New York State Learning Standards and Core Curriculum (Infant)
| Main Criteria: New York State Learning Standards and Core Curriculum | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grades: Ages Birth to 12 months, Ages 13 to 24 months, Ages 25 to 36 months | ||
| Correlation Options: Show Correlated | ||
| New York State Learning Standards and Core Curriculum |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2012 |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.A. | Gross Motor Skills |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.A.1. | Lifts head and chest while on tummy ReadyRosie Tummy Talk |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.A.2. | Supports upper body with arms while lying on tummy ReadyRosie Tummy Talk |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.A.4. | Rolls over (front to back, back to front) ReadyRosie Roll Over |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.A.5. | Pounds on things with hands and kicks legs ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.A.6. | Sits with support ReadyRosie Supported Sitting |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.A.9. | Pulls self up to stand, holding onto something or someone ReadyRosie Supported Standing Up, Down |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.B. | Fine Motor Skills |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.B.2. | Plays with own feet/toes and discovers hands ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.B.4. | Mimics hand clapping or a good-bye wave ReadyRosie Grasp and Grab Touch and Taste |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.B.6. | Transfers small objects from hand to hand ReadyRosie Grasp and Grab Touch and Taste |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.B.7. | Puts objects in and empties objects out from containers ReadyRosie Grasp and Grab Touch and Taste |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.B.8. | Picks up object with thumb and forefinger ReadyRosie Grasp and Grab Touch and Taste |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.C. | Sensorimotor Skills |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.C.1. | Sucks smoothly from nipple (breast or bottle) ReadyRosie Bath Time Fun |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.C.2. | Responds by turning toward sound and touch ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.C.4. | Explores the environment with mouth and hands ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.C.5. | Moves objects from one hand to the other ReadyRosie Grasp and Grab Touch and Taste |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.C.6. | Coordinates eye and hand movements (e.g., puts objects into large container) ReadyRosie Grasp and Grab Touch and Taste |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.C.7. | Explores and responds to different surface textures (e.g., hard tables, soft cushions) ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.E. | Physical Fitness: Variety and Well-Being |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.E.1. | Attempts new gross and fine motor activities, often with assistance ReadyRosie Grasp and Grab Touch and Taste |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.E.2. | Child explores environment with body ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.F. | Daily Living Skills |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.F.1. | Indicates anticipation of feeding on seeing breast, bottle, or food ReadyRosie Lunchtime Language |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.G. | Daily Living Skills: Hygiene |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.G.1. | Responds to vocalizations during diaper changing routines ReadyRosie Behavior is a form of communication |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.H. | Nutrition |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.H.1. | Demonstrates hunger clearly ReadyRosie Lunchtime Language |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.H.2. | Regulates the speed and intensity with which he/she eats ReadyRosie Lunchtime Language |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.H.5. | Tries new foods when offered ReadyRosie Lunchtime Language |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.I. | Safe Practices |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.I.1. | Responds to cues from caregivers about warnings of danger ReadyRosie How can I get my child to listen to me? |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.I.2. | Shows recognition of the difference between primary caregivers and strangers ReadyRosie Baby Massage Behavior is a form of communication How can I help my child with separation? Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.I.3. | Reacts when caregiver says “no” but may need assistance to stop unsafe behavior ReadyRosie How can I get my child to listen to me? |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.J. | Rules and Self-Regulation |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.J.1. | Can be distracted from unsafe behavior with words, physical prompts, or signal from adult but requires constant supervision and guidance (e.g., stops unsafe activity when told “stop”) ReadyRosie How can I get my child to listen to me? |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.J.2. | Follows some consistently set rules and routines ReadyRosie How do I get my child to______? |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.A. | Interactions with Adults |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.A.1. | Quiets when comforted, especially by familiar adult, most of the time ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.A.2. | Shows preference for regular care provider ReadyRosie That's My Name |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.A.3. | Initiates and maintains interactions with caregivers (e.g., smiles, gestures, verbal) ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.A.5. | Shows affection for adults through facial expressions and gestures ReadyRosie Snuggle Close That's My Name |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.A.7. | Distinguishes between familiar and unfamiliar adults (e.g., prefers comfort from familiar adult) ReadyRosie Baby Massage Behavior is a form of communication How can I help my child with separation? Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.A.8. | Exhibits separation anxiety by clinging to caregiver in the presence of strangers ReadyRosie How can I help my child with separation? |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.B. | Interactions with Adults: Children Seek Assistance from Adults |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.B.1. | Cries, makes sounds, or uses body movements to signal caregiver for assistance, attention, or need for comfort ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close That's My Name Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.B.2. | Looks for caregivers’ response in uncertain situations ReadyRosie How can I get my child to listen to me? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.B.3. | Tests caregiver responses to own behavior (e.g., reaches for a forbidden object and looks at caregiver to check response) ReadyRosie That's My Name |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.B.4. | Looks to adult for indication of appropriate and inappropriate behavior ReadyRosie That's My Name |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.B.5. | Seeks out familiar adult when uncomfortable ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.C. | Interaction with Peers |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.C.1. | Smiles spontaneously at other children ReadyRosie Do You See Me? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.C.2. | Shows enjoyment in interactions with other children, as expressed in gestures, facial expressions, and vocalizations ReadyRosie Snuggle Close |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.C.3. | Shows interest in other children by watching them and tracking their behavior ReadyRosie Do You See Me? |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.D. | Interaction with Peers: Cooperation |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.D.1. | Observes other children and imitates their sounds, actions, and motions ReadyRosie Do You See Me? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.D.2. | Shows enjoyment in interaction with other children, as expressed in gestures, facial expressions, and vocalizations ReadyRosie Snuggle Close |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.E. | Interaction with Peers: Negotiation |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.E.1. | Elicits attention of adults ReadyRosie That's My Name |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.E.2. | Communicates needs with vocalizations and gestures ReadyRosie Behavior is a form of communication |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.E.3. | Reaches out to touch other children or grabs their toys ReadyRosie Do You See Me? |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.F. | Adaptive Social Behavior |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.F.1. | Repeats actions many times to cause a desired effect (e.g., smiles because it make caregivers smile and laugh) ReadyRosie Bath Time Fun Kicking Paper |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.F.2. | Recognizes that certain adult actions are associated with expected behavior (e.g., “When caregiver puts me in crib, I am supposed to go to sleep”) ReadyRosie Bath Time Fun Kicking Paper |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.F.4. | Recognizes that inappropriate behavior will elicit reaction from adults ReadyRosie How can I get my child to listen to me? |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.G. | Adaptive Social Behavior: Group Activities |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.G.1. | Smiles at other children and adults ReadyRosie Do You See Me? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.G.2. | Reaches out to touch other children or grabs their toys ReadyRosie Do You See Me? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.G.3. | Expresses contentment or joy when with other children or when a familiar adult is present ReadyRosie That's My Name |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.H. | Adaptive Social Behavior: Diverse Settings |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.H.2. | Demonstrates recognition of a new setting by changing behavior (e.g., looks to parent for guidance) ReadyRosie How can I get my child to listen to me? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.H.4. | Is at ease in familiar settings (e.g., classroom, motor room, playground) ReadyRosie How can I get my child to listen to me? |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.I. | Adaptive Social Behavior: Empathy |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.I.1. | Watches and observes adults and children ReadyRosie Do You See Me? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.I.2. | Smiles when sees a smiling face ReadyRosie That's My Name |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.I.4. | Explores environment with multiple senses ReadyRosie Bath Time Fun Two on Me and You |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.J. | Appreciating Diversity |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.J.2. | Focuses attention on others ReadyRosie Do You See Me? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.J.3. | Notices others’ physical characteristics (e.g., pats others’ hair) ReadyRosie How can I communicate with my baby? Piggy Toes |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.J.4. | Distinguishes primary caregivers from others ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.J.5. | May initially react to and/or interact differently with others who are of different ethnic and cultural backgrounds, of a different gender, who speak other languages, or have special needs ReadyRosie How can I communicate with my baby? Piggy Toes |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.K. | Self-Concept |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.K.1. | Signals caregivers for assistance, attention, or need for comfort ReadyRosie Baby Massage Behavior is a form of communication How can I get my child to listen to me? Snuggle Close That's My Name Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.K.2. | Explores own body (e.g., observes hands, reaches for toes) ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.K.4. | Responds with gestures or vocalizations when name is spoken ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.L. | Self-Concept: Abilities and Preferences |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.L.1. | Shows preference for primary caregivers ReadyRosie That's My Name |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.L.4. | Notices and explores hands, eventually becoming aware that they are attached and that they can be controlled to do things ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.L.5. | Points or moves toward desired people or objects ReadyRosie Do You See Me? |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.M. | Self-Efficacy |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.M.1. | Repeats a sound or gesture that creates an effect (e.g., repeatedly shakes a rattle after discovering that it makes a sound) ReadyRosie Bath Time Fun Kicking Paper |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.M.2. | Recognizes that adults respond to cues ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.M.4. | Looks to caregiver when accomplishing new tasks (e.g., standing or walking) ReadyRosie That's My Name |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.N. | Self-Control |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.N.1. | Develops increasing consistency in sleeping, waking, and eating patterns ReadyRosie Lunchtime Language |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.N.2. | Engages in some regular behaviors (e.g., sings or babbles self to sleep, goes to high chair when hungry) ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Lunchtime Language Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.N.3. | Participates in routine interactions (e.g., quiets body when picked up; cooperates in dressing) ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.N.4. | Anticipates routine interactions (e.g., lifts arms toward caregiver to be picked up) ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.N.5. | Follows some consistently set rules and routines (e.g., chooses book after lunch for quiet time) ReadyRosie How do I get my child to______? |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.O. | Self-Control: Feelings and Impulses |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.O.1. | Signals needs with sounds or motions (e.g., turns head and roots or cries when hungry or reaches for wanted object of comfort) ReadyRosie Behavior is a form of communication |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.O.2. | Relaxes or stops crying when comforted, especially by familiar adult (e.g., when swaddled or spoken to softly) ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.O.4. | Communicates need for support or help from adults (e.g., holds out arms when tired) ReadyRosie How can I get my child to listen to me? |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.P. | Emotional Expression |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.P.1. | Cries, uses other vocalizations, facial expressions, or body language to express emotions and to get needs met ReadyRosie Behavior is a form of communication Snuggle Close |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.P.3. | Smiles, waves, or laughs in response to positive adult interaction ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.P.4. | Frowns in response to discomfort or inability to do something ReadyRosie Snuggle Close |
| STRAND / DOMAIN / UNIFYING THEME | NY.III. | Approaches to Learning (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | III.A. | Curiosity and Interest |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.A.1. | Shows interest in people by changing behavior ReadyRosie Do You See Me? |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.A.2. | Reacts to new voices or sounds by turning in the direction of sound, becoming more quiet or active, or changing facial expressions ReadyRosie Do You See Me? Lunchtime Language Self Talk Snuggle Close Tummy Talk |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.A.4. | Uses all senses to explore the environment (e.g., reaching out to touch rain) ReadyRosie Bath Time Fun Two on Me and You |
| STRAND / DOMAIN / UNIFYING THEME | NY.III. | Approaches to Learning (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | III.B. | Initiative |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.B.2. | Engages familiar adults and children in interactions (e.g., smiling, approaching, not withdrawing) ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| STRAND / DOMAIN / UNIFYING THEME | NY.III. | Approaches to Learning (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | III.C. | Persistence and Attentiveness |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.C.1. | Holds attention of caregiver (e.g., smiles, babbles, sustains eye-contact) ReadyRosie That's My Name |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.C.2. | Directs attention towards objects by reaching, grasping, or staring at them ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.C.3. | Examines a toy, rattle, or face for a brief period of time ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.C.7. | Tries different ways of doing things ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STRAND / DOMAIN / UNIFYING THEME | NY.III. | Approaches to Learning (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | III.D. | Creativity and Inventiveness |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.D.1. | Inspects own hands and feet (e.g., by mouthing) ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.D.2. | Mouths, shakes, bangs, drops, or throws objects ReadyRosie Bath Time Fun Two on Me and You |
| STRAND / DOMAIN / UNIFYING THEME | NY.III. | Approaches to Learning (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | III.E. | Reflection and Interpretation |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.E.1. | Tracks people and objects by moving head as they move ReadyRosie Do You See Me? |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.E.2. | Behaves in consistent ways to elicit desired response (e.g., kicks a mobile) ReadyRosie Bath Time Fun Kicking Paper |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.E.4. | Experiments to see if similar objects will cause similar responses (e.g., shakes stuffed animal in the same way as a rattle to hear noise) ReadyRosie Bath Time Fun Kicking Paper |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.A. | Causation: Children demonstrate awareness of cause and effect |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.A.1. | Looks for or orients toward a dropped object ReadyRosie Bath Time Fun Kicking Paper |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.A.2. | Uses sounds, gestures, and movements to impact the environment and interactions ReadyRosie Bath Time Fun Kicking Paper |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.A.3. | Acts on an object to make a pleasing sight, sound, or motion (e.g., kicks or swats mobile, continues to bat at object to repeat sound) ReadyRosie Bath Time Fun Kicking Paper |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.A.4. | Begins to demonstrate understanding of causality, repeats actions many times to cause desired effect ReadyRosie Bath Time Fun Kicking Paper |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.C. | Critical and Analytic Thinking: Children use past knowledge to build new knowledge |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.C.1. | Shakes stuffed animal or object in same way as rattle to hear noise ReadyRosie Bath Time Fun Kicking Paper |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.D. | Problem-Solving: Children find multiple solutions to questions, tasks, problems, and challenges |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.D.2. | Seeks assistance from caregiver to solve a problem by using vocalizations, facial expressions, or gestures ReadyRosie Do You See Me? How can I get my child to listen to me? Snuggle Close Supported Standing |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.D.3. | Uses objects as a means to an end (e.g., uses a bucket to transport blocks from one room to another, uses spoon to reach for food) ReadyRosie Do You See Me? Supported Standing |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.E. | Representational Thought: Children use symbols to represent objects |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.E.2. | Recognizes people, animals, or objects in pictures or photographs ReadyRosie Animal Noises |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.G. | Number and Sense Operations: Children demonstrate knowledge of numbers and counting |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.G.3. | Imitates rote counting using some names of numbers ReadyRosie Table Taps |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.K. | Scientific Thinking: Children collect information through observation and manipulation |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.K.1. | Turns head toward sounds or voices ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.K.2. | Gathers information through the senses (e.g., mouthing, grasping, reaching) ReadyRosie Bath Time Fun Table Taps Touch and Taste Two on Me and You |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.K.3. | Uses more than one sense at one time (e.g., uses sight, touch, taste, and hearing by examining and shaking a toy) ReadyRosie Bath Time Fun Table Taps Touch and Taste Two on Me and You |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.K.4. | Observes objects in the environment for a brief period of time ReadyRosie Bath Time Fun Two on Me and You |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.K.5. | Uses another object or person as a tool (e.g., expresses the desire to be picked up to reach something, uses block to push buttons on a toy) ReadyRosie How can I get my child to listen to me? |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.L. | Scientific thinking: Children engage in exploring the natural world by manipulating objects, asking questions, making predictions, and developing generalizations |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.L.1. | Actively uses one or more sense to explore environment (e.g., touch, sight, taste, smell, hearing) ReadyRosie Bath Time Fun Two on Me and You |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.L.3. | Investigates new phenomena (e.g., reaches out to touch rain) ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.L.4. | Tries new activities, motions, experiences ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.L.5. | Progresses from trial and error to solving problems more systematically, with assistance ReadyRosie Do You See Me? Supported Standing |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.M. | Scientific Knowledge: Children observe and describe characteristics of living things |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.M.1. | Notices plants, animals, and other people in the environment ReadyRosie Do You See Me? |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.O. | History: Children demonstrate knowledge of past events and awareness of how they may influence the present and future |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.O.1. | Shows anticipation for regularly scheduled daily activities ReadyRosie Animal Noises How do I get my child to______? Reading Routines for Early Readers What Comes after Two? |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.P. | Geography: Children demonstrate awareness of location and spatial relationships |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.P.2. | Explores spatial relationships (e.g., attempts to fit own body in boxes or tunnels) ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.P.3. | Develops awareness of own body and how much space it takes up ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.U. | Family: Children demonstration awareness and understanding of family |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.U.1. | Kicks legs and squeals when familiar adult appears ReadyRosie That's My Name |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.U.2. | Initiates contact with caregivers ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.U.3. | Shows affection (e.g., hugs and kisses) to familiar adults ReadyRosie That's My Name |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.U.4. | Develops and maintains trusting relationships with primary caregiver ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.V. | Community: Children demonstrate awareness of their community, human interdependence, and social roles |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.V.1. | Begins to watch other children ReadyRosie Do You See Me? |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.V.2. | Reaches out to touch other children or grabs their toys ReadyRosie Do You See Me? |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.W. | Community: Children demonstrate civic responsibility |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.W.3. | Requests assistance when needed ReadyRosie How can I get my child to listen to me? |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.W.4. | Looks to caregivers for assistance and guidance ReadyRosie How can I get my child to listen to me? |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.X. | Culture: Children demonstrate awareness and appreciation of their own and others’ culture |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.X.1. | Recognizes simple differences between people (e.g., shows curiosity about someone who wears glasses or has skin color other than own) ReadyRosie How can I communicate with my baby? Piggy Toes |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.X.2. | Interacts with other children who are of different ethnic and cultural backgrounds, of a different gender, who speak other languages, or have special needs ReadyRosie How can I communicate with my baby? Piggy Toes |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.Y. | Expression and Representation: Children use creative arts to express and represent what they know, think, believe, or feel |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.Y.1. | Gazes at pictures, photographs, and mirror images ReadyRosie Animal Noises |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.Y.4. | Exhibits an increased variety of movements to express self using different body parts ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.Y.5. | Imitates sounds, facial expressions, and gestures of another person ReadyRosie Snuggle Close |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.Z. | Understanding and Appreciation: Children demonstrate understanding and appreciation of the creative arts |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.Z.2. | Enjoys rhythms and songs ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.Z.3. | Prefers repetition of familiar songs and rhythmic patterns ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Pattern Play Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.Z.4. | Interacts with others through touch and motion ReadyRosie I can't sing. How can I sing to my baby? |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.A. | Dual Language Acquisition |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.A.1. | Responds to familiar words in home language (e.g., “clap” – the child claps) and attends to sounds in English (e.g., “clap” – looks towards speaker) ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.A.3. | Communicates needs through single-word speech in home language and through facial expression or actions (e.g., points to object desired) if attempting to communicate in English ReadyRosie Behavior is a form of communication |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.B. | Receptive Vocabulary |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.B.1. | Responds to sounds in the environment (e.g., startles or cries if there is an unexpected sound) ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.B.2. | Recognizes familiar voice by turning towards speaker ReadyRosie How can I get my child to listen to me? Lunchtime Language Self Talk Tummy Talk |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.B.4. | Calms to familiar voices ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.B.5. | Responds to “no” ReadyRosie How can I get my child to listen to me? |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.B.8. | Points to objects when named (e.g., “Where is your blanket?”) ReadyRosie How can I help my child learn new words? |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.C. | Expressive Vocabulary |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.C.1. | Makes sounds or gestures that let others know that he/she is experiencing pain, pleasure, or discomfort or to express needs (e.g., cries when upset, coos and squeals when content) ReadyRosie Behavior is a form of communication |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.C.3. | Babbles using many sounds (e.g., two-lip sounds: “p,” “b,” and, “m”) ReadyRosie Lunchtime Language |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.C.7. | Uses eight to 10 understandable words (e.g., “daddy,” “bottle,” “up”) ReadyRosie Lunchtime Language |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.D. | Grammar and Syntax |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.D.1. | Uses single word speech (e.g., one word to communicate message; child says “up” when wanting to be carried by adult) ReadyRosie Lunchtime Language |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.D.3. | Uses short telegraphic sentences (e.g., “Me go.” or “There mama.”) ReadyRosie Lunchtime Language |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.E. | Comprehension |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.E.1. | Turns to look at familiar object when it is named ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.E.2. | Imitates adult actions that go along with simple songs and rhymes (e.g., “Row, row, row your boat,” “Pinpon,” “La Bo”) ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.F. | Expressive/Oral Language |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.F.1. | Vocalizes to get attention ReadyRosie Behavior is a form of communication |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.F.5. | Uses single words to express thoughts and ideas (e.g., when child sees the sun, he/she says “sun”) ReadyRosie Lunchtime Language |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.G. | Listening Skills |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.G.1. | Turns to locate source of a sound ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.G.2. | Shows preference for human voices to other sounds (e.g., animal sounds) and for familiar adult voices over unfamiliar ones ReadyRosie Lunchtime Language Self Talk That's My Name Tummy Talk |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.G.3. | Orients to speaker in response to speaker’s words ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.G.4. | Pays attention to what the speaker is looking at or pointing to ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.G.5. | Vocalizes or gestures in response to another person’s voice or gesture ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.G.6. | Enjoys finger plays ReadyRosie Itsy Bitsy Spider Motions |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.H. | Oral and Written Communication |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.H.1. | Cries and later vocalizes/uses words and gestures to solicit attention ReadyRosie Behavior is a form of communication |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.H.2. | Communicates needs through facial expression, words, or actions (e.g., points to desired object) ReadyRosie Behavior is a form of communication |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.I. | Conventions of Social Communication |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.I.1. | Responds to speaker when name is called, sometimes ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.I.4. | Makes eye contact when vocalizing/is spoken to, as appropriate to cultural context ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Which Toy? |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.J. | Reading: Phonological Awareness |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.J.3. | Vocalizes familiar words when read to ReadyRosie Lunchtime Language |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.J.4. | Recites last word of familiar rhymes, with assistance ReadyRosie Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.L. | Reading: Print Concepts |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.L.1. | Pays attention to pictures in books ReadyRosie Animal Noises |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (Birth to 18 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.M. | Reading: Comprehension of Printed Materials |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.M.2. | Points to familiar pictures, characters, and objects in books ReadyRosie Animal Noises |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.M.3. | Identifies familiar people and objects in photographs ReadyRosie Animal Noises |
| New York State Learning Standards and Core Curriculum |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2012 |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.A. | Gross Motor Skills |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.A.1. | Carries toys or objects while walking ReadyRosie Bear Bath Tea Party |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.A.2. | Walks and runs with skill, changing both speed and direction ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.A.3. | Walks backwards ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.A.5. | Pounds object with intent and precision (e.g., hammers peg with accuracy) ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.A.7. | Has a basic ability to kick and throw a ball ReadyRosie Baby Basketball Kick With Me |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.A.8. | Balances on one foot briefly ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.A.9. | Bends over easily without falling ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.A.10. | Walks in a straight line ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.A.12. | Uses feet to push forward and backwards while riding a toy ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.B. | Fine Motor Skills |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.B.1. | Turns book pages one page at a time, most of the time ReadyRosie Look at the Book |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.B.3. | Folds blanket, cloth diaper, or paper, with assistance ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.B.7. | Works simple “insert” puzzles (e.g., completes simple puzzle, uses shape sorter box) ReadyRosie Big and Little Color Toys Find a Match |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.B.8. | Unscrews small lids ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.B.10. | Stacks, sorts, and strings items ReadyRosie Big and Little Big, Little Helper Clap and Swing Color Toys Color with Me Dump and Pick Up Find a Match Little Hands, Big Plans Take Along Toy Tube Chute |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.C. | Sensorimotor Skills |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.C.1. | Performs basic creative movements, with adult guidance or alone (e.g., dances to music or rhythm) ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.C.2. | Eats foods that require more chewing ReadyRosie Snack Time Speech |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.C.3. | Demonstrates awareness of own body in space (e.g., walks around table without bumping into it) ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.C.4. | Exhibits eye-hand coordination (e.g., builds with blocks, completes simple puzzles, or strings large beads) ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.C.5. | Enjoys climbing, walking up inclines, sliding, and swinging ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.D. | Physical Fitness: Daily Activities |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.D.2. | Runs spontaneously across the room or yard ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.E. | Physical Fitness: Variety and Well-Being |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.E.2. | Participates actively in games, dance, outdoor play, and other forms of exercise ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.F. | Daily Living Skills |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.F.4. | Uses personal care objects correctly and regularly, sometimes with assistance (e.g., drinks from open cup, brushes hair, brushes teeth) ReadyRosie Brush, Baby, Brush |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.G. | Daily Living Skills: Hygiene |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.G.6. | Cooperates and assists caregiver with tooth brushing ReadyRosie Brush, Baby, Brush |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.H. | Nutrition |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.H.1. | Begins to recognize and eat a variety of nutritious foods ReadyRosie Snack Time Speech |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.H.3. | Participates in preparing nutritious snacks ReadyRosie Snack Time Speech |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.I. | Safe Practices |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.I.2. | Knows to hold caregiver’s hand when walking in public places but may resist doing so ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.I.3. | Tells adult when someone hurts him/her or makes him/her feel bad ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.J. | Rules and Self-Regulation |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.J.1. | Displays recognition of the rules, though may not always follow them ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.A. | Interactions with Adults |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.A.1. | Establishes an attachment or bond with a consistent adult other than the primary caregiver ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.A.2. | Demonstrates feeling safe with significant adults by seeking them when uncomfortable or when sick, tired, or in a dangerous situation ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.A.3. | Imitates adult activities (e.g., pretends to cook, “reads” next to adult who is reading) ReadyRosie Bear Bath |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.A.4. | Initiates interactions and play with adults ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.A.7. | Labels feelings ReadyRosie Reading Emotions |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.A.9. | May show extreme discomfort with separation or new situations when familiar caregiver is not present – by protesting loudly (crying) or by withdrawing completely (refusing to participate) ReadyRosie How can I help my child with separation? |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.B. | Interactions with Adults: Children Seek Assistance from Adults |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.B.1. | Seeks adult assistance with challenges but may become angry when the help is given ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.B.3. | Periodically checks with caregiver for help or reassurance when playing by self or with peers ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.B.4. | Responds to guidance most of the time ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.B.5. | Starts activity after a caregiver makes suggestions, sometimes (e.g., uses adult’s suggestions to find missing pieces to a toy or items needed for an art activity) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.B.6. | May begin to follow basic safety guidelines and requirements but may not consistently do so (e.g., “Hot – don’t touch.”) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.C. | Interaction with Peers |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.C.3. | Initiates social interaction with peers ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.C.5. | Spontaneously shows preference for familiar playmates ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.D. | Interaction with Peers: Cooperation |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.D.1. | Takes turns during play with peers, with considerable assistance ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.E. | Interaction with Peers: Negotiation |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.E.4. | Indicates preferences and intentions by answering yes/no questions (e.g., “Are you done with that? Are you still using it? Can Javier use it now?”) ReadyRosie Why should we tell family stories? |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.F. | Adaptive Social Behavior |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.F.1. | Experiments with effects of own actions on objects and people ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.F.2. | Learns consequences of a specific behavior, begins to demonstrate appropriate responses to situations and behavior ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.F.3. | Recognizes that inappropriate behavior will elicit negative reaction from adults ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.F.4. | Begins to show empathy when someone is hurt or upset ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.G. | Adaptive Social Behavior: Group Activities |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.G.2. | Begins to share and take turns, with assistance ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.G.3. | Participates in loosely structured group games (e.g., chase, dramatic play) ReadyRosie Bear Bath Tea Party |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.G.4. | Follows familiar routines (e.g., meal time behavior) ReadyRosie Big, Little Helper How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.H. | Adaptive Social Behavior: Diverse Settings |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.H.1. | Separates from primary caregiver in familiar settings outside the home environment ReadyRosie How can I help my child with separation? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.H.3. | Asks questions or acts in other uncertain ways in unfamiliar settings and environments ReadyRosie How can I help my child with separation? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.H.4. | Displays ease and comfort in a variety of places with familiar adults (e.g., home, store, car, playground) ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.I. | Adaptive Social Behavior: Empathy |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.I.2. | Demonstrates awareness of feelings during pretend play (e.g., soothes a crying doll) ReadyRosie Reading Emotions |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.I.3. | Names emotions of self and others (e.g., happy, sad) ReadyRosie Reading Emotions |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.K. | Self-Concept |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.K.1. | Tests limits and strives for independence ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.K.7. | Shows pride in achievements/accomplishments ReadyRosie Happy Birthday to You Point and Learn This or That |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.L. | Self-Concept: Abilities and Preferences |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.L.3. | Shows preference for favorite books, toys, and activities ReadyRosie Choosing Clothes This or That |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.L.4. | Indicates preferences and intentions by answering yes/no questions (e.g., “Are you done with that?” “Are you still using it?” “Can Joe use it now?”) ReadyRosie Why should we tell family stories? |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.M. | Self-Efficacy |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.M.1. | Wants to do things by him/her self ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.M.2. | Recognizes own accomplishments ReadyRosie Happy Birthday to You Point and Learn This or That |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.M.3. | Shows completed projects (e.g., drawing, pile of blocks) to caregiver ReadyRosie Happy Birthday to You Point and Learn This or That |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.M.4. | Acts as though is capable of doing new tasks and activities (e.g., copies use of adult tools, tries to sweep the floor with an adult-sized broom) ReadyRosie Bear Bath Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.M.5. | Seeks help after trying something new or challenging ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.N. | Self-Control |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.N.1. | Challenges limits and strives for independence ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Take Along Toy Tube Chute Walk the Line |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.N.3. | Anticipates and follows simple rules, with reminders (e.g., expects to be buckled up when getting into car seat) ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.N.4. | Anticipates consequences for not following rules; but may not be able to overcome the impulse to exert own desire to not follow them ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.O. | Self-Control: Feelings and Impulses |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.O.1. | Names some emotions (e.g., happy, excited, sad, mad, tired, scared) ReadyRosie Reading Emotions |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.O.3. | Begins to control impulses at times (e.g., says “No” when reaching for forbidden object; restrains self from stepping on a book on the floor) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.P. | Emotional Expression |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.P.1. | Recognizes and expresses emotions towards familiar persons, pets, or possessions with appropriate facial expressions, words, gestures, signs, or other means ReadyRosie Reading Emotions |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.P.2. | Names some emotions (e.g., happy, excited, sad, mad, tired, scared) ReadyRosie Reading Emotions |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.P.3. | Begins to use play to express/act out emotions ReadyRosie Bear Bath Reading Emotions |
| STRAND / DOMAIN / UNIFYING THEME | NY.III. | Approaches to Learning (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | III.A. | Curiosity and Interest |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.A.1. | Explores the immediate environment to find out what is there (e.g., asks about a new object he/she finds, actively searches through collection of toys) ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| STRAND / DOMAIN / UNIFYING THEME | NY.III. | Approaches to Learning (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | III.B. | Initiative |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.B.1. | Tries new ways of doing things and begins to take some risks ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.B.2. | Initiates play with others ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.B.3. | Chooses one activity over another and pursues it for a brief period of time ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.B.7. | Seeks and takes pleasure in new skills and experiences ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STRAND / DOMAIN / UNIFYING THEME | NY.III. | Approaches to Learning (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | III.C. | Persistence and Attentiveness |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.C.3. | Continues to try a difficult task of interest for a brief period of time (e.g., builds a block structure for 3 to 5 minutes) ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.C.5. | Seeks assistance when encountering a problem ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.C.6. | Listens and participates in story time (e.g., turning pages of book) ReadyRosie Look at the Book |
| STRAND / DOMAIN / UNIFYING THEME | NY.III. | Approaches to Learning (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | III.D. | Creativity and Inventiveness |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.D.4. | Enjoys opportunities for pretend play and creating things ReadyRosie Bear Bath Tea Party |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.D.5. | Pretends and uses imagination during play ReadyRosie Bear Bath Tea Party |
| STRAND / DOMAIN / UNIFYING THEME | NY.III. | Approaches to Learning (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | III.E. | Reflection and Interpretation |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.E.2. | Realizes that behaviors can precede events (e.g., “If mom puts the pot on the stove, she is going to cook something to eat.”) ReadyRosie Dump and Pick Up |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.E.3. | Alters behavior based on a past event and builds on it (e.g., “I did this and it didn’t work, so I will do this instead.”) ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.A. | Causation: Children demonstrate awareness of cause and effect |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.A.1. | Experiments with effect of own actions on objects and people (e.g., building a tower and knocking it down) ReadyRosie Dump and Pick Up |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.A.2. | Observes others’ actions to see the effect they will have on objects and people ReadyRosie Dump and Pick Up |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.A.3. | Knows playing with certain desirable or forbidden objects will get adults’ attention ReadyRosie Dump and Pick Up |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.A.4. | Expresses beginning understanding of cause and effect (e.g., “It’s quiet because you turned off the radio.”) ReadyRosie Dump and Pick Up |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.B. | Critical and Analytic Thinking: Children compare, contrast, examine, and evaluate experiences, tasks, and events |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.B.1. | Imitates behavior seen in another place and time ReadyRosie Bear Bath |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.D. | Problem-Solving: Children find multiple solutions to questions, tasks, problems, and challenges |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.D.1. | Uses active exploration and trial and error to solve problems (e.g., tries puzzle piece in several spots until finds correct place) ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.D.2. | Tries several methods to solve a problem before asking for assistance ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.D.3. | Communicates to request assistance ReadyRosie Behavior is a form of communication How can I get my child to listen to me? How should I handle temper tantrums? Snack Time Speech |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.E. | Representational Thought: Children use symbols to represent objects |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.E.6. | Identifies pictures of familiar objects correctly (e.g., chooses favorite book by cover) ReadyRosie Reading Emotions |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.F. | Representational Thought: Children distinguish between fantasy and reality |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.F.1. | Plays make-believe with props (e.g., dolls, animals, and people) ReadyRosie Bear Bath Tea Party |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.F.2. | May have an imaginary friend ReadyRosie Bear Bath Tea Party |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.F.4. | Reacts to puppets as if they are real and not extensions of an adult or another child ReadyRosie Bear Bath Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.G. | Number and Sense Operations: Children demonstrate knowledge of numbers and counting |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.G.2. | Imitates counting rhymes or songs (e.g., “Three Little Monkeys”) ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.G.4. | Begins to quantify and make comparisons of quantity (e.g., all, some, none, more, less) ReadyRosie Build to Four Counting Counts Dump and Pick Up Little Hands, Big Plans |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.H. | Measurement: Children demonstrate knowledge of size, volume, height, weight, and length |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.H.3. | Compares the size of various everyday objects (e.g., puts different people’s shoes side by side to see which is longest) ReadyRosie Big and Little Color Toys Find a Match |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.J. | Properties of Ordering: Children sort, classify, and organize objects |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.J.1. | Collects items that have common characteristics (e.g., red blocks, shells, leaves) ReadyRosie Big and Little Color Toys Find a Match |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.J.2. | Arranges objects in lines (e.g., makes a row of blocks) ReadyRosie Big and Little Color Toys Find a Match |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.J.3. | Sorts objects by one characteristic (e.g., color) ReadyRosie Big and Little Color Toys Find a Match |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.J.5. | Identifies categories of objects (e.g., dogs, cats, and cows are all animals), with assistance ReadyRosie Big and Little Color Toys Find a Match |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.K. | Scientific Thinking: Children collect information through observation and manipulation |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.K.1. | Uses all five senses to examine different objects with attention to detail ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.K.3. | Observes and examines natural phenomena through senses (e.g., notices different types of insects) ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.O. | History: Children demonstrate knowledge of past events and awareness of how they may influence the present and future |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.O.1. | Anticipates recurring events in typical routines (“After I eat lunch, I will hear a story.”) ReadyRosie Big, Little Helper How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Reading Routines for Early Readers Shoe Search |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.S. | Ecology: Children demonstrate awareness of the relationship between humans and the environment |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.S.4. | Uses natural objects for play (e.g., makes mud pies, makes a house out of sticks, uses leaves for a pillow) ReadyRosie Bear Bath Tea Party |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.U. | Family: Children demonstration awareness and understanding of family |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.U.3. | Pretends to nurture a doll by feeding and talking to it ReadyRosie Bear Bath Tea Party |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.U.4. | Gives names to toys and dolls that reflect family and circle of friends ReadyRosie Tea Party |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.V. | Community: Children demonstrate awareness of their community, human interdependence, and social roles |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.V.2. | Shows interest in peers by including them in play, referring to them by name ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.W. | Community: Children demonstrate civic responsibility |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.W.1. | Tries out roles and relationships through pretend play (e.g., play doctor, house) ReadyRosie Bear Bath Tea Party |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.W.2. | Recognizes that there may be different rules in different places (e.g., school rules may be different from those at home) and follows appropriate set of rules, with assistance ReadyRosie Big, Little Helper How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Reading Routines for Early Readers Shoe Search |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.X. | Culture: Children demonstrate awareness and appreciation of their own and others’ culture |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.X.1. | Enjoys poems, stories, and songs about a variety of people and cultures ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? Why should we tell family stories? |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.X.2. | Displays knowledge of basic concepts of own heritage and background (e.g., shows pictures or objects from home) ReadyRosie Why is storytelling important? |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.X.3. | Asks simple questions about other children and adults (e.g., “Where is Simon?”) ReadyRosie Clap and Swing How can I communicate with my baby? Swing Song Why should we tell family stories? |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.Y. | Expression and Representation: Children use creative arts to express and represent what they know, think, believe, or feel |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.Y.3. | Explores various ways of moving with or without music ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.Y.4. | Explores simple songs using voice and/or instruments ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.Y.5. | Engages in pretend play ReadyRosie Bear Bath Tea Party |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.Z. | Understanding and Appreciation: Children demonstrate understanding and appreciation of the creative arts |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.Z.1. | Observes and responds to artwork produced by other individuals and/or cultures ReadyRosie Clap and Swing How can I communicate with my baby? Reading Emotions Swing Song Why should we tell family stories? |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.Z.2. | Imitates movement after participating in or watching others perform games or songs ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.A. | Dual Language Acquisition |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.A.1. | Follows simple verbal direction in home language and attempts to make sense of a direction given in English when accompanied by a nonverbal gesture (e.g., signal for come here) ReadyRosie Choosing Clothes Talk and Play |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.A.3. | Has a larger vocabulary in home language and is beginning to acquire an English vocabulary ReadyRosie How can I help my child learn new words? |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.A.4. | Recalls words from simple songs in home language and recognizes words from songs in English ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I help my child learn new words? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.B. | Receptive Vocabulary |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.B.1. | Demonstrates understanding of simple directions by responding appropriately (e.g., “Give daddy the cup, please.”) ReadyRosie Choosing Clothes Talk and Play |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.B.3. | Identifies some people, objects, and actions by appropriate gestures or speech when named ReadyRosie How can I help my child learn new words? |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.B.4. | Responds to directions that include verbs (e.g., run, jump, reach, open) ReadyRosie Choosing Clothes Talk and Play |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.C. | Expressive Vocabulary |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.C.1. | Uses new vocabulary in everyday experiences ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.C.3. | Uses mostly two- and some three- syllable words ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.C.4. | Asks others to label unfamiliar objects ReadyRosie How can I help my child learn new words? |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.E. | Comprehension |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.E.1. | Follows two-step directions with complex sentence structures (noun + verb + adverb; e.g., “Put dishes away quickly.” “Put dishes in the cupboard.”) ReadyRosie Choosing Clothes Talk and Play |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.E.2. | Answers simple questions ReadyRosie Why should we tell family stories? |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.F. | Expressive/Oral Language |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.F.2. | Begins to recall parts of a previously heard story ReadyRosie Tips for storytelling: Using gestures |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.F.3. | Requests to hear familiar stories ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.G. | Listening Skills |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.G.2. | Responds by looking when directed toward a certain object ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.G.3. | Attempts to locate objects when they are discussed by others ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.G.4. | Listens to short and simple stories while walking, standing, or sitting ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.H. | Oral and Written Communication |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.H.6. | Uses sound effects in play ReadyRosie Bear Bath Tea Party |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.I. | Conventions of Social Communication |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.I.3. | Makes a related comment (e.g., adult says, “Here is your water,” child says “Cup” or “Water cup”) ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.I.5. | Follows nonverbal directions (e.g., signal for come here) ReadyRosie Choosing Clothes Talk and Play |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.J. | Reading: Phonological Awareness |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.J.1. | Recites phrases from familiar rhymes ReadyRosie Clap and Swing Itsy Bitsy Spider Motions Rhyme and Ride Swing Song Where is Thumbkin? |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.J.2. | Completes a familiar rhyme by providing the last word ReadyRosie Clap and Swing Itsy Bitsy Spider Motions Rhyme and Ride Swing Song Where is Thumbkin? |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.J.3. | Participates in rhyming games and songs with other children ReadyRosie Clap and Swing Itsy Bitsy Spider Motions Rhyme and Ride Swing Song Where is Thumbkin? |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.J.4. | Imitates tempo and speed of sound (e.g., clapping hands fast and clapping hands slowly, speaking fast and speaking slowly) ReadyRosie Bear Bath |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.L. | Reading: Print Concepts |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.L.1. | Knows the right side up of a book ReadyRosie Look at the Book |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.L.2. | Turns pages of board books, increasingly one page at a time ReadyRosie Look at the Book |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.M. | Reading: Comprehension of Printed Materials |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.M.2. | Uses pictures to describe actions (e.g., picture of person running, child says “run”) ReadyRosie Reading Emotions |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.M.5. | Produces a multiple-word response to printed materials ReadyRosie Reading Emotions Reading Routines for Early Readers |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.N. | Reading: Awareness that Written Materials Can Be Used for a Variety of Purposes |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.N.2. | Responds to emotional expressions in a book (e.g., points to a happy face) ReadyRosie Reading Emotions |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.N.3. | Recognizes print in the neighborhood, community, and environment (e.g., stop-signs, store signs) ReadyRosie Check the Mail |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.O. | Reading: Appreciation and Enjoyment |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.O.1. | Asks to be read to ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.O.2. | Requests favorite book to be read repeatedly ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.O.5. | Memorizes phrases from favorite books ReadyRosie Big and Little Buried Treasure Shoe Search |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.O.6. | Makes comments on book ReadyRosie Reading Emotions Reading Routines for Early Readers |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.O.7. | Uses books during play ReadyRosie Bear Bath Tea Party |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.Q. | Writing Conventions |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.Q.4. | Uses a variety of writing tools (e.g., pencil, marker, paint brush) ReadyRosie Color with Me |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (18 to 36 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.R. | Writing: Use Writing for a Variety of Purposes |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.R.2. | Recognizes some environmental print/symbols (e.g., a stop sign) ReadyRosie Check the Mail |
| New York State Learning Standards and Core Curriculum |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2012 |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.A. | Gross Motor Skills |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.A.1. | Walks and runs and navigates obstacles and corners ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.A.3. | Climbs on play equipment ReadyRosie Bear Hunt |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.A.4. | Throws ball overhand with some accuracy ReadyRosie Catch! |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.A.5. | Catches large balls with two hands ReadyRosie Catch! |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.A.6. | Kicks ball forward ReadyRosie Catch! |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.A.7. | Hops forward on one foot without losing balance ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.A.8. | Jumps on two feet and over small objects with balance and control ReadyRosie Bear Hunt Get Moving |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.A.9. | Gallops with skill ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.A.12. | Walks backwards and runs with enough control for sudden stops ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.B. | Fine Motor Skills |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.B.2. | Uses various drawing and art materials (e.g., crayons, brushes, finger paint) ReadyRosie Copy Me Recycled Play |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.B.3. | Copies shapes and geometric designs ReadyRosie Copy Me Recycled Play |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.B.6. | Manipulates small objects with ease (e.g., strings beads, fits small objects into holes) ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.B.7. | Dresses and undresses self-managing buttons and/or zippers ReadyRosie T-Shirt Talk |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.B.9. | Completes increasingly complex puzzles (e.g., 3-piece to 10-piece puzzles) ReadyRosie Nesting Bowls |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.B.10. | Writes some recognizable letters or numbers ReadyRosie Paint your Name |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.C. | Sensorimotor Skills |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.C.1. | Physically reacts appropriately to the environment (e.g., bends knees to soften landing, moves quickly to avoid obstacles) ReadyRosie Bear Hunt |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.C.2. | Demonstrates concepts through movement (e.g., imitates an animal through movement, sounds, dress, and dramatization) ReadyRosie Banana Phonana |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.C.3. | Improves eye-hand coordination (e.g., catches a bounced ball) ReadyRosie Catch! Drum Patterns Torn Paper Art Toy Car Wash |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.D. | Physical Fitness: Daily Activities |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.D.2. | Repetitively practices new skills ReadyRosie Get Moving |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.D.3. | Engages in at least 60 minutes, and up to several hours, daily of unstructured physical activity ReadyRosie Bear Hunt Get Moving |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.D.4. | Engages in organized physical activities for a total of at least 60 minutes each day, sustaining physical activity for at least 15 minutes at a time ReadyRosie Bear Hunt Get Moving |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.E. | Physical Fitness: Variety and Well-Being |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.E.1. | Participates in different physical activities (e.g., walking, climbing, throwing, dancing) with enthusiasm ReadyRosie Bear Hunt Catch! Get Moving I can't sing. How can I sing to my baby? Ring Around the Rosie Stop and Go |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.E.2. | Incorporates various physical activities while transitioning from one place to another (e.g., marches between the kitchen and the bathroom) ReadyRosie Bear Hunt Get Moving |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.E.3. | Participates in group activities involving physical activity (e.g., makes a large letter with a thick rope on the floor) ReadyRosie Bear Hunt Get Moving |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.F. | Daily Living Skills |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.F.3. | Dresses and undresses, with minimal help ReadyRosie T-Shirt Talk |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.F.4. | Chooses own clothes to wear, when asked ReadyRosie T-Shirt Talk |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.F.5. | Puts shoes on, without assistance ReadyRosie T-Shirt Talk |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.F.6. | Decides, with few prompts, when to carry out self-help tasks (e.g., to wash hands when dirty and before meals) ReadyRosie I Can Do It All By Myself |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.F.7. | Participates in helping others with personal care routines ReadyRosie I Can Do It All By Myself |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.H. | Nutrition |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.H.1. | Participates in preparing nutritious meals ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.I. | Safe Practices |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.I.1. | Communicates to peers and adults when sees dangerous behaviors (e.g., throwing rocks on the playground) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND / DOMAIN / UNIFYING THEME | NY.I. | Physical Well-Being, Health, and Motor Development (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | I.J. | Rules and Self-Regulation |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.J.1. | Understands and anticipates the consequences of not following rules ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STANDARD / CONCEPTUAL UNDERSTANDING | I.J.4. | Follows basic safety rules, with assistance (e.g., bus, bicycle, playground, crossing street, stranger awareness) ReadyRosie Bear Hunt How can I help my child with separation? |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.A. | Interactions with Adults |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.A.2. | Expresses affection for significant adults ReadyRosie Tell Me About It! |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.A.3. | Approaches adults for assistance and offers to assist adults ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.A.4. | Carries out actions to please adults at times ReadyRosie Tell Me About It! |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.A.5. | Expresses feelings about adults (e.g., “I love Auntie”) ReadyRosie Tell Me About It! |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.B. | Interactions with Adults: Children Seek Assistance from Adults |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.B.1. | Recognizes that adults have more experience and, therefore, can provide assistance ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.B.2. | Asks questions of adults frequently to obtain information ReadyRosie Nature Walk and Talk What Do We Do? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.B.3. | Follows caregivers’ guidelines for appropriate behavior in different environments ReadyRosie Tell Me About It! |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.B.4. | Brings simple problem situations to adults’ attention ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.B.5. | Continues to need adult comfort and reassurance but may be less open in seeking and accepting it ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.C. | Interaction with Peers |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.C.1. | Shows enjoyment in playing with other children ReadyRosie Catch! Ring Around the Rosie |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.C.3. | Initiates an activity with another child ReadyRosie Catch! Ring Around the Rosie |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.C.4. | Separates willingly from adults to play with friends, most of the time ReadyRosie Catch! Ring Around the Rosie |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.C.5. | Makes and maintains a friendship with at least one other child ReadyRosie Catch! Ring Around the Rosie |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.D. | Interaction with Peers: Cooperation |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.D.1. | Plays with other children without prompting, at times ReadyRosie Catch! Ring Around the Rosie |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.D.2. | Cooperates with other children, with assistance ReadyRosie Catch! Ring Around the Rosie |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.D.4. | Negotiates with peers (takes turns, plans play) ReadyRosie How can I stop my kids from fighting? |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.E. | Interaction with Peers: Negotiation |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.E.3. | Uses different turn-taking strategies (e.g., bartering, trading, and beginning to share) ReadyRosie Catch! Ring Around the Rosie |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.E.4. | Uses simple strategies to solve problems, either individually or in a group (e.g., seeks assistance from an adult) ReadyRosie How can I stop my kids from fighting? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.E.5. | Negotiates with other children to solve a problem, with assistance ReadyRosie How can I stop my kids from fighting? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.E.6. | States a position with reasons (e.g., “I do not want to play right now because I am tired”) ReadyRosie I Am Unique Tell Me About It! |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.F. | Adaptive Social Behavior |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.F.3. | Demonstrates understanding of the consequences of own actions on others (e.g., “I gave Anna the toy and so she is playing with it now”) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.G. | Adaptive Social Behavior: Group Activities |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.G.1. | Seeks out other children to play with ReadyRosie Catch! Ring Around the Rosie |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.G.3. | Identifies self as member of a group (e.g., refers to our family, our school, our team, our culture) ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.G.4. | Uses pretend play to explore, practice, and understand social roles ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.G.5. | Joins a group of other children playing, with adult prompts as needed ReadyRosie Catch! Ring Around the Rosie |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.G.6. | May assign roles to other children during cooperative play ReadyRosie Catch! Ring Around the Rosie |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.H. | Adaptive Social Behavior: Diverse Settings |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.H.1. | Explores objects and materials, and interacts with others in a variety of group settings ReadyRosie Nature Walk and Talk What Do We Do? |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.J. | Appreciating Diversity |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.J.1. | Compares similarities or differences of others (e.g., height, hair color) in his/her circle of contact ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.J.2. | Develops awareness, knowledge, and appreciation of own gender and cultural identity ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.J.4. | Demonstrates understanding that different individuals have different abilities and information ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.J.5. | Includes other children in own activities who are of a different gender, ethnic background, who speak other languages, or who have special needs, with guidance ReadyRosie Book Walk How can I communicate with my baby? Why should we tell family stories? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.J.6. | Asks questions about others’ families, ethnicity, language, cultural heritage, and differences in physical characteristics ReadyRosie Book Walk How can I communicate with my baby? Why should we tell family stories? |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.K. | Self-Concept |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.K.1. | Describes self by gender, role, and abilities ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.K.2. | Refers to self by first and last name and uses appropriate pronouns (I, me) rather than referring to self in third person ReadyRosie Paint your Name |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.K.3. | Chooses individual activities (e.g., doing puzzles, painting) ReadyRosie Nesting Bowls |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.K.4. | Expresses self in different roles during pretend play ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.K.5. | May talk to self and/or engage in conversation with imaginary playmates ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.L. | Self-Concept: Abilities and Preferences |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.L.1. | Describes own basic physical characteristics ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.L.2. | Exerts will and preferences with actions and increasingly with language ReadyRosie I Am Unique Tell Me About It! |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.L.3. | Experiments with own abilities by trying new activities and testing limits ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.L.4. | Identifies feelings, likes, and dislikes, and begins to be able to explain why he/she has them ReadyRosie I Am Unique Tell Me About It! |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.M. | Self-Efficacy |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.M.3. | Demonstrates confidence in own abilities (e.g., “I can climb to the top of the big slide!”) ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.M.4. | Expresses own ideas and opinions ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.M.5. | Enjoys process of creating (e.g., drawing, painting, building) ReadyRosie Copy Me Recycled Play |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.N. | Self-Control |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.N.1. | Participates in routine activities (e.g., meal time, snack time, naptime) ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.N.5. | Predicts what comes next in the day, when there is an established and consistent schedule ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.O. | Self-Control: Feelings and Impulses |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.O.1. | Expresses strong emotions in appropriate ways, at times with assistance ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.O.2. | Expresses ownership of feelings and desire to control self, with assistance ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.O.5. | Sticks with difficult tasks and demonstrates increasing ability to deal with frustration ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STRAND / DOMAIN / UNIFYING THEME | NY.II. | Social and Emotional Development (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | II.P. | Emotional Expression |
| STANDARD / CONCEPTUAL UNDERSTANDING | II.P.2. | Uses pretend play to understand and respond to emotions ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STRAND / DOMAIN / UNIFYING THEME | NY.III. | Approaches to Learning (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | III.A. | Curiosity and Interest |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.A.1. | Asks others for information (e.g., “What is that?” “Why is the moon round?”) ReadyRosie Nature Walk and Talk What Do We Do? |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.A.3. | Shows interest in how and why others do things ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.A.4. | Uses “Why” to get information about how his/her world works ReadyRosie Nature Walk and Talk What Do We Do? |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.A.5. | Develops personal interests (e.g., trains, farm animals) ReadyRosie I Am Unique Tell Me About It! |
| STRAND / DOMAIN / UNIFYING THEME | NY.III. | Approaches to Learning (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | III.B. | Initiative |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.B.1. | Asks others to join in play ReadyRosie Catch! Ring Around the Rosie |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.B.2. | Joins a play activity already in progress, with assistance ReadyRosie Catch! Ring Around the Rosie |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.B.3. | Selects new activities during play time (e.g., selects characters for dress-up) ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.B.6. | Makes decisions about what activity or materials to work with from selection offered ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STRAND / DOMAIN / UNIFYING THEME | NY.III. | Approaches to Learning (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | III.C. | Persistence and Attentiveness |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.C.1. | Focuses on tasks of interest to him/her ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.C.2. | Remains engaged in an activity for at least 5 to 10 minutes, at times ReadyRosie Nesting Bowls Which Lid? |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.C.3. | Completes favorite tasks over and over again ReadyRosie Get Moving |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.C.4. | Persists in trying to complete a task after previous attempts have failed (e.g., complete a puzzle, build a tower) ReadyRosie Nesting Bowls |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.C.5. | Uses at least two different strategies to solve a problem ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.C.6. | Participates in meal time with few distractions ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| STRAND / DOMAIN / UNIFYING THEME | NY.III. | Approaches to Learning (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | III.D. | Creativity and Inventiveness |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.D.2. | Creates acceptable rules for group activities ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.D.3. | Makes up words, songs, or stories ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.D.4. | Expresses ideas through art, construction, movement, or music ReadyRosie Copy Me I can't sing. How can I sing to my baby? Recycled Play Ring Around the Rosie |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.D.5. | Engages in extensive pretend play (e.g., plays “house” or “explorers”) ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STRAND / DOMAIN / UNIFYING THEME | NY.III. | Approaches to Learning (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | III.E. | Reflection and Interpretation |
| STANDARD / CONCEPTUAL UNDERSTANDING | III.E.3. | Thinks out loud and talks through a situation ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.A. | Causation: Children demonstrate awareness of cause and effect |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.A.2. | Asks “why” questions to show effort at understanding causation (e.g., “If I do this, why does that happen?”) ReadyRosie Nature Walk and Talk What Do We Do? |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.B. | Critical and Analytic Thinking: Children compare, contrast, examine, and evaluate experiences, tasks, and events |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.B.5. | Organizes objects by more than one pre-selected characteristic (e.g., crayons and markers by color and type of implement) ReadyRosie Nature Walk and Talk Toy Sort |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.C. | Critical and Analytic Thinking: Children use past knowledge to build new knowledge |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.C.1. | Applies new information or vocabulary to an activity ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.C.3. | Generates a strategy based on one learning event and extends it to a new learning opportunity (e.g., learns that mixing red and yellow paint makes orange, later tries coloring yellow crayon over red crayon) ReadyRosie Toy Sort |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.D. | Problem-Solving: Children find multiple solutions to questions, tasks, problems, and challenges |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.D.1. | Explores various ways to solve a problem and selects one option ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.D.2. | Seeks assistance from another child or an adult to solve problems ReadyRosie Drum Patterns Fast, Slow Hooray Parfait How can I get my child to listen to me? How should I handle temper tantrums? Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.D.3. | Modifies actions based on new information and experiences (e.g., changes block structure when the tower continues to fall) ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.E. | Representational Thought: Children use symbols to represent objects |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.E.1. | Provides more complex description of a person or object that is not present (e.g., child describes that the dog is black, soft, and runs around; child gestures to show how big) ReadyRosie Book Walk Stuck on You |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.E.3. | Uses objects to represent real items in make-believe play ReadyRosie Tips for helping your child love reading |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.F. | Representational Thought: Children distinguish between fantasy and reality |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.F.1. | Takes on pretend roles and situations, using the appropriate language, tone, and movements (e.g., pretends to be a baby, crawling on the floor and making baby sounds) ReadyRosie Banana Phonana |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.F.2. | Engages in complex make-believe play (e.g., theme-oriented play that involves multiple characters and settings) ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.G. | Number and Sense Operations: Children demonstrate knowledge of numbers and counting |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.G.1. | Names some numerals ReadyRosie Blast Off Counting Collection Get Moving Snack Count |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.G.2. | Recognizes that a single object is “one” regardless of size, shape, or other attributes ReadyRosie Blast Off Counting Collection Get Moving Snack Count |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.G.4. | Applies numbers and counting concepts to daily life (e.g., counts number of children who have raised their hand) ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.G.6. | Recognizes, names, and writes some numerals ReadyRosie Blast Off Counting Collection Get Moving Snack Count |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.G.12. | Tells what number comes before or after a given number up to ten ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.H. | Measurement: Children demonstrate knowledge of size, volume, height, weight, and length |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.H.2. | Uses measuring tools in play activities (e.g., measuring tape, measuring cups) ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.I. | Properties of Ordering: Children identify and label shapes |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.I.1. | Identifies and labels different kinds of two-dimensional shapes (e.g., circle, rectangle, triangle) ReadyRosie Copy Me |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.I.2. | Compares shape and size of objects ReadyRosie Copy Me |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.I.3. | Creates, builds, or draws shapes ReadyRosie Copy Me |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.J. | Properties of Ordering: Children sort, classify, and organize objects |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.J.1. | Orders several objects on the basis of one or more characteristics through trial and error (e.g., puts 4 blocks of same color in a row from smallest to largest) ReadyRosie Nature Walk and Talk Toy Sort |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.J.2. | Creates own patterns with a variety of materials ReadyRosie Drum Patterns |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.J.3. | Classifies everyday objects that go together (e.g., shoe/sock, pencil/paper, comb/brush) ReadyRosie Nature Walk and Talk Toy Sort |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.J.4. | Places objects in specific position (e.g., first, second, third) ReadyRosie Nature Walk and Talk Toy Sort |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.K. | Scientific Thinking: Children collect information through observation and manipulation |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.K.2. | Uses nonstandard tools (e.g., blocks, paper tubes) to explore the environment ReadyRosie Fast, Slow Playdough Lengths |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.O. | History: Children demonstrate knowledge of past events and awareness of how they may influence the present and future |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.O.1. | Retells a simple story or event in roughly sequential order ReadyRosie Family Movie Night Tips for helping your child love reading Tips for storytelling: Using gestures |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.R. | Economics: Children demonstrate knowledge of various occupations related to trade and currency |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.R.5. | Demonstrates understanding of sharing and interdependence ReadyRosie Catch! Ring Around the Rosie |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.T. | Technology: Children demonstrate understanding and use of technology in their surroundings |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.T.2. | Describes stories, images, or sounds experienced with technology (e.g., music on CD player, program on television, story heard on tape) ReadyRosie Family Movie Night |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.U. | Family: Children demonstration awareness and understanding of family |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.U.3. | Identifies self as a member of a specific family and cultural group ReadyRosie How can I communicate with my baby? I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas Why should we tell family stories? |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.U.4. | Adopts the roles of different family members during dramatic play ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.U.5. | Enjoys being told stories about family routines and stories with family members as the “characters” ReadyRosie Tips for storytelling: Story ideas Why should we tell family stories? |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.U.6. | Draws a family portrait ReadyRosie Copy Me Recycled Play |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.V. | Community: Children demonstrate awareness of their community, human interdependence, and social roles |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.V.1. | Identifies people by characteristics other than name, when asked ReadyRosie Tips for storytelling: Story ideas |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.V.4. | Pretends to be different community workers during play (e.g., grocery store clerk, construction worker, doctor, shoe salesperson) ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.V.5. | Recognizes that people have different communities (e.g., family, neighborhood, school, faith-based community, job) ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.W. | Community: Children demonstrate civic responsibility |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.W.2. | Helps to make rules for free choice play (e.g., “Only 4 people at the sand table.”) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.W.3. | Follows rules while playing games and reminds others of the rules ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.W.4. | Responds to another child’s needs by sometimes giving and sharing ReadyRosie Catch! Ring Around the Rosie |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.W.6. | Invites other children to join groups or other activities ReadyRosie Catch! Ring Around the Rosie |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.X. | Culture: Children demonstrate awareness and appreciation of their own and others’ culture |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.X.1. | Asks questions about other children’s appearance and behavior ReadyRosie How can I communicate with my baby? Nature Walk and Talk What Do We Do? Why should we tell family stories? |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.X.2. | Asks questions about similarities and differences in other people (e.g., language, hair styles, clothing) ReadyRosie Book Walk How can I communicate with my baby? Nature Walk and Talk What Do We Do? Why should we tell family stories? |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.X.3. | Shows respect for similarities and differences (e.g., does not laugh at somebody who is different) ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.X.4. | Begins to develop awareness, knowledge, and appreciation of own culture ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.X.5. | Recognizes and celebrates similarities and differences between people of different cultures in his/her circle of contact ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.Y. | Expression and Representation: Children use creative arts to express and represent what they know, think, believe, or feel |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.Y.1. | Participates in music experiences (e.g., singing, finger plays, chants, musical instruments) ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.Y.2. | Remembers the words to a song that is sung often in the classroom ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.Y.3. | Asks to sing a particular song ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.Y.4. | Participates freely in dramatic play activities (e.g., pantomimes movement of familiar things, acts out stories, re-enacts events from his/her own life) ReadyRosie Banana Phonana |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.Y.5. | Tries one type of art many times (e.g., painting at easel several days in a row, using different colors, or covering the whole paper with paint) ReadyRosie Toy Sort |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.Y.6. | Performs simple elements of drama (e.g., audience, actors, stage) ReadyRosie Banana Phonana |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.Y.7. | Pretends to be on stage and use a microphone ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STRAND / DOMAIN / UNIFYING THEME | NY.IV. | Cognition and General Knowledge (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | IV.Z. | Understanding and Appreciation: Children demonstrate understanding and appreciation of the creative arts |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.Z.1. | Watches other children dance, then tries to mimic the dance steps ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.Z.3. | Hums or moves to the rhythm of recorded music ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| STANDARD / CONCEPTUAL UNDERSTANDING | IV.Z.5. | Wonders about or asks questions about works of art, paintings, songs, dance, and theatre ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.A. | Dual Language Acquisition |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.A.1. | Demonstrates understanding that there are languages other than the home language (e.g., identifies sentence spoken in home language in comparison to one spoken in English) ReadyRosie Book Walk |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.A.3. | Focuses on the meaning of words rather than grammar in acquiring spoken English language competency ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.A.6. | If bilingual, adjusts language and communication form used according to person with whom he/she is speaking ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.C. | Expressive Vocabulary |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.C.1. | Uses new vocabulary in spontaneous speech ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.C.2. | Asks the meaning of unfamiliar words and then experiments with using them ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You Toy Sort |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.C.4. | Uses multiple words to explain ideas (e.g., when talking about primary caregiver says “mother/father” and/or “parent”) ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.C.6. | Recites songs, finger plays, and rhymes; tells stories ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.C.7. | Vocabulary of 1500 words or more ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.D. | Grammar and Syntax |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.D.3. | Describes a task, project, and/or event sequentially in three or more sentences ReadyRosie Book Walk Stuck on You |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.D.4. | Asks questions for information/clarification ReadyRosie Nature Walk and Talk What Do We Do? |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.E. | Comprehension |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.E.2. | Responds to questions with verbal answers or gestures ReadyRosie T-Shirt Talk Why should we tell family stories? |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.E.4. | Engages in conversation that develops a thought or idea (e.g., tells about a past event) ReadyRosie Stuck on You Tell Me About It! |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.F. | Expressive/Oral Language |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.F.3. | Uses oral language to communicate a message ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.F.4. | Participates in conversations about a variety of topics ReadyRosie Stuck on You Tell Me About It! |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.G. | Listening Skills |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.G.2. | Listens to others in a group discussion for a short period ReadyRosie Stuck on You Tell Me About It! |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.G.3. | Responds to questions with appropriate answers ReadyRosie T-Shirt Talk Why should we tell family stories? |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.H. | Oral and Written Communication |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.H.3. | Uses multiple word sentence/s to communicate needs, ideas, actions, and/or feelings ReadyRosie Stuck on You Tell Me About It! Tempted to Talk |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.H.7. | Begins to draw representational figures ReadyRosie Copy Me Recycled Play |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.H.9. | Draws simple pictures or scribbles word-like marks to communicate a message or an idea ReadyRosie Copy Me Paint your Name Recycled Play Secret Message |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.I. | Conventions of Social Communication |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.I.1. | Pays attention to speaker during conversation ReadyRosie Stuck on You Tell Me About It! |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.I.6. | Whispers due to awareness of the rules of a quiet environment or to draw attention to the change in volume in room ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.J. | Reading: Phonological Awareness |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.J.1. | Participates in and creates songs, rhymes, and games that play with sounds of language (e.g., claps out sounds or rhythms of language) ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.K. | Reading: Alphabetic Principle |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.K.5. | Asks “what does this say” ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.K.6. | Recognizes the first letter of own name ReadyRosie Paint your Name |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.L. | Reading: Print Concepts |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.L.7. | Recognizes own printed name ReadyRosie Paint your Name |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.M. | Reading: Comprehension of Printed Materials |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.M.2. | Recognizes own name when spelled out in letters ReadyRosie Paint your Name |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.M.8. | Pretends to read a familiar book ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.N. | Reading: Awareness that Written Materials Can Be Used for a Variety of Purposes |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.N.2. | Imitates common reading activities appropriately in play (e.g., pretends to use directions while putting something together) ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.O. | Reading: Appreciation and Enjoyment |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.O.2. | Gives opinion on books in terms of sections liked and enjoyed ReadyRosie Book Chats Bring Me the Book Reading Routines for Early Readers Tips for helping your child love reading |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.P. | Writing: Alphabet Knowledge |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.P.2. | Attempts to copy one or more letters of the alphabet ReadyRosie Paint your Name |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.P.3. | Labels pictures using letter-like marks ReadyRosie Paint your Name |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.P.6. | Works at writing own name ReadyRosie Copy Me Paint your Name Secret Message |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.P.7. | Shows awareness of the difference between own writing and conventional print ReadyRosie Copy Me Paint your Name Secret Message |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.Q. | Writing Conventions |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.Q.1. | Writes some letters or numerals ReadyRosie Paint your Name |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.Q.2. | Prints or copies first name ReadyRosie Paint your Name |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.Q.3. | Attempts to copy words from print ReadyRosie Paint your Name |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.Q.4. | Draws basic geometric shapes (e.g., circle, triangle) ReadyRosie Copy Me Recycled Play |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.Q.5. | Uses pretend writing activities during play to show print conventions in home language ReadyRosie Copy Me Paint your Name Secret Message |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.Q.6. | Adjusts paper position when writing ReadyRosie Copy Me Paint your Name Secret Message |
| STRAND / DOMAIN / UNIFYING THEME | NY.V. | Language, Communication, and Literacy (36 to 60 months) |
| CATEGORY / CLUSTER / KEY IDEA | V.R. | Writing: Use Writing for a Variety of Purposes |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.R.1. | Uses letter-like symbols to make lists, letters, and stories ReadyRosie Paint your Name |
| STANDARD / CONCEPTUAL UNDERSTANDING | V.R.3. | Uses letter-like symbols to express an idea ReadyRosie Paint your Name |