Tennessee Academic Standards
| Main Criteria: Tennessee Academic Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Health and PE, Language Arts, Mathematics, Science | ||
| Grades: K, 1, 2, 3 | ||
| Correlation Options: Show Correlated | ||
| Tennessee Academic Standards |
| Health and PE |
| Grade: K - Adopted: 2008 |
| STRAND / STANDARD / COURSE | TN.HE. | Health Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | HE.1: | Personal Health and Wellness: The student will demonstrate the ability to implement decision making and goal setting skills to promote his/her personal health and wellness, thereby enhancing quality of life for himself/herself and those around him/her. |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.1. | The student will define ''choices'' and ''consequences''; ReadyRosie Brushing Your Teeth |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.2. | The student will identify trusted adult(s) to consult before making a choice; ReadyRosie All About My Family Family Poem |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.3. | The student will identify questions to ask during the process of making a choice (e.g. Is it healthful? Is it safe? Is it legal? Do I show respect for myself and others? Do I follow family rules? Do I show good character?); ReadyRosie Survey Says What Do I Like? |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.4. | The student will identify personal goals and standards for healthy living; ReadyRosie Setting Summer Learning Goals |
| STRAND / STANDARD / COURSE | TN.HE. | Health Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | HE.2: | Personal Health and Wellness: The student will understand the importance of personal hygiene practices as related to healthy living. |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.1. | The student will demonstrate essential personal hygiene practices; ReadyRosie Brushing Your Teeth |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.2. | The student will identify the importance of good versus poor personal hygiene practices; ReadyRosie Brushing Your Teeth |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.3. | The student will explain the importance of not sharing personal hygiene items (toothbrush, combs, brushes); ReadyRosie Brushing Your Teeth |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.4. | The student will describe physical/emotional/social health implications of personal hygiene. ReadyRosie Brushing Your Teeth |
| STRAND / STANDARD / COURSE | TN.HE. | Health Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | HE.6: | Family Life: The student will understand the contributions of family relationships to healthy living. |
| GUIDING QUESTION / LEARNING EXPECTATION | 6.1. | The student will describe the various types of family structures; ReadyRosie School Routine Practice Story of Your Name Write a Favorite Family Recipe |
| GUIDING QUESTION / LEARNING EXPECTATION | 6.2. | The student will explain that family structures vary and can change; ReadyRosie School Routine Practice Story of Your Name Write a Favorite Family Recipe |
| GUIDING QUESTION / LEARNING EXPECTATION | 6.3. | The student will identify common goals and values found in family structures; ReadyRosie School Routine Practice Sharing Chores and Your Day Story of Your Name Write a Favorite Family Recipe |
| GUIDING QUESTION / LEARNING EXPECTATION | 6.4. | The student will identify ways children can contribute to healthy family life; ReadyRosie School Routine Practice Sharing Chores and Your Day Story of Your Name Write a Favorite Family Recipe |
| GUIDING QUESTION / LEARNING EXPECTATION | 6.5. | The student will identify how changes in the family can influence emotions; ReadyRosie School Routine Practice Sharing Chores and Your Day Story of Your Name Write a Favorite Family Recipe |
| GUIDING QUESTION / LEARNING EXPECTATION | 6.6. | The student will understand that cultural differences exist and influence family customs. ReadyRosie School Routine Practice Sharing Chores and Your Day Story of Your Name Write a Favorite Family Recipe |
| STRAND / STANDARD / COURSE | TN.HE. | Health Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | HE.8: | Emotional, Social, and Mental Health: The student will understand the importance of positive self-concept and interpersonal relationships for healthy living. |
| GUIDING QUESTION / LEARNING EXPECTATION | 8.1. | The student will explain that feelings can be expressed in different ways; ReadyRosie Emotion Meter Scale Family Poem Feelings Charades School Routine Practice What Do I Like? |
| GUIDING QUESTION / LEARNING EXPECTATION | 8.2. | The student will name and describe qualities and characteristics that make all individuals unique; ReadyRosie Favorite People Place Cards Story of Your Name |
| GUIDING QUESTION / LEARNING EXPECTATION | 8.3. | The student will identify the importance of developing and maintaining healthy relationships. ReadyRosie Family Poem Make a Card |
| STRAND / STANDARD / COURSE | TN.HE. | Health Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | HE.14: | Environmental and Community Health: The student will recognize environmental practices, products and resources that affect personal and community health and promotes healthy living. |
| GUIDING QUESTION / LEARNING EXPECTATION | 14.5. | The student will describe the importance of community organizations to healthy living; ReadyRosie Super Kindness |
| GUIDING QUESTION / LEARNING EXPECTATION | 14.6. | The student will identify resources and facilities in the community that promote healthy living. ReadyRosie Super Kindness |
| STRAND / STANDARD / COURSE | TN.PE. | Physical Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | PE.5: | Personal and Social Responsibility: A physically educated person exhibits responsible personal and social behavior that respects self and others in physical activity settings. |
| GUIDING QUESTION / LEARNING EXPECTATION | 5.1. | The student will follow, with few reminders, activity-specific rules and procedures ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| GUIDING QUESTION / LEARNING EXPECTATION | 5.2. | The student will cooperate with others regardless of personal differences in skill, gender, disability, socioeconomic level and ethnicity ReadyRosie Clap and Count Favorite People Place Cards Super Kindness |
| GUIDING QUESTION / LEARNING EXPECTATION | 5.3. | The student will treat others with respect during physical activity ReadyRosie Conversation Starters Fishing for Tens |
| GUIDING QUESTION / LEARNING EXPECTATION | 5.4. | The student will resolve conflicts in socially acceptable ways ReadyRosie Fishing for Tens How can I stop my kids from fighting? |
| GUIDING QUESTION / LEARNING EXPECTATION | 5.5. | The student will work independently and on-task ReadyRosie Routine Strategy: Transition Timer |
| STRAND / STANDARD / COURSE | TN.PE. | Physical Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | PE.6: | Values Physical Activity: A physically educated person values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. |
| GUIDING QUESTION / LEARNING EXPECTATION | 6.4. | The student will express feelings about and during physical activity ReadyRosie Emotion Meter Scale |
| Tennessee Academic Standards |
| Health and PE |
| Grade: 1 - Adopted: 2008 |
| STRAND / STANDARD / COURSE | TN.HE. | Health Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | HE.1: | Personal Health and Wellness: The student will demonstrate the ability to implement decision making and goal setting skills to promote his/her personal health and wellness, thereby enhancing quality of life for himself/herself and those around him/her. |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.1. | The student will define ''choices'' and ''consequences''; ReadyRosie Brushing Your Teeth |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.2. | The student will identify trusted adult(s) to consult before making a choice; ReadyRosie All About My Family Family Poem |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.3. | The student will identify questions to ask during the process of making a choice (e.g. Is it healthful? Is it safe? Is it legal? Do I show respect for myself and others? Do I follow family rules? Do I show good character?); ReadyRosie Survey Says What Do I Like? |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.4. | The student will identify personal goals and standards for healthy living; ReadyRosie Setting Summer Learning Goals |
| STRAND / STANDARD / COURSE | TN.HE. | Health Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | HE.2: | Personal Health and Wellness: The student will understand the importance of personal hygiene practices as related to healthy living. |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.1. | The student will demonstrate essential personal hygiene practices; ReadyRosie Brushing Your Teeth |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.2. | The student will identify the importance of good versus poor personal hygiene practices; ReadyRosie Brushing Your Teeth |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.3. | The student will explain the importance of not sharing personal hygiene items (toothbrush, combs, brushes); ReadyRosie Brushing Your Teeth |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.4. | The student will describe physical/emotional/social health implications of personal hygiene. ReadyRosie Brushing Your Teeth |
| STRAND / STANDARD / COURSE | TN.HE. | Health Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | HE.6: | Family Life: The student will understand the contributions of family relationships to healthy living. |
| GUIDING QUESTION / LEARNING EXPECTATION | 6.1. | The student will describe the various types of family structures; ReadyRosie I Love My Family Because... School Routine Practice Story of Your Name Write a Favorite Family Recipe |
| GUIDING QUESTION / LEARNING EXPECTATION | 6.2. | The student will explain that family structures vary and can change; ReadyRosie I Love My Family Because... School Routine Practice Story of Your Name Write a Favorite Family Recipe |
| GUIDING QUESTION / LEARNING EXPECTATION | 6.3. | The student will identify common goals and values found in family structures; ReadyRosie I Love My Family Because... School Routine Practice Sharing Chores and Your Day Story of Your Name Write a Favorite Family Recipe |
| GUIDING QUESTION / LEARNING EXPECTATION | 6.4. | The student will identify ways children can contribute to healthy family life; ReadyRosie I Love My Family Because... School Routine Practice Sharing Chores and Your Day Story of Your Name Write a Favorite Family Recipe |
| GUIDING QUESTION / LEARNING EXPECTATION | 6.5. | The student will identify how changes in the family can influence emotions; ReadyRosie I Love My Family Because... School Routine Practice Sharing Chores and Your Day Story of Your Name Write a Favorite Family Recipe |
| GUIDING QUESTION / LEARNING EXPECTATION | 6.6. | The student will understand that cultural differences exist and influence family customs. ReadyRosie I Love My Family Because... School Routine Practice Sharing Chores and Your Day Story of Your Name Write a Favorite Family Recipe |
| STRAND / STANDARD / COURSE | TN.HE. | Health Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | HE.8: | Emotional, Social, and Mental Health: The student will understand the importance of positive self-concept and interpersonal relationships for healthy living. |
| GUIDING QUESTION / LEARNING EXPECTATION | 8.1. | The student will explain that feelings can be expressed in different ways; 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 |
| GUIDING QUESTION / LEARNING EXPECTATION | 8.2. | The student will name and describe qualities and characteristics that make all individuals unique; ReadyRosie Inside Outside Traits Story of Your Name |
| GUIDING QUESTION / LEARNING EXPECTATION | 8.3. | The student will identify the importance of developing and maintaining healthy relationships. ReadyRosie Family Poem I Love My Family Because... Make a Card |
| STRAND / STANDARD / COURSE | TN.HE. | Health Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | HE.14: | Environmental and Community Health: The student will recognize environmental practices, products and resources that affect personal and community health and promotes healthy living. |
| GUIDING QUESTION / LEARNING EXPECTATION | 14.5. | The student will describe the importance of community organizations to healthy living; ReadyRosie I Love My Family Because... Super Kindness |
| GUIDING QUESTION / LEARNING EXPECTATION | 14.6. | The student will identify resources and facilities in the community that promote healthy living. ReadyRosie I Love My Family Because... Super Kindness |
| STRAND / STANDARD / COURSE | TN.PE. | Physical Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | PE.5: | Personal and Social Responsibility: A physically educated person exhibits responsible personal and social behavior that respects self and others in physical activity settings. |
| GUIDING QUESTION / LEARNING EXPECTATION | 5.1. | The student will follow, with few reminders, activity-specific rules and procedures ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| GUIDING QUESTION / LEARNING EXPECTATION | 5.2. | The student will cooperate with others regardless of personal differences in skill, gender, disability, socioeconomic level and ethnicity ReadyRosie Clap and Count Folding a Blanket Super Kindness |
| GUIDING QUESTION / LEARNING EXPECTATION | 5.3. | The student will treat others with respect during physical activity ReadyRosie Conversation Starters Fishing for Tens I Love My Family Because... |
| GUIDING QUESTION / LEARNING EXPECTATION | 5.4. | The student will resolve conflicts in socially acceptable ways ReadyRosie Fishing for Tens How can I stop my kids from fighting? |
| GUIDING QUESTION / LEARNING EXPECTATION | 5.5. | The student will work independently and on-task ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| STRAND / STANDARD / COURSE | TN.PE. | Physical Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | PE.6: | Values Physical Activity: A physically educated person values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. |
| GUIDING QUESTION / LEARNING EXPECTATION | 6.4. | The student will express feelings about and during physical activity ReadyRosie Emotion Meter Scale |
| Tennessee Academic Standards |
| Health and PE |
| Grade: 2 - Adopted: 2008 |
| STRAND / STANDARD / COURSE | TN.HE. | Health Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | HE.1: | Personal Health and Wellness: The student will demonstrate the ability to implement decision making and goal setting skills to promote his/her personal health and wellness, thereby enhancing quality of life for himself/herself and those around him/her. |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.1. | The student will define ''choices'' and ''consequences''; ReadyRosie Brushing Your Teeth |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.2. | The student will identify trusted adult(s) to consult before making a choice; ReadyRosie Family Poem This Is Important Who Are Your Heroes? |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.4. | The student will identify personal goals and standards for healthy living; ReadyRosie Setting Summer Learning Goals |
| STRAND / STANDARD / COURSE | TN.HE. | Health Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | HE.2: | Personal Health and Wellness: The student will understand the importance of personal hygiene practices as related to healthy living. |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.1. | The student will demonstrate essential personal hygiene practices; ReadyRosie Brushing Your Teeth |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.2. | The student will identify the importance of good versus poor personal hygiene practices; ReadyRosie Brushing Your Teeth |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.3. | The student will explain the importance of not sharing personal hygiene items (toothbrush, combs, brushes); ReadyRosie Brushing Your Teeth |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.4. | The student will describe physical/emotional/social health implications of personal hygiene. ReadyRosie Brushing Your Teeth |
| STRAND / STANDARD / COURSE | TN.HE. | Health Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | HE.6: | Family Life: The student will understand the contributions of family relationships to healthy living. |
| GUIDING QUESTION / LEARNING EXPECTATION | 6.1. | The student will describe the various types of family structures; ReadyRosie I Love My Family Because... Story of Your Name Write a Favorite Family Recipe |
| GUIDING QUESTION / LEARNING EXPECTATION | 6.2. | The student will explain that family structures vary and can change; ReadyRosie I Love My Family Because... Story of Your Name Write a Favorite Family Recipe |
| GUIDING QUESTION / LEARNING EXPECTATION | 6.3. | The student will identify common goals and values found in family structures; ReadyRosie I Love My Family Because... Sharing Chores and Your Day Story of Your Name Write a Favorite Family Recipe |
| GUIDING QUESTION / LEARNING EXPECTATION | 6.4. | The student will identify ways children can contribute to healthy family life; ReadyRosie I Love My Family Because... Sharing Chores and Your Day Story of Your Name Write a Favorite Family Recipe |
| GUIDING QUESTION / LEARNING EXPECTATION | 6.5. | The student will identify how changes in the family can influence emotions; ReadyRosie I Love My Family Because... Sharing Chores and Your Day Story of Your Name Write a Favorite Family Recipe |
| GUIDING QUESTION / LEARNING EXPECTATION | 6.6. | The student will understand that cultural differences exist and influence family customs. ReadyRosie I Love My Family Because... Sharing Chores and Your Day Story of Your Name Write a Favorite Family Recipe |
| STRAND / STANDARD / COURSE | TN.HE. | Health Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | HE.8: | Emotional, Social, and Mental Health: The student will understand the importance of positive self-concept and interpersonal relationships for healthy living. |
| GUIDING QUESTION / LEARNING EXPECTATION | 8.1. | The student will explain that feelings can be expressed in different ways; 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? |
| GUIDING QUESTION / LEARNING EXPECTATION | 8.2. | The student will name and describe qualities and characteristics that make all individuals unique; ReadyRosie Inside Outside Traits Story of Your Name |
| GUIDING QUESTION / LEARNING EXPECTATION | 8.3. | The student will identify the importance of developing and maintaining healthy relationships. ReadyRosie Family Poem I Love My Family Because... |
| STRAND / STANDARD / COURSE | TN.HE. | Health Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | HE.14: | Environmental and Community Health: The student will recognize environmental practices, products and resources that affect personal and community health and promotes healthy living. |
| GUIDING QUESTION / LEARNING EXPECTATION | 14.5. | The student will describe the importance of community organizations to healthy living; ReadyRosie I Love My Family Because... Super Kindness Who Are Your Heroes? |
| GUIDING QUESTION / LEARNING EXPECTATION | 14.6. | The student will identify resources and facilities in the community that promote healthy living. ReadyRosie I Love My Family Because... Super Kindness Who Are Your Heroes? |
| STRAND / STANDARD / COURSE | TN.PE. | Physical Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | PE.5: | Personal and Social Responsibility: A physically educated person exhibits responsible personal and social behavior that respects self and others in physical activity settings. |
| GUIDING QUESTION / LEARNING EXPECTATION | 5.1. | The student will follow, with few reminders, activity-specific rules and procedures ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer Subtraction War |
| GUIDING QUESTION / LEARNING EXPECTATION | 5.2. | The student will cooperate with others regardless of personal differences in skill, gender, disability, socioeconomic level and ethnicity ReadyRosie Fair Share Super Kindness |
| GUIDING QUESTION / LEARNING EXPECTATION | 5.3. | The student will treat others with respect during physical activity ReadyRosie Conversation Starters I Love My Family Because... Subtraction War This Is Important |
| GUIDING QUESTION / LEARNING EXPECTATION | 5.4. | The student will resolve conflicts in socially acceptable ways ReadyRosie How can I stop my kids from fighting? Subtraction War |
| GUIDING QUESTION / LEARNING EXPECTATION | 5.5. | The student will work independently and on-task ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| STRAND / STANDARD / COURSE | TN.PE. | Physical Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | PE.6: | Values Physical Activity: A physically educated person values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. |
| GUIDING QUESTION / LEARNING EXPECTATION | 6.4. | The student will express feelings about and during physical activity ReadyRosie Emotion Meter Scale |
| Tennessee Academic Standards |
| Health and PE |
| Grade: 3 - Adopted: 2008 |
| STRAND / STANDARD / COURSE | TN.HE. | Health Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | HE.1: | Personal Health and Wellness: The student will demonstrate the ability to implement decision making and goal setting skills to promote his/her personal health and wellness, thereby enhancing quality of life for himself/herself and those around him/her. |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.2. | The student will identify the benefits of forming personal goals, values and standards; ReadyRosie Celebrate Learning Routine Strategy: Chore Chart Setting Summer Learning Goals Write About a Family Tradition |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.3. | The student will identify the influences that help an individuals form personal goals, values and standards; ReadyRosie Routine Strategy: Chore Chart Write About a Family Tradition |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.4. | The student will apply the decision-making process in developing personal goals and standards that affect family life; ReadyRosie Celebrate Learning Routine Strategy: Chore Chart Setting Summer Learning Goals Sharing Chores and Your Day |
| STRAND / STANDARD / COURSE | TN.HE. | Health Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | HE.2: | Personal Health and Wellness: The student will understand the importance of personal hygiene practices as related to healthy living. |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.1. | The student will demonstrate the importance of personal hygiene practices; ReadyRosie Brushing Your Teeth |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.2. | The student will describe physical/emotional/social health implications of personal hygiene; ReadyRosie Brushing Your Teeth |
| STRAND / STANDARD / COURSE | TN.HE. | Health Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | HE.6: | Family Life: The student will understand the contributions of family relationships to healthy living. |
| GUIDING QUESTION / LEARNING EXPECTATION | 6.1. | The student will identify all families as unique; ReadyRosie I Love My Family Because... Sharing Chores and Your Day Story of Your Name Write a Favorite Family Recipe |
| GUIDING QUESTION / LEARNING EXPECTATION | 6.2. | The student will demonstrate respect for the responsibilities of each person within the family; ReadyRosie I Love My Family Because... Sharing Chores and Your Day Story of Your Name Write a Favorite Family Recipe |
| GUIDING QUESTION / LEARNING EXPECTATION | 6.3. | The student will identify how to improve family relationships; ReadyRosie Sharing Chores and Your Day |
| GUIDING QUESTION / LEARNING EXPECTATION | 6.5. | The student will discuss ways that changes in the family can affect emotions; ReadyRosie I Love My Family Because... Sharing Chores and Your Day Story of Your Name Write a Favorite Family Recipe |
| GUIDING QUESTION / LEARNING EXPECTATION | 6.6. | The student will understand cultural differences exist and influence family customs. ReadyRosie I Love My Family Because... Sharing Chores and Your Day Story of Your Name Write a Favorite Family Recipe |
| STRAND / STANDARD / COURSE | TN.HE. | Health Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | HE.8: | Emotional, Social, and Mental Health: The student will understand the importance of positive self-concept and interpersonal relationships for healthy living. |
| GUIDING QUESTION / LEARNING EXPECTATION | 8.1. | The student will describe how feelings affect behavior; ReadyRosie Emotion Meter Scale Family Poem Feelings Charades Freeze Dance I Love My Family Because... Inside Outside Traits This Is Important Who Are Your Heroes? |
| GUIDING QUESTION / LEARNING EXPECTATION | 8.2. | The student will demonstrate respect for the unique qualities of self and others; ReadyRosie Story of Your Name |
| GUIDING QUESTION / LEARNING EXPECTATION | 8.3. | The student will describe characteristics to be a responsible friend and family member; ReadyRosie Family Poem I Love My Family Because... Sharing Chores and Your Day |
| STRAND / STANDARD / COURSE | TN.HE. | Health Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | HE.14: | Environmental and Community Health: The student will recognize environmental practices, products and resources that affect personal and community health and promotes healthy living. |
| GUIDING QUESTION / LEARNING EXPECTATION | 14.5. | The student will explain the importance of community organizations to healthy living; ReadyRosie I Love My Family Because... Super Kindness Who Are Your Heroes? |
| GUIDING QUESTION / LEARNING EXPECTATION | 14.6. | The student will identify resources and facilities in the community that promote healthy living; ReadyRosie I Love My Family Because... Super Kindness Who Are Your Heroes? |
| STRAND / STANDARD / COURSE | TN.PE. | Physical Education |
| CONCEPTUAL STRAND / GUIDING QUESTION | PE.5: | Personal and Social Responsibility: A physically educated person exhibits responsible personal and social behavior that respects self and others in physical activity settings. |
| GUIDING QUESTION / LEARNING EXPECTATION | 5.1. | The student will apply rules, procedures and safe practices ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer |
| GUIDING QUESTION / LEARNING EXPECTATION | 5.2. | The student will cooperate with others regardless of personal differences in skill, gender, disability, socioeconomic level and ethnicity ReadyRosie Fair Share Super Kindness |
| GUIDING QUESTION / LEARNING EXPECTATION | 5.4. | The student will treat others with respect during physical activity ReadyRosie Conversation Starters I Love My Family Because... This Is Important |
| GUIDING QUESTION / LEARNING EXPECTATION | 5.5. | The student will resolve conflicts in socially acceptable ways ReadyRosie How can I stop my kids from fighting? |
| GUIDING QUESTION / LEARNING EXPECTATION | 5.6. | The student will work independently and on-task ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| Tennessee Academic Standards |
| Language Arts |
| Grade: K - Adopted: 2016 |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.FL.PC. | Print Concepts |
| GUIDING QUESTION / LEARNING EXPECTATION | K.FL.PC.1. | Demonstrate understanding of the organization and basic features of print. |
| LEARNING EXPECTATION | K.FL.PC.1.a. | Follow words from left to right, top to bottom, and page-by-page. ReadyRosie Environmental Print Reading Strategy: Using Your Reading Finger |
| LEARNING EXPECTATION | K.FL.PC.1.c. | Understand that words are separated by spaces in print; demonstrate one-to-one correspondence between voice and print. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Reading Strategy: Using Your Reading Finger Super Hero Names |
| LEARNING EXPECTATION | K.FL.PC.1.d. | Recognize and name all upper and lowercase letters of the alphabet in isolation and in connected text. ReadyRosie Alphabet Dice Game I Went to the Zoo and Saw Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound |
| LEARNING EXPECTATION | K.FL.PC.1.e. | Distinguish between pictures and words. ReadyRosie Books I Like Environmental Print How Far Does It Fly? Isn't That Bold? Reading Strategies: Look at the Picture Retelling the Story Wordless Picture Books |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.FL.PA. | Phonological Awareness |
| GUIDING QUESTION / LEARNING EXPECTATION | K.FL.PA.2. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| LEARNING EXPECTATION | K.FL.PA.2.a. | Recognize and begin to produce rhyming words. ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |
| LEARNING EXPECTATION | K.FL.PA.2.c. | Blend and segment onsets and rimes of single-syllable spoken words. ReadyRosie Reading Strategy: Chunk the Word |
| LEARNING EXPECTATION | K.FL.PA.2.d. | Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in two- and three-phoneme (VC or CVC) words, excluding CVC words ending with /l/, /r/, or /x/. ReadyRosie Family Alliteration Name Game Stinkle, Stinkle, Stittle Star Super Hero Names |
| LEARNING EXPECTATION | K.FL.PA.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 / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.FL.PWR. | Phonics and Word Recognition |
| GUIDING QUESTION / LEARNING EXPECTATION | K.FL.PWR.3. | Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text. |
| LEARNING EXPECTATION | K.FL.PWR.3.a. | Demonstrate knowledge of one-to-one letter sound correspondence by producing the most frequent sound for each consonant. ReadyRosie All About My Family Alphabet Dice Game I Found This Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Super Hero Names You Know It! |
| LEARNING EXPECTATION | K.FL.PWR.3.b. | Associate the long and short phonemes with common spellings for the five major vowels. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| LEARNING EXPECTATION | K.FL.PWR.3.c. | Read common high-frequency words by sight. ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| LEARNING EXPECTATION | K.FL.PWR.3.d. | Decode regularly spelled CVC words. ReadyRosie Favorite People Place Cards |
| LEARNING EXPECTATION | K.FL.PWR.3.e. | Distinguish between similarly spelled words by identifying the letters that differ. ReadyRosie Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.FL.WC. | Word Composition |
| GUIDING QUESTION / LEARNING EXPECTATION | K.FL.WC.4. | Know and apply grade-level phonics and word analysis skills when encoding words; write legibly. |
| LEARNING EXPECTATION | K.FL.WC.4.a. | Write uppercase and lowercase manuscript letters from memory. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound |
| LEARNING EXPECTATION | K.FL.WC.4.b. | Write a letter/letters for most consonant and short vowel sounds (phonemes). 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 You Know It! |
| LEARNING EXPECTATION | K.FL.WC.4.d. | Spell VC (at, in) and CVC (pet, mud) words with short vowels; spell V (a, I) and CV (be, go) words with long vowels. ReadyRosie Favorite People Place Cards |
| LEARNING EXPECTATION | K.FL.WC.4.e. | Identify the letters used to represent vowel phonemes and those used to represent consonants; know that every syllable has a vowel. 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 You Know It! |
| LEARNING EXPECTATION | K.FL.WC.4.f. | Write some common, frequently used words (am, and, like, the). ReadyRosie Make an Invitation Write Me a Story |
| LEARNING EXPECTATION | K.FL.WC.4.g. | Print many upper and lowercase letters. ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.FL.F. | Fluency |
| GUIDING QUESTION / LEARNING EXPECTATION | K.FL.F.5. | Read with sufficient accuracy and fluency to support comprehension. |
| LEARNING EXPECTATION | K.FL.F.5.a. | Read emergent-reader texts with purpose and understanding. ReadyRosie Daily Reading Routines Making Connections My Library List Pattern Books Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.FL.SC. | Sentence Composition |
| GUIDING QUESTION / LEARNING EXPECTATION | K.FL.SC.6. | Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing with adult support. |
| LEARNING EXPECTATION | K.FL.SC.6.a. | With modeling or verbal prompts, orally produce complete sentences. ReadyRosie Guess Who Simon Says Who's Coming to Dinner? Write Me a Story |
| LEARNING EXPECTATION | K.FL.SC.6.b. | Follow one-to-one correspondence between voice and print when writing a sentence. ReadyRosie Captioning Your Childhood Guess Who Simon Says Who's Coming to Dinner? Write Me a Story |
| LEARNING EXPECTATION | K.FL.SC.6.c. | Use frequently occurring nouns and verbs when speaking and in shared language activities. ReadyRosie Sharing Chores and Your Day Simon Says Who Am I? Who's Coming to Dinner? |
| LEARNING EXPECTATION | K.FL.SC.6.d. | Form regular plural nouns when speaking and in shared language activities. ReadyRosie Sharing Chores and Your Day Simon Says Who Am I? Who's Coming to Dinner? |
| LEARNING EXPECTATION | K.FL.SC.6.e. | Understand and use question words (interrogatives) when speaking and in shared language activities. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| LEARNING EXPECTATION | K.FL.SC.6.f. | Use the most frequently occurring prepositions when speaking and in shared language activities. ReadyRosie Sharing Chores and Your Day Simon Says Who Am I? Who's Coming to Dinner? |
| LEARNING EXPECTATION | K.FL.SC.6.g. | Produce and expand complete sentences in shared language activities. ReadyRosie Guess Who Simon Says Who's Coming to Dinner? Write Me a Story |
| LEARNING EXPECTATION | K.FL.SC.6.h. | Capitalize the first word in a sentence and the pronoun I. ReadyRosie Make an Invitation |
| LEARNING EXPECTATION | K.FL.SC.6.i. | Recognize and name end punctuation. ReadyRosie Isn't That Bold? |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.FL.VA. | Vocabulary Acquisition |
| GUIDING QUESTION / LEARNING EXPECTATION | FL.VA.7. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. |
| LEARNING EXPECTATION | K.FL.VA.7a. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Kindergarten conversations, reading, and content. |
| INDICATOR | K.FL.VA.7a.i. | Identify new meanings for familiar words and apply them accurately. 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 / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.FL.VA. | Vocabulary Acquisition |
| GUIDING QUESTION / LEARNING EXPECTATION | FL.VA.7. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. |
| LEARNING EXPECTATION | K.FL.VA.7b. | With guidance and support from adults, explore word relationships and nuances in word meanings. |
| INDICATOR | K.FL.VA.7b.i. | Sort common objects into categories to gain a sense of the concepts the categories represent. ReadyRosie Guess the Group |
| INDICATOR | K.FL.VA.7b.ii. | Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites. ReadyRosie Speedy Synonyms |
| INDICATOR | K.FL.VA.7b.iii. | Make real-life connections between words and their use. 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 |
| INDICATOR | K.FL.VA.7b.iv. | Distinguish shades of meaning among verbs describing the same general action. ReadyRosie Nursery Rhymes |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.FL.VA. | Vocabulary Acquisition |
| GUIDING QUESTION / LEARNING EXPECTATION | FL.VA.7. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. |
| LEARNING EXPECTATION | K.FL.VA.7c. | 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 / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.RL.KID. | Key Ideas and Details |
| GUIDING QUESTION / LEARNING EXPECTATION | R.KID.1. | Read closely to determine what a text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. |
| LEARNING EXPECTATION | K.RL.KID.1. | With prompting and support, ask and answer questions about key details in a text. ReadyRosie Isn't That Bold? Making Connections Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.RL.KID. | Key Ideas and Details |
| GUIDING QUESTION / LEARNING EXPECTATION | R.KID.2. | Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. |
| LEARNING EXPECTATION | K.RL.KID.2. | With prompting and support, orally retell familiar stories, including key details. ReadyRosie Retelling the Story Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.RL.KID. | Key Ideas and Details |
| GUIDING QUESTION / LEARNING EXPECTATION | R.KID.3. | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |
| LEARNING EXPECTATION | K.RL.KID.3. | With prompting and support, orally identify characters, setting, and major events in a story. ReadyRosie Feelings Charades Making Connections Reading Strategy: Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.RL.CS. | Craft and Structure |
| GUIDING QUESTION / LEARNING EXPECTATION | R.CS.4. | Interpret words and phrases as they are used in a text, including technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. |
| LEARNING EXPECTATION | K.RL.CS.4. | With prompting and support, ask and answer questions about unknown words in 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 / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.RL.CS. | Craft and Structure |
| GUIDING QUESTION / LEARNING EXPECTATION | R.CS.5. | Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. |
| LEARNING EXPECTATION | K.RL.CS.5. | Recognize common types of texts. ReadyRosie Is It Real? What Do I Like? |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.RL.CS. | Craft and Structure |
| GUIDING QUESTION / LEARNING EXPECTATION | R.CS.6. | Assess how point of view or purpose shapes the content and style of a text. |
| LEARNING EXPECTATION | K.RL.CS.6. | With prompting and support, define the role of authors and illustrators in the telling of a story. ReadyRosie Isn't That Bold? Storytelling with a Picture Book |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.RL.IKI. | Integration of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | R.IKI.7. | Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. |
| LEARNING EXPECTATION | K.RL.IKI.7. | With prompting and support, orally 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 / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.RL.IKI. | Integration of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | R.IKI.9. | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches an author takes. |
| LEARNING EXPECTATION | K.RL.IKI.9. | With prompting and support, orally compare and contrast the adventures and experiences of characters in familiar stories. ReadyRosie Feelings Charades Making Connections Reading Strategy: Reading and Making Connections Storytelling with a Picture Book Tips for helping your child love reading What Do I Like? What Makes a Good Storyteller |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.RL.RRTC. | Range of Reading and Level of Text Complexity |
| GUIDING QUESTION / LEARNING EXPECTATION | R.RRTC.10. | Read and comprehend complex literary and informational texts independently and proficiently. |
| LEARNING EXPECTATION | K.RL.RRTC.10. | With prompting and support, read stories and poems of appropriate complexity for Kindergarten. ReadyRosie Daily Reading Routines Making Connections Pattern Books Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.RI.KID. | Key Ideas and Details |
| GUIDING QUESTION / LEARNING EXPECTATION | R.KID.1. | Read closely to determine what a text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. |
| LEARNING EXPECTATION | K.RI.KID.1. | With prompting and support, ask and answer questions about key details in a text. ReadyRosie What's Cool About Nonfiction? |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.RI.KID. | Key Ideas and Details |
| GUIDING QUESTION / LEARNING EXPECTATION | R.KID.2. | Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. |
| LEARNING EXPECTATION | K.RI.KID.2. | With prompting and support, orally identify the main topic and retell key details of a text. ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.RI.KID. | Key Ideas and Details |
| GUIDING QUESTION / LEARNING EXPECTATION | R.KID.3. | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |
| LEARNING EXPECTATION | K.RI.KID.3. | With prompting and support, orally identify the connection between two individuals, events, ideas, or pieces of information in a text. ReadyRosie Book Cover Conversations What's Cool About Nonfiction? Who Am I? |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.RI.CS. | Craft and Structure |
| GUIDING QUESTION / LEARNING EXPECTATION | R.CS.4. | Interpret words and phrases as they are used in a text, including technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. |
| LEARNING EXPECTATION | K.RI.CS.4. | With prompting and support, determine the meaning of words and phrases in a text relevant to a Kindergarten topic or subject area. ReadyRosie Share Your Knowledge |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.RI.IKI. | Integration of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | R.IKI.7. | Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. |
| LEARNING EXPECTATION | K.RI.IKI.7. | With prompting and support, orally describe the relationship between illustrations and the text in which they appear. ReadyRosie Books I Like How Far Does It Fly? |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.RI.IKI. | Integration of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | R.IKI.8. | Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. |
| LEARNING EXPECTATION | K.RI.IKI.8. | With prompting and support, identify the reasons an author provides to support points in a text. ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.RI.IKI. | Integration of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | R.IKI.9. | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches an author takes. |
| LEARNING EXPECTATION | K.RI.IKI.9. | With prompting and support, orally identify basic similarities and differences between two texts on the same topic. ReadyRosie Captioning Your Childhood My First Journal Tips for helping your child love reading |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.RI.RRTC. | Range of Reading and Level of Text Complexity |
| GUIDING QUESTION / LEARNING EXPECTATION | R.RRTC.10. | Read and comprehend complex literary and informational texts independently and proficiently. |
| LEARNING EXPECTATION | K.RI.RRTC.10. | With prompting and support, read informational texts of appropriate complexity for Kindergarten. ReadyRosie Daily Reading Routines Reading Strategy: Echo Reading Reading Strategy: Give the Word What Do I Like? |
| STRAND / STANDARD / COURSE | TN.SL. | SPEAKING AND LISTENING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.SL.CC. | Comprehension and Collaboration |
| GUIDING QUESTION / LEARNING EXPECTATION | SL.CC.1. | Prepare for and participate effectively in a range of conversations and collaborations with varied partners, building on others’ ideas and expressing their own clearly and persuasively. |
| LEARNING EXPECTATION | K.SL.CC.1. | Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate Kindergarten topics. ReadyRosie A Memorable Story Building a Fort Conversation Starters Conversations in the Car Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who's Coming to Dinner? |
| STRAND / STANDARD / COURSE | TN.SL. | SPEAKING AND LISTENING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.SL.CC. | Comprehension and Collaboration |
| GUIDING QUESTION / LEARNING EXPECTATION | SL.CC.2. | Integrate and evaluate information presented in diverse media formats, such as visual, quantitative, and oral formats. |
| LEARNING EXPECTATION | K.SL.CC.2. | Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. ReadyRosie 20 Questions Draw A Memorable Story Family Movie Night I Went to the Zoo and Saw Seeing the Story |
| STRAND / STANDARD / COURSE | TN.SL. | SPEAKING AND LISTENING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.SL.CC. | Comprehension and Collaboration |
| GUIDING QUESTION / LEARNING EXPECTATION | SL.CC.3. | Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. |
| LEARNING EXPECTATION | K.SL.CC.3. | Ask and answer questions in order to seek help, get information, or clarify something that is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| STRAND / STANDARD / COURSE | TN.SL. | SPEAKING AND LISTENING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.SL.PKI. | Presentation of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | SL.PKI.4. | Present information, findings, and supporting evidence such that listeners can follow the line of reasoning; the organization, development, and style are appropriate to task, purpose, and audience. |
| LEARNING EXPECTATION | K.SL.PKI.4. | Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail. ReadyRosie 20 Questions Draw A Memorable Story Color Poem Conversation Starters Here Are the Facts I Know All About I Spy Sharing Chores and Your Day Where Would You Go? Who's Coming to Dinner? |
| STRAND / STANDARD / COURSE | TN.SL. | SPEAKING AND LISTENING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.SL.PKI. | Presentation of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | SL.PKI.5. | Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. |
| LEARNING EXPECTATION | K.SL.PKI.5. | Add drawings or other visual displays of descriptions as desired to provide additional detail. ReadyRosie 20 Questions Draw A Memorable Story Color Poem Conversation Starters Here Are the Facts I Know All About I Spy Sharing Chores and Your Day Where Would You Go? Who's Coming to Dinner? |
| STRAND / STANDARD / COURSE | TN.SL. | SPEAKING AND LISTENING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.SL.PKI. | Presentation of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | SL.PKI.6. | Adapt speech to a variety of contents and communicative tasks, demonstrating command of formal English when indicated or appropriate. |
| LEARNING EXPECTATION | K.SL.PKI.6. | With guidance and support, express thoughts, feelings, and ideas through speaking. ReadyRosie Sharing Chores and Your Day |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.W.TTP. | Text Types and Protocol |
| GUIDING QUESTION / LEARNING EXPECTATION | W.TTP.1. | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| LEARNING EXPECTATION | K.W.TTP.1. | With prompting and support, use a combination of drawing, dictating, and/or writing to compose opinion pieces. ReadyRosie Captioning Your Childhood My First Journal |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.W.TTP. | Text Types and Protocol |
| GUIDING QUESTION / LEARNING EXPECTATION | W.TTP.2. | Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. |
| LEARNING EXPECTATION | K.W.TTP.2. | With prompting and support, use a combination of drawing, dictating, and/or writing to compose informative/explanatory texts. ReadyRosie All About Me All About My Family Captioning Your Childhood Family Adventure List Here Are the Facts I Found This I Know All About Make an Invitation My Family Journal Nature Journaling Write About a Family Tradition Write Me a Story Write a Favorite Family Recipe |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.W.TTP. | Text Types and Protocol |
| GUIDING QUESTION / LEARNING EXPECTATION | W.TTP.3. | Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. |
| LEARNING EXPECTATION | K.W.TTP.3. | With prompting and support, use a combination of drawing, dictating, and/or writing to narrate a single event. ReadyRosie A Memorable Story Captioning Your Childhood Labeling Your Story My Family Journal My First Journal Sharing Chores and Your Day Storytelling Together Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.W.PDW. | Production and Distribution of Writing |
| GUIDING QUESTION / LEARNING EXPECTATION | W.PDW.4. | Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. |
| LEARNING EXPECTATION | K.W.PDW.4. | With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) ReadyRosie A Memorable Story All About Me All About My Family Captioning Your Childhood Create a Crazy Character Family Adventure List Here Are the Facts I Found This I Know All About Labeling Your Story Make a Card Make a List Make an Invitation Math Journal Walk My Family Journal My First Journal Nature Journaling Sharing Chores and Your Day Storytelling Together Tips for storytelling: Using gestures Tips for storytelling: Using your voice Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write a Favorite Family Recipe |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.W.PDW. | Production and Distribution of Writing |
| GUIDING QUESTION / LEARNING EXPECTATION | W.PDW.5. | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. |
| LEARNING EXPECTATION | K.W.PDW.5. | With guidance and support from adults, respond to questions and suggestions from others and add details to strengthen writing as needed. ReadyRosie All About Me Captioning Your Childhood I Know All About Labeling Your Story Nature Journaling Write Me a Story |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.W.PDW. | Production and Distribution of Writing |
| GUIDING QUESTION / LEARNING EXPECTATION | W.PDW.6. | Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. |
| LEARNING EXPECTATION | K.W.PDW.6. | With guidance and support from adults, and in collaboration with peers, explore a variety of digital tools to produce and share writing. ReadyRosie Color Poem Create a Crazy Character Family Adventure List Make a Card Nature Journaling Write Me a Story |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.W.RBPK. | Research to Build and Present Knowledge |
| GUIDING QUESTION / LEARNING EXPECTATION | W.RBPK.7. | Conduct short as well as more sustained research projects based on focus questions, demonstrating new understanding of the subject under investigation. |
| LEARNING EXPECTATION | K.W.RBPK.7. | Participate in shared research and writing projects, such as reading a number of books by a favorite author and expressing opinions about them. ReadyRosie Captioning Your Childhood I Want to Know About My First Journal |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.W.RBPK. | Research to Build and Present Knowledge |
| GUIDING QUESTION / LEARNING EXPECTATION | W.RBPK.8. | Integrate relevant and credible information from multiple print and digital sources while avoiding plagiarism. |
| LEARNING EXPECTATION | K.W.RBPK.8. | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. ReadyRosie Guess Who Let's Explore Nature Journaling |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.W.RW. | Range of Writing |
| GUIDING QUESTION / LEARNING EXPECTATION | W.RW.10. | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. |
| LEARNING EXPECTATION | K.W.RW.10. | With guidance and support from adults, engage routinely in writing activities to promote writing fluency and build writing stamina. ReadyRosie Math Journal Walk My Family Journal |
| Tennessee Academic Standards |
| Language Arts |
| Grade: 1 - Adopted: 2016 |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.FL.PC. | Print Concepts |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.FL.PC.1. | Demonstrate understanding of the organization and basic features of print. |
| LEARNING EXPECTATION | 1.FL.PC.1.a. | Recognize the distinguishing features of a sentence, such as first word, capitalization, and ending punctuation. ReadyRosie Reading Strategies: Punctuation Expression |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.FL.PA. | Phonological Awareness |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.FL.PA.2. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| LEARNING EXPECTATION | 1.FL.PA.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 |
| LEARNING EXPECTATION | 1.FL.PA.2.c. | Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. ReadyRosie Begin with the End Family Alliteration Name Game |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.FL.PWR. | Phonics and Word Recognition |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.FL.PWR.3. | Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text. |
| LEARNING EXPECTATION | 1.FL.PWR.3.a. | Know the sound-spelling correspondence for common consonant digraphs. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| LEARNING EXPECTATION | 1.FL.PWR.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! |
| LEARNING EXPECTATION | 1.FL.PWR.3.c. | Know the final –e and common vowel team conventions for representing long vowel sounds, including r controlled vowels. ReadyRosie Change One Letter |
| LEARNING EXPECTATION | 1.FL.PWR.3.d. | Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. ReadyRosie Rhyming Hand Game |
| LEARNING EXPECTATION | 1.FL.PWR.3.e. | Decode two-syllable words following basic patterns by breaking the words into syllables. ReadyRosie Little Words Inside Bigger Words Looking for Chunks Reading Strategy: Cover the Suffix Rhyming Hand Game |
| LEARNING EXPECTATION | 1.FL.PWR.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! |
| LEARNING EXPECTATION | 1.FL.PWR.3.h. | Read grade-level decodable text with purpose and understanding. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Five Finger Rule My Library List Preview & Predict Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategies: Punctuation Expression Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.FL.WC. | Word Composition |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.FL.WC.4. | Know and apply grade-level phonics and word analysis skills when encoding words; write legibly. |
| LEARNING EXPECTATION | 1.FL.WC.4.a. | Use conventional spelling for one-syllable words with common consonant spelling patterns, including consonant diagraphs, double letters, and initial and final consonant blends. 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 |
| LEARNING EXPECTATION | 1.FL.WC.4.b. | Use conventional spelling for one-syllable words with common vowel spelling patterns including VCVe, common vowel teams, final -y, and r-controlled vowels. 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 |
| LEARNING EXPECTATION | 1.FL.WC.4.c. | Spell words with inflectional endings. 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 |
| LEARNING EXPECTATION | 1.FL.WC.4.d. | Spell two-syllable words that end in -y or -ly, are compounds, or have two closed syllables. 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 |
| LEARNING EXPECTATION | 1.FL.WC.4.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 |
| LEARNING EXPECTATION | 1.FL.WC.4.f. | Write many common, frequently used words and some irregular words. ReadyRosie Fishing for Words Make an Invitation My Words, Your Words Picture Talk Race You To the Top Reading Strategy: Give the Word Thinking About Word Chunks Where's That Word? Word Man You Know It! |
| LEARNING EXPECTATION | 1.FL.WC.4.g. | Print all upper and lowercase letters. ReadyRosie Captioning Your Childhood Letters on My Back Make an Invitation Write Your Name |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.FL.F. | Fluency |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.FL.F.5. | Read with sufficient accuracy and fluency to support comprehension. |
| LEARNING EXPECTATION | 1.FL.F.5.a. | Read grade-level text with purpose and understanding. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Five Finger Rule My Library List Preview & Predict Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategies: Punctuation Expression Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |
| LEARNING EXPECTATION | 1.FL.F.5.b. | Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Building a Fort Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word |
| LEARNING EXPECTATION | 1.FL.F.5.c. | Use context to confirm or self-correct word recognition and understanding of words; reread as necessary. ReadyRosie Preview & Predict Read a Little, Think a Little |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.FL.SC. | Sentence Composition |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.FL.SC.6. | Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing. |
| LEARNING EXPECTATION | 1.FL.SC.6.a. | Use common, proper, and possessive nouns. ReadyRosie All About My Family Noun Charades Picture Talk |
| LEARNING EXPECTATION | 1.FL.SC.6.b. | Use singular and plural nouns with correct verbs in basic sentences. ReadyRosie All About My Family Noun Charades Picture Talk |
| LEARNING EXPECTATION | 1.FL.SC.6.c. | Use personal, possessive, and indefinite pronouns. ReadyRosie Picture Talk |
| LEARNING EXPECTATION | 1.FL.SC.6.d. | Use verbs to convey a sense of past, present, and future. ReadyRosie Magical Creature Writing Picture Talk |
| LEARNING EXPECTATION | 1.FL.SC.6.e. | Use frequently occurring adjectives. ReadyRosie Make a Card Picture Talk |
| LEARNING EXPECTATION | 1.FL.SC.6.h. | Use frequently occurring prepositions such as during, beyond, and toward. ReadyRosie Picture Talk |
| LEARNING EXPECTATION | 1.FL.SC.6.i. | Produce and expand simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. ReadyRosie Captioning Your Childhood Magical Creature Writing Make a Card Picture Talk |
| LEARNING EXPECTATION | 1.FL.SC.6.j. | Capitalize names of people and dates. ReadyRosie Noun Charades |
| LEARNING EXPECTATION | 1.FL.SC.6.k. | End sentences with correct punctuation. ReadyRosie Magical Creature Writing |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.FL.VA. | Vocabulary Acquisition |
| GUIDING QUESTION / LEARNING EXPECTATION | FL.VA.7. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. |
| LEARNING EXPECTATION | 1.FL.VA.7a. | 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 | 1.FL.VA.7a.i. | 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 | 1.FL.VA.7a.ii. | Use frequently occurring affixes as a clue to the meaning of a word. ReadyRosie Reading Strategy: Cover the Suffix |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.FL.VA. | Vocabulary Acquisition |
| GUIDING QUESTION / LEARNING EXPECTATION | FL.VA.7. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. |
| LEARNING EXPECTATION | 1.FL.VA.7b. | With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. |
| INDICATOR | 1.FL.VA.7b.i. | Sort words into categories to gain a sense of the concepts the categories represent. ReadyRosie Noun Charades Words to Chew On |
| INDICATOR | 1.FL.VA.7b.ii. | Define words by category and by one or more key attributes. ReadyRosie Noun Charades Words to Chew On |
| INDICATOR | 1.FL.VA.7b.iii. | Identify real-life connections between words and their use. ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.FL.VA. | Vocabulary Acquisition |
| GUIDING QUESTION / LEARNING EXPECTATION | FL.VA.7. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. |
| LEARNING EXPECTATION | 1.FL.VA.7c. | 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 Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller Wondering About Words |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.RL.KID. | Key Ideas and Details |
| GUIDING QUESTION / LEARNING EXPECTATION | R.KID.1. | Read closely to determine what a text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. |
| LEARNING EXPECTATION | 1.RL.KID.1. | Ask and answer questions about key details in a 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 / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.RL.KID. | Key Ideas and Details |
| GUIDING QUESTION / LEARNING EXPECTATION | R.KID.2. | Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. |
| LEARNING EXPECTATION | 1.RL.KID.2. | Retell stories, including key details, and demonstrate understanding of their central message or lesson. ReadyRosie Chapter Books Funny Pictures Retelling the Fable Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.RL.KID. | Key Ideas and Details |
| GUIDING QUESTION / LEARNING EXPECTATION | R.KID.3. | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |
| LEARNING EXPECTATION | 1.RL.KID.3. | Using graphic organizers or including written details and illustrations when developmentally appropriate, describe characters, settings, and major events in a story using key details. ReadyRosie Chapter Books Character Connection Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.RL.CS. | Craft and Structure |
| GUIDING QUESTION / LEARNING EXPECTATION | R.CS.4. | Interpret words and phrases as they are used in a text, including technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. |
| LEARNING EXPECTATION | 1.RL.CS.4. | Identify words and phrases in stories and poems that suggest feelings or appeal to the senses. ReadyRosie Let's Look Closer Read a Little, Think a Little Seeing the Story What Do I See When I Hear...? What Was That For? |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.RL.CS. | Craft and Structure |
| GUIDING QUESTION / LEARNING EXPECTATION | R.CS.5. | Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. |
| LEARNING EXPECTATION | 1.RL.CS.5. | Explain major differences between books that tell stories and books that give information, drawing on a wide range of text types. ReadyRosie Chapter Books Is It Real? What Do I Like? |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.RL.CS. | Craft and Structure |
| GUIDING QUESTION / LEARNING EXPECTATION | R.CS.6. | Assess how point of view or purpose shapes the content and style of a text. |
| LEARNING EXPECTATION | 1.RL.CS.6. | Identify who is telling the story at various points in a text. ReadyRosie Reading Strategy: Reading and Making Connections |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.RL.IKI. | Integration of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | R.IKI.7. | Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. |
| LEARNING EXPECTATION | 1.RL.IKI.7. | Either orally or in writing when appropriate, use illustrations and words in a text to describe its characters, setting, or events. 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 Tips for helping your child love reading What Do I Like? What Makes a Good Storyteller |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.RL.IKI. | Integration of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | R.IKI.9. | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches an author takes. |
| LEARNING EXPECTATION | 1.RL.IKI.9. | Compare and contrast the adventures and experiences of characters in stories including written details and illustrations when developmentally appropriate. 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 Tips for helping your child love reading What Do I Like? What Makes a Good Storyteller |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.RL.RRTC. | Range of Reading and Level of Text Complexity |
| GUIDING QUESTION / LEARNING EXPECTATION | R.RRTC.10. | Read and comprehend complex literary and informational texts independently and proficiently. |
| LEARNING EXPECTATION | 1.RL.RRTC.10. | With prompting and support, read stories and poems of appropriate complexity for grade 1. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Five Finger Rule Poetry Routine 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? |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.RI.KID. | Key Ideas and Details |
| GUIDING QUESTION / LEARNING EXPECTATION | R.KID.1. | Read closely to determine what a text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. |
| LEARNING EXPECTATION | 1.RI.KID.1. | Ask and answer questions about key details in a text. ReadyRosie How To What Do You Want to Know? What's Cool About Nonfiction? |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.RI.KID. | Key Ideas and Details |
| GUIDING QUESTION / LEARNING EXPECTATION | R.KID.2. | Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. |
| LEARNING EXPECTATION | 1.RI.KID.2. | Identify the main topic and retell key details of a text. ReadyRosie How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.RI.CS. | Craft and Structure |
| GUIDING QUESTION / LEARNING EXPECTATION | R.CS.4. | Interpret words and phrases as they are used in a text, including technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. |
| LEARNING EXPECTATION | 1.RI.CS.4. | Determine the meaning of words and phrases in a text relevant to a grade 1 topic or subject area. ReadyRosie Share Your Knowledge Wondering About Words |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.RI.CS. | Craft and Structure |
| GUIDING QUESTION / LEARNING EXPECTATION | R.CS.5. | Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. |
| LEARNING EXPECTATION | 1.RI.CS.5. | Know and use various text features to locate key facts or information in a text. ReadyRosie Getting Into Information How To What's Up with That? |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.RI.CS. | Craft and Structure |
| GUIDING QUESTION / LEARNING EXPECTATION | R.CS.6. | Assess how point of view or purpose shapes the content and style of a text. |
| LEARNING EXPECTATION | 1.RI.CS.6. | Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. ReadyRosie Books on the Go Daily Reading Routines Five Finger Rule How Far Does It Fly? How To Reading Strategies: Punctuation Expression Reading Strategy: Echo Reading Reading Strategy: Give the Word What Do I Like? |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.RI.IKI. | Integration of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | R.IKI.7. | Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. |
| LEARNING EXPECTATION | 1.RI.IKI.7. | Either orally or in writing when appropriate, use the illustrations and words in a text to describe its key ideas. ReadyRosie Captioning Your Childhood How To Is It Real? My First Journal Tips for helping your child love reading What Do You Want to Know? What's Cool About Nonfiction? |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.RI.IKI. | Integration of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | R.IKI.8. | Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. |
| LEARNING EXPECTATION | 1.RI.IKI.8. | Identify the reasons an author provides to support points in a text. ReadyRosie How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.RI.RRTC. | Range of Reading and Level of Text Complexity |
| GUIDING QUESTION / LEARNING EXPECTATION | R.RRTC.10. | Read and comprehend complex literary and informational texts independently and proficiently. |
| LEARNING EXPECTATION | 1.RI.RRTC.10. | With prompting and support, read informational texts of appropriate complexity for grade 1. ReadyRosie Books on the Go Daily Reading Routines Five Finger Rule Reading Strategies: Punctuation Expression Reading Strategy: Echo Reading Reading Strategy: Give the Word What Do I Like? |
| STRAND / STANDARD / COURSE | TN.SL. | SPEAKING AND LISTENING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.SL.CC. | Comprehension and Collaboration |
| GUIDING QUESTION / LEARNING EXPECTATION | SL.CC.1. | Prepare for and participate effectively in a range of conversations and collaborations with varied partners, building on others’ ideas and expressing their own clearly and persuasively. |
| LEARNING EXPECTATION | 1.SL.CC.1. | Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 1st grade topics and texts. ReadyRosie Building a Fort Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| STRAND / STANDARD / COURSE | TN.SL. | SPEAKING AND LISTENING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.SL.CC. | Comprehension and Collaboration |
| GUIDING QUESTION / LEARNING EXPECTATION | SL.CC.2. | Integrate and evaluate information presented in diverse media formats, such as visual, quantitative, and oral formats. |
| LEARNING EXPECTATION | 1.SL.CC.2. | Ask and answer questions about key details in a text read aloud or information presented orally or through other media. ReadyRosie 20 Questions Draw Family Movie Night I Went to the Zoo and Saw Seeing the Story |
| STRAND / STANDARD / COURSE | TN.SL. | SPEAKING AND LISTENING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.SL.CC. | Comprehension and Collaboration |
| GUIDING QUESTION / LEARNING EXPECTATION | SL.CC.3. | Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. |
| LEARNING EXPECTATION | 1.SL.CC.3. | Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Love My Family Because... Library Visit What I Like About Me Who's Coming to Dinner? |
| STRAND / STANDARD / COURSE | TN.SL. | SPEAKING AND LISTENING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.SL.PKI. | Presentation of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | SL.PKI.4. | Present information, findings, and supporting evidence such that listeners can follow the line of reasoning; the organization, development, and style are appropriate to task, purpose, and audience. |
| LEARNING EXPECTATION | 1.SL.PKI.4. | Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. ReadyRosie 20 Questions Draw Color Poem Conversation Starters Describe It Funny Pictures Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| STRAND / STANDARD / COURSE | TN.SL. | SPEAKING AND LISTENING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.SL.PKI. | Presentation of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | SL.PKI.5. | Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. |
| LEARNING EXPECTATION | 1.SL.PKI.5. | Add drawings or other visual displays to descriptions, when appropriate, to clarify ideas, thoughts, and feelings. ReadyRosie 20 Questions Draw Color Poem Conversation Starters Describe It Funny Pictures Sharing Chores and Your Day What I Like About Me Who's Coming to Dinner? |
| STRAND / STANDARD / COURSE | TN.SL. | SPEAKING AND LISTENING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.SL.PKI. | Presentation of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | SL.PKI.6. | Adapt speech to a variety of contents and communicative tasks, demonstrating command of formal English when indicated or appropriate. |
| LEARNING EXPECTATION | 1.SL.PKI.6. | With prompting and support, speak in complete sentences when appropriate to task and situation. ReadyRosie Guess Who Simon Says What I Like About Me Who's Coming to Dinner? |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.W.TTP. | Text Types and Protocol |
| GUIDING QUESTION / LEARNING EXPECTATION | W.TTP.1. | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| LEARNING EXPECTATION | 1.W.TTP.1. | With prompting and support, write opinion pieces introducing the topic or text, stating an opinion, supplying a reason for the opinion, and providing some sense of closure. ReadyRosie Captioning Your Childhood My First Journal |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.W.TTP. | Text Types and Protocol |
| GUIDING QUESTION / LEARNING EXPECTATION | W.TTP.2. | Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. |
| LEARNING EXPECTATION | 1.W.TTP.2. | With prompting and support, write informative/explanatory texts, naming a topic, supplying some facts about the topic, and providing some sense of closure. ReadyRosie All About My Family Captioning Your Childhood Family Adventure List I Found This I Love My Family Because... I'd Really Like I'm An Expert Make a Card Make an Invitation Nature Journaling Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.W.TTP. | Text Types and Protocol |
| GUIDING QUESTION / LEARNING EXPECTATION | W.TTP.3. | Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. |
| LEARNING EXPECTATION | 1.W.TTP.3. | With prompting and support, write narratives recounting an event, including some details to describe actions, thoughts, and feelings; use time order words to signal event order and provide some sense of closure. ReadyRosie Captioning Your Childhood Funny Pictures I'd Really Like Labeling Your Story Magical Creature Writing My First Journal Nature Journaling Remember The Story Sharing Chores and Your Day Story Train Tell Me How Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write Around Write a Favorite Family Recipe |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.W.PDW. | Production and Distribution of Writing |
| GUIDING QUESTION / LEARNING EXPECTATION | W.PDW.5. | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. |
| LEARNING EXPECTATION | 1.W.PDW.5. | With guidance and support from adults, focus on a topic, respond to questions and suggestions from others, and add details to strengthen writing as needed. ReadyRosie Captioning Your Childhood I'd Really Like Labeling Your Story Magical Creature Writing Nature Journaling |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.W.PDW. | Production and Distribution of Writing |
| GUIDING QUESTION / LEARNING EXPECTATION | W.PDW.6. | Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. |
| LEARNING EXPECTATION | 1.W.PDW.6. | With guidance and support from adults, and in collaboration with peers, explore a variety of digital tools to produce and publish writing. ReadyRosie Bake Sale/Lemonade Stand Color Poem Create a Crazy Character Family Adventure List I'd Really Like Make a Card Nature Journaling |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.W.RBPK. | Research to Build and Present Knowledge |
| GUIDING QUESTION / LEARNING EXPECTATION | W.RBPK.7. | Conduct short as well as more sustained research projects based on focus questions, demonstrating new understanding of the subject under investigation. |
| LEARNING EXPECTATION | 1.W.RBPK.7. | Participate in shared research and writing projects, such as exploring a number of “how to” books on a given topic and using them to write a sequence of instructions. ReadyRosie I Want to Know About Write a Favorite Family Recipe |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.W.RBPK. | Research to Build and Present Knowledge |
| GUIDING QUESTION / LEARNING EXPECTATION | W.RBPK.8. | Integrate relevant and credible information from multiple print and digital sources while avoiding plagiarism. |
| LEARNING EXPECTATION | 1.W.RBPK.8. | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. ReadyRosie Guess Who Let's Explore Nature Journaling |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.W.RW. | Range of Writing |
| GUIDING QUESTION / LEARNING EXPECTATION | W.RW.10. | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. |
| LEARNING EXPECTATION | 1.W.RW.10. | With guidance and support from adults, engage routinely in writing activities to promote writing fluency and build writing stamina. ReadyRosie Math Journal Walk |
| Tennessee Academic Standards |
| Language Arts |
| Grade: 2 - Adopted: 2016 |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.FL.PWR. | Phonics and Word Recognition |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.FL.PWR.3. | Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text. |
| LEARNING EXPECTATION | 2.FL.PWR.3.b. | Know spelling-sound correspondences for additional common vowel teams. ReadyRosie Shopping for Syllables Thinking About Word Chunks |
| LEARNING EXPECTATION | 2.FL.PWR.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 |
| LEARNING EXPECTATION | 2.FL.PWR.3.d. | Decode words with common prefixes and suffixes. ReadyRosie Reading Strategy: Cover the Suffix Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| LEARNING EXPECTATION | 2.FL.PWR.3.e. | Identify words with inconsistent but common spelling-sound correspondences. ReadyRosie Reading Strategy: Give the Word Thinking About Word Chunks |
| LEARNING EXPECTATION | 2.FL.PWR.3.g. | Decode grade-level texts with purpose and understanding. ReadyRosie Books on the Go Can You See It? Chapter Books Daily Reading Routines Five Finger Rule My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading That's So Cool What Do You Wonder? |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.FL.WC. | Word Composition |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.FL.WC.4. | Know and apply grade-level phonics and word analysis skills when encoding words; write legibly. |
| LEARNING EXPECTATION | 2.FL.WC.4.a. | Use conventional spelling for one-syllable words including position-based patterns, complex consonant blends, less common vowel teams for long vowels, vowel-r combinations, contractions, homophones, plurals, and possessives. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| LEARNING EXPECTATION | 2.FL.WC.4.b. | Use conventional spelling for regular two- and three-syllable words containing combined syllable types, compounds, and common prefixes and derivational suffixes. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| LEARNING EXPECTATION | 2.FL.WC.4.c. | Spell words with suffixes that require consonant doubling, dropping silent -e, and changing y to i. ReadyRosie Shopping for Syllables Spelling Pattern Game |
| LEARNING EXPECTATION | 2.FL.WC.4.d. | Write most common, frequently used words and most irregular words. ReadyRosie My Words, Your Words Picture Talk Race You To the Top Reading Strategy: Give the Word Thinking About Word Chunks |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.FL.F. | Fluency |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.FL.F.5. | Read with sufficient accuracy and fluency to support comprehension. |
| LEARNING EXPECTATION | 2.FL.F.5.a. | Read grade-level text with purpose and understanding. ReadyRosie Books on the Go Can You See It? Chapter Books Daily Reading Routines Five Finger Rule My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading That's So Cool What Do You Wonder? |
| LEARNING EXPECTATION | 2.FL.F.5.b. | Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Building a Fort Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word |
| LEARNING EXPECTATION | 2.FL.F.5.c. | Use context to confirm or self-correct word recognition and understanding of words; reread as necessary. ReadyRosie Can You See It? Read a Little, Think a Little |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.FL.SC. | Sentence Composition |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.FL.SC.6. | Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing. |
| LEARNING EXPECTATION | 2.FL.SC.6.a. | Use collective nouns. ReadyRosie 20 Questions Noun Charades |
| LEARNING EXPECTATION | 2.FL.SC.6.b. | Form and use frequently occurring irregular plural nouns. ReadyRosie Noun Charades Picture Talk |
| LEARNING EXPECTATION | 2.FL.SC.6.d. | Form and use the past tense of frequently occurring irregular verbs. ReadyRosie Family Journaling |
| LEARNING EXPECTATION | 2.FL.SC.6.e. | Use adjectives and adverbs correctly. ReadyRosie Acrostic Poem Picture Talk |
| LEARNING EXPECTATION | 2.FL.SC.6.f. | Produce, expand, and rearrange simple and compound sentences. ReadyRosie Hidden Messages Magical Creature Writing Writing Telephone Game |
| LEARNING EXPECTATION | 2.FL.SC.6.h. | Capitalize holidays, product names, and geographic names. ReadyRosie Writing Telephone Game |
| LEARNING EXPECTATION | 2.FL.SC.6.i. | Use commas in the greeting and closing of a letter. ReadyRosie Hidden Messages Write a Thank You Note Write to the Tooth Fairy |
| LEARNING EXPECTATION | 2.FL.SC.6.k. | With prompting and support, link sentences into a simple, cohesive paragraph with a main idea or topic. ReadyRosie Create a Song Picture Talk Write Around |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.FL.VA. | Vocabulary Acquisition |
| GUIDING QUESTION / LEARNING EXPECTATION | FL.VA.7. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. |
| LEARNING EXPECTATION | 2.FL.VA.7a. | 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 | 2.FL.VA.7a.i. | 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 | 2.FL.VA.7a.ii. | 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 | 2.FL.VA.7a.iii. | Use a known root word as a clue to the meaning of an unknown word with the same root. ReadyRosie Digging Into Roots |
| INDICATOR | 2.FL.VA.7a.iv. | Use knowledge of the meaning of individual words to predict the meaning of compound words. ReadyRosie Playground Compounds |
| INDICATOR | 2.FL.VA.7a.v. | Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. ReadyRosie Comprehension Clues Finding Information |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.FL.VA. | Vocabulary Acquisition |
| GUIDING QUESTION / LEARNING EXPECTATION | FL.VA.7. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. |
| LEARNING EXPECTATION | 2.FL.VA.7b. | Demonstrate understanding of word relationships and nuances in word meanings. |
| INDICATOR | 2.FL.VA.7b.i. | Identify real-life connections between words and their use. ReadyRosie Color Poem Free Verse Feelings Charades Hink Pink How can I help my child learn new words? |
| INDICATOR | 2.FL.VA.7b.ii. | Distinguish shades of meaning among closely related words. ReadyRosie Let's Look Closer |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.FL.VA. | Vocabulary Acquisition |
| GUIDING QUESTION / LEARNING EXPECTATION | FL.VA.7. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. |
| LEARNING EXPECTATION | 2.FL.VA.7c. | 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? Share Your Knowledge Sharing Chores and Your Day What I Like About Me What Makes a Good Storyteller Who's Coming to Dinner? Wondering About Words |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.RL.KID. | Key Ideas and Details |
| GUIDING QUESTION / LEARNING EXPECTATION | R.KID.1. | Read closely to determine what a text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. |
| LEARNING EXPECTATION | 2.RL.KID.1. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ReadyRosie 20 Questions Can You See It? Chapter Books Pow Wow Crunch Read a Little, Think a Little Reading is Thinking What Makes a Good Storyteller |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.RL.KID. | Key Ideas and Details |
| GUIDING QUESTION / LEARNING EXPECTATION | R.KID.3. | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |
| LEARNING EXPECTATION | 2.RL.KID.3. | Describe how characters in a story respond to major events and challenges. ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.RL.CS. | Craft and Structure |
| GUIDING QUESTION / LEARNING EXPECTATION | R.CS.4. | Interpret words and phrases as they are used in a text, including technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. |
| LEARNING EXPECTATION | 2.RL.CS.4. | Describe how words and phrases supply meaning in a story, poem, or song. ReadyRosie What Makes a Good Storyteller |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.RL.CS. | Craft and Structure |
| GUIDING QUESTION / LEARNING EXPECTATION | R.CS.5. | Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. |
| LEARNING EXPECTATION | 2.RL.CS.5. | Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action. ReadyRosie Summarizing the Story |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.RL.CS. | Craft and Structure |
| GUIDING QUESTION / LEARNING EXPECTATION | R.CS.6. | Assess how point of view or purpose shapes the content and style of a text. |
| LEARNING EXPECTATION | 2.RL.CS.6. | Determine when characters have different points of view. 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 / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.RL.IKI. | Integration of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | R.IKI.7. | Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. |
| LEARNING EXPECTATION | 2.RL.IKI.7. | Use information gained from illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison Feelings Charades Funny Pictures Inside Outside Traits Pow Wow Crunch Reading Strategy: Reading and Making Connections Song Lyrics Story Train Summarizing the Story Tips for helping your child love reading What Makes a Good Storyteller |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.RL.IKI. | Integration of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | R.IKI.9. | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches an author takes. |
| LEARNING EXPECTATION | 2.RL.IKI.9. | Compare and contrast two or more versions of the same story by different authors or different cultures. ReadyRosie What Makes a Good Storyteller |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.RL.RRTC. | Range of Reading and Level of Text Complexity |
| GUIDING QUESTION / LEARNING EXPECTATION | R.RRTC.10. | Read and comprehend complex literary and informational texts independently and proficiently. |
| LEARNING EXPECTATION | 2.RL.RRTC.10. | Read and comprehend stories and poems throughout the grades 2-3 text complexity band proficiently, with scaffolding at the high end as needed. ReadyRosie Books on the Go Can You See It? Chapter Books Color Poem Free Verse Daily Reading Routines Five Finger Rule My Turn, Your Turn My Turn, Your Turn Poetry Poetry Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Song Lyrics |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.RI.KID. | Key Ideas and Details |
| GUIDING QUESTION / LEARNING EXPECTATION | R.KID.1. | Read closely to determine what a text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. |
| LEARNING EXPECTATION | 2.RI.KID.1. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ReadyRosie How To I Want to Know About Reading Recipes That's So Cool What Do You Wonder? |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.RI.KID. | Key Ideas and Details |
| GUIDING QUESTION / LEARNING EXPECTATION | R.KID.2. | Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. |
| LEARNING EXPECTATION | 2.RI.KID.2. | Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within a text. ReadyRosie How To That's So Cool |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.RI.KID. | Key Ideas and Details |
| GUIDING QUESTION / LEARNING EXPECTATION | R.KID.3. | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |
| LEARNING EXPECTATION | 2.RI.KID.3. | Describe the connections between a series of historical events, scientific ideas, or steps in a process in a text. ReadyRosie I Want to Know About I Went to the Zoo and Saw That's So Cool What Do You Wonder? |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.RI.CS. | Craft and Structure |
| GUIDING QUESTION / LEARNING EXPECTATION | R.CS.4. | Interpret words and phrases as they are used in a text, including technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. |
| LEARNING EXPECTATION | 2.RI.CS.4. | Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. ReadyRosie Share Your Knowledge Wondering About Words |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.RI.CS. | Craft and Structure |
| GUIDING QUESTION / LEARNING EXPECTATION | R.CS.5. | Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. |
| LEARNING EXPECTATION | 2.RI.CS.5. | Know and use various text features to locate key facts or information in a text efficiently. ReadyRosie Comprehension Clues Finding Information How To Let's Explore Reading Recipes What's Up with That? |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.RI.CS. | Craft and Structure |
| GUIDING QUESTION / LEARNING EXPECTATION | R.CS.6. | Assess how point of view or purpose shapes the content and style of a text. |
| LEARNING EXPECTATION | 2.RI.CS.6. | Identify the main purpose of a text, including what an author wants to answer, explain, or describe. ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool What Do You Wonder? |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.RI.IKI. | Integration of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | R.IKI.7. | Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. |
| LEARNING EXPECTATION | 2.RI.IKI.7. | Identify and explain how illustrations and words contribute to and clarify a text. ReadyRosie How Far Does It Fly? How To |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.RI.IKI. | Integration of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | R.IKI.8. | Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. |
| LEARNING EXPECTATION | 2.RI.IKI.8. | Describe how reasons support specific points an author makes in a text. ReadyRosie How To That's So Cool |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.RI.RRTC. | Range of Reading and Level of Text Complexity |
| GUIDING QUESTION / LEARNING EXPECTATION | R.RRTC.10. | Read and comprehend complex literary and informational texts independently and proficiently. |
| LEARNING EXPECTATION | 2.RI.RRTC.10. | Read and comprehend stories and informational texts throughout the grades 2-3 text complexity band proficiently, with scaffolding at the high end as needed. ReadyRosie Books on the Go Daily Reading Routines Five Finger Rule Reading Strategies: Punctuation Expression Reading Strategy: Give the Word That's So Cool What Do You Wonder? |
| STRAND / STANDARD / COURSE | TN.SL. | SPEAKING AND LISTENING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.SL.CC. | Comprehension and Collaboration |
| GUIDING QUESTION / LEARNING EXPECTATION | SL.CC.1. | Prepare for and participate effectively in a range of conversations and collaborations with varied partners, building on others’ ideas and expressing their own clearly and persuasively. |
| LEARNING EXPECTATION | 2.SL.CC.1. | Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 2nd grade topics and texts. ReadyRosie Building a Fort Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| STRAND / STANDARD / COURSE | TN.SL. | SPEAKING AND LISTENING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.SL.CC. | Comprehension and Collaboration |
| GUIDING QUESTION / LEARNING EXPECTATION | SL.CC.2. | Integrate and evaluate information presented in diverse media formats, such as visual, quantitative, and oral formats. |
| LEARNING EXPECTATION | 2.SL.CC.2. | Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. ReadyRosie 20 Questions Draw Family Movie Night I Went to the Zoo and Saw Random, Bizarre Facts |
| STRAND / STANDARD / COURSE | TN.SL. | SPEAKING AND LISTENING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.SL.CC. | Comprehension and Collaboration |
| GUIDING QUESTION / LEARNING EXPECTATION | SL.CC.3. | Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. |
| LEARNING EXPECTATION | 2.SL.CC.3. | Ask and answer questions about what a speaker says in order to gather information or clarify something that is not understood. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Library Visit This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| STRAND / STANDARD / COURSE | TN.SL. | SPEAKING AND LISTENING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.SL.PKI. | Presentation of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | SL.PKI.4. | Present information, findings, and supporting evidence such that listeners can follow the line of reasoning; the organization, development, and style are appropriate to task, purpose, and audience. |
| LEARNING EXPECTATION | 2.SL.PKI.4. | Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. ReadyRosie 20 Questions 20 Questions Draw Create a Song Family Interview Sharing Chores and Your Day What I Like About Me Who's Coming to Dinner? |
| STRAND / STANDARD / COURSE | TN.SL. | SPEAKING AND LISTENING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.SL.PKI. | Presentation of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | SL.PKI.5. | Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. |
| LEARNING EXPECTATION | 2.SL.PKI.5. | Add audio or visual elements to stories or recounts of experiences, when appropriate, to clarify ideas, thoughts, and feelings. ReadyRosie 20 Questions Draw Color Poem Color Poem Free Verse Conversation Starters Create a Song Describe It Funny Pictures Hink Pink Sharing Chores and Your Day What I Like About Me Who's Coming to Dinner? |
| STRAND / STANDARD / COURSE | TN.SL. | SPEAKING AND LISTENING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.SL.PKI. | Presentation of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | SL.PKI.6. | Adapt speech to a variety of contents and communicative tasks, demonstrating command of formal English when indicated or appropriate. |
| LEARNING EXPECTATION | 2.SL.PKI.6. | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. ReadyRosie 20 Questions Guess Who Simon Says What I Like About Me Who's Coming to Dinner? |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.W.TTP. | Text Types and Protocol |
| GUIDING QUESTION / LEARNING EXPECTATION | W.TTP.1. | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| LEARNING EXPECTATION | 2.W.TTP.1. | Write opinion pieces on topics or texts. |
| INDICATOR | 2.W.TTP.1.a. | Introduce topic or text. ReadyRosie This Is Important Who Are Your Heroes? |
| INDICATOR | 2.W.TTP.1.d. | Use linking words to connect the reasons to the opinion. ReadyRosie This Is Important |
| INDICATOR | 2.W.TTP.1.e. | Provide a concluding statement or section. ReadyRosie This Is Important Who Are Your Heroes? |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.W.TTP. | Text Types and Protocol |
| GUIDING QUESTION / LEARNING EXPECTATION | W.TTP.2. | Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. |
| LEARNING EXPECTATION | 2.W.TTP.2. | Write informative/explanatory texts. |
| INDICATOR | 2.W.TTP.2.a. | Introduce a topic. ReadyRosie Write About a Family Tradition |
| INDICATOR | 2.W.TTP.2.b. | Use facts and definitions to provide information. ReadyRosie Create a Song I'd Really Like Make a Neighborhood Map Nature Journaling Tell Me How Write a Favorite Family Recipe |
| INDICATOR | 2.W.TTP.2.c. | Provide a concluding statement or section. ReadyRosie I'd Really Like Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.W.TTP. | Text Types and Protocol |
| GUIDING QUESTION / LEARNING EXPECTATION | W.TTP.3. | Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. |
| LEARNING EXPECTATION | 2.W.TTP.3. | Write narratives recounting an event or short sequence of events. |
| INDICATOR | 2.W.TTP.3.a. | Include details to describe actions, thoughts, and feelings. ReadyRosie Create a Song Funny Pictures I'd Really Like Magical Creature Writing Make a Neighborhood Map Nature Journaling Story Train Tell Me How Write a Favorite Family Recipe |
| INDICATOR | 2.W.TTP.3.b. | Use time order words to signal event order. ReadyRosie Family Journaling My Family Comic Strip Sharing Chores and Your Day Sketching the Story Write Around Writing Telephone Game |
| INDICATOR | 2.W.TTP.3.c. | Provide a sense of closure. ReadyRosie Family Journaling Funny Pictures I'd Really Like Magical Creature Writing My Family Comic Strip Story Train Tell Me How Write About a Family Tradition Write Around Write a Favorite Family Recipe |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.W.PDW. | Production and Distribution of Writing |
| GUIDING QUESTION / LEARNING EXPECTATION | W.PDW.4. | Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. |
| LEARNING EXPECTATION | 2.W.PDW.4. | With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) ReadyRosie Color Poem Free Verse Create a Song Family Adventure List Family Journaling Funny Pictures I Love My Family Because... I'd Really Like Interview an Expert Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Picture Talk Please Can I? Sharing Chores and Your Day Story Train Take a Stand Tell Me How This Is Important Tips for storytelling: Using gestures Tips for storytelling: Using your voice Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write Around Write a Favorite Family Recipe Write to the Tooth Fairy |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.W.PDW. | Production and Distribution of Writing |
| GUIDING QUESTION / LEARNING EXPECTATION | W.PDW.6. | Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. |
| LEARNING EXPECTATION | 2.W.PDW.6. | With guidance and support from adults, and in collaboration with peers, use a variety of digital tools to produce and publish writing. ReadyRosie Color Poem Family Adventure List I'd Really Like Make a Neighborhood Map Nature Journaling This Is Important |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.W.RBPK. | Research to Build and Present Knowledge |
| GUIDING QUESTION / LEARNING EXPECTATION | W.RBPK.7. | Conduct short as well as more sustained research projects based on focus questions, demonstrating new understanding of the subject under investigation. |
| LEARNING EXPECTATION | 2.W.RBPK.7. | Participate in shared research and writing projects, such exploring a number of books on a single topic or engaging in science experiments to produce a report. ReadyRosie Family Interview I Want to Know About I Went to the Zoo and Saw Nature Journaling That's So Cool This Is Important What Do You Wonder? |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.W.RBPK. | Research to Build and Present Knowledge |
| GUIDING QUESTION / LEARNING EXPECTATION | W.RBPK.8. | Integrate relevant and credible information from multiple print and digital sources while avoiding plagiarism. |
| LEARNING EXPECTATION | 2.W.RBPK.8. | Recall information from experiences or gather information from provided sources to answer a question. ReadyRosie Guess Who Let's Explore Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| Tennessee Academic Standards |
| Language Arts |
| Grade: 3 - Adopted: 2016 |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.FL.PWR. | Phonics and Word Recognition |
| GUIDING QUESTION / LEARNING EXPECTATION | 3.FL.PWR.3. | Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text. |
| LEARNING EXPECTATION | 3.FL.PWR.3.a. | Identify and define the meaning of the most common prefixes and derivational suffixes. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| LEARNING EXPECTATION | 3.FL.PWR.3.d. | Read grade-appropriate irregularly spelled words. ReadyRosie Change One Letter Magical Creature Writing Race You To the Top Thinking About Word Chunks Word Challenge Write a Letter |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.FL.WC. | Word Composition |
| GUIDING QUESTION / LEARNING EXPECTATION | 3.FL.WC.4. | Know and apply grade-level phonics and word analysis skills when encoding words; write legibly. |
| LEARNING EXPECTATION | 3.FL.WC.4.a. | Use spelling patterns and generalizations in writing one-, two-, and three-syllable words. ReadyRosie Change One Letter Word Challenge |
| LEARNING EXPECTATION | 3.FL.WC.4.b. | Use conventional spelling for high frequency words, including irregular words. ReadyRosie Change One Letter Magical Creature Writing Race You To the Top Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.FL.F. | Fluency |
| GUIDING QUESTION / LEARNING EXPECTATION | 3.FL.F.5. | Read with sufficient accuracy and fluency to support comprehension. |
| LEARNING EXPECTATION | 3.FL.F.5.a. | Read grade-level text with purpose and understanding. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule It's All In Your Head My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading That's So Cool What Will You Learn? |
| LEARNING EXPECTATION | 3.FL.F.5.b. | Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Building a Fort Reading Dialogue |
| LEARNING EXPECTATION | 3.FL.F.5.c. | Use context to confirm or self-correct word recognition and understanding of words; reread as necessary. ReadyRosie It's All In Your Head Read a Little, Think a Little |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.FL.SC. | Sentence Composition |
| GUIDING QUESTION / LEARNING EXPECTATION | 3.FL.SC.6. | Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing. |
| LEARNING EXPECTATION | 3.FL.SC.6.a. | Explain the function of nouns, pronouns, verbs, adjectives, and adverbs as used in general and in particular sentences. ReadyRosie Acrostic Poem Noun Charades |
| LEARNING EXPECTATION | 3.FL.SC.6.b. | Form and use regular and irregular plural nouns. ReadyRosie Noun Charades |
| LEARNING EXPECTATION | 3.FL.SC.6.c. | Use abstract nouns. ReadyRosie Noun Charades |
| LEARNING EXPECTATION | 3.FL.SC.6.e. | Form and use simple verb tenses. ReadyRosie Magical Creature Writing |
| LEARNING EXPECTATION | 3.FL.SC.6.g. | Form and use comparative and superlative adjectives and adverbs correctly. ReadyRosie Acrostic Poem Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| LEARNING EXPECTATION | 3.FL.SC.6.i. | Produce simple, compound, and complex sentences. ReadyRosie Magical Creature Writing Writing Telephone Game |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.FL.VA. | Vocabulary Acquisition |
| GUIDING QUESTION / LEARNING EXPECTATION | FL.VA.7. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. |
| LEARNING EXPECTATION | 3.FL.VA.7a. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. |
| INDICATOR | 3.FL.VA.7a.i. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Wondering About Words Word Detective |
| INDICATOR | 3.FL.VA.7a.ii. | 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 | 3.FL.VA.7a.iii. | Use a known root word as a clue to the meaning of an unknown word with the same root. ReadyRosie Digging Into Roots |
| INDICATOR | 3.FL.VA.7a.iv. | Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. ReadyRosie Comprehension Clues |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.FL.VA. | Vocabulary Acquisition |
| GUIDING QUESTION / LEARNING EXPECTATION | FL.VA.7. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. |
| LEARNING EXPECTATION | 3.FL.VA.7b. | Demonstrate understanding of word relationships and nuances in word meanings. |
| INDICATOR | 3.FL.VA.7b.i. | Distinguish the literal and nonliteral meanings of words and phrases in context. ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer |
| INDICATOR | 3.FL.VA.7b.ii. | Identify real-life connections between words and their use. ReadyRosie Feelings Charades Hinky Pinky and Hinketty Pinketty How can I help my child learn new words? |
| INDICATOR | 3.FL.VA.7b.iii. | Distinguish shades of meaning among related words that describe states of mind or degrees of certainty. ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Let's Look Closer Million Dollar Words |
| STRAND / STANDARD / COURSE | TN.FL. | FOUNDATIONAL LITERACY STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.FL.VA. | Vocabulary Acquisition |
| GUIDING QUESTION / LEARNING EXPECTATION | FL.VA.7. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. |
| LEARNING EXPECTATION | 3.FL.VA.7c. | Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and time 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 Noun Charades Share Your Knowledge Sharing Chores and Your Day What Makes a Good Storyteller Wondering About Words |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.RL.KID. | Key Ideas and Details |
| GUIDING QUESTION / LEARNING EXPECTATION | R.KID.1. | Read closely to determine what a text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. |
| LEARNING EXPECTATION | 3.RL.KID.1. | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers. ReadyRosie 20 Questions Chapter Books It's All In Your Head Pow Wow Crunch Read a Little, Think a Little Talking About Books What Makes a Good Storyteller |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.RL.KID. | Key Ideas and Details |
| GUIDING QUESTION / LEARNING EXPECTATION | R.KID.2. | Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. |
| LEARNING EXPECTATION | 3.RL.KID.2. | Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. ReadyRosie Talking About Books |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.RL.KID. | Key Ideas and Details |
| GUIDING QUESTION / LEARNING EXPECTATION | R.KID.3. | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |
| LEARNING EXPECTATION | 3.RL.KID.3. | Describe characters in a story and explain how their actions contribute to the sequence of events. ReadyRosie Chapter Books Character Chat Feelings Charades Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Talking About Books What Makes a Good Storyteller |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.RL.CS. | Craft and Structure |
| GUIDING QUESTION / LEARNING EXPECTATION | R.CS.4. | Interpret words and phrases as they are used in a text, including technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. |
| LEARNING EXPECTATION | 3.RL.CS.4. | Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language (e.g., feeling blue versus the color blue). ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.RL.CS. | Craft and Structure |
| GUIDING QUESTION / LEARNING EXPECTATION | R.CS.5. | Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. |
| LEARNING EXPECTATION | 3.RL.CS.5. | Refer to parts of stories, dramas, and poems, using terms such as chapter, scene, and stanza; describe how each successive part of a text builds on earlier sections. ReadyRosie Favorite Genres My Turn, Your Turn Poetry Poetry Poetry Routine Song Lyrics |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.RL.CS. | Craft and Structure |
| GUIDING QUESTION / LEARNING EXPECTATION | R.CS.6. | Assess how point of view or purpose shapes the content and style of a text. |
| LEARNING EXPECTATION | 3.RL.CS.6. | Distinguish reader perspective from that of the narrator or the perspectives of the characters and identify the point of view of a text. ReadyRosie Reading Strategy: Reading and Making Connections |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.RL.IKI. | Integration of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | R.IKI.7. | Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. |
| LEARNING EXPECTATION | 3.RL.IKI.7. | Explain how illustrations in a text contribute to what is conveyed by the words. ReadyRosie Pow Wow Crunch |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.RL.IKI. | Integration of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | R.IKI.9. | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches an author takes. |
| LEARNING EXPECTATION | 3.RL.IKI.9. | Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. ReadyRosie Chapter Books Reading Strategy: Reading and Making Connections Story Train What Makes a Good Storyteller |
| STRAND / STANDARD / COURSE | TN.RL. | READING STANDARDS - LITERATURE |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.RL.RRTC. | Range of Reading and Level of Text Complexity |
| GUIDING QUESTION / LEARNING EXPECTATION | R.RRTC.10. | Read and comprehend complex literary and informational texts independently and proficiently. |
| LEARNING EXPECTATION | 3.RL.RRTC.10. | Read and comprehend stories and poems at the high end of the grades 2-3 text complexity band independently and proficiently. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule It's All In Your Head My Turn, Your Turn My Turn, Your Turn Poetry Poetry Poetry Routine Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading Song Lyrics |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.RI.KID. | Key Ideas and Details |
| GUIDING QUESTION / LEARNING EXPECTATION | R.KID.1. | Read closely to determine what a text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. |
| LEARNING EXPECTATION | 3.RI.KID.1. | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers. ReadyRosie Reading Recipes That's So Cool What Will You Learn? |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.RI.KID. | Key Ideas and Details |
| GUIDING QUESTION / LEARNING EXPECTATION | R.KID.2. | Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. |
| LEARNING EXPECTATION | 3.RI.KID.2. | Determine the main idea of a text; recount the key details and explain how they support the main idea. ReadyRosie That's So Cool What Will You Learn? |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.RI.KID. | Key Ideas and Details |
| GUIDING QUESTION / LEARNING EXPECTATION | R.KID.3. | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |
| LEARNING EXPECTATION | 3.RI.KID.3. | Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. ReadyRosie Double the Recipe I Want to Know About That's So Cool What Will You Learn? |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.RI.CS. | Craft and Structure |
| GUIDING QUESTION / LEARNING EXPECTATION | R.CS.4. | Interpret words and phrases as they are used in a text, including technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. |
| LEARNING EXPECTATION | 3.RI.CS.4. | Determine the meaning of words and phrases in a text relevant to a grade 3 topic or subject area. ReadyRosie Share Your Knowledge Wondering About Words |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.RI.CS. | Craft and Structure |
| GUIDING QUESTION / LEARNING EXPECTATION | R.CS.5. | Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. |
| LEARNING EXPECTATION | 3.RI.CS.5. | Use text features to locate information relevant to a given topic efficiently. ReadyRosie Comprehension Clues Reading Recipes |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.RI.IKI. | Integration of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | R.IKI.7. | Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. |
| LEARNING EXPECTATION | 3.RI.IKI.7. | Use information gained from illustrations and the words in a text to demonstrate understanding of a text. ReadyRosie Books on the Go Daily Reading Routines Favorite Genres Five Finger Rule How Far Does It Fly? That's So Cool What Will You Learn? |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.RI.IKI. | Integration of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | R.IKI.8. | Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. |
| LEARNING EXPECTATION | 3.RI.IKI.8. | Explain how reasons support specific points an author makes in a text. ReadyRosie That's So Cool What Will You Learn? |
| STRAND / STANDARD / COURSE | TN.RI. | READING STANDARDS – INFORMATIONAL TEXT |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.RI.RRTC. | Range of Reading and Level of Text Complexity |
| GUIDING QUESTION / LEARNING EXPECTATION | R.RRTC.10. | Read and comprehend complex literary and informational texts independently and proficiently. |
| LEARNING EXPECTATION | 3.RI.RRTC.10. | Read and comprehend stories and informational texts at the high end of the grades 2-3 text complexity band independently and proficiently. ReadyRosie Books on the Go Building a Fort Daily Reading Routines Favorite Genres Five Finger Rule That's So Cool What Will You Learn? |
| STRAND / STANDARD / COURSE | TN.SL. | SPEAKING AND LISTENING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.SL.CC. | Comprehension and Collaboration |
| GUIDING QUESTION / LEARNING EXPECTATION | SL.CC.1. | Prepare for and participate effectively in a range of conversations and collaborations with varied partners, building on others’ ideas and expressing their own clearly and persuasively. |
| LEARNING EXPECTATION | 3.SL.CC.1. | Prepare for collaborative discussions on 3rd grade level topics and texts; engage effectively with varied partners, building on others’ ideas and expressing their own ideas clearly. ReadyRosie Building a Fort Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| STRAND / STANDARD / COURSE | TN.SL. | SPEAKING AND LISTENING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.SL.CC. | Comprehension and Collaboration |
| GUIDING QUESTION / LEARNING EXPECTATION | SL.CC.2. | Integrate and evaluate information presented in diverse media formats, such as visual, quantitative, and oral formats. |
| LEARNING EXPECTATION | 3.SL.CC.2. | Determine the main ideas and supporting details of a text presented in diverse media such as visual, quantitative, and oral formats. ReadyRosie 20 Questions Draw |
| STRAND / STANDARD / COURSE | TN.SL. | SPEAKING AND LISTENING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.SL.CC. | Comprehension and Collaboration |
| GUIDING QUESTION / LEARNING EXPECTATION | SL.CC.3. | Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. |
| LEARNING EXPECTATION | 3.SL.CC.3. | Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Library Visit Sharing Chores and Your Day This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| STRAND / STANDARD / COURSE | TN.SL. | SPEAKING AND LISTENING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.SL.PKI. | Presentation of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | SL.PKI.4. | Present information, findings, and supporting evidence such that listeners can follow the line of reasoning; the organization, development, and style are appropriate to task, purpose, and audience. |
| LEARNING EXPECTATION | 3.SL.PKI.4. | Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. ReadyRosie 20 Questions 20 Questions Draw Create a Song Family Interview Share Your Knowledge Sharing Chores and Your Day Who's Coming to Dinner? |
| STRAND / STANDARD / COURSE | TN.SL. | SPEAKING AND LISTENING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.SL.PKI. | Presentation of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | SL.PKI.5. | Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. |
| LEARNING EXPECTATION | 3.SL.PKI.5. | Add audio or visual elements when appropriate to emphasize or enhance certain facts or details. ReadyRosie 20 Questions Draw |
| STRAND / STANDARD / COURSE | TN.SL. | SPEAKING AND LISTENING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.SL.PKI. | Presentation of Knowledge and Ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | SL.PKI.6. | Adapt speech to a variety of contents and communicative tasks, demonstrating command of formal English when indicated or appropriate. |
| LEARNING EXPECTATION | 3.SL.PKI.6. | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. ReadyRosie Building a Fort |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.W.TTP. | Text Types and Protocol |
| GUIDING QUESTION / LEARNING EXPECTATION | W.TTP.1. | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| LEARNING EXPECTATION | 3.W.TTP.1. | Write opinion pieces on topics or texts, supporting a point of view with reasons. |
| INDICATOR | 3.W.TTP.1.a. | Introduce a topic or text. ReadyRosie This Is Important Who Are Your Heroes? |
| INDICATOR | 3.W.TTP.1.d. | Provide a concluding statement or section. ReadyRosie This Is Important Who Are Your Heroes? |
| INDICATOR | 3.W.TTP.1.e. | Use linking words and phrases to connect opinion and reasons. ReadyRosie This Is Important |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.W.TTP. | Text Types and Protocol |
| GUIDING QUESTION / LEARNING EXPECTATION | W.TTP.2. | Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. |
| LEARNING EXPECTATION | 3.W.TTP.2. | Write informative/explanatory texts to examine a topic and convey ideas and information. |
| INDICATOR | 3.W.TTP.2.a. | Introduce a topic. ReadyRosie Write About a Family Tradition |
| INDICATOR | 3.W.TTP.2.c. | Develop the topic with facts, definitions, and details. ReadyRosie Create a Song Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| INDICATOR | 3.W.TTP.2.d. | Provide a conclusion. ReadyRosie Write About a Family Tradition Write a Favorite Family Recipe |
| INDICATOR | 3.W.TTP.2.e. | Use linking words and phrases to connect ideas within categories of information. ReadyRosie Create a Song |
| INDICATOR | 3.W.TTP.2.f. | Use precise language to inform about or explain the topic. ReadyRosie Acrostic Poem Create a Song |
| INDICATOR | 3.W.TTP.2.g. | Apply language standards addressed in the Foundational Literacy standards. ReadyRosie Acrostic Poem Create a Song |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.W.TTP. | Text Types and Protocol |
| GUIDING QUESTION / LEARNING EXPECTATION | W.TTP.3. | Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. |
| LEARNING EXPECTATION | 3.W.TTP.3. | Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences. |
| INDICATOR | 3.W.TTP.3.a. | Establish a situation by using a narrator, including characters, and organizing an event sequence that unfolds naturally. ReadyRosie A Really Good Story Family Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Writing Telephone Game |
| INDICATOR | 3.W.TTP.3.b. | Use dialogue and/or descriptions of actions, thoughts, and feelings to develop experiences and events, or to show the response of characters to situations. ReadyRosie A Really Good Story Family Poem Magical Creature Writing Write Around |
| INDICATOR | 3.W.TTP.3.c. | Use temporal words and phrases to signal event order. ReadyRosie Create a Song Family Journaling My Family Comic Strip Sharing Chores and Your Day Write Around Writing Telephone Game |
| INDICATOR | 3.W.TTP.3.d. | Provide a sense of closure. ReadyRosie Family Journaling Magical Creature Writing My Family Comic Strip Story Train Write About a Family Tradition Write Around Write a Favorite Family Recipe |
| INDICATOR | 3.W.TTP.3.e. | Apply language standards addressed in the Foundational Literacy standards. ReadyRosie Acrostic Poem Create a Song Hinky Pinky and Hinketty Pinketty |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.W.PDW. | Production and Distribution of Writing |
| GUIDING QUESTION / LEARNING EXPECTATION | W.PDW.4. | Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. |
| LEARNING EXPECTATION | 3.W.PDW.4. | With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) ReadyRosie Create a Song Family Adventure List Family Journaling I Love My Family Because... Interview an Expert Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Please Can I? Sharing Chores and Your Day Story Train Take a Stand This Is Important Tips for storytelling: Using gestures Tips for storytelling: Using your voice Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write Around Write a Favorite Family Recipe |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.W.PDW. | Production and Distribution of Writing |
| GUIDING QUESTION / LEARNING EXPECTATION | W.PDW.6. | Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. |
| LEARNING EXPECTATION | 3.W.PDW.6. | With guidance and support from adults, use technology to produce and publish writing, as well as to interact and collaborate with others; demonstrate sufficient command of technological skills to type a complete product in a single sitting as defined in W.1-3. ReadyRosie Family Adventure List Make a Neighborhood Map Nature Journaling This Is Important |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.W.RBPK. | Research to Build and Present Knowledge |
| GUIDING QUESTION / LEARNING EXPECTATION | W.RBPK.7. | Conduct short as well as more sustained research projects based on focus questions, demonstrating new understanding of the subject under investigation. |
| LEARNING EXPECTATION | 3.W.RBPK.7. | Conduct short research projects that build general knowledge about a topic. ReadyRosie Family Interview I Want to Know About Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.W.RBPK. | Research to Build and Present Knowledge |
| GUIDING QUESTION / LEARNING EXPECTATION | W.RBPK.8. | Integrate relevant and credible information from multiple print and digital sources while avoiding plagiarism. |
| LEARNING EXPECTATION | 3.W.RBPK.8. | Recall information from experiences or gather information from print and digital sources, with support; take brief notes on sources and sort evidence into provided categories. ReadyRosie Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.W.RBPK. | Research to Build and Present Knowledge |
| GUIDING QUESTION / LEARNING EXPECTATION | W.RBPK.9. | Draw evidence from literary or informational texts to support analysis, reflection, and research. |
| LEARNING EXPECTATION | 3.W.RBPK.9. | Include evidence from literary or informational texts, applying grade 3 standards for reading. ReadyRosie Create a Song Magical Creature Writing Make a Neighborhood Map Nature Journaling Story Train Write a Favorite Family Recipe |
| STRAND / STANDARD / COURSE | TN.W. | WRITING STANDARDS |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.W.RW. | Range of Writing |
| GUIDING QUESTION / LEARNING EXPECTATION | W.RW.10. | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. |
| LEARNING EXPECTATION | 3.W.RW.10. | Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences; promote writing fluency. ReadyRosie Family Adventure List Make a Neighborhood Map Nature Journaling |
| Tennessee Academic Standards |
| Mathematics |
| Grade: K - Adopted: 2016 |
| STRAND / STANDARD / COURSE | TN.MP. | Standards for Mathematical Practice |
| CONCEPTUAL STRAND / GUIDING QUESTION | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book How Many Legs? |
| CONCEPTUAL STRAND / GUIDING QUESTION | MP.2. | Reason abstractly and quantitatively. ReadyRosie How Many Legs? The Right Size |
| CONCEPTUAL STRAND / GUIDING QUESTION | MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort More or Less Salty Numbers Would It Work? |
| CONCEPTUAL STRAND / GUIDING QUESTION | MP.4. | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| CONCEPTUAL STRAND / GUIDING QUESTION | MP.7. | Look for and make use of structure. ReadyRosie Pattern Walk |
| CONCEPTUAL STRAND / GUIDING QUESTION | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Pattern Walk |
| STRAND / STANDARD / COURSE | TN.K.CC. | Counting and Cardinality (CC) |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.CC.A. | Know number names and the counting sequence. |
| GUIDING QUESTION / LEARNING EXPECTATION | K.CC.A.1. | Count to 100 by ones, fives, and tens. Count backward from 10. ReadyRosie Add One Car Race Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |
| GUIDING QUESTION / LEARNING EXPECTATION | K.CC.A.2. | Count forward beginning from a given number within the known sequence (instead of having to begin at 1). ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |
| GUIDING QUESTION / LEARNING EXPECTATION | K.CC.A.3. | Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20. ReadyRosie Go Fish My Favorite Things Numbers on My Back Sneaky Math Note |
| STRAND / STANDARD / COURSE | TN.K.CC. | Counting and Cardinality (CC) |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.CC.B. | Count to tell the number of objects. |
| GUIDING QUESTION / LEARNING EXPECTATION | K.CC.B.4. | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| LEARNING EXPECTATION | K.CC.B.4.a. | When counting objects, say the number names in the standard order, using one-to-one correspondence. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Sneaky Math Note Spill the Beans The Biggest Number What Am I Counting? What Do I Have? |
| LEARNING EXPECTATION | K.CC.B.4.b. | Recognize 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? |
| LEARNING EXPECTATION | K.CC.B.4.c. | Recognize that each successive number name refers to a quantity that is one greater. 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 / STANDARD / COURSE | TN.K.CC. | Counting and Cardinality (CC) |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.CC.B. | Count to tell the number of objects. |
| GUIDING QUESTION / LEARNING EXPECTATION | K.CC.B.5. | Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, a circle, or as many as 10 things in a scattered configuration. Given a number from 1-20, count out that many objects. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Sneaky Math Note Spill the Beans The Biggest Number What Do I Have? |
| STRAND / STANDARD / COURSE | TN.K.CC. | Counting and Cardinality (CC) |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.CC.C. | Compare numbers. |
| GUIDING QUESTION / LEARNING EXPECTATION | K.CC.C.6. | Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. ReadyRosie In Ten Seconds More or Less The Biggest Number |
| GUIDING QUESTION / LEARNING EXPECTATION | K.CC.C.7. | Compare two given numbers up to 10, when written as numerals, using the terms greater than, less than, or equal to. ReadyRosie Ten in a Row |
| STRAND / STANDARD / COURSE | TN.K.OA. | Operations and Algebraic Thinking (OA) |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.OA.A. | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. |
| GUIDING QUESTION / LEARNING EXPECTATION | K.OA.A.1. | Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations. ReadyRosie Car Race Family Math Book Finish My Set Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes |
| GUIDING QUESTION / LEARNING EXPECTATION | K.OA.A.2. | Add and subtract within 10 to solve contextual problems using objects or drawings to represent the problem. ReadyRosie Bedtime Math Story Car Race Car Time Math Family Math Book Finish My Set Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes Restaurant Story Problems Spill the Beans |
| GUIDING QUESTION / LEARNING EXPECTATION | K.OA.A.3. | Decompose numbers less than or equal to 10 into addend pairs in more than one way (e.g., 5 = 2 + 3 and 5 = 4 + 1) by using objects or drawings. Record each decomposition using a drawing or writing an equation. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| GUIDING QUESTION / LEARNING EXPECTATION | K.OA.A.4. | Find the number that makes 10, when added to any given number, from 1 to 9 using objects or drawings. Record the answer using a drawing or writing an equation. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| GUIDING QUESTION / LEARNING EXPECTATION | K.OA.A.5. | Fluently add and subtract within 10 using mental strategies. ReadyRosie Car Race Math Fact Memory Roll the Difference Spill the Beans |
| STRAND / STANDARD / COURSE | TN.K.NBT. | Number and Operations in Base Ten (NBT) |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.NBT.A. | Work with numbers 11–19 to gain foundations for place value. |
| GUIDING QUESTION / LEARNING EXPECTATION | K.NBT.A.1. | Compose and decompose numbers from 11 to 19 into ten ones and some more ones by using objects or drawings. Record the composition or decomposition using a drawing or by writing an equation. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| STRAND / STANDARD / COURSE | TN.K.MD. | Measurement and Data (MD) |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.MD.A. | Describe and compare measurable attributes. |
| GUIDING QUESTION / LEARNING EXPECTATION | K.MD.A.1. | Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. ReadyRosie Blow Your House Down! Hunt and Measure Measurable Me |
| GUIDING QUESTION / LEARNING EXPECTATION | K.MD.A.2. | Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. ReadyRosie Blow Your House Down! Guess and Measure How Far Does It Fly? Hunt and Measure Measurable Me Measure your Steps Ramp Car Racing The Right Size |
| STRAND / STANDARD / COURSE | TN.K.MD. | Measurement and Data (MD) |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.MD.B. | Work with money. |
| GUIDING QUESTION / LEARNING EXPECTATION | K.MD.B.3. | Identify the penny, nickel, dime, and quarter and recognize the value of each. ReadyRosie I Spy a Coin |
| STRAND / STANDARD / COURSE | TN.K.MD. | Measurement and Data (MD) |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.MD.C. | Classify objects and count the number of objects in each category. |
| GUIDING QUESTION / LEARNING EXPECTATION | K.MD.C.4. | Sort a collection of objects into a given category, with 10 or less in each category. Compare the categories by group size. ReadyRosie Car Race Card Sorting Go Fish I Spy a Coin In Ten Seconds Spill the Beans The Biggest Number Toy Organization |
| STRAND / STANDARD / COURSE | TN.K.G. | Geometry (G) |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.G.A. | Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). |
| GUIDING QUESTION / LEARNING EXPECTATION | K.G.A.1. | Describe objects in the environment using names of shapes. Describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, between, and next to. ReadyRosie Is it a Triangle? Pattern Walk Shape Scavenger Hunt |
| GUIDING QUESTION / LEARNING EXPECTATION | K.G.A.2. | Correctly name shapes regardless of their orientations or overall size. ReadyRosie Canned Shape Scavenger Hunt |
| GUIDING QUESTION / LEARNING EXPECTATION | K.G.A.3. | Identify shapes as two-dimensional or three-dimensional. ReadyRosie Shape Scavenger Hunt |
| STRAND / STANDARD / COURSE | TN.K.G. | Geometry (G) |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.G.B. | Analyze, compare, create, and compose shapes. |
| GUIDING QUESTION / LEARNING EXPECTATION | K.G.B.4. | Describe similarities and differences between two- and three-dimensional shapes, in different sizes and orientations. ReadyRosie Shape Scavenger Hunt |
| GUIDING QUESTION / LEARNING EXPECTATION | K.G.B.5. | Model shapes in the world by building and drawing shapes. ReadyRosie Is it a Triangle? |
| GUIDING QUESTION / LEARNING EXPECTATION | K.G.B.6. | Compose larger shapes using simple shapes and identify smaller shapes within a larger shape. ReadyRosie Is it a Triangle? |
| Tennessee Academic Standards |
| Mathematics |
| Grade: 1 - Adopted: 2016 |
| STRAND / STANDARD / COURSE | TN.MP. | Standards for Mathematical Practice |
| CONCEPTUAL STRAND / GUIDING QUESTION | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book |
| CONCEPTUAL STRAND / GUIDING QUESTION | 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? |
| CONCEPTUAL STRAND / GUIDING QUESTION | MP.4. | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| CONCEPTUAL STRAND / GUIDING QUESTION | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| CONCEPTUAL STRAND / GUIDING QUESTION | MP.7. | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| CONCEPTUAL STRAND / GUIDING QUESTION | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| STRAND / STANDARD / COURSE | TN.1.OA. | Operations and Algebraic Thinking (OA) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.OA.A. | Represent and solve problems involving addition and subtraction. |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.OA.A.1. | Add and subtract within 20 to solve contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem. (See Table 1 - Addition and Subtraction Situations) 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... |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.OA.A.2. | Add three whole numbers whose sum is within 20 to solve contextual problems using objects, drawings, and equations with a symbol for the unknown number to represent the problem. ReadyRosie Restaurant Story Problems Ten Scoops The Final Price Is... |
| STRAND / STANDARD / COURSE | TN.1.OA. | Operations and Algebraic Thinking (OA) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.OA.B. | Understand and apply properties of operations and the relationship between addition and subtraction. |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.OA.B.3. | Apply properties of operations (additive identity, commutative, and associative) as strategies to add and subtract. (Students need not use formal terms for these properties.) ReadyRosie Fishing for Doubles |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.OA.B.4. | Understand subtraction as an unknown-addend problem. For example, to solve 10 – 8 = ___, a student can use 8 + ___ = 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 Dimes Ten Scoops |
| STRAND / STANDARD / COURSE | TN.1.OA. | Operations and Algebraic Thinking (OA) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.OA.C. | Add and subtract within 20. |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.OA.C.5. | Add and subtract within 20 using strategies such as counting on, counting back, making 10, using fact families and related known facts, and composing/ decomposing numbers with an emphasis on making ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9 or adding 6 + 7 by creating the known equivalent 6 + 4 + 3 = 10 + 3 = 13). ReadyRosie Addition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Scoops |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.OA.C.6. | Fluently add and subtract within 20 using mental strategies. By the end of 1st grade, know from memory all sums up to 10. ReadyRosie Addition War Can you Make 21? Car Race Car Time Math Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Scoops |
| STRAND / STANDARD / COURSE | TN.1.OA. | Operations and Algebraic Thinking (OA) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.OA.D. | Work with addition and subtraction equations. |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.OA.D.8. | Determine the unknown whole number in an addition or subtraction equation, with the unknown in any position (e.g., 8 + ? = 11, 5 = ? - 3, 6 + 6 = ?). ReadyRosie Where Did I Start? |
| STRAND / STANDARD / COURSE | TN.1.NBT. | Number and Operations in Base Ten (NBT) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.NBT.A. | Extend the counting sequence. |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.NBT.A.1. | Count to 120, starting at any number. Read and write numerals to 120 and represent a number of objects with a written numeral. Count backward from 20. ReadyRosie I Can Make You Say 21 Sneaky Math Note Ten in a Row |
| STRAND / STANDARD / COURSE | TN.1.NBT. | Number and Operations in Base Ten (NBT) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.NBT.B. | Understand place value. |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.NBT.B.2. | Know that the digits of a two-digit number represent groups of tens and ones (e.g., 39 can be represented as 39 ones, 2 tens and 19 ones, or 3 tens and 9 ones). ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.NBT.B.3. | Compare two two-digit numbers based on the meanings of the digits in each place and use the symbols >, =, and < to show the relationship. ReadyRosie Greater Than I'm Thinking of a Number Location Guess My Number Ten in a Row |
| STRAND / STANDARD / COURSE | TN.1.NBT. | Number and Operations in Base Ten (NBT) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.NBT.C. | Use place value understanding and properties of operations to add and subtract. |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.NBT.C.4. | Add a two-digit number to a one-digit number and a two-digit number to a multiple of ten (within 100). Use concrete models, drawings, strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to explain the reasoning used. ReadyRosie Broken Calculator Keys Car Race Fishing for Tens Ten Dimes |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.NBT.C.5. | Mentally find 10 more or 10 less than a given two-digit number without having to count by ones and explain the reasoning used. ReadyRosie Ten More |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.NBT.C.6. | Subtract multiples of 10 from multiples of 10 in the range 10-90 using concrete models, drawings, strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. ReadyRosie Ten More |
| STRAND / STANDARD / COURSE | TN.1.MD. | Measurement and Data (MD) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.MD.A. | Measure lengths indirectly and by iterating length units. |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.MD.A.1. | Order three objects by length. Compare the lengths of two objects indirectly by using a third object. For example, to compare indirectly the heights of Bill and Susan: if Bill is taller than mother and mother is taller than Susan, then Bill is taller than Susan. ReadyRosie How Far Does It Fly? Hunt and Measure Measurable Me Ramp Car Racing |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.MD.A.2. | Measure the length of an object using non-standard units and express this length as a whole number of units. ReadyRosie Hunt and Measure |
| STRAND / STANDARD / COURSE | TN.1.MD. | Measurement and Data (MD) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.MD.B. | Work with time and money. |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.MD.B.3. | Tell and write time in hours and half-hours using analog and digital clocks. ReadyRosie Body Clock |
| STRAND / STANDARD / COURSE | TN.1.MD. | Measurement and Data (MD) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.MD.C. | Represent and interpret data. |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.MD.C.5. | Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. ReadyRosie Survey Says |
| STRAND / STANDARD / COURSE | TN.1.G. | Geometry (G) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.G.A. | Reason about shapes and their attributes. |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.G.A.1. | Distinguish between attributes that define a shape (e.g., number of sides and vertices) versus attributes that do not define the shape (e.g., color, orientation, overall size); build and draw two-dimensional shapes to possess defining attributes. ReadyRosie Folding a Blanket Mystery Shape Paper Airplane Geometry |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.G.A.2. | Create a composite shape and use the composite shape to make new shapes by using two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, rectangular prisms, cones, and cylinders). ReadyRosie Folding a Blanket Paper Airplane Geometry |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.G.A.3. | Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that partitioning into more equal shares creates smaller shares. ReadyRosie Folding Napkins Making Playdough Together |
| Tennessee Academic Standards |
| Mathematics |
| Grade: 2 - Adopted: 2016 |
| STRAND / STANDARD / COURSE | TN.MP. | Standards for Mathematical Practice |
| CONCEPTUAL STRAND / GUIDING QUESTION | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| CONCEPTUAL STRAND / GUIDING QUESTION | 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 |
| CONCEPTUAL STRAND / GUIDING QUESTION | MP.4. | Model with mathematics. ReadyRosie Family Math Book Is it Reasonable? When Five is Big |
| CONCEPTUAL STRAND / GUIDING QUESTION | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| CONCEPTUAL STRAND / GUIDING QUESTION | MP.7. | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| CONCEPTUAL STRAND / GUIDING QUESTION | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| STRAND / STANDARD / COURSE | TN.2.OA. | Operations and Algebraic Thinking (OA) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.OA.B. | Add and subtract within 30. |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.OA.B.2. | Fluently add and subtract within 30 using mental strategies. By the end of 2nd grade, know from memory all sums of two one-digit numbers and related subtraction facts. ReadyRosie Addition War Can you Make 21? Fifteen Fact Memory Fishing for Doubles Subtraction War |
| STRAND / STANDARD / COURSE | TN.2.OA. | Operations and Algebraic Thinking (OA) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.OA.C. | Work with equal groups of objects to gain foundations for multiplication. |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.OA.C.3. | Determine whether a group of objects (up to 20) has an odd or even number of members by pairing objects or counting them by 2s. Write an equation to express an even number as a sum of two equal addends. ReadyRosie Even or Odd? |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.OA.C.4. | Use repeated addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. ReadyRosie An Array of Brownies I Spy Sums and Products Table Times |
| STRAND / STANDARD / COURSE | TN.2.NBT. | Number and Operations in Base Ten (NBT) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.NBT.A. | Understand place value. |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.NBT.A.1. | Know that the three digits of a three-digit number represent amounts of hundreds, tens, and ones (e.g., 706 can be represented in multiple ways as 7 hundreds, 0 tens, and 6 ones; 706 ones; or 70 tens and 6 ones). ReadyRosie All About My Number How Much to 1,000? Less Than Place Value Battle Place Value Dice |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.NBT.A.2. | Count within 1000. Skip-count within 1000 by 5s, 10s, and 100s, starting from any number in its skip counting sequence. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.NBT.A.3. | Read and write numbers to 1000 using standard form, word form, and expanded form. ReadyRosie All About My Number Dollars and Dice Place Value Dice Sneaky Math Note Thousand More |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.NBT.A.4. | Compare two three-digit numbers based on the meanings of the digits in each place and use the symbols >, =, and < to show the relationship. ReadyRosie Greater Than Is it Reasonable? Less Than Location Guess My Number Place Value Battle The Greater Number |
| STRAND / STANDARD / COURSE | TN.2.NBT. | Number and Operations in Base Ten (NBT) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.NBT.B. | Use place value understanding and properties of operations to add and subtract. |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.NBT.B.5. | Fluently add and subtract within 100 using properties of operations, strategies based on place value, and/or the relationship between addition and subtraction. ReadyRosie 2-Digit Addition War Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice Fishing for Doubles How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.NBT.B.6. | Add up to four two-digit numbers using properties of operations and 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? Restaurant Story Problems Skunk Addition The Answer Is Thousand More |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.NBT.B.7. | Add and subtract within 1000 using concrete models, drawings, strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to explain the reasoning used. 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? |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.NBT.B.8. | Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100– 900. ReadyRosie Dollars and Dice |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.NBT.B.9. | Explain why addition and subtraction strategies work using properties of operations and place value. (Explanations may include words, drawing, or objects.) ReadyRosie Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Dollars and Dice Fishing for Doubles How Much to 1,000? Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| STRAND / STANDARD / COURSE | TN.2.MD. | Measurement and Data (MD) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.MD.A. | Measure and estimate lengths in standard units. |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.MD.A.1. | Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.MD.A.3. | Estimate lengths using units of inches, feet, yards, centimeters, and meters. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.MD.A.4. | Measure to determine how much longer one object is than another and express the difference in terms of a standard unit of length. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| STRAND / STANDARD / COURSE | TN.2.MD. | Measurement and Data (MD) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.MD.C. | Work with time and money. |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.MD.C.8. | Solve contextual problems involving dollar bills, quarters, dimes, nickels, and pennies using ¢ and $ symbols appropriately. ReadyRosie What's in a Dollar? |
| STRAND / STANDARD / COURSE | TN.2.MD. | Measurement and Data (MD) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.MD.D. | Represent and interpret data. |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.MD.D.9. | Generate measurement data by measuring lengths of several objects to the nearest whole unit. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| STRAND / STANDARD / COURSE | TN.2.G. | Geometry (G) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.G.A. | Reason about shapes and their attributes. |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.G.A.1. | Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Draw two-dimensional shapes having specified attributes (as determined directly or visually, not by measuring), such as a given number of angles or a given number of sides of equal length. ReadyRosie Mystery Shape Paper Airplane Geometry |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.G.A.2. | Partition a rectangle into rows and columns of same-sized squares and find the total number of squares. ReadyRosie An Array of Brownies |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.G.A.3. | Partition circles and rectangles into two, three, and four equal shares, describe the shares using the words halves, thirds, fourths, half of, a third of, and a fourth of, and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. ReadyRosie Counting Fractions |
| Tennessee Academic Standards |
| Mathematics |
| Grade: 3 - Adopted: 2016 |
| STRAND / STANDARD / COURSE | TN.MP. | Standards for Mathematical Practice |
| CONCEPTUAL STRAND / GUIDING QUESTION | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| CONCEPTUAL STRAND / GUIDING QUESTION | MP.2. | Reason abstractly and quantitatively. ReadyRosie That's Crazy! |
| CONCEPTUAL STRAND / GUIDING QUESTION | MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt |
| CONCEPTUAL STRAND / GUIDING QUESTION | MP.4. | Model with mathematics. ReadyRosie Family Math Book That's Crazy! When Five is Big |
| CONCEPTUAL STRAND / GUIDING QUESTION | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| CONCEPTUAL STRAND / GUIDING QUESTION | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| STRAND / STANDARD / COURSE | TN.3.OA. | Operations and Algebraic Thinking (OA) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.OA.A. | Represent and solve problems involving multiplication and division. |
| GUIDING QUESTION / LEARNING EXPECTATION | 3.OA.A.1. | Interpret the factors and products in whole number multiplication equations (e.g., 4 x 7 is 4 groups of 7 objects with a total of 28 objects or 4 strings measuring 7 inches each with a total of 28 inches.) ReadyRosie I Spy Sums and Products Let's Go to 100 Multiplication War Price Per Pound Say it a Different Way |
| GUIDING QUESTION / LEARNING EXPECTATION | 3.OA.A.2. | Interpret the dividend, divisor, and quotient in whole number division equations (e.g., 28 ÷ 7 can be interpreted as 28 objects divided into 7 equal groups with 4 objects in each group or 28 objects divided so there are 7 objects in each of the 4 equal groups). ReadyRosie Fair Share |
| GUIDING QUESTION / LEARNING EXPECTATION | 3.OA.A.3. | Multiply and divide within 100 to solve contextual problems, with unknowns in all positions, in situations involving equal groups, arrays, and measurement quantities using strategies based on place value, the properties of operations, and the relationship between multiplication and division (e.g., contexts including computations such as 3 x ? = 24, 6 x 16 = ?, ? ÷ 8 = 3, or 96 ÷ 6 = ?) ReadyRosie Can I Stump You? Family Math Book Let's Go to 100 Table Times |
| GUIDING QUESTION / LEARNING EXPECTATION | 3.OA.A.4. | Determine the unknown whole number in a multiplication or division equation relating three whole numbers within 100. For example, determine the unknown number that makes the equation true in each of the equations: 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 =? ReadyRosie Math Mind Reading Parts Unknown |
| STRAND / STANDARD / COURSE | TN.3.OA. | Operations and Algebraic Thinking (OA) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.OA.B. | Understand properties of multiplication and the relationship between multiplication and division. |
| GUIDING QUESTION / LEARNING EXPECTATION | 3.OA.B.5. | Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known (Commutative property of multiplication). 3 x 5 x 2 can be solved by (3 x 5) x 2 or 3 x (5 x 2) (Associative property of multiplication). One way to find 8 x 7 is by using 8 x (5 + 2) = (8 x 5) + (8 x 2). By knowing that 8 x 5 = 40 and 8 x 2 = 16, then 8 x 7 = 40 + 16 = 56 (Distributive property of multiplication over addition). ReadyRosie Broken Calculator Keys Can I Stump You? How Much to 1,000? I Spy Sums and Products Multiplication War The Answer Is What's the Difference? |
| GUIDING QUESTION / LEARNING EXPECTATION | 3.OA.B.6. | Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |
| STRAND / STANDARD / COURSE | TN.3.OA. | Operations and Algebraic Thinking (OA) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.OA.C. | Multiply and divide within 100. |
| GUIDING QUESTION / LEARNING EXPECTATION | 3.OA.C.7. | Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of 3rd grade, know from memory all products of two one-digit numbers and related division facts. 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 / STANDARD / COURSE | TN.3.OA. | Operations and Algebraic Thinking (OA) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.OA.D. | Solve problems involving the four operations and identify and explain patterns in arithmetic. |
| GUIDING QUESTION / LEARNING EXPECTATION | 3.OA.D.8. | Solve two-step contextual problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. ReadyRosie Can I Stump You? Family Math Book Input Output Let's Go to 100 Make One Up Restaurant Story Problems Table Times |
| STRAND / STANDARD / COURSE | TN.3.NBT. | Number and Operations in Base Ten (NBT) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.NBT.A. | Use place value understanding and properties of operations to perform multi-digit arithmetic. |
| GUIDING QUESTION / LEARNING EXPECTATION | 3.NBT.A.1. | Round whole numbers to the nearest 10 or 100 using understanding of place value. ReadyRosie Round Showdown The Greater Number |
| GUIDING QUESTION / LEARNING EXPECTATION | 3.NBT.A.2. | Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition The Answer Is Thousand More What's the Difference? |
| STRAND / STANDARD / COURSE | TN.3.NF. | Number and Operations - Fractions (NF) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.NF.A. | Develop understanding of fractions as numbers. |
| GUIDING QUESTION / LEARNING EXPECTATION | 3.NF.A.1. | Understand a fraction, 1/ݑ , as the quantity formed by 1 part when a whole is partitioned into b equal parts (unit fraction); understand a fraction ϰݑ/ ΰݑ as the quantity formed by a parts of size 1/ϰݑ. For example, 3/4 represents a quantity formed by 3 parts of size 1/4. ReadyRosie Fractions on a Number Line Shape Up! |
| STRAND / STANDARD / COURSE | TN.3.NF. | Number and Operations - Fractions (NF) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.NF.A. | Develop understanding of fractions as numbers. |
| GUIDING QUESTION / LEARNING EXPECTATION | 3.NF.A.3. | Explain equivalence of fractions and compare fractions by reasoning about their size. |
| LEARNING EXPECTATION | 3.NF.A.3.a. | Understand two fractions as equivalent (equal) if they are the same size or the same point on a number line. ReadyRosie Sharing an Apple |
| LEARNING EXPECTATION | 3.NF.A.3.b. | Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3) and explain why the fractions are equivalent using a visual fraction model. ReadyRosie Sharing an Apple |
| LEARNING EXPECTATION | 3.NF.A.3.c. | Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers. For example, express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point on a number line diagram. ReadyRosie Fractions on a Number Line Shape Up! |
| LEARNING EXPECTATION | 3.NF.A.3.d. | Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Use the symbols >, =, or < to show the relationship and justify the conclusions. ReadyRosie Fractions on a Number Line |
| STRAND / STANDARD / COURSE | TN.3.MD. | Measurement and Data (MD) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.MD.A. | Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. |
| GUIDING QUESTION / LEARNING EXPECTATION | 3.MD.A.1. | Tell and write time to the nearest minute and measure time intervals in minutes. Solve contextual problems involving addition and subtraction of time intervals in minutes. For example, students may use a number line to determine the difference between the start time and the end time of lunch. ReadyRosie Now is the Time |
| GUIDING QUESTION / LEARNING EXPECTATION | 3.MD.A.2. | Measure the mass of objects and liquid volume using standard units of grams (g), kilograms (kg), milliliters (ml), and liters (l). Estimate the mass of objects and liquid volume using benchmarks. For example, a large paper clip is about one gram, so a box of about 100 large clips is about 100 grams. Therefore, ten boxes would be about 1 kilogram. ReadyRosie Cooking Estimation Double the Recipe Reading Recipes |
| STRAND / STANDARD / COURSE | TN.3.MD. | Measurement and Data (MD) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.MD.B. | Represent and interpret data. |
| GUIDING QUESTION / LEARNING EXPECTATION | 3.MD.B.3. | Draw a scaled pictograph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled graphs. ReadyRosie Graphing Walking Goals |
| GUIDING QUESTION / LEARNING EXPECTATION | 3.MD.B.4. | Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units: whole numbers, halves, or quarters. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| STRAND / STANDARD / COURSE | TN.3.MD. | Measurement and Data (MD) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.MD.C. | Geometric measurement: understand and apply concepts of area and relate area to multiplication and to addition. |
| GUIDING QUESTION / LEARNING EXPECTATION | 3.MD.C.5. | Recognize that plane figures have an area and understand concepts of area measurement. |
| LEARNING EXPECTATION | 3.MD.C.5.a. | Understand that a square with side length 1 unit, called "a unit square," is said to have "one square unit" of area and can be used to measure area. ReadyRosie Cracker Perimeter & Area |
| LEARNING EXPECTATION | 3.MD.C.5.b. | Understand that a plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. ReadyRosie Cracker Perimeter & Area |
| STRAND / STANDARD / COURSE | TN.3.MD. | Measurement and Data (MD) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.MD.C. | Geometric measurement: understand and apply concepts of area and relate area to multiplication and to addition. |
| GUIDING QUESTION / LEARNING EXPECTATION | 3.MD.C.6. | Measure areas by counting unit squares (square centimeters, square meters, square inches, square feet, and improvised units). ReadyRosie Cracker Perimeter & Area |
| STRAND / STANDARD / COURSE | TN.3.MD. | Measurement and Data (MD) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.MD.C. | Geometric measurement: understand and apply concepts of area and relate area to multiplication and to addition. |
| GUIDING QUESTION / LEARNING EXPECTATION | 3.MD.C.7. | Relate area of rectangles to the operations of multiplication and addition. |
| LEARNING EXPECTATION | 3.MD.C.7.b. | Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real-world and mathematical problems and represent whole-number products as rectangular areas in mathematical reasoning. ReadyRosie An Array of Brownies |
| LEARNING EXPECTATION | 3.MD.C.7.c. | Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a x b and a x c. Use area models to represent the distributive property in mathematical reasoning. For example, in a rectangle with dimensions 4 by 6, students can decompose the rectangle into 4 x 3 and 4 x 3 to find the total area of 4 x 6. ReadyRosie I Spy Sums and Products |
| STRAND / STANDARD / COURSE | TN.3.G. | Geometry (G) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 3.G.A. | Reason about shapes and their attributes. |
| GUIDING QUESTION / LEARNING EXPECTATION | 3.G.A.2. | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area and describe the area of each part as 1/4 of the area of the shape. ReadyRosie Counting Fractions Shape Up! |
| Tennessee Academic Standards |
| Science |
| Grade: K - Adopted: 2016 |
| STRAND / STANDARD / COURSE | TN.K.LS. | Life Sciences (LS) |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.LS1. | From Molecules to Organisms: Structures and Processes |
| GUIDING QUESTION / LEARNING EXPECTATION | K.LS1.2. | Recognize differences between living organisms and non-living materials and sort them into groups by observable physical attributes. ReadyRosie Nature Journaling |
| STRAND / STANDARD / COURSE | TN.K.LS. | Life Sciences (LS) |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.LS3. | Heredity: Inheritance and Variation of Traits |
| GUIDING QUESTION / LEARNING EXPECTATION | K.LS3.1. | Make observations to describe that young plants and animals resemble their parents. ReadyRosie Family Sensory Walk |
| STRAND / STANDARD / COURSE | TN.K.ESS. | Earth and Space Sciences (ESS) |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.ESS3. | Earth and Human Activity |
| GUIDING QUESTION / LEARNING EXPECTATION | K.ESS3.1. | Use a model to represent the relationship between the basic needs (shelter, food, water) of different plants and animals (including humans) and the places they live. ReadyRosie Family Sensory Walk |
| STRAND / STANDARD / COURSE | TN.K.ETS. | Engineering, Technology, and Applications of Science (ETS) |
| CONCEPTUAL STRAND / GUIDING QUESTION | K.ETS1. | Engineering Design |
| GUIDING QUESTION / LEARNING EXPECTATION | K.ETS1.1. | Ask and answer questions about the scientific world and gather information using the senses. ReadyRosie Ramp Car Racing |
| Tennessee Academic Standards |
| Science |
| Grade: 1 - Adopted: 2016 |
| STRAND / STANDARD / COURSE | TN.1.LS. | Life Sciences (LS) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.LS1. | From Molecules to Organisms: Structures and Processes |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.LS1.1. | Recognize the structure of plants (roots, stems, leaves, flowers, fruits) and describe the function of the parts (taking in water and air, producing food, making new plants). ReadyRosie I Found This |
| STRAND / STANDARD / COURSE | TN.1.LS. | Life Sciences (LS) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.LS2. | Ecosystems: Interactions, Energy, and Dynamics |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.LS2.1. | Conduct an experiment to show how plants depend on air, water, minerals from soil, and light to grow and thrive. ReadyRosie Family Sensory Walk |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.LS2.3. | Recognize how plants depend on their surroundings and other living things to meet their needs in the places they live. ReadyRosie Family Sensory Walk |
| STRAND / STANDARD / COURSE | TN.1.ETS. | Engineering, Technology, and Applications of Science (ETS) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 1.ETS1. | Engineering Design |
| GUIDING QUESTION / LEARNING EXPECTATION | 1.ETS1.1. | Solve scientific problems by asking testable questions, making short-term and long-term observations, and gathering information. ReadyRosie Ramp Car Racing |
| Tennessee Academic Standards |
| Science |
| Grade: 2 - Adopted: 2016 |
| STRAND / STANDARD / COURSE | TN.2.ETS. | Engineering, Technology, and Applications of Science (ETS) |
| CONCEPTUAL STRAND / GUIDING QUESTION | 2.ETS1. | Engineering Design |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.ETS1.1. | Define a simple problem that can be solved through the development of a new or improved object or tool by asking questions, making observations, and gather accurate information about a situation people want to change. ReadyRosie Ramp Car Racing |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.ETS1.3. | Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together. ReadyRosie Ramp Car Racing |
| GUIDING QUESTION / LEARNING EXPECTATION | 2.ETS1.4. | Compare and contrast solutions to a design problem by using evidence to point out strengths and weaknesses of the design. ReadyRosie Ramp Car Racing |