Wyoming Content and Performance Standards (Infant)
| Main Criteria: Wyoming Content and Performance Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grades: Ages Birth to 12 months, Ages 13 to 24 months, Ages 25 to 36 months | ||
| Correlation Options: Show Correlated | ||
| Wyoming Content and Performance Standards |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2015 |
| CONTENT STANDARD | WY.1.COM. | COMMUNICATION: Language & Literacy |
| BENCHMARK | 1.COM.B-6. | BIRTH TO 6 MONTHS |
| GRADE LEVEL EXAMPLE | 1.COM.B-6.2. | LANGUAGE EXPRESSION (Expressive/language production): Using sounds, gestures, words, phrases, and sentences to express self. Initial expression occurs during social relationships. |
| EXPECTATION | 1.COM.B-6.2.2. | Makes sounds to try and continue interactions ReadyRosie Lunchtime Language |
| EXPECTATION | 1.COM.B-6.2.3. | Babbles and talks to self, exploring and playing with many sounds, such as blowing bubbles, and bbb, mmm, etc. ReadyRosie Lunchtime Language |
| CONTENT STANDARD | WY.1.COM. | COMMUNICATION: Language & Literacy |
| BENCHMARK | 1.COM.B-6. | BIRTH TO 6 MONTHS |
| GRADE LEVEL EXAMPLE | 1.COM.B-6.3. | LITERACY: The foundations of reading and writing (literacy) begin in infancy. Infants and toddlers explore books, listen to songs and nursery rhymes, hear stories, draw and scribble as they build their literacy abilities. |
| EXPECTATION | 1.COM.B-6.3.2. | Listens to repetition of words, songs, or rhymes ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| EXPECTATION | 1.COM.B-6.3.3. | Enjoys listening to caregiver read out loud while sitting on caregiver’s lap and looking at pictures ReadyRosie Animal Noises |
| CONTENT STANDARD | WY.1.COM. | COMMUNICATION: Language & Literacy |
| BENCHMARK | 1.COM.6-12. | 6 TO 12 MONTHS |
| GRADE LEVEL EXAMPLE | 1.COM.6-12.1. | LANGUAGE COMPREHENSION: Language that children are able to understand or comprehend. |
| EXPECTATION | 1.COM.6-12.1.2. | Turns to look at familiar person or object when named ReadyRosie Animal Noises Bath Time Fun Self Talk |
| EXPECTATION | 1.COM.6-12.1.3. | Responds appropriately to familiar words ReadyRosie How can I help my child learn new words? |
| CONTENT STANDARD | WY.1.COM. | COMMUNICATION: Language & Literacy |
| BENCHMARK | 1.COM.6-12. | 6 TO 12 MONTHS |
| GRADE LEVEL EXAMPLE | 1.COM.6-12.2. | LANGUAGE EXPRESSION: Language that children are able to say or produce on their own. |
| EXPECTATION | 1.COM.6-12.2.1. | Babbles to self beginning to imitate changes in pitch ReadyRosie Lunchtime Language |
| EXPECTATION | 1.COM.6-12.2.2. | Uses consistent sound combinations to label specific people or things—mama, dada, baba ReadyRosie Lunchtime Language |
| EXPECTATION | 1.COM.6-12.2.3. | Responds to words or music with gestures—waves or kisses when saying hi or bye-bye, plays peek-a-boo, or dances to music ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| EXPECTATION | 1.COM.6-12.2.4. | Uses a few words to express objects or actions—up, go, baba ReadyRosie Animal Noises Bath Time Fun Lunchtime Language Self Talk |
| CONTENT STANDARD | WY.1.COM. | COMMUNICATION: Language & Literacy |
| BENCHMARK | 1.COM.6-12. | 6 TO 12 MONTHS |
| GRADE LEVEL EXAMPLE | 1.COM.6-12.3. | LITERACY: The foundations of reading and writing (literacy) begin in infancy. Infants and toddlers explore books, listen to songs and nursery rhymes, hear stories, draw and scribble as they build their literacy abilities. |
| EXPECTATION | 1.COM.6-12.3.1. | Shows increased interest in stories, books, and songs ReadyRosie Animal Noises How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| EXPECTATION | 1.COM.6-12.3.2. | Looks at books, can hold book, pats pages ReadyRosie Animal Noises Reading Routines for Early Readers |
| EXPECTATION | 1.COM.6-12.3.3. | Points to objects, animals, or people in pictures ReadyRosie Animal Noises Bath Time Fun Self Talk |
| CONTENT STANDARD | WY.2.SED. | SENSE OF SELF & RELATIONSHIPS: Social & Emotional Development |
| BENCHMARK | 2.SED.B-6. | BIRTH TO 6 MONTHS |
| GRADE LEVEL EXAMPLE | 2.SED.B-6.1. | DEVELOPING A SENSE OF SELF: Children learn about themselves as unique individuals through interactions with the world around them. They develop an awareness of their bodies, feelings, and ability to influence the world around them. |
| EXPECTATION | 2.SED.B-6.1.1. | Begins to show attachment to primary caregiver(s) ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| EXPECTATION | 2.SED.B-6.1.3. | Recognizes that adults respond to baby’s cues ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| EXPECTATION | 2.SED.B-6.1.4. | Begins to develop social skills by smiling back at caregiver(s), imitating facial expressions, and smiling at familiar people ReadyRosie Snuggle Close |
| CONTENT STANDARD | WY.2.SED. | SENSE OF SELF & RELATIONSHIPS: Social & Emotional Development |
| BENCHMARK | 2.SED.B-6. | BIRTH TO 6 MONTHS |
| GRADE LEVEL EXAMPLE | 2.SED.B-6.2. | SOCIAL INTERACTIONS & FEELINGS: Infants and toddlers develop the beginnings of social skills as they observe and interact with other people. They form attachments, show care and concern for others, and learn how to play with others. They learn to express their wants, needs, and emotions. As they grow and develop, they gain control over some of their feelings and learn new ways to express them. |
| EXPECTATION | 2.SED.B-6.2.5. | Becomes upset or irritable when regular routine is disrupted ReadyRosie How do I get my child to______? |
| CONTENT STANDARD | WY.2.SED. | SENSE OF SELF & RELATIONSHIPS: Social & Emotional Development |
| BENCHMARK | 2.SED.6-12. | 6 TO 12 MONTHS |
| GRADE LEVEL EXAMPLE | 2.SED.6-12.1. | DEVELOPING A SENSE OF SELF: Children learn about themselves as unique individuals through interactions with the world around them. They develop an awareness of their bodies, feelings, and ability to influence the world around them. |
| EXPECTATION | 2.SED.6-12.1.2. | Explores face and body parts of others—touches face, pats cheek, explores hands, etc. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| EXPECTATION | 2.SED.6-12.1.4. | Shows preference for certain foods, textures, sounds, and music ReadyRosie Grasp and Grab How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Lunchtime Language Piggy Toes Sing to Your Baby Touch and Taste Why should I sing to my baby? |
| CONTENT STANDARD | WY.2.SED. | SENSE OF SELF & RELATIONSHIPS: Social & Emotional Development |
| BENCHMARK | 2.SED.6-12. | 6 TO 12 MONTHS |
| GRADE LEVEL EXAMPLE | 2.SED.6-12.2. | SOCIAL INTERACTIONS & FEELINGS: Infants and toddlers develop the beginnings of social skills as they observe and interact with other people. They form attachments, show care and concern for others, and learn how to play with others. They learn to express their wants, needs, and emotions. As they grow and develop, the gain control over some of their feelings and learn new ways to express them. |
| EXPECTATION | 2.SED.6-12.2.2. | Prefers to be with a familiar person and reacts when separated ReadyRosie How can I help my child with separation? |
| EXPECTATION | 2.SED.6-12.2.6. | Begins to respond to supportive guidance—distraction, accepting a substitute item, etc. ReadyRosie How can I get my child to listen to me? |
| CONTENT STANDARD | WY.3.AL. | CURIOUS MINDS: Cognitive Skills, General Knowledge & Approaches to Learning |
| BENCHMARK | 3.AL.B-6. | BIRTH TO 6 MONTHS |
| GRADE LEVEL EXAMPLE | 3.AL.B-6.1. | EXPLORATION AND DISCOVERY: Experiencing things, developing curiosity, and inquiring about the world. |
| EXPECTATION | 3.AL.B-6.1.1. | Reacts to touch by moving feet, hands, and head ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| EXPECTATION | 3.AL.B-6.1.3. | Responds to touch or sound with purposeful movements—kicks feet, moves arms, or coos in response to caregiver’s interaction ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| EXPECTATION | 3.AL.B-6.1.6. | Explores single object held nearby or in own grasp ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| CONTENT STANDARD | WY.3.AL. | CURIOUS MINDS: Cognitive Skills, General Knowledge & Approaches to Learning |
| BENCHMARK | 3.AL.B-6. | BIRTH TO 6 MONTHS |
| GRADE LEVEL EXAMPLE | 3.AL.B-6.2. | PROBLEM SOLVING AND CREATIVE EXPRESSION: Developing the ability to find a solution to a simple problem and learning to be creative in self-expression. |
| EXPECTATION | 3.AL.B-6.2.1. | Reacts to the rhythm of simple daily routines—rocking to sleep, listening to familiar adult talking or singing, being carried and handed to caregiver ReadyRosie Animal Noises Baby Massage Behavior is a form of communication How do I get my child to______? Reading Routines for Early Readers Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| EXPECTATION | 3.AL.B-6.2.3. | Prepares body to be lifted by familiar adult—reaches with arms, moves body in anticipation ReadyRosie How can I help my child with separation? |
| CONTENT STANDARD | WY.3.AL. | CURIOUS MINDS: Cognitive Skills, General Knowledge & Approaches to Learning |
| BENCHMARK | 3.AL.B-6. | BIRTH TO 6 MONTHS |
| GRADE LEVEL EXAMPLE | 3.AL.B-6.2. | PROBLEM SOLVING AND CREATIVE EXPRESSION: Developing the ability to find a solution to a simple problem and learning to be creative in self-expression. |
| EXPECTATION | 3.AL.B-6.2.4. | Experiments with behaviors that make something happen |
| EXPECTATION | 3.AL.B-6.2.4.2. | Makes sounds or moves to keep familiar adult’s attention ReadyRosie That's My Name |
| CONTENT STANDARD | WY.3.AL. | CURIOUS MINDS: Cognitive Skills, General Knowledge & Approaches to Learning |
| BENCHMARK | 3.AL.B-6. | BIRTH TO 6 MONTHS |
| GRADE LEVEL EXAMPLE | 3.AL.B-6.3. | CONCEPT DEVELOPMENT AND MEMORY: Understanding cause and effect and the permanence of things. Developing memory skills. |
| EXPECTATION | 3.AL.B-6.3.1. | Holds attention of adults by smiling, vocalizing, and gesturing ReadyRosie That's My Name |
| EXPECTATION | 3.AL.B-6.3.2. | Uses more than one sense at a time—when holding a toy will shake it, look at it, and listen for a sound ReadyRosie Bath Time Fun Two on Me and You |
| CONTENT STANDARD | WY.3.AL. | CURIOUS MINDS: Cognitive Skills, General Knowledge & Approaches to Learning |
| BENCHMARK | 3.AL.B-6. | BIRTH TO 6 MONTHS |
| GRADE LEVEL EXAMPLE | 3.AL.B-6.3. | CONCEPT DEVELOPMENT AND MEMORY: Understanding cause and effect and the permanence of things. Developing memory skills. |
| EXPECTATION | 3.AL.B-6.3.4. | Enjoys repeating sounds and actions |
| EXPECTATION | 3.AL.B-6.3.4.1. | Transfers an object from hand to hand ReadyRosie Grasp and Grab Touch and Taste |
| CONTENT STANDARD | WY.3.AL. | CURIOUS MINDS: Cognitive Skills, General Knowledge & Approaches to Learning |
| BENCHMARK | 3.AL.6-12. | 6 TO 12 MONTHS |
| GRADE LEVEL EXAMPLE | 3.AL.6-12.1. | EXPLORATION AND DISCOVERY: Experiencing things, developing curiosity and inquiring about the world. |
| EXPECTATION | 3.AL.6-12.1.2. | Notices new people and objects in familiar environment ReadyRosie Do You See Me? |
| EXPECTATION | 3.AL.6-12.1.3. | Uses several senses at once to explore environment—mouths and holds a toy ReadyRosie Bath Time Fun Two on Me and You |
| EXPECTATION | 3.AL.6-12.1.4. | Demonstrates intense curiosity through constant exploration ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| CONTENT STANDARD | WY.3.AL. | CURIOUS MINDS: Cognitive Skills, General Knowledge & Approaches to Learning |
| BENCHMARK | 3.AL.6-12. | 6 TO 12 MONTHS |
| GRADE LEVEL EXAMPLE | 3.AL.6-12.2. | PROBLEM SOLVING AND CREATIVE EXPRESSION: Developing the ability to find a solution to a simple problem and learning to be creative in self-expression. |
| EXPECTATION | 3.AL.6-12.2.1. | Problem solves by moving body towards object of interest—rolls toward an item of interest ReadyRosie Roll Over |
| EXPECTATION | 3.AL.6-12.2.3. | Picks up piece of food and tries to put it in mouth ReadyRosie Lunchtime Language |
| EXPECTATION | 3.AL.6-12.2.5. | Seeks assistance from caregiver to solve problem using vocalizations, gestures, and facial expressions ReadyRosie Do You See Me? How can I get my child to listen to me? Snuggle Close Supported Standing |
| CONTENT STANDARD | WY.3.AL. | CURIOUS MINDS: Cognitive Skills, General Knowledge & Approaches to Learning |
| BENCHMARK | 3.AL.6-12. | 6 TO 12 MONTHS |
| GRADE LEVEL EXAMPLE | 3.AL.6-12.3. | CONCEPT DEVELOPMENT AND MEMORY: Understanding cause and effect and the permanence of things. Developing memory skills. |
| EXPECTATION | 3.AL.6-12.3.3. | Uses some objects for their real purpose/function—cup for drinking, spoon for eating ReadyRosie Animal Noises Bath Time Fun Self Talk |
| EXPECTATION | 3.AL.6-12.3.4. | Understands “more” in reference to food or play ReadyRosie Lunchtime Language |
| CONTENT STANDARD | WY.4.PHD. | STRONG & HEALTHY BODIES: Physical Health and Development |
| BENCHMARK | 4.PHD.B-6. | BIRTH TO 6 MONTHS |
| GRADE LEVEL EXAMPLE | 4.PHD.B-6.1. | GROSS MOTOR: Gross motor refers to the use and control of the large muscles, such as head, back, arms, and legs, allowing infants and toddlers to explore and interact with people and their environment. |
| EXPECTATION | 4.PHD.B-6.1.2. | Actively explores moving arms, legs, and head while on tummy or back ReadyRosie Tummy Talk |
| EXPECTATION | 4.PHD.B-6.1.3. | Rolls from back to stomach and stomach to back ReadyRosie Roll Over |
| EXPECTATION | 4.PHD.B-6.1.4. | May move from place to place by rolling ReadyRosie Roll Over |
| CONTENT STANDARD | WY.4.PHD. | STRONG & HEALTHY BODIES: Physical Health and Development |
| BENCHMARK | 4.PHD.B-6. | BIRTH TO 6 MONTHS |
| GRADE LEVEL EXAMPLE | 4.PHD.B-6.2. | FINE MOTOR: Fine motor refers to the small muscles of the hands, arms, legs, and feet that children use to move objects. Infants and toddlers develop finger and hand and eye coordination allowing them to explore toys, pick up food, and begin to draw and scribble. |
| EXPECTATION | 4.PHD.B-6.2.1. | Grasps finger when placed in her hand ReadyRosie Grasp and Grab Touch and Taste |
| CONTENT STANDARD | WY.4.PHD. | STRONG & HEALTHY BODIES: Physical Health and Development |
| BENCHMARK | 4.PHD.6-12. | 6 TO 12 MONTHS |
| GRADE LEVEL EXAMPLE | 4.PHD.6-12.1. | GROSS MOTOR: Gross motor refers to the use and control of the large muscles, such as head, back, arms, and legs, allowing infants and toddlers to explore and interact with people and their environment. |
| EXPECTATION | 4.PHD.6-12.1.1. | Able to sit up without support ReadyRosie Supported Sitting |
| CONTENT STANDARD | WY.4.PHD. | STRONG & HEALTHY BODIES: Physical Health and Development |
| BENCHMARK | 4.PHD.6-12. | 6 TO 12 MONTHS |
| GRADE LEVEL EXAMPLE | 4.PHD.6-12.1. | GROSS MOTOR: Gross motor refers to the use and control of the large muscles, such as head, back, arms, and legs, allowing infants and toddlers to explore and interact with people and their environment. |
| EXPECTATION | 4.PHD.6-12.1.3. | Develops ability to stand (usually in this order) |
| EXPECTATION | 4.PHD.6-12.1.3.1. | Pulls to stand ReadyRosie Supported Standing Up, Down |
| CONTENT STANDARD | WY.4.PHD. | STRONG & HEALTHY BODIES: Physical Health and Development |
| BENCHMARK | 4.PHD.6-12. | 6 TO 12 MONTHS |
| GRADE LEVEL EXAMPLE | 4.PHD.6-12.2. | FINE MOTOR: Fine motor refers to the small muscles of the hands, arms, legs, and feet that children use to move objects. Infants and toddlers develop finger and hand and eye coordination allowing them to explore toys, pick up food, and begin to draw and scribble. |
| EXPECTATION | 4.PHD.6-12.2.2. | Manipulates object in hand, moves object from one hand to the other ReadyRosie Grasp and Grab Touch and Taste |
| EXPECTATION | 4.PHD.6-12.2.3. | Picks up and looks at small object using thumb and index finger ReadyRosie Grasp and Grab Touch and Taste |
| CONTENT STANDARD | WY.4.PHD. | STRONG & HEALTHY BODIES: Physical Health and Development |
| BENCHMARK | 4.PHD.6-12. | 6 TO 12 MONTHS |
| GRADE LEVEL EXAMPLE | 4.PHD.6-12.3. | SELF-HELP: Infants and toddlers develop a growing awareness and interest in their own needs. They first get their needs met by communicating with trusted adults. Then they begin to participate in taking care of themselves. |
| EXPECTATION | 4.PHD.6-12.3.1. | Begins finger feeding self small pieces of food, such as a piece of biscuit or other finger foods ReadyRosie Lunchtime Language |
| Wyoming Content and Performance Standards |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2015 |
| CONTENT STANDARD | WY.1.COM. | COMMUNICATION: Language & Literacy |
| BENCHMARK | 1.COM.12-18. | 12 TO 18 MONTHS |
| GRADE LEVEL EXAMPLE | 1.COM.12-18.1. | LANGUAGE COMPREHENSION: Language that children are able to understand or comprehend. |
| EXPECTATION | 1.COM.12-18.1.1. | Understands the words that are used to name common objects ReadyRosie Big and Little Choosing Clothes Find a Match Point and Learn Talk and Play |
| EXPECTATION | 1.COM.12-18.1.2. | Enjoys listening to stories, songs and finger plays ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Look at the Book Move While you Sing Move to to the Music Reading Emotions Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? Why should we tell family stories? |
| EXPECTATION | 1.COM.12-18.1.3. | Follows simple instructions—“Please bring me the ball” ReadyRosie Choosing Clothes Talk and Play |
| CONTENT STANDARD | WY.1.COM. | COMMUNICATION: Language & Literacy |
| BENCHMARK | 1.COM.12-18. | 12 TO 18 MONTHS |
| GRADE LEVEL EXAMPLE | 1.COM.12-18.2. | LANGUAGE EXPRESSION: Language that children are able to say or produce on their own. |
| EXPECTATION | 1.COM.12-18.2.1. | Vocalizes familiar words when read or sung to ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Look at the Book Move While you Sing Move to to the Music Reading Emotions Reading Routines for Early Readers Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| EXPECTATION | 1.COM.12-18.2.3. | Uses 8–10 understandable words, e.g. dada, ball, up, baba, etc. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| EXPECTATION | 1.COM.12-18.2.4. | Imitates words and adult actions that go along with simple songs and rhymes—Row, row, row your boat ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| EXPECTATION | 1.COM.12-18.2.5. | Uses non-verbal gestures, and begins to combine words and gestures ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| CONTENT STANDARD | WY.1.COM. | COMMUNICATION: Language & Literacy |
| BENCHMARK | 1.COM.12-18. | 12 TO 18 MONTHS |
| GRADE LEVEL EXAMPLE | 1.COM.12-18.3. | LITERACY: The foundations of reading and writing (literacy) begin in infancy. Infants and toddlers explore books, listen to songs and nursery rhymes, hear stories, draw and scribble as they build their literacy abilities. |
| EXPECTATION | 1.COM.12-18.3.1. | Sits on caregiver’s lap and pays attention as she reads a simple book ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| EXPECTATION | 1.COM.12-18.3.3. | Shows preference for certain books ReadyRosie Reading Routines for Early Readers |
| CONTENT STANDARD | WY.2.SED. | SENSE OF SELF & RELATIONSHIPS: Social & Emotional Development |
| BENCHMARK | 2.SED.12-18. | 12 TO 18 MONTHS |
| GRADE LEVEL EXAMPLE | 2.SED.12-18.1. | DEVELOPING A SENSE OF SELF: Children learn about themselves as unique individuals through interactions with the world around them. They develop an awareness of their bodies, feelings, and ability to influence the world around them. |
| EXPECTATION | 2.SED.12-18.1.5. | Begins to demonstrate strong will and tests limits as she develops independence ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CONTENT STANDARD | WY.2.SED. | SENSE OF SELF & RELATIONSHIPS: Social & Emotional Development |
| BENCHMARK | 2.SED.12-18. | 12 TO 18 MONTHS |
| GRADE LEVEL EXAMPLE | 2.SED.12-18.2. | SOCIAL INTERACTIONS & FEELINGS: Infants and toddlers develop the beginnings of social skills as they observe and interact with other people. They form attachments, show care and concern for others, and learn how to play with others. They learn to express their wants, needs, and emotions. As they grow and develop, they gain control over some of their feelings and learn new ways to express them. |
| EXPECTATION | 2.SED.12-18.2.1. | Clings to primary caregiver upon separation ReadyRosie How can I help my child with separation? |
| EXPECTATION | 2.SED.12-18.2.2. | Has strong feelings that may be demonstrated physically—hitting, pulling hair, and biting ReadyRosie How should I handle temper tantrums? |
| EXPECTATION | 2.SED.12-18.2.3. | Expresses different emotions such as affection, delight, frustration, and shyness ReadyRosie Reading Emotions |
| EXPECTATION | 2.SED.12-18.2.4. | Uses body language and facial expressions to communicate feelings ReadyRosie Reading Emotions |
| EXPECTATION | 2.SED.12-18.2.5. | Begins to respond to supportive guidance—may need help to stop unsafe behavior ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXPECTATION | 2.SED.12-18.2.6. | Looks to caregiver(s) for help and for cues about behavior ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| EXPECTATION | 2.SED.12-18.2.7. | Shows interest in other children by watching and tracking behavior—follows them around, imitates behavior, begins to play alongside peers ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| CONTENT STANDARD | WY.3.AL. | CURIOUS MINDS: Cognitive Skills, General Knowledge & Approaches to Learning |
| BENCHMARK | 3.AL.12-18. | 12 TO 18 MONTHS |
| GRADE LEVEL EXAMPLE | 3.AL.12-18.1. | EXPLORATION AND DISCOVERY: Experiencing things, developing curiosity, and inquiring about the world. |
| EXPECTATION | 3.AL.12-18.1.2. | Continues to show curiosity about surroundings and becomes more interested in exploring new activities and environments ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CONTENT STANDARD | WY.3.AL. | CURIOUS MINDS: Cognitive Skills, General Knowledge & Approaches to Learning |
| BENCHMARK | 3.AL.12-18. | 12 TO 18 MONTHS |
| GRADE LEVEL EXAMPLE | 3.AL.12-18.2. | PROBLEM SOLVING AND CREATIVE EXPRESSION: Developing the ability to find a solution to a simple problem and learning to be creative in self-expression. |
| EXPECTATION | 3.AL.12-18.2.2. | Uses active exploration and trial and error to figure out how things work ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| CONTENT STANDARD | WY.3.AL. | CURIOUS MINDS: Cognitive Skills, General Knowledge & Approaches to Learning |
| BENCHMARK | 3.AL.12-18. | 12 TO 18 MONTHS |
| GRADE LEVEL EXAMPLE | 3.AL.12-18.3. | CONCEPT DEVELOPMENT AND MEMORY: Understanding cause and effect and the permanence of things. Developing memory skills. |
| EXPECTATION | 3.AL.12-18.3.1. | Follows simple directions and consistent routines—“Please get your shoes; we are going outside” ReadyRosie Big, Little Helper How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Reading Routines for Early Readers Shoe Search |
| EXPECTATION | 3.AL.12-18.3.2. | Remembers the games and objects from the day before ReadyRosie Bear Bath Tea Party |
| EXPECTATION | 3.AL.12-18.3.3. | Points to an object when named by the caregiver(s)—Child points in response when asked, “Where’s the doggie?” ReadyRosie Big and Little Choosing Clothes Find a Match Point and Learn Talk and Play |
| EXPECTATION | 3.AL.12-18.3.5. | Begins to build an understanding of quantity, such as “all”, “all gone”, “more”, “one more” ReadyRosie Build to Four Counting Counts Dump and Pick Up Little Hands, Big Plans |
| CONTENT STANDARD | WY.4.PHD. | STRONG & HEALTHY BODIES: Physical Health and Development |
| BENCHMARK | 4.PHD.12-18. | 12 TO 18 MONTHS |
| GRADE LEVEL EXAMPLE | 4.PHD.12-18.1. | GROSS MOTOR: Gross motor refers to the use and control of the large muscles, such as head, back, arms, and legs, allowing infants and toddlers to explore and interact with people and their environment. |
| EXPECTATION | 4.PHD.12-18.1.1. | Walks alone with increasing confidence ReadyRosie Baby Basketball |
| EXPECTATION | 4.PHD.12-18.1.2. | Throws, carries, pushes, and pulls objects ReadyRosie Baby Basketball Kick With Me |
| EXPECTATION | 4.PHD.12-18.1.5. | Squats and stands again ReadyRosie Baby Basketball |
| EXPECTATION | 4.PHD.12-18.1.6. | Begins to run, but awkwardly ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CONTENT STANDARD | WY.4.PHD. | STRONG & HEALTHY BODIES: Physical Health and Development |
| BENCHMARK | 4.PHD.12-18. | 12 TO 18 MONTHS |
| GRADE LEVEL EXAMPLE | 4.PHD.12-18.2. | FINE MOTOR: Fine motor refers to the small muscles of the hands, arms, legs, and feet that children use to move objects. Infants and toddlers develop finger and hand and eye coordination allowing them to explore toys, pick up food, and begin to draw and scribble. |
| EXPECTATION | 4.PHD.12-18.2.1. | Uses thumb and forefinger to pick up small items ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| CONTENT STANDARD | WY.4.PHD. | STRONG & HEALTHY BODIES: Physical Health and Development |
| BENCHMARK | 4.PHD.12-18. | 12 TO 18 MONTHS |
| GRADE LEVEL EXAMPLE | 4.PHD.12-18.3. | SELF-HELP: Infants and toddlers develop a growing awareness and interest in their own needs. They first get their needs met by communicating with trusted adults. Then they begin to participate in taking care of themselves. |
| EXPECTATION | 4.PHD.12-18.3.1. | Undresses self with some assistance ReadyRosie Brush, Baby, Brush |
| EXPECTATION | 4.PHD.12-18.3.2. | Picks up food with fingers—exploring different textures or tastes ReadyRosie Snack Time Speech |
| Wyoming Content and Performance Standards |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2015 |
| CONTENT STANDARD | WY.1.COM. | COMMUNICATION: Language & Literacy |
| BENCHMARK | 1.COM.18-24. | 18 TO 24 MONTHS |
| GRADE LEVEL EXAMPLE | 1.COM.18-24.1. | LANGUAGE COMPREHENSION: Language that children are able to understand or comprehend. |
| EXPECTATION | 1.COM.18-24.1.2. | Responds to action words by performing the action—waves when caregiver says, “Wave bye bye”; dances when caregiver says, “Let’s dance to the music” ReadyRosie Banana Phonana |
| EXPECTATION | 1.COM.18-24.1.3. | Enjoys learning new vocabulary and new concepts. Identifies some people, objects, and actions by name ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| EXPECTATION | 1.COM.18-24.1.4. | Responds to questions such as “What is she doing?” or “What do you want for a snack?” ReadyRosie T-Shirt Talk Why should we tell family stories? |
| CONTENT STANDARD | WY.1.COM. | COMMUNICATION: Language & Literacy |
| BENCHMARK | 1.COM.18-24. | 18 TO 24 MONTHS |
| GRADE LEVEL EXAMPLE | 1.COM.18-24.2. | LANGUAGE EXPRESSION: Language that children are able to say or produce on their own. |
| EXPECTATION | 1.COM.18-24.2.1. | Needs are met by asking for objects by name ReadyRosie Behavior is a form of communication Tempted to Talk |
| EXPECTATION | 1.COM.18-24.2.2. | Puts words together to make 2–3 word simple sentences ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| EXPECTATION | 1.COM.18-24.2.3. | Talks about what is happening in a familiar book ReadyRosie Family Movie Night Tips for helping your child love reading Tips for storytelling: Using gestures |
| EXPECTATION | 1.COM.18-24.2.4. | Uses 2–3 words to talk to self or others about things they are working on, things they are doing and events of the day ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| EXPECTATION | 1.COM.18-24.2.5. | Learns and says new words building toward a base of 50 words ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| CONTENT STANDARD | WY.1.COM. | COMMUNICATION: Language & Literacy |
| BENCHMARK | 1.COM.18-24. | 18 TO 24 MONTHS |
| GRADE LEVEL EXAMPLE | 1.COM.18-24.3. | LITERACY: The foundations of reading and writing (literacy) begin in infancy. Infants and toddlers explore books, listen to songs and nursery rhymes, hear stories, and draw and scribble as they build their literacy abilities. |
| EXPECTATION | 1.COM.18-24.3.1. | Listens to short and simple stories. Looks at and names pictures in a book ReadyRosie Book Chats Bring Me the Book Reading Routines for Early Readers Tips for helping your child love reading Why should we tell family stories? |
| EXPECTATION | 1.COM.18-24.3.2. | Requests favorite story and wants it read repeatedly ReadyRosie Reading Routines for Early Readers Why should we tell family stories? |
| EXPECTATION | 1.COM.18-24.3.3. | Recalls parts of previously heard story ReadyRosie Family Movie Night Tips for helping your child love reading Tips for storytelling: Using gestures |
| EXPECTATION | 1.COM.18-24.3.4. | Explores using different writing materials ReadyRosie Copy Me Secret Message |
| EXPECTATION | 1.COM.18-24.3.5. | Scribbles purposefully and will tell others what they mean and makes vertical and horizontal lines ReadyRosie Copy Me Paint your Name Secret Message |
| CONTENT STANDARD | WY.1.COM. | COMMUNICATION: Language & Literacy |
| BENCHMARK | 1.COM.24-36. | 24 TO 36 MONTHS |
| GRADE LEVEL EXAMPLE | 1.COM.24-36.1. | LANGUAGE COMPREHENSION: Language that children are able to understand or comprehend. |
| EXPECTATION | 1.COM.24-36.1.1. | Learns new words quickly ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| EXPECTATION | 1.COM.24-36.1.3. | Follows multi-step daily routines when prompted ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| EXPECTATION | 1.COM.24-36.1.4. | Responds to questions ReadyRosie T-Shirt Talk Why should we tell family stories? |
| CONTENT STANDARD | WY.1.COM. | COMMUNICATION: Language & Literacy |
| BENCHMARK | 1.COM.24-36. | 24 TO 36 MONTHS |
| GRADE LEVEL EXAMPLE | 1.COM.24-36.2. | LANGUAGE EXPRESSION: Language that children are able to say or produce on their own. |
| EXPECTATION | 1.COM.24-36.2.1. | Vocalizes familiar words when read or sung to ReadyRosie Book Chats Bring Me the Book How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Reading Routines for Early Readers Ring Around the Rosie Tips for helping your child love reading Why should I sing to my baby? |
| EXPECTATION | 1.COM.24-36.2.2. | Recites phrases from familiar rhymes and songs or fills in the missing word ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| EXPECTATION | 1.COM.24-36.2.3. | Tries to initiate conversations with others about objects, people ReadyRosie Stuck on You Tell Me About It! |
| EXPECTATION | 1.COM.24-36.2.4. | Uses sound effects in play ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| EXPECTATION | 1.COM.24-36.2.6. | Asks simple questions—What? Where? Why? ReadyRosie Nature Walk and Talk What Do We Do? |
| CONTENT STANDARD | WY.1.COM. | COMMUNICATION: Language & Literacy |
| BENCHMARK | 1.COM.24-36. | 24 TO 36 MONTHS |
| GRADE LEVEL EXAMPLE | 1.COM.24-36.3. | LITERACY: The foundations of reading and writing (literacy) begin in infancy. Infants and toddlers explore books, listen to songs and nursery rhymes, hear stories, and draw and scribble as they build their literacy abilities. |
| EXPECTATION | 1.COM.24-36.3.5. | Retells a story by looking at pictures ReadyRosie Family Movie Night Tips for helping your child love reading Tips for storytelling: Using gestures |
| EXPECTATION | 1.COM.24-36.3.6. | Imitates adult’s writing motions through scribbling ReadyRosie Copy Me Paint your Name Secret Message |
| EXPECTATION | 1.COM.24-36.3.7. | Participates in rhyming games and notices sounds that are the same and different ReadyRosie Ring Around the Rosie |
| CONTENT STANDARD | WY.2.SED. | SENSE OF SELF & RELATIONSHIPS: Social & Emotional Development |
| BENCHMARK | 2.SED.18-24. | 18 TO 24 MONTHS |
| GRADE LEVEL EXAMPLE | 2.SED.18-24.1. | DEVELOPING A SENSE OF SELF: Children learn about themselves as unique individuals through interactions with the world around them. They develop an awareness of their bodies, feelings, and ability to influence the world around them. |
| EXPECTATION | 2.SED.18-24.1.2. | Prefers certain toys, games, activities, comfort objects, and clothing ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| EXPECTATION | 2.SED.18-24.1.3. | Needs adult help to take turns or to share toys ReadyRosie Catch! Ring Around the Rosie |
| CONTENT STANDARD | WY.2.SED. | SENSE OF SELF & RELATIONSHIPS: Social & Emotional Development |
| BENCHMARK | 2.SED.18-24. | 18 TO 24 MONTHS |
| GRADE LEVEL EXAMPLE | 2.SED.18-24.2. | SOCIAL INTERACTIONS & FEELINGS: Infants and toddlers develop the beginnings of social skills as they observe and interact with other people. They form attachments, show care and concern for others, and learn how to play with others. They learn to express their wants, needs, and emotions. As they grow and develop, the gain control over some of their feelings and learn new ways to express them. |
| EXPECTATION | 2.SED.18-24.2.1. | Initiates simple social interactions with peers ReadyRosie Catch! Ring Around the Rosie |
| CONTENT STANDARD | WY.2.SED. | SENSE OF SELF & RELATIONSHIPS: Social & Emotional Development |
| BENCHMARK | 2.SED.18-24. | 18 TO 24 MONTHS |
| GRADE LEVEL EXAMPLE | 2.SED.18-24.2. | SOCIAL INTERACTIONS & FEELINGS: Infants and toddlers develop the beginnings of social skills as they observe and interact with other people. They form attachments, show care and concern for others, and learn how to play with others. They learn to express their wants, needs, and emotions. As they grow and develop, the gain control over some of their feelings and learn new ways to express them. |
| EXPECTATION | 2.SED.18-24.2.3. | Begins to separate from parent or main caregiver without being overcome by stress ReadyRosie How can I help my child with separation? |
| CONTENT STANDARD | WY.2.SED. | SENSE OF SELF & RELATIONSHIPS: Social & Emotional Development |
| BENCHMARK | 2.SED.24-36. | 24 TO 36 MONTHS |
| GRADE LEVEL EXAMPLE | 2.SED.24-36.1. | DEVELOPING A SENSE OF SELF: Children learn about themselves as unique individuals through interactions with the world around them. They develop an awareness of their bodies, feelings, and ability to influence the world around them. |
| EXPECTATION | 2.SED.24-36.1.2. | Begins to recognize family members, roles, and names ReadyRosie Tips for storytelling: Story ideas |
| EXPECTATION | 2.SED.24-36.1.4. | Indicates likes and dislikes such as with food, playmates, activities ReadyRosie I Am Unique Tell Me About It! |
| EXPECTATION | 2.SED.24-36.1.5. | Makes comparisons between self and others ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| CONTENT STANDARD | WY.2.SED. | SENSE OF SELF & RELATIONSHIPS: Social & Emotional Development |
| BENCHMARK | 2.SED.24-36. | 24 TO 36 MONTHS |
| GRADE LEVEL EXAMPLE | 2.SED.24-36.2. | SOCIAL INTERACTIONS & FEELINGS: Infants and toddlers develop the beginnings of social skills as they observe and interact with other people. They form attachments, show care and concern for others, and learn how to play with others. They learn to express their wants, needs, and emotions. As they grow and develop, they gain control over some of their feelings and learn new ways to express them. |
| EXPECTATION | 2.SED.24-36.2.3. | Stays occupied in a self-chosen activity for a short period of time ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXPECTATION | 2.SED.24-36.2.4. | Includes others in play. Play begins to include imitating familiar people, activities, or animals—pretending to be a kitty, drive a truck, or cook soup ReadyRosie Banana Phonana Catch! Drum Patterns Recycled Play Ring Around the Rosie Toy Car Wash Vroom! Vroom! |
| CONTENT STANDARD | WY.3.AL. | CURIOUS MINDS: Cognitive Skills, General Knowledge & Approaches to Learning |
| BENCHMARK | 3.AL.18-24. | 18 TO 24 MONTHS |
| GRADE LEVEL EXAMPLE | 3.AL.18-24.1. | EXPLORATION AND DISCOVERY: Experiencing things, developing curiosity, and inquiring about the world. |
| EXPECTATION | 3.AL.18-24.1.2. | Continues to show curiosity about surroundings and becomes more interested in exploring new activities and environments ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXPECTATION | 3.AL.18-24.1.3. | Notices changes in play materials—adding more play dough, cutting pieces, pounding with object ReadyRosie Playdough Lengths |
| CONTENT STANDARD | WY.3.AL. | CURIOUS MINDS: Cognitive Skills, General Knowledge & Approaches to Learning |
| BENCHMARK | 3.AL.18-24. | 18 TO 24 MONTHS |
| GRADE LEVEL EXAMPLE | 3.AL.18-24.2. | PROBLEM SOLVING AND CREATIVE EXPRESSION: Developing the ability to find a solution to a simple problem and learning to be creative in self-expression. |
| EXPECTATION | 3.AL.18-24.2.2. | Uses active exploration and trial and error to figure out how things work ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| CONTENT STANDARD | WY.3.AL. | CURIOUS MINDS: Cognitive Skills, General Knowledge & Approaches to Learning |
| BENCHMARK | 3.AL.18-24. | 18 TO 24 MONTHS |
| GRADE LEVEL EXAMPLE | 3.AL.18-24.2. | PROBLEM SOLVING AND CREATIVE EXPRESSION: Developing the ability to find a solution to a simple problem and learning to be creative in self-expression. |
| EXPECTATION | 3.AL.18-24.2.3. | Engages in imaginative play using props: |
| EXPECTATION | 3.AL.18-24.2.3.1. | Pretends to eat, sleep, drink ReadyRosie Banana Phonana |
| EXPECTATION | 3.AL.18-24.2.3.2. | Pretends to feed the baby, drive the car, build a house ReadyRosie Recycled Play Vroom! Vroom! |
| CONTENT STANDARD | WY.3.AL. | CURIOUS MINDS: Cognitive Skills, General Knowledge & Approaches to Learning |
| BENCHMARK | 3.AL.18-24. | 18 TO 24 MONTHS |
| GRADE LEVEL EXAMPLE | 3.AL.18-24.3. | CONCEPT DEVELOPMENT AND MEMORY: Understanding cause and effect and the permanence of things. Developing memory skills. |
| EXPECTATION | 3.AL.18-24.3.4. | Tries to put large single puzzle pieces into the matching space ReadyRosie Nesting Bowls |
| EXPECTATION | 3.AL.18-24.3.6. | Stays with the same self-chosen activity on occasion ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CONTENT STANDARD | WY.3.AL. | CURIOUS MINDS: Cognitive Skills, General Knowledge & Approaches to Learning |
| BENCHMARK | 3.AL.24-36. | 24 TO 36 MONTHS |
| GRADE LEVEL EXAMPLE | 3.AL.24-36.1. | EXPLORATION AND DISCOVERY: Experiencing things, developing curiosity, and inquiring about the world. |
| EXPECTATION | 3.AL.24-36.1.4. | Tries to make objects move or work—opening a container or using a faucet ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| CONTENT STANDARD | WY.3.AL. | CURIOUS MINDS: Cognitive Skills, General Knowledge & Approaches to Learning |
| BENCHMARK | 3.AL.24-36. | 24 TO 36 MONTHS |
| GRADE LEVEL EXAMPLE | 3.AL.24-36.2. | PROBLEM SOLVING AND CREATIVE EXPRESSION: Developing the ability to find a solution to a simple problem and learning to be creative in self-expression. |
| EXPECTATION | 3.AL.24-36.2.1. | Matches simple shapes using foam boards or puzzles—circles, squares, triangle ReadyRosie Drum Patterns Nesting Bowls Torn Paper Art Toy Car Wash |
| EXPECTATION | 3.AL.24-36.2.2. | Classifies, labels, sorts objects by characteristics—size, color, shape ReadyRosie Nature Walk and Talk Toy Sort |
| EXPECTATION | 3.AL.24-36.2.3. | Can use words when asked, “What happened?” ReadyRosie Nature Walk and Talk What Do We Do? |
| EXPECTATION | 3.AL.24-36.2.4. | During pretend play, uses objects for other than their intended purpose, such as using a small block for a cell phone ReadyRosie Tips for helping your child love reading |
| EXPECTATION | 3.AL.24-36.2.5. | Plays house, plays store ReadyRosie Banana Phonana Drum Patterns Recycled Play Tips for helping your child love reading Toy Car Wash Vroom! Vroom! |
| EXPECTATION | 3.AL.24-36.2.6. | Expresses self creatively through singing, dancing, drawing ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| CONTENT STANDARD | WY.3.AL. | CURIOUS MINDS: Cognitive Skills, General Knowledge & Approaches to Learning |
| BENCHMARK | 3.AL.24-36. | 24 TO 36 MONTHS |
| GRADE LEVEL EXAMPLE | 3.AL.24-36.3. | CONCEPT DEVELOPMENT AND MEMORY: Understanding cause and effect and the permanence of things. Developing memory skills. |
| EXPECTATION | 3.AL.24-36.3.1. | Engages in make believe play, acting out simple dramatic play themes with others—playing store, house, animal hospital ReadyRosie Banana Phonana Drum Patterns Recycled Play Tips for helping your child love reading Toy Car Wash Vroom! Vroom! |
| EXPECTATION | 3.AL.24-36.3.2. | Enjoys simple sorting activities, such as sorting mixed up pairs of mittens, animals go in this box and cars go in that box ReadyRosie Nature Walk and Talk Toy Sort |
| EXPECTATION | 3.AL.24-36.3.4. | Imitates counting rhymes—”One, Two, Buckle My Shoe”, “Five Little Monkeys” ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| CONTENT STANDARD | WY.4.PHD. | STRONG & HEALTHY BODIES: Physical Health and Development |
| BENCHMARK | 4.PHD.18-24. | 18 TO 24 MONTHS |
| GRADE LEVEL EXAMPLE | 4.PHD.18-24.2. | FINE MOTOR: Fine motor refers to the small muscles of the hands, arms, legs, and feet that children use to move objects. Infants and toddlers develop finger and hand and eye coordination allowing them to explore toys, pick up food, and begin to draw and scribble. |
| EXPECTATION | 4.PHD.18-24.2.1. | May alternate left and right hands for eating and grasping ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| EXPECTATION | 4.PHD.18-24.2.2. | Can use a crayon or large paint brush with an overhand grasp (fist) to scribble and imitate marks ReadyRosie Copy Me Paint your Name Secret Message |
| EXPECTATION | 4.PHD.18-24.2.3. | Uses both hands to control or manipulate objects—stack blocks, roll a ball ReadyRosie Catch! |
| CONTENT STANDARD | WY.4.PHD. | STRONG & HEALTHY BODIES: Physical Health and Development |
| BENCHMARK | 4.PHD.18-24. | 18 TO 24 MONTHS |
| GRADE LEVEL EXAMPLE | 4.PHD.18-24.3. | SELF-HELP: Infants and toddlers develop a growing awareness and interest in their own needs. They first get their needs met by communicating with trusted adults. Then they begin to participate in taking care of themselves. |
| EXPECTATION | 4.PHD.18-24.3.1. | Cooperates in dressing and undressing self. Can put on some easy clothing ReadyRosie T-Shirt Talk |
| EXPECTATION | 4.PHD.18-24.3.2. | Uses spoon and child-sizes cup ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| EXPECTATION | 4.PHD.18-24.3.4. | Communicates wanting dry clothes if wet or muddy ReadyRosie T-Shirt Talk |
| CONTENT STANDARD | WY.4.PHD. | STRONG & HEALTHY BODIES: Physical Health and Development |
| BENCHMARK | 4.PHD.24-36. | 24 TO 36 MONTHS |
| GRADE LEVEL EXAMPLE | 4.PHD.24-36.1. | GROSS MOTOR: Gross motor refers to the use and control of the large muscles, such as head, back, arms, and legs, allowing infants and toddlers to explore and interact with people and their environment. |
| EXPECTATION | 4.PHD.24-36.1.1. | Can jump up and down in place ReadyRosie Bear Hunt Get Moving |
| EXPECTATION | 4.PHD.24-36.1.3. | Throws a ball using whole body. Catches a ball by trapping it with arms and hands ReadyRosie Catch! |
| CONTENT STANDARD | WY.4.PHD. | STRONG & HEALTHY BODIES: Physical Health and Development |
| BENCHMARK | 4.PHD.24-36. | 24 TO 36 MONTHS |
| GRADE LEVEL EXAMPLE | 4.PHD.24-36.2. | FINE MOTOR: Fine motor refers to the small muscles of the hands, arms, legs, and feet that children use to move objects. Infants and toddlers develop finger and hand and eye coordination allowing them to explore toys, pick up food, and begin to draw and scribble. |
| EXPECTATION | 4.PHD.24-36.2.1. | Holds object with one hand while manipulating it with the other such as twisting a lid off a container ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| EXPECTATION | 4.PHD.24-36.2.2. | Shows more control of drawing materials ReadyRosie Copy Me Recycled Play |
| EXPECTATION | 4.PHD.24-36.2.3. | Enjoys messy, creative play, such as finger painting, scribbling, gluing, ripping, taping ReadyRosie Tips for helping your child love reading Torn Paper Art |
| CONTENT STANDARD | WY.4.PHD. | STRONG & HEALTHY BODIES: Physical Health and Development |
| BENCHMARK | 4.PHD.24-36. | 24 TO 36 MONTHS |
| GRADE LEVEL EXAMPLE | 4.PHD.24-36.3. | SELF-HELP: Infants and toddlers develop a growing awareness and interest in their own needs. They first get their needs met by communicating with trusted adults. Then they begin to participate in taking care of themselves. |
| EXPECTATION | 4.PHD.24-36.3.1. | Continues to progress with self-feeding and uses a spoon or a fork more independently ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| CONTENT STANDARD | WY.4.PHD. | STRONG & HEALTHY BODIES: Physical Health and Development |
| BENCHMARK | 4.PHD.24-36. | 24 TO 36 MONTHS |
| GRADE LEVEL EXAMPLE | 4.PHD.24-36.3. | SELF-HELP: Infants and toddlers develop a growing awareness and interest in their own needs. They first get their needs met by communicating with trusted adults. Then they begin to participate in taking care of themselves. |
| EXPECTATION | 4.PHD.24-36.3.3. | Continues to work on dressing self: |
| EXPECTATION | 4.PHD.24-36.3.3.1. | Able to put on clothing except for buttoning ReadyRosie T-Shirt Talk |
| EXPECTATION | 4.PHD.24-36.3.3.2. | Puts on shoes (does not lace, but can manage Velcro fastening) ReadyRosie T-Shirt Talk |
| EXPECTATION | 4.PHD.24-36.3.3.3. | Puts on own jacket and hat ReadyRosie T-Shirt Talk |