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!