaling Write a Favorite Family Recipe |
| STRAND | Composition—Kindergarten | |
| CATEGORY / GOAL | Research to Build and Present Knowledge | |
| STANDARD / ORGANIZER | 5 | Students will conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. |
| EXPECTATION | C.K.5. | With guidance and support, participate in shared research and writing projects. ReadyRosie Color Poem Create a Crazy Character Family Adventure List I Want to Know About Make a Card Nature Journaling Write Me a Story |
| STRAND | Composition—Kindergarten | |
| CATEGORY / GOAL | Research to Build and Present Knowledge | |
| STANDARD / ORGANIZER | 6 | Students will gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source and integrate the information for the purposes of analysis, reflection and research while avoiding plagiarism. |
| EXPECTATION | C.K.6. | With guidance and support, collect information from real-world experiences or provided sources to answer or generate questions. ReadyRosie What's Cool About Nonfiction? |
| STRAND | Language—Kindergarten | |
| CATEGORY / GOAL | Conventions of Standard English | |
| STANDARD / ORGANIZER | 1 | Students will demonstrate command of the conventions of standard English grammar and usage when writing and speaking. |
| EXPECTATION | L.K.1. | When writing or speaking, demonstrate appropriate use of: |
| INDICATOR | L.K.1.a. | common nouns and verbs. ReadyRosie All About My Family |
| INDICATOR | L.K.1.e. | complete sentences. ReadyRosie Captioning Your Childhood |
| STRAND | Language—Kindergarten | |
| CATEGORY / GOAL | Conventions of Standard English | |
| STANDARD / ORGANIZER | 2 | Students will demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. |
| EXPECTATION | L.K.2. | When writing: |
| INDICATOR | L.K.2.a. | Capitalize the first word in a sentence and the pronoun I. ReadyRosie Make an Invitation |
| INDICATOR | L.K.2.b. | Recognize and name end punctuation. ReadyRosie Isn't That Bold? |
| INDICATOR | L.K.2.c. | Write a letter or letters for most consonant and short-vowel sounds. ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| INDICATOR | L.K.2.d. | Spell simple words phonetically, drawing on knowledge of sound-letter relationships. ReadyRosie Captioning Your Childhood My First Journal Tips for helping your child love reading |
| STRAND | Language—Kindergarten | |
| CATEGORY / GOAL | Vocabulary Acquisition and Use | |
| STANDARD / ORGANIZER | 4 | Students will use a variety of strategies to determine or clarify the meaning of words and phrases, consulting reference material when appropriate. Students will acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening in order to be transition ready. |
| EXPECTATION | L.K.4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. |
| INDICATOR | L.K.4.c. | Use words and phrases acquired through conversations, reading and being read to, and responding to texts. ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller |
| STRAND | Language—Kindergarten | |
| CATEGORY / GOAL | Vocabulary Acquisition and Use | |
| STANDARD / ORGANIZER | 5 | Students will demonstrate understanding of word relationships and nuances in word meanings. |
| EXPECTATION | L.K.5. | With guidance and support from adults, explore word relationships and nuances in word meanings. |
| INDICATOR | 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 |
| INDICATOR | L.K.5.b. | Demonstrate an understanding of verbs and adjectives and their antonyms. ReadyRosie Speedy Synonyms |
| INDICATOR | L.K.5.c. | Demonstrate an understanding of verbs and adjectives and their synonyms. ReadyRosie Speedy Synonyms |
| Kentucky Academic Standards |
| Language Arts |
| Grade: 1 - Adopted: 2019 |
| STRAND | Reading Foundational Skills—Grade 1 | |
| CATEGORY / GOAL | Print Concepts | |
| STANDARD / ORGANIZER | RF.1.1. | Demonstrate understanding of the organization and basic features of print to aid in comprehension. |
| EXPECTATION | RF.1.1.a. | Recognize the distinguishing features of a sentence including first word, capitalization, spacing and end-ing punctuation. ReadyRosie Reading Strategies: Punctuation Expression |
| STRAND | Reading Foundational Skills—Grade 1 | |
| CATEGORY / GOAL | Phonological Awareness | |
| STANDARD / ORGANIZER | RF.1.2. | Demonstrate understanding of spoken words, syllables and sounds (phonemes). |
| EXPECTATION | RF.1.2.a. | Distinguish long from short vowel sounds in spoken single-syllable words. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| EXPECTATION | RF.1.2.b. | Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| EXPECTATION | RF.1.2.c. | Construct and deconstruct spoken single syllable words into initial, medial vowel and final sounds (phonemes). ReadyRosie Begin with the End Family Alliteration Name Game |
| STRAND | Reading Foundational Skills—Grade 1 | |
| CATEGORY / GOAL | Phonics and Word Recognition | |
| STANDARD / ORGANIZER | RF.1.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| EXPECTATION | RF.1.3.a. | Know the spelling-sound correspondences for common consonant digraphs. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| EXPECTATION | RF.1.3.b. | Decode regularly spelled one-syllable words. ReadyRosie Looking for Chunks Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| EXPECTATION | RF.1.3.c. | Know final –e and common vowel team conventions for representing long vowel sounds. ReadyRosie Change One Letter |
| EXPECTATION | RF.1.3.d. | Demonstrate knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. ReadyRosie Rhyming Hand Game |
| EXPECTATION | RF.1.3.e. | With adult support, decode two-syllable words by breaking the words into syllables. ReadyRosie Little Words Inside Bigger Words Looking for Chunks Reading Strategy: Cover the Suffix Rhyming Hand Game |
| EXPECTATION | RF.1.3.g. | Recognize and read grade-appropriate irregularly spelled words. ReadyRosie Change One Letter Fishing for Words Magical Creature Writing Make a Card My Words, Your Words Race You To the Top Reading Strategy: Give the Word Thinking About Word Chunks Where's That Word? Word Challenge Word Man Write a Letter You Know It! |
| STRAND | Reading Foundational Skills—Grade 1 | |
| CATEGORY / GOAL | Fluency | |
| STANDARD / ORGANIZER | RF.1.4. | Read fluently (accuracy, speed and prosody) on grade-level to support comprehension. |
| EXPECTATION | RF.1.4.a. | Read grade-level text with purpose and understanding. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me My Library List Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategies: Punctuation Expression Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |
| EXPECTATION | RF.1.4.b. | Orally read grade-level text fluently on successive readings. ReadyRosie Building a Fort Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word |
| EXPECTATION | RF.1.4.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| STRAND | Reading Standards for Literature—Grade 1 | |
| CATEGORY / GOAL | Key Ideas and Details | |
| STANDARD / ORGANIZER | 1 | Students will read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence to support conclusions drawn from the text. |
| EXPECTATION | RL.1.1. | With prompting and support, ask and answer explicit questions about key ideas and details, and make and support logical inferences to construct meaning from the text. ReadyRosie Chapter Books Preview & Predict Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STRAND | Reading Standards for Literature—Grade 1 | |
| CATEGORY / GOAL | ` | Key Ideas and Details |
| STANDARD / ORGANIZER | 2 | Students will determine central ideas or themes of a text and analyze their development; cite specific textual evidence, including summary, paraphrase and direct quotations, to support conclusions drawn from the text. |
| EXPECTATION | RL.1.2. | With prompting and support, recognize key details from a summary to demonstrate understanding of the author’s message, lesson learned and/or moral. ReadyRosie Chapter Books Funny Pictures Retelling the Fable Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STRAND | Reading Standards for Literature—Grade 1 | |
| CATEGORY / GOAL | Key Ideas and Details | |
| STANDARD / ORGANIZER | 3 | Students will analyze how and why individuals, events and ideas develop and interact over the course of a text. |
| EXPECTATION | RL.1.3. | Describe characters, settings and major events in a story, using key details in order to make meaning of the story development. 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 | Reading Standards for Literature—Grade 1 | |
| CATEGORY / GOAL | Craft and Structure | |
| STANDARD / ORGANIZER | 4 | Students will interpret words and phrases as they are used in a text, including determining technical, connotative and figurative meanings, and analyze how specific word choices shape meaning or tone. |
| EXPECTATION | RL.1.4. | Identify words and phrases in stories or poems that suggest feelings or appeal to the senses in order to construct meaning. ReadyRosie Let's Look Closer Poetry Routine Read a Little, Think a Little Seeing the Story What Do I Like? What Do I See When I Hear...? What Was That For? |
| STRAND | Reading Standards for Literature—Grade 1 | |
| CATEGORY / GOAL | Craft and Structure | |
| STANDARD / ORGANIZER | 5 | Students will analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text relate to each other and the whole. |
| EXPECTATION | RL.1.5. | Recognize major differences between the structures of poems, stories and dramas, including but not limited to linear, nonlinear and circular structures. ReadyRosie Chapter Books What Do I Like? |
| STRAND | Reading Standards for Literature—Grade 1 | |
| CATEGORY / GOAL | Craft and Structure | |
| STANDARD / ORGANIZER | 6 | Students will analyze how point of view, perspective and purpose shape the content and style of a text. |
| EXPECTATION | RL.1.6. | With prompting and support, identify who is telling the story at various points in a text. ReadyRosie Reading Strategy: Reading and Making Connections |
| STRAND | Reading Standards for Literature—Grade 1 | |
| CATEGORY / GOAL | Integration of Knowledge and Ideas | |
| STANDARD / ORGANIZER | 7 | Students will integrate and evaluate content presented in print/non-print forms of text found in diverse media and formats. |
| EXPECTATION | RL.1.7. | Use a story’s illustrations and details to describe its characters, setting and events. ReadyRosie Favorite Illustrators Reading Strategies: Look at the Picture |
| STRAND | Reading Standards for Literature—Grade 1 | |
| CATEGORY / GOAL | Integration of Knowledge and Ideas | |
| STANDARD / ORGANIZER | 9 | Students will analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. |
| EXPECTATION | RL.1.9. | Compare/contrast the adventures and experiences of characters in stories. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| STRAND | Reading Standards for Literature—Grade 1 | |
| CATEGORY / GOAL | Range of Reading and Level of Text Complexity | |
| STANDARD / ORGANIZER | 10 | Students will read, comprehend and analyze complex literary texts independently and proficiently. |
| EXPECTATION | RL.1.10. | With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of grade-level appropriate, complex literary texts. ReadyRosie Chapter Books Daily Conclusions Funny Pictures I Read to You, You Read to Me Retelling the Fable Story Train Storytelling with a Picture Book Using Clues to Figure it Out What Do I Like? What Do I See When I Hear...? What Makes a Good Storyteller |
| STRAND | Reading Standards for Informational Text—Grade 1 | |
| CATEGORY / GOAL | Key Ideas and Details | |
| STANDARD / ORGANIZER | 1 | Students will read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence to support conclusions drawn from the text. |
| EXPECTATION | RI.1.1. | With prompting and support, ask and answer explicit questions about key concepts and details, and make and support logical inferences to construct meaning from the text. ReadyRosie How To What Do You Want to Know? What's Cool About Nonfiction? |
| STRAND | Reading Standards for Informational Text—Grade 1 | |
| CATEGORY / GOAL | Key Ideas and Details | |
| STANDARD / ORGANIZER | 2 | Students will determine central ideas of a text and analyze their development; cite specific textual evidence, including summary, paraphrase and direct quotations to support conclusions drawn from the text. |
| EXPECTATION | RI.1.2. | With prompting and support, recognize key details from a summary to demonstrate understanding of the central idea of a text. ReadyRosie How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| STRAND | Reading Standards for Informational Text—Grade 1 | |
| CATEGORY / GOAL | Craft and Structure | |
| STANDARD / ORGANIZER | 4 | Students will interpret words and phrases as they are used in a text, including determining technical, connotative and figurative meanings, and analyze how specific word choices shape meaning or tone. |
| EXPECTATION | RI.1.4. | Ask and answer questions to help determine or clarify the meaning of words and phrases in a grade-level text. ReadyRosie Share Your Knowledge Wondering About Words |
| STRAND | Reading Standards for Informational Text—Grade 1 | |
| CATEGORY / GOAL | Craft and Structure | |
| STANDARD / ORGANIZER | 5 | Students will analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text relate to each other and the whole. |
| EXPECTATION | RI.1.5. | Know and use various text features, including but not limited to headings, tables of contents, glossaries, captions, bold print, subheadings, indexes, electronic menus and icons to locate key facts or information in a text. ReadyRosie Getting Into Information How To |
| STRAND | Reading Standards for Informational Text—Grade 1 | |
| CATEGORY / GOAL | Craft and Structure | |
| STANDARD / ORGANIZER | 6 | Students will analyze how point of view, perspective and purpose shape the content and style of a text. |
| 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 |
| STRAND | Reading Standards for Informational Text—Grade 1 | |
| CATEGORY / GOAL | Integration of Knowledge and Ideas | |
| STANDARD / ORGANIZER | 7 | Students will integrate and evaluate content presented in print/non-print forms of text found in diverse media and formats. |
| EXPECTATION | RI.1.7. | Use the visuals and details in a text to describe its key ideas. ReadyRosie How Far Does It Fly? How To What's Cool About Nonfiction? |
| STRAND | Reading Standards for Informational Text—Grade 1 | |
| CATEGORY / GOAL | Range of Reading and Level of Text Complexity | |
| STANDARD / ORGANIZER | 10 | Students will read, comprehend and analyze complex informational texts independently and proficiently. |
| EXPECTATION | RI.1.10. | With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of grade-level appropriate, complex informational texts. ReadyRosie Daily Conclusions How To Using Clues to Figure it Out What Do I See When I Hear...? What Do You Want to Know? What's Cool About Nonfiction? |
| STRAND | Handwriting—Grade 1 | |
| CATEGORY / GOAL | Progression | |
| STANDARD / ORGANIZER | HW.1.1. | Legibly print all upper- and lowercase letters and numerals with correct form. ReadyRosie Captioning Your Childhood Letters on My Back Make an Invitation Write Your Name |
| STRAND | Composition—Grade 1 | |
| CATEGORY / GOAL | Text Types and Purposes | |
| STANDARD / ORGANIZER | 1 | Students will compose arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| EXPECTATION | C.1.1. | Compose opinion pieces, using a combination of drawing, dictating, writing and digital resources, to state the topic and an opinion. |
| INDICATOR | C.1.1.f. | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing. ReadyRosie Color Poem Describe It Family Adventure List I'd Really Like Make a Card Make a List Make an Invitation Math Journal Walk Nature Journaling Remember The Story Write a Favorite Family Recipe Write to the Tooth Fairy |
| STRAND | Composition—Grade 1 | |
| CATEGORY / GOAL | Text Types and Purposes | |
| STANDARD / ORGANIZER | 2 | Students will compose informative and explanatory texts to examine and convey complex ideas clearly and accurately through the effective selection, organization and analysis of content. |
| EXPECTATION | C.1.2. | Compose informative and/or explanatory texts, using a combination of drawing, dictating, writing and digital resources, to establish a topic and provide information about the topic. |
| INDICATOR | C.1.2.a. | With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed. ReadyRosie I'd Really Like Nature Journaling Tell Me How Write a Favorite Family Recipe |
| INDICATOR | C.1.2.b. | Introduce the topic. ReadyRosie All About My Family I'd Really Like Make a Card Nature Journaling Tell Me How Write About a Family Tradition |
| INDICATOR | C.1.2.c. | Supply information with detail to develop the topic. ReadyRosie I'd Really Like Nature Journaling Tell Me How Write a Favorite Family Recipe |
| INDICATOR | C.1.2.f. | Provide a concluding section. ReadyRosie I'd Really Like Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| INDICATOR | C.1.2.g. | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing. ReadyRosie Family Adventure List I'd Really Like Make a Card Make a List Make an Invitation Math Journal Walk Nature Journaling Write to the Tooth Fairy |
| STRAND | Composition—Grade 1 | |
| CATEGORY / GOAL | Text Types and Purposes | |
| STANDARD / ORGANIZER | 3 | Students will compose narratives to develop real or imagined experiences or events, using effective technique, well-chosen details and well-structured event sequences. |
| EXPECTATION | C.1.3. | Compose narratives, using a combination of drawing, dictating, writing and digital resources, to develop real or imagined experiences or multiple events or ideas, using effective technique, descriptive details and clear sequences. |
| INDICATOR | C.1.3.a. | With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. ReadyRosie Family Adventure List Nature Journaling Write About a Family Tradition |
| INDICATOR | C.1.3.b. | Recount a single event or multiple events, memories or ideas. ReadyRosie Captioning Your Childhood Funny Pictures Labeling Your Story Magical Creature Writing My First Journal Remember The Story Sharing Chores and Your Day Story Train Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around |
| INDICATOR | C.1.3.c. | Include details which describe actions, thoughts, emotions. ReadyRosie Funny Pictures Labeling Your Story Magical Creature Writing Story Train Write a Favorite Family Recipe |
| INDICATOR | C.1.3.e. | Create a sense of closure. ReadyRosie Funny Pictures Labeling Your Story Magical Creature Writing Story Train Write Around |
| INDICATOR | C.1.3.f. | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing. ReadyRosie Color Poem Describe It Family Adventure List I'd Really Like Make a Card Make a List Make an Invitation Math Journal Walk Nature Journaling Remember The Story Write a Favorite Family Recipe Write to the Tooth Fairy |
| STRAND | Composition—Grade 1 | |
| CATEGORY / GOAL | Research to Build and Present Knowledge | |
| STANDARD / ORGANIZER | 5 | Students will conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. |
| EXPECTATION | C.1.5. | With guidance and support, participate in shared research and writing projects. ReadyRosie Bake Sale/Lemonade Stand Color Poem Create a Crazy Character Family Adventure List I Want to Know About I'd Really Like Make a Card Nature Journaling |
| STRAND | Composition—Grade 1 | |
| CATEGORY / GOAL | Research to Build and Present Knowledge | |
| STANDARD / ORGANIZER | 6 | Students will gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source and integrate the information for the purposes of analysis, reflection and research while avoiding plagiarism. |
| EXPECTATION | C.1.6. | With guidance and support, collect information from real-world experiences or provided sources to answer or generate questions. ReadyRosie How To What's Cool About Nonfiction? |
| STRAND | Language—Grade 1 | |
| CATEGORY / GOAL | Conventions of Standard English | |
| STANDARD / ORGANIZER | 1 | Students will demonstrate command of the conventions of standard English grammar and usage when writing and speaking. |
| EXPECTATION | L.1.1. | When writing or speaking, demonstrate appropriate use of: |
| INDICATOR | L.1.1.a. | common, proper and possessive nouns in a sentence. ReadyRosie All About My Family Noun Charades Picture Talk |
| INDICATOR | L.1.1.b. | singular and plural nouns with matching verbs in basic sentences. ReadyRosie Captioning Your Childhood Noun Charades Picture Talk |
| INDICATOR | L.1.1.d. | verbs to convey a sense of past, present and future in a sentence. ReadyRosie Magical Creature Writing Picture Talk |
| INDICATOR | L.1.1.e. | frequently occurring adjectives in a sentence. ReadyRosie Make a Card Picture Talk |
| INDICATOR | L.1.1.g. | frequently occurring prepositions in a sentence. ReadyRosie Picture Talk |
| INDICATOR | L.1.1.h. | declarative, interrogative, imperative and exclamatory sentences in response to prompts. ReadyRosie Magical Creature Writing Make a Card Picture Talk |
| STRAND | Language—Grade 1 | |
| CATEGORY / GOAL | Conventions of Standard English | |
| STANDARD / ORGANIZER | 2 | Students will demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. |
| EXPECTATION | L.1.2. | When writing: |
| INDICATOR | L.1.2.a. | Capitalize proper nouns, including but not limited to dates and names of people. ReadyRosie Make a Card Make an Invitation Write a Letter |
| INDICATOR | L.1.2.b. | Demonstrate appropriate use of end punctuation. ReadyRosie Magical Creature Writing Write a Letter |
| INDICATOR | L.1.2.d. | Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. ReadyRosie Change One Letter Magical Creature Writing Make a Card Race You To the Top Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| INDICATOR | L.1.2.e. | Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| STRAND | Language—Grade 1 | |
| CATEGORY / GOAL | Vocabulary Acquisition and Use | |
| STANDARD / ORGANIZER | 4 | Students will use a variety of strategies to determine or clarify the meaning of words and phrases, consulting reference material when appropriate. Students will acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening in order to be transition ready. |
| 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. |
| INDICATOR | 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 |
| INDICATOR | L.1.4.b. | Identify common affixes and how they change the meaning of a word. ReadyRosie Reading Strategy: Cover the Suffix |
| INDICATOR | L.1.4.d. | 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. ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes |
| STRAND | Language—Grade 1 | |
| CATEGORY / GOAL | Vocabulary Acquisition and Use | |
| STANDARD / ORGANIZER | 5 | Students will demonstrate understanding of word relationships and nuances in word meanings. |
| EXPECTATION | L.1.5. | With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. |
| INDICATOR | L.1.5.a. | Sort words into categories to classify relationships and to gain a sense of the concepts the categories represent. ReadyRosie Noun Charades Words to Chew On |
| INDICATOR | 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 |
| INDICATOR | L.1.5.c. | Demonstrate understanding of words by relating them to their synonyms and antonyms. ReadyRosie Speedy Synonyms Words to Chew On |
| INDICATOR | L.1.5.d. | Define or act out the shades of meaning among verbs (e.g., look, peek, glance) and adjectives differing in intensity (e.g., large, gigantic). ReadyRosie Million Dollar Words Nursery Rhymes |
| Kentucky Academic Standards |
| Language Arts |
| Grade: 2 - Adopted: 2019 |
| STRAND | Reading Foundational Skills—Grade 2 | |
| CATEGORY / GOAL | Phonics and Word Recognition | |
| STANDARD / ORGANIZER | RF.2.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| EXPECTATION | RF.2.3.b. | Know spelling-sound correspondences for additional common vowel teams. ReadyRosie Shopping for Syllables Thinking About Word Chunks |
| EXPECTATION | RF.2.3.c. | Decode regularly spelled two-syllable words with long vowels. ReadyRosie Little Words Inside Bigger Words Reading Strategy: Cover the Suffix Rhyming Hand Game |
| EXPECTATION | RF.2.3.d. | Identify, decode and know the meaning of words with the most common prefixes and derivational suffixes. ReadyRosie Reading Strategy: Cover the Suffix Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| EXPECTATION | RF.2.3.e. | Identify words with inconsistent but common spelling-sound correspondences. ReadyRosie Reading Strategy: Give the Word Thinking About Word Chunks |
| EXPECTATION | RF.2.3.f. | Recognize and read grade-appropriate irregularly spelled words. ReadyRosie Change One Letter Magical Creature Writing My Words, Your Words Race You To the Top Reading Strategy: Give the Word Thinking About Word Chunks Word Challenge Write a Letter |
| STRAND | Reading Foundational Skills—Grade 2 | |
| CATEGORY / GOAL | Fluency | |
| STANDARD / ORGANIZER | RF.2.4. | Read fluently (accuracy, speed and prosody) on grade-level to support comprehension. |
| EXPECTATION | RF.2.4.a. | Read grade-level text with purpose and understanding. ReadyRosie Books on the Go Building a Fort Can You See It? Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading That's So Cool What Do You Wonder? |
| EXPECTATION | RF.2.4.b. | Orally read grade-level text fluently on successive readings. ReadyRosie Building a Fort Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word |
| EXPECTATION | RF.2.4.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| STRAND | Reading Standards for Literature—Grade 2 | |
| CATEGORY / GOAL | Key Ideas and Details | |
| STANDARD / ORGANIZER | 1 | Students will read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence to support conclusions drawn from the text. |
| EXPECTATION | RL.2.1. | Ask and answer such questions as who, what, where, when, why and how, and make and support logical inferences to construct meaning from the 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 |
| STRAND | Reading Standards for Literature—Grade 2 | |
| CATEGORY / GOAL | Key Ideas and Details | |
| STANDARD / ORGANIZER | 3 | Students will analyze how and why individuals, events, and ideas develop and interact over the course of a text. |
| EXPECTATION | RL.2.3. | Describe how characters in a story respond to major events and challenges in order to make meaning of the story development. 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 | Reading Standards for Literature—Grade 2 | |
| CATEGORY / GOAL | Craft and Structure | |
| STANDARD / ORGANIZER | 4 | Students will interpret words and phrases as they are used in a text, including determining technical, connotative and figurative meanings, and analyze how specific word choices shape meaning or tone. |
| EXPECTATION | RL.2.4. | Describe how words and phrases, including but not limited to regular beats, alliteration, rhymes and/or repeated lines, supply rhythm and shape meaning in a story, poem or song. ReadyRosie Car Tongue Twisters Family Rap My Turn, Your Turn Poetry Tongue Twister Time |
| STRAND | Reading Standards for Literature—Grade 2 | |
| CATEGORY / GOAL | Craft and Structure | |
| STANDARD / ORGANIZER | 6 | Students will analyze how point of view, perspective and purpose shape the content and style of a text. |
| EXPECTATION | RL.2.6. | With prompting and support, acknowledge differences in the perspectives of characters, including by speaking in a different voice for each character when reading dialogue aloud, and how those perspectives shape the content of the text. 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 | Reading Standards for Literature—Grade 2 | |
| CATEGORY / GOAL | Integration of Knowledge and Ideas | |
| STANDARD / ORGANIZER | 7 | Students will integrate and evaluate content presented in print/non-print forms of text found in diverse media and formats. |
| EXPECTATION | RL.2.7. | Use a story’s illustrations and words in print/non-print texts to demonstrate understanding of characters, setting and plot. ReadyRosie Favorite Illustrators Pow Wow Crunch |
| STRAND | Reading Standards for Literature—Grade 2 | |
| CATEGORY / GOAL | Integration of Knowledge and Ideas | |
| STANDARD / ORGANIZER | 9 | Students will analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. |
| EXPECTATION | RL.2.9. | Compare/contrast two or more versions of the same story by different authors or from different cultures. ReadyRosie What Makes a Good Storyteller |
| STRAND | Reading Standards for Literature—Grade 2 | |
| CATEGORY / GOAL | Range of Reading and Level of Text Complexity | |
| STANDARD / ORGANIZER | 10 | Students will read, comprehend and analyze complex literary texts independently and proficiently. |
| EXPECTATION | RL.2.10. | By the end of the year, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to read, comprehend and analyze grade-level appropriate, complex literary texts independently and proficiently. ReadyRosie Books on the Go Can You See It? Chapter Books Daily Conclusions Daily Reading Routines Five Finger Rule Funny Pictures I Read to You, You Read to Me My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading is Thinking Sequence and Summarize Story Train Using Clues to Figure it Out What Do I See When I Hear...? What Makes a Good Storyteller Who's Been Here? |
| STRAND | Reading Standards for Informational Text—Grade 2 | |
| CATEGORY / GOAL | Key Ideas and Details | |
| STANDARD / ORGANIZER | 1 | Students will read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence to support conclusions drawn from the text. |
| EXPECTATION | RI.2.1. | Ask and answer such questions as who, what, where, when, why, and how, and make and support logical inferences to construct meaning from the text. ReadyRosie Daily Conclusions How To I Want to Know About Reading Recipes That's So Cool Using Clues to Figure it Out What Do You Wonder? Who's Been Here? |
| STRAND | Reading Standards for Informational Text—Grade 2 | |
| CATEGORY / GOAL | Key Ideas and Details | |
| STANDARD / ORGANIZER | 2 | Students will determine central ideas of a text and analyze their development; cite specific textual evidence, including summary, paraphrase and direct quotations to support conclusions drawn from the text. |
| EXPECTATION | RI.2.2. | Identify implicit and explicit information from a summary to determine the central idea of a text. ReadyRosie How To That's So Cool |
| STRAND | Reading Standards for Informational Text—Grade 2 | |
| CATEGORY / GOAL | Key Ideas and Details | |
| STANDARD / ORGANIZER | 3 | Students will analyze how and why individuals, events and ideas develop and interact over the course of a text. |
| EXPECTATION | RI.2.3. | Describe the connection between individuals, historical events, scientific ideas or concepts or steps in technical procedures over the course of a text. ReadyRosie I Want to Know About I Went to the Zoo and Saw That's So Cool What Do You Wonder? |
| STRAND | Reading Standards for Informational Text—Grade 2 | |
| CATEGORY / GOAL | Craft and Structure | |
| STANDARD / ORGANIZER | 4 | Students will interpret words and phrases as they are used in a text, including determining technical, connotative and figurative meanings, and analyze how specific word choices shape meaning or tone. |
| EXPECTATION | RI.2.4. | Determine the meaning of general academic words and phrases and how those words and phrases shape meaning in a grade-level text. ReadyRosie Share Your Knowledge Wondering About Words |
| STRAND | Reading Standards for Informational Text—Grade 2 | |
| CATEGORY / GOAL | Craft and Structure | |
| STANDARD / ORGANIZER | 6 | Students will analyze how point of view, perspective and purpose shape the content and style of a text. |
| EXPECTATION | RI.2.6. | Identify the main purpose of a text, including what the author wants to answer, explain or describe, and how that purpose shapes the content of the text. ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool What Do You Wonder? |
| STRAND | Reading Standards for Informational Text—Grade 2 | |
| CATEGORY / GOAL | Integration of Knowledge and Ideas | |
| STANDARD / ORGANIZER | 7 | Students will integrate and evaluate content presented in print/non-print forms of text found in diverse media and formats. |
| EXPECTATION | RI.2.7. | Identify information gained from visuals and words in the text, and explain how that information contributes to understanding of the text. ReadyRosie How Far Does It Fly? How To Share Your Knowledge Wondering About Words |
| STRAND | Reading Standards for Informational Text—Grade 2 | |
| CATEGORY / GOAL | Range of Reading and Level of Text Complexity | |
| STANDARD / ORGANIZER | 10 | Students will read, comprehend and analyze complex informational texts independently and proficiently. |
| EXPECTATION | RI.2.10. | By the end of the year, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to read, comprehend and analyze grade-level appropriate, complex informational texts independently and proficiently. ReadyRosie Books on the Go Building a Fort Daily Conclusions Daily Reading Routines Five Finger Rule I Read to You, You Read to Me Random, Bizarre Facts Reading Strategies: Punctuation Expression Reading Strategy: Give the Word That's So Cool Using Clues to Figure it Out What Do You Wonder? Who's Been Here? |
| STRAND | Composition—Grade 2 | |
| CATEGORY / GOAL | Text Types and Purposes | |
| STANDARD / ORGANIZER | 1 | Students will compose arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| EXPECTATION | C.2.1. | Compose opinion pieces, using a combination of writing and digital resources, on topics or texts, with supporting reasons. |
| INDICATOR | C.2.1.b. | Introduce the topic, followed by opinion statement, and create an organizational structure. ReadyRosie This Is Important Who Are Your Heroes? |
| INDICATOR | C.2.1.d. | Use grade-appropriate transitions. ReadyRosie This Is Important |
| INDICATOR | C.2.1.e. | Provide a concluding section. ReadyRosie This Is Important Who Are Your Heroes? |
| INDICATOR | C.2.1.f. | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing. ReadyRosie Color Poem Color Poem Free Verse Describe It Family Adventure List Family Journaling I'd Really Like Make a Neighborhood Map Nature Journaling Sketching the Story This Is Important Write a Favorite Family Recipe Write to the Tooth Fairy |
| STRAND | Composition—Grade 2 | |
| CATEGORY / GOAL | Text Types and Purposes | |
| STANDARD / ORGANIZER | 2 | Students will compose informative and explanatory texts to examine and convey complex ideas clearly and accurately through the effective selection, organization and analysis of content. |
| EXPECTATION | C.2.2. | Compose informative and/or explanatory texts, using writing and digital resources, to establish a topic and provide information about the topic. |
| INDICATOR | C.2.2.a. | With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed. ReadyRosie Create a Song I'd Really Like Make a Neighborhood Map Nature Journaling Tell Me How Write a Favorite Family Recipe |
| INDICATOR | C.2.2.b. | Introduce the topic. ReadyRosie Color Poem Free Verse Create a Song I'd Really Like Make a Neighborhood Map Nature Journaling Tell Me How This Is Important Write About a Family Tradition |
| INDICATOR | C.2.2.c. | Supply information with detail to develop the topic. ReadyRosie Color Poem Free Verse Create a Song I'd Really Like Make a Neighborhood Map Nature Journaling Tell Me How This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| INDICATOR | C.2.2.d. | Use grade-appropriate conjunctions to develop text structure within sentences. ReadyRosie Create a Song |
| INDICATOR | C.2.2.e. | Use grade-appropriate transitions to develop text structure across paragraphs. ReadyRosie Create a Song |
| INDICATOR | C.2.2.f. | Provide a concluding section. ReadyRosie I'd Really Like Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| INDICATOR | C.2.2.g. | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing. 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 | Composition—Grade 2 | |
| CATEGORY / GOAL | Text Types and Purposes | |
| STANDARD / ORGANIZER | 3 | Students will compose narratives to develop real or imagined experiences or events, using effective technique, well-chosen details and well-structured event sequences. |
| EXPECTATION | C.2.3. | Compose narratives, using writing and digital resources, to develop real or imagined experiences or multiple events or ideas, using effective technique, descriptive details and clear sequences. |
| INDICATOR | C.2.3.a. | With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. ReadyRosie Family Journaling Funny Pictures Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Story Train |
| INDICATOR | C.2.3.b. | Recount a single event or multiple events, memories or ideas. ReadyRosie Family Journaling Funny Pictures Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Story Train Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around |
| INDICATOR | C.2.3.c. | Include details which describe actions, thoughts, emotions. ReadyRosie Funny Pictures Magical Creature Writing Story Train Write a Favorite Family Recipe |
| INDICATOR | C.2.3.e. | Create a sense of closure. ReadyRosie Family Journaling Funny Pictures Magical Creature Writing My Family Comic Strip Story Train Write Around |
| INDICATOR | C.2.3.f. | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing. ReadyRosie Color Poem Color Poem Free Verse Describe It Family Adventure List Family Journaling I'd Really Like Make a Neighborhood Map Nature Journaling Sketching the Story This Is Important Write a Favorite Family Recipe Write to the Tooth Fairy |
| STRAND | Composition—Grade 2 | |
| CATEGORY / GOAL | Research to Build and Present Knowledge | |
| STANDARD / ORGANIZER | 5 | Students will conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. |
| EXPECTATION | C.2.5. | Conduct shared research and writing projects that build knowledge about a topic. ReadyRosie Color Poem Family Adventure List I Want to Know About I'd Really Like Make a Neighborhood Map Nature Journaling This Is Important |
| STRAND | Composition—Grade 2 | |
| CATEGORY / GOAL | Research to Build and Present Knowledge | |
| STANDARD / ORGANIZER | 6 | Students will gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source and integrate the information for the purposes of analysis, reflection and research while avoiding plagiarism. |
| EXPECTATION | C.2.6. | Collect information from real-world experiences or provided sources to answer or generate questions. ReadyRosie Family Interview I Want to Know About Let's Explore Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| STRAND | Language—Grade 2 | |
| CATEGORY / GOAL | Conventions of Standard English | |
| STANDARD / ORGANIZER | 1 | Students will demonstrate command of the conventions of standard English grammar and usage when writing and speaking. |
| EXPECTATION | L.2.1. | In writing or speaking, demonstrate appropriate use of: |
| INDICATOR | L.2.1.a. | collective nouns. ReadyRosie 20 Questions Noun Charades |
| INDICATOR | L.2.1.e. | adjectives and adverbs in sentence formation. ReadyRosie Acrostic Poem Picture Talk |
| INDICATOR | L.2.1.f. | producing, expanding and rearranging complete simple and compound sentences. ReadyRosie Hidden Messages Magical Creature Writing Writing Telephone Game |
| STRAND | Language—Grade 2 | |
| CATEGORY / GOAL | Conventions of Standard English | |
| STANDARD / ORGANIZER | 2 | Students will demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. |
| EXPECTATION | L.2.2. | When writing: |
| INDICATOR | L.2.2.a. | Capitalize proper nouns, including but not limited to holidays, product names and geographic names. ReadyRosie Noun Charades |
| INDICATOR | L.2.2.d. | Generalize spelling patterns. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| STRAND | Language—Grade 2 | |
| CATEGORY / GOAL | Knowledge of Language | |
| STANDARD / ORGANIZER | 3 | Students will apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. |
| EXPECTATION | L.2.3. | Use knowledge of language and its conventions when writing, speaking, reading or listening. |
| INDICATOR | L.2.3.a. | Compare formal and informal uses of English. ReadyRosie Million Dollar Words Sharing Chores and Your Day |
| STRAND | Language—Grade 2 | |
| CATEGORY / GOAL | Vocabulary Acquisition and Use | |
| STANDARD / ORGANIZER | 4 | Students will use a variety of strategies to determine or clarify the meaning of words and phrases, consulting reference material when appropriate. Students will acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening in order to be transition ready. |
| 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. |
| INDICATOR | 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 |
| INDICATOR | L.2.4.b. | Determine the meaning of the new word formed when a known prefix is added to a known word. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | L.2.4.c. | Use a known root word as a clue to the meaning of an unknown word with the same root. ReadyRosie Digging Into Roots |
| INDICATOR | L.2.4.d. | Use knowledge of the meaning of individual words to predict the meaning of compound words. ReadyRosie Playground Compounds |
| INDICATOR | L.2.4.e. | Use glossaries and beginning dictionaries to determine or clarify the meaning of words and phrases. ReadyRosie Comprehension Clues Finding Information |
| INDICATOR | L.2.4.f. | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. 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? |
| STRAND | Language—Grade 2 | |
| CATEGORY / GOAL | Vocabulary Acquisition and Use | |
| STANDARD / ORGANIZER | 5 | Students will demonstrate understanding of word relationships and nuances in word meanings. |
| EXPECTATION | L.2.5. | Demonstrate understanding of word relationships and nuances in word meanings. |
| INDICATOR | L.2.5.a. | Demonstrate understanding of words by relating them to their synonyms and antonyms. ReadyRosie Hink Pink |
| INDICATOR | L.2.5.b. | Distinguish the shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender). ReadyRosie Category Competition Hink Pink Million Dollar Words |
| Kentucky Academic Standards |
| Language Arts |
| Grade: 3 - Adopted: 2019 |
| STRAND | Reading Foundational Skills—Grade 3 | |
| CATEGORY / GOAL | Phonics and Word Recognition | |
| STANDARD / ORGANIZER | RF.3.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| EXPECTATION | RF.3.3.a. | Identify, decode and know the meaning of words with the most common prefixes and derivational suffixes, including Latin suffixes. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| EXPECTATION | RF.3.3.c. | 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 | Reading Foundational Skills—Grade 3 | |
| CATEGORY / GOAL | Fluency | |
| STANDARD / ORGANIZER | RF.3.4. | Read fluently (accuracy, speed and prosody) on grade-level to support comprehension. |
| EXPECTATION | RF.3.4.a. | Read grade-level text with purpose and understanding. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule It's All In Your Head My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading That's So Cool What Will You Learn? |
| EXPECTATION | RF.3.4.b. | Fluently read grade-level prose and poetry orally on successive readings. ReadyRosie Favorite Genres My Turn, Your Turn Poetry Poetry Poetry Routine Song Lyrics |
| EXPECTATION | RF.3.4.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Wondering About Words Word Detective |
| STRAND | Reading Standards for Literature—Grade 3 | |
| CATEGORY / GOAL | Key Ideas and Details | |
| STANDARD / ORGANIZER | 1 | Students will read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence to support conclusions drawn from the text. |
| EXPECTATION | RL.3.1. | Ask and answer questions, and make and support logical inferences to construct meaning from the text. ReadyRosie 20 Questions Chapter Books Daily Conclusions It's All In Your Head Pow Wow Crunch Read a Little, Think a Little Talking About Books Using Clues to Figure it Out What Makes a Good Storyteller Who's Been Here? |
| STRAND | Reading Standards for Literature—Grade 3 | |
| CATEGORY / GOAL | Key Ideas and Details | |
| STANDARD / ORGANIZER | 2 | Students will determine central ideas or themes of a text and analyze their development; cite specific textual evidence, including summary, paraphrase and direct quotations, to support conclusions drawn from the text. |
| EXPECTATION | RL.3.2. | Identify and cite relevant implicit and explicit information from a summary to determine the theme, lesson learned and/or moral, including but not limited to fables, folktales and myths from diverse cultures. ReadyRosie Talking About Books |
| STRAND | Reading Standards for Literature—Grade 3 | |
| CATEGORY / GOAL | Key Ideas and Details | |
| STANDARD / ORGANIZER | 3 | Students will analyze how and why individuals, events, and ideas develop and interact over the course of a text. |
| EXPECTATION | RL.3.3. | Describe characters in a story, including but not limited to their traits, motivations, actions or feelings, and how they affect the plot. ReadyRosie Chapter Books Character Chat Feelings Charades Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Talking About Books What Makes a Good Storyteller |
| STRAND | Reading Standards for Literature—Grade 3 | |
| CATEGORY / GOAL | Craft and Structure | |
| STANDARD / ORGANIZER | 4 | Students will interpret words and phrases as they are used in a text, including determining technical, connotative and figurative meanings, and analyze how specific word choices shape meaning or tone. |
| EXPECTATION | RL.3.4. | Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language, including but not limited to idioms and hyperboles, and describe how those words and phrases shape meaning. ReadyRosie What Makes a Good Storyteller |
| STRAND | Reading Standards for Literature—Grade 3 | |
| CATEGORY / GOAL | Craft and Structure | |
| STANDARD / ORGANIZER | 6 | Students will analyze how point of view, perspective and purpose shape the content and style of a text. |
| EXPECTATION | RL.3.6. | Distinguish their own perspective from that of the narrator or those of the characters, and describe how various perspectives shape the content of the text. ReadyRosie Daily Conclusions Using Clues to Figure it Out Who's Been Here? |
| STRAND | Reading Standards for Literature—Grade 3 | |
| CATEGORY / GOAL | Integration of Knowledge and Ideas | |
| STANDARD / ORGANIZER | 7 | Students will integrate and evaluate content presented in print/non-print forms of text found in diverse media and formats. |
| EXPECTATION | RL.3.7. | Explain how the specific aspects of a text’s illustrations contribute to an effect, including but not limited to creating mood, character and setting. ReadyRosie Chapter Books Character Chat Feelings Charades Inside Outside Traits Pow Wow Crunch Reading Strategy: Reading and Making Connections Story Train Talking About Books What Makes a Good Storyteller |
| STRAND | Reading Standards for Literature—Grade 3 | |
| CATEGORY / GOAL | Integration of Knowledge and Ideas | |
| STANDARD / ORGANIZER | 9 | Students will analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. |
| EXPECTATION | RL.3.9. | Compare/contrast the themes, settings and plots of stories written by the same author about the same or similar characters. ReadyRosie What Makes a Good Storyteller |
| STRAND | Reading Standards for Literature—Grade 3 | |
| CATEGORY / GOAL | Range of Reading and Level of Text Complexity | |
| STANDARD / ORGANIZER | 10 | Students will read, comprehend and analyze complex literary texts independently and proficiently. |
| EXPECTATION | RL.3.10. | By the end of the year, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to read, comprehend and analyze grade-level appropriate, complex literary texts independently and proficiently. ReadyRosie Books on the Go Chapter Books Daily Conclusions Daily Reading Routines Favorite Genres Five Finger Rule It's All In Your Head My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading Sequence and Summarize Story Train Talking About Books Using Clues to Figure it Out What Makes a Good Storyteller Who's Been Here? |
| STRAND | Reading Standards for Informational Text—Grade 3 | |
| CATEGORY / GOAL | Key Ideas and Details | |
| STANDARD / ORGANIZER | 1 | Students will read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence to support conclusions drawn from the text. |
| EXPECTATION | RI.3.1. | Ask and answer questions, and make and support logical inferences in order to construct meaning from the text. ReadyRosie Reading Recipes That's So Cool What Will You Learn? |
| STRAND | Reading Standards for Informational Text—Grade 3 | |
| CATEGORY / GOAL | Key Ideas and Details | |
| STANDARD / ORGANIZER | 2 | Students will determine central ideas of a text and analyze their development; cite specific textual evidence, including summary, paraphrase and direct quotations to support conclusions drawn from the text. |
| EXPECTATION | RI.3.2. | Identify and cite relevant implicit and explicit information from a summary to determine the central idea of a text. ReadyRosie That's So Cool What Will You Learn? |
| STRAND | Reading Standards for Informational Text—Grade 3 | |
| CATEGORY / GOAL | Key Ideas and Details | |
| STANDARD / ORGANIZER | 3 | Students will analyze how and why individuals, events and ideas develop and interact over the course of a text. |
| EXPECTATION | RI.3.3. | Describe the relationship between individuals, a series of historical events, scientific ideas or concepts or steps in technical procedures over the course of a text. 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 | Reading Standards for Informational Text—Grade 3 | |
| CATEGORY / GOAL | Craft and Structure | |
| STANDARD / ORGANIZER | 4 | Students will interpret words and phrases as they are used in a text, including determining technical, connotative and figurative meanings, and analyze how specific word choices shape meaning or tone. |
| EXPECTATION | RI.3.4. | Determine the meaning of general academic words and phrases in a grade-level text, and describe how those words and phrases shape meaning. ReadyRosie Share Your Knowledge Wondering About Words |
| STRAND | Reading Standards for Informational Text—Grade 3 | |
| CATEGORY / GOAL | Integration of Knowledge and Ideas | |
| STANDARD / ORGANIZER | 7 | Students will integrate and evaluate content presented in print/non-print forms of text found in diverse media and formats. |
| EXPECTATION | RI.3.7. | Identify and explain how specific visuals, including but not limited to diagrams, graphs, photographs and side bars, contribute to the meaning and clarity of a text. ReadyRosie How Far Does It Fly? That's So Cool |
| STRAND | Reading Standards for Informational Text—Grade 3 | |
| CATEGORY / GOAL | Range of Reading and Level of Text Complexity | |
| STANDARD / ORGANIZER | 10 | Students will read, comprehend and analyze complex informational texts independently and proficiently. |
| EXPECTATION | RI.3.10. | By the end of the year, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to read, comprehend and analyze grade-level appropriate, complex informational texts independently and proficiently. ReadyRosie Books on the Go Daily Conclusions Daily Reading Routines Favorite Genres Five Finger Rule My Library List Reading Recipes That's So Cool Using Clues to Figure it Out What Will You Learn? Who's Been Here? |
| STRAND | Composition—Grade 3 | |
| CATEGORY / GOAL | Text Types and Purposes | |
| STANDARD / ORGANIZER | 1 | Students will compose arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| EXPECTATION | C.3.1. | Compose opinion pieces, using a combination of writing and digital resources, on topics or texts, with supporting reasons. |
| INDICATOR | C.3.1.b. | Introduce the topic, followed by opinion statement, and create an organizational structure. ReadyRosie This Is Important Who Are Your Heroes? |
| INDICATOR | C.3.1.d. | Use grade-appropriate transitions. ReadyRosie This Is Important |
| INDICATOR | C.3.1.e. | Provide a concluding section. ReadyRosie This Is Important Who Are Your Heroes? |
| INDICATOR | C.3.1.f. | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing. ReadyRosie A Really Good Story Family Adventure List Family Journaling Make a Neighborhood Map Nature Journaling This Is Important Write a Favorite Family Recipe |
| STRAND | Composition—Grade 3 | |
| CATEGORY / GOAL | Text Types and Purposes | |
| STANDARD / ORGANIZER | 2 | Students will compose informative and explanatory texts to examine and convey complex ideas clearly and accurately through the effective selection, organization and analysis of content. |
| EXPECTATION | C.3.2. | Compose informative and/or explanatory texts, using writing and digital resources, to examine a topic and provide information. |
| INDICATOR | C.3.2.a. | 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 Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition |
| INDICATOR | C.3.2.b. | Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. ReadyRosie Create a Song Family Adventure List Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition |
| INDICATOR | C.3.2.c. | Develop the topic with facts, definitions and details. ReadyRosie Create a Song Family Adventure List I Love My Family Because... Interview an Expert Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| INDICATOR | C.3.2.d. | Use grade-appropriate conjunctions to develop text structure within sentences. ReadyRosie Create a Song |
| INDICATOR | C.3.2.e. | Use grade-appropriate transitions to develop text structure across paragraphs. ReadyRosie Create a Song |
| INDICATOR | C.3.2.f. | Provide a concluding section. ReadyRosie Write About a Family Tradition Write a Favorite Family Recipe |
| INDICATOR | C.3.2.g. | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing. ReadyRosie Family Adventure List Family Journaling Make a Neighborhood Map Nature Journaling This Is Important |
| STRAND | Composition—Grade 3 | |
| CATEGORY / GOAL | Text Types and Purposes | |
| STANDARD / ORGANIZER | 3 | Students will compose narratives to develop real or imagined experiences or events, using effective technique, well-chosen details and well-structured event sequences. |
| EXPECTATION | C.3.3. | Compose narratives, using writing and digital resources, to develop real or imagined experiences or multiple events or ideas using effective technique, descriptive details and clear sequences. |
| INDICATOR | C.3.3.a. | With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. ReadyRosie Family Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Story Train |
| INDICATOR | C.3.3.b. | Establish a situation, and introduce a narrator and/or characters; organize an event sequence that reflects linear, non-linear and/or circular structure. ReadyRosie A Really Good Story Family Journaling Magical Creature Writing My Family Comic Strip Sharing Chores and Your Day Write Around Writing Telephone Game |
| INDICATOR | C.3.3.c. | Use dialogue and descriptions of actions, thoughts and feelings to develop experiences and events or show the response of characters to situations. ReadyRosie A Really Good Story Family Poem Magical Creature Writing Write Around |
| INDICATOR | C.3.3.d. | Use temporal words and phrases to signal event order. ReadyRosie Hinky Pinky and Hinketty Pinketty |
| INDICATOR | C.3.3.e. | Create a sense of closure that follows the narrated experiences or events. ReadyRosie Family Journaling Magical Creature Writing My Family Comic Strip Story Train Write Around |
| INDICATOR | C.3.3.f. | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing. ReadyRosie A Really Good Story Family Adventure List Family Journaling Make a Neighborhood Map Nature Journaling This Is Important Write a Favorite Family Recipe |
| STRAND | Composition—Grade 3 | |
| CATEGORY / GOAL | Research to Build and Present Knowledge | |
| STANDARD / ORGANIZER | 5 | Students will conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. |
| EXPECTATION | C.3.5. | 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? |
| STRAND | Composition—Grade 3 | |
| CATEGORY / GOAL | Range of Writing | |
| STANDARD / ORGANIZER | 7 | Students will compose routinely over extended and shorter time frames for a variety of tasks, purposes and audiences. |
| EXPECTATION | C.3.7. | Compose routinely over extended time frames and shorter time frames for a variety of tasks, purposes and audiences. ReadyRosie Family Adventure List Family Journaling Make a Neighborhood Map Nature Journaling This Is Important |
| STRAND | Language—Grade 3 | |
| CATEGORY / GOAL | Conventions of Standard English | |
| STANDARD / ORGANIZER | 1 | Students will demonstrate command of the conventions of standard English grammar and usage when writing and speaking. |
| EXPECTATION | L.3.1. | When writing or speaking, demonstrate command of the conventions of standard English grammar and usage. |
| INDICATOR | L.3.1.a. | Explain the function of nouns, pronouns, verbs, adjectives and adverbs in a grade-level text. ReadyRosie Acrostic Poem Noun Charades |
| INDICATOR | L.3.1.b. | Form and use regular and irregular plural nouns. ReadyRosie Noun Charades |
| INDICATOR | L.3.1.c. | Use abstract nouns. ReadyRosie Noun Charades |
| INDICATOR | L.3.1.e. | Use verb tenses. ReadyRosie Magical Creature Writing |
| INDICATOR | L.3.1.g. | Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| INDICATOR | L.3.1.i. | Produce simple, compound and complex sentences. ReadyRosie Magical Creature Writing Writing Telephone Game |
| STRAND | Language—Grade 3 | |
| CATEGORY / GOAL | Conventions of Standard English | |
| STANDARD / ORGANIZER | 2 | Students will demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. |
| EXPECTATION | L.3.2. | When writing: |
| INDICATOR | L.3.2.c. | Use commas and quotation marks in dialogue. ReadyRosie Write Around |
| INDICATOR | L.3.2.d. | Use possessives. ReadyRosie Noun Charades |
| INDICATOR | L.3.2.e. | Use conventional spelling for high-frequency words where suffixes are added to base words. ReadyRosie Change One Letter Magical Creature Writing Shopping for Syllables Spelling Pattern Game Thinking About Word Chunks Understanding Big Words Word Challenge Write a Letter |
| INDICATOR | L.3.2.f. | Use spelling patterns and generalizations in writing words. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| STRAND | Language—Grade 3 | |
| CATEGORY / GOAL | Knowledge of Language | |
| STANDARD / ORGANIZER | 3 | Students will apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. |
| EXPECTATION | L.3.3. | Use knowledge of language and its conventions when writing, speaking, reading or listening. |
| INDICATOR | 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 | Language—Grade 3 | |
| CATEGORY / GOAL | Vocabulary Acquisition and Use | |
| STANDARD / ORGANIZER | 4 | Students will use a variety of strategies to determine or clarify the meaning of words and phrases, consulting reference material when appropriate. Students will acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening in order to be transition ready. |
| 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 an array of strategies. |
| INDICATOR | 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 |
| INDICATOR | L.3.4.b. | Determine the meaning of the new word formed when a known affix is added to a known word. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | L.3.4.c. | Use a known root word as a clue to the meaning of an unknown word with the same root. ReadyRosie Digging Into Roots |
| INDICATOR | L.3.4.d. | Use glossaries or beginning dictionaries to determine or clarify the precise meaning of key words and phrases. ReadyRosie Comprehension Clues |
| INDICATOR | L.3.4.e. | Acquire and use accurately grade-appropriate conversational, general academic and domain-specific words and phrases, including those that signal spatial and temporal relationships. 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 Share Your Knowledge What Makes a Good Storyteller Wondering About Words |
| STRAND | Language—Grade 3 | |
| CATEGORY / GOAL | Vocabulary Acquisition and Use | |
| STANDARD / ORGANIZER | 5 | Students will demonstrate understanding of word relationships and nuances in word meanings. |
| EXPECTATION | L.3.5. | Demonstrate understanding of word relationships and nuances in word meanings. |
| INDICATOR | L.3.5.a. | Distinguish the literal and nonliteral meanings of words and phrases in context. ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer |
| INDICATOR | L.3.5.c. | Distinguish shades of meaning among related words that describe degrees of certainty. ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| Kentucky Academic Standards |
| Mathematics |
| Grade: K - Adopted: 2019 |
| STRAND | Standards for Mathematical Practices | |
| CATEGORY / GOAL | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book How Many Legs? |
| CATEGORY / GOAL | MP.2. | Reason abstractly and quantitatively. ReadyRosie How Many Legs? The Right Size |
| CATEGORY / GOAL | MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort More or Less Salty Numbers Would It Work? |
| CATEGORY / GOAL | MP.4. | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| CATEGORY / GOAL | MP.7. | Look for and make use of structure. ReadyRosie How Many Legs? The Right Size |
| CATEGORY / GOAL | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie How Many Legs? The Right Size |
| STRAND | Counting and Cardinality | |
| CATEGORY / GOAL | Cluster: Know number names and the count sequence. | |
| STANDARD / ORGANIZER | KY.K.CC.1. | Count. (MP.7, MP.8) |
| EXPECTATION | KY.K.CC.1.a. | Count to 100 by ones and by tens. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Ten in a Row What Am I Counting? What Comes Next? |
| EXPECTATION | KY.K.CC.1.b. | Count backwards from 30 by ones. ReadyRosie Car Race Spill the Beans Ten in a Row |
| STRAND | Counting and Cardinality | |
| CATEGORY / GOAL | Cluster: Know number names and the count sequence. | |
| STANDARD / ORGANIZER | KY.K.CC.2. | Count forward beginning from a given number within the known sequence within 100 (instead of having to begin at 1). (MP.7) |
| EXPECTATION | KY.K.CC.3.a. | Write numbers from 0 to 20. ReadyRosie Go Fish My Favorite Things Numbers on My Back Sneaky Math Note |
| STRAND | Counting and Cardinality | |
| CATEGORY / GOAL | Cluster: Know number names and the count sequence. | |
| STANDARD / ORGANIZER | KY.K.CC.3. | Represent numbers. (MP.2, MP.7, MP.8) |
| EXPECTATION | KY.K.CC.3.b. | Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). ReadyRosie Go Fish My Favorite Things Numbers on My Back Sneaky Math Note |
| STRAND | Counting and Cardinality | |
| CATEGORY / GOAL | Cluster: Count to tell the number of objects. | |
| STANDARD / ORGANIZER | KY.K.CC.4. | Understand the relationship between numbers and quantities; connect counting to cardinality. (MP.2, MP.8) |
| EXPECTATION | KY.K.CC.4.a. | When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Sneaky Math Note Spill the Beans The Biggest Number What Am I Counting? What Do I Have? |
| EXPECTATION | KY.K.CC.4.b. | Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Sneaky Math Note Spill the Beans The Biggest Number What Am I Counting? What Do I Have? |
| EXPECTATION | KY.K.CC.4.c. | Understand that each successive number name refers to a quantity that is one larger. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |
| STRAND | Counting and Cardinality | |
| CATEGORY / GOAL | Cluster: Count to tell the number of objects. | |
| STANDARD / ORGANIZER | KY.K.CC.5. | Given a number from 1-20, count out that many objects. (MP.2, MP.3) |
| EXPECTATION | KY.K.CC.5.a. | Count to answer “how many?” questions with as many as 20 things arranged in a line, a rectangular array, or a circle. ReadyRosie Add One Car Race Card Sequencing and Counting I See Three In Ten Seconds My Favorite Things Number Lookout Salty Numbers Sneaky Math Note Spill the Beans Ten in a Row What Am I Counting? What Comes Next? What Do I Have? |
| EXPECTATION | KY.K.CC.5.b. | Count to answer “how many?” questions with as many as 10 things in a scattered configuration. ReadyRosie Car Race I See Three In Ten Seconds Sneaky Math Note Spill the Beans What Am I Counting? What Do I Have? |
| STRAND | Counting and Cardinality | |
| CATEGORY / GOAL | Cluster: Compare numbers. | |
| STANDARD / ORGANIZER | KY.K.CC.6. | Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. (MP.1, MP.3, MP.6) ReadyRosie In Ten Seconds More or Less The Biggest Number |
| STANDARD / ORGANIZER | KY.K.CC.7. | Compare two numbers between 1 and 10 presented as written numerals. (MP.2) ReadyRosie Ten in a Row |
| STRAND | Operations and Algebraic Thinking | |
| CATEGORY / GOAL | Cluster: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. | |
| STANDARD / ORGANIZER | KY.K.OA.1. | Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations. (MP.2, MP.4) ReadyRosie Car Race Family Math Book Finish My Set Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes |
| STANDARD / ORGANIZER | KY.K.OA.2. | Solve addition and subtraction word problems and add and subtract within 10 by using objects or drawings to represent the problem. (MP.5) 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 |
| STRAND | Operations and Algebraic Thinking | |
| CATEGORY / GOAL | Cluster: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. | |
| STANDARD / ORGANIZER | KY.K.OA.3. | Decompose numbers less than or equal to 10. (MP.2, MP.4) |
| EXPECTATION | KY.K.OA.3.a. | Decompose numbers into two groups in more than one way by using objects or drawings and record each decomposition by a drawing or equation. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| EXPECTATION | KY.K.OA.3.b. | Use objects or drawings to demonstrate equality as the balancing of quantities. ReadyRosie Car Race Fishing for Tens Give Me Five I See Three In Ten Seconds Make Ten Sneaky Math Note Spill the Beans What Do I Have? What's Left? |
| STRAND | Operations and Algebraic Thinking | |
| CATEGORY / GOAL | Cluster: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. | |
| STANDARD / ORGANIZER | KY.K.OA.4. | For any number from 1 to 9, find the number that makes 10 when added to the given number by using objects or drawings and record the answer with a drawing or equation. (MP.7, MP.8) ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| STANDARD / ORGANIZER | KY.K.OA.5. | Fluently add and subtract within 5. (MP.2, MP.7) ReadyRosie Car Race Math Fact Memory Roll the Difference Spill the Beans |
| STRAND | Numbers and Operations in Base Ten | |
| CATEGORY / GOAL | Cluster: Working with numbers 11-19 to gain foundations for place value. | |
| STANDARD / ORGANIZER | KY.K.NBT.1. | Compose and decompose numbers from 11 to 19 using quantities (numbers with units) of ten ones and some further ones. Understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. (MP.3, MP.4, MP.7) ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| STRAND | Measurement and Data | |
| CATEGORY / GOAL | Cluster: Describe and compare measurable attributes. | |
| STANDARD / ORGANIZER | KY.K.MD.1. | Describe measurable attributes (length, height, weight, width, depth) of an object or a set of objects using appropriate vocabulary. (MP.3, MP.6) ReadyRosie Blow Your House Down! Hunt and Measure Measurable Me |
| STANDARD / ORGANIZER | KY.K.MD.2. | Directly compare two objects with a measurable attribute in common, to see which object has “more of”/ “less of” the attribute and describe the difference. (MP.2, MP.6) ReadyRosie Blow Your House Down! How Far Does It Fly? Hunt and Measure Measurable Me Measure your Steps Ramp Car Racing |
| STRAND | Measurement and Data | |
| CATEGORY / GOAL | Cluster: Classify objects and count the number of objects in each category. | |
| STANDARD / ORGANIZER | KY.K.MD.3. | Classify and sort objects or people by attributes. Limit objects or people in each category to be less than or equal to 10. (MP.3, MP.6) ReadyRosie Card Sorting I Spy a Coin Toy Organization |
| STRAND | Measurement and Data | |
| CATEGORY / GOAL | Cluster: Identify coins by name. | |
| STANDARD / ORGANIZER | KY.K.MD.4. | Recognize and identify coins by name (penny, nickel, dime, quarter). (MP.6) ReadyRosie I Spy a Coin |
| STRAND | Geometry | |
| CATEGORY / GOAL | Cluster: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres). | |
| STANDARD / ORGANIZER | KY.K.G.1. | Name and describe shapes in the environment. (MP.6) |
| EXPECTATION | KY.K.G.1.a. | Describe objects in the environment using names of shapes. ReadyRosie Is it a Triangle? Pattern Walk Shape Scavenger Hunt |
| EXPECTATION | KY.K.G.1.b. | Describe the relative positions of these objects using terms above, below, in front of, behind and next to. ReadyRosie Pattern Walk |
| STRAND | Geometry | |
| CATEGORY / GOAL | Cluster: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres). | |
| STANDARD / ORGANIZER | KY.K.G.2. | Correctly name shapes regardless of orientations or overall size. (MP.7) ReadyRosie Canned Shape Scavenger Hunt |
| STANDARD / ORGANIZER | KY.K.G.3. | Identify shapes as two-dimensional or three-dimensional. (MP.3, MP.6) ReadyRosie Shape Scavenger Hunt |
| STRAND | Geometry | |
| CATEGORY / GOAL | Cluster: Analyze, compare, create and compose shapes. | |
| STANDARD / ORGANIZER | KY.K.G.4. | Describe the similarities, differences and attributes of two and three dimensional shapes using different sizes and orientations. (MP.3, MP.7) ReadyRosie Shape Scavenger Hunt |
| STANDARD / ORGANIZER | KY.K.G.5. | Model shapes in the world by building figures from components and drawing shapes. (MP.1, MP.5) ReadyRosie Is it a Triangle? |
| STANDARD / ORGANIZER | KY.K.G.6. | Compose simple shapes to form larger shapes. (MP.3, MP.5) ReadyRosie Is it a Triangle? |
| Kentucky Academic Standards |
| Mathematics |
| Grade: 1 - Adopted: 2019 |
| STRAND | Standards for Mathematical Practices | |
| CATEGORY / GOAL | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book |
| CATEGORY / GOAL | MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt One of These Is Not Like the Other Would It Work? |
| CATEGORY / GOAL | MP.4. | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| CATEGORY / GOAL | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| STRAND | Operations and Algebraic Thinking | |
| CATEGORY / GOAL | Cluster: Represent and solve problems using addition and subtraction. | |
| STANDARD / ORGANIZER | KY.1.OA.1. | Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions. (MP.1, MP.2) ReadyRosie Bedtime Math Story Car Time Math Domino Subtraction Family Math Book Fishing for Tens Input Output Math Journal Walk Restaurant Story Problems Spill the Beans The Final Price Is... |
| STANDARD / ORGANIZER | KY.1.OA.2. | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, by using objects, drawings and equations with a symbol for one unknown number to represent the problem. (MP.1, MP.4, MP.5) ReadyRosie Restaurant Story Problems Ten Scoops The Final Price Is... |
| STRAND | Operations and Algebraic Thinking | |
| CATEGORY / GOAL | Cluster: Understand and apply properties of operations and the relationship between addition and subtraction. | |
| STANDARD / ORGANIZER | KY.1.OA.3. | Apply properties of operations as strategies to add and subtract. (MP.2, MP.7) ReadyRosie Fishing for Doubles |
| STANDARD / ORGANIZER | KY.1.OA.4. | Understand subtraction as an unknown-addend problem. (MP.2, MP.7) ReadyRosie Addition War Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Scoops |
| STRAND | Operations and Algebraic Thinking | |
| CATEGORY / GOAL | Cluster: Add and subtract within 20. | |
| STANDARD / ORGANIZER | KY.1.OA.5. | Relate counting to addition and subtraction. (MP.5, MP.8) ReadyRosie Addition War Domino Addition Fifteen Fact Memory I Can Make You Say 21 Make Ten Roll the Difference |
| STRAND | Operations and Algebraic Thinking | |
| CATEGORY / GOAL | Cluster: Add and subtract within 20. | |
| STANDARD / ORGANIZER | KY.1.OA.6. | Add and subtract within 20. (MP.2, MP.7, MP.8) |
| EXPECTATION | KY.1.OA.6.a. | Fluently add and subtract within 10. ReadyRosie Addition War Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Scoops |
| EXPECTATION | KY.1.OA.6.b. | Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making 10; decomposing a number leading to a 10; using the relationship between addition and subtraction; creating equivalent but easier or known sums. 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 | Operations and Algebraic Thinking | |
| CATEGORY / GOAL | Cluster: Work with addition and subtraction equations. | |
| STANDARD / ORGANIZER | KY.1.OA.8. | Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. (MP.1, MP.2) ReadyRosie Where Did I Start? |
| STRAND | Numbers and Operations in Base Ten | |
| CATEGORY / GOAL | Cluster: Extend the counting sequence. | |
| STANDARD / ORGANIZER | KY.1.NBT.1. | Count and represent numbers. (MP.2, MP.5, MP.8) |
| EXPECTATION | KY.1.NBT.1.a. | Count forward to and backward from 120, starting at any number less than 120. ReadyRosie Car Race Spill the Beans Ten in a Row |
| EXPECTATION | KY.1.NBT.1.b. | In this range, read and write numerals and represent a number of objects with a written numeral. ReadyRosie Sneaky Math Note |
| STRAND | Numbers and Operations in Base Ten | |
| CATEGORY / GOAL | Cluster: Understand place value. | |
| STANDARD / ORGANIZER | KY.1.NBT.2. | Understand the two-digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: (MP.5, MP.7) |
| EXPECTATION | KY.1.NBT.2.a. | 10 can be thought of as a bundle of ten ones—called a “ten.” ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| EXPECTATION | KY.1.NBT.2.b. | The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| EXPECTATION | KY.1.NBT.2.c. | The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight or nine tens (and 0 ones). ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| STRAND | Numbers and Operations in Base Ten | |
| CATEGORY / GOAL | Cluster: Understand place value. | |
| STANDARD / ORGANIZER | KY.1.NBT.3. | Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. (MP.2) ReadyRosie Greater Than I'm Thinking of a Number Location Guess My Number Ten in a Row |
| STRAND | Numbers and Operations in Base Ten | |
| CATEGORY / GOAL | Cluster: Use place value understanding and properties of operations to add and subtract. | |
| STANDARD / ORGANIZER | KY.1.NBT.4. | Add within 100 including adding a two-digit number and a one-digit number. Add a two-digit number and a multiple of 10. (MP.7, MP.2, MP.3) |
| EXPECTATION | KY.1.NBT.4.a. | Add within 100 using… |
| INDICATOR | concrete models or drawings ReadyRosie Car Race Fishing for Tens Ten Dimes |
| INDICATOR | strategies based on place value ReadyRosie Addition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fishing for Doubles Spill the Beans Ten Scoops |
| INDICATOR | properties of operations ReadyRosie Fishing for Doubles |
| INDICATOR | the relationship between addition and subtraction ReadyRosie Ten Dimes |
| STRAND | Numbers and Operations in Base Ten | |
| CATEGORY / GOAL | Cluster: Use place value understanding and properties of operations to add and subtract. | |
| STANDARD / ORGANIZER | KY.1.NBT.4. | Add within 100 including adding a two-digit number and a one-digit number. Add a two-digit number and a multiple of 10. (MP.7, MP.2, MP.3) |
| EXPECTATION | KY.1.NBT.4.b. | Relate the addition strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. ReadyRosie Broken Calculator Keys |
| STRAND | Numbers and Operations in Base Ten | |
| CATEGORY / GOAL | Cluster: Use place value understanding and properties of operations to add and subtract. | |
| STANDARD / ORGANIZER | KY.1.NBT.5. | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. (MP.2, MP.8) ReadyRosie Ten More |
| STRAND | Numbers and Operations in Base Ten | |
| CATEGORY / GOAL | Cluster: Use place value understanding and properties of operations to add and subtract. | |
| STANDARD / ORGANIZER | KY.1.NBT.6. | Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences). (MP.3, MP.5) |
| EXPECTATION | KY.1.NBT.6.a. | Subtract using: |
| INDICATOR | concrete models or drawings ReadyRosie Car Race Fishing for Tens |
| INDICATOR | strategies based on place value ReadyRosie Broken Calculator Keys Car Race Domino Addition Domino Subtraction Roll the Difference Spill the Beans Ten Scoops |
| INDICATOR | properties of operations ReadyRosie Fishing for Doubles |
| INDICATOR | the relationship between addition and subtraction ReadyRosie Ten Dimes |
| STRAND | Measurement and Data | |
| CATEGORY / GOAL | Cluster: Measure lengths indirectly and by iterating length units. | |
| STANDARD / ORGANIZER | KY.1.MD.1. | Order three objects by length; compare the lengths of two objects indirectly by using a third object. (MP.6) ReadyRosie How Far Does It Fly? Hunt and Measure Measurable Me Ramp Car Racing |
| STANDARD / ORGANIZER | KY.1.MD.2. | Express the length of an object as a whole number of same-size length units, by laying multiple copies of a shorter object (the length unit) end to end with no gaps or overlaps. (MP.2, MP.5) ReadyRosie Hunt and Measure |
| STRAND | Measurement and Data | |
| CATEGORY / GOAL | Cluster: Work with time and money. | |
| STANDARD / ORGANIZER | KY.1.MD.3. | Assign values to time and money. (MP.6, MP.8) |
| EXPECTATION | KY.1.MD.3.a. | Tell and write time in hours and half-hours using analog and digital clocks. ReadyRosie Body Clock |
| EXPECTATION | KY.1.MD.3.b. | Identify the coins by values (penny, nickel, dime, quarter). ReadyRosie Counting Coins |
| STRAND | Measurement and Data | |
| CATEGORY / GOAL | Cluster: Understand and apply the statistics process. | |
| STANDARD / ORGANIZER | KY.1.MD.4. | Investigate questions involving categorical data. (MP.1, MP.3, MP.4, MP.6) |
| EXPECTATION | KY.1.MD.4.b. | Determine strategy for gathering data from peers. ReadyRosie Survey Says |
| EXPECTATION | KY.1.MD.4.c. | Organize and represent data in a table/chart with up to three categories. ReadyRosie Survey Says |
| EXPECTATION | KY.1.MD.4.d. | Interpret data to answer questions about the table/chart that connects to the question posed, including total number of data points, how many in each category and how many more or less are in one category than in another. ReadyRosie Survey Says |
| STRAND | Geometry | |
| CATEGORY / GOAL | Cluster: Reason with shapes and their attributes. | |
| STANDARD / ORGANIZER | KY.1.G.1. | Distinguish between defining attributes versus non-defining attributes; build and draw shapes to possess defining attributes. (MP.7) ReadyRosie Mystery Shape |
| STRAND | Geometry | |
| CATEGORY / GOAL | Cluster: Reason with shapes and their attributes. | |
| STANDARD / ORGANIZER | KY.1.G.2. | Compose shapes. (MP.1, MP.4) |
| EXPECTATION | KY.1.G.2.a. | Compose two-dimensional shapes to create rectangles, squares, trapezoids, triangles, half-circles and quarter-circles composite shape and compose new shapes from the composite shapes. ReadyRosie Folding a Blanket Paper Airplane Geometry |
| STRAND | Geometry | |
| CATEGORY / GOAL | Cluster: Reason with shapes and their attributes. | |
| STANDARD / ORGANIZER | KY.1.G.3. | Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths and quarters, and use the phrases half of, fourth of and quarter of. Describe the whole as two of or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. (MP.3, MP.6) ReadyRosie Folding Napkins Making Playdough Together |
| Kentucky Academic Standards |
| Mathematics |
| Grade: 2 - Adopted: 2019 |
| STRAND | Standards for Mathematical Practices | |
| CATEGORY / GOAL | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| CATEGORY / GOAL | MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt One of These Is Not Like the Other |
| CATEGORY / GOAL | MP.4. | Model with mathematics. ReadyRosie Family Math Book Is it Reasonable? When Five is Big |
| CATEGORY / GOAL | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| STRAND | Operations and Algebraic Thinking | |
| CATEGORY / GOAL | Cluster: Represent and solve problems involving addition and subtraction. | |
| STANDARD / ORGANIZER | KY.2.OA.1. | Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions, by using drawings and equations with a symbol for the unknown number to represent the problem. (MP.1, MP.2 and MP.4) ReadyRosie Can I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |
| STRAND | Operations and Algebraic Thinking | |
| CATEGORY / GOAL | Cluster: Add and subtract within 20. | |
| STANDARD / ORGANIZER | KY.2.OA.2. | Fluently add and subtract within 20 using mental strategies. (MP.2, MP.7, MP.8) 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 | Operations and Algebraic Thinking | |
| CATEGORY / GOAL | Cluster: Work with equal groups of objects to gain foundation for multiplication. | |
| STANDARD / ORGANIZER | KY.2.OA.3. | Determine whether a group of objects (up to 20) has an odd or even number of members; write an equation to express an even number as a sum of two equal addends. (MP.2, MP.7) ReadyRosie Even or Odd? |
| STANDARD / ORGANIZER | KY.2.OA.4. | Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. (MP.2, MP.4) ReadyRosie An Array of Brownies I Spy Sums and Products Table Times |
| STRAND | Numbers and Operations in Base Ten | |
| CATEGORY / GOAL | Cluster: Understand place value. | |
| STANDARD / ORGANIZER | KY.2.NBT.1. | Understand that the three digits of a three-digit number represent amounts of hundreds, tens and ones. Understand the following as special cases: (MP.2, MP.7) |
| EXPECTATION | KY.2.NBT.1.a. | 100 can be thought of as a bundle of ten tens—called a “hundred.” ReadyRosie All About My Number How Much to 1,000? Less Than Location Guess My Number Place Value Battle Place Value Dice |
| EXPECTATION | KY.2.NBT.1.b. | The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). ReadyRosie All About My Number How Much to 1,000? Less Than Place Value Battle Place Value Dice |
| STRAND | Numbers and Operations in Base Ten | |
| CATEGORY / GOAL | Cluster: Understand place value. | |
| STANDARD / ORGANIZER | KY.2.NBT.2. | Count forwards and backwards within 1000; skip-count by 5s, 10s and 100s. (MP.8, MP.1, MP.6) ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| STANDARD / ORGANIZER | KY.2.NBT.3. | Read and write numbers to 1000 using base-ten numerals, number names and expanded form. (MP.7) ReadyRosie All About My Number Dollars and Dice Place Value Dice Sneaky Math Note Thousand More |
| STANDARD / ORGANIZER | KY.2.NBT.4. | Compare two three-digit numbers based on meanings of the hundreds, tens and ones digits, using >, =, and < symbols to record the results of comparisons. (MP.1, MP.6) ReadyRosie Greater Than Is it Reasonable? Less Than Location Guess My Number Place Value Battle The Greater Number |
| STRAND | Numbers and Operations in Base Ten | |
| CATEGORY / GOAL | Cluster: Use place value understanding and properties of operations to add and subtract. | |
| STANDARD / ORGANIZER | KY.2.NBT.5. | Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. (MP.2, MP.8) ReadyRosie 2-Digit Addition War Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice Fishing for Doubles How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| STANDARD / ORGANIZER | KY.2.NBT.6. | Add up to four two-digit numbers using strategies based on place value and properties of operations. (MP.2, MP.7) 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 |
| STRAND | Numbers and Operations in Base Ten | |
| CATEGORY / GOAL | Cluster: Use place value understanding and properties of operations to add and subtract. | |
| STANDARD / ORGANIZER | KY.2.NBT.7. | Add and subtract within 1000. (MP.1, MP.5) |
| EXPECTATION | KY.2.NBT.7.a. | Represent and solve addition and subtraction problems using… |
| INDICATOR | concrete models or drawings ReadyRosie Dollars and Dice |
| INDICATOR | strategies based on place value 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? |
| INDICATOR | properties of operations ReadyRosie Fishing for Doubles I Spy Sums and Products Multiplication War |
| INDICATOR | relate drawings and strategies to expressions or equations 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 | Numbers and Operations in Base Ten | |
| CATEGORY / GOAL | Cluster: Use place value understanding and properties of operations to add and subtract. | |
| STANDARD / ORGANIZER | KY.2.NBT.7. | Add and subtract within 1000. (MP.1, MP.5) |
| EXPECTATION | KY.2.NBT.7.b. | Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| STRAND | Numbers and Operations in Base Ten | |
| CATEGORY / GOAL | Cluster: Use place value understanding and properties of operations to add and subtract. | |
| STANDARD / ORGANIZER | KY.2.NBT.8. | Mentally add 10 or 100 to a given number 100–900 and mentally subtract 10 or 100 from a given number 100–900. (MP.7, MP.8) ReadyRosie Dollars and Dice |
| STANDARD / ORGANIZER | KY.2.NBT.9. | Explain why addition and subtraction strategies work, using place value and the properties of operations. (MP.3, MP.7) 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 | Measurement and Data | |
| CATEGORY / GOAL | Cluster: Measure and estimate lengths in standard unit. | |
| STANDARD / ORGANIZER | KY.2.MD.1. | Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks and measuring tapes. (MP.5, MP.6) ReadyRosie Category Hunt How Far Does It Fly? Ramp Car Racing |
| STANDARD / ORGANIZER | KY.2.MD.3. | Estimate lengths using units of inches, feet, yards, centimeters and meters. (MP.2, MP.6) ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| STANDARD / ORGANIZER | KY.2.MD.4. | Measure to determine how much longer one object is than another, expressing the length difference in terms of either a customary or metric standard length unit. (MP.5, MP.6) ReadyRosie How Far Does It Fly? Ramp Car Racing |
| STRAND | Measurement and Data | |
| CATEGORY / GOAL | Cluster: Work with time and money. | |
| STANDARD / ORGANIZER | KY.2.MD.8. | Solve word problems with adding and subtracting within 100, (not using dollars and cents simultaneously) using the ＄and ￠ symbols appropriately (not including decimal notation). (MP.1, MP.5) ReadyRosie Dollars and Dice What's in a Dollar? |
| STRAND | Measurement and Data | |
| CATEGORY / GOAL | Cluster: Understand and apply the statistics process. | |
| STANDARD / ORGANIZER | KY.2.MD.9. | Investigate questions involving measurements. (MP.1, MP.6) |
| EXPECTATION | KY.2.MD.9.b. | Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| STRAND | Geometry | |
| CATEGORY / GOAL | Cluster: Reason with shapes and their attributes. | |
| STANDARD / ORGANIZER | KY.2.G.1. | Recognize and draw shapes having specified attributes, such as a given number of angles or sides. Identify triangles, quadrilaterals, pentagons, hexagons and cubes (identify number of faces). (MP.4, MP.7) ReadyRosie Mystery Shape Paper Airplane Geometry |
| STANDARD / ORGANIZER | KY.2.G.2. | Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. (MP.6, MP.8) ReadyRosie An Array of Brownies |
| STANDARD / ORGANIZER | KY.2.G.3. | Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. (MP.2, MP.3) ReadyRosie Counting Fractions |
| Kentucky Academic Standards |
| Mathematics |
| Grade: 3 - Adopted: 2019 |
| STRAND | Standards for Mathematical Practices | |
| CATEGORY / GOAL | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| CATEGORY / GOAL | MP.2. | Reason abstractly and quantitatively. ReadyRosie That's Crazy! |
| CATEGORY / GOAL | MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt |
| CATEGORY / GOAL | MP.4. | Model with mathematics. ReadyRosie Family Math Book That's Crazy! When Five is Big |
| CATEGORY / GOAL | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| CATEGORY / GOAL | MP.7. | Look for and make use of structure. ReadyRosie That's Crazy! |
| CATEGORY / GOAL | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie That's Crazy! |
| STRAND | Operations and Algebraic Thinking | |
| CATEGORY / GOAL | Cluster: Represent and solve problems involving multiplication and division. | |
| STANDARD / ORGANIZER | KY.3.OA.1. | Interpret and demonstrate products of whole numbers. (MP.1, MP.5) ReadyRosie I Spy Sums and Products Let's Go to 100 Multiplication War Price Per Pound Say it a Different Way |
| STANDARD / ORGANIZER | KY.3.OA.2. | Interpret and demonstrate whole-number quotients of whole numbers, where objects are partitioned into equal shares. (MP.2, MP.5) ReadyRosie Fair Share |
| STANDARD / ORGANIZER | KY.3.OA.3. | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities, by using drawings and equations with a symbol for the unknown number to represent the problem. (MP.1, MP.4) ReadyRosie Can I Stump You? Family Math Book Let's Go to 100 Table Times |
| STANDARD / ORGANIZER | KY.3.OA.4. | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. (MP.6, MP.7) ReadyRosie Math Mind Reading Parts Unknown |
| STRAND | Operations and Algebraic Thinking | |
| CATEGORY / GOAL | Cluster: Understand properties of multiplication and the relationship between multiplication and division. | |
| STANDARD / ORGANIZER | KY.3.OA.5. | Apply properties of operations as strategies to multiply and divide. (MP.3, MP.4) ReadyRosie I Spy Sums and Products Multiplication War |
| STANDARD / ORGANIZER | KY.3.OA.6. | Understand division as an unknown-factor problem. (MP.2) ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |
| STRAND | Operations and Algebraic Thinking | |
| CATEGORY / GOAL | Cluster: Multiply and divide within 100. | |
| STANDARD / ORGANIZER | KY.3.OA.7. | Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. (MP.2, MP.8) ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |
| STRAND | Operations and Algebraic Thinking | |
| CATEGORY / GOAL | Cluster: Solve problems involving the four operations and identify and explain patterns in arithmetic. | |
| STANDARD / ORGANIZER | KY.3.OA.8. | Use various strategies to solve two-step word problems using the four operations (involving only whole numbers with whole number answers). Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (MP.1, MP.4) ReadyRosie Can I Stump You? Family Math Book Input Output Let's Go to 100 Make One Up Restaurant Story Problems Table Times |
| STRAND | Numbers and Operations in Base Ten | |
| CATEGORY / GOAL | Cluster: Use place value understanding and properties of operations to perform multi-digit arithmetic. Note: A range of algorithms may be used. | |
| STANDARD / ORGANIZER | KY.3.NBT.1. | Use place value understanding to round whole numbers to the nearest 10 or 100. (MP.7) ReadyRosie Round Showdown The Greater Number |
| STANDARD / ORGANIZER | KY.3.NBT.2. | Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations and/or the relationship between addition and subtraction. (MP.2, MP.3) 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 | Numbers and Operations—Fractions | |
| CATEGORY / GOAL | Cluster: Develop understanding of fractions as numbers. Note: grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6 and 8. | |
| STANDARD / ORGANIZER | KY.3.NF.1. | Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. (MP.2, MP.7) ReadyRosie Fractions on a Number Line Shape Up! |
| STRAND | Numbers and Operations—Fractions | |
| CATEGORY / GOAL | Cluster: Develop understanding of fractions as numbers. Note: grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6 and 8. | |
| STANDARD / ORGANIZER | KY.3.NF.3. | Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. (MP.2, MP.3) |
| EXPECTATION | KY.3.NF.3.a. | Understand two fractions as equivalent (equal) if they are the same size, or same point on a number line. ReadyRosie Sharing an Apple |
| EXPECTATION | KY.3.NF.3.b. | Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent through writing or drawing. ReadyRosie Sharing an Apple |
| EXPECTATION | KY.3.NF.3.c. | Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers. ReadyRosie Fractions on a Number Line Shape Up! |
| EXPECTATION | KY.3.NF.3.d. | Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions. ReadyRosie Fractions on a Number Line |
| STRAND | Measurement and Data | |
| CATEGORY / GOAL | Cluster: Solve problems involving measurement and estimation of intervals of time, liquid volumes and masses of objects. | |
| STANDARD / ORGANIZER | KY.3.MD.1. | Tell and write time to the nearest minute and measure elapsed time intervals in minutes. Solve word problems involving addition and subtraction of time intervals within and across the hour in minutes. (MP.4, MP.6, MP.1, MP.4) ReadyRosie Now is the Time |
| STRAND | Measurement and Data | |
| CATEGORY / GOAL | Cluster: Solve problems involving measurement and estimation of intervals of time, liquid volumes and masses of objects. | |
| STANDARD / ORGANIZER | KY.3.MD.2. | Measure and solve problems involving mass and liquid volume. (MP.1, MP.6) |
| EXPECTATION | KY.3.MD.2.a. | Measure and estimate masses and liquid volumes of objects using standard units of grams (g), kilograms (kg) and liters (L). ReadyRosie Cooking Estimation Double the Recipe Reading Recipes |
| EXPECTATION | KY.3.MD.2.b. | Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units. ReadyRosie Cooking Estimation Double the Recipe Reading Recipes |
| STRAND | Measurement and Data | |
| CATEGORY / GOAL | Cluster: Understand and apply the statistics process. | |
| STANDARD / ORGANIZER | KY.3.MD.3. | Investigate questions involving categorical data. (MP.3, MP.5, MP.6) |
| EXPECTATION | KY.3.MD.3.b. | Create a scaled pictograph and a scaled bar graph to represent a data set (using technology or by hand). ReadyRosie Graphing Walking Goals |
| STRAND | Measurement and Data | |
| CATEGORY / GOAL | Cluster: Understand and apply the statistics process. | |
| STANDARD / ORGANIZER | KY.3.MD.4. | Investigate questions involving numerical data. (MP.1, MP.3, MP.6) |
| EXPECTATION | KY.3.MD.4.b. | Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| STRAND | Measurement and Data | |
| CATEGORY / GOAL | Cluster: Geometric measurement: understanding concepts of area and relate area to multiplication and to addition. | |
| STANDARD / ORGANIZER | KY.3.MD.5. | Recognize area as an attribute of plane figures and understand concepts of area measurement. (MP.5) ReadyRosie Cracker Perimeter & Area |
| STANDARD / ORGANIZER | KY.3.MD.6. | Measure areas by counting unit squares (square cm, square m, square in, square ft. and improvised units). (MP.5, MP.6) ReadyRosie Cracker Perimeter & Area |
| STRAND | Measurement and Data | |
| CATEGORY / GOAL | Cluster: Geometric measurement: understanding concepts of area and relate area to multiplication and to addition. | |
| STANDARD / ORGANIZER | KY.3.MD.7. | Relate area to the operations of multiplication and addition. (MP.1, MP.8) |
| EXPECTATION | KY.3.MD.7.b. | Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems and represent whole-number products as rectangular areas in mathematical reasoning. ReadyRosie An Array of Brownies |
| EXPECTATION | KY.3.MD.7.c. | Use tiling to show in a concrete case the area of a rectangle with whole-number side lengths a and b+c is the sum of a×b and a×c. Use area models to represent the distributive property in mathematical reasoning. ReadyRosie I Spy Sums and Products |
| STRAND | Measurement and Data | |
| CATEGORY / GOAL | Cluster: Geometric measurement: Recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. | |
| STANDARD / ORGANIZER | KY.3.MD.8. | Solve real world and mathematical problems involving perimeters of polygons. (MP.1, MP.4) |
| EXPECTATION | KY.3.MD.8.b. | Find an unknown side length, given the perimeter and some lengths. ReadyRosie Cracker Perimeter & Area |
| STRAND | Geometry | |
| CATEGORY / GOAL | Cluster: Reason with shapes and their attributes. | |
| STANDARD / ORGANIZER | KY.3.G.2. | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. (MP.2, MP.5) ReadyRosie Counting Fractions Shape Up! |
| Kentucky Academic Standards |
| Science |
| Grade: K - Adopted: 2013 |
| STRAND | KY.K.B. | Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment |
| CATEGORY / GOAL | Students who demonstrate understanding can: | |
| STANDARD / ORGANIZER | K-LS1-1. | Use observations to describe patterns of what plants and animals (including humans) need to survive. ReadyRosie Family Sensory Walk |
| STANDARD / ORGANIZER | 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 | KY.K-2.A. | Engineering Design |
| CATEGORY / GOAL | Students who demonstrate understanding can: | |
| STANDARD / ORGANIZER | K-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 |
| STANDARD / ORGANIZER | K-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 |
| Kentucky Academic Standards |
| Science |
| Grade: 1 - Adopted: 2013 |
| STRAND | KY.1.B. | Structure, Function, and Information Processing |
| CATEGORY / GOAL | Students who demonstrate understanding can: | |
| STANDARD / ORGANIZER | 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 | KY.K-2.A. | Engineering Design |
| CATEGORY / GOAL | Students who demonstrate understanding can: | |
| STANDARD / ORGANIZER | K-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 |
| STANDARD / ORGANIZER | K-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 |
| Kentucky Academic Standards |
| Science |
| Grade: 2 - Adopted: 2013 |
| STRAND | KY.K-2.A. | Engineering Design |
| CATEGORY / GOAL | Students who demonstrate understanding can: | |
| STANDARD / ORGANIZER | K-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 |
| STANDARD / ORGANIZER | K-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 |
| Kentucky Academic Standards |
| Science |
| Grade: 3 - Adopted: 2013 |
| STRAND | KY.3-5.A. | Engineering Design |
| CATEGORY / GOAL | Students who demonstrate understanding can: | |
| STANDARD / ORGANIZER | 3-5-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 |