Arkansas Standards (Infant)
| Main Criteria: Arkansas Curriculum Frameworks | ||
| 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 | ||
| Arkansas Curriculum Frameworks |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2016 |
| STRAND / TOPIC | AR.B-8.SE. | Social and Emotional Development (Birth-8m) |
| CONTENT STANDARD | B-8.SE1. | Relationships with Others |
| PERFORMANCE EXPECTATION | B-8.SE1.1. | Forms trusting relationships with nurturing adults |
| BENCHMARK / PROFICIENCY | INTERACTIONS | |
| DESCRIPTOR | B-8.SE1.1.1. | Engages in back-and-forth interactions with familiar adults (e.g., peek-a-boo, makes vocalizations in response to adult interaction, imitates facial expressions or sounds) ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| DESCRIPTOR | B-8.SE1.1.2. | Communicates needs to familiar adults through a variety of behaviors ranging from crying, looking at object of interest and back at caregiver, smiling, pointing, dropping or banging objects, to leading adult by the hand ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STRAND / TOPIC | AR.B-8.SE. | Social and Emotional Development (Birth-8m) |
| CONTENT STANDARD | B-8.SE1. | Relationships with Others |
| PERFORMANCE EXPECTATION | B-8.SE1.1. | Forms trusting relationships with nurturing adults |
| BENCHMARK / PROFICIENCY | ATTACHMENT RELATIONSHIPS | |
| DESCRIPTOR | B-8.SE1.1.3. | Forms strong emotional bonds (attachment) with one or more caregivers (e.g., shows preference for familiar adults, demonstrates pleasure during caregiver interactions, is soothed by caregiver) ReadyRosie Baby Massage Behavior is a form of communication Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close That's My Name Tips for bonding with your baby Tummy Talk Two on Me and You What Comes after Two? Which Toy? You are your child's first teacher |
| STRAND / TOPIC | AR.B-8.SE. | Social and Emotional Development (Birth-8m) |
| CONTENT STANDARD | B-8.SE1. | Relationships with Others |
| PERFORMANCE EXPECTATION | B-8.SE1.2. | Interacts with peers |
| BENCHMARK / PROFICIENCY | DEVELOPS FRIENDSHIPS | |
| DESCRIPTOR | B-8.SE1.2.1. | Shows interest in peers (e.g., watches other children, reaches out to touch them, imitates sounds or actions) with increasing participation in simple, brief back-and-forth interactions with peers ReadyRosie Do You See Me? |
| STRAND / TOPIC | AR.B-8.SE. | Social and Emotional Development (Birth-8m) |
| CONTENT STANDARD | B-8.SE2. | Emotional Expression and Understanding |
| PERFORMANCE EXPECTATION | B-8.SE2.1. | Experiences, expresses, and regulates a range of emotions |
| BENCHMARK / PROFICIENCY | EMOTION EXPRESSION | |
| DESCRIPTOR | B-8.SE2.1.1. | Expresses a range of basic emotions (e.g., joy, sadness, contentment, distress, interest, disgust, surprise, anger, fear) through facial expressions, gestures, and sounds ReadyRosie Snuggle Close |
| STRAND / TOPIC | AR.B-8.SE. | Social and Emotional Development (Birth-8m) |
| CONTENT STANDARD | B-8.SE2. | Emotional Expression and Understanding |
| PERFORMANCE EXPECTATION | B-8.SE2.1. | Experiences, expresses, and regulates a range of emotions |
| BENCHMARK / PROFICIENCY | EMOTION REGULATION | |
| DESCRIPTOR | B-8.SE2.1.2. | Uses adult support to calm self (e.g., relaxes when picked up and held by a familiar adult) and demonstrates some self-soothing behaviors (e.g., thumb/fist sucking, rocking, turning away from source of overstimulation) ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STRAND / TOPIC | AR.B-8.CD. | Cognitive Development (Birth-8m) |
| CONTENT STANDARD | B-8.CD1. | Approaches to Learning |
| PERFORMANCE EXPECTATION | B-8.CD1.1. | Shows curiosity and a willingness to try new things |
| BENCHMARK / PROFICIENCY | EXPLORATION & INVESTIGATION | |
| DESCRIPTOR | B-8.CD1.1.1. | Uses senses and a variety of actions to explore the environment (e.g., turns head toward a sound, shakes or bangs a toy, mouths objects) ReadyRosie Bath Time Fun Two on Me and You |
| STRAND / TOPIC | AR.B-8.CD. | Cognitive Development (Birth-8m) |
| CONTENT STANDARD | B-8.CD1. | Approaches to Learning |
| PERFORMANCE EXPECTATION | B-8.CD1.1. | Shows curiosity and a willingness to try new things |
| BENCHMARK / PROFICIENCY | INTEREST IN NEW EXPERIENCES | |
| DESCRIPTOR | B-8.CD1.1.2. | Shows pleasure or engagement when interesting or new things happen (e.g., laughs after shaking a toy that rattles, listens intently to a new song) ReadyRosie Bath Time Fun Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STRAND / TOPIC | AR.B-8.CD. | Cognitive Development (Birth-8m) |
| CONTENT STANDARD | B-8.CD1. | Approaches to Learning |
| PERFORMANCE EXPECTATION | B-8.CD1.2. | Shows persistence in approaching tasks |
| BENCHMARK / PROFICIENCY | DETERMINATION | |
| DESCRIPTOR | B-8.CD1.2.1. | Repeats actions to produce similar results (e.g., repeatedly shakes toy to produce noise; puts objects in a container and dumps them out over and over again) ReadyRosie Bath Time Fun Kicking Paper |
| STRAND / TOPIC | AR.B-8.CD. | Cognitive Development (Birth-8m) |
| CONTENT STANDARD | B-8.CD2. | Executive Function |
| PERFORMANCE EXPECTATION | B-8.CD2.1. | Focuses and sustains attention |
| BENCHMARK / PROFICIENCY | ATTENTION & ENGAGEMENT | |
| DESCRIPTOR | B-8.CD2.1.1. | Orients to and focuses on sounds, activities, people, and objects in the environment (e.g., attends to sounds, lights, etc.; turns head to follow caregiver with his or her gaze) ReadyRosie That's My Name |
| DESCRIPTOR | B-8.CD2.1.2. | Shows increasing ability to attend to people and objects and join others in a common focus (e.g., attends to a short, familiar storybook, though may not want to follow book page by page) ReadyRosie Do You See Me? |
| STRAND / TOPIC | AR.B-8.CD. | Cognitive Development (Birth-8m) |
| CONTENT STANDARD | B-8.CD2. | Executive Function |
| PERFORMANCE EXPECTATION | B-8.CD2.4. | Holds and manipulates information in memory |
| BENCHMARK / PROFICIENCY | LONG-TERM MEMORY | |
| DESCRIPTOR | B-8.CD2.4.2. | Anticipates familiar actions or routines (e.g., raises legs when diaper is changed; later in this age range, goes to table when it is time to eat) ReadyRosie How do I get my child to______? |
| STRAND / TOPIC | AR.B-8.CD. | Cognitive Development (Birth-8m) |
| CONTENT STANDARD | B-8.CD3. | Logic and Reasoning |
| PERFORMANCE EXPECTATION | B-8.CD3.1. | Uses reasoning and planning ahead to solve problems and reach goals |
| BENCHMARK / PROFICIENCY | PROBLEM SOLVING | |
| DESCRIPTOR | B-8.CD3.1.1. | Uses own movements and actions to solve simple problems or reach goals (e.g., rolls to the side to reach an interesting object; pulls on an adult’s leg when wants to be picked up) ReadyRosie Do You See Me? Roll Over Supported Standing |
| STRAND / TOPIC | AR.B-8.PH. | Physical Development and Health (Birth-8m) |
| CONTENT STANDARD | B-8.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | B-8.PH1.1. | Demonstrates locomotor skills |
| BENCHMARK / PROFICIENCY | BODY MOVEMENT | |
| DESCRIPTOR | B-8.PH1.1.1. | Lifts head and chest off firm surface such as floor when on tummy; rolls over ReadyRosie Roll Over Tummy Talk |
| STRAND / TOPIC | AR.B-8.PH. | Physical Development and Health (Birth-8m) |
| CONTENT STANDARD | B-8.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | B-8.PH1.2. | Shows stability and balance |
| BENCHMARK / PROFICIENCY | CORE STABILITY | |
| DESCRIPTOR | B-8.PH1.2.1. | Sits independently with increasing stability and ability to change positions (e.g., get into sitting position from lying down or crawling, reach for a toy without falling, pull to a standing position from sitting) ReadyRosie Supported Sitting Supported Standing Up, Down |
| STRAND / TOPIC | AR.B-8.PH. | Physical Development and Health (Birth-8m) |
| CONTENT STANDARD | B-8.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | B-8.PH1.3. | Demonstrates gross-motor manipulative skills |
| BENCHMARK / PROFICIENCY | THROWING | |
| DESCRIPTOR | B-8.PH1.3.1. | Reaches for and drops objects, grasps a rolled ball or other object with two hands, pushes or rolls objects, bats or swipes at toys ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| STRAND / TOPIC | AR.B-8.PH. | Physical Development and Health (Birth-8m) |
| CONTENT STANDARD | B-8.PH2. | Fine Motor |
| PERFORMANCE EXPECTATION | B-8.PH2.1. | Demonstrates fine-motor strength, control, and coordination |
| BENCHMARK / PROFICIENCY | HAND-EYE COORDINATION | |
| DESCRIPTOR | B-8.PH2.1.1. | Uses hand-eye coordination to reach for, touch, and explore properties of objects ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| STRAND / TOPIC | AR.B-8.PH. | Physical Development and Health (Birth-8m) |
| CONTENT STANDARD | B-8.PH2. | Fine Motor |
| PERFORMANCE EXPECTATION | B-8.PH2.1. | Demonstrates fine-motor strength, control, and coordination |
| BENCHMARK / PROFICIENCY | GRASP AND MANIPULATION | |
| DESCRIPTOR | B-8.PH2.1.2. | Grasps objects with increasing skill, adjusting grasp to match task (e.g., uses index finger and thumb [pincer grasp] to pick up pieces of cereal, uses whole hands to bang two blocks together) ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| STRAND / TOPIC | AR.B-8.PH. | Physical Development and Health (Birth-8m) |
| CONTENT STANDARD | B-8.PH2. | Fine Motor |
| PERFORMANCE EXPECTATION | B-8.PH2.2. | Adjusts grasp and coordinates movements to use tools |
| BENCHMARK / PROFICIENCY | UTENSILS/WRITING & DRAWING TOOLS/SCISSORS/VARIETY OF TOOLS | |
| DESCRIPTOR | Typical development of these skills tends to emerge after 8 months. However, foundations of this learning goal are built through: PH2.1 Demonstrates fine motor strength, control, and coordination ReadyRosie Grasp and Grab Touch and Taste |
| STRAND / TOPIC | AR.B-8.PH. | Physical Development and Health (Birth-8m) |
| CONTENT STANDARD | B-8.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | B-8.PH3.1. | Demonstrates interest in engaging in healthy eating habits and making nutritious food choices |
| BENCHMARK / PROFICIENCY | COMMUNICATING NEEDS | |
| DESCRIPTOR | B-8.PH3.1.1. | Communicates to adults when hungry, thirsty, or has had enough to eat through actions (e.g., infant turns away from breast or bottle when full, crying when hungry) and later in this age range by using words or signs ReadyRosie Behavior is a form of communication Lunchtime Language |
| STRAND / TOPIC | AR.B-8.PH. | Physical Development and Health (Birth-8m) |
| CONTENT STANDARD | B-8.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | B-8.PH3.2. | Shows awareness of safe behavior |
| BENCHMARK / PROFICIENCY | AWARENESS OF SAFE BEHAVIOR AND SIGNALS OF DANGER | |
| DESCRIPTOR | B-8.PH3.2.1. | Uses sensory information and cues from caregivers to assess safety of environment (e.g., startles at a loud noise, looks to caregiver when approached by an unfamiliar adult, shows awareness of steep drop-offs when crawling or walking) ReadyRosie Bath Time Fun How can I help my child with separation? Two on Me and You |
| STRAND / TOPIC | AR.B-8.PH. | Physical Development and Health (Birth-8m) |
| CONTENT STANDARD | B-8.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | B-8.PH3.4. | Takes appropriate actions to meet basic needs |
| BENCHMARK / PROFICIENCY | COMMUNICATING NEEDS | |
| DESCRIPTOR | B-8.PH3.4.1. | Indicates needs and wants using gestures, body language, vocalizations, and later words (e.g., cries when tired; signs or points to food when wanting more; reaches for adult to be held or hugged) ReadyRosie Behavior is a form of communication Lunchtime Language |
| STRAND / TOPIC | AR.B-8.LD. | Language Development (Birth-8m) |
| CONTENT STANDARD | B-8.LD1. | Receptive Language |
| PERFORMANCE EXPECTATION | B-8.LD1.1. | Understands and responds to language (in child’s home language) |
| BENCHMARK / PROFICIENCY | VOCABULARY & LANGUAGE COMPREHENSION | |
| DESCRIPTOR | B-8.LD1.1.1. | Responds to noises and voices in the environment (e.g., startles or cries at unexpected sounds; smiles or coos when “parentese*” is used) ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| DESCRIPTOR | B-8.LD1.1.2. | Shows excitement at familiar words such as “mommy,” “bottle,” or “bebé” (baby in Spanish) ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| STRAND / TOPIC | AR.B-8.LD. | Language Development (Birth-8m) |
| CONTENT STANDARD | B-8.LD1. | Receptive Language |
| PERFORMANCE EXPECTATION | B-8.LD1.1. | Understands and responds to language (in child’s home language) |
| BENCHMARK / PROFICIENCY | FOLLOWS DIRECTIONS | |
| DESCRIPTOR | B-8.LD1.1.3. | Engages in reciprocal face-to-face interactions and responds to adults through gestures, looking in a specific direction, or vocalizations ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| STRAND / TOPIC | AR.B-8.LD. | Language Development (Birth-8m) |
| CONTENT STANDARD | B-8.LD2. | Expressive Language |
| PERFORMANCE EXPECTATION | B-8.LD2.1. | Uses increasingly complex vocabulary, grammar, and sentence structure (in child’s home language) |
| BENCHMARK / PROFICIENCY | CLARITY OF COMMUNICATION | |
| DESCRIPTOR | B-8.LD2.1.2. | Uses vocalizations (e.g., cooing) and gestures to communicate needs, interests, and emotions ReadyRosie Behavior is a form of communication |
| STRAND / TOPIC | AR.B-8.LD. | Language Development (Birth-8m) |
| CONTENT STANDARD | B-8.LD3. | Communication Skills |
| PERFORMANCE EXPECTATION | B-8.LD3.1. | Communicates using social and conversational rules |
| BENCHMARK / PROFICIENCY | CONVERSATIONS/SOCIAL RULES OF LANGUAGE | |
| DESCRIPTOR | B-8.LD3.1.1. | Uses eye contact, facial expressions, gestures, and sounds to engage in turn-taking “conversations” with adults ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Snuggle Close Which Toy? |
| STRAND / TOPIC | AR.B-8.LD. | Language Development (Birth-8m) |
| CONTENT STANDARD | B-8.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | B-8.LD4.1. | Demonstrates progress in attending to, understanding, and responding to English |
| BENCHMARK / PROFICIENCY | EARLY-STAGE ENGLISH LANGUAGE DEVELOPMENT: ENGLISH LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | B-8.LD4.1.1. | Responds to simple, commonly used words and phrases when accompanied by gestures and other supports ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| DESCRIPTOR | B-8.LD4.1.2. | Pays attention to and observes other children and adults as English is spoken ReadyRosie Do You See Me? |
| DESCRIPTOR | B-8.LD4.1.4. | Imitates behaviors of other children to get the same result (e.g. sees child make the sign for “me too” in sign language and makes the same sign) ReadyRosie Do You See Me? Lunchtime Language |
| STRAND / TOPIC | AR.B-8.LD. | Language Development (Birth-8m) |
| CONTENT STANDARD | B-8.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | B-8.LD4.1. | Demonstrates progress in attending to, understanding, and responding to English |
| BENCHMARK / PROFICIENCY | MID-STAGE ENGLISH LANGUAGE DEVELOPMENT: ENGLISH LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | B-8.LD4.1.5. | Responds to simple, commonly used words and phrases when accompanied by gestures and other supports ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| DESCRIPTOR | B-8.LD4.1.6. | Responds to words, phrases, and directions in English when they are not accompanied by gestures or other visual aids ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| STRAND / TOPIC | AR.B-8.LD. | Language Development (Birth-8m) |
| CONTENT STANDARD | B-8.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | B-8.LD4.1. | Demonstrates progress in attending to, understanding, and responding to English |
| BENCHMARK / PROFICIENCY | LATE-STAGE ENGLISH LANGUAGE DEVELOPMENT: ENGLISH LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | B-8.LD4.1.9. | Responds to words, phrases, and directions in English when they are not accompanied by gestures or other visual aids ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| DESCRIPTOR | B-8.LD4.1.10. | Demonstrates an understanding of a larger set of words in English (for objects and actions, personal pronouns, and possessives) in both real and pretend activities ReadyRosie How can I help my child learn new words? |
| STRAND / TOPIC | AR.B-8.EL. | Emergent Literacy (Birth-8m) |
| CONTENT STANDARD | B-8.EL1. | Engagement in literacy experiences and understanding of stories and books |
| PERFORMANCE EXPECTATION | B-8.EL1.2. | Engages in read-alouds and conversations about books and stories |
| BENCHMARK / PROFICIENCY | ENGAGEMENT WITH BOOKS AND STORIES | |
| DESCRIPTOR | B-8.EL1.2.1. | Attends to caregiver’s voice when being held and read to ReadyRosie That's My Name |
| STRAND / TOPIC | AR.B-8.EL. | Emergent Literacy (Birth-8m) |
| CONTENT STANDARD | B-8.EL2. | Phonological Awareness |
| PERFORMANCE EXPECTATION | B-8.EL2.1. | Notices and manipulates the sounds of language |
| BENCHMARK / PROFICIENCY | EXPLORATION OF SOUNDS OF LANGUAGE | |
| DESCRIPTOR | B-8.EL2.1.1. | Shows increasing awareness of and interest in the sounds of spoken language by focusing on the speaker ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| STRAND / TOPIC | AR.B-8.EL. | Emergent Literacy (Birth-8m) |
| CONTENT STANDARD | B-8.EL3. | Knowledge and Use of Books, Print, and Letters |
| PERFORMANCE EXPECTATION | B-8.EL3.3. | Demonstrates emergent writing skills |
| BENCHMARK / PROFICIENCY | PRE-WRITING EXPLORATION/LETTER AND PRINT WRITING CONCEPTS/EARLY WORD WRITING | |
| DESCRIPTOR | Typical development of these skills tends to emerge after 8 months. However, foundations of this learning goal are built through: EL1.1 Shows interest in literacy experiences; EL2.1 Notices and manipulates the sounds of language; EL3.1 Responds to features of books and print; PH2.1 Demonstrates fine motor strength, control, and coordination ReadyRosie Grasp and Grab Touch and Taste |
| STRAND / TOPIC | AR.B-8.MT. | Mathematical Thinking (Birth-8m) |
| CONTENT STANDARD | B-8.MT1. | Number Concepts and Operations |
| PERFORMANCE EXPECTATION | B-8.MT1.1. | Demonstrates number sense and an understanding of quantity |
| BENCHMARK / PROFICIENCY | NUMBER NAMES & COUNT SEQUENCE | |
| DESCRIPTOR | B-8.MT1.1.1. | Attends to quantity while playing with objects (e.g., reaches or looks for more than one object) ReadyRosie Table Taps Two on Me and You |
| STRAND / TOPIC | AR.B-8.MT. | Mathematical Thinking (Birth-8m) |
| CONTENT STANDARD | B-8.MT1. | Number Concepts and Operations |
| PERFORMANCE EXPECTATION | B-8.MT1.2. | Explores combining and separating groups (numerical operations) |
| BENCHMARK / PROFICIENCY | CHANGES IN QUANTITY/ADDITION & SUBTRACTION/EARLY DIVISION AND FRACTIONS | |
| DESCRIPTOR | Typical development of these skills tends to emerge after 8 months. However, foundations of this learning goal are built through: MT1.1 Demonstrates number sense and an understanding of quantity ReadyRosie Table Taps Two on Me and You |
| STRAND / TOPIC | AR.B-8.MT. | Mathematical Thinking (Birth-8m) |
| CONTENT STANDARD | B-8.MT2. | Algebraic Thinking |
| PERFORMANCE EXPECTATION | B-8.MT2.1. | Uses classification and patterning skills |
| BENCHMARK / PROFICIENCY | CLASSIFICATION | |
| DESCRIPTOR | B-8.MT2.1.1. | Explores the characteristics of objects through various means (e.g., banging, mouthing, dropping) and shows different responses to familiar and unfamiliar people and situations ReadyRosie Baby Massage Bath Time Fun Behavior is a form of communication How can I help my child with separation? Snuggle Close Tips for bonding with your baby Two on Me and You What Comes after Two? You are your child's first teacher |
| STRAND / TOPIC | AR.B-8.MT. | Mathematical Thinking (Birth-8m) |
| CONTENT STANDARD | B-8.MT2. | Algebraic Thinking |
| PERFORMANCE EXPECTATION | B-8.MT2.1. | Uses classification and patterning skills |
| BENCHMARK / PROFICIENCY | PATTERNING | |
| DESCRIPTOR | B-8.MT2.1.2. | Enjoys and anticipates repetition in activities and daily routines (e.g., smiles in anticipation of adult revealing face during peek-a-boo; makes vocalizations upon hearing a familiar song that is sung each time they are diapered) ReadyRosie How do I get my child to______? Lunchtime Language Self Talk Tummy Talk |
| STRAND / TOPIC | AR.B-8.MT. | Mathematical Thinking (Birth-8m) |
| CONTENT STANDARD | B-8.MT3. | Measurement and Comparison |
| PERFORMANCE EXPECTATION | B-8.MT3.1. | Participates in exploratory measurement activities and compares objects |
| BENCHMARK / PROFICIENCY | MEASUREMENT | |
| DESCRIPTOR | B-8.MT3.1.1. | Explores the size and shape of objects in various ways (e.g., grasping, mouthing, banging, dropping) ReadyRosie Bath Time Fun Table Taps Touch and Taste Two on Me and You |
| STRAND / TOPIC | AR.B-8.MT. | Mathematical Thinking (Birth-8m) |
| CONTENT STANDARD | B-8.MT4. | Geometry and Spatial Sense |
| PERFORMANCE EXPECTATION | B-8.MT4.1. | Explores and describes shapes and spatial relationships |
| BENCHMARK / PROFICIENCY | SHAPE KNOWLEDGE | |
| DESCRIPTOR | B-8.MT4.1.1. | Explores the size and shape of objects in various ways (e.g., grasping, mouthing, banging, dropping) ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| STRAND / TOPIC | AR.B-8.ST. | Science and Technology (Birth-8m) |
| CONTENT STANDARD | B-8.ST1. | Scientific Practices |
| PERFORMANCE EXPECTATION | B-8.ST1.1. | Engages in the scientific process to collect, analyze, and communicate information |
| BENCHMARK / PROFICIENCY | OBSERVATIONS, QUESTIONS, & PREDICTIONS | |
| DESCRIPTOR | B-8.ST1.1.1. | Explores and manipulates objects using multiple senses (e.g. touch, taste, sight, smell, sound) ReadyRosie Bath Time Fun Two on Me and You |
| STRAND / TOPIC | AR.B-8.ST. | Science and Technology (Birth-8m) |
| CONTENT STANDARD | B-8.ST2. | Knowledge of Science Concepts |
| PERFORMANCE EXPECTATION | B-8.ST2.1. | Demonstrates knowledge of core science ideas and concepts |
| BENCHMARK / PROFICIENCY | SYSTEM PARTS & WHOLES | |
| DESCRIPTOR | B-8.ST2.1.1. | Shows beginning awareness of parts of own body and how to use them to interact with the world in specific ways (e.g., using hands to pick up things; later in this age range leans ear closer to window when adult says, “Listen! Can you hear that outside?”) ReadyRosie Grasp and Grab Touch and Taste |
| STRAND / TOPIC | AR.B-8.ST. | Science and Technology (Birth-8m) |
| CONTENT STANDARD | B-8.ST2. | Knowledge of Science Concepts |
| PERFORMANCE EXPECTATION | B-8.ST2.1. | Demonstrates knowledge of core science ideas and concepts |
| BENCHMARK / PROFICIENCY | STRUCTURE & FUNCTION | |
| DESCRIPTOR | B-8.ST2.1.2. | Explores characteristics of different animals, materials, and objects (e.g., explores different textures in touch-and-feel books; touches mouth of caregiver who is singing to see where sound is coming from) ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| STRAND / TOPIC | AR.B-8.ST. | Science and Technology (Birth-8m) |
| CONTENT STANDARD | B-8.ST2. | Knowledge of Science Concepts |
| PERFORMANCE EXPECTATION | B-8.ST2.1. | Demonstrates knowledge of core science ideas and concepts |
| BENCHMARK / PROFICIENCY | STABILITY AND CHANGE | |
| DESCRIPTOR | B-8.ST2.1.3. | Anticipates familiar routines and activities (e.g., mealtimes) and notices changes in the environment (e.g., later in this age range points to a piece of furniture that has been moved) ReadyRosie How do I get my child to______? |
| STRAND / TOPIC | AR.B-8.ST. | Science and Technology (Birth-8m) |
| CONTENT STANDARD | B-8.ST3. | Knowledge of Science Content |
| PERFORMANCE EXPECTATION | B-8.ST3.1. | Demonstrates knowledge of the characteristics of living things, the earth’s environment, and physical objects and materials |
| BENCHMARK / PROFICIENCY | PHYSICAL OBJECTS & MATERIALS | |
| DESCRIPTOR | B-8.ST3.1.3. | Actively explores and experiments with the physical properties of objects and materials (e.g., combines different substances such as water and dirt; stacks and knocks down towers; bounces balls; explores fabrics with different textures) ReadyRosie Grasp and Grab Touch and Taste |
| STRAND / TOPIC | AR.B-8.ST. | Science and Technology (Birth-8m) |
| CONTENT STANDARD | B-8.ST3. | Knowledge of Science Content |
| PERFORMANCE EXPECTATION | B-8.ST3.2. | Uses tools and engineering practices to explore and solve problems |
| BENCHMARK / PROFICIENCY | KNOWLEDGE & USE OF TOOLS | |
| DESCRIPTOR | B-8.ST3.2.1. | Uses body parts as tools to obtain a result (e.g., reaches out and grasps a rattle) ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| STRAND / TOPIC | AR.B-8.ST. | Science and Technology (Birth-8m) |
| CONTENT STANDARD | B-8.ST3. | Knowledge of Science Content |
| PERFORMANCE EXPECTATION | B-8.ST3.3. | Engages in developmentally appropriate interactions with technology and media that support creativity, exploration, and play |
| BENCHMARK / PROFICIENCY | TECHNOLOGY HANDLING/DIGITAL LITERACY/DIGITAL CITIZENSHIP | |
| DESCRIPTOR | Typical development of these skills tends to emerge after 8 months. However, foundations of this learning goal are built through: CD1.1 Shows curiosity and a willingness to try new things ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STRAND / TOPIC | AR.B-8.SS. | Social Studies (Birth-8m) |
| CONTENT STANDARD | B-8.SS1. | Family, Community, and Culture |
| PERFORMANCE EXPECTATION | B-8.SS1.1. | Demonstrates positive connection to family and community |
| BENCHMARK / PROFICIENCY | LEARNING COMMUNITY/FAMILY & CULTURAL IDENTITY/AWARENESS OF ROLES IN SOCIETY | |
| DESCRIPTOR | Typical development of these skills tends to emerge after 18 months. However, foundations of this learning goal are built through: SE1.1 Forms trusting relationships with nurturing adults; SE1.2 Interacts with peers; SE3.1 Shows awareness of self as unique individual; CD 3.2 Engages in symbolic and abstract thinking ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STRAND / TOPIC | AR.B-8.CA. | Creativity and Aesthetics (Birth-8m) |
| CONTENT STANDARD | B-8.CA2. | Visual Arts |
| PERFORMANCE EXPECTATION | B-8.CA2.1. | Explores, manipulates, creates, and responds to a variety of art media |
| BENCHMARK / PROFICIENCY | EXPLORATION OF ART | |
| DESCRIPTOR | B-8.CA2.1.1. | Explores textures and other sensory experiences ReadyRosie Bath Time Fun Grasp and Grab Touch and Taste Two on Me and You |
| DESCRIPTOR | B-8.CA2.1.2. | Shows interest in gazing at pictures, photographs, and bright and/or contrasting colors ReadyRosie Animal Noises |
| Arkansas Curriculum Frameworks |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2016 |
| STRAND / TOPIC | AR.9-18.SE. | Social and Emotional Development (9-18m) |
| CONTENT STANDARD | 9-18.SE1. | Relationships with Others |
| PERFORMANCE EXPECTATION | 9-18.SE1.1. | Forms trusting relationships with nurturing adults |
| BENCHMARK / PROFICIENCY | INTERACTIONS | |
| DESCRIPTOR | 9-18.SE1.1.1. | Engages in back-and-forth interactions with familiar adults (e.g., peek-a-boo, makes vocalizations in response to adult interaction, imitates facial expressions or sounds) ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| DESCRIPTOR | 9-18.SE1.1.2. | Communicates needs to familiar adults through a variety of behaviors ranging from crying, looking at object of interest and back at caregiver, smiling, pointing, dropping or banging objects, to leading adult by the hand ReadyRosie Behavior is a form of communication Snack Time Speech Tips for bonding with your baby You are your child's first teacher |
| STRAND / TOPIC | AR.9-18.SE. | Social and Emotional Development (9-18m) |
| CONTENT STANDARD | 9-18.SE1. | Relationships with Others |
| PERFORMANCE EXPECTATION | 9-18.SE1.1. | Forms trusting relationships with nurturing adults |
| BENCHMARK / PROFICIENCY | ATTACHMENT RELATIONSHIPS | |
| DESCRIPTOR | 9-18.SE1.1.3. | Forms strong emotional bonds (attachment) with one or more caregivers (e.g., shows preference for familiar adults, demonstrates pleasure during caregiver interactions, is soothed by caregiver) ReadyRosie Behavior is a form of communication Choosing Clothes How can I make music part of our day? Move to to the Music This or That Tips for bonding with your baby You are your child's first teacher |
| DESCRIPTOR | 9-18.SE1.1.4. | Looks to particular people for security, comfort, and protection and shows distress or uneasiness when separated from a special person (separation anxiety) or when encountering strangers (stranger anxiety) ReadyRosie Behavior is a form of communication How can I help my child with separation? Tips for bonding with your baby You are your child's first teacher |
| DESCRIPTOR | 9-18.SE1.1.5. | Explores the environment while regularly checking in (visually or physically) with trusted adults and seeks these adults when experiencing stress or uncertainty ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STRAND / TOPIC | AR.9-18.SE. | Social and Emotional Development (9-18m) |
| CONTENT STANDARD | 9-18.SE2. | Emotional Expression and Understanding |
| PERFORMANCE EXPECTATION | 9-18.SE2.1. | Experiences, expresses, and regulates a range of emotions |
| BENCHMARK / PROFICIENCY | EMOTION EXPRESSION | |
| DESCRIPTOR | 9-18.SE2.1.1. | Expresses a range of basic emotions (e.g., joy, sadness, contentment, distress, interest, disgust, surprise, anger, fear) through facial expressions, gestures, and sounds ReadyRosie Reading Emotions |
| STRAND / TOPIC | AR.9-18.SE. | Social and Emotional Development (9-18m) |
| CONTENT STANDARD | 9-18.SE2. | Emotional Expression and Understanding |
| PERFORMANCE EXPECTATION | 9-18.SE2.1. | Experiences, expresses, and regulates a range of emotions |
| BENCHMARK / PROFICIENCY | EMOTION REGULATION | |
| DESCRIPTOR | 9-18.SE2.1.2. | Uses adult support to calm self (e.g., relaxes when picked up and held by a familiar adult) and demonstrates some self-soothing behaviors (e.g., thumb/fist sucking, rocking, turning away from source of overstimulation) ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| DESCRIPTOR | 9-18.SE2.1.3. | Comforts self by seeking a special toy, object, or caregiver when upset ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STRAND / TOPIC | AR.9-18.SE. | Social and Emotional Development (9-18m) |
| CONTENT STANDARD | 9-18.SE3. | Self-Awareness and Self-Concept |
| PERFORMANCE EXPECTATION | 9-18.SE3.1. | Shows awareness of self as unique individual |
| BENCHMARK / PROFICIENCY | PREFERENCES | |
| DESCRIPTOR | 9-18.SE3.1.2. | Shows preferences for specific people, books, toys, food, and activities and indicates dislike or unwillingness by communicating “no” (verbally, signing, shaking head) ReadyRosie Choosing Clothes This or That |
| STRAND / TOPIC | AR.9-18.SE. | Social and Emotional Development (9-18m) |
| CONTENT STANDARD | 9-18.SE3. | Self-Awareness and Self-Concept |
| PERFORMANCE EXPECTATION | 9-18.SE3.2. | Demonstrates competence and confidence |
| BENCHMARK / PROFICIENCY | SENSE OF AUTONOMY | |
| DESCRIPTOR | 9-18.SE3.2.1. | Experiments with ability to influence surroundings and behavior of others (e.g., shows pleasure and curiosity in making toys produce noise; repeats actions or sounds that receive attention) ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| DESCRIPTOR | 9-18.SE3.2.2. | Alternates between doing things independently and wanting help or comfort ReadyRosie Behavior is a form of communication Build to Four Buried Treasure Can You Find Me? Check the Mail How can I get my child to listen to me? How should I handle temper tantrums? Take Along Toy Tips for bonding with your baby Tube Chute Walk the Line You are your child's first teacher |
| STRAND / TOPIC | AR.9-18.CD. | Cognitive Development (9-18m) |
| CONTENT STANDARD | 9-18.CD1. | Approaches to Learning |
| PERFORMANCE EXPECTATION | 9-18.CD1.1. | Shows curiosity and a willingness to try new things |
| BENCHMARK / PROFICIENCY | EXPLORATION & INVESTIGATION | |
| DESCRIPTOR | 9-18.CD1.1.1. | Uses senses and a variety of actions to explore the environment (e.g., turns head toward a sound, shakes or bangs a toy, mouths objects) ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| DESCRIPTOR | 9-18.CD1.1.2. | Explores different ways to use objects or materials, investigates ways to make something happen, experiments with different behaviors to see how others will react (e.g., repeatedly knocks pieces of cereal off high chair tray, tries to use basket as hat, turns faucets or switches on and off) ReadyRosie Dump and Pick Up |
| STRAND / TOPIC | AR.9-18.CD. | Cognitive Development (9-18m) |
| CONTENT STANDARD | 9-18.CD1. | Approaches to Learning |
| PERFORMANCE EXPECTATION | 9-18.CD1.1. | Shows curiosity and a willingness to try new things |
| BENCHMARK / PROFICIENCY | INTEREST IN NEW EXPERIENCES | |
| DESCRIPTOR | 9-18.CD1.1.3. | Shows pleasure or engagement when interesting or new things happen (e.g., laughs after shaking a toy that rattles, listens intently to a new song) ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Dump and Pick Up Take Along Toy Tube Chute Walk the Line |
| STRAND / TOPIC | AR.9-18.CD. | Cognitive Development (9-18m) |
| CONTENT STANDARD | 9-18.CD1. | Approaches to Learning |
| PERFORMANCE EXPECTATION | 9-18.CD1.2. | Shows persistence in approaching tasks |
| BENCHMARK / PROFICIENCY | DETERMINATION | |
| DESCRIPTOR | 9-18.CD1.2.1. | Repeats actions to produce similar results (e.g., repeatedly shakes toy to produce noise; puts objects in a container and dumps them out over and over again) ReadyRosie Dump and Pick Up |
| STRAND / TOPIC | AR.9-18.CD. | Cognitive Development (9-18m) |
| CONTENT STANDARD | 9-18.CD1. | Approaches to Learning |
| PERFORMANCE EXPECTATION | 9-18.CD1.2. | Shows persistence in approaching tasks |
| BENCHMARK / PROFICIENCY | TASK COMPLETION | |
| DESCRIPTOR | 9-18.CD1.2.2. | Demonstrates increasing ability to continue interactions with others (e.g., attends to game of peek-a-boo for longer period of time, makes back-and-forth vocalizations with adult) and stays engaged with toys for more than just a brief time ReadyRosie Bear Bath Tea Party |
| STRAND / TOPIC | AR.9-18.CD. | Cognitive Development (9-18m) |
| CONTENT STANDARD | 9-18.CD1. | Approaches to Learning |
| PERFORMANCE EXPECTATION | 9-18.CD1.2. | Shows persistence in approaching tasks |
| BENCHMARK / PROFICIENCY | ACCEPTANCE OF CHALLENGES | |
| DESCRIPTOR | 9-18.CD1.2.3. | Shows increasing willingness to repeat attempts at communication if not understood or repeat actions when encountering difficulties, with increasing ability to try different strategies until successful (e.g., repeatedly tries to force same shape into shape sorter; later in age range, tries a different shape after unsuccessful attempt) ReadyRosie Big and Little Color Toys Find a Match |
| STRAND / TOPIC | AR.9-18.CD. | Cognitive Development (9-18m) |
| CONTENT STANDARD | 9-18.CD2. | Executive Function |
| PERFORMANCE EXPECTATION | 9-18.CD2.1. | Focuses and sustains attention |
| BENCHMARK / PROFICIENCY | ATTENTION & ENGAGEMENT | |
| DESCRIPTOR | 9-18.CD2.1.1. | Orients to and focuses on sounds, activities, people, and objects in the environment (e.g., attends to sounds, lights, etc.; turns head to follow caregiver with his or her gaze) ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| DESCRIPTOR | 9-18.CD2.1.2. | Shows increasing ability to attend to people and objects and join others in a common focus (e.g., attends to a short, familiar storybook, though may not want to follow book page by page) ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| STRAND / TOPIC | AR.9-18.CD. | Cognitive Development (9-18m) |
| CONTENT STANDARD | 9-18.CD2. | Executive Function |
| PERFORMANCE EXPECTATION | 9-18.CD2.3. | Regulates impulses and behaviors |
| BENCHMARK / PROFICIENCY | IMPULSE CONTROL | |
| DESCRIPTOR | 9-18.CD2.3.1. | Responds to redirection and limit-setting with increasing consistency (e.g., pauses when an adult says “stop” or asks them not to do something) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STRAND / TOPIC | AR.9-18.CD. | Cognitive Development (9-18m) |
| CONTENT STANDARD | 9-18.CD2. | Executive Function |
| PERFORMANCE EXPECTATION | 9-18.CD2.4. | Holds and manipulates information in memory |
| BENCHMARK / PROFICIENCY | LONG-TERM MEMORY | |
| DESCRIPTOR | 9-18.CD2.4.2. | Anticipates familiar actions or routines (e.g., raises legs when diaper is changed; later in this age range, goes to table when it is time to eat) ReadyRosie Big and Little Buried Treasure How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| DESCRIPTOR | 9-18.CD2.4.3. | Responds to familiar people and objects (e.g., shows excitement about a toy that was played with days earlier; later in this age range looks for or points to familiar people or objects when they are named) ReadyRosie Big and Little Buried Treasure Shoe Search |
| STRAND / TOPIC | AR.9-18.CD. | Cognitive Development (9-18m) |
| CONTENT STANDARD | 9-18.CD3. | Logic and Reasoning |
| PERFORMANCE EXPECTATION | 9-18.CD3.1. | Uses reasoning and planning ahead to solve problems and reach goals |
| BENCHMARK / PROFICIENCY | PROBLEM SOLVING | |
| DESCRIPTOR | 9-18.CD3.1.2. | Uses a variety of strategies to solve problems, such as trial-and-error, applying knowledge from previous experience, asking for help, or using objects as tools (e.g., using an object to reach something under a shelf) ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND / TOPIC | AR.9-18.CD. | Cognitive Development (9-18m) |
| CONTENT STANDARD | 9-18.CD3. | Logic and Reasoning |
| PERFORMANCE EXPECTATION | 9-18.CD3.2. | Engages in symbolic and abstract thinking |
| BENCHMARK / PROFICIENCY | SYMBOLIC REPRESENTATION | |
| DESCRIPTOR | 9-18.CD3.2.2. | Recognizes that illustrations and photographs are representations of real things (e.g., points to pictures in book rather than trying to grasp objects on page; identifies people in photographs; learns names of animals from book and extends knowledge to real animals they see) ReadyRosie Reading Emotions |
| STRAND / TOPIC | AR.9-18.PH. | Physical Development and Health (9-18m) |
| CONTENT STANDARD | 9-18.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 9-18.PH1.1. | Demonstrates locomotor skills |
| BENCHMARK / PROFICIENCY | TRAVELING | |
| DESCRIPTOR | 9-18.PH1.1.2. | Moves from crawling to cruising to walking showing increasing coordination for each skill ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| STRAND / TOPIC | AR.9-18.PH. | Physical Development and Health (9-18m) |
| CONTENT STANDARD | 9-18.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 9-18.PH1.2. | Shows stability and balance |
| BENCHMARK / PROFICIENCY | CORE STABILITY | |
| DESCRIPTOR | 9-18.PH1.2.2. | Shows increased ability to maintain balance while in motion when moving from one position to another, changing directions, or stopping abruptly (e.g., carries a toy while walking, gets in and out of a chair, squats to pick up toys, “freezes” while running) ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| STRAND / TOPIC | AR.9-18.PH. | Physical Development and Health (9-18m) |
| CONTENT STANDARD | 9-18.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 9-18.PH1.3. | Demonstrates gross-motor manipulative skills |
| BENCHMARK / PROFICIENCY | THROWING | |
| DESCRIPTOR | 9-18.PH1.3.1. | Reaches for and drops objects, grasps a rolled ball or other object with two hands, pushes or rolls objects, bats or swipes at toys ReadyRosie Baby Basketball Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Kick With Me Little Hands, Big Plans Take Along Toy Tube Chute |
| STRAND / TOPIC | AR.9-18.PH. | Physical Development and Health (9-18m) |
| CONTENT STANDARD | 9-18.PH2. | Fine Motor |
| PERFORMANCE EXPECTATION | 9-18.PH2.1. | Demonstrates fine-motor strength, control, and coordination |
| BENCHMARK / PROFICIENCY | HAND-EYE COORDINATION | |
| DESCRIPTOR | 9-18.PH2.1.1. | Uses hand-eye coordination to reach for, touch, and explore properties of objects ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STRAND / TOPIC | AR.9-18.PH. | Physical Development and Health (9-18m) |
| CONTENT STANDARD | 9-18.PH2. | Fine Motor |
| PERFORMANCE EXPECTATION | 9-18.PH2.1. | Demonstrates fine-motor strength, control, and coordination |
| BENCHMARK / PROFICIENCY | GRASP AND MANIPULATION | |
| DESCRIPTOR | 9-18.PH2.1.2. | Grasps objects with increasing skill, adjusting grasp to match task (e.g., uses index finger and thumb [pincer grasp] to pick up pieces of cereal, uses whole hands to bang two blocks together) ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STRAND / TOPIC | AR.9-18.PH. | Physical Development and Health (9-18m) |
| CONTENT STANDARD | 9-18.PH2. | Fine Motor |
| PERFORMANCE EXPECTATION | 9-18.PH2.2. | Adjusts grasp and coordinates movements to use tools |
| BENCHMARK / PROFICIENCY | WRITING & DRAWING TOOLS | |
| DESCRIPTOR | 9-18.PH2.2.2. | Holds large writing and drawing tools (e.g., crayons, sidewalk chalk) to make spontaneous dots and scribbles, progressing from whole hand grip to approximate thumb-and-finger grip (may still move whole arm to make marks) ReadyRosie Color with Me |
| STRAND / TOPIC | AR.9-18.PH. | Physical Development and Health (9-18m) |
| CONTENT STANDARD | 9-18.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 9-18.PH3.1. | Demonstrates interest in engaging in healthy eating habits and making nutritious food choices |
| BENCHMARK / PROFICIENCY | COMMUNICATING NEEDS | |
| DESCRIPTOR | 9-18.PH3.1.1. | Communicates to adults when hungry, thirsty, or has had enough to eat through actions (e.g., infant turns away from breast or bottle when full, crying when hungry) and later in this age range by using words or signs ReadyRosie Behavior is a form of communication Snack Time Speech |
| STRAND / TOPIC | AR.9-18.PH. | Physical Development and Health (9-18m) |
| CONTENT STANDARD | 9-18.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 9-18.PH3.1. | Demonstrates interest in engaging in healthy eating habits and making nutritious food choices |
| BENCHMARK / PROFICIENCY | EXPLORATION OF FOOD EXPERIENCES | |
| DESCRIPTOR | 9-18.PH3.1.2. | Shows a willingness to taste new foods (e.g., will take at least one bite of a new food, though may need to be offered several times) and expresses preferences about foods ReadyRosie Snack Time Speech |
| STRAND / TOPIC | AR.9-18.PH. | Physical Development and Health (9-18m) |
| CONTENT STANDARD | 9-18.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 9-18.PH3.2. | Shows awareness of safe behavior |
| BENCHMARK / PROFICIENCY | AWARENESS OF SAFE BEHAVIOR AND SIGNALS OF DANGER | |
| DESCRIPTOR | 9-18.PH3.2.1. | Uses sensory information and cues from caregivers to assess safety of environment (e.g., startles at a loud noise, looks to caregiver when approached by an unfamiliar adult, shows awareness of steep drop-offs when crawling or walking) ReadyRosie Baby Basketball Flying with Mom How can I help my child with separation? Pop Go the Bubbles Take Along Toy Walk the Line |
| DESCRIPTOR | 9-18.PH3.2.2. | Stops unsafe behavior when prompted by an adult, though often needs additional support and redirection (e.g., when distracted or caught up in emotion) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND / TOPIC | AR.9-18.PH. | Physical Development and Health (9-18m) |
| CONTENT STANDARD | 9-18.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 9-18.PH3.3. | Engages in a variety of developmentally appropriate physical activities |
| BENCHMARK / PROFICIENCY | PARTICIPATION IN PHYSICAL ACTIVITY | |
| DESCRIPTOR | 9-18.PH3.3.1. | Shows interest and enjoyment in physical activity, movement games, and dances ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| STRAND / TOPIC | AR.9-18.PH. | Physical Development and Health (9-18m) |
| CONTENT STANDARD | 9-18.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 9-18.PH3.4. | Takes appropriate actions to meet basic needs |
| BENCHMARK / PROFICIENCY | COMMUNICATING NEEDS | |
| DESCRIPTOR | 9-18.PH3.4.1. | Indicates needs and wants using gestures, body language, vocalizations, and later words (e.g., cries when tired; signs or points to food when wanting more; reaches for adult to be held or hugged) ReadyRosie Behavior is a form of communication Snack Time Speech |
| STRAND / TOPIC | AR.9-18.PH. | Physical Development and Health (9-18m) |
| CONTENT STANDARD | 9-18.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 9-18.PH3.4. | Takes appropriate actions to meet basic needs |
| BENCHMARK / PROFICIENCY | PERSONAL CARE ROUTINES | |
| DESCRIPTOR | 9-18.PH3.4.3. | Participates in personal hygiene and self-care routines with adult assistance (e.g., holds hands under faucet and waits for adult to turn it on, holds toothbrush with adult while brushing, sits on toilet with help, pulls off own socks) ReadyRosie Brush, Baby, Brush |
| STRAND / TOPIC | AR.9-18.LD. | Language Development (9-18m) |
| CONTENT STANDARD | 9-18.LD1. | Receptive Language |
| PERFORMANCE EXPECTATION | 9-18.LD1.1. | Understands and responds to language (in child’s home language) |
| BENCHMARK / PROFICIENCY | VOCABULARY & LANGUAGE COMPREHENSION | |
| DESCRIPTOR | 9-18.LD1.1.1. | Attends to familiar objects or people that have been named and understands the meaning of an increasing number of simple words, especially objects encountered in everyday life ReadyRosie How can I help my child learn new words? |
| STRAND / TOPIC | AR.9-18.LD. | Language Development (9-18m) |
| CONTENT STANDARD | 9-18.LD1. | Receptive Language |
| PERFORMANCE EXPECTATION | 9-18.LD1.1. | Understands and responds to language (in child’s home language) |
| BENCHMARK / PROFICIENCY | FOLLOWS DIRECTIONS | |
| DESCRIPTOR | 9-18.LD1.1.2. | Follows simple one- or two-word requests like “Wave bye-bye” with decreasing need for adult gestures ReadyRosie Choosing Clothes Talk and Play |
| STRAND / TOPIC | AR.9-18.LD. | Language Development (9-18m) |
| CONTENT STANDARD | 9-18.LD2. | Expressive Language |
| PERFORMANCE EXPECTATION | 9-18.LD2.1. | Uses increasingly complex vocabulary, grammar, and sentence structure (in child’s home language) |
| BENCHMARK / PROFICIENCY | EXPRESSIVE VOCABULARY | |
| DESCRIPTOR | 9-18.LD2.1.1. | Begins to say a number of simple words (e.g., “nana,” “go,” “hi,” and “leche” [milk in Spanish for dual language learners]) ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| STRAND / TOPIC | AR.9-18.LD. | Language Development (9-18m) |
| CONTENT STANDARD | 9-18.LD2. | Expressive Language |
| PERFORMANCE EXPECTATION | 9-18.LD2.1. | Uses increasingly complex vocabulary, grammar, and sentence structure (in child’s home language) |
| BENCHMARK / PROFICIENCY | GRAMMAR & SENTENCE STRUCTURE | |
| DESCRIPTOR | 9-18.LD2.1.2. | May combine two words to express a want or interest (e.g. says “go side” when wanting to go outside) ReadyRosie Behavior is a form of communication Snack Time Speech |
| STRAND / TOPIC | AR.9-18.LD. | Language Development (9-18m) |
| CONTENT STANDARD | 9-18.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 9-18.LD4.1. | Demonstrates progress in attending to, understanding, and responding to English |
| BENCHMARK / PROFICIENCY | EARLY-STAGE ENGLISH LANGUAGE DEVELOPMENT: ENGLISH LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 9-18.LD4.1.1. | Responds to simple, commonly used words and phrases when accompanied by gestures and other supports ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| DESCRIPTOR | 9-18.LD4.1.3. | Attends to English in small- and large-group activities, such as circle time, storybook reading, etc. ReadyRosie Build to Four |
| DESCRIPTOR | 9-18.LD4.1.4. | Imitates behaviors of other children to get the same result (e.g. sees child make the sign for “me too” in sign language and makes the same sign) ReadyRosie Snack Time Speech |
| STRAND / TOPIC | AR.9-18.LD. | Language Development (9-18m) |
| CONTENT STANDARD | 9-18.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 9-18.LD4.1. | Demonstrates progress in attending to, understanding, and responding to English |
| BENCHMARK / PROFICIENCY | MID-STAGE ENGLISH LANGUAGE DEVELOPMENT: ENGLISH LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 9-18.LD4.1.5. | Responds to simple, commonly used words and phrases when accompanied by gestures and other supports ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| DESCRIPTOR | 9-18.LD4.1.6. | Responds to words, phrases, and directions in English when they are not accompanied by gestures or other visual aids ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| DESCRIPTOR | 9-18.LD4.1.7. | Demonstrates an understanding of English words related to basic concepts (e.g., colors, some animal classifications, foods, etc.) ReadyRosie Find a Match |
| DESCRIPTOR | 9-18.LD4.1.8. | Responds appropriately to requests in English that involve one-step directions (e.g., “clean up”) when personally directed by others (these requests may occur with or without contextual cues) ReadyRosie Choosing Clothes Talk and Play |
| STRAND / TOPIC | AR.9-18.LD. | Language Development (9-18m) |
| CONTENT STANDARD | 9-18.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 9-18.LD4.1. | Demonstrates progress in attending to, understanding, and responding to English |
| BENCHMARK / PROFICIENCY | LATE-STAGE ENGLISH LANGUAGE DEVELOPMENT: ENGLISH LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 9-18.LD4.1.9. | Responds to words, phrases, and directions in English when they are not accompanied by gestures or other visual aids ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| DESCRIPTOR | 9-18.LD4.1.10. | Demonstrates an understanding of a larger set of words in English (for objects and actions, personal pronouns, and possessives) in both real and pretend activities ReadyRosie How can I help my child learn new words? |
| DESCRIPTOR | 9-18.LD4.1.11. | Demonstrates an understanding of words in English related to more advanced concepts (e.g., abstract emotions and ideas) ReadyRosie Reading Emotions |
| DESCRIPTOR | 9-18.LD4.1.12. | Follows directions that involve a one- or two-step sequence, relying less on contextual cues ReadyRosie Choosing Clothes Talk and Play |
| STRAND / TOPIC | AR.9-18.LD. | Language Development (9-18m) |
| CONTENT STANDARD | 9-18.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 9-18.LD4.1. | Demonstrates progress in attending to, understanding, and responding to English |
| BENCHMARK / PROFICIENCY | EARLY-STAGE ENGLISH LANGUAGE DEVELOPMENT: HOME LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 9-18.LD4.1.13. | Continues to make developmentally appropriate progress in receptive language skills in home language, including increasing ability to comprehend and respond to directions in home language ReadyRosie Choosing Clothes Talk and Play |
| STRAND / TOPIC | AR.9-18.LD. | Language Development (9-18m) |
| CONTENT STANDARD | 9-18.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 9-18.LD4.1. | Demonstrates progress in attending to, understanding, and responding to English |
| BENCHMARK / PROFICIENCY | MID-STAGE ENGLISH LANGUAGE DEVELOPMENT: HOME LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 9-18.LD4.1.14. | Continues to make developmentally appropriate progress in receptive language skills in home language, including increasing ability to comprehend and respond to directions in home language ReadyRosie Choosing Clothes Talk and Play |
| STRAND / TOPIC | AR.9-18.LD. | Language Development (9-18m) |
| CONTENT STANDARD | 9-18.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 9-18.LD4.1. | Demonstrates progress in attending to, understanding, and responding to English |
| BENCHMARK / PROFICIENCY | LATE-STAGE ENGLISH LANGUAGE DEVELOPMENT: HOME LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 9-18.LD4.1.15. | Continues to make developmentally appropriate progress in receptive language skills in home language, including increasing ability to comprehend and respond to directions in home language ReadyRosie Choosing Clothes Talk and Play |
| STRAND / TOPIC | AR.9-18.EL. | Emergent Literacy (9-18m) |
| CONTENT STANDARD | 9-18.EL1. | Engagement in literacy experiences and understanding of stories and books |
| PERFORMANCE EXPECTATION | 9-18.EL1.1. | Shows interest in literacy experiences |
| BENCHMARK / PROFICIENCY | ENGAGEMENT IN LITERACY EXPERIENCES | |
| DESCRIPTOR | 9-18.EL1.1.1. | Demonstrates listening by becoming quiet or shows pleasure when listening to a familiar story, rhyme, or song ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| STRAND / TOPIC | AR.9-18.EL. | Emergent Literacy (9-18m) |
| CONTENT STANDARD | 9-18.EL2. | Phonological Awareness |
| PERFORMANCE EXPECTATION | 9-18.EL2.1. | Notices and manipulates the sounds of language |
| BENCHMARK / PROFICIENCY | EXPLORATION OF SOUNDS OF LANGUAGE | |
| DESCRIPTOR | 9-18.EL2.1.1. | Shows increasing awareness of and interest in the sounds of spoken language by focusing on the speaker ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| STRAND / TOPIC | AR.9-18.EL. | Emergent Literacy (9-18m) |
| CONTENT STANDARD | 9-18.EL2. | Phonological Awareness |
| PERFORMANCE EXPECTATION | 9-18.EL2.1. | Notices and manipulates the sounds of language |
| BENCHMARK / PROFICIENCY | RHYME | |
| DESCRIPTOR | 9-18.EL2.1.3. | Joins in and repeats songs, fingerplays, and poems with rhyming or alliterative phrases (words with same initial sound) 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? |
| STRAND / TOPIC | AR.9-18.EL. | Emergent Literacy (9-18m) |
| CONTENT STANDARD | 9-18.EL3. | Knowledge and Use of Books, Print, and Letters |
| PERFORMANCE EXPECTATION | 9-18.EL3.3. | Demonstrates emergent writing skills |
| BENCHMARK / PROFICIENCY | PRE-WRITING EXPLORATION | |
| DESCRIPTOR | 9-18.EL3.3.1. | Explores writing tools and movements, making scribble marks with increasing control ReadyRosie Color with Me |
| STRAND / TOPIC | AR.9-18.MT. | Mathematical Thinking (9-18m) |
| CONTENT STANDARD | 9-18.MT1. | Number Concepts and Operations |
| PERFORMANCE EXPECTATION | 9-18.MT1.1. | Demonstrates number sense and an understanding of quantity |
| BENCHMARK / PROFICIENCY | COMPARISON OF QUANTITY | |
| DESCRIPTOR | 9-18.MT1.1.2. | Places objects in one-to-one correspondence; later in this age period, begins to use the words more,” “less,” or “the same ReadyRosie Build to Four Counting Counts Dump and Pick Up Little Hands, Big Plans |
| STRAND / TOPIC | AR.9-18.MT. | Mathematical Thinking (9-18m) |
| CONTENT STANDARD | 9-18.MT1. | Number Concepts and Operations |
| PERFORMANCE EXPECTATION | 9-18.MT1.1. | Demonstrates number sense and an understanding of quantity |
| BENCHMARK / PROFICIENCY | CONNECTION OF NUMBER, NUMERAL, & QUANTITY | |
| DESCRIPTOR | 9-18.MT1.1.3. | Shows early one-to-one correspondence when supported by context (e.g., places one plastic egg in each indentation in a muffin tin) ReadyRosie Build to Four Counting Counts |
| STRAND / TOPIC | AR.9-18.MT. | Mathematical Thinking (9-18m) |
| CONTENT STANDARD | 9-18.MT1. | Number Concepts and Operations |
| PERFORMANCE EXPECTATION | 9-18.MT1.2. | Explores combining and separating groups (numerical operations) |
| BENCHMARK / PROFICIENCY | CHANGES IN QUANTITY | |
| DESCRIPTOR | 9-18.MT1.2.1. | Shows increasing understanding of changes in quantity by using and responding to phrases like “more,” “less,” and “all gone” and later in this age range “one fewer” and “one more” (e.g., when prompted, child hands peer one more block) ReadyRosie Build to Four Counting Counts Dump and Pick Up Little Hands, Big Plans |
| STRAND / TOPIC | AR.9-18.MT. | Mathematical Thinking (9-18m) |
| CONTENT STANDARD | 9-18.MT2. | Algebraic Thinking |
| PERFORMANCE EXPECTATION | 9-18.MT2.1. | Uses classification and patterning skills |
| BENCHMARK / PROFICIENCY | CLASSIFICATION | |
| DESCRIPTOR | 9-18.MT2.1.1. | Explores the characteristics of objects through various means (e.g., banging, mouthing, dropping) and shows different responses to familiar and unfamiliar people and situations ReadyRosie Baby Basketball Behavior is a form of communication Flying with Mom How can I help my child with separation? Pop Go the Bubbles Take Along Toy Tips for bonding with your baby Walk the Line You are your child's first teacher |
| DESCRIPTOR | 9-18.MT2.1.2. | Forms groups of like objects based on broad categories (e.g., puts toy cars in one pile and toy animals in another) and later in this age range, child can name the attribute used in sorting ReadyRosie Big and Little Color Toys Find a Match |
| STRAND / TOPIC | AR.9-18.MT. | Mathematical Thinking (9-18m) |
| CONTENT STANDARD | 9-18.MT2. | Algebraic Thinking |
| PERFORMANCE EXPECTATION | 9-18.MT2.1. | Uses classification and patterning skills |
| BENCHMARK / PROFICIENCY | PATTERNING | |
| DESCRIPTOR | 9-18.MT2.1.3. | Enjoys and anticipates repetition in activities and daily routines (e.g., smiles in anticipation of adult revealing face during peek-a-boo; makes vocalizations upon hearing a familiar song that is sung each time they are diapered) ReadyRosie Choosing Clothes How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Point and Learn Rhyme and Ride Shoe Search Swing Song Talk and Play |
| STRAND / TOPIC | AR.9-18.MT. | Mathematical Thinking (9-18m) |
| CONTENT STANDARD | 9-18.MT3. | Measurement and Comparison |
| PERFORMANCE EXPECTATION | 9-18.MT3.1. | Participates in exploratory measurement activities and compares objects |
| BENCHMARK / PROFICIENCY | MEASUREMENT | |
| DESCRIPTOR | 9-18.MT3.1.1. | Investigates properties of objects and materials (e.g., volume, relative size) through exploration and play (e.g., tries to squeeze large object into smaller container, pours liquid from one container to another); later in this age range labels some attributes of objects (e.g., recognizes length by communicating “I’m tall”) ReadyRosie Big and Little Color Toys Find a Match |
| STRAND / TOPIC | AR.9-18.MT. | Mathematical Thinking (9-18m) |
| CONTENT STANDARD | 9-18.MT4. | Geometry and Spatial Sense |
| PERFORMANCE EXPECTATION | 9-18.MT4.1. | Explores and describes shapes and spatial relationships |
| BENCHMARK / PROFICIENCY | SHAPE KNOWLEDGE | |
| DESCRIPTOR | 9-18.MT4.1.1. | Matches and sorts familiar shapes with increasing ability to do so with shapes of different sizes or orientations (e.g., puts small square and large square together; picks up triangle block to put in shape sorter even if block is rotated at a different orientation, e.g., ▲ and ▶) ReadyRosie Big and Little Color Toys Find a Match |
| STRAND / TOPIC | AR.9-18.MT. | Mathematical Thinking (9-18m) |
| CONTENT STANDARD | 9-18.MT4. | Geometry and Spatial Sense |
| PERFORMANCE EXPECTATION | 9-18.MT4.1. | Explores and describes shapes and spatial relationships |
| BENCHMARK / PROFICIENCY | SPATIAL SENSE | |
| DESCRIPTOR | 9-18.MT4.1.2. | Explores how objects move (e.g., tracking objects with eyes and head, pushing cars down a ramp) and their own spatial sense (e.g., rolling over, bumping into things, trying to sit on chair that is too small) ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| DESCRIPTOR | 9-18.MT4.1.3. | Responds to and uses basic spatial directions (e.g., “reach up,” “slide down”) and simple prepositions (e.g., on, in, under, up), especially when accompanied by gestures ReadyRosie Kick With Me |
| STRAND / TOPIC | AR.9-18.ST. | Science and Technology (9-18m) |
| CONTENT STANDARD | 9-18.ST1. | Scientific Practices |
| PERFORMANCE EXPECTATION | 9-18.ST1.1. | Engages in the scientific process to collect, analyze, and communicate information |
| BENCHMARK / PROFICIENCY | OBSERVATIONS, QUESTIONS, & PREDICTIONS | |
| DESCRIPTOR | 9-18.ST1.1.1. | Explores and manipulates objects using multiple senses (e.g. touch, taste, sight, smell, sound) ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| STRAND / TOPIC | AR.9-18.ST. | Science and Technology (9-18m) |
| CONTENT STANDARD | 9-18.ST2. | Knowledge of Science Concepts |
| PERFORMANCE EXPECTATION | 9-18.ST2.1. | Demonstrates knowledge of core science ideas and concepts |
| BENCHMARK / PROFICIENCY | SYSTEM PARTS & WHOLES | |
| DESCRIPTOR | 9-18.ST2.1.1. | Shows beginning awareness of parts of own body and how to use them to interact with the world in specific ways (e.g., using hands to pick up things; later in this age range leans ear closer to window when adult says, “Listen! Can you hear that outside?”) ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STRAND / TOPIC | AR.9-18.ST. | Science and Technology (9-18m) |
| CONTENT STANDARD | 9-18.ST2. | Knowledge of Science Concepts |
| PERFORMANCE EXPECTATION | 9-18.ST2.1. | Demonstrates knowledge of core science ideas and concepts |
| BENCHMARK / PROFICIENCY | STABILITY AND CHANGE | |
| DESCRIPTOR | 9-18.ST2.1.3. | Anticipates familiar routines and activities (e.g., mealtimes) and notices changes in the environment (e.g., later in this age range points to a piece of furniture that has been moved) ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| STRAND / TOPIC | AR.9-18.ST. | Science and Technology (9-18m) |
| CONTENT STANDARD | 9-18.ST3. | Knowledge of Science Content |
| PERFORMANCE EXPECTATION | 9-18.ST3.1. | Demonstrates knowledge of the characteristics of living things, the earth’s environment, and physical objects and materials |
| BENCHMARK / PROFICIENCY | PHYSICAL OBJECTS & MATERIALS | |
| DESCRIPTOR | 9-18.ST3.1.4. | Actively explores and experiments with the physical properties of objects and materials (e.g., combines different substances such as water and dirt; stacks and knocks down towers; bounces balls; explores fabrics with different textures) ReadyRosie Baby Basketball Kick With Me |
| STRAND / TOPIC | AR.9-18.SS. | Social Studies (9-18m) |
| CONTENT STANDARD | 9-18.SS1. | Family, Community, and Culture |
| PERFORMANCE EXPECTATION | 9-18.SS1.1. | Demonstrates positive connection to family and community |
| BENCHMARK / PROFICIENCY | LEARNING COMMUNITY/FAMILY & CULTURAL IDENTITY/AWARENESS OF ROLES IN SOCIETY | |
| DESCRIPTOR | Typical development of these skills tends to emerge after 18 months. However, foundations of this learning goal are built through: SE1.1 Forms trusting relationships with nurturing adults; SE1.2 Interacts with peers; SE3.1 Shows awareness of self as unique individual; CD 3.2 Engages in symbolic and abstract thinking ReadyRosie Behavior is a form of communication Kick With Me Little Hands, Big Plans Tea Party Tips for bonding with your baby You are your child's first teacher |
| STRAND / TOPIC | AR.9-18.CA. | Creativity and Aesthetics (9-18m) |
| CONTENT STANDARD | 9-18.CA1. | Music and Movement |
| PERFORMANCE EXPECTATION | 9-18.CA1.1. | Explores through listening, singing, creating, and moving to music |
| BENCHMARK / PROFICIENCY | EXPLORATION OF MUSIC & MOVEMENT | |
| DESCRIPTOR | 9-18.CA1.1.2. | Moves body in response to rhythms and music (e.g., sways to the sound of music, claps along with song, though may not be on the beat) ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| STRAND / TOPIC | AR.9-18.CA. | Creativity and Aesthetics (9-18m) |
| CONTENT STANDARD | 9-18.CA1. | Music and Movement |
| PERFORMANCE EXPECTATION | 9-18.CA1.1. | Explores through listening, singing, creating, and moving to music |
| BENCHMARK / PROFICIENCY | MUSICAL EXPRESSION & APPRECIATION | |
| DESCRIPTOR | 9-18.CA1.1.4. | Develops preferences for favorite songs and fingerplays (e.g., claps and smiles or communicates “Again! Again!” when a song is finished; requests certain songs or fingerplays be played or sung) 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? |
| STRAND / TOPIC | AR.9-18.CA. | Creativity and Aesthetics (9-18m) |
| CONTENT STANDARD | 9-18.CA3. | Drama |
| PERFORMANCE EXPECTATION | 9-18.CA3.1. | Explores feelings, relationships, and concepts through imitation, pretend play, and sociodramatic play |
| BENCHMARK / PROFICIENCY | EXPLORATION OF DRAMA | |
| DESCRIPTOR | 9-18.CA3.1.1. | Tries out roles and relationships through imitation and pretend play using real objects (e.g. uses cup to pretend to drink) and later in this age range uses objects to represent other things (e.g. pretends a block is a telephone) ReadyRosie Bear Bath Tea Party |
| Arkansas Curriculum Frameworks |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2016 |
| STRAND / TOPIC | AR.19-36.SE. | Social and Emotional Development (19-36m) |
| CONTENT STANDARD | 19-36.SE1. | Relationships with Others |
| PERFORMANCE EXPECTATION | 19-36.SE1.1. | Forms trusting relationships with nurturing adults |
| BENCHMARK / PROFICIENCY | INTERACTIONS | |
| DESCRIPTOR | 19-36.SE1.1.1. | Participates in longer back-and-forth interactions with adults to share experiences; imitates adults’ actions; communicates ideas; seeks assistance; and engages in role play, games, or other activities ReadyRosie Banana Phonana How can I get my child to listen to me? How can I make music part of our day? How should I handle temper tantrums? Tips for helping your child love reading |
| STRAND / TOPIC | AR.19-36.SE. | Social and Emotional Development (19-36m) |
| CONTENT STANDARD | 19-36.SE1. | Relationships with Others |
| PERFORMANCE EXPECTATION | 19-36.SE1.1. | Forms trusting relationships with nurturing adults |
| BENCHMARK / PROFICIENCY | ATTACHMENT RELATIONSHIPS | |
| DESCRIPTOR | 19-36.SE1.1.2. | Looks to particular people for security, comfort, and protection and shows distress or uneasiness when separated from a special person (separation anxiety) or when encountering strangers (stranger anxiety) ReadyRosie Behavior is a form of communication How can I help my child with separation? Tips for bonding with your baby You are your child's first teacher |
| DESCRIPTOR | 19-36.SE1.1.3. | Explores the environment while regularly checking in (visually or physically) with trusted adults and seeks these adults when experiencing stress or uncertainty ReadyRosie Behavior is a form of communication Nature Walk and Talk Tips for bonding with your baby What Do We Do? You are your child's first teacher |
| STRAND / TOPIC | AR.19-36.SE. | Social and Emotional Development (19-36m) |
| CONTENT STANDARD | 19-36.SE1. | Relationships with Others |
| PERFORMANCE EXPECTATION | 19-36.SE1.2. | Interacts with peers |
| BENCHMARK / PROFICIENCY | DEVELOPS FRIENDSHIPS | |
| DESCRIPTOR | 19-36.SE1.2.1. | Shows preferences for certain playmates and develops friendships with a small group of children that are more reciprocal, exclusive, and enduring over time ReadyRosie Catch! Ring Around the Rosie |
| STRAND / TOPIC | AR.19-36.SE. | Social and Emotional Development (19-36m) |
| CONTENT STANDARD | 19-36.SE1. | Relationships with Others |
| PERFORMANCE EXPECTATION | 19-36.SE1.2. | Interacts with peers |
| BENCHMARK / PROFICIENCY | STAGES OF PLAY | |
| DESCRIPTOR | 19-36.SE1.2.3. | Participates in associative play (playing independently but engaging in the same activity as other children, sometimes interacting through talking or sharing toys) ReadyRosie Catch! Ring Around the Rosie |
| STRAND / TOPIC | AR.19-36.SE. | Social and Emotional Development (19-36m) |
| CONTENT STANDARD | 19-36.SE2. | Emotional Expression and Understanding |
| PERFORMANCE EXPECTATION | 19-36.SE2.1. | Experiences, expresses, and regulates a range of emotions |
| BENCHMARK / PROFICIENCY | EMOTION EXPRESSION | |
| DESCRIPTOR | 19-36.SE2.1.1. | Uses words, signs, other communication methods, and pretend play to express basic emotions as well as more complex, self-conscious emotions (e.g., pride, embarrassment, shame, guilt), with increasing awareness of their effects on others ReadyRosie Banana Phonana Behavior is a form of communication Drum Patterns Recycled Play Tempted to Talk Toy Car Wash Vroom! Vroom! |
| STRAND / TOPIC | AR.19-36.SE. | Social and Emotional Development (19-36m) |
| CONTENT STANDARD | 19-36.SE2. | Emotional Expression and Understanding |
| PERFORMANCE EXPECTATION | 19-36.SE2.1. | Experiences, expresses, and regulates a range of emotions |
| BENCHMARK / PROFICIENCY | EMOTION REGULATION | |
| DESCRIPTOR | 19-36.SE2.1.2. | Comforts self by seeking a special toy, object, or caregiver when upset ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STRAND / TOPIC | AR.19-36.SE. | Social and Emotional Development (19-36m) |
| CONTENT STANDARD | 19-36.SE3. | Self-Awareness and Self-Concept |
| PERFORMANCE EXPECTATION | 19-36.SE3.1. | Shows awareness of self as unique individual |
| BENCHMARK / PROFICIENCY | SENSE OF IDENTITY | |
| DESCRIPTOR | 19-36.SE3.1.1. | Uses first-person pronouns (e.g., me, I) and own name to refer to themselves and shows growing understanding of “mine” and “not mine” ReadyRosie Tips for storytelling: Story ideas |
| STRAND / TOPIC | AR.19-36.SE. | Social and Emotional Development (19-36m) |
| CONTENT STANDARD | 19-36.SE3. | Self-Awareness and Self-Concept |
| PERFORMANCE EXPECTATION | 19-36.SE3.1. | Shows awareness of self as unique individual |
| BENCHMARK / PROFICIENCY | CHARACTERISTICS OF SELF AND OTHERS | |
| DESCRIPTOR | 19-36.SE3.1.2. | Shows growing awareness of own physical characteristics (e.g., recognizes self in mirror and in photos; points to eyes, ears, or nose when asked) ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| DESCRIPTOR | 19-36.SE3.1.3. | Recognizes similarities and differences in their own and others’ personal characteristics (e.g., communicates that a peers’ hair color is different than their own, labels self as boy or girl) ReadyRosie How can I communicate with my baby? I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas Why should we tell family stories? |
| STRAND / TOPIC | AR.19-36.SE. | Social and Emotional Development (19-36m) |
| CONTENT STANDARD | 19-36.SE3. | Self-Awareness and Self-Concept |
| PERFORMANCE EXPECTATION | 19-36.SE3.1. | Shows awareness of self as unique individual |
| BENCHMARK / PROFICIENCY | PREFERENCES | |
| DESCRIPTOR | 19-36.SE3.1.4. | Shows preferences for specific people, books, toys, food, and activities and indicates dislike or unwillingness by communicating “no” (verbally, signing, shaking head) ReadyRosie I Am Unique Tell Me About It! |
| DESCRIPTOR | 19-36.SE3.1.5. | Communicates preferences and interests and shows increasing ability to explain their likes and dislikes (e.g., “I don’t like bananas” and later, “I like carrots because they’re crunchy.”) ReadyRosie I Am Unique Tell Me About It! |
| STRAND / TOPIC | AR.19-36.SE. | Social and Emotional Development (19-36m) |
| CONTENT STANDARD | 19-36.SE3. | Self-Awareness and Self-Concept |
| PERFORMANCE EXPECTATION | 19-36.SE3.2. | Demonstrates competence and confidence |
| BENCHMARK / PROFICIENCY | SENSE OF AUTONOMY | |
| DESCRIPTOR | 19-36.SE3.2.1. | Alternates between doing things independently and wanting help or comfort ReadyRosie Behavior is a form of communication Counting Collection Fast, Slow How can I get my child to listen to me? How should I handle temper tantrums? I Can Do It All By Myself Nature Walk and Talk Nesting Bowls Tips for bonding with your baby What Do We Do? You are your child's first teacher |
| STRAND / TOPIC | AR.19-36.SE. | Social and Emotional Development (19-36m) |
| CONTENT STANDARD | 19-36.SE3. | Self-Awareness and Self-Concept |
| PERFORMANCE EXPECTATION | 19-36.SE3.2. | Demonstrates competence and confidence |
| BENCHMARK / PROFICIENCY | SELF-CONFIDENCE | |
| DESCRIPTOR | 19-36.SE3.2.2. | Shows increasing confidence and competence in growing abilities by attempting to perform self-care activities without adult assistance (e.g., dressing self, pouring own juice)* and by selecting more challenging activities (e.g., choosing more difficult puzzles) ReadyRosie Nesting Bowls T-Shirt Talk |
| STRAND / TOPIC | AR.19-36.CD. | Cognitive Development (19-36m) |
| CONTENT STANDARD | 19-36.CD1. | Approaches to Learning |
| PERFORMANCE EXPECTATION | 19-36.CD1.1. | Shows curiosity and a willingness to try new things |
| BENCHMARK / PROFICIENCY | EXPLORATION & INVESTIGATION | |
| DESCRIPTOR | 19-36.CD1.1.1. | Explores different ways to use objects or materials, investigates ways to make something happen, experiments with different behaviors to see how others will react (e.g., repeatedly knocks pieces of cereal off high chair tray, tries to use basket as hat, turns faucets or switches on and off) ReadyRosie Get Moving |
| STRAND / TOPIC | AR.19-36.CD. | Cognitive Development (19-36m) |
| CONTENT STANDARD | 19-36.CD1. | Approaches to Learning |
| PERFORMANCE EXPECTATION | 19-36.CD1.1. | Shows curiosity and a willingness to try new things |
| BENCHMARK / PROFICIENCY | INTEREST IN NEW EXPERIENCES | |
| DESCRIPTOR | 19-36.CD1.1.3. | Demonstrates interest in exploring new experiences or materials with increasing willingness to participate in new activities or experiences, even if the child perceives them as challenging ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STRAND / TOPIC | AR.19-36.CD. | Cognitive Development (19-36m) |
| CONTENT STANDARD | 19-36.CD1. | Approaches to Learning |
| PERFORMANCE EXPECTATION | 19-36.CD1.2. | Shows persistence in approaching tasks |
| BENCHMARK / PROFICIENCY | DETERMINATION | |
| DESCRIPTOR | 19-36.CD1.2.1. | Practices an activity many times with increasing independence to learn new skills and build mastery (e.g., chooses the same puzzle every day until they are able to assemble each piece quickly and easily) ReadyRosie Get Moving Nesting Bowls |
| STRAND / TOPIC | AR.19-36.CD. | Cognitive Development (19-36m) |
| CONTENT STANDARD | 19-36.CD1. | Approaches to Learning |
| PERFORMANCE EXPECTATION | 19-36.CD1.2. | Shows persistence in approaching tasks |
| BENCHMARK / PROFICIENCY | TASK COMPLETION | |
| DESCRIPTOR | 19-36.CD1.2.2. | Persists in activities for longer periods of time and shows increasing tendency to engage in tasks from start-to-finish (e.g., insists on finishing a drawing before going outside, wants to continue building structure until all blocks are used) and later in this age range seeks to return to an activity after having been away from it in order to complete the task ReadyRosie Copy Me Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls Recycled Play What Do We Do? |
| STRAND / TOPIC | AR.19-36.CD. | Cognitive Development (19-36m) |
| CONTENT STANDARD | 19-36.CD1. | Approaches to Learning |
| PERFORMANCE EXPECTATION | 19-36.CD1.2. | Shows persistence in approaching tasks |
| BENCHMARK / PROFICIENCY | ACCEPTANCE OF CHALLENGES | |
| DESCRIPTOR | 19-36.CD1.2.3. | Shows increasing willingness to repeat attempts at communication if not understood or repeat actions when encountering difficulties, with increasing ability to try different strategies until successful (e.g., repeatedly tries to force same shape into shape sorter; later in age range, tries a different shape after unsuccessful attempt) ReadyRosie Get Moving Nature Walk and Talk Toy Sort |
| STRAND / TOPIC | AR.19-36.CD. | Cognitive Development (19-36m) |
| CONTENT STANDARD | 19-36.CD2. | Executive Function |
| PERFORMANCE EXPECTATION | 19-36.CD2.1. | Focuses and sustains attention |
| BENCHMARK / PROFICIENCY | ATTENTION & ENGAGEMENT | |
| DESCRIPTOR | 19-36.CD2.1.1. | Maintains focus and attention for longer periods of time with increasing independence and ability to ignore distractions and resume task after interruptions ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STRAND / TOPIC | AR.19-36.CD. | Cognitive Development (19-36m) |
| CONTENT STANDARD | 19-36.CD2. | Executive Function |
| PERFORMANCE EXPECTATION | 19-36.CD2.1. | Focuses and sustains attention |
| BENCHMARK / PROFICIENCY | SELECTIVE ATTENTION | |
| DESCRIPTOR | 19-36.CD2.1.2. | Focuses on something specific while ignoring irrelevant information (selective attention) with increasing skill (e.g., counts only yellow bears in a group that includes bears of other colors; carries on a conversation despite loud background noise on the playground) ReadyRosie Nature Walk and Talk Toy Sort |
| STRAND / TOPIC | AR.19-36.CD. | Cognitive Development (19-36m) |
| CONTENT STANDARD | 19-36.CD2. | Executive Function |
| PERFORMANCE EXPECTATION | 19-36.CD2.3. | Regulates impulses and behaviors |
| BENCHMARK / PROFICIENCY | IMPULSE CONTROL | |
| DESCRIPTOR | 19-36.CD2.3.1. | Responds to redirection and limit-setting with increasing consistency (e.g., pauses when an adult says “stop” or asks them not to do something) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| DESCRIPTOR | 19-36.CD2.3.2. | Shows increasing control over impulsive actions, words, and behaviors with adult support (e.g., walks around instead of through a puddle when directed; avoids imitating negative behavior of peer with adult support; requests turn with a toy rather than grabbing it) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STRAND / TOPIC | AR.19-36.CD. | Cognitive Development (19-36m) |
| CONTENT STANDARD | 19-36.CD2. | Executive Function |
| PERFORMANCE EXPECTATION | 19-36.CD2.4. | Holds and manipulates information in memory |
| BENCHMARK / PROFICIENCY | LONG-TERM MEMORY | |
| DESCRIPTOR | 19-36.CD2.4.4. | Learns and recalls motor routines, songs, and rhymes over time with increasing accuracy (e.g., sings along with familiar song and performs accompanying actions) 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? |
| DESCRIPTOR | 19-36.CD2.4.5. | Tells some details about stories or personal experiences with adult support and modeling ReadyRosie Book Chats Bring Me the Book Tips for helping your child love reading |
| STRAND / TOPIC | AR.19-36.CD. | Cognitive Development (19-36m) |
| CONTENT STANDARD | 19-36.CD3. | Logic and Reasoning |
| PERFORMANCE EXPECTATION | 19-36.CD3.1. | Uses reasoning and planning ahead to solve problems and reach goals |
| BENCHMARK / PROFICIENCY | PROBLEM SOLVING | |
| DESCRIPTOR | 19-36.CD3.1.1. | Uses a variety of strategies to solve problems, such as trial-and-error, applying knowledge from previous experience, asking for help, or using objects as tools (e.g., using an object to reach something under a shelf) ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| STRAND / TOPIC | AR.19-36.PH. | Physical Development and Health (19-36m) |
| CONTENT STANDARD | 19-36.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 19-36.PH1.1. | Demonstrates locomotor skills |
| BENCHMARK / PROFICIENCY | TRAVELING | |
| DESCRIPTOR | 19-36.PH1.1.1. | Changes speed or direction while moving (walking, running, using walker), though may have difficulty stopping with control ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| DESCRIPTOR | 19-36.PH1.1.2. | Walks and runs with balance but may move unevenly (e.g., one arm may pump more) and has relatively wide space between feet ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| STRAND / TOPIC | AR.19-36.PH. | Physical Development and Health (19-36m) |
| CONTENT STANDARD | 19-36.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 19-36.PH1.1. | Demonstrates locomotor skills |
| BENCHMARK / PROFICIENCY | COMPLEX MOVEMENT | |
| DESCRIPTOR | 19-36.PH1.1.4. | Experiments with different ways of moving (e.g., walks on tiptoes, walks backwards, marches, uses walker, pushes or pedals riding toy with feet) ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| STRAND / TOPIC | AR.19-36.PH. | Physical Development and Health (19-36m) |
| CONTENT STANDARD | 19-36.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 19-36.PH1.2. | Shows stability and balance |
| BENCHMARK / PROFICIENCY | CORE STABILITY | |
| DESCRIPTOR | 19-36.PH1.2.1. | Shows increased ability to maintain balance while in motion when moving from one position to another, changing directions, or stopping abruptly (e.g., carries a toy while walking, gets in and out of a chair, squats to pick up toys, “freezes” while running) ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| DESCRIPTOR | 19-36.PH1.2.2. | Coordinates increasingly complex movements while maintaining core stability (e.g., holds body upright while moving wheelchair forward, sits on and steers tricycle or other ride-on toy) ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| DESCRIPTOR | 19-36.PH1.2.3. | Balances (e.g., on beam or sandbox edge or while standing on one leg) for progressively longer periods of time with increasing stability and independence ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| STRAND / TOPIC | AR.19-36.PH. | Physical Development and Health (19-36m) |
| CONTENT STANDARD | 19-36.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 19-36.PH1.2. | Shows stability and balance |
| BENCHMARK / PROFICIENCY | JUMPING, HOPPING, & LEAPING | |
| DESCRIPTOR | 19-36.PH1.2.4. | Shows increasing competence in jumping for height (e.g., up and down, off a low step) and distance (e.g., jumps over objects, jumps forward), with increasing ability to use two-footed takeoff and landing with arm swing ReadyRosie Bear Hunt Get Moving |
| STRAND / TOPIC | AR.19-36.PH. | Physical Development and Health (19-36m) |
| CONTENT STANDARD | 19-36.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 19-36.PH1.3. | Demonstrates gross-motor manipulative skills |
| BENCHMARK / PROFICIENCY | CATCHING | |
| DESCRIPTOR | 19-36.PH1.3.1. | Catches medium- to large-size balls and similar objects by trapping ball against body with straight arms, showing increased ability to visually track objects in space ReadyRosie Catch! |
| STRAND / TOPIC | AR.19-36.PH. | Physical Development and Health (19-36m) |
| CONTENT STANDARD | 19-36.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 19-36.PH1.3. | Demonstrates gross-motor manipulative skills |
| BENCHMARK / PROFICIENCY | THROWING | |
| DESCRIPTOR | 19-36.PH1.3.2. | Tosses or throws balls or other objects (e.g., beanbag) with increasing control of direction, aim, and speed ReadyRosie Catch! |
| STRAND / TOPIC | AR.19-36.PH. | Physical Development and Health (19-36m) |
| CONTENT STANDARD | 19-36.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 19-36.PH1.3. | Demonstrates gross-motor manipulative skills |
| BENCHMARK / PROFICIENCY | STRIKING | |
| DESCRIPTOR | 19-36.PH1.3.3. | Strikes a stationary ball or other object with hand or arm (e.g., strikes a ball off of a table with hand), may not follow through or have accurate aim ReadyRosie Catch! |
| STRAND / TOPIC | AR.19-36.PH. | Physical Development and Health (19-36m) |
| CONTENT STANDARD | 19-36.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 19-36.PH1.3. | Demonstrates gross-motor manipulative skills |
| BENCHMARK / PROFICIENCY | KICKING | |
| DESCRIPTOR | 19-36.PH1.3.4. | Kicks with increased control and range of movement, progressing from kicking a stationary ball from a standing position to stepping or running up to it ReadyRosie Catch! |
| STRAND / TOPIC | AR.19-36.PH. | Physical Development and Health (19-36m) |
| CONTENT STANDARD | 19-36.PH2. | Fine Motor |
| PERFORMANCE EXPECTATION | 19-36.PH2.1. | Demonstrates fine-motor strength, control, and coordination |
| BENCHMARK / PROFICIENCY | GRASP AND MANIPULATION | |
| DESCRIPTOR | 19-36.PH2.1.2. | Handles medium-size blocks, puzzle pieces, and manipulatives (e.g., works on three- to four-piece puzzles, puts together large connecting blocks or linking toys, strings large beads) ReadyRosie Nesting Bowls |
| DESCRIPTOR | 19-36.PH2.1.3. | Manipulates a variety of fasteners with increasing skill, such as buttons, zippers, laces, and buckles ReadyRosie T-Shirt Talk |
| STRAND / TOPIC | AR.19-36.PH. | Physical Development and Health (19-36m) |
| CONTENT STANDARD | 19-36.PH2. | Fine Motor |
| PERFORMANCE EXPECTATION | 19-36.PH2.2. | Adjusts grasp and coordinates movements to use tools |
| BENCHMARK / PROFICIENCY | WRITING & DRAWING TOOLS | |
| DESCRIPTOR | 19-36.PH2.2.3. | Holds large writing and drawing tools (e.g., crayons, sidewalk chalk) to make spontaneous dots and scribbles, progressing from whole hand grip to approximate thumb-and-finger grip (may still move whole arm to make marks) ReadyRosie Copy Me Paint your Name Recycled Play Secret Message |
| STRAND / TOPIC | AR.19-36.PH. | Physical Development and Health (19-36m) |
| CONTENT STANDARD | 19-36.PH2. | Fine Motor |
| PERFORMANCE EXPECTATION | 19-36.PH2.2. | Adjusts grasp and coordinates movements to use tools |
| BENCHMARK / PROFICIENCY | VARIETY OF TOOLS | |
| DESCRIPTOR | 19-36.PH2.2.5. | Adjusts grasp to use different tools for different purposes (e.g., digs with shovel in sandbox, uses turkey baster at water table, scoops flour during food experiences) and uses increasingly complex tools such as stapler, hole punch, tape dispenser ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| STRAND / TOPIC | AR.19-36.PH. | Physical Development and Health (19-36m) |
| CONTENT STANDARD | 19-36.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 19-36.PH3.1. | Demonstrates interest in engaging in healthy eating habits and making nutritious food choices |
| BENCHMARK / PROFICIENCY | COMMUNICATING NEEDS | |
| DESCRIPTOR | 19-36.PH3.1.1. | Communicates to adults when hungry, thirsty, or has had enough to eat through actions (e.g., infant turns away from breast or bottle when full, crying when hungry) and later in this age range by using words or signs ReadyRosie Behavior is a form of communication Tempted to Talk |
| STRAND / TOPIC | AR.19-36.PH. | Physical Development and Health (19-36m) |
| CONTENT STANDARD | 19-36.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 19-36.PH3.1. | Demonstrates interest in engaging in healthy eating habits and making nutritious food choices |
| BENCHMARK / PROFICIENCY | EXPLORATION OF FOOD EXPERIENCES | |
| DESCRIPTOR | 19-36.PH3.1.2. | Shows a willingness to taste new foods (e.g., will take at least one bite of a new food, though may need to be offered several times) and expresses preferences about foods ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| DESCRIPTOR | 19-36.PH3.1.3. | Engages in basic cooking tasks during food experiences or in dramatic play scenarios (e.g., stirring ingredients in a bowl; setting plates out for snack; cutting with a plastic knife; scooping and measuring, spreading, sprinkling or mashing) ReadyRosie Banana Phonana Drum Patterns Hooray Parfait Little Chef Packing our Lunch Recycled Play Toy Car Wash Vroom! Vroom! |
| STRAND / TOPIC | AR.19-36.PH. | Physical Development and Health (19-36m) |
| CONTENT STANDARD | 19-36.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 19-36.PH3.1. | Demonstrates interest in engaging in healthy eating habits and making nutritious food choices |
| BENCHMARK / PROFICIENCY | FOOD KNOWLEDGE | |
| DESCRIPTOR | 19-36.PH3.1.4. | Names an increasing variety of foods, begins to ask questions about where food comes from, and later makes connections among food items (e.g., calls an apple and a pear “fruit”; after working in the garden, notices that carrots and potatoes both grow in the ground) ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| STRAND / TOPIC | AR.19-36.PH. | Physical Development and Health (19-36m) |
| CONTENT STANDARD | 19-36.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 19-36.PH3.2. | Shows awareness of safe behavior |
| BENCHMARK / PROFICIENCY | AWARENESS OF SAFE BEHAVIOR AND SIGNALS OF DANGER | |
| DESCRIPTOR | 19-36.PH3.2.1. | Stops unsafe behavior when prompted by an adult, though often needs additional support and redirection (e.g., when distracted or caught up in emotion) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND / TOPIC | AR.19-36.PH. | Physical Development and Health (19-36m) |
| CONTENT STANDARD | 19-36.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 19-36.PH3.2. | Shows awareness of safe behavior |
| BENCHMARK / PROFICIENCY | UNDERSTANDING OF SAFETY RULES AND PRACTICES | |
| DESCRIPTOR | 19-36.PH3.2.2. | Follows basic safety rules, practices, and routines with adult guidance and support (e.g., holds on to rope with knots or loops when moving with group from indoors to outdoors, keeps a safe distance from the swings when reminded) ReadyRosie Bear Hunt |
| STRAND / TOPIC | AR.19-36.PH. | Physical Development and Health (19-36m) |
| CONTENT STANDARD | 19-36.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 19-36.PH3.3. | Engages in a variety of developmentally appropriate physical activities |
| BENCHMARK / PROFICIENCY | PARTICIPATION IN PHYSICAL ACTIVITY | |
| DESCRIPTOR | 19-36.PH3.3.1. | Shows interest and enjoyment in physical activity, movement games, and dances ReadyRosie Bear Hunt Get Moving I can't sing. How can I sing to my baby? Ring Around the Rosie |
| DESCRIPTOR | 19-36.PH3.3.2. | Sustains physical activity (e.g., games, dances, running, other movement activities) for increasing periods of time without tiring ReadyRosie Bear Hunt Get Moving I can't sing. How can I sing to my baby? Ring Around the Rosie |
| STRAND / TOPIC | AR.19-36.PH. | Physical Development and Health (19-36m) |
| CONTENT STANDARD | 19-36.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 19-36.PH3.4. | Takes appropriate actions to meet basic needs |
| BENCHMARK / PROFICIENCY | COMMUNICATING NEEDS | |
| DESCRIPTOR | 19-36.PH3.4.1. | Communicates with increasing specificity and detail to get needs met (e.g., says “My tummy hurts,” “I need help reaching my toothbrush”) and later may communicate about specific health needs (e.g., “I can’t have peanuts because they make me sick”) ReadyRosie Behavior is a form of communication Tempted to Talk |
| STRAND / TOPIC | AR.19-36.PH. | Physical Development and Health (19-36m) |
| CONTENT STANDARD | 19-36.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 19-36.PH3.4. | Takes appropriate actions to meet basic needs |
| BENCHMARK / PROFICIENCY | PERSONAL CARE ROUTINES | |
| DESCRIPTOR | 19-36.PH3.4.2. | Participates in personal hygiene and self-care routines with adult assistance (e.g., holds hands under faucet and waits for adult to turn it on, holds toothbrush with adult while brushing, sits on toilet with help, pulls off own socks) ReadyRosie T-Shirt Talk |
| DESCRIPTOR | 19-36.PH3.4.3. | Shows increasing responsibility for personal self-care routines (e.g., handwashing, toothbrushing, toileting, dressing and undressing) with some support from adults ReadyRosie T-Shirt Talk |
| STRAND / TOPIC | AR.19-36.LD. | Language Development (19-36m) |
| CONTENT STANDARD | 19-36.LD1. | Receptive Language |
| PERFORMANCE EXPECTATION | 19-36.LD1.1. | Understands and responds to language (in child’s home language) |
| BENCHMARK / PROFICIENCY | VOCABULARY & LANGUAGE COMPREHENSION | |
| DESCRIPTOR | 19-36.LD1.1.1. | Attends to familiar objects or people that have been named and understands the meaning of an increasing number of simple words, especially objects encountered in everyday life ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You |
| DESCRIPTOR | 19-36.LD1.1.2. | Identifies (e.g., points to) people, animals, and objects when prompted (e.g., points to a cow in a book when adult asks “Where’s the cow?”) ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You |
| STRAND / TOPIC | AR.19-36.LD. | Language Development (19-36m) |
| CONTENT STANDARD | 19-36.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 19-36.LD4.1. | Demonstrates progress in attending to, understanding, and responding to English |
| BENCHMARK / PROFICIENCY | EARLY-STAGE ENGLISH LANGUAGE DEVELOPMENT: ENGLISH LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 19-36.LD4.1.3. | Attends to English in small- and large-group activities, such as circle time, storybook reading, etc. ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| STRAND / TOPIC | AR.19-36.LD. | Language Development (19-36m) |
| CONTENT STANDARD | 19-36.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 19-36.LD4.1. | Demonstrates progress in attending to, understanding, and responding to English |
| BENCHMARK / PROFICIENCY | MID-STAGE ENGLISH LANGUAGE DEVELOPMENT: ENGLISH LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 19-36.LD4.1.7. | Demonstrates an understanding of English words related to basic concepts (e.g., colors, some animal classifications, foods, etc.) ReadyRosie Toy Sort |
| STRAND / TOPIC | AR.19-36.LD. | Language Development (19-36m) |
| CONTENT STANDARD | 19-36.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 19-36.LD4.1. | Demonstrates progress in attending to, understanding, and responding to English |
| BENCHMARK / PROFICIENCY | LATE-STAGE ENGLISH LANGUAGE DEVELOPMENT: ENGLISH LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 19-36.LD4.1.10. | Demonstrates an understanding of a larger set of words in English (for objects and actions, personal pronouns, and possessives) in both real and pretend activities ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You |
| STRAND / TOPIC | AR.19-36.LD. | Language Development (19-36m) |
| CONTENT STANDARD | 19-36.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 19-36.LD4.2. | Demonstrates progress in speaking and expressing self in English |
| BENCHMARK / PROFICIENCY | MID-STAGE ENGLISH LANGUAGE DEVELOPMENT: ENGLISH LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 19-36.LD4.2.4. | Engages in codeswitching during conversations ReadyRosie Stuck on You Tell Me About It! |
| DESCRIPTOR | 19-36.LD4.2.10. | Uses “what” and “why” questions in English, sometimes with errors ReadyRosie Nature Walk and Talk What Do We Do? |
| STRAND / TOPIC | AR.19-36.LD. | Language Development (19-36m) |
| CONTENT STANDARD | 19-36.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 19-36.LD4.2. | Demonstrates progress in speaking and expressing self in English |
| BENCHMARK / PROFICIENCY | EARLY-STAGE ENGLISH LANGUAGE DEVELOPMENT: HOME LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 19-36.LD4.2.17. | Listens to and converses in age appropriate way in home language ReadyRosie Stuck on You Tell Me About It! |
| DESCRIPTOR | 19-36.LD4.2.18. | Asks a variety of age-appropriate questions (e.g., “what,” “why,” “how,” “when,” and “where”) in home language ReadyRosie Nature Walk and Talk What Do We Do? |
| STRAND / TOPIC | AR.19-36.LD. | Language Development (19-36m) |
| CONTENT STANDARD | 19-36.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 19-36.LD4.2. | Demonstrates progress in speaking and expressing self in English |
| BENCHMARK / PROFICIENCY | MID-STAGE ENGLISH LANGUAGE DEVELOPMENT: HOME LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 19-36.LD4.2.20. | Listens to and converses in age appropriate way in home language ReadyRosie Stuck on You Tell Me About It! |
| DESCRIPTOR | 19-36.LD4.2.21. | Asks a variety of age-appropriate questions (e.g., “what,” “why,” “how,” “when,” and “where”) in home language ReadyRosie Nature Walk and Talk What Do We Do? |
| STRAND / TOPIC | AR.19-36.LD. | Language Development (19-36m) |
| CONTENT STANDARD | 19-36.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 19-36.LD4.2. | Demonstrates progress in speaking and expressing self in English |
| BENCHMARK / PROFICIENCY | LATE-STAGE ENGLISH LANGUAGE DEVELOPMENT: HOME LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 19-36.LD4.2.23. | Listens to and converses in age appropriate way in home language ReadyRosie Stuck on You Tell Me About It! |
| DESCRIPTOR | 19-36.LD4.2.24. | Asks a variety of age-appropriate questions (e.g., “what,” “why,” “how,” “when,” and “where”) in home language ReadyRosie Nature Walk and Talk What Do We Do? |
| STRAND / TOPIC | AR.19-36.EL. | Emergent Literacy (19-36m) |
| CONTENT STANDARD | 19-36.EL1. | Engagement in literacy experiences and understanding of stories and books |
| PERFORMANCE EXPECTATION | 19-36.EL1.1. | Shows interest in literacy experiences |
| BENCHMARK / PROFICIENCY | ENGAGEMENT IN LITERACY EXPERIENCES | |
| DESCRIPTOR | 19-36.EL1.1.1. | Participates in and actively seeks out a variety of literacy experiences such as telling and listening to stories, singing and saying rhymes, engaging with writing materials, and incorporating books or other print into play ReadyRosie Copy Me 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? Paint your Name Ring Around the Rosie Secret Message Why should I sing to my baby? Why should we tell family stories? |
| STRAND / TOPIC | AR.19-36.EL. | Emergent Literacy (19-36m) |
| CONTENT STANDARD | 19-36.EL1. | Engagement in literacy experiences and understanding of stories and books |
| PERFORMANCE EXPECTATION | 19-36.EL1.2. | Engages in read-alouds and conversations about books and stories |
| BENCHMARK / PROFICIENCY | STORY COMPREHENSION | |
| DESCRIPTOR | 19-36.EL1.2.2. | Shows comprehension by making comments, asking and answering questions, and responding to prompts during book reading experiences ReadyRosie Tips for helping your child love reading |
| STRAND / TOPIC | AR.19-36.EL. | Emergent Literacy (19-36m) |
| CONTENT STANDARD | 19-36.EL1. | Engagement in literacy experiences and understanding of stories and books |
| PERFORMANCE EXPECTATION | 19-36.EL1.2. | Engages in read-alouds and conversations about books and stories |
| BENCHMARK / PROFICIENCY | STORY STRUCTURE | |
| DESCRIPTOR | 19-36.EL1.2.3. | Pretends to read, describing what is happening and using some language from the book with pictures as cues ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| DESCRIPTOR | 19-36.EL1.2.4. | Retells stories (e.g., favorite book, personal experience) with increasing use of proper sequence and inclusion of major story elements in their narratives such as main characters, setting, story problems, and cause-and-effect relationships ReadyRosie Family Movie Night Tips for helping your child love reading Tips for storytelling: Using gestures |
| STRAND / TOPIC | AR.19-36.EL. | Emergent Literacy (19-36m) |
| CONTENT STANDARD | 19-36.EL2. | Phonological Awareness |
| PERFORMANCE EXPECTATION | 19-36.EL2.1. | Notices and manipulates the sounds of language |
| BENCHMARK / PROFICIENCY | RHYME | |
| DESCRIPTOR | 19-36.EL2.1.1. | Joins in and repeats songs, fingerplays, and poems with rhyming or alliterative phrases (words with same initial sound) 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? |
| DESCRIPTOR | 19-36.EL2.1.2. | Fills in the missing rhyming word of a song, fingerplay, or story and can generate rhyming words spontaneously (real or nonsense words) ReadyRosie Ring Around the Rosie |
| STRAND / TOPIC | AR.19-36.EL. | Emergent Literacy (19-36m) |
| CONTENT STANDARD | 19-36.EL3. | Knowledge and Use of Books, Print, and Letters |
| PERFORMANCE EXPECTATION | 19-36.EL3.3. | Demonstrates emergent writing skills |
| BENCHMARK / PROFICIENCY | PRE-WRITING EXPLORATION | |
| DESCRIPTOR | 19-36.EL3.3.1. | Explores writing tools and movements, making scribble marks with increasing control ReadyRosie Copy Me Paint your Name Secret Message |
| STRAND / TOPIC | AR.19-36.EL. | Emergent Literacy (19-36m) |
| CONTENT STANDARD | 19-36.EL3. | Knowledge and Use of Books, Print, and Letters |
| PERFORMANCE EXPECTATION | 19-36.EL3.3. | Demonstrates emergent writing skills |
| BENCHMARK / PROFICIENCY | LETTER AND PRINT WRITING CONCEPTS | |
| DESCRIPTOR | 19-36.EL3.3.2. | Shows increasing understanding that writing carries a message and uses scribbles, letter-like shapes, or letters to represent words or ideas ReadyRosie Copy Me Paint your Name Secret Message |
| STRAND / TOPIC | AR.19-36.MT. | Mathematical Thinking (19-36m) |
| CONTENT STANDARD | 19-36.MT1. | Number Concepts and Operations |
| PERFORMANCE EXPECTATION | 19-36.MT1.1. | Demonstrates number sense and an understanding of quantity |
| BENCHMARK / PROFICIENCY | NUMBER NAMES & COUNT SEQUENCE | |
| DESCRIPTOR | 19-36.MT1.1.1. | Knows some number names (e.g., joins in counting songs, says or gestures “two” when asked age), and later in this age range says or signs more number words in sequence with occasional errors (e.g., says “one, two, three, five”) ReadyRosie Blast Off Counting Collection Get Moving Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| STRAND / TOPIC | AR.19-36.MT. | Mathematical Thinking (19-36m) |
| CONTENT STANDARD | 19-36.MT1. | Number Concepts and Operations |
| PERFORMANCE EXPECTATION | 19-36.MT1.1. | Demonstrates number sense and an understanding of quantity |
| BENCHMARK / PROFICIENCY | CONNECTION OF NUMBER, NUMERAL, & QUANTITY | |
| DESCRIPTOR | 19-36.MT1.1.3. | Shows increasing ability to count objects using one number for each object (one-to-one correspondence) and with increasing consistency uses the last number counted to represent how many objects are in a group (cardinality) ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| STRAND / TOPIC | AR.19-36.MT. | Mathematical Thinking (19-36m) |
| CONTENT STANDARD | 19-36.MT1. | Number Concepts and Operations |
| PERFORMANCE EXPECTATION | 19-36.MT1.2. | Explores combining and separating groups (numerical operations) |
| BENCHMARK / PROFICIENCY | CHANGES IN QUANTITY | |
| DESCRIPTOR | 19-36.MT1.2.1. | Shows increasing understanding of changes in quantity by using and responding to phrases like “more,” “less,” and “all gone” and later in this age range “one fewer” and “one more” (e.g., when prompted, child hands peer one more block) ReadyRosie Blast Off |
| STRAND / TOPIC | AR.19-36.MT. | Mathematical Thinking (19-36m) |
| CONTENT STANDARD | 19-36.MT2. | Algebraic Thinking |
| PERFORMANCE EXPECTATION | 19-36.MT2.1. | Uses classification and patterning skills |
| BENCHMARK / PROFICIENCY | CLASSIFICATION | |
| DESCRIPTOR | 19-36.MT2.1.1. | Forms groups of like objects based on broad categories (e.g., puts toy cars in one pile and toy animals in another) and later in this age range, child can name the attribute used in sorting ReadyRosie Nature Walk and Talk Toy Sort |
| DESCRIPTOR | 19-36.MT2.1.2. | Sorts objects based on a single, simple characteristic (e.g., color, shape, size) with increasing ability to sort into more than two categories (e.g., making three color groups instead of two color groups) ReadyRosie Nature Walk and Talk Toy Sort |
| STRAND / TOPIC | AR.19-36.MT. | Mathematical Thinking (19-36m) |
| CONTENT STANDARD | 19-36.MT2. | Algebraic Thinking |
| PERFORMANCE EXPECTATION | 19-36.MT2.1. | Uses classification and patterning skills |
| BENCHMARK / PROFICIENCY | PATTERNING | |
| DESCRIPTOR | 19-36.MT2.1.3. | Repeats certain action sequences intuitively (e.g., fills up and dumps out container repeatedly) and joins in or copies simple patterns (e.g., does stomp-clap-stomp-clap movements during a song with modeling and support) Later in this age range, shows recognition of simple ABAB patterns (e.g., points to stripes on a shirt and communicates, “Black, white, black, white.”) ReadyRosie Drum Patterns Get Moving |
| STRAND / TOPIC | AR.19-36.MT. | Mathematical Thinking (19-36m) |
| CONTENT STANDARD | 19-36.MT3. | Measurement and Comparison |
| PERFORMANCE EXPECTATION | 19-36.MT3.1. | Participates in exploratory measurement activities and compares objects |
| BENCHMARK / PROFICIENCY | MEASUREMENT | |
| DESCRIPTOR | 19-36.MT3.1.1. | Investigates properties of objects and materials (e.g., volume, relative size) through exploration and play (e.g., tries to squeeze large object into smaller container, pours liquid from one container to another); later in this age range labels some attributes of objects (e.g., recognizes length by communicating “I’m tall”) ReadyRosie Nature Walk and Talk Toy Sort |
| STRAND / TOPIC | AR.19-36.MT. | Mathematical Thinking (19-36m) |
| CONTENT STANDARD | 19-36.MT4. | Geometry and Spatial Sense |
| PERFORMANCE EXPECTATION | 19-36.MT4.1. | Explores and describes shapes and spatial relationships |
| BENCHMARK / PROFICIENCY | SHAPE KNOWLEDGE | |
| DESCRIPTOR | 19-36.MT4.1.1. | Matches and sorts familiar shapes with increasing ability to do so with shapes of different sizes or orientations (e.g., puts small square and large square together; picks up triangle block to put in shape sorter even if block is rotated at a different orientation, e.g., ▲ and ▶) ReadyRosie Nature Walk and Talk Toy Sort |
| STRAND / TOPIC | AR.19-36.MT. | Mathematical Thinking (19-36m) |
| CONTENT STANDARD | 19-36.MT4. | Geometry and Spatial Sense |
| PERFORMANCE EXPECTATION | 19-36.MT4.1. | Explores and describes shapes and spatial relationships |
| BENCHMARK / PROFICIENCY | SPATIAL SENSE | |
| DESCRIPTOR | 19-36.MT4.1.2. | Responds to and uses basic spatial directions (e.g., “reach up,” “slide down”) and simple prepositions (e.g., on, in, under, up), especially when accompanied by gestures ReadyRosie Which Lid? |
| STRAND / TOPIC | AR.19-36.ST. | Science and Technology (19-36m) |
| CONTENT STANDARD | 19-36.ST3. | Knowledge of Science Content |
| PERFORMANCE EXPECTATION | 19-36.ST3.1. | Demonstrates knowledge of the characteristics of living things, the earth’s environment, and physical objects and materials |
| BENCHMARK / PROFICIENCY | PHYSICAL OBJECTS & MATERIALS | |
| DESCRIPTOR | 19-36.ST3.1.4. | Actively explores and experiments with the physical properties of objects and materials (e.g., combines different substances such as water and dirt; stacks and knocks down towers; bounces balls; explores fabrics with different textures) ReadyRosie Catch! |
| STRAND / TOPIC | AR.19-36.SS. | Social Studies (19-36m) |
| CONTENT STANDARD | 19-36.SS1. | Family, Community, and Culture |
| PERFORMANCE EXPECTATION | 19-36.SS1.1. | Demonstrates positive connection to family and community |
| BENCHMARK / PROFICIENCY | LEARNING COMMUNITY | |
| DESCRIPTOR | 19-36.SS1.1.1. | Begins to identify as a member of a classroom or group (e.g., “I’m a Ladybug [class name]”) and follows simple rules with adult support ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STRAND / TOPIC | AR.19-36.SS. | Social Studies (19-36m) |
| CONTENT STANDARD | 19-36.SS1. | Family, Community, and Culture |
| PERFORMANCE EXPECTATION | 19-36.SS1.1. | Demonstrates positive connection to family and community |
| BENCHMARK / PROFICIENCY | FAMILY & CULTURAL IDENTITY | |
| DESCRIPTOR | 19-36.SS1.1.2. | Recognizes similarities and differences among individual people and groups of people (e.g., notices when another language is spoken; says “Everyone in my family has brown hair”) ReadyRosie Book Walk How can I communicate with my baby? Why should we tell family stories? |
| STRAND / TOPIC | AR.19-36.SS. | Social Studies (19-36m) |
| CONTENT STANDARD | 19-36.SS1. | Family, Community, and Culture |
| PERFORMANCE EXPECTATION | 19-36.SS1.1. | Demonstrates positive connection to family and community |
| BENCHMARK / PROFICIENCY | AWARENESS OF ROLES IN SOCIETY | |
| DESCRIPTOR | 19-36.SS1.1.3. | Engages in increasingly complex pretend play acting out family or community roles and events (e.g., pretends to be a “daddy” sweeping the house or feeding the baby; later in this age range, acts out scenes at a restaurant, beauty salon, or doctor’s office) ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STRAND / TOPIC | AR.19-36.CA. | Creativity and Aesthetics (19-36m) |
| CONTENT STANDARD | 19-36.CA1. | Music and Movement |
| PERFORMANCE EXPECTATION | 19-36.CA1.1. | Explores through listening, singing, creating, and moving to music |
| BENCHMARK / PROFICIENCY | EXPLORATION OF MUSIC & MOVEMENT | |
| DESCRIPTOR | 19-36.CA1.1.2. | Moves body in response to rhythms and music (e.g., sways to the sound of music, claps along with song, though may not be on the beat) ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| STRAND / TOPIC | AR.19-36.CA. | Creativity and Aesthetics (19-36m) |
| CONTENT STANDARD | 19-36.CA1. | Music and Movement |
| PERFORMANCE EXPECTATION | 19-36.CA1.1. | Explores through listening, singing, creating, and moving to music |
| BENCHMARK / PROFICIENCY | MUSIC & MOVEMENT CONCEPTS | |
| DESCRIPTOR | 19-36.CA1.1.3. | Imitates and begins to demonstrate understanding of fast/slow and loud/soft as they relate to playing music and singing ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| STRAND / TOPIC | AR.19-36.CA. | Creativity and Aesthetics (19-36m) |
| CONTENT STANDARD | 19-36.CA1. | Music and Movement |
| PERFORMANCE EXPECTATION | 19-36.CA1.1. | Explores through listening, singing, creating, and moving to music |
| BENCHMARK / PROFICIENCY | MUSICAL EXPRESSION & APPRECIATION | |
| DESCRIPTOR | 19-36.CA1.1.4. | Develops preferences for favorite songs and fingerplays (e.g., claps and smiles or communicates “Again! Again!” when a song is finished; requests certain songs or fingerplays be played or sung) ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| STRAND / TOPIC | AR.19-36.CA. | Creativity and Aesthetics (19-36m) |
| CONTENT STANDARD | 19-36.CA2. | Visual Arts |
| PERFORMANCE EXPECTATION | 19-36.CA2.1. | Explores, manipulates, creates, and responds to a variety of art media |
| BENCHMARK / PROFICIENCY | EXPLORATION OF ART | |
| DESCRIPTOR | 19-36.CA2.1.1. | Participates in child-initiated visual art activities* and with adult support experiments with a variety of media and materials (e.g. crayons, markers, colored pencils, chalk, paints, collage materials, play dough, clay) ReadyRosie Copy Me Recycled Play Torn Paper Art |
| STRAND / TOPIC | AR.19-36.CA. | Creativity and Aesthetics (19-36m) |
| CONTENT STANDARD | 19-36.CA2. | Visual Arts |
| PERFORMANCE EXPECTATION | 19-36.CA2.1. | Explores, manipulates, creates, and responds to a variety of art media |
| BENCHMARK / PROFICIENCY | ART CONCEPTS | |
| DESCRIPTOR | 19-36.CA2.1.2. | Shows increasing range and intentionality in art creations (e.g., draws multiple simple shapes; uses a variety of tools to make different textures in play dough; shows preferences and makes choices about colors) ReadyRosie Copy Me Recycled Play Torn Paper Art Toy Sort |
| STRAND / TOPIC | AR.19-36.CA. | Creativity and Aesthetics (19-36m) |
| CONTENT STANDARD | 19-36.CA2. | Visual Arts |
| PERFORMANCE EXPECTATION | 19-36.CA2.1. | Explores, manipulates, creates, and responds to a variety of art media |
| BENCHMARK / PROFICIENCY | ART APPRECIATION & EXPRESSION | |
| DESCRIPTOR | 19-36.CA2.1.4. | Recognizes and states that objects in the environment are beautiful and later in this age range, can articulate why they believe it is beautiful ReadyRosie Fast, Slow Playdough Lengths |
| STRAND / TOPIC | AR.19-36.CA. | Creativity and Aesthetics (19-36m) |
| CONTENT STANDARD | 19-36.CA3. | Drama |
| PERFORMANCE EXPECTATION | 19-36.CA3.1. | Explores feelings, relationships, and concepts through imitation, pretend play, and sociodramatic play |
| BENCHMARK / PROFICIENCY | EXPLORATION OF DRAMA | |
| DESCRIPTOR | 19-36.CA3.1.1. | Tries out roles and relationships through imitation and pretend play using real objects (e.g. uses cup to pretend to drink) and later in this age range uses objects to represent other things (e.g. pretends a block is a telephone) ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |