Georgia Standards of Excellence (Pre-K)
| Main Criteria: Georgia Standards of Excellence | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grade: Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| Georgia Standards of Excellence |
| Early Childhood Education |
| Grade: Ages 3-5 - Adopted: 2013 |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) |
| STANDARD / DESCRIPTION | Health and Well-Being | |
| ELEMENT | PDM1. | The child will practice healthy and safe habits. |
| ELEMENT/GLE | PDM1.3. | 36-48 Months |
| EXPECTATION | PDM1.3c. | Independently shows awareness of dangerous situations and responds with some knowledge of safety instructions. ReadyRosie My Address |
| EXPECTATION | PDM1.3d. | Communicates to peers and adults when dangerous situations are observed. ReadyRosie My Address |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) |
| STANDARD / DESCRIPTION | Health and Well-Being | |
| ELEMENT | PDM1. | The child will practice healthy and safe habits. |
| ELEMENT/GLE | PDM1.4. | 48-60 Months |
| EXPECTATION | PDM1.4c. | Consistently follows basic safety rules and anticipates consequences of not following safety rules. ReadyRosie My Address |
| EXPECTATION | PDM1.4d. | Communicates the importance of safety rules. ReadyRosie My Address |
| EXPECTATION | PDM1.4f. | Can name people who keep them safe and healthy. ReadyRosie My Address |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) |
| STANDARD / DESCRIPTION | Health and Well-Being | |
| ELEMENT | PDM2. | The child will participate in activities related to nutrition. |
| ELEMENT/GLE | PDM2.3. | 36-48 Months |
| EXPECTATION | PDM2.3a. | Helps prepare nutritious snacks. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) |
| STANDARD / DESCRIPTION | Health and Well-Being | |
| ELEMENT | PDM2. | The child will participate in activities related to nutrition. |
| ELEMENT/GLE | PDM2.4. | 48-60 Months |
| EXPECTATION | PDM2.4a. | Helps prepare nutritious snacks and meals. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) |
| STANDARD / DESCRIPTION | Use of Senses | |
| ELEMENT | PDM3. | The child will demonstrate an awareness of the body in space and child’s relationship to objects in space. |
| ELEMENT/GLE | PDM3.3. | 36-48 Months |
| EXPECTATION | PDM3.3a. | Acts and moves with purpose and recognizes differences in direction, distance, and location with some assistance. ReadyRosie Follow the Leader Jump to It Rock Toss |
| EXPECTATION | PDM3.3b. | Demonstrates awareness of his/her own body in relation to others. ReadyRosie Follow the Leader Jump to It Rock Toss |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) |
| STANDARD / DESCRIPTION | Use of Senses | |
| ELEMENT | PDM3. | The child will demonstrate an awareness of the body in space and child’s relationship to objects in space. |
| ELEMENT/GLE | PDM3.4. | 48-60 Months |
| EXPECTATION | PDM3.4a. | Acts and moves with purpose and independently recognizes differences in direction, distance, and location. ReadyRosie Follow the Leader Jump to It Rock Toss |
| EXPECTATION | PDM3.4b. | Demonstrates spatial awareness through play activities. ReadyRosie Follow the Leader Jump to It Rock Toss |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) |
| STANDARD / DESCRIPTION | Use of Senses | |
| ELEMENT | PDM4. | The child will use senses (sight, touch, hearing, smell, and taste) to explore the environment and process information. |
| ELEMENT/GLE | PDM4.3. | 36-48 Months |
| EXPECTATION | PDM4.3a. | Uses senses purposefully to learn about objects. ReadyRosie Grocery Store Conversations |
| EXPECTATION | PDM4.3b. | Takes things apart and attempts to put them back together. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) |
| STANDARD / DESCRIPTION | Use of Senses | |
| ELEMENT | PDM4. | The child will use senses (sight, touch, hearing, smell, and taste) to explore the environment and process information. |
| ELEMENT/GLE | PDM4.4. | 48-60 Months |
| EXPECTATION | PDM4.4a. | Discriminates between a variety of sights, smells, sounds, textures, and tastes. ReadyRosie Grocery Store Conversations |
| EXPECTATION | PDM4.4b. | Takes things apart and invents new structures using the parts. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) |
| STANDARD / DESCRIPTION | Motor Skills | |
| ELEMENT | PDM5. | The child will demonstrate gross motor skills. |
| ELEMENT/GLE | PDM5.3. | 36-48 Months |
| EXPECTATION | PDM5.3a. | Coordinates movements to perform a task. ReadyRosie Follow the Leader |
| EXPECTATION | PDM5.3b. | Demonstrates coordination and balance. ReadyRosie Follow the Leader |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) |
| STANDARD / DESCRIPTION | Motor Skills | |
| ELEMENT | PDM5. | The child will demonstrate gross motor skills. |
| ELEMENT/GLE | PDM5.4. | 48-60 Months |
| EXPECTATION | PDM5.4a. | Coordinates movements to perform more complex tasks. ReadyRosie Follow the Leader |
| EXPECTATION | PDM5.4b. | Demonstrates coordination and balance in a variety of activities. ReadyRosie Follow the Leader |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) |
| STANDARD / DESCRIPTION | Motor Skills | |
| ELEMENT | PDM6. | The child will demonstrate fine motor skills. |
| ELEMENT/GLE | PDM6.3. | 36-48 Months |
| EXPECTATION | PDM6.3a. | Refines grasp to manipulate tools and objects. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| EXPECTATION | PDM6.3b. | Uses hand-eye coordination to manipulate smaller objects with increasing control. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) |
| STANDARD / DESCRIPTION | Motor Skills | |
| ELEMENT | PDM6. | The child will demonstrate fine motor skills. |
| ELEMENT/GLE | PDM6.4. | 48-60 Months |
| EXPECTATION | PDM6.4a. | Performs fine-motor tasks that require small-muscle strength and control. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| EXPECTATION | PDM6.4b. | Uses hand-eye coordination to manipulate small objects with ease. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| EXPECTATION | PDM6.4c. | Able to perform more complex fine motor tasks with accuracy 50% of the time. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| STRAND/TOPIC | GA.SED. | Social and Emotional Development (SED) |
| STANDARD / DESCRIPTION | Developing a Sense of Self | |
| ELEMENT | SED1. | The child will develop self-awareness. |
| ELEMENT/GLE | SED1.3. | 36-48 Months |
| EXPECTATION | SED1.3a. | Recognizes self as a unique individual. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| EXPECTATION | SED1.3b. | Demonstrates knowledge of personal information. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| EXPECTATION | SED1.3c. | Shows sense of satisfaction in his/her own abilities, preferences, and accomplishments. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| STRAND/TOPIC | GA.SED. | Social and Emotional Development (SED) |
| STANDARD / DESCRIPTION | Developing a Sense of Self | |
| ELEMENT | SED1. | The child will develop self-awareness. |
| ELEMENT/GLE | SED1.4. | 48-60 Months |
| EXPECTATION | SED1.4a. | Identifies self as a unique member of a specific group or demographic that fits into a larger world picture. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| EXPECTATION | SED1.4b. | Identifies personal characteristics, preferences, thoughts, and feelings. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| EXPECTATION | SED1.4c. | Shows confidence in a range of abilities and the capacity to accomplish tasks and take on new tasks. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| STRAND/TOPIC | GA.SED. | Social and Emotional Development (SED) |
| STANDARD / DESCRIPTION | Developing a Sense of Self | |
| ELEMENT | SED2. | The child will engage in self-expression. |
| ELEMENT/GLE | SED2.3. | 36-48 Months |
| EXPECTATION | SED2.3a. | Uses a combination of words, phrases, and actions to communicate needs, ideas, opinions, and preferences. ReadyRosie Book Selection Selecting Books Using a Menu to Order What's for Dinner? |
| EXPECTATION | SED2.3b. | With adult guidance, uses verbal and non-verbal expressions to demonstrate a larger range of emotions, such as frustration, jealousy, and enthusiasm. ReadyRosie Funny Faces Talking About Your Feelings |
| STRAND/TOPIC | GA.SED. | Social and Emotional Development (SED) |
| STANDARD / DESCRIPTION | Developing a Sense of Self | |
| ELEMENT | SED2. | The child will engage in self-expression. |
| ELEMENT/GLE | SED2.4. | 48-60 Months |
| EXPECTATION | SED2.4a. | Effectively uses words, sentences, and actions to communicate needs, ideas, opinions, and preferences. ReadyRosie Book Selection Selecting Books Using a Menu to Order What's for Dinner? |
| EXPECTATION | SED2.4b. | With adult guidance, uses verbal and non-verbal expressions to describe and explain a full range of emotions. ReadyRosie Funny Faces Talking About Your Feelings |
| EXPECTATION | SED2.4c. | Uses pretend play to present emotions of self and others. ReadyRosie Funny Faces In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Talking About Your Feelings Toy Stories |
| EXPECTATION | SED2.4d. | With adult guidance, distinguishes between positive and negative emotions and the conditions that evoke each. ReadyRosie Funny Faces Talking About Your Feelings |
| STRAND/TOPIC | GA.SED. | Social and Emotional Development (SED) |
| STANDARD / DESCRIPTION | Self-Regulation | |
| ELEMENT | SED3. | The child will demonstrate self-control. |
| ELEMENT/GLE | SED3.3. | 36-48 Months |
| EXPECTATION | SED3.3a. | Remembers and follows simple group rules and displays appropriate social behavior. ReadyRosie Choosing the Right Voice Taking Turns |
| EXPECTATION | SED3.3b. | Regulates own emotions and behaviors with adult support when needed. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| EXPECTATION | SED3.3c. | Regulates impulses with adult guidance. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| STRAND/TOPIC | GA.SED. | Social and Emotional Development (SED) |
| STANDARD / DESCRIPTION | Self-Regulation | |
| ELEMENT | SED3. | The child will demonstrate self-control. |
| ELEMENT/GLE | SED3.4. | 48-60 Months |
| EXPECTATION | SED3.4a. | Independently follows rules and routines. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| EXPECTATION | SED3.4b. | Regulates own emotions and behaviors and seeks out adult support when needed. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| EXPECTATION | SED3.4c. | Regulates a range of impulses. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| STRAND/TOPIC | GA.SED. | Social and Emotional Development (SED) |
| STANDARD / DESCRIPTION | Developing a Sense of Self with Others | |
| ELEMENT | SED4. | The child will develop relationships with adults. |
| ELEMENT/GLE | SED4.3. | 36-48 Months |
| EXPECTATION | SED4.3a. | Shows signs of security and trust when separated from familiar adults. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| EXPECTATION | SED4.3b. | Uses a familiar adult’s facial expression to decide how to respond. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXPECTATION | SED4.3d. | Seeks out adult for help. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND/TOPIC | GA.SED. | Social and Emotional Development (SED) |
| STANDARD / DESCRIPTION | Developing a Sense of Self with Others | |
| ELEMENT | SED4. | The child will develop relationships with adults. |
| ELEMENT/GLE | SED4.4. | 48-60 Months |
| EXPECTATION | SED4.4b. | Uses a familiar adult’s suggestions to decide how to respond to a specific situation. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXPECTATION | SED4.4d. | Seeks out adults as a resource for help and assistance. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND/TOPIC | GA.SED. | Social and Emotional Development (SED) |
| STANDARD / DESCRIPTION | Developing a Sense of Self with Others | |
| ELEMENT | SED5. | The child will develop relationships with peers. |
| ELEMENT/GLE | SED5.3. | 36-48 Months |
| EXPECTATION | SED5.3a. | Initiates play with one or two other children. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION | SED5.3b. | Engages in mutual/cooperative play. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION | SED5.3c. | Seeks adult support to resolve some peer conflicts. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| EXPECTATION | SED5.3d. | Recognizes and names the feelings of peers. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| EXPECTATION | SED5.3e. | Shows emerging respect for peers’ personal space and belongings. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| STRAND/TOPIC | GA.SED. | Social and Emotional Development (SED) |
| STANDARD / DESCRIPTION | Developing a Sense of Self with Others | |
| ELEMENT | SED5. | The child will develop relationships with peers. |
| ELEMENT/GLE | SED5.4. | 48-60 Months |
| EXPECTATION | SED5.4a. | Develops and maintains friendships with other children. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION | SED5.4b. | Plays cooperatively with a few peers for a sustained period of time. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION | SED5.4c. | Attempts to resolve conflicts using appropriate strategies. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| EXPECTATION | SED5.4d. | Shows emerging empathy and understanding of peers by attempting to comfort and help. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| EXPECTATION | SED5.4e. | Shows respect for peers’ personal space and belongings. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| STRAND/TOPIC | GA.APL. | Approaches to Play and Learning (APL) |
| STANDARD / DESCRIPTION | Initiative and Exploration | |
| ELEMENT | APL1. | The child will demonstrate initiative and self-direction. |
| ELEMENT/GLE | APL1.3. | 36-48 Months |
| EXPECTATION | APL1.3a. | Initiates new tasks by him/herself. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | APL1.3b. | Makes choices and completes some independent activities. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | APL1.3c. | Makes plans and follows through on intentions. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| STRAND/TOPIC | GA.APL. | Approaches to Play and Learning (APL) |
| STANDARD / DESCRIPTION | Initiative and Exploration | |
| ELEMENT | APL1. | The child will demonstrate initiative and self-direction. |
| ELEMENT/GLE | APL1.4. | 48-60 Months |
| EXPECTATION | APL1.4a. | Takes initiative to learn new concepts and tries new experiences. Initiates and completes new tasks by himself/herself. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | APL1.4b. | Selects and carries out activities without adult prompting. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | APL1.4c. | Sets goals and develops and follows through on plans. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| STRAND/TOPIC | GA.APL. | Approaches to Play and Learning (APL) |
| STANDARD / DESCRIPTION | Initiative and Exploration | |
| ELEMENT | APL2. | The child will demonstrate interest and curiosity. |
| ELEMENT/GLE | APL2.3. | 36-48 Months |
| EXPECTATION | APL2.3a. | Demonstrates an increased willingness to participate in both familiar and new experiences. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | APL2.3b. | Ask questions about unfamiliar objects, people, and experiences. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| EXPECTATION | APL2.3c. | Explores and manipulates both familiar and unfamiliar objects in the environment. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND/TOPIC | GA.APL. | Approaches to Play and Learning (APL) |
| STANDARD / DESCRIPTION | Initiative and Exploration | |
| ELEMENT | APL2. | The child will demonstrate interest and curiosity. |
| ELEMENT/GLE | APL2.4. | 48-60 Months |
| EXPECTATION | APL2.4a. | Demonstrates eagerness to learn about and discuss new topics, ideas and tasks. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | APL2.4b. | Asks questions and seeks new information. With assistance, looks for new information and wants to know more. ReadyRosie Color Word Sentences How can I get my child to listen to me? How should I handle temper tantrums? Listening for Sounds Phone Fun |
| EXPECTATION | APL2.4c. | Increasingly seeks out and explores unfamiliar objects in the environment. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND/TOPIC | GA.APL. | Approaches to Play and Learning (APL) |
| STANDARD / DESCRIPTION | Attentiveness and Persistence | |
| ELEMENT | APL3. | The child will demonstrate self-control. |
| ELEMENT/GLE | APL3.3. | 36-48 Months |
| EXPECTATION | APL3.3a. | Engages in a structured activity for short periods of time to achieve a goal. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | APL3.3b. | Wants to complete activities and do them well. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | APL3.3c. | Begins to work cooperatively with others to achieve a goal or accomplish a task. ReadyRosie How can I stop my kids from fighting? |
| EXPECTATION | APL3.3d. | Keeps working on an activity even after setbacks. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND/TOPIC | GA.APL. | Approaches to Play and Learning (APL) |
| STANDARD / DESCRIPTION | Attentiveness and Persistence | |
| ELEMENT | APL3. | The child will demonstrate self-control. |
| ELEMENT/GLE | APL3.4. | 48-60 Months |
| EXPECTATION | APL3.4a. | Engages in independent activities and continues tasks over a period of time. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | APL3.4b. | Practices to improve skills that have been accomplished. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | APL3.4c. | Works cooperatively with others to successfully achieve a goal or accomplish a task. ReadyRosie Celebrate Learning How can I stop my kids from fighting? Setting Summer Learning Goals |
| EXPECTATION | APL3.4d. | Persists in trying to complete a task after previous attempts have failed. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND/TOPIC | GA.APL. | Approaches to Play and Learning (APL) |
| STANDARD / DESCRIPTION | Play | |
| ELEMENT | APL4. | The child will engage in a progression of individualized and imaginative play. |
| ELEMENT/GLE | APL4.4. | 48-60 Months |
| EXPECTATION | APL4.4a. | Engages in elaborate and sustained imagined play and can distinguish between real life and fantasy. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| STRAND/TOPIC | GA.APL. | Approaches to Play and Learning (APL) |
| STANDARD / DESCRIPTION | Play | |
| ELEMENT | APL5. | The child will demonstrate a cooperative and flexible approach to play. |
| ELEMENT/GLE | APL5.3. | 36-48 Months |
| EXPECTATION | APL5.3b. | Plans, initiates, and completes cooperative activities with adult guidance. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | APL5.3d. | Demonstrates emerging flexibility in his/her approach to play and learning. ReadyRosie How can I stop my kids from fighting? |
| STRAND/TOPIC | GA.APL. | Approaches to Play and Learning (APL) |
| STANDARD / DESCRIPTION | Play | |
| ELEMENT | APL5. | The child will demonstrate a cooperative and flexible approach to play. |
| ELEMENT/GLE | APL5.4. | 48-60 Months |
| EXPECTATION | APL5.4a. | Willingly joins in sustained cooperative play and learning with others to complete a task. ReadyRosie How can I stop my kids from fighting? |
| EXPECTATION | APL5.4d. | Considers a variety of possible solutions and exhibits flexibility if an alternate approach is suggested by a peer or an adult. ReadyRosie How can I stop my kids from fighting? |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) |
| STANDARD / DESCRIPTION | Receptive Language (Listening) | |
| ELEMENT | CLL1. | The child will listen to conversations for a variety of purposes and demonstrate comprehension. |
| ELEMENT/GLE | CLL1.3. | 36-48 Months |
| EXPECTATION | CLL1.3a. | Listens and responds to conversations and group discussions. ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| EXPECTATION | CLL1.3b. | Listens to and follows multi-step directions with support. ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| EXPECTATION | CLL1.3c. | Responds to more complex questions with appropriate answers. ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) |
| STANDARD / DESCRIPTION | Receptive Language (Listening) | |
| ELEMENT | CLL1. | The child will listen to conversations for a variety of purposes and demonstrate comprehension. |
| ELEMENT/GLE | CLL1.4. | 48-60 Months |
| EXPECTATION | CLL1.4a. | Listens and responds on topic to conversations and group discussions for an extended period. ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| EXPECTATION | CLL1.4b. | Listens to and follows multi-step directions. ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) |
| STANDARD / DESCRIPTION | Receptive Language (Listening) | |
| ELEMENT | CLL2. | The child will acquire vocabulary introduced in conversations, activities, stories, and/or books. |
| ELEMENT/GLE | CLL2.3. | 36-48 Months |
| EXPECTATION | CLL2.3a. | Demonstrates understanding of vocabulary through everyday conversations. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| EXPECTATION | CLL2.3b. | Listens and understands new vocabulary from activities, stories, and books. ReadyRosie Asking Wh- Questions My Favorite Part Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Tips for helping your child love reading |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) |
| STANDARD / DESCRIPTION | Receptive Language (Listening) | |
| ELEMENT | CLL2. | The child will acquire vocabulary introduced in conversations, activities, stories, and/or books. |
| ELEMENT/GLE | CLL2.4. | 48-60 Months |
| EXPECTATION | CLL2.4a. | Demonstrates understanding of more complex vocabulary through everyday conversations. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| EXPECTATION | CLL2.4b. | Connects new vocabulary from activities, stories, and/or books with prior experiences and conversations. ReadyRosie Asking Wh- Questions My Favorite Part Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Tips for helping your child love reading |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) |
| STANDARD / DESCRIPTION | Expressive Language | |
| ELEMENT | CLL3. | The child will use non-verbal communication for a variety of purposes. |
| ELEMENT/GLE | CLL3.3. | 36-48 Months |
| EXPECTATION | CLL3.3a. | Uses gestures actions to enhance verbal communication of needs and wants. ReadyRosie Behavior is a form of communication |
| EXPECTATION | CLL3.3b. | Communicates feelings using non-verbal gestures and actions. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) |
| STANDARD / DESCRIPTION | Expressive Language | |
| ELEMENT | CLL3. | The child will use non-verbal communication for a variety of purposes. |
| ELEMENT/GLE | CLL3.4. | 48-60 Months |
| EXPECTATION | CLL3.4a. | Uses more complex gestures and actions to enhance verbal communication of needs and wants. ReadyRosie Behavior is a form of communication |
| EXPECTATION | CLL3.4b. | Communicates feelings using appropriate non-verbal gestures, body language, and actions. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) |
| STANDARD / DESCRIPTION | Expressive Language | |
| ELEMENT | CLL4. | The child will use increasingly complex spoken language. |
| ELEMENT/GLE | CLL4.3. | 36-48 Months |
| EXPECTATION | CLL4.3a. | Speaks clearly enough to be understood. ReadyRosie Choosing the Right Voice |
| EXPECTATION | CLL4.3b. | Demonstrates use of expanded sentences and sentence structures. ReadyRosie All Mixed Up Family Photos Pantry Talk Description Phone Fun Who Should We Ask? |
| EXPECTATION | CLL4.3c. | Describes activities and experiences using details. ReadyRosie Putting Away the Groceries Table Riddles |
| EXPECTATION | CLL4.3d. | Uses expanded vocabulary in a variety of situations. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) |
| STANDARD / DESCRIPTION | Expressive Language | |
| ELEMENT | CLL4. | The child will use increasingly complex spoken language. |
| ELEMENT/GLE | CLL4.4. | 48-60 Months |
| EXPECTATION | CLL4.4a. | Uses spoken language that can be understood with ease. ReadyRosie Choosing the Right Voice |
| EXPECTATION | CLL4.4b. | Demonstrates use of expanded sentences and sentence structures to ask questions and/or respond verbally. ReadyRosie All Mixed Up Baby Photo Fun Color Word Sentences Family Photos Listening for Sounds Pantry Talk Description Phone Fun Who Should We Ask? Why should we tell family stories? Yesterday, Today, Tomorrow |
| EXPECTATION | CLL4.4c. | Describes activities, experiences, and stories with more detail. ReadyRosie Putting Away the Groceries Table Riddles |
| EXPECTATION | CLL4.4d. | Uses new and expanded vocabulary in a variety of situations. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) |
| STANDARD / DESCRIPTION | Early Reading | |
| ELEMENT | CLL5. | The child will acquire meaning from a variety of materials read to him/her. |
| ELEMENT/GLE | CLL5.3. | 36-48 Months |
| EXPECTATION | CLL5.3a. | Prior to reading, uses pictures to predict story content. ReadyRosie Book Selection Picture Walk Predictions Selecting Books Text to Self Connections Tips for helping your child love reading |
| EXPECTATION | CLL5.3b. | With prompting and support, retells a simple story using pictures. ReadyRosie All About My Day Book Bag Descriptions Family Movie Night Family Photos Grandparent Storytime My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) |
| STANDARD / DESCRIPTION | Early Reading | |
| ELEMENT | CLL5. | The child will acquire meaning from a variety of materials read to him/her. |
| ELEMENT/GLE | CLL5.4. | 48-60 Months |
| EXPECTATION | CLL5.4a. | Prior to reading, uses prior knowledge, story title, and pictures to make predictions about story content. ReadyRosie Book Selection Funny Reading Getting Information from Pictures Just the Facts Picture Walk Predictions Selecting Books Text to Self Connections Tips for helping your child love reading |
| EXPECTATION | CLL5.4c. | Discusses books or stories read aloud and can identify characters and setting in a story. ReadyRosie Asking Wh- Questions Just the Facts Making Connections PreK My Favorite Part Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Text to Self Connections Tips for helping your child love reading |
| EXPECTATION | CLL5.4d. | Makes real-world connections between stories and real-life experiences. ReadyRosie Getting Information from Pictures Just the Facts Picture Walk Predictions |
| EXPECTATION | CLL5.4e. | Develops an alternate ending for a story. ReadyRosie Itsy Bitsy Spider Illustrations |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) |
| STANDARD / DESCRIPTION | Early Reading | |
| ELEMENT | CLL6. | The child will develop early phonological awareness (awareness of units of sound). |
| ELEMENT/GLE | CLL6.3. | 36-48 Months |
| EXPECTATION | CLL6.3a. | Listens and matches rhythm, volume, and pitch of rhymes, songs and chants. ReadyRosie Choosing the Right Voice If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| EXPECTATION | CLL6.3b. | Identifies and produces rhyming words with adult guidance. ReadyRosie Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| EXPECTATION | CLL6.3d. | Segments sentences into individual words with adult’s guidance. ReadyRosie Color Word Sentences Reading with Jack and Jill Sentence Segmenting Starting a Word Bank Words on the Page |
| EXPECTATION | CLL6.3e. | Segments words into syllables with adult guidance. ReadyRosie Frog Hopping Grocery Sack Syllables Sequences of Sounds |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) |
| STANDARD / DESCRIPTION | Early Reading | |
| ELEMENT | CLL6. | The child will develop early phonological awareness (awareness of units of sound). |
| ELEMENT/GLE | CLL6.4. | 48-60 Months |
| EXPECTATION | CLL6.4a. | Listens and differentiates between sounds that are the same and different. ReadyRosie Color Word Sentences Thumbs Up, Thumbs Down |
| EXPECTATION | CLL6.4b. | Identifies and produces rhyming words. ReadyRosie Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| EXPECTATION | CLL6.4c. | Isolates the initial (beginning) sounds in words with adult guidance. ReadyRosie Listen My Children Making a Grocery List Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| EXPECTATION | CLL6.4d. | Segments sentences into individual words. ReadyRosie Color Word Sentences Reading with Jack and Jill Sentence Segmenting Starting a Word Bank Words on the Page |
| EXPECTATION | CLL6.4e. | Segments words into syllables. ReadyRosie Frog Hopping Grocery Sack Syllables Sequences of Sounds |
| EXPECTATION | CLL6.4f. | Manipulates and blends sounds (phonemes) with adult guidance. ReadyRosie Drumming Sounds Echo Game Lazy Letters Sequences of Sounds |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) |
| STANDARD / DESCRIPTION | Early Reading | |
| ELEMENT | CLL7. | The child will demonstrate increasing knowledge of the alphabet. |
| ELEMENT/GLE | CLL7.3. | 36-48 Months |
| EXPECTATION | CLL7.3a. | With prompting and support, can identify some letters of the alphabet. ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) |
| STANDARD / DESCRIPTION | Early Reading | |
| ELEMENT | CLL7. | The child will demonstrate increasing knowledge of the alphabet. |
| ELEMENT/GLE | CLL7.4. | 48-60 Months |
| EXPECTATION | CLL7.4a. | With prompting and support, recognizes and names some upper and lower case letters of the alphabet. ReadyRosie Jump Rope Letters Letter Hunt Looking for Letters in Ads Name Game Shopping for Clothes Stomp the Letter |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) |
| STANDARD / DESCRIPTION | Early Reading | |
| ELEMENT | CLL8. | The child will demonstrate awareness of print concepts. |
| ELEMENT/GLE | CLL8.3. | 36-48 Months |
| EXPECTATION | CLL8.3a. | Shares self-selected familiar books and engages in pretend reading with others. ReadyRosie Reading Routines for Early Readers Tips for helping your child love reading |
| EXPECTATION | CLL8.3c. | Independently holds a book right side up and turns pages from right to left. ReadyRosie Chime In Color Word Sentences Funny Reading Reading the Grocery List Reading with Jack and Jill Stuffed Animal Sentences Stuffed Animal Stories Words on the Page |
| EXPECTATION | CLL8.3d. | Recognizes environmental print. ReadyRosie Shopping for Clothes |
| EXPECTATION | CLL8.3e. | With adult guidance, points to the title of familiar books or stories and where to begin reading. ReadyRosie Funny Reading |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) |
| STANDARD / DESCRIPTION | Early Reading | |
| ELEMENT | CLL8. | The child will demonstrate awareness of print concepts. |
| ELEMENT/GLE | CLL8.4. | 48-60 Months |
| EXPECTATION | CLL8.4a. | Demonstrates interest in different kinds of literature, such as fiction books, non-fiction books, and poetry, on a range of topics. ReadyRosie Getting Information from Pictures Just the Facts |
| EXPECTATION | CLL8.4b. | Understands that letters form words. Understands that words are separated by spaces in print. ReadyRosie Looking for Letters in Ads Reading with Jack and Jill Starting a Word Bank Words on the Page |
| EXPECTATION | CLL8.4c. | With prompting and support, tracks words from left to right, top to bottom, and page to page. ReadyRosie Chime In Color Word Sentences Funny Reading Reading the Grocery List Reading with Jack and Jill Stuffed Animal Sentences Stuffed Animal Stories Words on the Page |
| EXPECTATION | CLL8.4d. | Recognizes and reads environmental print. ReadyRosie Shopping for Clothes |
| EXPECTATION | CLL8.4e. | Identifies the front, back, top, and bottom of a book. Points to the title of familiar books or stories and where to begin reading a story. ReadyRosie Funny Reading |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) |
| STANDARD / DESCRIPTION | Early Writing | |
| ELEMENT | CLL9. | The child will use writing for a variety of purposes. |
| ELEMENT/GLE | CLL9.3. | 36-48 Months |
| EXPECTATION | CLL9.3b. | Uses writing tools with adult guidance. ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| EXPECTATION | CLL9.3c. | Shows emerging awareness that writing can be used for a variety of purposes. ReadyRosie Making a Grocery List Using a Menu to Order |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) |
| STANDARD / DESCRIPTION | Early Writing | |
| ELEMENT | CLL9. | The child will use writing for a variety of purposes. |
| ELEMENT/GLE | CLL9.4. | 48-60 Months |
| EXPECTATION | CLL9.4a. | Draws pictures and copies letters and/or numbers to communicate. ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| EXPECTATION | CLL9.4b. | Uses writing tools. ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| EXPECTATION | CLL9.4c. | Uses writing for a variety of purposes. ReadyRosie Making a Grocery List Using a Menu to Order |
| EXPECTATION | CLL9.4d. | Writes some letters of the alphabet. ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: MATHEMATICS (CD-MA) |
| STANDARD / DESCRIPTION | Number and Quantity | |
| ELEMENT | CD-MA1. | The child will organize, represent, and build knowledge of quantity and number. |
| ELEMENT/GLE | CD-MA1.3. | 36-48 Months |
| EXPECTATION | CD-MA1.3a. | Recites numbers up to 10 in sequence. ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Counting Signs Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up May I Take your Order? More Grapes More than Ten Penny Drop Quick Dots Show Me Skipping Around Taking Inventory The Number Stays the Same |
| EXPECTATION | CD-MA1.3b. | Recognizes numerals and quantities in the everyday environment. ReadyRosie Fruit Salad Magazine Number Hunt Numbers Everywhere |
| EXPECTATION | CD-MA1.3d. | Identifies quantity and comparisons of quantity. ReadyRosie Acorns and Pinecones Cereal Challenge Make a Tower of Ten More than Ten Sharing Goldfish Slap One More Snack Fractions Who has the Biggest Number? |
| EXPECTATION | CD-MA1.3e. | Quickly recognizes and names how many items are in a set up to three items. ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: MATHEMATICS (CD-MA) |
| STANDARD / DESCRIPTION | Number and Quantity | |
| ELEMENT | CD-MA1. | The child will organize, represent, and build knowledge of quantity and number. |
| ELEMENT/GLE | CD-MA1.4. | 48-60 Months |
| EXPECTATION | CD-MA1.4a. | Recites numbers up to 20 in sequence. ReadyRosie How Many Can I Grab? Keep It Up Penny Drop Rub a Dub Counting |
| EXPECTATION | CD-MA1.4b. | Recognizes numerals and uses counting as part of play and as a means for determining quantity. ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up Magazine Number Hunt More than Ten Numbers Everywhere Show Me Taking Inventory |
| EXPECTATION | CD-MA1.4d. | Describes sets as having more, less, same as/equal. ReadyRosie Acorns and Pinecones Cereal Challenge Make a Tower of Ten More than Ten Sharing Goldfish Slap One More Snack Fractions Who has the Biggest Number? |
| EXPECTATION | CD-MA1.4e. | Quickly recognizes and names how many items are in a set up to four items. ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| EXPECTATION | CD-MA1.4f. | Tells numbers that come before and after a given number up to 10. ReadyRosie Keep It Up One Less One More Slap One More Special Day Countdown Who has the Biggest Number? |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: MATHEMATICS (CD-MA) |
| STANDARD / DESCRIPTION | Number and Quantity | |
| ELEMENT | CD-MA2. | The child will manipulate, compare, and describe relationships using quantity and number. |
| ELEMENT/GLE | CD-MA2.3. | 36-48 Months |
| EXPECTATION | CD-MA2.3a. | Matches two equal sets using one-to-one correspondence independently. ReadyRosie Acorns and Pinecones Make a Tower of Ten Sharing Goldfish Snack Fractions Who has the Biggest Number? |
| EXPECTATION | CD-MA2.3b. | Counts up to five objects using one-to-one correspondence with adult guidance. ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Candy Sort and Graph Counting Signs Decorating Cupcakes Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Lily Pad Hop Measure your Steps Penny Drop The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| EXPECTATION | CD-MA2.3c. | Recognizes that objects or sets can be combined or separated. ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| EXPECTATION | CD-MA2.3d. | Participates in creating and using real and pictorial graphs or other simple representations of data. ReadyRosie Dino Dig Sort and Graph Leaves |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: MATHEMATICS (CD-MA) |
| STANDARD / DESCRIPTION | Number and Quantity | |
| ELEMENT | CD-MA2. | The child will manipulate, compare, and describe relationships using quantity and number. |
| ELEMENT/GLE | CD-MA2.4. | 48-60 Months |
| EXPECTATION | CD-MA2.4a. | Matches two equal sets using one-to-one correspondence and understands they are the same. ReadyRosie Acorns and Pinecones Make a Tower of Ten Sharing Goldfish Snack Fractions Who has the Biggest Number? |
| EXPECTATION | CD-MA2.4b. | Counts at least 10 objects using one-to-one correspondence. ReadyRosie Acorns and Pinecones All Done Apple Pie Block Tower Cereal Challenge Checkout Countdown Domino Match-Up More Grapes Penny Drop Show Me The Number Stays the Same Three Little Animals |
| EXPECTATION | CD-MA2.4c. | Practices combining, separating, and naming quantities. ReadyRosie All Done Checkout Countdown Decorating Cupcakes Fruit Salad How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Magazine Number Hunt Make a Tower of Ten Numbers Everywhere One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| EXPECTATION | CD-MA2.4d. | Describes data from classroom graphs using numerical math language. ReadyRosie Cereal Challenge |
| EXPECTATION | CD-MA2.4e. | With adult guidance and when counting, understands and can respond with the last number counted to represent quantity (cardinality). ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Candy Sort and Graph Counting Signs Decorating Cupcakes Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Lily Pad Hop Measure your Steps Penny Drop The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: MATHEMATICS (CD-MA) |
| STANDARD / DESCRIPTION | Measurement and Comparison | |
| ELEMENT | CD-MA3. | The child will explore and communicate about distance, weight, length, height, and time. |
| ELEMENT/GLE | CD-MA3.3. | 36-48 Months |
| EXPECTATION | CD-MA3.3a. | Labels objects using size words. ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Leap Frog Measure Measuring the Table Near and Far |
| EXPECTATION | CD-MA3.3b. | Compares two or more objects using a single attribute, such as length, weight, and size and matches items of similar sizes. ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Leap Frog Measure Measuring the Table Near and Far |
| EXPECTATION | CD-MA3.3d. | Predicts upcoming events from prior knowledge. ReadyRosie All About My Day Which Takes Longer? Yesterday, Today, Tomorrow |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: MATHEMATICS (CD-MA) |
| STANDARD / DESCRIPTION | Measurement and Comparison | |
| ELEMENT | CD-MA3. | The child will explore and communicate about distance, weight, length, height, and time. |
| ELEMENT/GLE | CD-MA3.4. | 48-60 Months |
| EXPECTATION | CD-MA3.4b. | Compares objects using two or more attributes, such as length, weight, and size. ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Leap Frog Measure Measuring the Table Near and Far |
| EXPECTATION | CD-MA3.4c. | Uses a variety of techniques and standard and nonstandard tools to measure and compare length, volume (capacity) and weight. ReadyRosie Bookcase Problem |
| EXPECTATION | CD-MA3.4d. | Associates and describes the passage of time with actual events. ReadyRosie Which Takes Longer? |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: MATHEMATICS (CD-MA) |
| STANDARD / DESCRIPTION | Measurement and Comparison | |
| ELEMENT | CD-MA4. | The child will sort, order, classify, and create patterns. |
| ELEMENT/GLE | CD-MA4.3. | 36-48 Months |
| EXPECTATION | CD-MA4.3a. | Independently orders objects using one characteristic. ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Leap Frog Measure Measuring the Table Near and Far |
| EXPECTATION | CD-MA4.3b. | Sorts objects by one attribute such as color, shape or size. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| EXPECTATION | CD-MA4.3c. | Identifies and duplicates simple, repeating patterns. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: MATHEMATICS (CD-MA) |
| STANDARD / DESCRIPTION | Measurement and Comparison | |
| ELEMENT | CD-MA4. | The child will sort, order, classify, and create patterns. |
| ELEMENT/GLE | CD-MA4.4. | 48-60 Months |
| EXPECTATION | CD-MA4.4a. | Independently orders objects using one characteristic and describes the criteria used. ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Leap Frog Measure Measuring the Table Near and Far |
| EXPECTATION | CD-MA4.4b. | Sorts and classifies objects using one or more attributes or relationships. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| EXPECTATION | CD-MA4.4c. | Creates and extends simple, repeating patterns. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: MATHEMATICS (CD-MA) |
| STANDARD / DESCRIPTION | Geometry and Spatial Thinking | |
| ELEMENT | CD-MA5. | The child will explore, recognize, and describe spatial relationships between objects. |
| ELEMENT/GLE | CD-MA5.3. | 36-48 Months |
| EXPECTATION | CD-MA5.3a. | Follows simple directions which demonstrates an understanding of directionality, order and position of objects. ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Race Car Transformations Stuffed Animal Olympics Treasure Map |
| EXPECTATION | CD-MA5.3b. | Begins using more deliberate manipulation to fit objects together. ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Race Car Transformations Stuffed Animal Olympics Treasure Map |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: MATHEMATICS (CD-MA) |
| STANDARD / DESCRIPTION | Geometry and Spatial Thinking | |
| ELEMENT | CD-MA5. | The child will explore, recognize, and describe spatial relationships between objects. |
| ELEMENT/GLE | CD-MA5.4. | 48-60 Months |
| EXPECTATION | CD-MA5.4a. | Uses appropriate directional language to indicate where things are in their environment: positions, distances, order. ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Race Car Transformations Stuffed Animal Olympics Treasure Map |
| EXPECTATION | CD-MA5.4b. | Uses deliberate manipulation and describes process for fitting objects together. ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Race Car Transformations Stuffed Animal Olympics Treasure Map |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: MATHEMATICS (CD-MA) |
| STANDARD / DESCRIPTION | Geometry and Spatial Thinking | |
| ELEMENT | CD-MA6. | The child will explore, recognize, and describe shapes and shape concepts. |
| ELEMENT/GLE | CD-MA6.3. | 36-48 Months |
| EXPECTATION | CD-MA6.3a. | Recognizes basic, two-dimensional shapes in the environment independently. ReadyRosie Buying Oranges Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: MATHEMATICS (CD-MA) |
| STANDARD / DESCRIPTION | Geometry and Spatial Thinking | |
| ELEMENT | CD-MA6. | The child will explore, recognize, and describe shapes and shape concepts. |
| ELEMENT/GLE | CD-MA6.4. | 48-60 Months |
| EXPECTATION | CD-MA6.4a. | Recognizes and names common two-dimensional and three-dimensional shapes, their parts, and attributes. ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| EXPECTATION | CD-MA6.4b. | Combines simple shapes to form new shapes. ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: MATHEMATICS (CD-MA) |
| STANDARD / DESCRIPTION | Mathematical Reasoning | |
| ELEMENT | CD-MA7. | The child will use mathematical problem solving, reasoning, estimation, and communication. |
| ELEMENT/GLE | CD-MA7.3. | 36-48 Months |
| EXPECTATION | CD-MA7.3b. | Shows interest in solving mathematical problems. ReadyRosie Special Day Countdown |
| EXPECTATION | CD-MA7.3c. | Uses emerging reasoning skills to determine a solution to a mathematical problem. ReadyRosie Special Day Countdown |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: MATHEMATICS (CD-MA) |
| STANDARD / DESCRIPTION | Mathematical Reasoning | |
| ELEMENT | CD-MA7. | The child will use mathematical problem solving, reasoning, estimation, and communication. |
| ELEMENT/GLE | CD-MA7.4. | 48-60 Months |
| EXPECTATION | CD-MA7.4b. | Uses simple strategies to solve mathematical problems and communicates how he/she solved it. ReadyRosie Special Day Countdown |
| EXPECTATION | CD-MA7.4c. | Uses reasoning skills to determine the solution to a mathematical problem and communicates why. ReadyRosie Special Day Countdown |
| STRAND/TOPIC | GA.CD-SC. | Cognitive Development: Science (CD-SC) |
| STANDARD / DESCRIPTION | Scientific Skills and Methods | |
| ELEMENT | CD-SC1. | The child will demonstrate scientific inquiry skills. |
| ELEMENT/GLE | CD-SC1.3. | 36-48 Months |
| EXPECTATION | CD-SC1.3a. | Uses senses to observe and experience objects and environment. ReadyRosie Grocery Store Conversations Sink or Float |
| EXPECTATION | CD-SC1.3c. | Records observations through drawings or dictations with adult guidance. ReadyRosie Grocery Store Conversations Sink or Float |
| EXPECTATION | CD-SC1.3d. | Participates in simple experiments and discusses scientific properties. ReadyRosie Sink or Float |
| STRAND/TOPIC | GA.CD-SC. | Cognitive Development: Science (CD-SC) |
| STANDARD / DESCRIPTION | Scientific Skills and Methods | |
| ELEMENT | CD-SC1. | The child will demonstrate scientific inquiry skills. |
| ELEMENT/GLE | CD-SC1.4. | 48-60 Months |
| EXPECTATION | CD-SC1.4a. | Uses senses to observe, classify, and learn about objects and environment. ReadyRosie Grocery Store Conversations Sink or Float |
| EXPECTATION | CD-SC1.4c. | Records observations through dictating to an adult and drawing pictures or using other forms of writing. ReadyRosie Grocery Store Conversations Sink or Float |
| EXPECTATION | CD-SC1.4d. | Experiments, compares, and formulates hypotheses related to scientific properties. ReadyRosie Acorns and Pinecones Measure your Steps Strawberries for a Picnic |
| STRAND/TOPIC | GA.CD-SC. | Cognitive Development: Science (CD-SC) |
| STANDARD / DESCRIPTION | Earth and Space | |
| ELEMENT | CD-SC2. | The child will demonstrate knowledge related to the dynamic properties of earth and sky. |
| ELEMENT/GLE | CD-SC2.4. | 48-60 Months |
| EXPECTATION | CD-SC2.4c. | Makes simple observations of the characteristics, movement, and seasonal changes of sun, moon, stars, and clouds. Compares the day time/night time cycle. ReadyRosie Grocery Store Conversations Sink or Float |
| EXPECTATION | CD-SC2.4d. | Using appropriate vocabulary to discuss climate and changes in weather. ReadyRosie Grocery Store Weights I'm Thinking of an Animal Mystery Bag Strawberries for a Picnic |
| STRAND/TOPIC | GA.CD-SS. | Cognitive Development: Social Studies (CD-SS) |
| STANDARD / DESCRIPTION | Family | |
| ELEMENT | CD-SS1. | The child will demonstrate understanding of his/her family and an emerging awareness of their own culture and ethnicity. |
| ELEMENT/GLE | CD-SS1.3. | 36-48 Months |
| EXPECTATION | CD-SS1.3a. | Identifies self in relationship to his/her family unit. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| EXPECTATION | CD-SS1.3b. | Identifies similarities and differences between self and others. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| STRAND/TOPIC | GA.CD-SS. | Cognitive Development: Social Studies (CD-SS) |
| STANDARD / DESCRIPTION | Family | |
| ELEMENT | CD-SS1. | The child will demonstrate understanding of his/her family and an emerging awareness of their own culture and ethnicity. |
| ELEMENT/GLE | CD-SS1.4. | 48-60 Months |
| EXPECTATION | CD-SS1.4a. | Describes his/her family structure and family roles. ReadyRosie My Address |
| EXPECTATION | CD-SS1.4b. | Describes similarities and differences between self and others. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| STRAND/TOPIC | GA.CD-SS. | Cognitive Development: Social Studies (CD-SS) |
| STANDARD / DESCRIPTION | People and Community | |
| ELEMENT | CD-SS2. | The child will demonstrate an understanding of his/her community and an emerging awareness of others’ culture and ethnicity. |
| ELEMENT/GLE | CD-SS2.3. | 36-48 Months |
| EXPECTATION | CD-SS2.3a. | Remembers rules of the classroom community and displays appropriate social behavior. ReadyRosie How can I stop my kids from fighting? How do I get my child to______? How should I handle temper tantrums? |
| EXPECTATION | CD-SS2.3b. | Explains traditions and cultural celebrations of his/her own family. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why is storytelling important? Why should we tell family stories? |
| EXPECTATION | CD-SS2.3c. | Asks simple questions about others’ cultures. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| STRAND/TOPIC | GA.CD-SS. | Cognitive Development: Social Studies (CD-SS) |
| STANDARD / DESCRIPTION | People and Community | |
| ELEMENT | CD-SS2. | The child will demonstrate an understanding of his/her community and an emerging awareness of others’ culture and ethnicity. |
| ELEMENT/GLE | CD-SS2.4. | 48-60 Months |
| EXPECTATION | CD-SS2.4a. | Identifies and follows rules of the classroom community and displays competence at engaging in appropriate social behavior. ReadyRosie How can I stop my kids from fighting? How do I get my child to______? How should I handle temper tantrums? |
| EXPECTATION | CD-SS2.4b. | Explains diverse customs and cultural celebrations within the home, classroom and community. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why is storytelling important? Why should we tell family stories? |
| EXPECTATION | CD-SS2.4c. | Recognizes similarities and differences between own cultures and that of others. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| STRAND/TOPIC | GA.CD-SS. | Cognitive Development: Social Studies (CD-SS) |
| STANDARD / DESCRIPTION | People and Community | |
| ELEMENT | CD-SS3. | The will demonstrate an awareness of geography in his/her community. |
| ELEMENT/GLE | CD-SS3.4. | 48-60 Months |
| EXPECTATION | CD-SS3.4a. | Creates simple representations of home, school, and community. ReadyRosie My Address |
| STRAND/TOPIC | GA.CD-SS. | Cognitive Development: Social Studies (CD-SS) |
| STANDARD / DESCRIPTION | People and Community | |
| ELEMENT | CD-SS4. | The child will demonstrate an awareness of economics in his/her community. |
| ELEMENT/GLE | CD-SS4.4. | 48-60 Months |
| EXPECTATION | CD-SS4.4c. | Describes how people interact economically and how goods and services are exchanged. ReadyRosie Making a Grocery List |
| STRAND/TOPIC | GA.CD-SS. | Cognitive Development: Social Studies (CD-SS) |
| STANDARD / DESCRIPTION | History and Events | |
| ELEMENT | CD-SS5. | The child will understand the passage of time and how events are related. |
| ELEMENT/GLE | CD-SS5.4. | 48-60 Months |
| EXPECTATION | CD-SS5.4a. | Recognizes and describes sequence of events with accuracy. ReadyRosie Sequences of Sounds |
| STRAND/TOPIC | GA.CD-CR. | Cognitive Development: Creative Development (CD-CR) |
| STANDARD / DESCRIPTION | Visual Arts | |
| ELEMENT | CD-CR2. | The child will create, observe, and analyze visual art forms to develop artistic expression. |
| ELEMENT/GLE | CD-CR2.3. | 36-48 Months |
| EXPECTATION | CD-CR2.3a. | Uses a variety of tools and art media to express individual creativity. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND/TOPIC | GA.CD-CR. | Cognitive Development: Creative Development (CD-CR) |
| STANDARD / DESCRIPTION | Visual Arts | |
| ELEMENT | CD-CR2. | The child will create, observe, and analyze visual art forms to develop artistic expression. |
| ELEMENT/GLE | CD-CR2.4. | 48-60 Months |
| EXPECTATION | CD-CR2.4a. | Uses materials to create original work for self-expression and to express individual creativity. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND/TOPIC | GA.CD-CR. | Cognitive Development: Creative Development (CD-CR) |
| STANDARD / DESCRIPTION | Drama | |
| ELEMENT | CD-CR4. | The child will use drama to express creativity. |
| ELEMENT/GLE | CD-CR4.3. | 36-48 Months |
| EXPECTATION | CD-CR4.3c. | Creates various voice inflections and facial expressions in play. ReadyRosie Choosing the Right Voice |
| EXPECTATION | CD-CR4.3d. | Identifies real and make-believe situations through dramatic play. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| STRAND/TOPIC | GA.CD-CR. | Cognitive Development: Creative Development (CD-CR) |
| STANDARD / DESCRIPTION | Drama | |
| ELEMENT | CD-CR4. | The child will use drama to express creativity. |
| ELEMENT/GLE | CD-CR4.4. | 48-60 Months |
| EXPECTATION | CD-CR4.4c. | Represents a character by using voice inflections and facial expressions. ReadyRosie Choosing the Right Voice |
| STRAND/TOPIC | GA.CD-CP. | Cognitive Development: Cognitive Processes (CD-CP) |
| STANDARD / DESCRIPTION | Thinking Skills | |
| ELEMENT | CD-CP1. | The child will demonstrate awareness of cause and effect. |
| ELEMENT/GLE | CD-CP1.4. | 48-60 Months |
| EXPECTATION | CD-CP1.4c. | Draws conclusions based on facts and evidence. ReadyRosie Baby Photo Fun Book Selection Just the Facts Making Connections PreK Reading a Book for the Second Time Recalling What Happened in a Story Selecting Books Text to Self Connections |
| STRAND/TOPIC | GA.CD-CP. | Cognitive Development: Cognitive Processes (CD-CP) |
| STANDARD / DESCRIPTION | Thinking Skills | |
| ELEMENT | CD-CP2. | The child will use prior knowledge to build new knowledge. |
| ELEMENT/GLE | CD-CP2.3. | 36-48 Months |
| EXPECTATION | CD-CP2.3a. | Uses objects as intended in new activities. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | CD-CP2.3b. | Uses observation and imitation to acquire knowledge. ReadyRosie Baby Photo Fun Making Connections PreK Sink or Float Zoo in My Room |
| EXPECTATION | CD-CP2.3c. | Identifies familiar objects and people in new situations. ReadyRosie Baby Photo Fun Behavior is a form of communication Making Connections PreK You are your child's first teacher Zoo in My Room |
| EXPECTATION | CD-CP2.3d. | Uses clues and sequence of events to infer and predict what will happen next. ReadyRosie Baby Photo Fun Making Connections PreK Sequences of Sounds Zoo in My Room |
| EXPECTATION | CD-CP2.3e. | Discusses how new learning related to concrete objects is based on prior knowledge. ReadyRosie Baby Photo Fun Color Word Sentences If You're Happy & You Know It Making Connections PreK Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? Zoo in My Room |
| STRAND/TOPIC | GA.CD-CP. | Cognitive Development: Cognitive Processes (CD-CP) |
| STANDARD / DESCRIPTION | Thinking Skills | |
| ELEMENT | CD-CP2. | The child will use prior knowledge to build new knowledge. |
| ELEMENT/GLE | CD-CP2.4. | 48-60 Months |
| EXPECTATION | CD-CP2.4b. | Uses observation and imitation to transfer knowledge to new experiences. ReadyRosie Baby Photo Fun Grocery Store Conversations Making Connections PreK Sink or Float Zoo in My Room |
| EXPECTATION | CD-CP2.4c. | Uses information gained about familiar objects and people and can apply to a new situation. ReadyRosie Baby Photo Fun Grocery Store Conversations Making Connections PreK Sink or Float Zoo in My Room |
| EXPECTATION | CD-CP2.4d. | Makes, checks, and verifies predictions. ReadyRosie Acorns and Pinecones Baby Photo Fun Making Connections PreK Measure your Steps Strawberries for a Picnic Zoo in My Room |
| EXPECTATION | CD-CP2.4e. | Explains how an activity is built on or uses past knowledge. ReadyRosie Baby Photo Fun Making Connections PreK Zoo in My Room |
| STRAND/TOPIC | GA.CD-CP. | Cognitive Development: Cognitive Processes (CD-CP) |
| STANDARD / DESCRIPTION | Problem Solving | |
| ELEMENT | CD-CP3. | The child will demonstrate problem solving skills. |
| ELEMENT/GLE | CD-CP3.3. | 36-48 Months |
| EXPECTATION | CD-CP3.3a. | Demonstrates multiple uses for objects to solve problems. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | CD-CP3.3b. | Asks questions and tests different possibilities to determine the best solution to a problem. ReadyRosie Celebrate Learning Color Word Sentences Listening for Sounds My Age Phone Fun Shape Changers Sink or Swim Taking Turns |
| STRAND/TOPIC | GA.CD-CP. | Cognitive Development: Cognitive Processes (CD-CP) |
| STANDARD / DESCRIPTION | Problem Solving | |
| ELEMENT | CD-CP3. | The child will demonstrate problem solving skills. |
| ELEMENT/GLE | CD-CP3.4. | 48-60 Months |
| EXPECTATION | CD-CP3.4a. | Makes statements and appropriately answers questions about how objects/materials can be used to solve problems. ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| EXPECTATION | CD-CP3.4c. | With adult guidance and questioning, determines and evaluates solutions prior to attempting to solve a problem. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |