Colorado Academic Standards (CAS) (Pre-K)
| Main Criteria: Colorado Academic Standards (CAS) | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Health and PE, Language Arts, Mathematics | ||
| Grade: Pre K | ||
| Correlation Options: Show Correlated | ||
| Colorado Academic Standards (CAS) |
| Health and PE |
| Grade: Pre K - Adopted: 2018 |
| CONTENT AREA | Prepared Graduates in Comprehensive Health and Physical Education | |
| STANDARD | 6. Apply knowledge and skills that promote healthy, violence-free relationships. ReadyRosie How can I stop my kids from fighting? |
| CONTENT AREA | Comprehensive Health - Preschool, Standard 2. Physical and Personal Wellness | |
| STANDARD | CH.P.2.2 | Develop self-management skills and personal hygiene skills to promote healthy habit. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | CH.P.2.2.a. | Complete personal care tasks such as using clean tissues, washing hands, handling food hygienically, brushing teeth, and choosing appropriate clothing for the weather. ReadyRosie Brushing Your Teeth Rub a Dub Counting |
| CONTENT AREA | Comprehensive Health - Preschool, Standard 3. Social and Emotional Wellness | |
| STANDARD | CH.P.3.1 | Children develop healthy relationships and interactions with adults and peers. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | CH.P.3.1.b. | Cooperate with others. ReadyRosie Clap and Count Keep It Up |
| INDICATOR | CH.P.3.1.f. | Resolve conflict with peers alone and/or with adult intervention as appropriate. ReadyRosie How can I stop my kids from fighting? |
| CONTENT AREA | Comprehensive Health - Preschool, Standard 3. Social and Emotional Wellness | |
| STANDARD | CH.P.3.2 | Children develop self-concept and self-efficacy skills. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | CH.P.3.2.c. | Show confidence in a range of abilities and in the capacity to accomplish tasks and take on new tasks. ReadyRosie I Remember When |
| CONTENT AREA | Comprehensive Health - Preschool, Standard 3. Social and Emotional Wellness | |
| STANDARD | CH.P.3.3 | Children develop self-regulation skills. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | CH.P.3.3.b. | Handle impulses and behavior with minimal direction. ReadyRosie Clap and Count |
| INDICATOR | CH.P.3.3.c. | Follow simple rules, routines and directions. ReadyRosie How do I get my child to______? |
| INDICATOR | CH.P.3.3.d. | Shift attention between tasks and move through transitions with minimal direction from adults. ReadyRosie Is my child overscheduled? |
| INDICATOR | CH.P.3.3.e. | Attend to free play activities for longer periods of time. ReadyRosie Is my child overscheduled? |
| CONTENT AREA | Comprehensive Health - Preschool, Standard 3. Social and Emotional Wellness | |
| STANDARD | CH.P.3.4 | Children develop a healthy range of emotional expressions and learn positive alternatives to aggressive or isolating behaviors. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | CH.P.3.4.b. | Refrain from disruptive behavior, aggressive, angry, or defiant behaviors. ReadyRosie Clap and Count Talking About Your Feelings |
| INDICATOR | CH.P.3.4.c. | Adapt to new environments with appropriate emotions and behaviors. ReadyRosie How can I recognize signs of stress in my child and what can I do about it? |
| CONTENT AREA | Comprehensive Health - Preschool, Standard 4. Prevention and Risk Management | |
| STANDARD | CH.P.4.1 | Identify ways to be safe while at play. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | CH.P.4.1.b. | Follow basic health and safety rules inside and outside the classroom. ReadyRosie How do I get my child to______? |
| INDICATOR | CH.P.4.1.d. | Communicate and understanding the importance of health and safety routines and rules. ReadyRosie How do I get my child to______? |
| CONTENT AREA | Prepared Graduates in Physical Education | |
| STANDARD | 5. Exhibit responsible personal and social behavior that respects self and others in physical activity settings. ReadyRosie Clap and Count How can I stop my kids from fighting? Sink or Swim |
| CONTENT AREA | Physical Education - Preschool, Standard 1. Movement and Competence Understanding | |
| STANDARD | PE.P.1.1 | Travel in a variety of directions using basic locomotor skills, and demonstrate understanding of personal and general space. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | PE.P.1.1.d. | Develop motor control and balance for a range of physical activities, such as walking, propelling a wheelchair or mobility device, skipping, running, climbing, and hopping. ReadyRosie Hopping Rhyming |
| CONTENT AREA | Physical Education - Preschool, Standard 3. Social and Emotional Wellness | |
| STANDARD | PE.P.3.1 | Demonstrate understanding of positive social interaction with teachers and peers. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | PE.P.3.1.a. | Demonstrate listening to the teacher during group activities. ReadyRosie Sink or Swim |
| INDICATOR | PE.P.3.1.b. | Demonstrate sharing and taking turns when with participating with peers. ReadyRosie Clap and Count |
| INDICATOR | PE.P.3.1.d. | Recognize basic class rules and protocols. ReadyRosie How do I get my child to______? Sink or Swim |
| INDICATOR | PE.P.3.1.e. | Individuals recognize that rules make situations and activities safe and run more smoothly. ReadyRosie How do I get my child to______? Sink or Swim |
| CONTENT AREA | Physical Education - Preschool, Standard 4. Prevention and Risk Management | |
| STANDARD | PE.P.4.1 | Understand basic safety rules and principles. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | PE.P.4.1.b. | Follow basic health and safety rules and respond appropriately to harmful or unsafe situations. ReadyRosie How do I get my child to______? Sink or Swim |
| INDICATOR | PE.P.4.1.c. | Communicate an understanding of the importance of health and safety routines and rules. ReadyRosie How do I get my child to______? Sink or Swim |
| Colorado Academic Standards (CAS) |
| Language Arts |
| Grade: Pre K - Adopted: 2018 |
| CONTENT AREA | Prepared Graduates in Reading, Writing, and Communicating | |
| STANDARD | 5 | Understand how language functions in different contexts, command a variety of word-learning strategies to assist comprehension, and make effective choices for meaning or style when writing and speaking. ReadyRosie Grocery Store Conversations How can I help my child learn new words? I'm Thinking of an Animal Mystery Bag Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| STANDARD | 8 | Craft narratives using techniques specific to the genre. ReadyRosie Tips for storytelling: Using gestures Weekend News Why is storytelling important? Why should we tell family stories? |
| CONTENT AREA | RW.P.1. | Oral Expression and Listening |
| STANDARD | RW.P.1.1. | Children comprehend and understand the English language (Receptive Language). |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | RW.P.1.1.a. | Attend to language during conversations, songs, stories or other learning experiences. ReadyRosie If You're Happy & You Know It Stuffed Animal Stories |
| INDICATOR | RW.P.1.1.b. | Comprehend increasingly complex and varied vocabulary. ReadyRosie Grocery Store Conversations How can I help my child learn new words? Mystery Bag Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| INDICATOR | RW.P.1.1.c. | Follow two- to three-step directions. ReadyRosie Follow My Design Follow the Leader Following Directions Mirror, Mirror Sequences of Sounds Shopping for Clothes |
| CONTENT AREA | RW.P.1. | Oral Expression and Listening |
| STANDARD | RW.P.1.2. | Children use language to convey thoughts and feelings (Expressive Language). |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | RW.P.1.2.b. | Use language to express ideas and needs. ReadyRosie Book Selection How can I help my child learn new words? I'm Thinking of an Animal Mystery Bag Sink or Float |
| INDICATOR | RW.P.1.2.c. | Use increasingly complex and varied vocabulary. ReadyRosie How can I help my child learn new words? I'm Thinking of an Animal Mystery Bag Sink or Float |
| INDICATOR | RW.P.1.2.d. | Understand the difference between a question and a statement. ReadyRosie Reading a Book for the Second Time Recalling What Happened in a Story |
| INDICATOR | RW.P.1.2.e. | Practice asking questions and making statements. ReadyRosie What's for Dinner? Who Should We Ask? |
| INDICATOR | RW.P.1.2.f. | Speak in sentences of five or six words. ReadyRosie All Mixed Up I'm Thinking of an Animal |
| CONTENT AREA | RW.P.2. | Reading for All Purposes |
| STANDARD | RW.P.2.1. | Children understand and obtain meaning from stories and information from books and other texts. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | RW.P.2.1.a. | Show interest in shared reading experiences and looking at books independently. ReadyRosie My Address Reading Routines for Early Readers |
| INDICATOR | RW.P.2.1.b. | Recognize how books are read, such as front-to-back and one page at a time, and recognize basic characteristics, such as title, author, and illustrator. ReadyRosie My Address |
| INDICATOR | RW.P.2.1.c. | Ask and answer questions and make comments about print materials. ReadyRosie Book Bag Descriptions Getting Information from Pictures Just the Facts Making Trail Mix Reading a Book for the Second Time Recalling What Happened in a Story |
| INDICATOR | RW.P.2.1.f. | Retell stories or information from books through conversation, artistic works, creative movement, or drama. ReadyRosie Act It Out Grandparent Storytime Tips for helping your child love reading Toy Stories Yesterday, Today, Tomorrow |
| INDICATOR | RW.P.2.1.g. | Make predictions based on illustrations. ReadyRosie Book Selection Picture Walk Predictions Predicting Vocabulary Retelling the Story Selecting Books |
| CONTENT AREA | RW.P.2. | Reading for All Purposes |
| STANDARD | RW.P.2.2. | Phonological awareness is the building block for understanding language. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | RW.P.2.2.c. | Identify and discriminate between sounds and phonemes in language, such as attention to beginning and ending sounds of words and recognition that different words begin or end with the same sound. ReadyRosie Grocery Store Conversations How can I help my child learn new words? Listen My Children Mystery Bag Predicting Vocabulary Reading the Grocery List Searching for Sounds at the Store Signaling for Sounds Silent Opposites Sink or Float Swinging to Sounds Take Away Think About It Thumbs Up, Thumbs Down |
| CONTENT AREA | RW.P.2. | Reading for All Purposes |
| STANDARD | RW.P.2.3. | Print concepts and conventions anchor concepts of early decoding. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | RW.P.2.3.a. | Recognize print in everyday life, such as numbers, letters, one’s name, words, and familiar logos and signs. ReadyRosie Kitchen Labeling Making Letter Soup Making a Grocery List Morning Message Name Game Point the ABC Song Shopping for Clothes Silverware Alphabet Writing Names with Shaving Cream |
| INDICATOR | RW.P.2.3.b. | Understand that print conveys meaning. ReadyRosie Chime In Color Word Sentences Kitchen Labeling Making a Grocery List Reading with Jack and Jill Sentence Segmenting Words on the Page |
| INDICATOR | RW.P.2.3.c. | Understand conventions, such as print moves from left to right and top to bottom of a page. ReadyRosie Chime In Funny Reading Reading with Jack and Jill Words on the Page |
| INDICATOR | RW.P.2.3.d. | Recognize words as a unit of print and understand that letters are grouped to form words. ReadyRosie Kitchen Labeling Words on the Page |
| CONTENT AREA | RW.P.2. | Reading for All Purposes |
| STANDARD | RW.P.2.4. | The names and sounds associated with letters makes up alphabetic knowledge. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | RW.P.2.4.a. | Recognize that the letters of the alphabet are a special category of visual graphics that can be individually named. ReadyRosie Making Letter Soup Making a Grocery List Name Game Point the ABC Song Silverware Alphabet |
| INDICATOR | RW.P.2.4.b. | Recognize that letters of the alphabet have distinct sound(s) associated with them. ReadyRosie Making a Grocery List |
| INDICATOR | RW.P.2.4.c. | Attend to the beginning letters and sounds in familiar words. ReadyRosie Listen My Children Reading the Grocery List Searching for Sounds at the Store Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| INDICATOR | RW.P.2.4.d. | Identify letters and associate correct sounds with letters, including a minimum of ten letters, preferably including letters in the child’s name. ReadyRosie Making a Grocery List Morning Message Name Game Writing Names with Shaving Cream |
| CONTENT AREA | RW.P.3. | Writing and Composition |
| STANDARD | RW.P.3.1. | Familiarity with writing implements, conventions, and emerging skills to communicate through written representations, symbols, and letters. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | RW.P.3.1.a. | Experiment with writing tools and materials. ReadyRosie Jump Rope Letters Making a Grocery List |
| INDICATOR | RW.P.3.1.c. | Use scribbles, shapes, pictures, and letters to represent objects, stories, experiences, or ideas. ReadyRosie Jump Rope Letters Making a Grocery List |
| INDICATOR | RW.P.3.1.d. | Copy, trace, or independently write letters or words. ReadyRosie Jump Rope Letters Making a Grocery List |
| CONTENT AREA | RW.P.4. | Research Inquiry and Design |
| STANDARD | RW.P.4.1. | Begin research by asking a question to identify and define a problem and its possible solutions. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | RW.P.4.1.b. | Identify problems and search for solutions by asking questions during collaborative explorations of the topic; begin to state facts about the topic. ReadyRosie What's for Dinner? Who Should We Ask? |
| Colorado Academic Standards (CAS) |
| Mathematics |
| Grade: Pre K - Adopted: 2018 |
| CONTENT AREA | PreSchool, Standard 1. Number and Quantity | |
| STANDARD | P.CC.A. | Counting & Cardinality: Know number names and the count sequence. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | P.CC.A.1. | Count verbally or sign to at least 20 by ones. ReadyRosie Counting Signs How Many in a Set? How Old Are You? One Less One More Skipping Around |
| CONTENT AREA | PreSchool, Standard 1. Number and Quantity | |
| STANDARD | P.CC.B. | Counting & Cardinality: Recognize the number of objects in a small set. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | P.CC.B.2. | Instantly recognize, without counting, small quantities of up to five objects and say or sign the number. ReadyRosie Adding Ice Domino Match-Up How Many Can I Grab? How Many Feet? How Many in a Set? Quick Dots Show Me Slap One More Three Little Animals Who has the Biggest Number? |
| CONTENT AREA | PreSchool, Standard 1. Number and Quantity | |
| STANDARD | P.CC.C. | Counting & Cardinality: Understand the relationship between numbers and quantities. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | P.CC.C.3. | Say or sign the number names in order when counting, pairing one number word that corresponds with one object, up to at least 10. ReadyRosie Adding Ice Counting Signs How Many Can I Grab? How Many Feet? How Many in a Set? How Old Are You? One Less One More Skipping Around Three Little Animals |
| INDICATOR | P.CC.C.4. | Use the number name of the last object counted to answer “How many?” questions for up to approximately 10 objects. ReadyRosie Adding Ice Counting Signs How Many Can I Grab? How Many Feet? How Many in a Set? How Old Are You? One Less One More Skipping Around Three Little Animals |
| INDICATOR | P.CC.C.5. | Accurately count as many as five objects in a scattered configuration or out of a collection of more than five objects. ReadyRosie Adding Ice Counting Signs How Many Can I Grab? How Many Feet? How Many in a Set? How Old Are You? One Less One More Skipping Around Three Little Animals |
| INDICATOR | P.CC.C.6. | Understand that each successive number name refers to a quantity that is one larger. ReadyRosie Counting Signs How Many in a Set? How Old Are You? One Less One More Skipping Around |
| CONTENT AREA | PreSchool, Standard 1. Number and Quantity | |
| STANDARD | P.CC.D. | Counting & Cardinality: Compare numbers. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | P.CC.D.7. | Identify whether the number of objects in one group is more than, less than or the same as objects in another group for up to at least five objects. ReadyRosie Adding Ice How Many Can I Grab? How Many Feet? Sort and Graph Leaves Three Little Animals |
| INDICATOR | P.CC.D.8. | Identify and use numbers related to order or position from first to fifth. ReadyRosie First Place Under the Cup |
| CONTENT AREA | PreSchool, Standard 1. Number and Quantity | |
| STANDARD | P.CC.E. | Counting & Cardinality: Associate a quantity with written numerals up to 5 and begin to write numbers. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | P.CC.E.9. | Associate a number of objects with a written numeral 0–5. ReadyRosie Adding Ice Counting Signs Find My Number How Many Can I Grab? How Many Feet? How Many in a Set? How Old Are You? Magazine Number Hunt Numbers Everywhere One Less One More Skipping Around Three Little Animals |
| INDICATOR | P.CC.E.10. | Recognize and, with support, write some numerals up to 10. ReadyRosie Find My Number Magazine Number Hunt May I Take your Order? Numbers Everywhere Taking Inventory Three Ways to Show a Number |
| CONTENT AREA | PreSchool, Standard 2. Algebra and Functions | |
| STANDARD | P.OA.A. | Operations & Algebraic Thinking: Understand addition as adding to and understand subtraction as taking away from. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | P.OA.A.1. | Represent addition and subtraction in different ways, such as with fingers, objects, and drawings. ReadyRosie All Done Decorating Cupcakes In My Pond, Part 1 In My Pond, Part 2 Packing for Our Trip Three Little Animals |
| CONTENT AREA | PreSchool, Standard 2. Algebra and Functions | |
| STANDARD | P.OA.B. | Operations & Algebraic Thinking: Understand simple patterns. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | P.OA.B.4. | Fill in missing elements of simple patterns. ReadyRosie Making Patterns Sound Patterns The Fence Problem |
| INDICATOR | P.OA.B.5. | Duplicate simple patterns in a different location than demonstrated, such as making the same alternating color pattern with blocks at a table that was demonstrated on the rug. Extend patterns, such as making an eight-block tower of the same pattern that was demonstrated with four blocks. ReadyRosie Making Patterns Sound Patterns The Fence Problem |
| INDICATOR | P.OA.B.6. | Identify the core unit of sequentially repeating patterns, such as color in a sequence of alternating red and blue blocks. ReadyRosie Making Patterns Sound Patterns The Fence Problem |
| CONTENT AREA | PreSchool, Standard 3. Data, Statistics, and Probability | |
| STANDARD | P.MD.A. | Measurement & Data: Measure objects by their various attributes using standard and nonstandard measurement and use differences in attributes to make comparisons. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | P.MD.A.1. | Use comparative language, such as shortest, heavier, biggest, or later. ReadyRosie Bookcase Problem Fill Up the Cup How Many Can I Grab? Measuring the Table |
| INDICATOR | P.MD.A.2. | Compare or order up to five objects based on their measurable attributes, such as height or weight. ReadyRosie Bookcase Problem Fill Up the Cup How Many Can I Grab? Measuring the Table |
| CONTENT AREA | PreSchool, Standard 4. Geometry | |
| STANDARD | P.G.A. | Geometry: Identify, describe, compare, and compose shapes. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | P.G.A.1. | Name and describe shapes in terms of length of sides, number of sides, and number of angles/corners. ReadyRosie Finger Shapes Guess My Shape Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| INDICATOR | P.G.A.2. | Correctly name basic shapes (circle, square, rectangle, triangle) regardless of size and orientation. ReadyRosie Finger Shapes Guess My Shape Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| INDICATOR | P.G.A.3. | Analyze, compare, and sort two-and three-dimensional shapes and objects in different sizes. Describe their similarities, differences, and other attributes, such as size and shape. ReadyRosie Finger Shapes Guess My Shape Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| INDICATOR | P.G.A.4. | Compose simple shapes to form larger shapes. ReadyRosie Shape Changers Ways to Cut a Sandwich |
| CONTENT AREA | PreSchool, Standard 4. Geometry | |
| STANDARD | P.G.B. | Geometry: Explore the positions of objects in space. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | Indicators of Progress | |
| EVIDENCE OUTCOMES | By the end of the preschool experience (approximately 60 months/5 years old), students may: | |
| INDICATOR | P.G.B.5. | Understand and use language related to directionality, order, and the position of objects, including up/down and in front/behind. ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Mirror, Mirror Near and Far Stuffed Animal Olympics Treasure Map |
| INDICATOR | P.G.B.6. | Correctly follow directions involving their own position in space, such as “Stand up” and “Move forward.” ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Mirror, Mirror Near and Far Stuffed Animal Olympics Treasure Map |