Arizona’s College and Career Ready Standards (Pre-K)
| Main Criteria: Arizona's College and Career Ready Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Early Childhood Education, Health and PE | ||
| Grades: Pre K, Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| Arizona's College and Career Ready Standards |
| Early Childhood Education |
| Grade: Ages 3-5 - Adopted: 2013 |
| STRAND | AZ.EC.SE. | SOCIAL EMOTIONAL |
| CONCEPT / STANDARD | SE.1. | SELF |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | SE.1.1. | Self-Awareness: The child demonstrates an awareness of his or her self. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Children develop a sense of personal identity as they begin to recognize the characteristics that make them unique as individuals and to build self-esteem. | |
| GRADE LEVEL EXPECTATION | SE.1.1.a. | Demonstrates self-confidence. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| GRADE LEVEL EXPECTATION | SE.1.1.b. | Makes personal preferences known to others. ReadyRosie Baby Photo Fun Behavior is a form of communication Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| GRADE LEVEL EXPECTATION | SE.1.1.c. | Demonstrates knowledge of self-identity. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXPECTATION | SE.1.1.d. | Shows an awareness of similarities and differences between self and others. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND | AZ.EC.SE. | SOCIAL EMOTIONAL |
| CONCEPT / STANDARD | SE.1. | SELF |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | SE.1.2. | Recognizes and Expresses Feelings: The child recognizes and expresses feelings of self and others. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Children develop an awareness of the feelings of self and others through daily interactions with peers and adults. Children develop the ability to effectively and appropriately express themselves and learn that their feelings and feelings of others are important. | |
| GRADE LEVEL EXPECTATION | SE.1.2.a. | Associates emotions with words, facial expressions and body language. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| GRADE LEVEL EXPECTATION | SE.1.2.b. | Identifies, describes and expresses their own feelings. ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| GRADE LEVEL EXPECTATION | SE.1.2.c. | Identifies and describes feelings of others. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| GRADE LEVEL EXPECTATION | SE.1.2.d. | Expresses empathy for others. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| STRAND | AZ.EC.SE. | SOCIAL EMOTIONAL |
| CONCEPT / STANDARD | SE.1. | SELF |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | SE.1.3. | Self-Regulation: The child manages the expression of feelings, thoughts, impulses and behaviors. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Young children develop self-control as they acquire the ability to regulate their impulses with minimal support from adults. This enables children to function successfully and independently in both personal and social contexts. | |
| GRADE LEVEL EXPECTATION | SE.1.3.a. | Understands and follows expectations in the learning environment. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| GRADE LEVEL EXPECTATION | SE.1.3.b. | Manages transitions, daily routines and unexpected events. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| GRADE LEVEL EXPECTATION | SE.1.3.c. | Modifies behavior for various situations and settings. 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 |
| GRADE LEVEL EXPECTATION | SE.1.3.d. | Chooses appropriate words and actions. 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 |
| STRAND | AZ.EC.SE. | SOCIAL EMOTIONAL |
| CONCEPT / STANDARD | SE.2. | RELATIONSHIPS |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | SE.2.1. | Attachment: The child demonstrates the ability to engage in and maintain healthy relationships. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Positive social relationships between adults and children develop in an environment where children feel safe and secure. | |
| GRADE LEVEL EXPECTATION | SE.2.1.c. | Demonstrates the ability to engage with new adults or children with the support of familiar adults. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| GRADE LEVEL EXPECTATION | SE.2.1.d. | Separates from familiar adult with minimal distress. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND | AZ.EC.SE. | SOCIAL EMOTIONAL |
| CONCEPT / STANDARD | SE.2. | RELATIONSHIPS |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | SE.2.2. | Social Interactions: The child displays socially competent behavior. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Children’s interactions with peers and adults imply an understanding of mutual rights and the ability to balance their needs with those of others. | |
| GRADE LEVEL EXPECTATION | SE.2.2.a. | Responds when adults or other children initiate interactions. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| GRADE LEVEL EXPECTATION | SE.2.2.b. | Initiates and sustains positive interactions with adults and other children. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| GRADE LEVEL EXPECTATION | SE.2.2.c. | Demonstrates positive ways to resolve conflict. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| STRAND | AZ.EC.SE. | SOCIAL EMOTIONAL |
| CONCEPT / STANDARD | SE.2. | RELATIONSHIPS |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | SE.2.3. | Respect: The child acknowledges the rights and property of self and others. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | When children interact with others, they become aware of the limits and boundaries of acceptable behavior and begin to learn about the possible consequences of their actions. They learn to manage their behavior and develop appropriate social interactions with other children. Additionally, children thrive in environments when they have a sense of ownership. | |
| GRADE LEVEL EXPECTATION | SE.2.3.a. | Respects the rights and property of others. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| GRADE LEVEL EXPECTATION | SE.2.3.b. | Defends own rights and the rights of others. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| STRAND | AZ.EC.AL. | APPROACHES TO LEARNING |
| CONCEPT / STANDARD | AL.1. | INITIATIVE AND CURIOSITY |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | AL.1.1. | Initiative: The child demonstrates self-direction while participating in a range of activities and routines. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Initiative refers to a child’s ability to exhibit a spirit of independence and sense of control over their choices. It also reflects the child’s willingness to pursue social relationships and to demonstrate a growing sense of self-sufficiency and confidence while interacting with others. | |
| GRADE LEVEL EXPECTATION | AL.1.1.a. | Seeks interaction with others. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| GRADE LEVEL EXPECTATION | AL.1.1.b. | Develops independence during activities, routines and play. ReadyRosie Celebrate Learning How do I get my child to______? How should I handle temper tantrums? My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXPECTATION | AL.1.1.c. | Exhibits cognitive flexibility, imagination, and inventiveness when attempting tasks and activities. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND | AZ.EC.AL. | APPROACHES TO LEARNING |
| CONCEPT / STANDARD | AL.1. | INITIATIVE AND CURIOSITY |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | AL.1.2. | Curiosity: The child demonstrates eagerness to learn about and discuss a range of topics, ideas, and activities. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Curiosity relates to children’s natural tendencies as active learners to explore all aspects of the environment, from objects and people, to ideas and customs. It is through discovering the answers to their own questions that children construct knowledge. | |
| GRADE LEVEL EXPECTATION | AL.1.2.a. | Shows interest in learning new things and trying new experiences. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXPECTATION | AL.1.2.b. | Expresses interest in people. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| GRADE LEVEL EXPECTATION | AL.1.2.c. | Asks questions to get information. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| STRAND | AZ.EC.AL. | APPROACHES TO LEARNING |
| CONCEPT / STANDARD | AL.2. | ATTENTIVENESS AND PERSISTENCE |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | AL.2.1. | Attentiveness: The child demonstrates the ability to focus on an activity with deliberate concentration despite distractions. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Attentiveness refers to the child’s ability to focus attention and concentrate. The child will sustain a plan sequence. This enhances academic learning, including language acquisition and problem solving, as well as social skills and cooperation. | |
| GRADE LEVEL EXPECTATION | AL.2.1.a. | Displays ability to hold attention when engaged in an activity. ReadyRosie Drumming Sounds |
| GRADE LEVEL EXPECTATION | AL.2.1.b. | Sustains attention for extended periods of time when engaged in an age-appropriate activity despite distractions or interruptions. ReadyRosie Drumming Sounds |
| GRADE LEVEL EXPECTATION | AL.2.1.c. | Increases ability to focus attention, and can return to activities after distractions and interruptions. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND | AZ.EC.AL. | APPROACHES TO LEARNING |
| CONCEPT / STANDARD | AL.2. | ATTENTIVENESS AND PERSISTENCE |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | AL.2.2. | Persistence: The child demonstrates the ability to maintain and sustain a challenging task. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Starting at a very young age, children develop an understanding of how to maintain and sustain a task. Children demonstrate persistence in their capacity to engage in what they are doing and to meet challenges appropriate to their level of development. Children stay longer in a center and engage in an activity with increasing regularity. The ability to persist in a task is an important element in learning. | |
| GRADE LEVEL EXPECTATION | AL.2.2.a. | Pursues challenges. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXPECTATION | AL.2.2.b. | Copes with frustration or disappointment with support. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXPECTATION | AL.2.2.c. | Establishes goals, generates plans and follows through to completion. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND | AZ.EC.AL. | APPROACHES TO LEARNING |
| CONCEPT / STANDARD | AL.3. | CONFIDENCE |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | AL.3.1. | Confidence: The child demonstrates self-assurance in a variety of circumstances. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Confident children feel positive about themselves and their ability to do things or to adapt to changing situations. A confident child is willing to take a reasonable risk, to express or defend ideas, to try new experiences, or to engage in challenging tasks. | |
| GRADE LEVEL EXPECTATION | AL.3.1.a. | Expresses opinions or ideas. ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| GRADE LEVEL EXPECTATION | AL.3.1.b. | Views self as competent and skilled. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| GRADE LEVEL EXPECTATION | AL.3.1.c. | Is willing to take risks and consider a variety of alternatives. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND | AZ.EC.AL. | APPROACHES TO LEARNING |
| CONCEPT / STANDARD | AL.4. | CREATIVITY |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | AL.4.1. | Creativity: The child demonstrates the ability to express their own unique way of seeing the world. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Creativity can be expressed in many ways. We commonly think of this word in association with the expressive arts. However, creativity involves being able to cope with new situations and problems as well as to see things from a different perspective. A creative child extends and elaborates on ideas and appreciates humor. | |
| GRADE LEVEL EXPECTATION | AL.4.1.c. | Engages in inventive social play. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND | AZ.EC.AL. | APPROACHES TO LEARNING |
| CONCEPT / STANDARD | AL.5. | REASONING AND PROBLEM-SOLVING |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | AL.5.1. | Reasoning: The child demonstrates the ability to analyze information and situations in order to form judgments. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Reasoning involves the child’s ability to use prior knowledge and information to generate an appropriate decision. Logic and reasoning skills are key components of child development and early learning. These skills are essential for competence and success in school and other settings. | |
| GRADE LEVEL EXPECTATION | AL.5.1.c. | Uses prior knowledge to build new knowledge and skills. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND | AZ.EC.AL. | APPROACHES TO LEARNING |
| CONCEPT / STANDARD | AL.5. | REASONING AND PROBLEM-SOLVING |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | AL.5.2. | Problem-solving: The child demonstrates the ability to seek solutions to problems. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Problem solving involves the child’s ability to look for or find multiple solutions to a question, task or problem. This ability is crucial for constructing knowledge as the child builds on prior experiences and integrates new information. | |
| GRADE LEVEL EXPECTATION | AL.5.2.b. | Seeks adult assistance when support is required. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND | AZ.EC.LL. | LANGUAGE AND LITERACY |
| CONCEPT / STANDARD | LL.1. | LANGUAGE |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | LL.1.1. | Receptive Language Understanding: The child demonstrates understanding of directions, stories, and conversations. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | During the preschool years, children learn language more quickly than at any other time in their lives. Associating language with pleasant and stimulating experiences nurtures this development. Young children’s sense of words and sentences, sensitivity to tone, and understanding of ideas communicated, influences their abilities to listen and to comprehend. Listening involves active engagement with adults and peers as they share their ideas, feelings, and needs. Language is learned through engaging, interactive conversations and related literacy activities such as oral storytelling and interactive reading of books. | |
| GRADE LEVEL EXPECTATION | LL.1.1.a. | Demonstrates understanding of a variety of finger-plays, rhymes, chants, poems, conversations, and stories. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| GRADE LEVEL EXPECTATION | LL.1.1.b. | Actively engages in finger-plays, rhymes, chants, poems, conversations, and stories. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| GRADE LEVEL EXPECTATION | LL.1.1.c. | Demonstrates understanding and follows directions that involve: one step, two steps, and a series of unrelated sequences of action. 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 |
| STRAND | AZ.EC.LL. | LANGUAGE AND LITERACY |
| CONCEPT / STANDARD | LL.1. | LANGUAGE |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | LL.1.2. | Expressive Language and Communication Skills: The child uses verbal and nonverbal communication for a variety of purposes to share observations, ideas, and experiences, problem-solve, reason, predict and seek new information. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Children develop language by engaging in conversations with others and listening and responding to rhymes, chants, songs, stories, and poems. Children who are encouraged to share their personal experiences, ideas, feelings, and opinions use increasingly complex language. | |
| GRADE LEVEL EXPECTATION | LL.1.2.a. | Communicates needs, wants, ideas, and feelings through three to five word sentences. ReadyRosie Behavior is a form of communication Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| GRADE LEVEL EXPECTATION | LL.1.2.b. | Speaks clearly and understandably to express ideas, feelings and needs. ReadyRosie Behavior is a form of communication Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| GRADE LEVEL EXPECTATION | LL.1.2.c. | Makes relevant responses to questions and comments from others. ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| GRADE LEVEL EXPECTATION | LL.1.2.d. | Initiates, sustains, and expands conversations with peers and adults. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| GRADE LEVEL EXPECTATION | LL.1.2.e. | With modeling and support, uses acceptable language and social rules including appropriate tone, volume and inflection to express ideas, feelings, and needs. ReadyRosie Behavior is a form of communication Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| GRADE LEVEL EXPECTATION | LL.1.2.f. | Uses appropriate eye contact, turn taking, and intonation while having conversations with adults and peers. ReadyRosie Choosing the Right Voice Taking Turns |
| GRADE LEVEL EXPECTATION | LL.1.2.g. | Recognizes when the listener does not understand and uses techniques to clarify the message. ReadyRosie Putting Away the Groceries Table Riddles |
| GRADE LEVEL EXPECTATION | LL.1.2.h. | With modeling and support, uses increasingly complex phrases and sentences. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| STRAND | AZ.EC.LL. | LANGUAGE AND LITERACY |
| CONCEPT / STANDARD | LL.1. | LANGUAGE |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | LL.1.3. | Vocabulary: The child understands and uses increasingly complex vocabulary. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | The early childhood years are a period of vocabulary exploration. Research indicates that there is a strong connection between vocabulary development and academic success. Children gain language and vocabulary skills by having multiple and frequent opportunities to listen, talk, read, share ideas, relate experiences, and engage in interesting conversations. They need to play with familiar language and experiment with language in different settings. Rhymes, songs, and read-alouds that use rare words allow children to talk about and develop an understanding of words they would not otherwise hear in everyday conversations. | |
| GRADE LEVEL EXPECTATION | LL.1.3.a. | With modeling and support, uses age-appropriate vocabulary across many topic areas and demonstrates a wide variety of words and their meanings with each area; e.g., world knowledge, names of body parts, feelings, colors, shapes, jobs, plants, animals and their habitats, and foods; words that describe: adjectives, verbs, and adverbs. ReadyRosie Finding the Groceries Funny Faces Grocery Store Conversations How Many Can You Name? I Spy an Animal If You're Happy & You Know It Mystery Bag Putting Away the Groceries Table Riddles Talking About Your Feelings |
| GRADE LEVEL EXPECTATION | LL.1.3.b. | With modeling and support, determines the meanings of unknown words and concepts using the context of conversations, pictures that accompany text or concrete object. 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 |
| GRADE LEVEL EXPECTATION | LL.1.3.c. | With modeling and support, uses category labels and names objects within a category; e.g., fruit, vegetable, animal, transportation, etc. ReadyRosie How Many Can You Name? Silent Opposites Sort and Graph Leaves |
| GRADE LEVEL EXPECTATION | LL.1.3.d. | With modeling and support, demonstrates understanding of and uses words that indicate position and direction; e.g., in, on, out, under, off, beside, behind. 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 |
| STRAND | AZ.EC.LL. | LANGUAGE AND LITERACY |
| CONCEPT / STANDARD | LL.2. | EMERGENT LITERACY |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | LL.2.1. | Concepts of Print: The child knows that print carries messages. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Through daily experiences with printed materials, young children delight in beginning to understand the connection between spoken and written words. They begin to learn to follow the print as it is read aloud and start to discover that reading and writing are ways to communicate information and to provide pleasure. Children develop understanding that different forms of print, such as signs, letters, menus, storybooks, and magazines have different functions. | |
| GRADE LEVEL EXPECTATION | LL.2.1.a. | Identifies signs, symbols and labels in the environment. ReadyRosie Shopping for Clothes |
| GRADE LEVEL EXPECTATION | LL.2.1.b. | Demonstrates and understands that print conveys meaning and that each spoken word can be written and read. ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories Weekend News |
| GRADE LEVEL EXPECTATION | LL.2.1.c. | Recognizes that letters are grouped to form words. ReadyRosie Looking for Letters in Ads Reading with Jack and Jill Starting a Word Bank Words on the Page |
| GRADE LEVEL EXPECTATION | LL.2.1.d. | Recognizes own written name and the written names of friends and family. ReadyRosie Morning Message Name Game Tips for storytelling: Story ideas Writing Names with Shaving Cream |
| GRADE LEVEL EXPECTATION | LL.2.1.e. | Seeks information in printed materials. ReadyRosie Reading Routines for Early Readers |
| STRAND | AZ.EC.LL. | LANGUAGE AND LITERACY |
| CONCEPT / STANDARD | LL.2. | EMERGENT LITERACY |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | LL.2.2. | Book Handling Skills: The child demonstrates how to handle books appropriately and with care. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | It is important to provide young children with many opportunities to interact with and care for books in all environments. Young children need to have access to a variety of fiction and nonfiction books throughout the day, including those that reflect diverse cultures. Through these experiences, children learn to hold books right side up and to turn the pages one at a time in order to view the illustrations and to gain a sense of the story or content. | |
| GRADE LEVEL EXPECTATION | LL.2.2.a. | Holds a book right side up with the front cover facing the reader and understands left to right and top to bottom directionality. ReadyRosie Chime In Color Word Sentences Funny Reading Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Sentences Stuffed Animal Stories Tips for helping your child love reading Words on the Page |
| GRADE LEVEL EXPECTATION | LL.2.2.b. | Identifies where in the book to begin reading. ReadyRosie Chime In Choosing the Right Voice Color Word Sentences Funny Reading Reading the Grocery List Reading with Jack and Jill Stuffed Animal Sentences Stuffed Animal Stories Taking Turns Words on the Page |
| GRADE LEVEL EXPECTATION | LL.2.2.c. | Understands a book has a title, author and/or illustrator. ReadyRosie Funny Reading |
| STRAND | AZ.EC.LL. | LANGUAGE AND LITERACY |
| CONCEPT / STANDARD | LL.2. | EMERGENT LITERACY |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | LL.2.3. | Phonological Awareness: The child develops awareness that language can be broken in words, syllables, and smaller units of sounds (phonemes). |
| OBJECTIVE / GRADE LEVEL EXPECTATION | awareness is the foundation of young children’s abilities to hear and discriminate different sounds in words (phonological awareness). Research indicates how quickly and how easily children learn to read often depends on how much phonological awareness they have. Children’s abilities to play with or manipulate the smallest units of speech (phonemes) are demonstrated in a variety of ways, including using rhymes, alliteration, and experimenting with beginning and ending sounds. Phonological awareness and phonemic awareness are the foundations that enable preschool children to later match sounds to their letters (phonics). Phonological awareness can be taught in the dark as it requires just listening for and manipulating sounds. | |
| GRADE LEVEL EXPECTATION | LL.2.3.a. | Differentiates between sounds that are the same and different (e.g., environmental sounds, animal sounds, phonemes). ReadyRosie Color Word Sentences Thumbs Up, Thumbs Down |
| GRADE LEVEL EXPECTATION | LL.2.3.b. | With modeling and support, identifies 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 |
| GRADE LEVEL EXPECTATION | LL.2.3.c. | With modeling and support, produces 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 |
| GRADE LEVEL EXPECTATION | LL.2.3.d. | With modeling and support, recognizes spoken words that begin with the same sound. ReadyRosie Listen My Children Making a Grocery List Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| GRADE LEVEL EXPECTATION | LL.2.3.e. | Hears and shows awareness of separate words within spoken phrases or sentences. ReadyRosie Color Word Sentences Reading with Jack and Jill Sentence Segmenting Starting a Word Bank Words on the Page |
| GRADE LEVEL EXPECTATION | LL.2.3.f. | With modeling and support, identifies and discriminates syllables in words. ReadyRosie Frog Hopping Grocery Sack Syllables Sequences of Sounds |
| GRADE LEVEL EXPECTATION | LL.2.3.g. | With modeling and support, combines onset and rime to form a familiar one-syllable word with and without pictorial support. ReadyRosie Laundry Riddles |
| GRADE LEVEL EXPECTATION | LL.2.3.h. | With modeling and support, repeats words and identifies the common final sound. ReadyRosie Making a Grocery List Thumbs Up, Thumbs Down |
| STRAND | AZ.EC.LL. | LANGUAGE AND LITERACY |
| CONCEPT / STANDARD | LL.2. | EMERGENT LITERACY |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | LL.2.4. | Alphabet Knowledge: The child demonstrates knowledge of the alphabet. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Young children begin to recognize some printed alphabet letters, especially those letters found in their own names. To support young learners’ knowledge of letters, adults need to provide children with easy and repeated meaningful interactions with written letters and words within the context of daily experiences. Activities are presented in fun and interesting ways that engage children. | |
| GRADE LEVEL EXPECTATION | LL.2.4.a. | Discriminates letters from other shapes and symbols. 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 |
| GRADE LEVEL EXPECTATION | LL.2.4.b. | Matches and recognizes similarities and differences in letters, with modeling and support. 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 |
| GRADE LEVEL EXPECTATION | LL.2.4.c. | Recognizes as many as 10 letters, especially those in own name, family and friends. 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 |
| GRADE LEVEL EXPECTATION | LL.2.4.d. | Uses letter-sound knowledge identifying the sounds of a few letters and producing the correct sounds for as many as 10 letters, with modeling and support. ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| STRAND | AZ.EC.LL. | LANGUAGE AND LITERACY |
| CONCEPT / STANDARD | LL.2. | EMERGENT LITERACY |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | LL.2.5. | Comprehension: The child shows an interest in books and comprehends books read aloud with increasing text complexity. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Children gain understanding about language and reading through their interactions with verbal language, print, and daily routines. In addition, children learn about reading concepts by experiencing a learning environment rich in signs, symbols, words, numbers, and art that reflect diverse cultures. When children are read to regularly and encouraged to intentionally interact with printed materials, they develop an interest in books and other printed materials. | |
| GRADE LEVEL EXPECTATION | LL.2.5.a. | Takes an active role in reading activities. ReadyRosie Asking Wh- Questions Getting Information from Pictures My Favorite Part Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Tips for helping your child love reading Why should we tell family stories? |
| GRADE LEVEL EXPECTATION | LL.2.5.b. | With prompting and support, identifies characters and major events in a story. ReadyRosie Making Connections PreK Text to Self Connections |
| GRADE LEVEL EXPECTATION | LL.2.5.c. | With prompting and support, asks and answers a variety of questions about books or stories told or read aloud. ReadyRosie Asking Wh- Questions Book Bag Descriptions Getting Information from Pictures Making Connections PreK Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Think About It Tips for helping your child love reading |
| GRADE LEVEL EXPECTATION | LL.2.5.e. | With prompting and support, identifies events and details in the story and makes predictions. ReadyRosie Book Selection Picture Walk Predictions Reading Routines for Early Readers Selecting Books Text to Self Connections |
| GRADE LEVEL EXPECTATION | LL.2.5.f. | With prompting and support, gives an opinion for liking or disliking a book or story. ReadyRosie Itsy Bitsy Spider Illustrations |
| GRADE LEVEL EXPECTATION | LL.2.5.i. | With modeling and support, retells or reenacts a story in sequence with pictures or props. ReadyRosie Act It Out Book Bag Descriptions Family Movie Night Family Photos My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures Toy Stories |
| GRADE LEVEL EXPECTATION | LL.2.5.j. | With modeling and support, demonstrates reading fluency by use of phrasing, intonation and expression in shared reading of familiar books, poems, chants, songs, nursery rhymes or other repetitious or predictable texts. ReadyRosie Asking Wh- Questions If You're Happy & You Know It Itsy Bitsy Spider Illustrations Just the Facts My Favorite Part Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Sliding to Nursery Rhymes Tips for helping your child love reading Why should I sing to my baby? |
| STRAND | AZ.EC.LL. | LANGUAGE AND LITERACY |
| CONCEPT / STANDARD | LL.3. | EMERGENT WRITING |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | LL.3.1. | Early Writing, Writing Processes, and Writing Applications: The child uses writing materials to communicate ideas. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Children begin to recognize the relationship between spoken and written messages by engaging in writing, drawing, and related activities that have meaning and purpose for them. Children receive powerful messages about literacy’s pleasures and rewards by observing others reading and writing. Children develop as writers when they are encouraged to write in an environment that has readily accessible writing materials. | |
| GRADE LEVEL EXPECTATION | LL.3.1.a. | Early Writing: Uses a variety of writing tools, materials, and surfaces to create drawings or symbols. 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 |
| GRADE LEVEL EXPECTATION | LL.3.1.b. | Writing Processes: With modeling and support, uses a combination of drawing, dictating and emergent writing to communicate an idea or opinion about an experience, story, or book, and to express knowledge or share information about a topic of interest. 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 |
| GRADE LEVEL EXPECTATION | LL.3.1.d. | Writing Applications: Writes own name using letter-like forms or conventional print. ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| GRADE LEVEL EXPECTATION | LL.3.1.e. | Writing Applications: Intentionally uses scribbles/writing and inventive writing to convey meaning, ideas or to tell a story; e.g., signing artwork, captioning, labeling, creating lists, making notes. 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 |
| GRADE LEVEL EXPECTATION | LL.3.1.f. | Writing Applications: With prompting and support, forms letters starting with large motor (sky writing, paint brush and water, sidewalk chalk) progressing to fine motor (paper and pencil). ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| GRADE LEVEL EXPECTATION | LL.3.1.g. | Writing Applications: Organizes writing from left to right, indicating an awareness that letters cluster as words and words cluster into phrases or sentences by use of spacing or marks. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| STRAND | AZ.EC.MA. | MATHEMATICS |
| CONCEPT / STANDARD | MA.1. | COUNTING AND CARDINALITY |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | MA.1.1. | Counts Out Loud: The child counts out loud and uses number words in daily conversations. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | To build an understanding of counting, children need environments that are rich in mathematical language and provide varied opportunities to count in ways that are personally meaningful, challenging, and fun. | |
| GRADE LEVEL EXPECTATION | MA.1.1.a. | Shows interest in and awareness of counting. ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Counting Signs 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 May I Take your Order? More Grapes More than Ten Penny Drop Quick Dots Show Me Skipping Around Taking Inventory The Number Stays the Same |
| STRAND | AZ.EC.MA. | MATHEMATICS |
| CONCEPT / STANDARD | MA.1. | COUNTING AND CARDINALITY |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | MA.1.2. | Knows Number Names and Symbols: The child identifies numerals and uses number words in daily activities. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | To build an understanding of number names and symbols children need number rich environments that allow them to explore and play with numbers and numerals throughout the day and across the curriculum. | |
| GRADE LEVEL EXPECTATION | MA.1.2.a. | Uses numerals and number symbols in the context of daily routines, activities, and play. ReadyRosie Crazy Counting First Place Fruit Salad How Many Steps to Bed? How Old Are You? Magazine Number Hunt Numbers Everywhere Rub a Dub Counting Under the Cup |
| GRADE LEVEL EXPECTATION | MA.1.2.b. | Uses and creates symbols to represent numbers. ReadyRosie Find My Number May I Take your Order? My Address Taking Inventory Three Ways to Show a Number |
| GRADE LEVEL EXPECTATION | MA.1.2.c. | Identifies numerals one to 10. ReadyRosie Fruit Salad Magazine Number Hunt Numbers Everywhere |
| STRAND | AZ.EC.MA. | MATHEMATICS |
| CONCEPT / STANDARD | MA.1. | COUNTING AND CARDINALITY |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | MA.1.3. | Counts to Tell Number of Objects: The child uses number words and counting to identify quantity. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Learning the meaning of numbers begins with hands-on experiences using a variety of objects found in the home, the classroom and nature. To build an understanding of “how much” and to explore number relationships, children need daily experiences involving counting in ways that are personally meaningful, challenging, and fun. | |
| GRADE LEVEL EXPECTATION | MA.1.3.a. | Counts groups of objects using one-to-one correspondence (one object for each number word). 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? |
| GRADE LEVEL EXPECTATION | MA.1.3.b. | Counts a collection of up to 10 items using the last counting word to tell, “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 My Age Show Me Speedometer Math Taking Inventory |
| GRADE LEVEL EXPECTATION | MA.1.3.d. | Identifies quantity of three-five objects without counting (subitize). ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| STRAND | AZ.EC.MA. | MATHEMATICS |
| CONCEPT / STANDARD | MA.1. | COUNTING AND CARDINALITY |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | MA.1.4. | Compares Numbers and Quantities: The child applies a range of strategies such as counting or matching to compare sets of objects. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Learning the meaning of numbers begins with hands-on experiences, using a variety of objects found in the home, the classroom and nature. To build an understanding of numbers and the quantities they represent, children need daily experiences involving comparing groups of objects in ways that are personally meaningful, challenging, and fun. | |
| GRADE LEVEL EXPECTATION | MA.1.4.a. | Compares two sets of objects using terms such as more, fewer, or the same. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| STRAND | AZ.EC.MA. | MATHEMATICS |
| CONCEPT / STANDARD | MA.2. | OPERATIONS AND ALGEBRAIC THINKING |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | MA.2.1. | Explores Addition and Subtraction: The child combines and separates groups of objects and names how many. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Learning the meaning of a number begins with hands-on experiences using a variety of objects found in the home, the classroom, and nature. To build an understanding of numbers and to discover number relationships, children need opportunities to describe the changes that result from putting sets of objects (e.g., blocks, animals, toy people) together or taking them apart. | |
| GRADE LEVEL EXPECTATION | MA.2.1.a. | Demonstrates an understanding that adding increases the number of objects in a group. ReadyRosie Decorating Cupcakes How Many Feet? In My Pond, Part 1 Make a Tower of Ten One More Packing for Our Trip Rock Toss |
| GRADE LEVEL EXPECTATION | MA.2.1.b. | Describes changes in two or more sets of objects when they are combined. ReadyRosie My Age Speedometer Math |
| GRADE LEVEL EXPECTATION | MA.2.1.c. | Demonstrates an understanding that taking away decreases the number of objects in a group. ReadyRosie All Done Checkout Countdown In My Pond, Part 2 One Less Three Little Animals |
| GRADE LEVEL EXPECTATION | MA.2.1.d. | Describes changes in a set of objects when they are separated into parts. ReadyRosie My Age Speedometer Math |
| STRAND | AZ.EC.MA. | MATHEMATICS |
| CONCEPT / STANDARD | MA.2. | OPERATIONS AND ALGEBRAIC THINKING |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | MA.2.2. | Patterning: The child recognizes, copies, extends, describes and creates patterns. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Recognition and investigation of patterns are important components of a child’s development. A child’s ability to work with patterns is the precursor to mathematical thinking, especially algebraic processes. Children need frequent opportunities to engage in pattern-related activities such as playing with repetitive sounds and movement or noticing patterns in textures and pictures. | |
| GRADE LEVEL EXPECTATION | MA.2.2.a. | Recognizes patterns in the real world. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| GRADE LEVEL EXPECTATION | MA.2.2.b. | Copies simple patterns. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| GRADE LEVEL EXPECTATION | MA.2.2.c. | Extends simple patterns. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| GRADE LEVEL EXPECTATION | MA.2.2.d. | Creates simple patterns. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| GRADE LEVEL EXPECTATION | MA.2.2.e. | Describes similarities and differences in patterns. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| STRAND | AZ.EC.MA. | MATHEMATICS |
| CONCEPT / STANDARD | MA.3. | MEASUREMENT AND DATA |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | MA.3.1. | Sorts and Classifies: The child sorts and groups objects by a variety of characteristics/attributes. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Recognizing relationships between objects allows young children to make generalizations and predictions beyond information directly available to them. The ability to think logically and to reason (problem solve) extends far beyond mathematical boundaries. | |
| GRADE LEVEL EXPECTATION | MA.3.1.a. | Sorts and classifies objects by one or more attributes (e.g., size, color, shape, texture, use). ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| GRADE LEVEL EXPECTATION | MA.3.1.b. | Explains how items were sorted into groups. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| STRAND | AZ.EC.MA. | MATHEMATICS |
| CONCEPT / STANDARD | MA.3. | MEASUREMENT AND DATA |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | MA.3.2. | Data Analysis: The child collects, organizes, displays, and describes relevant data. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Children are natural observers and questioners. To build upon this strength, adults should facilitate children’s opportunities to ask questions, sort and classify objects, collect and display information, and talk about what is meaningful to them. | |
| GRADE LEVEL EXPECTATION | MA.3.2.a. | Asks questions to gather information. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| GRADE LEVEL EXPECTATION | MA.3.2.b. | Displays data to answer simple questions about themselves or the environment. ReadyRosie Dino Dig Sort and Graph Leaves |
| GRADE LEVEL EXPECTATION | MA.3.2.c. | Uses descriptive language to compare data in picture graphs or other concrete representations. ReadyRosie Cereal Challenge |
| GRADE LEVEL EXPECTATION | MA.3.2.d. | Uses charts and graphs to analyze information or answer questions. ReadyRosie Dino Dig Sort and Graph Leaves What's for Dinner? |
| STRAND | AZ.EC.MA. | MATHEMATICS |
| CONCEPT / STANDARD | MA.3. | MEASUREMENT AND DATA |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | MA.3.3. | Measures: The child uses measurement to describe and compare objects in the environment. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Starting at a very young age, children compare who is taller or who has more. Immersing children in measurement activities provides them with opportunities to explore, compare, and discuss the use of measurement in their environment. | |
| GRADE LEVEL EXPECTATION | MA.3.3.a. | Compares objects and uses terms such as longer-shorter, hotter-colder, and faster-slower. ReadyRosie Bookcase Problem Building Houses Comparing Vegetables How Many Can I Grab? Leap Frog Measure Measuring the Table Near and Far |
| GRADE LEVEL EXPECTATION | MA.3.3.b. | Uses non-standard units of measurement (e.g., hands, bodies, containers) to estimate measurable attributes. ReadyRosie Bookcase Problem |
| GRADE LEVEL EXPECTATION | MA.3.3.d. | Orders objects by measurable attributes. ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Fill Up the Cup Leap Frog Measure Making Trail Mix Measuring the Table Near and Far Strawberries for a Picnic |
| GRADE LEVEL EXPECTATION | MA.3.3.e. | Uses appropriate vocabulary to describe time and sequence related to daily routines. ReadyRosie All About My Day Which Takes Longer? Yesterday, Today, Tomorrow |
| STRAND | AZ.EC.MA. | MATHEMATICS |
| CONCEPT / STANDARD | MA.4. | GEOMETRY |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | MA.4.1. | Spatial Reasoning: The child uses and demonstrates an understanding of positional terms. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Geometry for young children involves observing, playing with, and purposefully investigating shapes that are found in their environment. Children spontaneously make spatial comparisons. This familiarity is a foundation for more complex learning experiences involving shape, position, and orientation in space. | |
| GRADE LEVEL EXPECTATION | MA.4.1.a. | Uses and responds to positional terms (e.g., between, inside, under, above, behind). 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 |
| GRADE LEVEL EXPECTATION | MA.4.1.b. | Describes the position or location of objects in relation to self or to other objects. ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Race Car Transformations Stuffed Animal Olympics Treasure Map |
| STRAND | AZ.EC.MA. | MATHEMATICS |
| CONCEPT / STANDARD | MA.4. | GEOMETRY |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | MA.4.2. | Shapes: The child recognizes names and describes common shapes and their properties. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Geometry for young children involves observing, playing with, and purposefully investigating shapes that are found in their environment. Beginning in infancy, children compare objects by form and shape. This familiarity is a foundation for more complex learning experiences involving shape, position, and orientation in space. | |
| GRADE LEVEL EXPECTATION | MA.4.2.a. | Recognizes basic two-dimensional shapes. ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| GRADE LEVEL EXPECTATION | MA.4.2.b. | Uses the names of geometric shapes when describing objects found in the environment. ReadyRosie Buying Oranges |
| GRADE LEVEL EXPECTATION | MA.4.2.c. | Creates two- and three-dimensional shapes during play. 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 |
| GRADE LEVEL EXPECTATION | MA.4.2.d. | Compares and describes attributes of two- and three- dimensional objects in the environment using own vocabulary. 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 |
| STRAND | AZ.EC.SC. | SCIENCE |
| CONCEPT / STANDARD | SC.1. | INQUIRY AND APPLICATION |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | SC.1.1. | Exploration, Observations, and Hypotheses: The child asks questions and makes predictions while exploring and observing in the environment. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Children use their senses to observe by looking, touching, tasting, smelling and listening. Curiosity about the natural world leads children to ask questions. They ask Why? Where? What if? How? Who? | |
| GRADE LEVEL EXPECTATION | SC.1.1.a. | Exhibits curiosity about objects, living things, and other natural events in the environment by using one or more senses. ReadyRosie Grocery Store Conversations |
| GRADE LEVEL EXPECTATION | SC.1.1.d. | Begins to describe the similarities, differences and relationships between objects, living things and natural events. ReadyRosie Grocery Store Conversations Sink or Float |
| STRAND | AZ.EC.SC. | SCIENCE |
| CONCEPT / STANDARD | SC.1. | INQUIRY AND APPLICATION |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | SC.1.2. | Investigation: The child tests predictions through exploration and experimentation. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Children use their senses and a variety of tools and materials to gather information while investigating. Active experimentation requires questioning, refining, and persistence. Children explore answers to their questions and begin to form more complex conclusions. Information gathered in the process extends a child’s knowledge of the world and their environment. | |
| GRADE LEVEL EXPECTATION | SC.1.2.c. | Adjusts the experiment if results are different than expected and continues testing. ReadyRosie Acorns and Pinecones Measure your Steps Strawberries for a Picnic |
| GRADE LEVEL EXPECTATION | SC.1.2.d. | Persists with an investigation. ReadyRosie Sink or Float |
| STRAND | AZ.EC.SS. | SOCIAL STUDIES |
| CONCEPT / STANDARD | SS.1. | FAMILY |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | SS.1.1. | Understands Family: The child demonstrates an understanding of families and the roles and responsibilities of being a family member. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Children are curious about their world. They thrive on learning experiences that are meaningful and that connect to what they have previously learned. A child’s family is central to their understanding of themselves and provides a foundational reference for their roles and relationships at school and within the larger community. As their perception grows, children further expand this scope to understand how systems work together. | |
| GRADE LEVEL EXPECTATION | SS.1.1.a. | Views self as a member of the family unit. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| GRADE LEVEL EXPECTATION | SS.1.1.b. | Identifies family members; e.g., mother, father, sister, brother, grandparents, cousins, etc. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| GRADE LEVEL EXPECTATION | SS.1.1.c. | Describes/discusses own family’s cultural or family traditions. ReadyRosie Why is storytelling important? |
| GRADE LEVEL EXPECTATION | SS.1.1.e. | Develops an awareness of their personal & family history. ReadyRosie Tips for storytelling: Story ideas Why is storytelling important? |
| GRADE LEVEL EXPECTATION | SS.1.1.f. | Shows knowledge of family members’ roles and responsibilities in the home. ReadyRosie My Address |
| STRAND | AZ.EC.SS. | SOCIAL STUDIES |
| CONCEPT / STANDARD | SS.2. | COMMUNITY |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | SS.2.1. | Understands Community: The child recognizes that he/she lives in a place with many people and that there are people and events in other places. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Children become aware of and begin to recognize and appreciate the similarities and differences between people through their experiences of cultural and traditional events. Children gain awareness of people and their backgrounds through participation in their community and learning environment. Children begin to understand that events occur outside their own families and their own environment through conversation with peers and exposure to the cultures of others. | |
| GRADE LEVEL EXPECTATION | SS.2.1.a. | Recognizes that places where people live are made up of individuals from different cultures and who speak different languages. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| GRADE LEVEL EXPECTATION | SS.2.1.b. | Identifies, discusses and asks questions about similarities and differences in other people in their community. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| STRAND | AZ.EC.SS. | SOCIAL STUDIES |
| CONCEPT / STANDARD | SS.2. | COMMUNITY |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | SS.2.2. | Rights, Responsibilities and Roles within Community: The child demonstrates a sense of belonging to the community and contributes to its care. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Children recognize themselves as part of their home and community. Children are given opportunities to experience choices and to make their own decisions in order to demonstrate their roles as individuals. As children learn to demonstrate respect for ideas and rules, they gain the skills necessary for being contributing members of the family and of a community. | |
| GRADE LEVEL EXPECTATION | SS.2.2.c. | Recognizes that people rely on others for goods and services; e.g., farm goods, mail delivery, safety or health care. ReadyRosie Making a Grocery List |
| GRADE LEVEL EXPECTATION | SS.2.2.e. | Describes the purpose of rules. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| GRADE LEVEL EXPECTATION | SS.2.2.f. | Recognizes that people have wants and must make choices because resources and materials are limited. ReadyRosie Behavior is a form of communication |
| STRAND | AZ.EC.PHS. | PHYSICAL DEVELOPMENT, HEALTH AND SAFETY |
| CONCEPT / STANDARD | PHS.1. | PHYSICAL AND MOTOR DEVELOPMENT |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | PHS.1.1. | Gross Motor Development: The child moves with balance, control and coordination. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Children are in constant motion. This movement develops young children’s large muscles as they run, jump, and play in both structured and unstructured settings. Children increase their ability to control their bodies and learn that regular physical activity can enhance their overall physical, social and mental health. | |
| GRADE LEVEL EXPECTATION | PHS.1.1.a. | Moves with balance. ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| GRADE LEVEL EXPECTATION | PHS.1.1.b. | Moves with control (e.g., walks, runs, skips, jumps, gallops, hops). ReadyRosie Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Rhyming Toss Rock Toss Stomp the Letter The Number Stays the Same |
| GRADE LEVEL EXPECTATION | PHS.1.1.c. | Moves with coordination. ReadyRosie Follow the Leader |
| GRADE LEVEL EXPECTATION | PHS.1.1.d. | Demonstrates spatial awareness in physical activity. ReadyRosie Follow the Leader Jump to It Rock Toss |
| STRAND | AZ.EC.PHS. | PHYSICAL DEVELOPMENT, HEALTH AND SAFETY |
| CONCEPT / STANDARD | PHS.1. | PHYSICAL AND MOTOR DEVELOPMENT |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | PHS.1.2. | Fine Motor Development: The child uses fingers, hands and wrists to manipulate tools and materials. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Developing fine motor skills is an important foundation for other developmental areas such as cognitive development, artistic expression, daily living skills and handwriting. Children begin to demonstrate an increased amount of strength, dexterity, and stamina to perform fine motor tasks using a variety of manipulatives and tools. When children are engaged in appropriate activities and experiences, they develop the ability to gain fine motor control, which leads to independence. | |
| GRADE LEVEL EXPECTATION | PHS.1.2.a. | Uses fingers, hands, and wrists to manipulate a variety of tools and materials, (e.g., crayons, markers, chalk, sponges, paint brushes, scissors, pencils, silverware). 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 |
| GRADE LEVEL EXPECTATION | PHS.1.2.b. | Uses eye-hand coordination to perform simple tasks. 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 |
| GRADE LEVEL EXPECTATION | PHS.1.2.c. | Manipulates smaller objects, tools and instruments that require wrist and squeezing motions. 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 |
| GRADE LEVEL EXPECTATION | PHS.1.2.d. | Uses fine motor skills in daily living. 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 |
| STRAND | AZ.EC.PHS. | PHYSICAL DEVELOPMENT, HEALTH AND SAFETY |
| CONCEPT / STANDARD | PHS.2. | HEALTH |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | PHS.2.1. | Personal Health and Hygiene Practices: Child demonstrates knowledge of personal health practices, routines and understands the functions of body parts. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Children begin at a young age to learn living skills that will assist them in making appropriate healthy choices. They learn that proper nutrition, exercise and rest are necessary for a healthy body. | |
| GRADE LEVEL EXPECTATION | PHS.2.1.b1. | Demonstrates healthy practices: Nutrition ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| STRAND | AZ.EC.PHS. | PHYSICAL DEVELOPMENT, HEALTH AND SAFETY |
| CONCEPT / STANDARD | PHS.3. | SAFETY |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | PHS.3.1. | Safety and Injury Prevention: Child demonstrates knowledge of personal safety practices and routines. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Children demonstrate awareness and understanding of personal and environmental safety rules and how to keep themselves safe. These principles should be relevant to Arizona and to the community/region in which the child lives. | |
| GRADE LEVEL EXPECTATION | PHS.3.1.a. | Identifies and follows basic safety rules with guidance and support; e.g., sun safety, animal and plant safety, outdoor and indoor safety. ReadyRosie My Address |
| GRADE LEVEL EXPECTATION | PHS.3.1.c. | Enforces personal boundaries (safety, self-advocacy and boundary awareness). ReadyRosie Follow the Leader Jump to It Rock Toss |
| GRADE LEVEL EXPECTATION | PHS.3.1.f. | Identifies how adults help to keep us safe. ReadyRosie My Address |
| STRAND | AZ.EC.FA. | FINE ARTS |
| CONCEPT / STANDARD | FA.1. | VISUAL ARTS |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | FA.1.1. | Creates and Understands Visual Arts: The child uses a wide variety of materials, media, tools, techniques and processes to explore, create and understand art. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Children communicate ideas, experiences and feelings by leaving their mark with crayons, markers, paints, modeling and construction of masterpieces. Children discover that they and others are artists. Children begin to develop vocabulary to share their opinions about artistic creations and experiences. They reflect upon and describe the characteristics and qualities of their work and the work of others. | |
| GRADE LEVEL EXPECTATION | FA.1.1.a. | Uses a variety of materials/media, tools and techniques to create original works of art (e.g., paper, rocks, sand, clay; tools such as cotton swabs, small/large brushes, drinking straws, and techniques such as drawing, painting, sculpting). 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 |
| GRADE LEVEL EXPECTATION | FA.1.1.b. | Creates art work with details which represent creative and personal choices, ideas, experiences and feelings. 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 |
| GRADE LEVEL EXPECTATION | FA.1.1.c. | Creates art in two and three dimensions. 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 |
| GRADE LEVEL EXPECTATION | FA.1.1.d. | Seeks an understanding of artwork by self or others by commenting on or questioning the artwork. 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 |
| STRAND | AZ.EC.FA. | FINE ARTS |
| CONCEPT / STANDARD | FA.2. | MUSIC AND CREATIVE MOVEMENT |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | FA.2.1. | Creates and Understands Music, Movement and Dance: The child uses a wide variety of instruments, movements, techniques and music to explore and create. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Singing, dancing, making music and moving to sounds/rhythms are fundamental musical activities of young children. These activities help young children explore and demonstrate self-expression, creativity, body awareness and nurtures appreciation of the arts. Children begin to develop a vocabulary to share opinions about musical/movement creations and experiences. | |
| GRADE LEVEL EXPECTATION | FA.2.1.b. | Sings and moves to familiar rhymes, songs, and chants. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| GRADE LEVEL EXPECTATION | FA.2.1.c. | Uses familiar songs, rhymes or chants to create their own musical/movement improvisations. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| STRAND | AZ.EC.FA. | FINE ARTS |
| CONCEPT / STANDARD | FA.3. | DRAMA |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | FA.3.1. | Creates Dramatic Activities: The child uses the portrayal of events, characters, or stories through acting and using props and language to explore and create. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | Children use the richness of their daily activities to create pretend play, assuming different roles and characters. These experiences contribute to children’s ability to self-regulate, communicate more effectively and engage in cooperative activity with peers while practicing roles of others. | |
| GRADE LEVEL EXPECTATION | FA.3.1.c. | Pretends an object exists without using a prop. ReadyRosie Tips for helping your child love reading |
| GRADE LEVEL EXPECTATION | FA.3.1.d. | Dramatizes familiar stories. ReadyRosie Act It Out Toy Stories |
| Arizona's College and Career Ready Standards |
| Health and PE |
| Grade: Pre K - Adopted: 2009 |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S1. | Comprehension of Health Promotion and Disease Prevention Concepts: Every student will comprehend concepts related to health promotion and disease prevention to enhance health. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S1C1: | Understand Relationship Between Health Behaviors and Health |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S1C1-01. | Identify that healthy behaviors affect personal health and overall well-being ReadyRosie Brushing Your Teeth |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S4: | Use of Interpersonal Communication Skills to Enhance Health: Every student will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S4C1: | Communication to Enhance Help |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S4C1-01. | Demonstrate healthy ways to express needs, wants, and feelings ReadyRosie Clap and Count Talking About Your Feelings |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S5: | Use of Decision-Making Skills to Enhance Health: Every student will demonstrate the ability to use decision-making skills to enhance health |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S5C2: | Application of Decision-Making Skills to Health |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S5C2-01. | Identify situations when a health-related decision is needed ReadyRosie Brushing Your Teeth |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S5C2-02. | Differentiate between situations when a health-related decision can be made individually or when assistance is needed ReadyRosie Brushing Your Teeth |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S6: | Use of Goal-Setting Skills to Enhance Health: Every student will demonstrate the ability to use goal-setting skills to enhance health |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S6C2: | Health-Related Goal Setting |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S6C2-01. | Identify a short-term personal health goal and take action toward achieving the goal ReadyRosie Setting Summer Learning Goals |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S6C2-02. | Identify who can help when assistance is needed to achieve a personal health goal ReadyRosie Setting Summer Learning Goals |