Montana Content Standards (Pre-K)
| Main Criteria: Montana Content Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grade: Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| Montana Content Standards |
| Early Childhood Education |
| Grade: Ages 3-5 - Adopted: 2014 |
| CONTENT STANDARD / DOMAIN | MT.1. | Emotional and Social |
| BENCHMARK / STANDARD | Culture, Family, and Community | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 1.1. | Culture: Children develop an awareness of and appreciation for the similarities and differences between themselves and others. |
| EXPECTATION | 1.1.a. | Distinguish primary caregiver from others. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| EXPECTATION | 1.1.b. | Notice others’ physical characteristics. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| EXPECTATION | 1.1.c. | Interact with diverse groups and individuals. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| EXPECTATION | 1.1.d. | Know poems, songs, and stories from a variety of cultures and people, including his or her own family. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why is storytelling important? Why should we tell family stories? |
| EXPECTATION | 1.1.f. | Demonstrate awareness and appreciation for own cultural background and heritage. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| EXPECTATION | 1.1.g. | Ask questions about other children and adults. ReadyRosie Color Word Sentences Family Photos Family Talent Show Grandparent Storytime Listening for Sounds Phone Fun Why should we tell family stories? |
| EXPECTATION | 1.1.h. | Demonstrate respect for similarities and differences. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| EXPECTATION | 1.1.i. | Describe differences between people in different ages and stages. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| EXPECTATION | 1.1.j. | Demonstrate knowledge as well as awareness and appreciation for own culture. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| EXPECTATION | 1.1.k. | Recognize stereotypes that are culturally or linguistically unfair as well as other biased behaviors. ReadyRosie Family Photos Family Talent Show Funny Faces Grandparent Storytime If You're Happy & You Know It Talking About Your Feelings Thank You Note Why should we tell family stories? |
| EXPECTATION | 1.1.l. | Demonstrate awareness, knowledge, and appreciation for another culture. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| CONTENT STANDARD / DOMAIN | MT.1. | Emotional and Social |
| BENCHMARK / STANDARD | Culture, Family, and Community | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 1.2. | Family: Children develop an awareness of and appreciation for the functions, contributions, and diverse characteristics of families. |
| EXPECTATION | 1.2.b. | Show preference for and seek comfort from a familiar adult. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| EXPECTATION | 1.2.e. | Respond when approached by an unfamiliar adult. ReadyRosie My Address |
| EXPECTATION | 1.2.f. | Identify family members verbally and through gestures. ReadyRosie Tips for storytelling: Story ideas |
| EXPECTATION | 1.2.g. | Describe family members’ roles and responsibilities and their contribution to the function of the family. ReadyRosie My Address |
| EXPECTATION | 1.2.i. | Identify oneself as a member of a family and describe her family in a variety of ways. ReadyRosie My Address |
| CONTENT STANDARD / DOMAIN | MT.1. | Emotional and Social |
| BENCHMARK / STANDARD | Culture, Family, and Community | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 1.3 | Community: Children develop an understanding of the basic principles of how communities function, including work roles and commerce. |
| EXPECTATION | 1.3.e. | Play the role of different family or community members. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| EXPECTATION | 1.3.f. | Demonstrate a beginning awareness of the function of money and commerce. ReadyRosie Making a Grocery List |
| CONTENT STANDARD / DOMAIN | MT.1. | Emotional and Social |
| BENCHMARK / STANDARD | Emotional Development | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 1.4. | Self-Concept: Children develop an awareness and appreciation of themselves as unique, competent, and capable individuals. |
| EXPECTATION | 1.4.a. | Explore hands and feet with fascination. ReadyRosie Follow the Leader Jump to It Rock Toss |
| EXPECTATION | 1.4.c. | React to hearing his or her own name. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| EXPECTATION | 1.4.d. | Recognize own body as belonging to self. ReadyRosie Detailed Drawing of a Face Family Talent Show Follow the Leader I Remember When If You're Happy & You Know It Jump to It Rock Toss |
| EXPECTATION | 1.4.e. | Show pleasure or pride when achieving a skill. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| EXPECTATION | 1.4.f. | Use the words, “me” and “mine” to claim his or her property. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION | 1.4.g. | Name different body parts. ReadyRosie Follow the Leader Jump to It Rock Toss |
| EXPECTATION | 1.4.i. | Describe personal preferences and interests. ReadyRosie Book Selection Selecting Books Using a Menu to Order What's for Dinner? |
| CONTENT STANDARD / DOMAIN | MT.1. | Emotional and Social |
| BENCHMARK / STANDARD | Emotional Development | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 1.5. | Self-Efficacy: Children demonstrate a belief in their abilities. |
| EXPECTATION | 1.5.c. | Show likes and dislikes. ReadyRosie Book Selection Selecting Books Using a Menu to Order What's for Dinner? |
| EXPECTATION | 1.5.f. | Accept and adjust when things do not go his way. ReadyRosie How should I handle temper tantrums? Talking About Your Feelings |
| EXPECTATION | 1.5.g. | Accept and adjust when things do not go his way. ReadyRosie How should I handle temper tantrums? Talking About Your Feelings |
| EXPECTATION | 1.5.i. | Exhibit independence. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT STANDARD / DOMAIN | MT.1. | Emotional and Social |
| BENCHMARK / STANDARD | Emotional Development | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 1.6. | Self-Regulation: Children manage their internal states, feelings, and behavior, and develop the ability to adapt to diverse situations and environments. |
| EXPECTATION | 1.6. a. | Fuss or cry when hungry, tired, wet, or over-stimulated. ReadyRosie Book Selection Selecting Books Using a Menu to Order What's for Dinner? |
| EXPECTATION | 1.6.b. | Calm and relax when comforted. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| EXPECTATION | 1.6.c. | Develop increasing consistency in sleeping, eating, and waking patterns. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| EXPECTATION | 1.6.d. | Follow a few consistently set rules and routines. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| EXPECTATION | 1.6.e. | Rely on adults for reassurance and help in controlling feelings and behaviors. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Talking About Your Feelings |
| EXPECTATION | 1.6.f. | Strive for independence. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | 1.6.g. | Recognize own needs and take steps to fulfill them. 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 | 1.6.i. | Show empathy for others when he or she sees the consequences of his or her actions. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| EXPECTATION | 1.6.j. | Participate in developing program rules and guidelines for group games and interactive play and pay attention when rules are not followed. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| CONTENT STANDARD / DOMAIN | MT.1. | Emotional and Social |
| BENCHMARK / STANDARD | Emotional Development | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 1.7. | Expression of Emotions: Children express a wide and varied range of feelings through their facial expressions, gestures, behaviors, and words. |
| EXPECTATION | 1.7.a. | Release tension and get needs met by fussing, crying, babbling, yawning, laughing, or trembling. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| EXPECTATION | 1.7.c. | Shift attention away from a distressing event to manage emotions. 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 | 1.7.d. | Use gestures, words, or facial expressions to communicate feelings and seek help in order to calm him or herself. ReadyRosie Funny Faces How can I get my child to listen to me? How should I handle temper tantrums? If You're Happy & You Know It Talking About Your Feelings |
| EXPECTATION | 1.7.e. | Use words and dramatic play to describe, understand, and control impulses and feelings. ReadyRosie All Done Decorating Cupcakes Funny Faces How can I get my child to listen to me? How should I handle temper tantrums? If You're Happy & You Know It Is my child overscheduled? Sink or Swim Taking Turns Talking About Your Feelings |
| EXPECTATION | 1.7.f. | Respond to another’s emotional reactions. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| EXPECTATION | 1.7.g. | Seek adult assistance for help resolving strong emotions. ReadyRosie Funny Faces How can I get my child to listen to me? How should I handle temper tantrums? If You're Happy & You Know It Talking About Your Feelings |
| EXPECTATION | 1.7.h. | Associate emotions with words and facial expressions and communicate his or her feelings. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| EXPECTATION | 1.7.i. | Express a deeper and wider range of emotions. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| EXPECTATION | 1.7.j. | Modify behaviors and emotions based on the environment and situation. 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 |
| CONTENT STANDARD / DOMAIN | MT.1. | Emotional and Social |
| BENCHMARK / STANDARD | Social Development | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 1.8. | Interaction with Adults: Children show trust, develop emotional bonds, and interact comfortably with adults. |
| EXPECTATION | 1.8.c. | Demonstrate feeling safe with familiar adults. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| EXPECTATION | 1.8.d. | Respond appropriately to familiar adults’ greetings. ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| EXPECTATION | 1.8.e. | Respond to requests made by familiar adults. ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| EXPECTATION | 1.8.f. | Use pretend play as a way of making sense of relationships. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Tips for helping your child love reading Toy Stories |
| CONTENT STANDARD / DOMAIN | MT.1. | Emotional and Social |
| BENCHMARK / STANDARD | Social Development | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 1.9. | Interaction with Peers: Children interact and build relationships with peers as they expand their world beyond the family and develop skills in cooperation, negotiation, and showing empathy. |
| EXPECTATION | 1.9.b. | Respond to the emotions and actions of other children. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| EXPECTATION | 1.9.c. | Interact with familiar peers. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION | 1.9.d. | Play side by side with another child. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION | 1.9.e. | Participate in turn-taking when assisted by an adult. ReadyRosie How can I stop my kids from fighting? |
| EXPECTATION | 1.9.f. | React to another child’s attempts to take away a toy, and look to an adult for assistance. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXPECTATION | 1.9.g. | Prefer certain playmates and develop warm bonds with peers. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION | 1.9.h. | Negotiate play with small groups of Children. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION | 1.9.i. | Cooperate with others. ReadyRosie How can I stop my kids from fighting? |
| EXPECTATION | 1.9.j. | Use problem-solving strategies when conflicts arise with peers. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| CONTENT STANDARD / DOMAIN | MT.2. | Physical |
| BENCHMARK / STANDARD | Physical Development | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 2.1. | Fine Motor Skills: Children develop small muscle strength, coordination, and skills. |
| EXPECTATION | 2.1.c. | Exhibit a variety of small motor skills. 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 | 2.1.d. | Scribble with a crayon or marker. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| EXPECTATION | 2.1.f. | Perform increasingly more sophisticated actions requiring eyehand coordination. 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 |
| CONTENT STANDARD / DOMAIN | MT.2. | Physical |
| BENCHMARK / STANDARD | Physical Development | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 2.2. | Gross Motor Skills: Children develop large muscle strength, coordination, and skills. |
| EXPECTATION | 2.2.e. | Demonstrate skills to move in the Environment. ReadyRosie Follow the Leader Jump to It Rock Toss |
| EXPECTATION | 2.2.g. | Demonstrate increased ability to use skills requiring balance. ReadyRosie Follow the Leader |
| CONTENT STANDARD / DOMAIN | MT.2. | Physical |
| BENCHMARK / STANDARD | Physical Development | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 2.3. | Sensorimotor Development: Children use all the senses to explore the environment and develop skills through sight, smell, touch, taste, and sound. |
| EXPECTATION | 2.3.c. | Calm with assistance. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXPECTATION | 2.3.f. | Demonstrate an awareness of her body in space. ReadyRosie Follow the Leader Jump to It Rock Toss |
| EXPECTATION | 2.3.g. | Practice sensory integration. ReadyRosie Grocery Store Conversations |
| CONTENT STANDARD / DOMAIN | MT.2. | Physical |
| BENCHMARK / STANDARD | Health, Safety, and Personal Care | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 2.4. | Daily Living Skills: Children demonstrate personal health and hygiene skills as they develop and practice basic care routines. |
| EXPECTATION | 2.4.a. | React to participation in daily routines. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| EXPECTATION | 2.4.c. | Indicate needs and wants. ReadyRosie Behavior is a form of communication |
| EXPECTATION | 2.4.f. | Communicate with an adult when not feeling well. ReadyRosie Behavior is a form of communication |
| CONTENT STANDARD / DOMAIN | MT.2. | Physical |
| BENCHMARK / STANDARD | Health, Safety, and Personal Care | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 2.5. | Nutrition: Children eat and enjoy a variety of nutritional foods and develop healthy eating practices. |
| EXPECTATION | 2.5.a. | Eat to satisfaction. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| EXPECTATION | 2.5.b. | Explore foods with fingers. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| EXPECTATION | 2.5.d. | Consume appropriate amounts of healthy beverages. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| EXPECTATION | 2.5.e. | Participate in meals. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| CONTENT STANDARD / DOMAIN | MT.2. | Physical |
| BENCHMARK / STANDARD | Health, Safety, and Personal Care | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 2.6. | Physical Fitness: Children demonstrate healthy behaviors that contribute to lifelong well-being through physical activity. |
| EXPECTATION | 2.6.a. | Attempt new large and small motor activities. 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 |
| CONTENT STANDARD / DOMAIN | MT.2. | Physical |
| BENCHMARK / STANDARD | Health, Safety, and Personal Care | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 2.7. | Safety Practices: Children develop an awareness and understanding of safety rules as they learn to make safe and appropriate choices. |
| EXPECTATION | 2.7.a. | Show a preference for familiar people and recognize the difference between familiar people and strangers recognize the positive feelings experienced during and after physical activity. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| EXPECTATION | 2.7.b. | Respond to cues from a caregiver regarding obvious signs of danger or previous warnings. ReadyRosie My Address |
| EXPECTATION | 2.7.c. | Respond to warnings and redirection for unsafe behaviors and situations, although not consistently. ReadyRosie My Address |
| EXPECTATION | 2.7.d. | Recognize rules and follow basic safety instructions. ReadyRosie How do I get my child to______? How should I handle temper tantrums? My Address |
| EXPECTATION | 2.7.e. | Identify who has hurt or made him or her feel bad. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| EXPECTATION | 2.7.f. | Understand and anticipate potential consequences of disregarding rules. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How do I get my child to______? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| EXPECTATION | 2.7.g. | Recognize and describe the reasons for rules. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| EXPECTATION | 2.7.i. | Control or appropriately express intense emotions most of the time. ReadyRosie All Done Decorating Cupcakes Funny Faces How can I get my child to listen to me? How should I handle temper tantrums? If You're Happy & You Know It Is my child overscheduled? Sink or Swim Taking Turns Talking About Your Feelings |
| CONTENT STANDARD / DOMAIN | MT.3. | Communication |
| BENCHMARK / STANDARD | Communication and Language Development | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 3.1. | Receptive Communication: Children use listening and observation skills to make sense of and respond to spoken language and other forms of communication. Children enter into the exchange of information around what they see, hear, and experience. They begin to acquire an understanding of the concepts of language that contribute to learning. |
| EXPECTATION | 3.1.a. | React to familiar voices, sounds, words, facial expressions, and gestures. ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| EXPECTATION | 3.1.b. | React to simple, familiar words and actions. ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| EXPECTATION | 3.1.c. | Respond to simple “where” questions with words, gestures, or actions. ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| EXPECTATION | 3.1.d. | Follow simple one-step directions related to her immediate and visible context. 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 | 3.1.e. | Use one or two words to respond to “what,” “who,” “whose,” and “where” questions in context. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| EXPECTATION | 3.1.g. | Follow a two-step interrelated direction. 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 | 3.1.h. | Demonstrate an understanding of words that describe spatial concepts. ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| EXPECTATION | 3.1.i. | Use and respond to “how,” “why,” and “when” questions appropriately. ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| EXPECTATION | 3.1.j. | Follow three and four-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 |
| EXPECTATION | 3.1.k. | Focus on the meaning of words to enhance understanding and build vocabulary. 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 |
| CONTENT STANDARD / DOMAIN | MT.3. | Communication |
| BENCHMARK / STANDARD | Communication and Language Development | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 3.2. | Expressive Communication: Children develop skills in using sounds, facial expressions, gestures, and words for a variety of purposes, such as to help adults and others understand their needs, ask questions, express feelings and ideas, and solve problems. |
| EXPECTATION | 3.2.b. | Make sounds or signs in response to people and the environment. ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| EXPECTATION | 3.2.d. | Combine words and gestures. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| EXPECTATION | 3.2.f. | Respond to simple requests or comments with non-verbal or verbal answer. ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| EXPECTATION | 3.2.g. | Use single words to communicate. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| EXPECTATION | 3.2.h. | Ask others to label unfamiliar objects. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| EXPECTATION | 3.2.i. | Produce two-word phrases. ReadyRosie All Mixed Up |
| EXPECTATION | 3.2.k. | Use multi-word phrases and full sentences. ReadyRosie Family Photos Pantry Talk Description Phone Fun Who Should We Ask? |
| EXPECTATION | 3.2.l. | Express feelings with words. ReadyRosie Finding the Groceries Funny Faces How Many Can You Name? I Spy an Animal If You're Happy & You Know It Mystery Bag Talking About Your Feelings |
| EXPECTATION | 3.2.m. | Initiate and participate in conversations with peers and adults. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| EXPECTATION | 3.2.n. | Use increasingly longer sentences. ReadyRosie All Mixed Up Pantry Talk Description |
| EXPECTATION | 3.2.o. | Demonstrate correct grammar usage more consistently. ReadyRosie All Mixed Up |
| EXPECTATION | 3.2.p. | Use new words. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| EXPECTATION | 3.2.q. | Relate a story or event with increasing detail and coherence. ReadyRosie Putting Away the Groceries Table Riddles |
| CONTENT STANDARD / DOMAIN | MT.3. | Communication |
| BENCHMARK / STANDARD | Communication and Language Development | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 3.3. | Social Communication: Children develop skills that help them interact and communicate with others in effective ways. |
| EXPECTATION | 3.3.b. | Respond when name is said. ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| EXPECTATION | 3.3.e. | Respond to speech by attending to who is speaking. ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| EXPECTATION | 3.3.h. | Demonstrate turn-taking in play and conversation. ReadyRosie Choosing the Right Voice Taking Turns |
| EXPECTATION | 3.3.i. | Use language appropriately with different audiences. ReadyRosie Grocery Store Conversations Pantry Talk Description What's the Opposite? Zoo in My Room |
| EXPECTATION | 3.3.k. | Adjust intonation and volume of speech for a variety of settings. ReadyRosie Choosing the Right Voice |
| CONTENT STANDARD / DOMAIN | MT.3. | Communication |
| BENCHMARK / STANDARD | Communication and Language Development | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 3.4. | English Language Learners: Children develop competency in their home language while becoming proficient in English. |
| EXPECTATION | 3.4.c. | Follow simple directions in home language or in English. ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Pantry Talk Description Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| EXPECTATION | 3.4.d. | Speak in short phrases in English. ReadyRosie All Mixed Up Pantry Talk Description |
| EXPECTATION | 3.4.f. | Adjust communication form for the audience. ReadyRosie Choosing the Right Voice Taking Turns |
| CONTENT STANDARD / DOMAIN | MT.3. | Communication |
| BENCHMARK / STANDARD | Literacy | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 3.5. | Early Reading and Book Appreciation: Children develop an understanding, skills, and interest in the symbols, sounds, and rhythms of written language as they also develop interest in reading, enjoyment from books, and awareness that the printed word can be used for various purposes. |
| EXPECTATION | 3.5.b. | React when being read a book. ReadyRosie Itsy Bitsy Spider Illustrations |
| EXPECTATION | 3.5.c. | Explore books with mouth and hands. ReadyRosie Funny Reading |
| EXPECTATION | 3.5.d. | Maintain attention when being read a book. ReadyRosie Grandparent Storytime I Remember When Making Trail Mix My Favorite Part Reading a Book for the Second Time Why should we tell family stories? |
| EXPECTATION | 3.5.e. | Vocalize when being read a book. ReadyRosie Itsy Bitsy Spider Illustrations |
| EXPECTATION | 3.5.f. | Choose familiar books and repeat words or vocalizations in books. ReadyRosie Getting Information from Pictures Just the Facts |
| EXPECTATION | 3.5.g. | Point at or name objects, animals, or people in pictures, books or drawings. ReadyRosie Picture Walk Predictions Retelling the Story |
| EXPECTATION | 3.5.i. | Purposefully explore books with respect to proper position and use. ReadyRosie Funny Reading |
| EXPECTATION | 3.5.j. | Demonstrate interest in books and reading. ReadyRosie Getting Information from Pictures |
| EXPECTATION | 3.5.l. | Use books, magazines, and other printed materials to enhance play. ReadyRosie Tips for helping your child love reading |
| EXPECTATION | 3.5.m. | Recognize print or symbols in the neighborhood, community, and environment. ReadyRosie Shopping for Clothes |
| EXPECTATION | 3.5.n. | Demonstrate an understanding that print progresses from left to right. 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 | 3.5.o. | Identify the title of a book. ReadyRosie Funny Reading |
| EXPECTATION | 3.5.p. | Demonstrate an understanding that letters make up words, words make up sentences, and sentences make up stories. ReadyRosie Color Word Sentences Looking for Letters in Ads Reading with Jack and Jill Sentence Segmenting Starting a Word Bank Words on the Page |
| EXPECTATION | 3.5.q. | Sustain attention to increasingly longer books and stories. ReadyRosie Getting Information from Pictures |
| CONTENT STANDARD / DOMAIN | MT.3. | Communication |
| BENCHMARK / STANDARD | Literacy | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 3.6. | Print Development/Writing: Children develop interest and skills in using symbols as a meaningful form of communication. |
| EXPECTATION | 3.6.a. | Experiment with grasp. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| EXPECTATION | 3.6.b. | Watch others write and draw. 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 | 3.6.c. | Scribble on paper spontaneously. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| EXPECTATION | 3.6.f. | Imitate others who are writing or drawing shapes. 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 | 3.6.g. | Demonstrate controlled linear scribbles. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| EXPECTATION | 3.6.h. | Write letters, letter-like shapes, and inventive words. ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| EXPECTATION | 3.6.i. | Use print in play. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| EXPECTATION | 3.6.j. | Demonstrate an understanding that print holds meaning and that thoughts and ideas can be written down. ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories Weekend News |
| EXPECTATION | 3.6.k. | Form letters to approximate conventional forms. ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| EXPECTATION | 3.6.l. | Write his or her own name. ReadyRosie Making a Grocery List Using a Menu to Order |
| CONTENT STANDARD / DOMAIN | MT.3. | Communication |
| BENCHMARK / STANDARD | Literacy | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 3.7. | Print Concepts: Children develop an understanding that print carries a message through symbols and words, and that there is a connection between sounds and letters (the alphabetic principle). |
| EXPECTATION | 3.7.a. | Show interest when stories are read. ReadyRosie Itsy Bitsy Spider Illustrations |
| EXPECTATION | 3.7.b. | Imitate sounds when looking at words in a book. ReadyRosie Getting Information from Pictures Just the Facts |
| EXPECTATION | 3.7.c. | Point to words in the book. ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories |
| EXPECTATION | 3.7.d. | Demonstrate an understanding that print represents words. ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories |
| EXPECTATION | 3.7.e. | Respond to print in the environment. ReadyRosie Shopping for Clothes |
| EXPECTATION | 3.7.f. | Demonstrate an awareness that letters of the alphabet 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 |
| EXPECTATION | 3.7.h. | Match letters and their sound. ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| CONTENT STANDARD / DOMAIN | MT.3. | Communication |
| BENCHMARK / STANDARD | Literacy | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 3.8. | Phonological Awareness: Children develop an awareness of the sounds of letters and the combination of letters that make up words and use this awareness to manipulate syllables and sounds of speech. |
| EXPECTATION | 3.8.a. | Respond to the sound of spoken language. ReadyRosie Color Word Sentences Thumbs Up, Thumbs Down |
| EXPECTATION | 3.8.b. | Imitate sounds in stories, songs, and rhymes. 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? |
| EXPECTATION | 3.8.d. | Imitate rhyming patterns. 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 | 3.8.e. | Discriminate and identify sounds in spoken language. ReadyRosie Color Word Sentences Thumbs Up, Thumbs Down |
| EXPECTATION | 3.8.f. | Demonstrate an increased awareness of beginning and ending sounds of words. ReadyRosie Listen My Children Making a Grocery List Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| EXPECTATION | 3.8.g. | Demonstrate progress in 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 | 3.8.h. | Hear and separate words into syllables. ReadyRosie Frog Hopping Grocery Sack Syllables Sequences of Sounds |
| CONTENT STANDARD / DOMAIN | MT.4. | Cognition |
| BENCHMARK / STANDARD | Approaches to Learning | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 4.1. | Curiosity: Children develop imagination, inventiveness, originality, and interest as they explore and experience new things. |
| EXPECTATION | 4.1.a. | Notice and imitate gestures. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | 4.1.c. | Attend to and examine small objects. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | 4.1.d. | Investigate how things move. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | 4.1.e. | Ask simple questions. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| EXPECTATION | 4.1.f. | Show interest in new activities. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | 4.1.g. | Study materials to find how they work. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | 4.1.h. | Ask more complex questions. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| EXPECTATION | 4.1.i. | Develop personal interests. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT STANDARD / DOMAIN | MT.4. | Cognition |
| BENCHMARK / STANDARD | Approaches to Learning | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 4.2. | Initiative and Self-Direction: Children develop an eagerness to engage in new tasks and to take risks in learning new skills or information. |
| EXPECTATION | 4.2.b. | Engage familiar adults and children in interactions. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION | 4.2.c. | Express a desire to take care of self. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| EXPECTATION | 4.2.d. | Approach tasks and activities with increased flexibility, imagination and inventiveness. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | 4.2.h. | Plan and achieve a goal. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| CONTENT STANDARD / DOMAIN | MT.4. | Cognition |
| BENCHMARK / STANDARD | Approaches to Learning | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 4.3. | Persistence and Attentiveness: Children develop the ability to focus their attention and concentrate to complete tasks and increase their learning. |
| EXPECTATION | 4.3.d. | Explore objects by repeating and varying the approach. ReadyRosie Lazy Letters Little Bo Peep Substitutions |
| EXPECTATION | 4.3.e. | Exhibit increased attention span with chosen activities. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | 4.3.g. | Persist in meeting a challenge, despite distractions or frustrations. ReadyRosie Celebrate Learning Drumming Sounds How should I handle temper tantrums? My Age Shape Changers Sink or Swim Taking Turns Talking About Your Feelings |
| EXPECTATION | 4.3.h. | Sustain attention when peers or adults are the focus of the activity. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | 4.3.i. | Work on a task that extends over a period of time. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT STANDARD / DOMAIN | MT.4. | Cognition |
| BENCHMARK / STANDARD | Approaches to Learning | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 4.4. | Reflection and Interpretation: Children develop skills in thinking about their learning in order to inform future decisions. |
| EXPECTATION | 4.4.d. | Experiment with play materials using familiar approaches with new objects. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | 4.4.e. | Alter present behavior based on past results (or lack of results). 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 | 4.4.i. | Use a variety of methods to express thoughts and feelings. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| CONTENT STANDARD / DOMAIN | MT.4. | Cognition |
| BENCHMARK / STANDARD | Reasoning and Representational Thought | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 4.5. | Reasoning and Representational Thought: Children develop skills in causation, critical and analytical thinking, problem solving, and representational thought. |
| EXPECTATION | 4.5.g. | Try several methods to solve a problem before asking for assistance. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | 4.5.h. | Notice and describe how items are the same or different. ReadyRosie Putting Away the Groceries Table Riddles |
| CONTENT STANDARD / DOMAIN | MT.4. | Cognition |
| BENCHMARK / STANDARD | Creative Arts | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 4.6. | Creative Movement and Dance: Children produce rhythmic movements spontaneously and in imitation, with growing technical and artistic abilities. |
| EXPECTATION | 4.6.c. | Use body for self-expression. ReadyRosie Follow the Leader Jump to It Rock Toss |
| EXPECTATION | 4.6.f. | Move with balance and coordination. ReadyRosie Follow the Leader |
| CONTENT STANDARD / DOMAIN | MT.4. | Cognition |
| BENCHMARK / STANDARD | Creative Arts | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 4.7. | Drama: Children show appreciation and awareness of drama through observation and imitation, and by participating in simple dramatic plots, assuming roles related to their life experiences as well as their fantasies. |
| EXPECTATION | 4.7.b. | Imitate familiar actions. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| EXPECTATION | 4.7.e. | Imitate real life experiences in play. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| EXPECTATION | 4.7.f. | Role-play using stories from books, poems, or imaginary themes including the elements of drama, such as character, place, theme, and idea. ReadyRosie Making Connections PreK Text to Self Connections |
| EXPECTATION | 4.7.g. | Engage in cooperative peer play in which there is a shared purpose. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT STANDARD / DOMAIN | MT.4. | Cognition |
| BENCHMARK / STANDARD | Creative Arts | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 4.8. | Music: Children engage in a variety of musical or rhythmic activities with growing skills for a variety of purposes, including enjoyment, self-expression, and creativity. |
| EXPECTATION | 4.8.c. | Respond to rhythms, songs, and different elements of music. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| EXPECTATION | 4.8.f. | Sing along to familiar songs. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| EXPECTATION | 4.8.g. | Change vocalizations to accommodate the tempo (fast/slow) and dynamics (soft/loud) of music. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| EXPECTATION | 4.8.h. | Experiment with musical words and sounds. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| EXPECTATION | 4.8.i. | Imitate and produce rhythmic patterns to familiar songs. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| CONTENT STANDARD / DOMAIN | MT.4. | Cognition |
| BENCHMARK / STANDARD | Creative Arts | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 4.9. | Visual Arts: Children demonstrate a growing understanding and appreciation for the creative process as they use the visual arts to express personal interests, ideas, and feelings, and share opinions about artwork and artistic experiences. |
| EXPECTATION | 4.9.d. | Demonstrate interest in shapes, textures, and colors. ReadyRosie Building Houses Grocery Store Conversations Pantry Sort 1 Pantry Sort 2 |
| EXPECTATION | 4.9.e. | Mark paper with drawing tools. 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 |
| EXPECTATION | 4.9.f. | Experiment with a variety of art materials and develop increasing ability to use art media. 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 |
| EXPECTATION | 4.9.g. | Use different colors, surface textures, and shapes to create form and meaning. ReadyRosie Building Houses Grocery Store Conversations Pantry Sort 1 Pantry Sort 2 |
| EXPECTATION | 4.9.j. | Create and appreciate works of art representing cultural lifestyles. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| CONTENT STANDARD / DOMAIN | MT.4. | Cognition |
| BENCHMARK / STANDARD | Mathematics and Numeracy | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 4.10. | Number Sense and Operations: Children develop the ability to think and work with numbers to understand their uses, and describe numerical relationships through structured and everyday experiences. |
| EXPECTATION | 4.10.a. | Understand the concept of “more” in reference to food and play. ReadyRosie Acorns and Pinecones Cereal Challenge Make a Tower of Ten More than Ten Slap One More Who has the Biggest Number? |
| EXPECTATION | 4.10.b. | Use simple numerical concepts in everyday experiences. ReadyRosie Find My Number Lily Pad Hop Magazine Number Hunt May I Take your Order? Numbers Everywhere Special Day Countdown Three Ways to Show a Number |
| EXPECTATION | 4.10.c. | Use names of a few numbers. ReadyRosie Crazy Counting Fruit Salad How Many Steps to Bed? How Old Are You? Magazine Number Hunt Numbers Everywhere Rub a Dub Counting |
| EXPECTATION | 4.10.e. | Move from inventive counting to accurate rote counting. 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 More than Ten Show Me Taking Inventory |
| EXPECTATION | 4.10.f. | Count objects demonstrating one-to one correspondence and meaning. 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 | 4.10.g. | Match numerals with the correct amount of objects. 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 More than Ten Show Me Taking Inventory |
| EXPECTATION | 4.10.h. | Set up simple addition and subtraction problems. 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 |
| CONTENT STANDARD / DOMAIN | MT.4. | Cognition |
| BENCHMARK / STANDARD | Mathematics and Numeracy | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 4.11. | Measurement: Children develop skills in using measurement instruments to explore and discover measurement relationships and characteristics, such as length, quantity, volume, distance, weight, area, and time. |
| EXPECTATION | 4.11.a. | Fill and empty containers. ReadyRosie Fill Up the Cup Making Trail Mix Strawberries for a Picnic |
| EXPECTATION | 4.11.b. | Make simple comparisons. ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Fill Up the Cup Leap Frog Measure Making Trail Mix Measuring the Table Near and Far Strawberries for a Picnic |
| EXPECTATION | 4.11.c. | Arrange a few objects in order by size, with assistance. ReadyRosie How Many Can I Grab? |
| EXPECTATION | 4.11.f. | Recognize time as a sequence of events that relates to the routines of daily life. ReadyRosie All About My Day Which Takes Longer? Yesterday, Today, Tomorrow |
| EXPECTATION | 4.11.g. | Organize objects without assistance. 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 | 4.11.h. | Estimate measurement characteristics of familiar objects or events. ReadyRosie How Many Can I Grab? |
| CONTENT STANDARD / DOMAIN | MT.4. | Cognition |
| BENCHMARK / STANDARD | Mathematics and Numeracy | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 4.12. | Data Analysis: Children apply mathematical skills in data analysis, such as counting, sorting, and comparing objects. |
| EXPECTATION | 4.12.a. | Group a few objects together by similarity. 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 | 4.12.b. | Collect items that have common characteristics. ReadyRosie Dino Dig Sort and Graph Leaves What's for Dinner? |
| EXPECTATION | 4.12.c. | Match, sort, put in order, and regroup objects using one or two attributes. 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 | 4.12.e. | Identify how items in a group are similar. ReadyRosie Cereal Challenge |
| CONTENT STANDARD / DOMAIN | MT.4. | Cognition |
| BENCHMARK / STANDARD | Mathematics and Numeracy | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 4.13. | Algebraic Thinking: Children learn to identify, describe, produce, and create patterns using mathematical language and materials. |
| EXPECTATION | 4.13.a. | Imitate a series of simple actions with assistance. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| EXPECTATION | 4.13.b. | Classify, label, and sort familiar objects into a known group. 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 | 4.13.c. | Recognize patterns using a variety of materials. ReadyRosie My Age Speedometer Math |
| EXPECTATION | 4.13.d. | Predict what comes next in a simple pattern. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| EXPECTATION | 4.13.e. | Reproduce simple patterns of concrete objects. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| EXPECTATION | 4.13.g. | Describe a sequence of events. ReadyRosie All About My Day Which Takes Longer? Yesterday, Today, Tomorrow |
| CONTENT STANDARD / DOMAIN | MT.4. | Cognition |
| BENCHMARK / STANDARD | Mathematics and Numeracy | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 4.14. | Geometry and Spatial Reasoning: Children build the foundation for recognizing and describing shapes by manipulating, playing with, tracing, and making common shapes. Children learn spatial reasoning and directional words as they become aware of their bodies and personal space within the physical environment. |
| EXPECTATION | 4.14.a. | Develop an awareness of shapes. ReadyRosie Building Houses Pantry Sort 1 Pantry Sort 2 |
| EXPECTATION | 4.14.b. | Move body and materials in space. ReadyRosie Building Houses Pantry Sort 1 Pantry Sort 2 |
| EXPECTATION | 4.14.c. | Recognize and describe two-dimensional shapes. ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| EXPECTATION | 4.14.d. | Describe different two and three-dimensional shapes and name common characteristics. 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 | 4.14.e. | Create geometric shapes. ReadyRosie Building Houses Pantry Sort 1 Pantry Sort 2 |
| EXPECTATION | 4.14.f. | Use position words that indicate where objects are located in space. 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 | 4.14.g. | Demonstrate an understanding of size and shape relationships. ReadyRosie Finger Shapes Guess My Shape How Many Can I Grab? Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| EXPECTATION | 4.14.h. | Experiment with mapping skills. 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 |
| CONTENT STANDARD / DOMAIN | MT.4. | Cognition |
| BENCHMARK / STANDARD | Science | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 4.15. | Scientific Thinking and Use of the Scientific Method: As children seek to understand their environment and test new knowledge, they engage in scientific investigations using their senses to observe, manipulate objects, ask questions, make predictions, and develop conclusions and generalizations. |
| EXPECTATION | 4.15.a. | Observe objects and people in the environment. ReadyRosie Grocery Store Conversations Sink or Float |
| EXPECTATION | 4.15.b. | Use senses to examine objects in detail. ReadyRosie Grocery Store Conversations |
| EXPECTATION | 4.15.c. | Explore the features of materials, objects, and processes using all the senses. ReadyRosie Grocery Store Conversations |
| EXPECTATION | 4.15.d. | Identify similarities and differences among objects. ReadyRosie Sink or Float |
| EXPECTATION | 4.15.e. | Participate in simple teacher-initiated investigations to test observations, discuss and draw conclusions, and form generalizations. ReadyRosie Sink or Float |
| EXPECTATION | 4.15.f. | Collect, describe and record information through a variety of means. ReadyRosie Sink or Float |
| EXPECTATION | 4.15.g. | Develop procedures and thinking skills for investigating the world, solving problems, and making decisions. ReadyRosie Sink or Float |
| EXPECTATION | 4.15.h. | Formulate answers to own questions using the scientific method. ReadyRosie Sink or Float |
| CONTENT STANDARD / DOMAIN | MT.4. | Cognition |
| BENCHMARK / STANDARD | Science | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 4.17. | Physical Science: Children develop an understanding of the physical world (the nature and properties of energy, non-living matter, and the forces that give order to the natural world). |
| EXPECTATION | 4.17.a. | Use all of the senses to actively explore objects and their properties. ReadyRosie Grocery Store Conversations |
| EXPECTATION | 4.17.f. | Compare, contrast, and describe objects based upon their characteristics. ReadyRosie Sink or Float |
| CONTENT STANDARD / DOMAIN | MT.4. | Cognition |
| BENCHMARK / STANDARD | Science | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 4.18. | Earth and Space: Children develop an understanding of the earth and planets. |
| EXPECTATION | 4.18.f. | Demonstrate curiosity and ask questions about the earth, sun, or moon. ReadyRosie What's for Dinner? |
| EXPECTATION | 4.18.g. | Develop vocabulary for the natural features of the earth and sky. ReadyRosie Grocery Store Weights I'm Thinking of an Animal Mystery Bag Strawberries for a Picnic |
| EXPECTATION | 4.18.l. | Make observations of the moon, sun, clouds, and sky, and record them over time. ReadyRosie Grocery Store Conversations Sink or Float |
| CONTENT STANDARD / DOMAIN | MT.4. | Cognition |
| BENCHMARK / STANDARD | Science | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 4.19. | Engineering: Children develop an understanding of the processes that assist people in designing and building. |
| EXPECTATION | 4.19.g. | Use a formalized design process of investigation, invention, implementation, and evaluation with guidance. ReadyRosie Sink or Float |
| EXPECTATION | 4.19.h. | Use a formalized design process of investigation, invention, implementation, and evaluation independently. ReadyRosie Sink or Float |
| CONTENT STANDARD / DOMAIN | MT.4. | Cognition |
| BENCHMARK / STANDARD | Science | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 4.20. | Time (History): Children develop an understanding of the concept of time, including past, present, and future as they are able to recognize recurring experiences that are part of the daily routine. |
| EXPECTATION | 4.20.i. | Use correct vocabulary for days of the week and names of the months, although not always correctly or in conventional order. ReadyRosie Grocery Store Weights I'm Thinking of an Animal Mystery Bag Strawberries for a Picnic |
| CONTENT STANDARD / DOMAIN | MT.4. | Cognition |
| BENCHMARK / STANDARD | Science | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 4.21. | Places, Regions, and Spatial Awareness (Geography): Children develop an understanding that each place has its own unique characteristics. Children develop an understanding of how they are affected by—and the effect that they can have upon—the world around them. |
| EXPECTATION | 4.21.f. | Experiment with maps, compasses, globes, or navigational charts. ReadyRosie My Address |
| EXPECTATION | 4.21.h. | Use a simple map. ReadyRosie My Address |
| CONTENT STANDARD / DOMAIN | MT.4. | Cognition |
| BENCHMARK / STANDARD | Science | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 4.22. | The Physical World (Ecology): Children become mindful of their environment and their interdependence on the natural world; they learn how to care for the environment and why it is important. |
| EXPECTATION | 4.22.a. | Use all the senses to explore the environment. ReadyRosie Grocery Store Conversations |
| CONTENT STANDARD / DOMAIN | MT.4. | Cognition |
| BENCHMARK / STANDARD | Science | |
| GRADE LEVEL EXPECTATION / BENCHMARK | 4.23. | Technology: Children become aware of technological tools and explore and learn to use these resources in a developmentally appropriate manner. |
| EXPECTATION | 4.23.e. | Use correct terms and vocabulary to describe technological tools and procedures. ReadyRosie Grocery Store Weights I'm Thinking of an Animal Mystery Bag Strawberries for a Picnic |