Mississippi Standards and Frameworks (Pre-K)
| Main Criteria: Mississippi Standards and Frameworks | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grade: Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| Mississippi Standards and Frameworks |
| Early Childhood Education |
| Grade: Ages 3-5 - Adopted: 2018 |
| COMPETENCY | Reading Standards for LITERATURE (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Key Ideas and Details | |
| NUMBERED ITEMS | 1 | With guidance and support, ask and/or answer questions with details related to a variety of print materials (e.g., ask, “What is the duck doing?” or respond to, “Tell me about the duck.”). ReadyRosie Asking Wh- Questions Book Bag Descriptions Making Connections PreK Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Think About It Tips for helping your child love reading |
| NUMBERED ITEMS | 2 | With guidance and support, retell familiar stories (from books, oral presentation, songs, plays) using diverse media (e.g., conversation, drama, props throughout the classroom, creative movement, art and creative writing). ReadyRosie Book Bag Descriptions Family Movie Night Family Photos 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 |
| NUMBERED ITEMS | 3 | With guidance and support, identify common objects in the pictures of books. ReadyRosie Picture Walk Predictions Retelling the Story |
| COMPETENCY | Reading Standards for LITERATURE (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Craft and Structure | |
| NUMBERED ITEMS | 4 | With guidance and support, exhibit curiosity and interest that print conveys meaning. |
| INDICATOR | a. | Increase vocabulary through conversations with adults and peers. ReadyRosie Comparing Vegetables Following Directions Grocery Store Conversations How can I help my child learn new words? I'm Thinking of an Animal Kitchen Labeling Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| INDICATOR | b. | Identify real-world print (e.g., labels in the classroom, signs in the community). ReadyRosie Shopping for Clothes |
| COMPETENCY | Reading Standards for LITERATURE (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Craft and Structure | |
| NUMBERED ITEMS | 5 | With guidance and support, experience common types of books (e.g., fantasy; factual; animals; books about people that represent diversity in race, culture, age, gender and ability). ReadyRosie Getting Information from Pictures Just the Facts |
| NUMBERED ITEMS | 6 | With guidance and support, identify the role of the “author” and “illustrator.” ReadyRosie Funny Reading |
| COMPETENCY | Reading Standards for LITERATURE (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Integration of Knowledge and Ideas | |
| NUMBERED ITEMS | 7 | With guidance and support, make connections between self and real-life experiences as they relate to classroom books. ReadyRosie Picture Walk Predictions |
| COMPETENCY | Reading Standards for LITERATURE (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Range of Reading and Level of Text Complexity | |
| NUMBERED ITEMS | 10 | Actively engage in a variety of shared reading experiences (e.g., small group, whole group, with a peer or teacher) with purpose and understanding through extension activities (e.g., art activities, dramatic play, creative writing and movement). ReadyRosie Asking Wh- Questions Detailed Drawing of a Face May I Take your Order? Mirror, Mirror My Favorite Part Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| COMPETENCY | Reading Standards for INFORMATIONAL TEXT (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Key Ideas and Details | |
| NUMBERED ITEMS | 2 | With guidance and support, demonstrate some details of the main idea through play (e.g., dramatic play, art, creative writing and conversation). 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 |
| NUMBERED ITEMS | 3 | With guidance and support, identify the connections between self and information presented/represented in the text (e.g., comparing hats from different cultures with hats people wear in child’s life). ReadyRosie Getting Information from Pictures Just the Facts |
| COMPETENCY | Reading Standards for INFORMATIONAL TEXT (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Craft and Structure | |
| NUMBERED ITEMS | 4 | Exhibit curiosity about words in informational texts (e.g., magazines, books, classroom labels). ReadyRosie Getting Information from Pictures Just the Facts |
| COMPETENCY | Reading Standards for INFORMATIONAL TEXT (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Integration of Knowledge and Ideas | |
| NUMBERED ITEMS | 7 | With guidance and support, make connections between self and real-life experiences as they relate to informational texts. ReadyRosie Getting Information from Pictures Just the Facts |
| COMPETENCY | Reading Standards for INFORMATIONAL TEXT (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Range of Reading and Level of Text Complexity | |
| NUMBERED ITEMS | 10 | Actively engage in a variety of shared reading experiences (e.g., small group, whole group, with a peer or teacher) with purpose and understanding through extension activities (e.g., art activities, dramatic play, creative writing and movement). ReadyRosie Just the Facts Tips for helping your child love reading |
| COMPETENCY | Reading Standards for FOUNDATIONAL SKILLS (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Print Concepts | |
| NUMBERED ITEMS | 1 | With guidance and support, demonstrate basic features of print. |
| INDICATOR | a. | Recognize that print moves from left to right, top to bottom and page by 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 |
| INDICATOR | b. | Recognize that spoken words can be written and convey meaning. ReadyRosie Funny Reading Kitchen Labeling Stuffed Animal Sentences |
| INDICATOR | d. | Recognize and name some letters in their first name. ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| INDICATOR | e. | Recognize that letters can be grouped to form words. ReadyRosie Looking for Letters in Ads Reading with Jack and Jill Starting a Word Bank Words on the Page |
| COMPETENCY | Reading Standards for FOUNDATIONAL SKILLS (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Phonological Awareness | |
| NUMBERED ITEMS | 2 | With guidance and support, demonstrate an emerging (developing) understanding of spoken words and sounds. |
| INDICATOR | a. | Explore rhyming words (e.g., using songs, finger plays, nursery rhymes, imitation, poetry and conversation). ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Little Bo Peep Substitutions Little Miss Muffet Role Play Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes Why should I sing to my baby? |
| INDICATOR | b. | Recognize sound patterns and repeat them (e.g., clapping, stomping, patting). ReadyRosie Frog Hopping Grocery Sack Syllables Sequences of Sounds |
| INDICATOR | d. | Recognize initial sound in first name. ReadyRosie Making a Grocery List Thumbs Up, Thumbs Down |
| INDICATOR | e. | Engage in language/verbal play (e.g., sound patterns, rhyming patterns, songs). ReadyRosie Finish the Rhyme Hopping Rhyming If You're Happy & You Know It Itsy Bitsy Spider Illustrations 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 Why should I sing to my baby? |
| COMPETENCY | Reading Standards for FOUNDATIONAL SKILLS (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Phonological Awareness | |
| NUMBERED ITEMS | 3 | With prompting and support, demonstrate emergent phonics and word analysis skills. |
| INDICATOR | a. | Explore one-to-one letter-sound correspondence by producing the primary sound of some consonants. ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| INDICATOR | c. | Recognize own name and environmental print. ReadyRosie Morning Message Name Game Shopping for Clothes Writing Names with Shaving Cream |
| COMPETENCY | Reading Standards for FOUNDATIONAL SKILLS (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Fluency | |
| NUMBERED ITEMS | 4 | With guidance and support, display emergent (developing) reading behavior with purpose and understanding through pretend reading and picture reading. ReadyRosie Tips for helping your child love reading |
| COMPETENCY | Standards for WRITING (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Text Types and Purposes | |
| NUMBERED ITEMS | 1 | With guidance and support, recognize that writing is a way of communicating for a variety of purposes. |
| INDICATOR | a. | Explore and experiment with a combination of written representations (e.g., scribbling or drawing) to express an opinion. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | b. | Explore and experiment with a combination of written representations (e.g., scribbling or drawing) and describe their writing. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | c. | Explore and experiment with a combination of written representations (e.g., scribbling or drawing) to tell about events or stories. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| COMPETENCY | Standards for WRITING (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Research to Build and Present Knowledge | |
| NUMBERED ITEMS | 8 | With prompting and support, recall information from experiences to answer questions. ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| COMPETENCY | Standards for SPEAKING AND LISTENING (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Comprehension and Collaboration | |
| NUMBERED ITEMS | 1 | With guidance and support, participate in conversations about pre-kindergarten topics with peers and adults. |
| INDICATOR | a. | Engage in voluntary social conversations (e.g., taking, exchanging information, listening attentively, awareness of others’ feelings) ReadyRosie Color Word Sentences Funny Faces If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Taking Turns Talking About Your Feelings Thank You Note Who Should We Ask? |
| INDICATOR | b. | Engage in extended conversations ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| COMPETENCY | Standards for SPEAKING AND LISTENING (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Comprehension and Collaboration | |
| NUMBERED ITEMS | 2 | With guidance and support, demonstrate understanding of information by asking and answering questions, as well as, responding to directions. ReadyRosie Baby Photo Fun Color Word Sentences Follow My Design Follow the Leader Listening for Sounds Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Phone Fun Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim Why should we tell family stories? Yesterday, Today, Tomorrow |
| NUMBERED ITEMS | 3 | With guidance and support, ask and answer questions in order to seek help, obtain information, or clarify something that is not understood. ReadyRosie Baby Photo Fun Color Word Sentences Listening for Sounds Phone Fun Why should we tell family stories? Yesterday, Today, Tomorrow |
| COMPETENCY | Standards for SPEAKING AND LISTENING (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Presentation of Knowledge and Ideas | |
| NUMBERED ITEMS | 4 | With guidance and support, describe familiar people, places, things and events. ReadyRosie Putting Away the Groceries Table Riddles |
| NUMBERED ITEMS | 5 | With prompting and support, add drawings or other visual displays to descriptions. 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 |
| NUMBERED ITEMS | 6 | With guidance and support, demonstrate an emergent (developing) ability to express thoughts, feelings and needs clearly. ReadyRosie Behavior is a form of communication Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| COMPETENCY | Standards for LANGUAGE (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Conventions of Standard English | |
| NUMBERED ITEMS | 1 | With prompting and support, demonstrate awareness of the conventions of standard English grammar and use when speaking. |
| INDICATOR | c. | Ask and answer questions. ReadyRosie Baby Photo Fun Color Word Sentences Listening for Sounds Phone Fun Why should we tell family stories? Yesterday, Today, Tomorrow |
| INDICATOR | d. | Use simple prepositions (e.g., in, out, on, off). ReadyRosie Little Miss Muffet Role Play |
| INDICATOR | e. | Use standard words instead of slang or baby talk. ReadyRosie Grocery Store Conversations Pantry Talk Description What's the Opposite? Zoo in My Room |
| COMPETENCY | Standards for LANGUAGE (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Vocabulary Acquisition and Use | |
| NUMBERED ITEMS | 5 | With guidance and support, explore word relationships and word meanings |
| INDICATOR | a. | Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. ReadyRosie Grocery Store Conversations How Many Can You Name? Putting Away the Groceries Silent Opposites Sort and Graph Leaves |
| INDICATOR | b. | With guidance and support, demonstrate developing vocabulary in which the majority of words spoken are understood by adults and peers. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| COMPETENCY | Standards for LANGUAGE (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Vocabulary Acquisition and Use | |
| NUMBERED ITEMS | 6 | With guidance and support, use words and phrases appropriately that have been acquired through responses to text or stories, experiences, conversations and/or from hearing a story. ReadyRosie Comparing Vegetables Finding the Groceries Following Directions Grocery Store Conversations How Many Can You Name? How can I help my child learn new words? I Spy an Animal I'm Thinking of an Animal Kitchen Labeling Mystery Bag Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| COMPETENCY | Standards for MATHEMATICS (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | COUNTING AND CARDINALITY | |
| NUMBERED ITEMS | Know number names and the count sequence. | |
| INDICATOR | 1 | With guidance and support, recite numbers 1 to 5 or beyond from memory. ReadyRosie Apple Pie Counting Signs Domino Match-Up Fruit Salad How Many Can I Grab? How Many Steps to Bed? How Old Are You? May I Take your Order? More Grapes Penny Drop Quick Dots Show Me Skipping Around Taking Inventory The Number Stays the Same |
| COMPETENCY | Standards for MATHEMATICS (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | COUNTING AND CARDINALITY | |
| NUMBERED ITEMS | Compare numbers. | |
| INDICATOR | 5 | With guidance and support, attempt to compare quantities of numbers using concrete manipulatives to determine more than, less than, same and different. 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? |
| COMPETENCY | Standards for MATHEMATICS (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | OPERATIONS AND ALGEBRAIC THINKING | |
| NUMBERED ITEMS | Understand addition as putting together and adding to and understand subtraction as taking apart and taking from. | |
| INDICATOR | 1 | With guidance and support, experiment with the concepts of putting together and taking from using concrete objects. ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| INDICATOR | 4 | With guidance and support, experiment with patterns that are developmentally appropriate (e.g., duplicate simple patterns using concrete objects and actions such as counting bears and attribute blocks, clapping, stomping and patting.) ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| COMPETENCY | Standards for MATHEMATICS (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | MEASUREMENT AND DATA | |
| NUMBERED ITEMS | Describe and compare measurable attributes. | |
| INDICATOR | 1 | With guidance and support, experiment with measurable attributes of everyday objects (e.g., big, little, tall, short, full, empty, heavy, light). ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| INDICATOR | 2 | With guidance and support, experiment with ordering two objects using attributes of length, height and weight (e.g., big, bigger, long, longer, tall, taller, short, shorter). ReadyRosie Bookcase Problem Building Houses Buying Oranges Candy Sort and Graph Comparing Vegetables Grocery Store Weights I Spy a Coin I Spy an Animal Leap Frog Measure Letter Sort Likely or Unlikely Measuring the Table Near and Far Sort and Graph Leaves Sorting Laundry |
| INDICATOR | 3 | Explore nonstandard units of measurement. ReadyRosie Bookcase Problem |
| COMPETENCY | Standards for MATHEMATICS (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | MEASUREMENT AND DATA | |
| NUMBERED ITEMS | Classify objects and count the number of objects in each category. | |
| INDICATOR | 1 | With guidance and support, sort, categorize, match, or classify objects (e.g., size, shape, primary colors). ReadyRosie Buying Oranges Candy Sort and Graph Grocery Store Conversations How Many Can I Grab? I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| COMPETENCY | Standards for MATHEMATICS (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | GEOMETRY | |
| NUMBERED ITEMS | Explore, identify and describe shapes (squares, circles, triangles). | |
| INDICATOR | 1 | With guidance and support, correctly name circles, squares and triangles. ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| INDICATOR | 2 | With guidance and support, recognize circles, squares and triangles in the environment (e.g., clock is a circle, cracker is a square, musical instrument triangle is a triangle). ReadyRosie Buying Oranges |
| COMPETENCY | Standards for MATHEMATICS (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | GEOMETRY | |
| NUMBERED ITEMS | Analyze, compare, create and compose shapes. | |
| INDICATOR | 4 | With guidance and support, create shapes using developmentally appropriate materials (e.g., popsicle sticks, play dough, building blocks, pipe cleaners, pattern blocks). ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| COMPETENCY | APPROACHES TO LEARNING Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | PLAY | |
| NUMBERED ITEMS | Engage in play. | |
| INDICATOR | 1 | With guidance and support, cooperate with peers during play by taking turns, sharing materials and inviting others to play. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | 3 | With guidance and support, begin to exhibit creativity and imagination in a variety of forms. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| INDICATOR | 4 | With guidance and support, demonstrate engagement in various stages of play (e.g., solitary, parallel, collaborative). ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| COMPETENCY | APPROACHES TO LEARNING Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | CURIOSITY AND INITIATIVE | |
| NUMBERED ITEMS | Demonstrate curiosity and initiative. | |
| INDICATOR | 1 | Demonstrate a developing interest in new experiences by interacting with peers, using familiar materials in creative ways and investigating new environments. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Tips for helping your child love reading Who has the Biggest Number? |
| INDICATOR | 2 | Begin to ask questions to seek new information. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| INDICATOR | 3 | Demonstrate an increasing ability to make independent choices. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 4 | With guidance and support, approach tasks and activities with flexibility, imagination and inventiveness. ReadyRosie Celebrate Learning In My Pond, Part 1 In My Pond, Part 2 My Age Pretending Together Shape Changers Sink or Swim Stuffed Animal Stories Taking Turns Toy Stories |
| COMPETENCY | APPROACHES TO LEARNING Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | PERSISTENCE AND ATTENTIVENESS | |
| NUMBERED ITEMS | Demonstrate persistence and attentiveness. | |
| INDICATOR | 1 | With guidance and support, follow through to complete a task or activity. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 2 | With guidance and support, demonstrate the ability to remain engaged in an activity or experience. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 3 | With guidance and support, seek out and accept help or information from adults and peers when needed to accomplish a task or an activity (e.g., using a step stool to reach the sink). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| COMPETENCY | APPROACHES TO LEARNING Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | PROBLEM-SOLVING SKILLS | |
| NUMBERED ITEMS | Demonstrate problem-solving skills. | |
| INDICATOR | 1 | With guidance and support, identify a problem or ask a question. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| INDICATOR | 2 | With guidance and support, begin to use a variety of strategies to solve a problem, reach a goal or answer a question (e.g., work with others, use a variety of materials, use trial and error). ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| INDICATOR | 3 | With guidance and support, apply prior learning and experiences to build new knowledge. ReadyRosie Getting Information from Pictures Just the Facts |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | SOCIAL DEVELOPMENT | |
| NUMBERED ITEMS | Build and maintain relationships with others. | |
| INDICATOR | 1 | Interact appropriately with familiar adults. |
| INDICATOR | a. | With guidance and support, communicate to seek help with difficult task, to find comfort and to obtain security. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | SOCIAL DEVELOPMENT | |
| NUMBERED ITEMS | Build and maintain relationships with others. | |
| INDICATOR | 2 | Interact appropriately with other children. |
| INDICATOR | a. | Begin to engage in positive interactions and communications with classmates (e.g., greet peers, use names of classmates, share materials). ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | b. | Begin to develop relationships and share a friendship with one or two peers (e.g., offer assistance and materials to others). ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | c. | With guidance and support, ask permission to use materials belonging to someone else. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | d. | Begin to acknowledge needs and rights of others (e.g., “It’s your turn on the swing.”). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | SOCIAL DEVELOPMENT | |
| NUMBERED ITEMS | Build and maintain relationships with others. | |
| INDICATOR | 3 | Express empathy and care for others. |
| INDICATOR | a. | With guidance and support, show affection and concern in appropriate ways (e.g., pat a child on the arm, give a soft hug to an upset peer). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | b. | Begin to offer and accept encouraging and courteous words to demonstrate kindness. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | c. | With guidance and support, identify emotional cues of others and react in a positive manner (e.g., “You seem sad.”). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | SOCIAL DEVELOPMENT | |
| NUMBERED ITEMS | Work productively toward common goals and activities. | |
| INDICATOR | 4 | Participate successfully as a member of a group. |
| INDICATOR | a. | With guidance and support, share experiences and ideas with others (e.g., engage in conversation to express ideas). ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| INDICATOR | b. | With guidance and support, sustain interactions with peers, allow others to join play activities and play cooperatively with others in small and large groups (e.g., engage in cooperative play or conversations over time). ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | SOCIAL DEVELOPMENT | |
| NUMBERED ITEMS | Work productively toward common goals and activities. | |
| INDICATOR | 5 | Join ongoing activities in acceptable ways. |
| INDICATOR | a. | Begin to express to others a desire to play (e.g., “I want to play.”). ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | b. | With guidance and support, lead and follow. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | SOCIAL DEVELOPMENT | |
| NUMBERED ITEMS | Work productively toward common goals and activities. | |
| INDICATOR | 6 | Resolve conflicts with others. |
| INDICATOR | a. | With guidance and support, use discussions and negotiations to reach a compromise (e.g., “I had the drum first or you can have it when this song is over.”). ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| INDICATOR | b. | With guidance and support, use courteous words and actions (e.g., “Please give me the book.” “I’m sorry I stepped on your mat.”). ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | EMOTIONAL DEVELOPMENT | |
| NUMBERED ITEMS | Demonstrate awareness of self and capabilities. | |
| INDICATOR | 1 | Demonstrate trust in self. |
| INDICATOR | a. | Begin to make positive statements about self, use assertive voice to express self and accept responsibility for own actions (e.g., say, “I can …”, “I will …”, “I did …”). ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| INDICATOR | b. | Begin to identify own emotions (e.g., say, “I feel …”) and express pride in accomplishments (e.g., “I did it!”). ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | EMOTIONAL DEVELOPMENT | |
| NUMBERED ITEMS | Demonstrate awareness of self and capabilities. | |
| INDICATOR | 2 | Develop personal preferences. |
| INDICATOR | a. | Begin to express independence, interest and curiosity (e.g., say, “I can …”, “I choose …” I want …”). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | b. | With guidance and support, select and complete tasks (e.g., finish a puzzle or drawing). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | EMOTIONAL DEVELOPMENT | |
| NUMBERED ITEMS | Demonstrate awareness of self and capabilities. | |
| INDICATOR | 4 | Know personal information. |
| INDICATOR | a. | With guidance and support, describe self using several basic characteristics (e.g., gender, age, hair color, eye color). ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| INDICATOR | b. | Refer to self by first name. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| INDICATOR | c. | With guidance and support, know parents’/guardians’ names. ReadyRosie Tips for storytelling: Story ideas |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | EMOTIONAL DEVELOPMENT | |
| NUMBERED ITEMS | Recognize and adapt expressions, behaviors and actions. | |
| INDICATOR | 5 | Show impulse control with body and actions. |
| INDICATOR | a. | Begin to exhibit control of own body in space (e.g., move safely through room without harm to self or others). 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 |
| INDICATOR | b. | With guidance and support, follow procedures or routines (e.g., come to circle time when the teacher begins to sing). ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | EMOTIONAL DEVELOPMENT | |
| NUMBERED ITEMS | Recognize and adapt expressions, behaviors and actions. | |
| INDICATOR | 6 | Manage emotions. |
| INDICATOR | a. | With guidance and support, progress from being upset to being calm (e.g., breathe deeply to regain self-control). ReadyRosie Funny Faces Talking About Your Feelings |
| INDICATOR | b. | With guidance and support, recognize emotions (e.g., “I am really mad.”). ReadyRosie Funny Faces Talking About Your Feelings |
| INDICATOR | c. | With guidance and support, express feelings through appropriate gestures, actions and language (e.g., smile and say, “This story makes me happy.”). ReadyRosie Funny Faces Talking About Your Feelings |
| INDICATOR | d. | With guidance and support, express frustration and anger without harming self, others or property (e.g., “I don’t like it when you take my truck.”). ReadyRosie How should I handle temper tantrums? Talking About Your Feelings |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | EMOTIONAL DEVELOPMENT | |
| NUMBERED ITEMS | Recognize and adapt expressions, behaviors and actions. | |
| INDICATOR | 7 | Follow procedures and routines with teacher support. |
| INDICATOR | a. | Begin to follow one- or two-step directions (e.g., move appropriately when transitions are announced). ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | EMOTIONAL DEVELOPMENT | |
| NUMBERED ITEMS | Recognize and adapt expressions, behaviors and actions. | |
| INDICATOR | 8 | Demonstrate flexibility in adapting to different environments. |
| INDICATOR | b. | With guidance and support, follow rules (e.g., use outside voice, use inside voice) in different settings. ReadyRosie Choosing the Right Voice How do I get my child to______? How should I handle temper tantrums? |
| COMPETENCY | SCIENCE Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | PHYSICAL SCIENCE | |
| NUMBERED ITEMS | Develop awareness of observable properties of objects and materials. | |
| INDICATOR | 4 | With guidance and support, explore properties of solid objects. |
| INDICATOR | a. | With guidance and support, identify 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 |
| INDICATOR | c. | With guidance and support explore movement of people and objects (e.g., over, under, in, out, sink, float). ReadyRosie Stuffed Animal Olympics |
| COMPETENCY | SCIENCE Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | LIFE SCIENCE | |
| NUMBERED ITEMS | Develop an awareness of living things. | |
| INDICATOR | 1 | With guidance and support, explore body parts associated with the use of each of the five senses. ReadyRosie Grocery Store Conversations |
| COMPETENCY | PHYSICAL DEVELOPMENT Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | GROSS MOTOR SKILLS | |
| NUMBERED ITEMS | Demonstrate understanding of gross motor concepts as they apply to the learning, development and performance of physical activities. | |
| INDICATOR | 1 | Identify body parts (e.g., knee, foot, arm). ReadyRosie Follow the Leader Jump to It Rock Toss |
| INDICATOR | 2 | With guidance and support, demonstrate coordination of large muscles to perform simple motor tasks (e.g., climbing, jumping, stretching, twisting, throwing a ball). ReadyRosie Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Rhyming Toss Rock Toss Stomp the Letter The Number Stays the Same |
| COMPETENCY | PHYSICAL DEVELOPMENT Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | GROSS MOTOR SKILLS | |
| NUMBERED ITEMS | Demonstrate competency in gross motor skills and movement patterns needed to perform a variety of physical activities. | |
| INDICATOR | 3 | With guidance and support, demonstrate body coordination (e.g., balance, strength, moving in space, walking up and down stairs). ReadyRosie Follow the Leader Jump to It Rock Toss |
| INDICATOR | 5 | Begin to engage in gross motor activities that are familiar as well as activities that are new and challenging (e.g., pulling, throwing, catching, kicking, bouncing or hitting balls, riding wheel toys). ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| COMPETENCY | PHYSICAL DEVELOPMENT Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | FINE MOTOR | |
| NUMBERED ITEMS | Demonstrate competency in fine motor skills needed to perform a variety of physical activities. | |
| INDICATOR | 1 | With guidance and support, use fine muscle and eye-hand coordination for such purposes as using utensils, self-care, building and exploring (e.g., place small objects in bottle). 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 |
| COMPETENCY | PHYSICAL DEVELOPMENT Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | FINE MOTOR | |
| NUMBERED ITEMS | Demonstrate understanding of emerging (developing) fine motor skills as they apply to the learning and performance of physical activities. | |
| INDICATOR | 2 | With guidance and support, demonstrate emerging (developing) fine muscle coordination using manipulative materials that vary in size shape and skill requirement (e.g., press individual computer keys on a keyboard, use clay to form shapes). 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 |
| INDICATOR | 3 | With guidance and support, demonstrate emerging (developing) coordination of fine muscles to perform simple motor tasks (e.g., tearing, cutting, folding). ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters May I Take your Order? Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| COMPETENCY | PHYSICAL DEVELOPMENT Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | FINE MOTOR | |
| NUMBERED ITEMS | Participate in fine motor activity for self-expression and/or social interaction. | |
| INDICATOR | 4 | With guidance and support, use fine motor skills for self-expression (e.g., coloring, painting, building, dressing-up in dramatic play). ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters May I Take your Order? Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 5 | With guidance and support, participate in group activities involving fine motor experiences (e.g., playing with blocks together, finger plays and dramatic play). 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 |
| COMPETENCY | PHYSICAL DEVELOPMENT Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | FINE MOTOR | |
| NUMBERED ITEMS | Demonstrate emerging competency in self-help skills needed to perform a variety of physical activities. | |
| INDICATOR | 6 | With guidance and support, participate in self-care (e.g., dressing, brushing teeth, washing hands, feeding self). ReadyRosie Rub a Dub Counting |
| COMPETENCY | PHYSICAL DEVELOPMENT Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | SELF-CARE, HEALTH AND SAFETY SKILLS | |
| NUMBERED ITEMS | Demonstrate an awareness and practice of safety rules. | |
| INDICATOR | 1 | With guidance and support, identify and follow safety rules (e.g., classroom, home, community). ReadyRosie Brushing Your Teeth How do I get my child to______? How should I handle temper tantrums? Packing for Our Trip Reading Routines for Early Readers |
| INDICATOR | 2 | With guidance and support, practice safety procedures by responding appropriately to harmful or unsafe situations. ReadyRosie My Address |
| INDICATOR | 3 | With guidance and support, demonstrate appropriate behavior to respect self and others in physical activity by following simple directions and safety procedures. ReadyRosie My Address |
| COMPETENCY | PHYSICAL DEVELOPMENT Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | SELF-CARE, HEALTH AND SAFETY SKILLS | |
| NUMBERED ITEMS | Demonstrate an emerging use of standard health practices. | |
| INDICATOR | 4 | With guidance and support, practice common health routines (e.g., resting, eating healthy meals, exercising and using appropriate personal hygiene). ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| INDICATOR | 6 | With guidance and support, identify nutritious foods. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| COMPETENCY | SOCIAL STUDIES Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | FAMILY AND COMMUNITY | |
| NUMBERED ITEMS | Understand self in relation to the family and the community. | |
| INDICATOR | 1 | Begin to identify self as a member of a family, the learning community and local community. ReadyRosie My Address |
| INDICATOR | 3 | With guidance and support, describe some family traditions. ReadyRosie Why is storytelling important? |
| INDICATOR | 4 | With guidance and support, identify some similarities and differences in family structure, culture, ability, language, age and gender. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| COMPETENCY | SOCIAL STUDIES Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | FAMILY AND COMMUNITY | |
| NUMBERED ITEMS | Understand the concept of individual rights and responsibilities. | |
| INDICATOR | 5 | With guidance and support, demonstrate responsible behavior related to daily routines. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| COMPETENCY | SOCIAL STUDIES Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | FAMILY AND COMMUNITY | |
| NUMBERED ITEMS | Understand the concept of individual rights and responsibilities. | |
| INDICATOR | 6 | With guidance and support, explain some rules in the home and in the classroom. |
| INDICATOR | a. | Identify some rules for different settings. ReadyRosie Brushing Your Teeth How do I get my child to______? How should I handle temper tantrums? Packing for Our Trip Reading Routines for Early Readers |
| COMPETENCY | SOCIAL STUDIES Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | FAMILY AND COMMUNITY | |
| NUMBERED ITEMS | Understand the concept of individual rights and responsibilities. | |
| INDICATOR | 7 | With guidance and support, identify some community members (e.g., parents, teachers, principals/directors, community helpers). ReadyRosie Who Should We Ask? |
| INDICATOR | 8 | With guidance and support, identify some positive character traits of self and others (e.g., respectful, kind, fair, friendly). ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| INDICATOR | 9 | With guidance and support, describe a simple sequence of familiar events. ReadyRosie My Address |
| COMPETENCY | SOCIAL STUDIES Standards (THREE-YEAR-OLD CHILDREN) | |
| OBJECTIVE | OUR WORLD | |
| NUMBERED ITEMS | Understand the importance of people, resources and the environment. | |
| INDICATOR | 1 | With guidance and support, treat classroom materials and belongings of others with care. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | 4 | Begin to use a variety of technology tools (e.g., telephone, cash register, computer), either real or pretend, that affect daily life interactions and activities. ReadyRosie Making Connections PreK Text to Self Connections |
| COMPETENCY | Reading Standards for LITERATURE (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Key Ideas and Details | |
| NUMBERED ITEMS | 1 | With prompting and support, ask and/or answer questions with details related to a variety of print materials (e.g., ask, “What is the duck doing?” or respond to, “Tell me about the duck.”). ReadyRosie Asking Wh- Questions Book Bag Descriptions Making Connections PreK Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Think About It Tips for helping your child love reading |
| NUMBERED ITEMS | 2 | With prompting and support, retell familiar stories (from books, oral presentations, songs, plays) using diverse media (e.g., conversation, drama, props throughout the classroom, creative movement, art and creative writing). ReadyRosie Book Bag Descriptions Family Movie Night Family Photos 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 |
| NUMBERED ITEMS | 3 | With prompting and support, identify some characters, settings and/or major events in a story. ReadyRosie Making Connections PreK Text to Self Connections Toy Stories |
| COMPETENCY | Reading Standards for LITERATURE (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Craft and Structure | |
| NUMBERED ITEMS | 4 | Exhibit curiosity and interest in learning words in print. |
| INDICATOR | a. | Develop new vocabulary from stories. ReadyRosie Reading a Book for the Second Time |
| INDICATOR | b. | Identify real world print (e.g., word wall, class dictation, labels in classroom and signs in the community). ReadyRosie Shopping for Clothes |
| COMPETENCY | Reading Standards for LITERATURE (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Craft and Structure | |
| NUMBERED ITEMS | 6 | With prompting and support, identify the role of the “author” and “illustrator”. ReadyRosie Funny Reading |
| COMPETENCY | Reading Standards for LITERATURE (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Integration of Knowledge and Ideas | |
| NUMBERED ITEMS | 7 | With prompting and support, make connections among self, illustrations and the story (e.g., picture walk, small group questions and answers, props in drama). ReadyRosie Asking Wh- Questions Book Bag Descriptions Making Connections PreK Picture Walk Predictions Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Think About It Tips for helping your child love reading |
| COMPETENCY | Reading Standards for LITERATURE (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Range of Reading and Level of Text Complexity | |
| NUMBERED ITEMS | 10 | Actively engage in a variety of shared reading experiences (e.g., small group, whole group, with a peer or teacher) with purpose and understanding through extension activities (e.g., art activities, dramatic play, creative writing, movement). ReadyRosie Detailed Drawing of a Face Just the Facts May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| COMPETENCY | Reading Standards for INFORMATIONAL TEXT (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Key Ideas and Details | |
| NUMBERED ITEMS | 2 | With prompting and support, identify the main topic/idea and retell some details using diverse media (e.g., drama, creative writing, art, conversation). ReadyRosie Detailed Drawing of a Face Just the Facts May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| NUMBERED ITEMS | 3 | With prompting and support, demonstrate the connections among individuals, events, ideas, or pieces of information in a text (e.g., art, dramatic play, creative writing, conversation). 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 |
| COMPETENCY | Reading Standards for INFORMATIONAL TEXT (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Integration of Knowledge and Ideas | |
| NUMBERED ITEMS | 7 | With prompting and support, make connections between self and text and/or information and text. ReadyRosie Getting Information from Pictures Just the Facts |
| NUMBERED ITEMS | 8 | With prompting and support, explore the purpose of the informational text as it relates to self. ReadyRosie Getting Information from Pictures Just the Facts |
| NUMBERED ITEMS | 9 | With prompting and support, identify similarities and differences in illustrations between two texts on the same topic. ReadyRosie Compare and Contrast Questions |
| COMPETENCY | Reading Standards for INFORMATIONAL TEXT (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Range of Reading and Level of Text Complexity | |
| NUMBERED ITEMS | 10 | With prompting and support, actively engage in a variety of shared reading experiences (e.g., small group, whole group, with a peer or teacher) with purpose and understanding through extension activities (e.g., experiments, observations, topic studies, conversations, illustrated journals). ReadyRosie Detailed Drawing of a Face Just the Facts May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| COMPETENCY | Reading Standards for FOUNDATIONAL SKILLS (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Print Concepts | |
| NUMBERED ITEMS | 1 | With prompting and support, demonstrate understanding of conventions of print. |
| INDICATOR | a. | Understand that print moves from left to right, top to bottom and page by 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 |
| INDICATOR | b. | Recognize an association between spoken and written words. ReadyRosie Funny Reading Kitchen Labeling Stuffed Animal Sentences |
| INDICATOR | c. | Understand 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 |
| INDICATOR | d. | Recognize and name some upper- and lower-case letters of the alphabet, especially those in own name. ReadyRosie Jump Rope Letters Letter Hunt Looking for Letters in Ads Name Game Shopping for Clothes Stomp the Letter |
| INDICATOR | e. | Recognize words as a unit of print and understand that letters are grouped to form words. ReadyRosie Looking for Letters in Ads Reading with Jack and Jill Starting a Word Bank Words on the Page |
| INDICATOR | g. | Recognize that the letters of the alphabet are a special category of visual graphics that can be individually named. 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 |
| COMPETENCY | Reading Standards for FOUNDATIONAL SKILLS (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Phonological Awareness | |
| NUMBERED ITEMS | 2 | With prompting and support, demonstrate an emerging (developing) understanding of spoken words, syllables and sounds. |
| INDICATOR | a. | Explore and recognize rhyming words (e.g., using songs, finger plays, nursery rhymes, imitation, poetry and conversation). ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Little Bo Peep Substitutions Little Miss Muffet Role Play Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes Why should I sing to my baby? |
| INDICATOR | b. | Demonstrate an understanding of syllables in words (units of sound) by clapping, stomping and finger tapping. ReadyRosie Frog Hopping Grocery Sack Syllables Sequences of Sounds |
| INDICATOR | d. | With prompting and support, isolate and pronounce the initial sounds and ending sounds in words. ReadyRosie Making a Grocery List Thumbs Up, Thumbs Down |
| INDICATOR | e. | Engage in language play (e.g., sound patterns, rhyming patterns, songs). ReadyRosie Finish the Rhyme Hopping Rhyming If You're Happy & You Know It Itsy Bitsy Spider Illustrations 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 Why should I sing to my baby? |
| INDICATOR | f. | Demonstrate awareness of the relationship between sounds and letters. ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| COMPETENCY | Reading Standards for FOUNDATIONAL SKILLS (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Phonological Awareness | |
| NUMBERED ITEMS | 3 | With prompting and support, demonstrate emergent phonics and word analysis skills. |
| INDICATOR | c. | Recognize own name, environmental print and some common high-frequency sight words. ReadyRosie Morning Message Name Game Shopping for Clothes Starting a Word Bank Writing Names with Shaving Cream |
| COMPETENCY | Reading Standards for FOUNDATIONAL SKILLS (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Fluency | |
| NUMBERED ITEMS | 4 | Display emergent reading behavior with purpose and understanding (e.g., pretend reading, picture reading). ReadyRosie Tips for helping your child love reading |
| COMPETENCY | Standards for WRITING (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Text Types and Purposes | |
| NUMBERED ITEMS | 1 | With prompting and support, recognize that writing is a way of communicating for a variety of purposes. |
| INDICATOR | a. | Explore and experiment with a combination of written representations (e.g., scribbles, drawings, letters and dictations) to express an opinion. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | b. | Explore and experiment with a combination of written representations (e.g., scribbles, drawings, letters and) and describe their writing. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | c. | Explore and experiment with a combination of written representations (e.g., scribbles, drawings, letters and dictations) to tell about events or stories. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| COMPETENCY | Standards for WRITING (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Production and Distribution of Writing | |
| NUMBERED ITEMS | 5 | With prompting and support, focus on a topic and draw pictures or add details to an illustration that will clarify responses to questions or suggestions from adults and peers. 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 |
| COMPETENCY | Standards for SPEAKING and LISTENING (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Comprehension and Collaboration | |
| NUMBERED ITEMS | 1 | With guidance and support, participate in small-group as well as large-group shared conversations about pre-kindergarten topics and texts with peers and adults. |
| INDICATOR | a. | Engage in voluntary conversations (e.g., taking turns, exchanging information, listening attentively, being aware of others’ feelings). ReadyRosie Choosing the Right Voice Color Word Sentences Funny Faces If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Taking Turns Talking About Your Feelings Thank You Note Who Should We Ask? |
| INDICATOR | b. | Engage in extended conversations. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| COMPETENCY | Standards for SPEAKING and LISTENING (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Comprehension and Collaboration | |
| NUMBERED ITEMS | 2 | With prompting and support, confirm understanding of information presented orally, from read-alouds or through other media by asking and answering questions about details. ReadyRosie Baby Photo Fun Color Word Sentences Listening for Sounds Phone Fun Why should we tell family stories? Yesterday, Today, Tomorrow |
| NUMBERED ITEMS | 3 | With prompting and support, ask and answer questions in order to seek help, obtain information or clarify something that is not understood. ReadyRosie Baby Photo Fun Color Word Sentences Listening for Sounds Phone Fun Why should we tell family stories? Yesterday, Today, Tomorrow |
| COMPETENCY | Standards for SPEAKING and LISTENING (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Presentation of Knowledge and Ideas | |
| NUMBERED ITEMS | 4 | With prompting and support, describe familiar people, places, things and events. ReadyRosie Putting Away the Groceries Table Riddles |
| NUMBERED ITEMS | 5 | With prompting and support, add drawings or other visual displays to descriptions. 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 |
| NUMBERED ITEMS | 6 | With prompting and support, demonstrate an emergent (developing) ability to express thoughts, feelings and ideas clearly. ReadyRosie Behavior is a form of communication Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| COMPETENCY | Standards for LANGUAGE (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Conventions of Standard English | |
| NUMBERED ITEMS | 1 | With prompting and support, demonstrate awareness of the conventions of standard English grammar and usage when speaking. |
| INDICATOR | c. | Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). ReadyRosie Getting Information from Pictures |
| INDICATOR | d. | Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, of, by, with). ReadyRosie Little Miss Muffet Role Play |
| INDICATOR | e. | Produce and expand complete sentences in shared language activities. ReadyRosie Family Photos Pantry Talk Description Phone Fun Who Should We Ask? |
| COMPETENCY | Standards for LANGUAGE (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Conventions of Standard English | |
| NUMBERED ITEMS | 2 | With prompting and support, demonstrate awareness of the conventions of standard English. |
| INDICATOR | a. | Write first name, capitalizing the first letter. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | b. | Develop an awareness of symbols for end punctuation. ReadyRosie Frog Hopping Grocery Sack Syllables Sequences of Sounds |
| INDICATOR | c. | Attempt to write a letter or letters to represent a word. ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| INDICATOR | d. | Experiment with written representations of words, using emergent (developing) knowledge of letter-sound relationships. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| COMPETENCY | Standards for LANGUAGE (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Vocabulary Acquisition and Use | |
| NUMBERED ITEMS | 5 | With guidance and support, explore word relationships and word meanings. |
| INDICATOR | a. | Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. ReadyRosie Grocery Store Conversations How Many Can You Name? Putting Away the Groceries Silent Opposites Sort and Graph Leaves |
| INDICATOR | b. | Experiment with frequently occurring verbs and adjectives by relating them to their opposites (antonyms) (e.g., run, walk; fast, slow; soft, hard). ReadyRosie Comparing Vegetables Silent Opposites What's the Opposite? |
| INDICATOR | c. | Identify real-life connections between words and their use (e.g., find examples of things that are smooth, rough). ReadyRosie Comparing Vegetables Silent Opposites What's the Opposite? |
| COMPETENCY | Standards for LANGUAGE (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | Vocabulary Acquisition and Use | |
| NUMBERED ITEMS | 6 | With prompting and support, use words and phrases that have been acquired through responses to text or stories, experiences, conversations and/or from hearing a story. ReadyRosie Comparing Vegetables Finding the Groceries Following Directions Grocery Store Conversations How Many Can You Name? How can I help my child learn new words? I Spy an Animal I'm Thinking of an Animal Kitchen Labeling Mystery Bag Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| COMPETENCY | MATHEMATICS Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | COUNTING AND CARDINALITY | |
| NUMBERED ITEMS | Know number names and the count sequence. | |
| INDICATOR | 1 | With prompting and support, recite numbers 1 to 30 in the correct order. ReadyRosie How Many Can I Grab? Keep It Up Penny Drop Rub a Dub Counting |
| INDICATOR | 2 | With prompting and support, recognize, name, and attempt writing numerals 0 – 20. ReadyRosie Crazy Counting How Many Steps to Bed? How Old Are You? Magazine Number Hunt Rub a Dub Counting |
| COMPETENCY | MATHEMATICS Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | COUNTING AND CARDINALITY | |
| NUMBERED ITEMS | Count to tell the number of objects. | |
| INDICATOR | 3 | With guidance and support, attempt to compare quantities of numbers using concrete manipulatives to determine more than, less than, same and different. 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? |
| COMPETENCY | MATHEMATICS Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | COUNTING AND CARDINALITY | |
| NUMBERED ITEMS | Count to tell the number of objects. | |
| INDICATOR | 4 | With guidance and support, understand the relationship between numerals and quantities. |
| INDICATOR | b. | Match quantities and numerals 0 – 10. 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? |
| COMPETENCY | MATHEMATICS Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | COUNTING AND CARDINALITY | |
| NUMBERED ITEMS | Count to tell the number of objects. | |
| INDICATOR | 5 | Count many kinds of concrete objects and actions up to 10, using one-to-one correspondence; and, with guidance and support, count up to 10 things in a scattered design. |
| INDICATOR | a. | Use the number name to represent the number of objects in a set, using developmentally appropriate pre-kindergarten materials. ReadyRosie Crazy Counting Domino Match-Up How Many Steps to Bed? How Many in a Set? How Old Are You? Magazine Number Hunt More Grapes Quick Dots Rub a Dub Counting Show Me Slap One More Three Ways to Show a Number |
| COMPETENCY | MATHEMATICS Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | COUNTING AND CARDINALITY | |
| NUMBERED ITEMS | Compare numbers. | |
| INDICATOR | 6 | Use comparative language (e.g., more than, less than, equal to, same and different) to compare objects, using developmentally appropriate pre-kindergarten materials. 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? |
| COMPETENCY | MATHEMATICS Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | OPERATIONS AND ALGEBRAIC THINKING | |
| NUMBERED ITEMS | Understand addition as putting together and adding to and understand subtraction as taking apart and taking from. | |
| INDICATOR | 1 | With guidance and support, experiment with adding and subtracting by using developmentally appropriate pre-kindergarten materials. ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| INDICATOR | 2 | With guidance and support, model real-world addition and subtraction problems up to 5 using developmentally appropriate pre-kindergarten materials. ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| INDICATOR | 3 | With guidance and support, decompose numbers less than or equal to 10 in more than one way using developmentally appropriate pre-kindergarten materials. ReadyRosie Sharing Goldfish |
| INDICATOR | 4 | With guidance and support, demonstrate an understanding of patterns using developmentally appropriate pre-kindergarten materials (e.g. duplicate and extend simple patterns using concrete objects. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| COMPETENCY | MATHEMATICS Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | MEASUREMENT AND DATA | |
| NUMBERED ITEMS | Describe and compare measurable attributes. | |
| INDICATOR | 1 | With guidance and support, recognize measurable attributes of everyday objects such as length, weight and size, using appropriate vocabulary (e.g., small, big, short, tall, empty, full, heavy, light). ReadyRosie Bookcase Problem Building Houses Buying Oranges Comparing Vegetables Grocery Store Weights How Many Can I Grab? Leap Frog Measure Measuring the Table Near and Far |
| COMPETENCY | MATHEMATICS Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | MEASUREMENT AND DATA | |
| NUMBERED ITEMS | Describe and compare measurable attributes. | |
| INDICATOR | 2 | With guidance and support, compare two objects using attributes of length, weight and size (e.g., bigger, longer, taller, heavier, same weight, same amount). |
| INDICATOR | a. | Use nonstandard units of measurement. ReadyRosie Bookcase Problem |
| COMPETENCY | MATHEMATICS Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | MEASUREMENT AND DATA | |
| NUMBERED ITEMS | Classify objects and count the number of objects in each category. | |
| INDICATOR | 3 | With guidance and support, sort, categorize, or classify objects (e.g., color, size, length, height, weight, area, temperature). ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| COMPETENCY | MATHEMATICS Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | GEOMETRY | |
| NUMBERED ITEMS | Explore, identify, and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres). | |
| INDICATOR | 1 | With guidance and support, correctly name 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 |
| INDICATOR | 2 | With guidance and support correctly name shapes in the environment, regardless of their orientation or overall size, recognizing differences among shapes. ReadyRosie Buying Oranges |
| INDICATOR | 3 | With guidance and support, explore the differences between two-dimensional and three-dimensional 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 |
| COMPETENCY | MATHEMATICS Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | GEOMETRY | |
| NUMBERED ITEMS | Analyze, compare, create and compose shapes. | |
| INDICATOR | 4 | With guidance and support, create and represent shapes using developmentally appropriate pre-kindergarten materials (e.g., popsicle sticks, play dough, blocks, pipe cleaners, pattern blocks). 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 |
| INDICATOR | 5 | With guidance and support, explore using shapes to create representation of common objects (e.g., use a square and a triangle to make a house). ReadyRosie Detailed Drawing of a Face Finger Shapes Guess My Shape May I Take your Order? Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Ways to Cut a Sandwich Writing Names with Shaving Cream |
| COMPETENCY | APPROACHES TO LEARNING Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | PLAY | |
| NUMBERED ITEMS | Engage in play. | |
| INDICATOR | 1 | Cooperate with peers during play by taking turns, sharing materials and inviting others to play. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | 3 | Exhibit creativity and imagination in a variety of forms (e.g., roles, props and language). ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| INDICATOR | 4 | Demonstrate active engagement in play. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| COMPETENCY | APPROACHES TO LEARNING Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | PERSISTENCE AND ATTENTIVENESS | |
| NUMBERED ITEMS | Demonstrate persistence and attentiveness. | |
| INDICATOR | 1 | Follow through to complete a task or activity. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 2 | Demonstrate the ability to remain engaged in an activity or experience. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 3 | Seek out and accept help or information from adults and peers when needed to accomplish a task or an activity (e.g., using a step stool to reach the sink). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| COMPETENCY | APPROACHES TO LEARNING Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | PROBLEM-SOLVING SKILLS | |
| NUMBERED ITEMS | Demonstrate problem-solving skills. | |
| INDICATOR | 1 | Identify a problem or ask a question. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| INDICATOR | 2 | Use a variety of strategies to solve a problem, reach a goal or answer a question (e.g., work with others, use a variety of materials, use trial and error). ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| INDICATOR | 3 | Apply prior learning and experiences to build new knowledge. ReadyRosie Getting Information from Pictures Just the Facts |
| COMPETENCY | SOCIAL AND EMOTIONAL Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | SOCIAL DEVELOPMENT | |
| NUMBERED ITEMS | Build and maintain relationships with others. | |
| INDICATOR | 1 | Interact appropriately with familiar adults. |
| INDICATOR | a. | Communicate to seek out help with a difficult task, to find comfort and to obtain security. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| COMPETENCY | SOCIAL AND EMOTIONAL Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | SOCIAL DEVELOPMENT | |
| NUMBERED ITEMS | Build and maintain relationships with others. | |
| INDICATOR | 2 | Interact appropriately with other children. |
| INDICATOR | a. | Engage in positive interactions and communications with classmates (e.g., greet peers, use names of classmates, share materials). ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | b. | Develop relationships and share a friendship with one or two peers (e.g., offer assistance and materials to others). ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | c. | Ask permission to use items or materials of others. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | d. | Acknowledge needs and rights of others (e.g., say, “It’s your turn on the swing.”). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| COMPETENCY | SOCIAL AND EMOTIONAL Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | SOCIAL DEVELOPMENT | |
| NUMBERED ITEMS | Build and maintain relationships with others. | |
| INDICATOR | 3 | Express empathy and care for others. |
| INDICATOR | a. | Show affection and concern in appropriate ways (e.g., pat a child on the arm; give a soft hug to an upset peer). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | b. | Offer and accept encouraging and courteous words to demonstrate kindness. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | c. | With prompting and support, identify emotional cues of others and react in a positive manner (e.g., say, “You seem sad.”). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| COMPETENCY | SOCIAL AND EMOTIONAL Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | SOCIAL DEVELOPMENT | |
| NUMBERED ITEMS | Work productively toward common goals and activities. | |
| INDICATOR | 4 | Participate successfully as a member of a group. |
| INDICATOR | a. | With prompting and support, share experiences and ideas with others (e.g., engage in conversation to express ideas). ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| INDICATOR | b. | Sustain interactions with peers, allow others to join play activities, and play cooperatively with others in small and large groups (e.g., engage in cooperative play or conversations over time). ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| COMPETENCY | SOCIAL AND EMOTIONAL Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | SOCIAL DEVELOPMENT | |
| NUMBERED ITEMS | Work productively toward common goals and activities. | |
| INDICATOR | 5 | Join ongoing activities in acceptable ways. |
| INDICATOR | a. | Express to others a desire to play (e.g., say, “I want to play.”). ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | b. | Lead and follow. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| COMPETENCY | SOCIAL AND EMOTIONAL Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | SOCIAL DEVELOPMENT | |
| NUMBERED ITEMS | Work productively toward common goals and activities. | |
| INDICATOR | 6 | Resolve conflicts with others. |
| INDICATOR | a. | With prompting and support, use discussions and negotiations to reach a compromise (e.g., say, “I had the drum first or you can have it when this song is over.”). ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| INDICATOR | b. | With prompting and support, use courteous words and actions (e.g., say, “Please give me the book.” “I’m sorry I stepped on your mat.”). ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| COMPETENCY | SOCIAL AND EMOTIONAL Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | EMOTIONAL DEVELOPMENT | |
| NUMBERED ITEMS | Demonstrate awareness of self and capabilities. | |
| INDICATOR | 1 | Demonstrate trust in self. |
| INDICATOR | a. | Make positive statements about self, use assertive voice to express self and accept responsibility for own actions (e.g., say, “I can …”, “I will …”, “I did …”). ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| INDICATOR | b. | Identify own emotions (e.g., say, “I feel …”) and express pride in accomplishments (e.g., “I did it!”). ReadyRosie Detailed Drawing of a Face Family Talent Show Funny Faces I Remember When If You're Happy & You Know It Talking About Your Feelings |
| COMPETENCY | SOCIAL AND EMOTIONAL Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | EMOTIONAL DEVELOPMENT | |
| NUMBERED ITEMS | Demonstrate awareness of self and capabilities. | |
| INDICATOR | 2 | Develop personal preferences. |
| INDICATOR | a. | Express independence, interest and curiosity (e.g., say, “I can …”, “I choose …” I want …”). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | b. | Select and complete tasks (e.g., finish a puzzle or drawing). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| COMPETENCY | SOCIAL AND EMOTIONAL Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | EMOTIONAL DEVELOPMENT | |
| NUMBERED ITEMS | Demonstrate awareness of self and capabilities. | |
| INDICATOR | 4 | Know personal information. |
| INDICATOR | a. | Describe self using several basic characteristics (e.g., gender, age, hair color, eye color). ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| INDICATOR | b. | Refer to self by first and last name. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| INDICATOR | c. | Know parent(s’)/guardian(s’) name(s). ReadyRosie Tips for storytelling: Story ideas |
| COMPETENCY | SOCIAL AND EMOTIONAL Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | EMOTIONAL DEVELOPMENT | |
| NUMBERED ITEMS | Recognize and adapt expressions, behaviors and actions. | |
| INDICATOR | 5 | Show impulse control with body and actions. |
| INDICATOR | a. | Control own body in space (e.g., move safely through room without harm to self or others). 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 |
| INDICATOR | b. | Follow procedures or routines (e.g., come to circle time when the teacher begins to sing). ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| COMPETENCY | SOCIAL AND EMOTIONAL Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | EMOTIONAL DEVELOPMENT | |
| NUMBERED ITEMS | Recognize and adapt expressions, behaviors and actions. | |
| INDICATOR | 6 | Manage emotions. |
| INDICATOR | a. | With prompting and support, progress from being upset to being calm (e.g., breathe deeply to regain self-control). ReadyRosie Funny Faces Talking About Your Feelings |
| INDICATOR | b. | With prompting and support, recognize emotions (e.g., “I am really mad.”). ReadyRosie Funny Faces Talking About Your Feelings |
| INDICATOR | c. | With prompting and support, express feelings through appropriate gestures, actions and language (e.g., smile and say, “This story makes me happy.”). ReadyRosie Funny Faces Talking About Your Feelings |
| INDICATOR | d. | With prompting and support, express frustration and anger without harming self, others, or property (e.g., “I don’t like it when you take my truck.”). ReadyRosie How should I handle temper tantrums? Talking About Your Feelings |
| COMPETENCY | SOCIAL AND EMOTIONAL Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | EMOTIONAL DEVELOPMENT | |
| NUMBERED ITEMS | Recognize and adapt expressions, behaviors and actions. | |
| INDICATOR | 7 | Follow procedures and routines with teacher support. |
| INDICATOR | a. | Follow one-step and/or two-step directions (e.g., move appropriately when transitions are announced). ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| COMPETENCY | SOCIAL AND EMOTIONAL Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | EMOTIONAL DEVELOPMENT | |
| NUMBERED ITEMS | Recognize and adapt expressions, behaviors and actions. | |
| INDICATOR | 8 | Demonstrate flexibility in adapting to different environments. |
| INDICATOR | b. | Follow rules (e.g., use outside voice, use inside voice) in different settings. ReadyRosie Choosing the Right Voice How do I get my child to______? How should I handle temper tantrums? |
| COMPETENCY | SCIENCE Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | PHYSICAL SCIENCE | |
| NUMBERED ITEMS | Develop awareness of observable properties of objects and materials. | |
| INDICATOR | 3 | With prompting and support, explore how solid objects can be constructed from a smaller set. |
| INDICATOR | a. | With teacher guidance, use basic shapes and spatial reasoning to model large objects in the environment using a set of small objects (e.g., blocks) ReadyRosie Buying Oranges |
| INDICATOR | c. | With teacher guidance, explore why things may not work the same if some of the parts are missing. ReadyRosie More than Ten |
| COMPETENCY | SCIENCE Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | LIFE SCIENCE | |
| NUMBERED ITEMS | Acquire scientific knowledge related to life science. | |
| INDICATOR | 1 | With prompting and support, name and identify the five senses and the corresponding body parts for each. ReadyRosie Grocery Store Conversations |
| COMPETENCY | SCIENCE Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | LIFE SCIENCE | |
| NUMBERED ITEMS | Acquire scientific knowledge related to life science. | |
| INDICATOR | 2 | With prompting and support, explore how living things change in form as they go through the general stages of a life cycle. |
| INDICATOR | a. | Use informational text or other media to make observations and predictions about plants as they change during the life cycle and use models to communicate ideas. ReadyRosie Acorns and Pinecones Measure your Steps Strawberries for a Picnic |
| INDICATOR | b. | Conduct experiments using observations and predictions to describe and model the life cycle of a familiar mammal. ReadyRosie Acorns and Pinecones Measure your Steps Strawberries for a Picnic |
| COMPETENCY | PHYSICAL DEVELOPMENT Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | GROSS MOTOR SKILLS | |
| NUMBERED ITEMS | Demonstrate understanding of gross motor concepts as they apply to the learning, development and performance of physical activities. | |
| INDICATOR | 1 | Identify and demonstrate the use of body parts connected with gross motor movement (e.g., knee, foot, arm). ReadyRosie Follow the Leader Jump to It Rock Toss |
| INDICATOR | 2 | Demonstrate coordination of large muscles to perform simple motor tasks (e.g., climbing, jumping, stretching, throwing a ball). ReadyRosie Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Rhyming Toss Rock Toss Stomp the Letter The Number Stays the Same |
| COMPETENCY | PHYSICAL DEVELOPMENT Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | GROSS MOTOR SKILLS | |
| NUMBERED ITEMS | Demonstrate competency in gross motor skills and movement patterns needed to perform a variety of physical activities. | |
| INDICATOR | 3 | With prompting and support, demonstrate body coordination (e.g., balance, strength, moving in space, walking up and down stairs alternating feet). ReadyRosie Follow the Leader Jump to It Rock Toss |
| INDICATOR | 5 | Engage in gross motor activities that are familiar as well as activities that are new and challenging (e.g., pulling, throwing, catching, kicking, bouncing or hitting balls, riding wheel toys, skipping). ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| COMPETENCY | PHYSICAL DEVELOPMENT Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | FINE MOTOR SKILLS | |
| NUMBERED ITEMS | Demonstrate competency in fine motor skills needed to perform a variety of physical activities. | |
| INDICATOR | 4 | With prompting and support, use fine muscle and eye-hand coordination for such purposes as using utensils, self-care, building and exploring (e.g., place small objects in bottle). 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 |
| COMPETENCY | PHYSICAL DEVELOPMENT Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | FINE MOTOR SKILLS | |
| NUMBERED ITEMS | Demonstrate understanding of emerging (developing) fine motor skills as they apply to the learning and performance of physical activities. | |
| INDICATOR | 5 | Demonstrate fine muscle coordination using manipulative materials that vary in size, shape and skill requirement (e.g., press individual computer keys on a keyboard, use clay to form shapes or 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 |
| INDICATOR | 6 | Demonstrate emerging (developing) coordination of fine muscles to perform simple motor tasks (e.g., tear, cut, fold and crease paper). ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters May I Take your Order? Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| COMPETENCY | PHYSICAL DEVELOPMENT Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | FINE MOTOR SKILLS | |
| NUMBERED ITEMS | Participate in fine motor activity for self-expression and/or social interaction. | |
| INDICATOR | 7 | With prompting and support, use fine motor skills for self-expression (e.g., coloring, painting, building, dressing-up in dramatic play). ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters May I Take your Order? Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 8 | With prompting and support, participate in group activities involving fine motor experiences (e.g., playing together with blocks, finger plays and dramatic play). 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 |
| COMPETENCY | PHYSICAL DEVELOPMENT Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | FINE MOTOR SKILLS | |
| NUMBERED ITEMS | Demonstrate emerging (developing) competency in self-help skills needed to perform a variety of physical activities. | |
| INDICATOR | 9 | With prompting and support, participate in self-care (e.g., dressing, brushing teeth, washing hands, feeding self and manipulating fasteners). ReadyRosie Rub a Dub Counting |
| COMPETENCY | PHYSICAL DEVELOPMENT Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | SELF-CARE, HEALTH AND SAFETY SKILLS | |
| NUMBERED ITEMS | Demonstrate an awareness and practice of safety rules. | |
| INDICATOR | 1 | With prompting and support, identify safety rules (e.g., classroom, home, community). ReadyRosie Brushing Your Teeth How do I get my child to______? How should I handle temper tantrums? Packing for Our Trip Reading Routines for Early Readers |
| INDICATOR | 2 | With prompting and support, practice safety procedures by responding appropriately to harmful or unsafe situations. ReadyRosie My Address |
| INDICATOR | 3 | With prompting and support, demonstrate appropriate behavior to respect self and others in physical activity by following simple directions and safety procedures. ReadyRosie My Address |
| COMPETENCY | PHYSICAL DEVELOPMENT Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | SELF-CARE, HEALTH AND SAFETY SKILLS | |
| NUMBERED ITEMS | Demonstrate an emerging (developing) use of standard health practices. | |
| INDICATOR | 4 | With prompting and support, practice common health routines (e.g., resting, eating healthy meals, exercising and using appropriate personal hygiene). ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| INDICATOR | 6 | With prompting and support, identify nutritious foods. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| COMPETENCY | SOCIAL STUDIES Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | FAMILY AND COMMUNITY | |
| NUMBERED ITEMS | Understand self in relation to the family and the community. | |
| INDICATOR | 1 | Identify self as a member of a family, the learning community and local community. ReadyRosie My Address |
| INDICATOR | 3 | With prompting and support, describe some family traditions. ReadyRosie Why is storytelling important? |
| INDICATOR | 4 | Identify some similarities and differences in family structure, culture, ability, language, age and gender. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| COMPETENCY | SOCIAL STUDIES Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | FAMILY AND COMMUNITY | |
| NUMBERED ITEMS | Understand the concept of individual rights and responsibilities. | |
| INDICATOR | 5 | With prompting and support, demonstrate responsible behavior related to daily routines. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| COMPETENCY | SOCIAL STUDIES Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | FAMILY AND COMMUNITY | |
| NUMBERED ITEMS | Understand the concept of individual rights and responsibilities. | |
| INDICATOR | 6 | With prompting and support, explain some rules in the home and in the classroom. |
| INDICATOR | a. | Identify some rules for different settings. ReadyRosie Brushing Your Teeth How do I get my child to______? How should I handle temper tantrums? Packing for Our Trip Reading Routines for Early Readers |
| COMPETENCY | SOCIAL STUDIES Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | FAMILY AND COMMUNITY | |
| NUMBERED ITEMS | Understand the concept of individual rights and responsibilities. | |
| INDICATOR | 7 | With prompting and support, identify some community members (e.g., parents, teachers, principals/directors, community helpers). ReadyRosie Who Should We Ask? |
| INDICATOR | 8 | With prompting and support, identify some positive character traits of self and others (e.g., fair, friendly, respectful, responsible). ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| INDICATOR | 9 | With prompting and support, describe a simple sequence of familiar events. ReadyRosie My Address |
| COMPETENCY | SOCIAL STUDIES Standards (FOUR-YEAR-OLD CHILDREN) | |
| OBJECTIVE | FAMILY AND COMMUNITY | |
| NUMBERED ITEMS | OUR WORLD | |
| INDICATOR | 1 | Treat classroom materials and the belongings of others with care. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |