South Dakota Content Standards (Pre-K)
| Main Criteria: South Dakota Content Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grade: Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| South Dakota Content Standards |
| Early Childhood Education |
| Grade: Ages 3-5 - Adopted: 2017 |
| GOAL/STRAND | SD.33-48.AL. | Approaches to Learning (AL) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Curiosity, Information-Seeking, and Eagerness | |
| STANDARD | 33-48.AL-1. | Children demonstrate curiosity and eagerness and express interest in the world around them. |
| SUPPORTING SKILLS | 33-48.AL-1.1. | Seek out a trusted person to approach something new. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| SUPPORTING SKILLS | 33-48.AL-1.2. | Discover things that interest and amaze them and express that interest to others. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SUPPORTING SKILLS | 33-48.AL-1.3. | Share what they have done with others through verbal and nonverbal means (take teacher to the easel to see a painting). ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| SUPPORTING SKILLS | 33-48.AL-1.4. | Show interest in a growing range of topics ideas, and tasks. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GOAL/STRAND | SD.33-48.AL. | Approaches to Learning (AL) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Curiosity, Information-Seeking, and Eagerness | |
| STANDARD | 33-48.AL-2. | Children actively seek to understand the world around them in play and everyday tasks. |
| SUPPORTING SKILLS | 33-48.AL-2.1. | Ask questions about the people and things around them. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| SUPPORTING SKILLS | 33-48.AL-2.2. | Use all available senses, tools, and a variety of strategies to actively explore the environment (drop objects in water to see if they sink or float). ReadyRosie Grocery Store Conversations |
| SUPPORTING SKILLS | 33-48.AL-2.3. | Purposefully try different ways of doing things to see how they work (adjust blocks used as a ramp to make a ball roll faster and farther). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GOAL/STRAND | SD.33-48.AL. | Approaches to Learning (AL) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Initiative, Effort, Engagement, and Persistence | |
| STANDARD | 33-48.AL-3. | Children demonstrate initiative and effort in play and everyday tasks. |
| SUPPORTING SKILLS | 33-48.AL-3.1. | Show increasing independence and initiative when making choices. (“I want to go to blocks.”) ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SUPPORTING SKILLS | 33-48.AL-3.2. | Express goals or plans and follow through on them. (“I’m going to build a really tall tower.”) ReadyRosie Celebrate Learning My Age Setting Summer Learning Goals Shape Changers Sink or Swim Taking Turns |
| GOAL/STRAND | SD.33-48.AL. | Approaches to Learning (AL) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Initiative, Effort, Engagement, and Persistence | |
| STANDARD | 33-48.AL-4. | children are engaged and maintain focus in play and everyday tasks. |
| SUPPORTING SKILLS | 33-48.AL-4.1. | Remain engaged in more complex activities they have chosen. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SUPPORTING SKILLS | 33-48.AL-4.2. | Focus on age-appropriate activities for a short period of time, even with interruptions (continue painting after answering another child’s question). ReadyRosie Baby Photo Fun Celebrate Learning Color Word Sentences My Age Shape Changers Sink or Swim Taking Turns Why should we tell family stories? Yesterday, Today, Tomorrow |
| SUPPORTING SKILLS | 33-48.AL-4.3. | Maintain interest and focus and return to an activity after a break. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GOAL/STRAND | SD.33-48.AL. | Approaches to Learning (AL) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Initiative, Effort, Engagement, and Persistence | |
| STANDARD | 33-48.AL-5. | Children persist at challenging activities in play and everyday tasks. |
| SUPPORTING SKILLS | 33-48.AL-5.1. | When something does not work, try different ways to complete the task (when a block tower falls, try putting the blocks together in a different way to build the tower again). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GOAL/STRAND | SD.33-48.AL. | Approaches to Learning (AL) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Risk-Taking, Problem-Solving, Flexibility, and Resiliency | |
| STANDARD | 33-48.AL-6. | Children are willing to try new and challenging experiences in play and everyday tasks. |
| SUPPORTING SKILLS | 33-48.AL-6.1. | Express a belief that they can do things that are hard. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SUPPORTING SKILLS | 33-48.AL-6.2. | Choose to participate in an increasing variety of new experiences when offered. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SUPPORTING SKILLS | 33-48.AL-6.4. | Accept new challenges and opportunities when offered. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SUPPORTING SKILLS | 33-48.AL-6.5. | Try things they are not sure they can do, while avoiding dangerous risks. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GOAL/STRAND | SD.33-48.AL. | Approaches to Learning (AL) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Risk-Taking, Problem-Solving, Flexibility, and Resiliency | |
| STANDARD | 33-48.AL-7. | Children use a variety of strategies to solve problems in play and everyday tasks. |
| SUPPORTING SKILLS | 33-48.AL-7.1. | Welcome new challenges (add additional pieces to a new construction toy). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SUPPORTING SKILLS | 33-48.AL-7.2. | Seek and make use of ideas and help from adults and peers to solve problems. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| SUPPORTING SKILLS | 33-48.AL-7.3. | Purposefully attempt several different strategies when encountering difficulty during daily routines or when using materials. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SUPPORTING SKILLS | 33-48.AL-7.5. | Recovers from setbacks with the support of an adult. ReadyRosie Celebrate Learning How can I get my child to listen to me? How should I handle temper tantrums? My Age Shape Changers Sink or Swim Taking Turns |
| GOAL/STRAND | SD.33-48.AL. | Approaches to Learning (AL) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Play and Imagination | |
| STANDARD | 33-48.AL-8. | Children engage in increasingly complex play. |
| SUPPORTING SKILLS | 33-48.AL-8.1. | Engage in pretend play themes that include interacting with other children, but often are not coordinated. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| SUPPORTING SKILLS | 33-48.AL-8.2. | Talk to peers and share materials during play. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| SUPPORTING SKILLS | 33-48.AL-8.3. | Engage in make-believe play with imaginary objects. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| SUPPORTING SKILLS | 33-48.AL-8.4. | Use language to begin and carry on play with others. ReadyRosie Building Houses Color Word Sentences Family Talent Show If You're Happy & You Know It Keep It Up Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? Who has the Biggest Number? |
| SUPPORTING SKILLS | 33-48.AL-8.5. | Express knowledge of their everyday lives and culture through play (pretends to shop at a Farmer’s Market and prepare a meal, pretends to fix hair the way his/her family styles hair). ReadyRosie Family Photos Family Talent Show Grandparent Storytime In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories Why should we tell family stories? |
| GOAL/STRAND | SD.33-48.AL. | Approaches to Learning (AL) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Play and Imagination | |
| STANDARD | 33-48.AL-9. | Children demonstrate creativity, imagination, and inventiveness in play and everyday tasks. |
| SUPPORTING SKILLS | 33-48.AL-9.2. | Use imagination to try new ways of doing things and work with materials in creative ways. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| GOAL/STRAND | SD.33-48.SED. | Social and Emotional Domain (SED) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Developing a Positive Sense of Self | |
| STANDARD | 33-48.SED-1. | Children demonstrate a positive sense of themselves as unique and capable individuals in play and everyday tasks. |
| SUPPORTING SKILLS | 33-48.SED-1.1. | Use more complex terms to describe body parts and physical characteristics (accurately identify “where it hurts”). ReadyRosie Follow the Leader Jump to It Rock Toss |
| SUPPORTING SKILLS | 33-48.SED-1.2. | Identify themselves by first and last name. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| SUPPORTING SKILLS | 33-48.SED-1.4. | Describe themselves in positive terms, including what they like and dislike, what they can do, and what they have done. ReadyRosie Book Selection Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It Selecting Books Using a Menu to Order What's for Dinner? |
| GOAL/STRAND | SD.33-48.SED. | Social and Emotional Domain (SED) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Developing Relationships | |
| STANDARD | 33-48.SED-2. | Children form relationships and interact positively with familiar adults in play and everyday tasks. |
| SUPPORTING SKILLS | 33-48.SED-2.1. | Seek out trusted adults for approval, emotional support, assistance, and help solving problems when needed. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| SUPPORTING SKILLS | 33-48.SED-2.3. | Given time, form positive relationships with new teachers or caregivers. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| GOAL/STRAND | SD.33-48.SED. | Social and Emotional Domain (SED) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Developing Relationships | |
| STANDARD | 33-48.SED-3. | Children form relationships and interact positively with other children in play and everyday tasks. |
| SUPPORTING SKILLS | 33-48.SED-3.1. | Demonstrate developing social skills with guidance and support when interacting with other children (improving turn-taking, conflict-resolution, sharing). ReadyRosie Building Houses Family Talent Show How can I stop my kids from fighting? Keep It Up Taking Turns Talking About Your Feelings Who has the Biggest Number? |
| SUPPORTING SKILLS | 33-48.SED-3.2. | Form and maintain friendships with a few other children. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| SUPPORTING SKILLS | 33-48.SED-3.3. | Identify another child as a friend. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| SUPPORTING SKILLS | 33-48.SED-3.4. | Begin to initiate positive interactions and play with other children. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| SUPPORTING SKILLS | 33-48.SED-3.5. | Seek comfort from and give support to familiar children. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| SUPPORTING SKILLS | 33-48.SED-3.6. | Begin to demonstrate a respect for the rights and property of others (ask to play with someone else’s toy). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| SUPPORTING SKILLS | 33-48.SED-3.7. | Notice and accept similarities and differences among people, including people with disabilities and those from different cultures (hair color, gender, or favorite activities). ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| GOAL/STRAND | SD.33-48.SED. | Social and Emotional Domain (SED) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Self-Regulation and Pro-Social Behaviors | |
| STANDARD | 33-48.SED-4. | Children demonstrate self-regulation, pro-social behaviors, and participate cooperatively as members of a group in play and everyday tasks. |
| SUPPORTING SKILLS | 33-48.SED-4.1. | Demonstrate pro-social behaviors (waiting for a turn), participate in routines, and transition smoothly from one activity to the next with some adult guidance and support. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| SUPPORTING SKILLS | 33-48.SED-4.2. | Often make requests clearly and effectively. ReadyRosie Behavior is a form of communication |
| SUPPORTING SKILLS | 33-48.SED-4.3. | Show awareness that their actions affect others (move carefully around classmate’s block structure). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| SUPPORTING SKILLS | 33-48.SED-4.5. | Work to resolve conflicts effectively, with guidance and support. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| GOAL/STRAND | SD.33-48.SED. | Social and Emotional Domain (SED) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Self-Regulation and Pro-Social Behaviors | |
| STANDARD | 33-48.SED-5. | Children demonstrate an ability to identify and regulate their emotions in play and everyday tasks. |
| SUPPORTING SKILLS | 33-48.SED-5.1. | Use words or signs to express their needs and feelings most of the time. ReadyRosie Behavior is a form of communication Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| SUPPORTING SKILLS | 33-48.SED-5.2. | Suggest reasons for their feelings. (“I’m sad because Grandma’s leaving.” “That makes me mad when you do that!”) ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| SUPPORTING SKILLS | 33-48.SED-5.3. | Manage emotions, control impulses, and calm themselves with adult support and guidance. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| GOAL/STRAND | SD.33-48.SED. | Social and Emotional Domain (SED) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Self-Regulation and Pro-Social Behaviors | |
| STANDARD | 33-48.SED-6. | Children recognize and respond to the needs and feelings of others in play and everyday tasks. |
| SUPPORTING SKILLS | 33-48.SED-6.1. | Use words to comfort another child or adult who is upset (bring a comfort object, pat the person on the back). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| SUPPORTING SKILLS | 33-48.SED-6.2. | Communicate concern for others. (“Are you OK?”) ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| SUPPORTING SKILLS | 33-48.SED-6.4. | With guidance and support, show respect for others’ feelings and points of view (work out conflicts, listen to opinions expressed by others). ReadyRosie Funny Faces How can I stop my kids from fighting? If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| GOAL/STRAND | SD.33-48.CLL. | Communication, Language and Literacy Domain (CLL) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Communicating and Oral Language Development | |
| STANDARD | 33-48.CLL-1. | Through their explorations, play, and social interactions, children successfully communicate for multiple purposes. |
| SUPPORTING SKILLS | 33-48.CLL-1.1. | With prompting and support, initiate and carry on conversations, make comments, and ask questions related to the topic of discussion. ReadyRosie Color Word Sentences If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| SUPPORTING SKILLS | 33-48.CLL-1.2. | With prompting and support, provide responses to questions and pose questions to learn new information, clarify ideas, and have their needs met. ReadyRosie Baby Photo Fun Color Word Sentences Listening for Sounds Phone Fun Why should we tell family stories? Yesterday, Today, Tomorrow |
| SUPPORTING SKILLS | 33-48.CLL-1.3. | Follow simple multi-step directions with visual cues if needed. ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| SUPPORTING SKILLS | 33-48.CLL-1.4. | Show understanding of increasingly complex sentences. ReadyRosie Family Photos Pantry Talk Description Phone Fun Who Should We Ask? |
| SUPPORTING SKILLS | 33-48.CLL-1.5. | Demonstrate motivation to communicate in play and everyday activities (excitedly describe block structure they are working on as adult sits down to join them). ReadyRosie Building Houses Color Word Sentences Family Talent Show If You're Happy & You Know It Keep It Up Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? Who has the Biggest Number? |
| GOAL/STRAND | SD.33-48.CLL. | Communication, Language and Literacy Domain (CLL) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Communicating and Oral Language Development | |
| STANDARD | 33-48.CLL-2. | Through their explorations, play, and social interactions, children speak clearly and use the grammar of their home language. |
| SUPPORTING SKILLS | 33-48.CLL-2.1. | Communicate messages with expression, tone, volume, and inflection appropriate to the situation most of the time. ReadyRosie Choosing the Right Voice |
| SUPPORTING SKILLS | 33-48.CLL-2.2. | Speak clearly enough to be understood by familiar adults and children. ReadyRosie Choosing the Right Voice |
| SUPPORTING SKILLS | 33-48.CLL-2.3. | Communicate in longer sentences and use many of the conventions of grammar in their home language (plurals, tenses, prepositions), although may over-generalize grammatical rules. (“There are lots of childs in our room.”) ReadyRosie All Mixed Up Family Photos Pantry Talk Description Phone Fun Who Should We Ask? |
| GOAL/STRAND | SD.33-48.CLL. | Communication, Language and Literacy Domain (CLL) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Communicating and Oral Language Development | |
| STANDARD | 33-48.CLL-3. | Through their explorations, play, and social interactions, children understand and use an ever-expanding vocabulary. |
| SUPPORTING SKILLS | 33-48.CLL-3.1. | Use many newly acquired words to describe meaningful objects and activities in their environment, including words for parts of objects (tail, paw) and more than one word for the same object (cat, kitty). ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag Putting Away the Groceries Table Riddles |
| SUPPORTING SKILLS | 33-48.CLL-3.2. | Describe experiences and create short stories. ReadyRosie Putting Away the Groceries Table Riddles |
| SUPPORTING SKILLS | 33-48.CLL-3.3. | Repeat familiar songs, chants, or rhymes. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Little Bo Peep Substitutions Little Miss Muffet Role Play Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes Why should I sing to my baby? |
| SUPPORTING SKILLS | 33-48.CLL-3.4. | Use simple phrases and responses to peers in their dramatic play as they imitate familiar people and events. ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| SUPPORTING SKILLS | 33-48.CLL-3.5. | Demonstrate understanding of an increasingly rich vocabulary. ReadyRosie Comparing Vegetables Following Directions Grocery Store Conversations How can I help my child learn new words? I'm Thinking of an Animal Kitchen Labeling Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| SUPPORTING SKILLS | 33-48.CLL-3.6. | Use cues in the environment to figure out what words mean (figure out the meaning of “breeze” when out flying kites and adult says, “Wow, look at your kite flying in the breeze!”). ReadyRosie Comparing Vegetables Following Directions Grocery Store Conversations How can I help my child learn new words? I'm Thinking of an Animal Kitchen Labeling Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| SUPPORTING SKILLS | 33-48.CLL-3.7. | Make up names for things using words they know (froggy-fish for tadpole). ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| GOAL/STRAND | SD.33-48.CLL. | Communication, Language and Literacy Domain (CLL) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Foundations for Reading | |
| STANDARD | 33-48.CLL-5. | Through their explorations, play, and social interactions, children comprehend, use, and begin to reflect on and analyze information in books and other media. |
| SUPPORTING SKILLS | 33-48.CLL-5.2. | Discuss storybooks by responding to questions about what is happening and predicting what will happen next, with prompting and support from an adult. ReadyRosie Asking Wh- Questions Book Bag Descriptions Book Selection Making Connections PreK Picture Walk Predictions Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Selecting Books Text to Self Connections Think About It Tips for helping your child love reading |
| SUPPORTING SKILLS | 33-48.CLL-5.3. | Use books and other media that communicate information to learn about the world by looking at pictures, asking questions, and talking about the information, with prompting and support from an adult. ReadyRosie Asking Wh- Questions Getting Information from Pictures Tips for helping your child love reading |
| SUPPORTING SKILLS | 33-48.CLL-5.4. | Use their knowledge of the world (what things are, how things work) to make sense of stories and informational texts. ReadyRosie Getting Information from Pictures Just the Facts Picture Walk Predictions Text to Self Connections |
| SUPPORTING SKILLS | 33-48.CLL-5.5. | Relate personal experiences to events described in familiar books, with prompting and support. ReadyRosie Getting Information from Pictures Just the Facts Picture Walk Predictions |
| SUPPORTING SKILLS | 33-48.CLL-5.6. | Ask questions about a story or the information in a book. ReadyRosie Asking Wh- Questions Think About It Tips for helping your child love reading |
| SUPPORTING SKILLS | 33-48.CLL-5.7. | Describe what they like or don’t like in a story or book. ReadyRosie Itsy Bitsy Spider Illustrations |
| GOAL/STRAND | SD.33-48.CLL. | Communication, Language and Literacy Domain (CLL) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Foundations for Reading | |
| STANDARD | 33-48.CLL-6. | Through their explorations, play and social interactions, children begin to recognize basic concepts of print and that they can get meaning from print. |
| SUPPORTING SKILLS | 33-48.CLL-6.1. | Demonstrate book-handling skills, such as holding a book right-side up and turning pages from front to back. ReadyRosie Funny Reading |
| SUPPORTING SKILLS | 33-48.CLL-6.3. | Recognize familiar environmental print, such as “STOP” signs, and realize the meaning of the words. ReadyRosie Shopping for Clothes |
| GOAL/STRAND | SD.33-48.CLL. | Communication, Language and Literacy Domain (CLL) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Foundations for Reading | |
| STANDARD | 33-48.CLL-7. | Through their explorations, play, and social interactions, children listen, identify, and respond to sounds, and develop phonological awareness. |
| SUPPORTING SKILLS | 33-48.CLL-7.1. | Play with the sounds of language and begin to identify rhymes (make up silly-sounding words, repeat rhyming words). ReadyRosie Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| SUPPORTING SKILLS | 33-48.CLL-7.2. | Participate in rhyming and rhythmic experiences with books and other media, learning words and refrains well enough to repeat them and fill in missing words and sounds. ReadyRosie Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| SUPPORTING SKILLS | 33-48.CLL-7.3. | Repeat rhythmic patterns in poems and songs using words, clapping, marching, and/or using instruments. ReadyRosie Finish the Rhyme Twinkle, Twinkle Rhymes |
| SUPPORTING SKILLS | 33-48.CLL-7.4. | Identify sounds and words in their daily environment. ReadyRosie Comparing Vegetables Following Directions Grocery Store Conversations How can I help my child learn new words? I'm Thinking of an Animal Kitchen Labeling Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| GOAL/STRAND | SD.33-48.CLL. | Communication, Language and Literacy Domain (CLL) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Foundations for Reading | |
| STANDARD | 33-48.CLL-8. | Through their explorations, play, and social interactions children develop knowledge of letters and the alphabetic principle. |
| SUPPORTING SKILLS | 33-48.CLL-8.1. | Demonstrate interest in learning the alphabet. (Draw abstract symbols on paper and ask adult, “What does this say?”) ReadyRosie Alphabet Clapping Detailed Drawing of a Face Making a Grocery List Point the ABC Song Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| SUPPORTING SKILLS | 33-48.CLL-8.2. | Recognize and name some letters of the alphabet, especially those in their own name (may initially think all words starting with the first letter in their name IS their name). ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Morning Message Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| SUPPORTING SKILLS | 33-48.CLL-8.3. | Recognize that letters of the alphabet as a special category of print, different from pictures, shapes, and numerals. ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| GOAL/STRAND | SD.33-48.CLL. | Communication, Language and Literacy Domain (CLL) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Foundations for Writing | |
| STANDARD | 33-48.CLL-9. | Through their explorations, play, and social interactions, children use writing and drawing as means of communication. |
| SUPPORTING SKILLS | 33-48.CLL-9.1. | Represent thoughts and ideas through marks, scribbles, drawings, and paintings (draw a picture of something they did during the day, indicate what they want for lunch with a mark under the picture of the food they want). ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| SUPPORTING SKILLS | 33-48.CLL-9.3. | Engage in writing behaviors that imitate real-life situations (make marks to take food order during pretend restaurant play). ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| GOAL/STRAND | SD.33-48.CLL. | Communication, Language and Literacy Domain (CLL) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Foundations for Writing | |
| STANDARD | 33-48.CLL-10. | Through their explorations, play, and social interactions, children grow in their understanding of letters and writing skills. |
| SUPPORTING SKILLS | 33-48.CLL-10.2. | Make marks they call “writing” that look different from drawings (vertical series of marks for a “grocery list,” horizontal line of marks for a “story”). ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| SUPPORTING SKILLS | 33-48.CLL-10.3. | Play with writing letters and making letter-like forms, using letters and letter-like marks to write their name. ReadyRosie Detailed Drawing of a Face Jump Rope Letters Making a Grocery List Silverware Alphabet Thank You Note Using a Menu to Order Weekend News Writing Names with Shaving Cream |
| SUPPORTING SKILLS | 33-48.CLL-10.4. | Show they know that written words are made up of particular letters (point to the first letter of their own name, find the first letter of their own name in a book or where multiple letters are present). ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Looking for Letters in Ads Magnetic Letter Mix Up Making Letter Soup Morning Message Name Game Point the ABC Song Reading the Grocery List Reading with Jack and Jill Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Starting a Word Bank Stomp the Letter Words on the Page Writing Names with Shaving Cream |
| GOAL/STRAND | SD.33-48.CLL. | Communication, Language and Literacy Domain (CLL) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Foundations for Writing | |
| STANDARD | 33-48.CLL-11. | Through their explorations, play, and social interactions children demonstrate an understanding that there are multiple languages and begin to communicate in another language other than their home language. |
| SUPPORTING SKILLS | 33-48.CLL-11.1. | Listen to peers and adults speaking in other languages to learn new information, and show some understanding of the new language. ReadyRosie Comparing Vegetables Following Directions Grocery Store Conversations How can I help my child learn new words? I'm Thinking of an Animal Kitchen Labeling Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| GOAL/STRAND | SD.33-48.CD. | Cognitive Development Domain (CD) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Construction of Knowledge: Thinking and Reasoning | |
| STANDARD | 33-48.CD-1. | Through their explorations, play, and social interactions, children use their senses to discover and construct knowledge about the world around them. |
| SUPPORTING SKILLS | 33-48.CD-1.2. | Share something they have discovered through their senses using play, art, language, and other forms of representation. (“This smells like the flower at Grandma’s.”) ReadyRosie Detailed Drawing of a Face Grocery Store Conversations In My Pond, Part 1 In My Pond, Part 2 May I Take your Order? Mirror, Mirror Pretending Together Shaving Cream Shapes Stuffed Animal Stories Three Ways to Show a Number Toy Stories Using a Menu to Order Writing Names with Shaving Cream |
| SUPPORTING SKILLS | 33-48.CD-1.3. | Group familiar objects that go together (shoe and sock, brush and paint, hammer and nail). ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| GOAL/STRAND | SD.33-48.CD. | Cognitive Development Domain (CD) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Construction of Knowledge: Thinking and Reasoning | |
| STANDARD | 33-48.CD-2. | Through their explorations, play, and social interactions, children recall information and apply it to new situations and problems. |
| SUPPORTING SKILLS | 33-48.CD-2.5. | Make predictions about what will happen using what they know. ReadyRosie Acorns and Pinecones Measure your Steps Strawberries for a Picnic |
| SUPPORTING SKILLS | 33-48.CD-2.8. | Ask questions about why things happen to build their understanding of the cause and effect. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| GOAL/STRAND | SD.33-48.CD. | Cognitive Development Domain (CD) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Construction of Knowledge: Thinking and Reasoning | |
| STANDARD | 33-48.CD-3. | Through their explorations, play, and social interactions children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisions. |
| SUPPORTING SKILLS | 33-48.CD-3.1. | Use language to identify pretend or make-believe situations. (“Let’s pretend we’re going on a trip.”) ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| SUPPORTING SKILLS | 33-48.CD-3.2. | Use words like “think” and “know” to talk about thoughts and beliefs. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| SUPPORTING SKILLS | 33-48.CD-3.3. | Recognize that beliefs and desires can determine what people do (e.g., a person will look for a missing object based on where they think it is rather than where it actually is). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| GOAL/STRAND | SD.33-48.CD. | Cognitive Development Domain (CD) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Mathematical Thinking and Expression | |
| STANDARD | 33-48.CD-4. | Through their explorations, play, and social interactions, children count with understanding and use numbers to tell how many, describe order, and compare. |
| SUPPORTING SKILLS | 33-48.CD-4.1. | Rote count by ones to 10 with increasing accuracy. ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| SUPPORTING SKILLS | 33-48.CD-4.2. | Count up to 5 objects arranged in a line using one-to-one correspondence with increasing accuracy, and answer the question “How many?” ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Candy Sort and Graph Counting Signs Decorating Cupcakes Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up Lily Pad Hop Measure your Steps More than Ten Penny Drop Show Me Taking Inventory The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| SUPPORTING SKILLS | 33-48.CD-4.3. | Compare two groups (containing up to 5 objects each) and compare them in terms of more, less, fewer, or equal. ReadyRosie Acorns and Pinecones Cereal Challenge Make a Tower of Ten More than Ten Slap One More Who has the Biggest Number? |
| SUPPORTING SKILLS | 33-48.CD-4.4. | Show they understand that adding objects to a group will make a bigger group and taking away objects will make a smaller group. ReadyRosie Acorns and Pinecones Cereal Challenge Domino Match-Up How Many in a Set? Make a Tower of Ten More Grapes More than Ten Quick Dots Show Me Slap One More Three Ways to Show a Number Who has the Biggest Number? |
| GOAL/STRAND | SD.33-48.CD. | Cognitive Development Domain (CD) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Mathematical Thinking and Expression | |
| STANDARD | 33-48.CD-5. | Through their explorations, play, and social interactions, children demonstrate concepts about position, as well as identify and describe simple geometric shapes. |
| SUPPORTING SKILLS | 33-48.CD-5.1. | Demonstrate and begin to use the language of the relative position of objects in the environment and play situations, such as up, down, over, under, top, bottom, inside, outside, in front, behind, between, next to. ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Race Car Transformations Stuffed Animal Olympics Treasure Map |
| SUPPORTING SKILLS | 33-48.CD-5.2. | Build and describe 2- dimensional shapes, such as making circles and triangles with blocks and play dough. ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| SUPPORTING SKILLS | 33-48.CD-5.3. | Find shapes in the environment and describe them in his/her own words. ReadyRosie Buying Oranges |
| GOAL/STRAND | SD.33-48.CD. | Cognitive Development Domain (CD) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Mathematical Thinking and Expression | |
| STANDARD | 33-48.CD-6. | Through their explorations, play and social interactions, children compare, sort, group, organize, measure, and create simple patterns using concrete objects. |
| SUPPORTING SKILLS | 33-48.CD-6.2. | Compare the size or weight of two objects and identify which one is longer/taller/heavier that the other. (“That rock is heavier than this one; I can’t lift it.” “A cow is bigger than a cat.”) ReadyRosie Buying Oranges How Many Can I Grab? |
| SUPPORTING SKILLS | 33-48.CD-6.3. | Identify familiar objects as the same or different. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| SUPPORTING SKILLS | 33-48.CD-6.4. | Sort familiar objects into categories with increasing accuracy (tools for woodworking and utensils for cooking; rectangle blocks on one shelf and square blocks on another shelf). ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| SUPPORTING SKILLS | 33-48.CD-6.5. | Recognize simple repeating patterns and attempt to create them during play (repeat a movement pattern during a song, make a line of blocks in alternating colors). ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| GOAL/STRAND | SD.33-48.CD. | Cognitive Development Domain (CD) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Mathematical Thinking and Expression | |
| STANDARD | 33-48.CD-7. | Through their explorations, play, and social interactions, children use mathematical thinking to ask questions and solve problems. |
| SUPPORTING SKILLS | 33-48.CD-7.1. | Seek answers to questions by using mathematical thinking during play and daily activities (determine who is taller by standing next to classmate; find two smaller blocks to replace larger block). ReadyRosie Bookcase Problem How Many Can I Grab? |
| SUPPORTING SKILLS | 33-48.CD-7.2. | Use observation and counting (not always correctly) to find out how many things are needed during play and other daily activities (figure out how many spoons are needed for snack, find enough dolls so each person has one when playing in the dramatic play area). ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| SUPPORTING SKILLS | 33-48.CD-7.3. | Use drawing and concrete materials to represent mathematical ideas (draw many circles to show “lots” of people, put Popsicle® sticks in a pile to show the number of children who want crackers for snack). ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| GOAL/STRAND | SD.33-48.CD. | Cognitive Development Domain (CD) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Scientific Exploration and Knowledge | |
| STANDARD | 33-48.CD-8. | As a result of their explorations and participation in simple investigations through play, children observe, describe characteristics of, and demonstrate respect for living things, the environment, and the physical world. |
| SUPPORTING SKILLS | 33-48.CD-8.1. | Demonstrate interest in the natural world and the outdoor environment (plays in dirt and sand, ask questions about things seen outdoors). ReadyRosie What's for Dinner? |
| SUPPORTING SKILLS | 33-48.CD-8.7. | Compare and sort objects or materials according to one or more attributes. ReadyRosie Candy Sort and Graph Grocery Store Weights I Spy an Animal Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| GOAL/STRAND | SD.33-48.CD. | Cognitive Development Domain (CD) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Scientific Exploration and Knowledge | |
| STANDARD | 33-48.CD-9. | As a result of their explorations and participation in simple investigations through play, children demonstrate their ability to use scientific inquiry by observing, manipulating objects, asking questions, making predictions, and developing generalizations. |
| SUPPORTING SKILLS | 33-48.CD-9.3. | Observe objects, materials, and phenomena and describe what they notice (temperature, texture, size, weight, color, etc.). ReadyRosie Sink or Float |
| SUPPORTING SKILLS | 33-48.CD-9.7. | With adult support, make simple predictions about what will happen next ReadyRosie Acorns and Pinecones Measure your Steps Strawberries for a Picnic |
| SUPPORTING SKILLS | 33-48.CD-9.8. | Use simple descriptions and scientific vocabulary during experiments and experiences, with adult prompting and support (describe changes taking place while mixing, and using words such as “question,” “experiment,” and “measure”). ReadyRosie Grocery Store Weights I'm Thinking of an Animal Mystery Bag Strawberries for a Picnic |
| GOAL/STRAND | SD.33-48.CD. | Cognitive Development Domain (CD) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Social Studies, Family, and Community Connections | |
| STANDARD | 33-48.CD-10. | Through their explorations, play, and social interactions children demonstrate an understanding of relationships, roles and what it means to be a participating member of their families and the diverse groups and communities they belong to. |
| SUPPORTING SKILLS | 33-48.CD-10.1. | Talk about close family members, name their relationships to each other, and describe family routines. (“Marika is my sister.” “My grandma takes care of me at night.”) ReadyRosie My Address Tips for storytelling: Story ideas |
| SUPPORTING SKILLS | 33-48.CD-10.2. | Adopt roles of family and community members during play, given support and realistic props. ReadyRosie My Address |
| SUPPORTING SKILLS | 33-48.CD-10.3. | Identify self as a part of a specific family, preschool class, or other familiar group (e.g., point to picture and say, “That’s my family.” or “I’m in Ms. Emily’s class.”) ReadyRosie Tips for storytelling: Story ideas |
| SUPPORTING SKILLS | 33-48.CD-10.5. | Talk about “fairness” and demonstrate a willingness to take turns and share with others. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| GOAL/STRAND | SD.33-48.CD. | Cognitive Development Domain (CD) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Social Studies, Family, and Community Connections | |
| STANDARD | 33-48.CD-11. | Through their explorations, play, and social interactions children identify and demonstrate appreciation of similarities and differences between themselves and others. |
| SUPPORTING SKILLS | 33-48.CD-11.1. | Show acceptance of people who are different from themselves as well as people who are similar. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| SUPPORTING SKILLS | 33-48.CD-11.2. | Explore differences in backgrounds and traditions during play and planned activities, given support and guidance (try on various traditional outfits in the dramatic play area). ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| GOAL/STRAND | SD.33-48.CD. | Cognitive Development Domain (CD) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Creative Arts and Expression | |
| STANDARD | 33-48.CD-12. | Children engage in a variety of creative activities for enjoyment and self-expression including play, visual arts, music, expressive movement, and drama. |
| SUPPORTING SKILLS | 33-48.CD-12.1. | Explore the properties of art materials and use them for constructing, painting, drawing, and sculpting. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| SUPPORTING SKILLS | 33-48.CD-12.2. | Choose to participate and use visual art, music, movement, and dramatic play to communicate and express feelings, ideas, and experiences. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| SUPPORTING SKILLS | 33-48.CD-12.3. | Show creativity and imagination when using materials, singing, moving, and assuming roles during pretend play. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| GOAL/STRAND | SD.33-48.CD. | Cognitive Development Domain (CD) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Creative Arts and Expression | |
| STANDARD | 33-48.CD-13. | Children demonstrate an appreciation for different forms of art including visual arts, music, expressive movement, and drama. |
| SUPPORTING SKILLS | 33-48.CD-13.2. | Participate in and use words to describe art in terms of color, texture, space, sound and movement. ReadyRosie Grocery Store Conversations Putting Away the Groceries Table Riddles |
| GOAL/STRAND | SD.33-48.HPD. | Health and Physical Development Domain (HPD) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Physical Health and Growth | |
| STANDARD | 33-48.HPD-1. | Children develop healthy eating habits. |
| SUPPORTING SKILLS | 33-48.HPD-1.1. | Demonstrate willingness to try new healthy foods when offered several times and sometimes able to make nutritious choices with support. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| GOAL/STRAND | SD.33-48.HPD. | Health and Physical Development Domain (HPD) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Physical Health and Growth | |
| STANDARD | 33-48.HPD-2. | Children engage in active physical play indoors and outdoors. |
| SUPPORTING SKILLS | 33-48.HPD-2.2. | Participate in simple games and other structured motor activities that enhance physical fitness (songs with movement, throwing and catching). ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| GOAL/STRAND | SD.33-48.HPD. | Health and Physical Development Domain (HPD) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Motor Development | |
| STANDARD | 33-48.HPD-4. | Children engage in play and movement to develop the large muscle control and abilities needed to explore and move in their environment. |
| SUPPORTING SKILLS | 33-48.HPD-4.1. | Demonstrate increasing stamina, body strength, endurance and balance, managing uneven surfaces such as hills, ramps, and steps. ReadyRosie Follow the Leader |
| SUPPORTING SKILLS | 33-48.HPD-4.2. | Refine movements and show generally increasing coordination (throwing and catching). ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| SUPPORTING SKILLS | 33-48.HPD-4.3. | Use a variety of toys and equipment that enhance gross motor development (balls, slides, pedaling toys, assistive technology). ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| SUPPORTING SKILLS | 33-48.HPD-4.4. | Move their bodies in space with increasing coordination and ability to cross the midline, such as using alternate feet on steps, touching toes on one side of the body with the opposite hand. ReadyRosie Follow the Leader |
| GOAL/STRAND | SD.33-48.HPD. | Health and Physical Development Domain (HPD) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Motor Development | |
| STANDARD | 33-48.HPD-5. | Children engage in play and experiences to develop muscle control and hand-eye coordination to manipulate objects and work with tools. |
| SUPPORTING SKILLS | 33-48.HPD-5.1. | Engage in activities that require hand-eye coordination (build with manipulatives mold play dough, work puzzles with smaller pieces). ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| SUPPORTING SKILLS | 33-48.HPD-5.2. | Draw simple shapes and figures (square for block, circles). ReadyRosie Detailed Drawing of a Face Finger Shapes Guess My Shape May I Take your Order? Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Ways to Cut a Sandwich Writing Names with Shaving Cream |
| SUPPORTING SKILLS | 33-48.HPD-5.3. | Use tools that require strength, control, and dexterity of small muscles (forks, crayons, markers, safety scissors, adapted tools). ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| GOAL/STRAND | SD.33-48.HPD. | Health and Physical Development Domain (HPD) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Self-care, Safety, and Well Being | |
| STANDARD | 33-48.HPD-6. | Children develop personal hygiene and self-care skills. |
| SUPPORTING SKILLS | 33-48.HPD-6.2. | Follow basic hygiene practices with reminders (brush teeth, wash hands, use toilet, cough into elbow). ReadyRosie Rub a Dub Counting |
| GOAL/STRAND | SD.33-48.HPD. | Health and Physical Development Domain (HPD) (Younger Preschoolers - 33-48 months) |
| INDICATOR/BENCHMARK | Self-care, Safety, and Well Being | |
| STANDARD | 33-48.HPD-7. | Children use safe behaviors and personal safety practices with support from adults. |
| SUPPORTING SKILLS | 33-48.HPD-7.1. | Learn what their bodies can do, and primarily play within their abilities to avoid injury to self or others. ReadyRosie Follow the Leader Jump to It Rock Toss |
| SUPPORTING SKILLS | 33-48.HPD-7.2. | Usually recognize and avoid objects and situations that might cause harm. ReadyRosie My Address |
| SUPPORTING SKILLS | 33-48.HPD-7.3. | Usually follow basic safety rules. ReadyRosie My Address |
| SUPPORTING SKILLS | 33-48.HPD-7.4. | Call a trusted adult when someone gets injured or is in an unsafe situation. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| GOAL/STRAND | SD.45-60.AL. | Approaches to Learning (AL) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Curiosity, Information-Seeking, and Eagerness | |
| STANDARD | 45-60.AL-1. | Children demonstrate curiosity and eagerness and express interest in the world around them. |
| SUPPORTING SKILLS | 45-60.AL-1.1. | Share discoveries with a trusted person when reunited with that person at a later time. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| SUPPORTING SKILLS | 45-60.AL-1.2. | Demonstrate eagerness to find out more about other people, discover new things in their environment, and talk about these things with others. ReadyRosie Celebrate Learning Following Directions Grandparent Storytime Morning Message My Age Phone Fun Shape Changers Sink or Swim Taking Turns Talking About Your Feelings Who Should We Ask? |
| SUPPORTING SKILLS | 45-60.AL-1.3. | Choose to participate in a wide variety of activities and demonstrate willingness to try new experiences. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SUPPORTING SKILLS | 45-60.AL-1.4. | Demonstrate interest in mastering new skills (writing name, riding a bike, dancing, building skills). ReadyRosie Celebrate Learning Detailed Drawing of a Face Making a Grocery List My Age Shape Changers Sink or Swim Taking Turns Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| GOAL/STRAND | SD.45-60.AL. | Approaches to Learning (AL) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Curiosity, Information-Seeking, and Eagerness | |
| STANDARD | 45-60.AL-2. | Children actively seek to understand the world around them in play and everyday tasks. |
| SUPPORTING SKILLS | 45-60.AL-2.1. | Ask questions and wonder about things that interest them (ask questions about future events, describe changes they notice in the seasons). ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| GOAL/STRAND | SD.45-60.AL. | Approaches to Learning (AL) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Initiative, Effort, Engagement, and Persistence | |
| STANDARD | 45-60.AL-3. | Children demonstrate initiative and effort in play and everyday tasks. |
| SUPPORTING SKILLS | 45-60.AL-3.2. | Demonstrate self-help skills, independently identifying and seeking things they need to complete activities or carry out play scenarios (gather supplies and create a sign for the block building they created). ReadyRosie Celebrate Learning Detailed Drawing of a Face May I Take your Order? Mirror, Mirror My Age Shape Changers Shaving Cream Shapes Sink or Swim Taking Turns Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| SUPPORTING SKILLS | 45-60.AL-3.3. | Set simple goals that extend over time, make plans and put effort into following through. (“Let’s make a rocket ship. We need blocks.”) ReadyRosie Celebrate Learning My Age Setting Summer Learning Goals Shape Changers Sink or Swim Taking Turns |
| SUPPORTING SKILLS | 45-60.AL-3.4. | Move independently to another activity once their current activity is completed. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GOAL/STRAND | SD.45-60.AL. | Approaches to Learning (AL) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Initiative, Effort, Engagement, and Persistence | |
| STANDARD | 45-60.AL-4. | Children are engaged and maintain focus in play and everyday tasks. |
| SUPPORTING SKILLS | 45-60.AL-4.1. | Consistently remain engaged in self-directed activities (finishes a card they chose to make for a loved one). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SUPPORTING SKILLS | 45-60.AL-4.2. | Sometimes able to ignore irrelevant information when focusing on a task (sorting buttons by color regardless of shape). ReadyRosie Candy Sort and Graph Grocery Store Conversations I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| GOAL/STRAND | SD.45-60.AL. | Approaches to Learning (AL) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Initiative, Effort, Engagement, and Persistence | |
| STANDARD | 45-60.AL-5. | Children persist at challenging activities in play and everyday tasks. |
| SUPPORTING SKILLS | 45-60.AL-5.1. | Persists in working to complete tasks, trying different ways until successful (when a block tower falls, try putting the blocks together in a different way to build the tower again). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SUPPORTING SKILLS | 45-60.AL-5.2. | Plan and follow through on longer-term tasks (planting a seed and caring for the plant). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SUPPORTING SKILLS | 45-60.AL-5.3. | Keep trying until a challenging activity is complete despite distractions or interruptions (multi-piece puzzle started before lunch and completed later). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SUPPORTING SKILLS | 45-60.AL-5.4. | Seek help and work cooperatively with others to complete a challenging activity (ask and work with peers to build a block bridge across the water table). ReadyRosie How can I stop my kids from fighting? |
| GOAL/STRAND | SD.45-60.AL. | Approaches to Learning (AL) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Risk-Taking, Problem-Solving, Flexibility, and Resiliency | |
| STANDARD | 45-60.AL-6. | Children are willing to try new and challenging experiences in play and everyday tasks. |
| SUPPORTING SKILLS | 45-60.AL-6.1. | Expand their sense of self-reliance. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SUPPORTING SKILLS | 45-60.AL-6.2. | Approach new experiences independently. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SUPPORTING SKILLS | 45-60.AL-6.3. | Ask to participate in new experiences that they have observed or heard about. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SUPPORTING SKILLS | 45-60.AL-6.4. | Independently seek new challenges. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SUPPORTING SKILLS | 45-60.AL-6.5. | Demonstrate resiliency and coping skills when faced with challenges (after spilling paint on their favorite shirt are able to help clean up and continue painting). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GOAL/STRAND | SD.45-60.AL. | Approaches to Learning (AL) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Risk-Taking, Problem-Solving, Flexibility, and Resiliency | |
| STANDARD | 45-60.AL-7. | Children use a variety of strategies to solve problems in play and everyday tasks. |
| SUPPORTING SKILLS | 45-60.AL-7.2. | Apply their prior knowledge to evaluate different strategies for solving a problem. ReadyRosie Getting Information from Pictures Just the Facts |
| SUPPORTING SKILLS | 45-60.AL-7.4. | Demonstrate satisfaction or delight when solving a problem or completing a task. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| SUPPORTING SKILLS | 45-60.AL-7.6. | Quickly recover from setbacks when working and playing with others. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GOAL/STRAND | SD.45-60.AL. | Approaches to Learning (AL) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Play and Imagination | |
| STANDARD | 45-60.AL-8. | Children engage in increasingly complex play. |
| SUPPORTING SKILLS | 45-60.AL-8.1. | Develop and sustain more complex pretend play themes in cooperation with peers. ReadyRosie Building Houses Family Talent Show In My Pond, Part 1 In My Pond, Part 2 Keep It Up Pretending Together Stuffed Animal Stories Taking Turns Toy Stories Who has the Biggest Number? |
| SUPPORTING SKILLS | 45-60.AL-8.2. | Use more complex and varied language to share ideas and influence others during play. ReadyRosie Color Word Sentences Finding the Groceries How Many Can You Name? I Spy an Animal If You're Happy & You Know It Mystery Bag Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| SUPPORTING SKILLS | 45-60.AL-8.3. | Choose to use new knowledge and skills during play (add features to pretend play scene related to class project, write list, build a structure like that displayed in a book they have read). ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| SUPPORTING SKILLS | 45-60.AL-8.4. | Demonstrate their cultural values and “roles” through play (uses a blanket as a shawl while dancing). ReadyRosie Family Photos Family Talent Show Grandparent Storytime Tips for helping your child love reading Why should we tell family stories? |
| GOAL/STRAND | SD.45-60.AL. | Approaches to Learning (AL) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Play and Imagination | |
| STANDARD | 45-60.AL-9. | Children demonstrate creativity, imagination, and inventiveness in play and everyday tasks. |
| SUPPORTING SKILLS | 45-60.AL-9.2. | Use materials or actions in increasingly varied, creative, and resourceful ways to represent experiences or ideas. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| SUPPORTING SKILLS | 45-60.AL-9.4. | Make up stories, songs or dances for fun during play. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| GOAL/STRAND | SD.45-60.SED. | Social and Emotional Domain (SED) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Developing a Positive Sense of Self | |
| STANDARD | 45-60.SED-1. | Children demonstrate a positive sense of themselves as unique and capable individuals in play and everyday tasks. |
| SUPPORTING SKILLS | 45-60.SED-1.1. | Use detail to describe positive feelings about themselves, their physical characteristics, what they can do, and what they have accomplished in a variety of areas. ReadyRosie Detailed Drawing of a Face Family Talent Show Follow the Leader I Remember When If You're Happy & You Know It Jump to It Rock Toss |
| GOAL/STRAND | SD.45-60.SED. | Social and Emotional Domain (SED) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Developing Relationships | |
| STANDARD | 45-60.SED-2. | Children form relationships and interact positively with familiar adults in play and everyday tasks. |
| SUPPORTING SKILLS | 45-60.SED-2.1. | Seek out and accept help from trusted adults as needed for emotional support, approval, assistance, social interaction, and help solving problems. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| SUPPORTING SKILLS | 45-60.SED-2.2. | Build and strengthen positive relationships with new teachers or caregivers over time. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| SUPPORTING SKILLS | 45-60.SED-2.3. | Use language effectively to converse with familiar adults, to ask for help, or to do something. ReadyRosie Following Directions Grandparent Storytime Morning Message Phone Fun Talking About Your Feelings Who Should We Ask? |
| GOAL/STRAND | SD.45-60.SED. | Social and Emotional Domain (SED) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Developing Relationships | |
| STANDARD | 45-60.SED-3. | Children form relationships and interact positively with other children in play and everyday tasks. |
| SUPPORTING SKILLS | 45-60.SED-3.1. | Demonstrate social skills when interacting with other children (turn-taking, conflict-resolution, sharing). ReadyRosie Building Houses Family Talent Show How can I stop my kids from fighting? Keep It Up Taking Turns Talking About Your Feelings Who has the Biggest Number? |
| SUPPORTING SKILLS | 45-60.SED-3.2. | Form and maintain friendships with other children of diverse cultural backgrounds, abilities, and genders. ReadyRosie Building Houses Family Photos Family Talent Show Grandparent Storytime Keep It Up Taking Turns Who has the Biggest Number? Why should we tell family stories? |
| SUPPORTING SKILLS | 45-60.SED-3.3. | Can name qualities that make a good friend. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| SUPPORTING SKILLS | 45-60.SED-3.4. | Have effective back-and-forth conversations, negotiate, and plan with other children. ReadyRosie Building Houses Family Talent Show How can I stop my kids from fighting? Keep It Up Taking Turns Talking About Your Feelings Who has the Biggest Number? |
| SUPPORTING SKILLS | 45-60.SED-3.5. | Play, interact, and make decisions collaboratively with other children in pairs and small groups (work on project together, exchange ideas). ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| SUPPORTING SKILLS | 45-60.SED-3.6. | Express respect and caring for all people, celebrating similarities and differences among people of all abilities and cultures. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| GOAL/STRAND | SD.45-60.SED. | Social and Emotional Domain (SED) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Self-Regulation and Pro-Social Behaviors | |
| STANDARD | 45-60.SED-4. | Children demonstrate self-regulation, pro-social behaviors, and participate cooperatively as members of a group in play and everyday tasks. |
| SUPPORTING SKILLS | 45-60.SED-4.1. | Demonstrates pro-social behaviors, participate in routines, and transition smoothly from one activity to the next with minimal support. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| SUPPORTING SKILLS | 45-60.SED-4.2. | Make requests clearly and effectively most of the time. ReadyRosie Behavior is a form of communication |
| SUPPORTING SKILLS | 45-60.SED-4.3. | Balance their own needs with those of others in the group most of the time. ReadyRosie How can I stop my kids from fighting? |
| SUPPORTING SKILLS | 45-60.SED-4.4. | Anticipate consequences of their actions and plan ways to solve problems effectively, with a small amount of guidance and support. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| SUPPORTING SKILLS | 45-60.SED-4.5. | Use a variety of strategies to solve conflicts with increasing independence and show greater understanding of when to bring a problem to an adult. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| SUPPORTING SKILLS | 45-60.SED-4.6. | Defend self while respecting the rights of others. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| SUPPORTING SKILLS | 45-60.SED-4.7. | Play independently, in pairs, and cooperatively in small groups. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| SUPPORTING SKILLS | 45-60.SED-4.8. | Initiate play and know how to enter into a group of children who are already involved in play. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| SUPPORTING SKILLS | 45-60.SED-4.9. | Show social support through encouraging words or actions. (“I’ll be your friend.”) ReadyRosie Building Houses Family Talent Show Funny Faces If You're Happy & You Know It Keep It Up Taking Turns Talking About Your Feelings Thank You Note Who has the Biggest Number? |
| GOAL/STRAND | SD.45-60.SED. | Social and Emotional Domain (SED) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Self-Regulation and Pro-Social Behaviors | |
| STANDARD | 45-60.SED-5. | Children demonstrate an ability to identify and regulate their emotions in play and everyday tasks. |
| SUPPORTING SKILLS | 45-60.SED-5.1. | Use increasingly more complex vocabulary to express their feelings, as well as to identify the emotions of others. ReadyRosie Funny Faces Grocery Store Conversations If You're Happy & You Know It Pantry Talk Description Talking About Your Feelings What's the Opposite? Zoo in My Room |
| SUPPORTING SKILLS | 45-60.SED-5.2. | Describe reasons for their feelings that may include thoughts and beliefs as well as outside events. (“I’m happy because I wanted to win and I did.”). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| SUPPORTING SKILLS | 45-60.SED-5.3. | Manage emotions, control impulses, and delay gratification with minimal support, coming up with possible problem-solving strategies and solutions for managing their frustrations, calming, and regulating themselves. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns Talking About Your Feelings |
| GOAL/STRAND | SD.45-60.SED. | Social and Emotional Domain (SED) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Self-Regulation and Pro-Social Behaviors | |
| STANDARD | 45-60.SED-6. | Children recognize and respond to the needs and feelings of others in play and everyday tasks. |
| SUPPORTING SKILLS | 45-60.SED-6.1. | Communicate understanding, empathy, and support for others’ feelings. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| SUPPORTING SKILLS | 45-60.SED-6.2. | Show awareness that their behavior can affect the feelings of others. (“I didn’t mean to hurt you when I threw that.”) ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| SUPPORTING SKILLS | 45-60.SED-6.3. | Choose to act in ways that show respect for others’ feelings and points of view most of the time (complement each other during play, work out conflicts, show respect for opinions expressed by others). ReadyRosie Funny Faces How can I stop my kids from fighting? If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| SUPPORTING SKILLS | 45-60.SED-6.4. | Recognize that everyone has emotions and that other people may not feel the same way they do about everything. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| GOAL/STRAND | SD.45-60.CLL. | Communication, Language and Literacy Domain (CLL) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Communicating and Oral Language Development | |
| STANDARD | 45-60.CLL-1. | Through their explorations, play, and social interactions, children successfully communicate for multiple purposes. |
| SUPPORTING SKILLS | 45-60.CLL-1.1. | Initiate and engage in conversation and discussions with adults and other children that include multiple back-and-forth exchanges. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| SUPPORTING SKILLS | 45-60.CLL-1.2. | Participate in a group discussion, making comments and asking questions related to the topic. ReadyRosie Color Word Sentences If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| SUPPORTING SKILLS | 45-60.CLL-1.3. | Provide meaningful responses to questions and pose questions to learn new information, clarify ideas, and have their needs met. ReadyRosie Baby Photo Fun Color Word Sentences Listening for Sounds Phone Fun Why should we tell family stories? Yesterday, Today, Tomorrow |
| SUPPORTING SKILLS | 45-60.CLL-1.4. | Follow multi-step directions that contain details. (“Please go to your room, find your blue shirt and put the dirty one in the laundry basket.”) ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| GOAL/STRAND | SD.45-60.CLL. | Communication, Language and Literacy Domain (CLL) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Communicating and Oral Language Development | |
| STANDARD | 45-60.CLL-2. | Through their explorations, play, and social interactions, children speak clearly and use the grammar of their home language. |
| SUPPORTING SKILLS | 45-60.CLL-2.1. | Adapt their communication to meet social expectations (speak quietly in library, speak politely to older relative). ReadyRosie Choosing the Right Voice |
| SUPPORTING SKILLS | 45-60.CLL-2.2. | Speak clearly enough to be understood by most people, although may make some pronunciation errors. ReadyRosie Choosing the Right Voice |
| SUPPORTING SKILLS | 45-60.CLL-2.3. | Use complete sentences that are grammatically correct most of the time to express ideas, feelings, and intentions. ReadyRosie All Mixed Up Pantry Talk Description |
| GOAL/STRAND | SD.45-60.CLL. | Communication, Language and Literacy Domain (CLL) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Communicating and Oral Language Development | |
| STANDARD | 45-60.CLL-3. | Through their explorations, play, and social interactions, children understand and use an ever-expanding vocabulary. |
| SUPPORTING SKILLS | 45-60.CLL-3.1. | Use an increasingly rich and sophisticated vocabulary to clearly express their thoughts (using two or more new words each day in play and meaningful contexts). ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| SUPPORTING SKILLS | 45-60.CLL-3.3. | Independently sing or create their own songs, chants, and rhymes. ReadyRosie Finish the Rhyme Hopping Rhyming If You're Happy & You Know It Itsy Bitsy Spider Illustrations Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes Why should I sing to my baby? |
| SUPPORTING SKILLS | 45-60.CLL-3.4. | Act out defined roles and storylines in dramatic play with back-and-forth dialogue with each other. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| SUPPORTING SKILLS | 45-60.CLL-3.5. | Uses new subject-specific words after repeated exposure to meaningful experiences and vocabulary (after playing in the block area with an adult, using ramps and balls, talks about ramps and inclines). ReadyRosie Comparing Vegetables Guess My Shape Pantry Sort 1 |
| SUPPORTING SKILLS | 45-60.CLL-3.6. | Infer the meaning of new words from the context in which they are used (figuring out the correct names for two new foods when the adult says, “Today we’re having tortillas with beans and empanadas with sauce” by distinguishing between the beans and sauce). ReadyRosie Comparing Vegetables Following Directions Grocery Store Conversations How can I help my child learn new words? I'm Thinking of an Animal Kitchen Labeling Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| SUPPORTING SKILLS | 45-60.CLL-3.8. | Put similar words into categories (hat, mitten, coat, boot). ReadyRosie How Many Can You Name? Silent Opposites Sort and Graph Leaves |
| SUPPORTING SKILLS | 45-60.CLL-3.9. | Name common opposites for some words. ReadyRosie Comparing Vegetables Silent Opposites What's the Opposite? |
| GOAL/STRAND | SD.45-60.CLL. | Communication, Language and Literacy Domain (CLL) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Foundations for Reading | |
| STANDARD | 45-60.CLL-5. | Through their explorations, play, and social interactions, children comprehend, use, and begin to reflect on and analyze information in books and other media. |
| SUPPORTING SKILLS | 45-60.CLL-5.1. | Retell a story from a familiar book and relate it to real-life experiences, with prompting and support from an adult. ReadyRosie Book Bag Descriptions Family Movie Night Family Photos My Favorite Part Picture Walk Predictions Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures |
| SUPPORTING SKILLS | 45-60.CLL-5.2. | Make predictions of next steps in a story. ReadyRosie Follow the Leader Jump to It Rock Toss |
| SUPPORTING SKILLS | 45-60.CLL-5.3. | Name two or more similarities and differences between two characters, their experiences, or settings, when prompted by an adult. ReadyRosie Making Connections PreK Text to Self Connections |
| SUPPORTING SKILLS | 45-60.CLL-5.4. | Use informational texts and other media to learn about the world, infer from illustrations, ask questions, and talk about the information. ReadyRosie Asking Wh- Questions Getting Information from Pictures Tips for helping your child love reading |
| SUPPORTING SKILLS | 45-60.CLL-5.5. | Use knowledge of the world to make sense of more challenging texts. ReadyRosie Getting Information from Pictures Just the Facts Picture Walk Predictions Text to Self Connections |
| SUPPORTING SKILLS | 45-60.CLL-5.6. | Relate personal experiences to an increasing variety of events described in familiar and new books. ReadyRosie Getting Information from Pictures Just the Facts Picture Walk Predictions |
| SUPPORTING SKILLS | 45-60.CLL-5.7. | Ask more focused and detailed questions about a story or the information in a book. ReadyRosie Asking Wh- Questions Think About It Tips for helping your child love reading |
| SUPPORTING SKILLS | 45-60.CLL-5.8. | Give a reason for liking, or not liking, a story or book. ReadyRosie Itsy Bitsy Spider Illustrations |
| GOAL/STRAND | SD.45-60.CLL. | Communication, Language and Literacy Domain (CLL) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Foundations for Reading | |
| STANDARD | 45-60.CLL-6. | Through their explorations, play and social interactions, children begin to recognize basic concepts of print and that they can get meaning from print. |
| SUPPORTING SKILLS | 45-60.CLL-6.1. | Hold a book upright while turning pages one by one from front to back. ReadyRosie Funny Reading |
| SUPPORTING SKILLS | 45-60.CLL-6.2. | Demonstrate understanding of some basic print conventions (the concept of what a letter is, the concept of words, directionality of print). ReadyRosie Chime In Color Word Sentences Funny Reading Jump Rope Letters Letter Hunt Letter Sort Looking for Letters in Ads Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Reading with Jack and Jill Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Starting a Word Bank Stomp the Letter Stuffed Animal Sentences Stuffed Animal Stories Words on the Page Writing Names with Shaving Cream |
| SUPPORTING SKILLS | 45-60.CLL-6.3. | Run their finger under or over print as they pretend to read text, with prompting and support from an adult. ReadyRosie Tips for helping your child love reading |
| SUPPORTING SKILLS | 45-60.CLL-6.4. | Recognize own first name in print and that of some friends. ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| SUPPORTING SKILLS | 45-60.CLL-6.5. | Demonstrate knowledge that a symbol can represent something else; a word can stand for an object, a name for a person, or a picture for the real object (put blocks away on shelf labeled “blocks”). ReadyRosie Shopping for Clothes |
| GOAL/STRAND | SD.45-60.CLL. | Communication, Language and Literacy Domain (CLL) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Foundations for Reading | |
| STANDARD | 45-60.CLL-7. | Through their explorations, play, and social interactions, children listen, identify, and respond to sounds, and develop phonological awareness. |
| SUPPORTING SKILLS | 45-60.CLL-7.1. | Show joy in playing with the sounds of language, repeating songs, poems, finger plays, and rhymes, occasionally adding their own rhymes. ReadyRosie Finish the Rhyme Hopping Rhyming If You're Happy & You Know It Itsy Bitsy Spider Illustrations Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes Why should I sing to my baby? |
| SUPPORTING SKILLS | 45-60.CLL-7.2. | Demonstrate the ability to hear individual parts of words and separate the parts using clapping, finger snapping, or other movement (e.g., clapping out each syllable of pup-py, di-no-saur). ReadyRosie Frog Hopping Grocery Sack Syllables Sequences of Sounds |
| SUPPORTING SKILLS | 45-60.CLL-7.3. | Repeat familiar songs, rhymes, and phrases from favorite storybooks. ReadyRosie Finish the Rhyme Hopping Rhyming If You're Happy & You Know It Itsy Bitsy Spider Illustrations Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes Why should I sing to my baby? |
| SUPPORTING SKILLS | 45-60.CLL-7.4. | Discriminate sounds in spoken language, recognizing rhyming sounds and the first sounds in some words. ReadyRosie Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Making a Grocery List Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Thumbs Up, Thumbs Down Twinkle, Twinkle Rhymes |
| SUPPORTING SKILLS | 45-60.CLL-7.5. | Listen and respond to conversations with adults and other children during play. ReadyRosie Color Word Sentences If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| SUPPORTING SKILLS | 45-60.CLL-7.6. | Listen attentively to books and stories. ReadyRosie Grandparent Storytime I Remember When Making Trail Mix My Favorite Part Reading a Book for the Second Time Why should we tell family stories? |
| GOAL/STRAND | SD.45-60.CLL. | Communication, Language and Literacy Domain (CLL) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Foundations for Reading | |
| STANDARD | 45-60.CLL-8. | Through their explorations, play, and social interactions children develop knowledge of letters and the alphabetic principle. |
| SUPPORTING SKILLS | 45-60.CLL-8.1. | Demonstrate knowledge of the Alphabetic Principle, the concept that the sounds of speech can be represented by one or more letters of the alphabet. ReadyRosie Alphabet Clapping Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| SUPPORTING SKILLS | 45-60.CLL-8.2. | Recognize and name at least half of both upper and lower-case letters of the alphabet, including those in their own name and other words that are the most meaningful to them. ReadyRosie Jump Rope Letters Letter Hunt Looking for Letters in Ads Morning Message Name Game Shopping for Clothes Stomp the Letter Writing Names with Shaving Cream |
| SUPPORTING SKILLS | 45-60.CLL-8.3. | Make some sound-to-letter matches, using letter name knowledge. (Notice the letter “b” with a ball and say, “ball,” say, “a-a-apple.”) ReadyRosie Frog Hopping Jump Rope Letters Letter Hunt Letter Sort Listen My Children Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| SUPPORTING SKILLS | 45-60.CLL-8.4. | Associate sounds with the letters at the beginning of some words, such as awareness that two words begin with the same letter and the same sound. ReadyRosie Making a Grocery List Thumbs Up, Thumbs Down |
| GOAL/STRAND | SD.45-60.CLL. | Communication, Language and Literacy Domain (CLL) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Foundations for Writing | |
| STANDARD | 45-60.CLL-9. | Through their explorations, play, and social interactions, children use writing and drawing as means of communication. |
| SUPPORTING SKILLS | 45-60.CLL-9.1. | Represent thoughts and ideas in drawings and by writing letters or letter-like forms. ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| SUPPORTING SKILLS | 45-60.CLL-9.3. | Independently engage in writing behaviors for various purposes (write symbols or letters for names, use materials at writing center, write lists with symbols/letters in pretend play, write messages that include letters or symbols). ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| GOAL/STRAND | SD.45-60.CLL. | Communication, Language and Literacy Domain (CLL) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Foundations for Writing | |
| STANDARD | 45-60.CLL-10. | Through their explorations, play, and social interactions, children grow in their understanding of letters and writing skills. |
| SUPPORTING SKILLS | 45-60.CLL-10.2. | Use drawing to represent their ideas and begin to use some recognizable letters and approximations of letters to attempt to write some familiar words and communicate a message. ReadyRosie Detailed Drawing of a Face Jump Rope Letters Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Silverware Alphabet Thank You Note Three Ways to Show a Number Using a Menu to Order Weekend News Writing Names with Shaving Cream |
| SUPPORTING SKILLS | 45-60.CLL-10.3. | Attempt to write their own name using a variety of materials (crayons, markers, in sand or shaving cream). ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| SUPPORTING SKILLS | 45-60.CLL-10.4. | Try to connect the sounds in spoken words with letters in the written word. (Write “M” and say, “This is Mommy.”) ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| SUPPORTING SKILLS | 45-60.CLL-10.5. | Use environmental print (such as signs, labels on food, and general print around them) to help in their writing, and ask adults for help in writing messages, lists, and stories. ReadyRosie Detailed Drawing of a Face Making a Grocery List Shopping for Clothes Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| GOAL/STRAND | SD.45-60.CD. | Cognitive Development Domain (CD) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Construction of Knowledge: Thinking and Reasoning | |
| STANDARD | 45-60.CD-1. | Through their explorations, play, and social interactions, children use their senses to discover and construct knowledge about the world around them. |
| SUPPORTING SKILLS | 45-60.CD-1.1. | Intentionally explore objects, tools, and materials and make simple comparisons about their properties (compare the weight of two objects on a balance scale). ReadyRosie Buying Oranges Cereal Challenge Grocery Store Weights |
| SUPPORTING SKILLS | 45-60.CD-1.2. | Express knowledge gathered through their senses using play, art, language, and other forms of representation in a way that communicates their thoughts to others (dance like a thunderstorm). ReadyRosie Grocery Store Conversations In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| SUPPORTING SKILLS | 45-60.CD-1.4. | Organize and use information through matching, grouping, and sequencing. ReadyRosie All About My Day How Many Can You Name? Silent Opposites Sort and Graph Leaves |
| GOAL/STRAND | SD.45-60.CD. | Cognitive Development Domain (CD) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Construction of Knowledge: Thinking and Reasoning | |
| STANDARD | 45-60.CD-2. | Through their explorations, play, and social interactions, children recall information and apply it to new situations and problems. |
| SUPPORTING SKILLS | 45-60.CD-2.2. | Describe past events in order, including details or personal reactions. ReadyRosie All About My Day |
| SUPPORTING SKILLS | 45-60.CD-2.4. | Make predictions about what will happen and explain their thinking. ReadyRosie Acorns and Pinecones Measure your Steps Strawberries for a Picnic |
| GOAL/STRAND | SD.45-60.CD. | Cognitive Development Domain (CD) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Construction of Knowledge: Thinking and Reasoning | |
| STANDARD | 45-60.CD-3. | Through their explorations, play, and social interactions children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisions. |
| SUPPORTING SKILLS | 45-60.CD-3.2. | Express understanding that others may have different thoughts, beliefs, or feelings than their own. (“I like ketchup and you don’t.”) ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| SUPPORTING SKILLS | 45-60.CD-3.3. | Use language to describe their thinking processes with adult support. ReadyRosie Putting Away the Groceries Table Riddles |
| GOAL/STRAND | SD.45-60.CD. | Cognitive Development Domain (CD) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Mathematical Thinking and Expression | |
| STANDARD | 45-60.CD-4. | Through their explorations, play, and social interactions, children count with understanding and use numbers to tell how many, describe order, and compare. |
| SUPPORTING SKILLS | 45-60.CD-4.1. | Rote count by ones to 20 with increasing accuracy. ReadyRosie How Many Can I Grab? Keep It Up Penny Drop Rub a Dub Counting |
| SUPPORTING SKILLS | 45-60.CD-4.2. | Look at a group of up to 5 objects and quickly see and say, or sign the number of objects. ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| SUPPORTING SKILLS | 45-60.CD-4.3. | With guidance and support, match numerals 1-5 to sets of objects. ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| SUPPORTING SKILLS | 45-60.CD-4.4. | Count the number of items in a group of up to 10 objects and know that the last number tells how many. ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| SUPPORTING SKILLS | 45-60.CD-4.5. | Use fingers, objects, and drawings to show adding and taking away up to 5. ReadyRosie Decorating Cupcakes How Many Feet? In My Pond, Part 1 Make a Tower of Ten One More Packing for Our Trip Rock Toss |
| SUPPORTING SKILLS | 45-60.CD-4.6. | Explore simple addition with support. (When adding a group of 3 and a group of 2, counts, keeping track on fingers, “One, two, three...” and then counts on, “Four, five!”) ReadyRosie Acorns and Pinecones Adding Ice Block Tower Decorating Cupcakes Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? In My Pond, Part 1 Keep It Up Make a Tower of Ten More than Ten One More Packing for Our Trip Rock Toss Show Me Taking Inventory |
| SUPPORTING SKILLS | 45-60.CD-4.7. | Verbally count backward from 5 using fingers and use that skill to subtract a given number. (When asked how many would be left if we took 2 fingers away, counts, “Five, four, three!”) ReadyRosie All Done Checkout Countdown In My Pond, Part 2 One Less Special Day Countdown Three Little Animals |
| SUPPORTING SKILLS | 45-60.CD-4.8. | Recognize numerals up to 10 and attempt to write them during play and daily activities. ReadyRosie Find My Number Fruit Salad Magazine Number Hunt May I Take your Order? My Address Numbers Everywhere Taking Inventory Three Ways to Show a Number |
| SUPPORTING SKILLS | 45-60.CD-4.9. | Use and understand the terms “first” through “fifth” and “last” in their play and daily activities. (“The engine is first, and the caboose is last.”) ReadyRosie First Place Under the Cup |
| GOAL/STRAND | SD.45-60.CD. | Cognitive Development Domain (CD) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Mathematical Thinking and Expression | |
| STANDARD | 45-60.CD-5. | Through their explorations, play, and social interactions, children demonstrate concepts about position, as well as identify and describe simple geometric shapes. |
| SUPPORTING SKILLS | 45-60.CD-5.1. | Create 2-dimensional shapes and 3-dimensional structures to create symmetry (are the same on both sides) or to represent real-world objects. (“We are building a castle and we need a round block for the tunnel.”) ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| SUPPORTING SKILLS | 45-60.CD-5.2. | Name basic shapes, such as circle, triangle, square, and rectangle, and describe their characteristics using descriptive and geometric attributes. (“That’s a triangle; it’s pointy.” “It’s a circle because it’s round.”) ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| SUPPORTING SKILLS | 45-60.CD-5.3. | Recognize that a shape remains the same shape when it changes position. ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| SUPPORTING SKILLS | 45-60.CD-5.4. | Take a shape apart to make new shapes, such as finding two triangles in a square. ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| GOAL/STRAND | SD.45-60.CD. | Cognitive Development Domain (CD) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Mathematical Thinking and Expression | |
| STANDARD | 45-60.CD-6. | Through their explorations, play and social interactions, children compare, sort, group, organize, measure, and create simple patterns using concrete objects. |
| SUPPORTING SKILLS | 45-60.CD-6.1. | Identify and use measurements tools, such as ruler, scales, measuring cups, thermometer, clock, as well as non-standard objects (measure length of shadow using shoes). ReadyRosie Bookcase Problem |
| SUPPORTING SKILLS | 45-60.CD-6.2. | Directly compare more than two objects by size, length, or weight. (“That rock is heavier than these others; I can’t lift it.” Look at three strings that are different lengths and select the longest string). ReadyRosie Buying Oranges How Many Can I Grab? |
| SUPPORTING SKILLS | 45-60.CD-6.3. | Sort a group of up to 10 objects using two attributes (color, size, shape, quantity) with increasing accuracy (sort blocks by shape and color). ReadyRosie Building Houses Candy Sort and Graph Grocery Store Conversations I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Pantry Sort 1 Pantry Sort 2 Sort and Graph Leaves Sorting Laundry |
| SUPPORTING SKILLS | 45-60.CD-6.4. | Arrange up to 5 objects in order according to characteristics or attributes, such as height (put 4 water toys in order from shortest to tallest). ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| SUPPORTING SKILLS | 45-60.CD-6.5. | Sort objects onto a large graph according to one attribute, such as size, shape, or color and name the category that has the most, least. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| SUPPORTING SKILLS | 45-60.CD-6.6. | Identify, repeat, extend, and describe a simple pattern in the context of play or daily activities, routines, play, or in nature. (“Look, that zebra has a white stripe, black stripe, white stripe, black stripe!”) ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| GOAL/STRAND | SD.45-60.CD. | Cognitive Development Domain (CD) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Mathematical Thinking and Expression | |
| STANDARD | 45-60.CD-7. | Through their explorations, play, and social interactions, children use mathematical thinking to ask questions and solve problems. |
| SUPPORTING SKILLS | 45-60.CD-7.2. | Use observation and counting with increasing accuracy to answer questions such as “How many do we need?” and “How many more do we need?” during play and other daily activities (count new children to see how many more plates are needed for snack; return extra drinks to cooler at picnic to arrive at the correct number). ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| SUPPORTING SKILLS | 45-60.CD-7.3. | Use drawing and concrete materials to represent an increasing variety of mathematical ideas (draw shapes to represent pattern; stack differently colored blocks to represent classmates’ answers to a survey question). ReadyRosie Detailed Drawing of a Face Making Patterns May I Take your Order? Mirror, Mirror My Age Setting the Table Shaving Cream Shapes Sound Patterns Speedometer Math The Fence Problem Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| SUPPORTING SKILLS | 45-60.CD-7.5. | Gather mathematical information (quantity, measurement of objects, etc.) to answer questions of interest. ReadyRosie Fill Up the Cup Making Trail Mix Strawberries for a Picnic |
| GOAL/STRAND | SD.45-60.CD. | Cognitive Development Domain (CD) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Scientific Exploration and Knowledge | |
| STANDARD | 45-60.CD-8. | As a result of their explorations and participation in simple investigations through play, children observe, describe characteristics of, and demonstrate respect for living things, the environment, and the physical world. |
| SUPPORTING SKILLS | 45-60.CD-8.7. | Sort objects or materials by attributes and describe the attributes used to sort (size, color, shape, sound). ReadyRosie Candy Sort and Graph Grocery Store Weights I Spy an Animal Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| GOAL/STRAND | SD.45-60.CD. | Cognitive Development Domain (CD) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Scientific Exploration and Knowledge | |
| STANDARD | 45-60.CD-9. | As a result of their explorations and participation in simple investigations through play, children demonstrate their ability to use scientific inquiry by observing, manipulating objects, asking questions, making predictions, and developing generalizations. |
| SUPPORTING SKILLS | 45-60.CD-9.2. | Identify the five senses as ways they can learn more about the world and uses their senses to do so. ReadyRosie Grocery Store Conversations |
| SUPPORTING SKILLS | 45-60.CD-9.4. | Compare objects, materials, and phenomena by observing and describing their physical characteristics. ReadyRosie Candy Sort and Graph Grocery Store Conversations Grocery Store Weights I Spy an Animal Likely or Unlikely Sink or Float Sort and Graph Leaves Sorting Laundry |
| SUPPORTING SKILLS | 45-60.CD-9.5. | Ask questions and identify ways to find answers (look in a book, use the computer, try something and watch what happens). ReadyRosie What's for Dinner? |
| SUPPORTING SKILLS | 45-60.CD-9.6. | Make predictions, providing a rationale based on past experiences and then carry out simple investigations to test their predictions. Gather data and communicate simple conclusions (with adult support, predict which objects will sink or float, make two column chart labeled by picture of object sinking and another floating, and draw the objects in appropriate columns after observing which ones sink). ReadyRosie Acorns and Pinecones Measure your Steps Strawberries for a Picnic |
| SUPPORTING SKILLS | 45-60.CD-9.9. | Use scientific process words (predict, experiment, compare, measure) and scientific content words (plant, animal, magnet, weather) in discussions during science experiences. ReadyRosie Grocery Store Weights I'm Thinking of an Animal Mystery Bag Strawberries for a Picnic |
| GOAL/STRAND | SD.45-60.CD. | Cognitive Development Domain (CD) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Social Studies, Family, and Community Connections | |
| STANDARD | 45-60.CD-10. | Through their explorations, play, and social interactions children demonstrate an understanding of relationships, roles and what it means to be a participating member of their families and the diverse groups and communities they belong to. |
| SUPPORTING SKILLS | 45-60.CD-10.1. | Talk about a wide circle of family members and other people important to the family, their relationships to each other, and their shared experiences. ReadyRosie Tips for storytelling: Story ideas |
| SUPPORTING SKILLS | 45-60.CD-10.2. | Adopt roles of a wide variety of family and community members during dramatic play, using props, language, and actions in a way that demonstrates their understanding of the roles. ReadyRosie My Address |
| SUPPORTING SKILLS | 45-60.CD-10.3. | Identify themselves as individuals and as belonging to a family, as well as other groups such as their preschool class or faith community). ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| SUPPORTING SKILLS | 45-60.CD-10.5. | Participate in creating and following expectations/rules and routines. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| SUPPORTING SKILLS | 45-60.CD-10.6. | Demonstrate confidence in expressing individual opinions and thoughts, while respecting those of others. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| GOAL/STRAND | SD.45-60.CD. | Cognitive Development Domain (CD) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Social Studies, Family, and Community Connections | |
| STANDARD | 45-60.CD-11. | Through their explorations, play, and social interactions children identify and demonstrate appreciation of similarities and differences between themselves and others. |
| SUPPORTING SKILLS | 45-60.CD-11.1. | Name several similarities and differences between themselves and others as well as benefits of those similarities and differences. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show Grandparent Storytime How Many Feet? Tips for storytelling: Story ideas Why should we tell family stories? |
| SUPPORTING SKILLS | 45-60.CD-11.2. | Show acceptance of differences through exploration of varying customs and traditions, past and present (how people dress, how people speak, food, music, art, etc.). ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| SUPPORTING SKILLS | 45-60.CD-11.3. | Demonstrate an understanding that there are diverse families and backgrounds and all have value (talk positively about how other children have different family structures than their own; share family traditions/routines, ask questions to learn about the traditions of others). ReadyRosie Color Word Sentences Listening for Sounds Phone Fun Why is storytelling important? |
| SUPPORTING SKILLS | 45-60.CD-11.4. | Demonstrate respect for the thoughts and opinions of others, even when different from their own. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| GOAL/STRAND | SD.45-60.CD. | Cognitive Development Domain (CD) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Creative Arts and Expression | |
| STANDARD | 45-60.CD-12. | Children engage in a variety of creative activities for enjoyment and self-expression including play, visual arts, music, expressive movement, and drama. |
| SUPPORTING SKILLS | 45-60.CD-12.1. | Demonstrate enjoyment and confidence in their ability to freely plan and create artwork of their own design individually and collaboratively, including drawings, paintings, collages, and sculptures. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| SUPPORTING SKILLS | 45-60.CD-12.2. | Describe experiences, ideas, emotions, people, and objects represented in their artwork. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Putting Away the Groceries Shaving Cream Shapes Table Riddles Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| SUPPORTING SKILLS | 45-60.CD-12.3. | Draw or build representations of familiar people, places, and new understandings from topics of study with a variety of materials. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| SUPPORTING SKILLS | 45-60.CD-12.5. | Recall and imitate different musical tones, rhythms, rhymes, and songs as they make music and participate in a variety of musical and rhythmic experiences, including singing, clapping to the beat, listening, and using musical instruments. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| GOAL/STRAND | SD.45-60.CD. | Cognitive Development Domain (CD) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Creative Arts and Expression | |
| STANDARD | 45-60.CD-13. | Children demonstrate an appreciation for different forms of art including visual arts, music, expressive movement, and drama. |
| SUPPORTING SKILLS | 45-60.CD-13.1. | Show appreciation for a variety of art, including that of their own culture and community, as well as others. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| GOAL/STRAND | SD.45-60.HPD. | Health and Physical Development Domain (HPD) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Physical Health and Growth | |
| STANDARD | 45-60.HPD-1. | Children develop healthy eating habits. |
| SUPPORTING SKILLS | 45-60.HPD-1.1. | Demonstrate willingness to try new healthy foods and make nutritious eating choices independently and with support. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| SUPPORTING SKILLS | 45-60.HPD-1.2. | Regulate food consumption based on their own feelings of hunger and fullness ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| SUPPORTING SKILLS | 45-60.HPD-1.4. | Talk about variety and serving size of foods needed to be healthy, naming some foods and beverages that help to build healthy bodies. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| GOAL/STRAND | SD.45-60.HPD. | Health and Physical Development Domain (HPD) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Physical Health and Growth | |
| STANDARD | 45-60.HPD-2. | Children engage in active physical play indoors and outdoors. |
| SUPPORTING SKILLS | 45-60.HPD-2.2. | Participate in structured and unstructured motor activities that build strength, speed, flexibility, and coordination (red light, green light; chase; free play). ReadyRosie Follow the Leader |
| GOAL/STRAND | SD.45-60.HPD. | Health and Physical Development Domain (HPD) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Motor Development | |
| STANDARD | 45-60.HPD-4. | Children engage in play and movement to develop the large muscle control and abilities needed to explore and move in their environment. |
| SUPPORTING SKILLS | 45-60.HPD-4.1. | Demonstrate stability, flexibility, and balance while performing complex movements by standing on one foot, turning, stretching, bending, hopping, balancing on beams, jumping, and moving to music. ReadyRosie Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| SUPPORTING SKILLS | 45-60.HPD-4.2. | Demonstrate more coordination of upper and lower body when, throwing, catching, kicking, bouncing objects, swinging, and hitting objects with racquets or paddles. ReadyRosie Follow the Leader Rhyming Toss Rock Toss The Number Stays the Same |
| SUPPORTING SKILLS | 45-60.HPD-4.3. | Move quickly through the environment and be able to both change directions and stop (run fast, pedal fast). ReadyRosie Follow the Leader |
| SUPPORTING SKILLS | 45-60.HPD-4.4. | Show awareness of own body in relation to other people and objects while moving through space. When asked, can move in front of, beside, or behind someone or something else. ReadyRosie Follow the Leader Jump to It Rock Toss |
| GOAL/STRAND | SD.45-60.HPD. | Health and Physical Development Domain (HPD) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Motor Development | |
| STANDARD | 45-60.HPD-5. | Children engage in play and experiences to develop muscle control and hand-eye coordination to manipulate objects and work with tools. |
| SUPPORTING SKILLS | 45-60.HPD-5.1. | Engage in complex hand-eye coordination activities and play with a moderate degree of precision and control (fasten clothing, cut shapes, put together small pieces, string beads). ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| SUPPORTING SKILLS | 45-60.HPD-5.2. | Display strength and control while using a variety of tools and materials including scissors, pencils, crayons, small toys, spray bottles, and hole punchers. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| SUPPORTING SKILLS | 45-60.HPD-5.3. | Draw and write figures with more detail (faces with features, letters, or letter-like forms). ReadyRosie Detailed Drawing of a Face Jump Rope Letters Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Silverware Alphabet Thank You Note Three Ways to Show a Number Using a Menu to Order Weekend News Writing Names with Shaving Cream |
| SUPPORTING SKILLS | 45-60.HPD-5.4. | Participate in self-help skills, such as buttoning, zipping, snapping and pouring. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| GOAL/STRAND | SD.45-60.HPD. | Health and Physical Development Domain (HPD) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Self-care, Safety, and Well Being | |
| STANDARD | 45-60.HPD-6. | Children develop personal hygiene and self-care skills. |
| SUPPORTING SKILLS | 45-60.HPD-6.2. | Independently practice personal care and self-help skills, including washing hands, brushing teeth, toileting, flushing, throwing tissues away. ReadyRosie Rub a Dub Counting |
| SUPPORTING SKILLS | 45-60.HPD-6.3. | Help with meal and snack preparation. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| SUPPORTING SKILLS | 45-60.HPD-6.4. | Describe the value of good health practices to their well-being (wash hands to get rid of germs, drink milk to build strong bones). ReadyRosie Grocery Store Conversations Putting Away the Groceries Rub a Dub Counting |
| GOAL/STRAND | SD.45-60.HPD. | Health and Physical Development Domain (HPD) (Older Preschoolers - 45 to 60+ months) |
| INDICATOR/BENCHMARK | Self-care, Safety, and Well Being | |
| STANDARD | 45-60.HPD-7. | Children use safe behaviors and personal safety practices with support from adults. |
| SUPPORTING SKILLS | 45-60.HPD-7.4. | Know how and when to alert adults to dangerous situations or in an emergency, including in public places, such as a store, identifying people who may be able to help them. ReadyRosie My Address |