Arkansas Standards (Pre-K)
| Main Criteria: Arkansas Curriculum Frameworks | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Early Childhood Education, Health and PE | ||
| Grades: Pre K, Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| Arkansas Curriculum Frameworks |
| Early Childhood Education |
| Grade: Ages 3-5 - Adopted: 2016 |
| STRAND / TOPIC | AR.37-48.SE. | Social and Emotional Development (37-48m) |
| CONTENT STANDARD | 37-48.SE1. | Relationships with Others |
| PERFORMANCE EXPECTATION | 37-48.SE1.1. | Forms trusting relationships with nurturing adults |
| BENCHMARK / PROFICIENCY | INTERACTIONS | |
| DESCRIPTOR | 37-48.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 How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND / TOPIC | AR.37-48.SE. | Social and Emotional Development (37-48m) |
| CONTENT STANDARD | 37-48.SE1. | Relationships with Others |
| PERFORMANCE EXPECTATION | 37-48.SE1.1. | Forms trusting relationships with nurturing adults |
| BENCHMARK / PROFICIENCY | ATTACHMENT RELATIONSHIPS | |
| DESCRIPTOR | 37-48.SE1.1.3. | Separates from primary caregivers with minimal distress when with other familiar and trusted adults ReadyRosie Behavior is a form of communication You are your child's first teacher |
| STRAND / TOPIC | AR.37-48.SE. | Social and Emotional Development (37-48m) |
| CONTENT STANDARD | 37-48.SE1. | Relationships with Others |
| PERFORMANCE EXPECTATION | 37-48.SE1.2. | Interacts with peers |
| BENCHMARK / PROFICIENCY | DEVELOPS FRIENDSHIPS | |
| DESCRIPTOR | 37-48.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 Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND / TOPIC | AR.37-48.SE. | Social and Emotional Development (37-48m) |
| CONTENT STANDARD | 37-48.SE1. | Relationships with Others |
| PERFORMANCE EXPECTATION | 37-48.SE1.2. | Interacts with peers |
| BENCHMARK / PROFICIENCY | STAGES OF PLAY | |
| DESCRIPTOR | 37-48.SE1.2.2. | Participates in associative play (playing independently but engaging in the same activity as other children, sometimes interacting through talking or sharing toys) ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| DESCRIPTOR | 37-48.SE1.2.3. | Engages in cooperative play with peers (communicates and collaborates with other children in role play or to achieve a goal ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND / TOPIC | AR.37-48.SE. | Social and Emotional Development (37-48m) |
| CONTENT STANDARD | 37-48.SE1. | Relationships with Others |
| PERFORMANCE EXPECTATION | 37-48.SE1.2. | Interacts with peers |
| BENCHMARK / PROFICIENCY | SOCIAL SKILLS | |
| DESCRIPTOR | 37-48.SE1.2.4. | Shows increasing understanding and demonstration of social skills such as turn-taking, initiating and joining in group play situations, and solving social conflict with adult guidance ReadyRosie Choosing the Right Voice How can I stop my kids from fighting? Taking Turns Talking About Your Feelings |
| STRAND / TOPIC | AR.37-48.SE. | Social and Emotional Development (37-48m) |
| CONTENT STANDARD | 37-48.SE2. | Emotional Expression and Understanding |
| PERFORMANCE EXPECTATION | 37-48.SE2.1. | Experiences, expresses, and regulates a range of emotions |
| BENCHMARK / PROFICIENCY | EMOTION EXPRESSION | |
| DESCRIPTOR | 37-48.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 Behavior is a form of communication Funny Faces If You're Happy & You Know It In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Talking About Your Feelings Toy Stories |
| DESCRIPTOR | 37-48.SE2.1.2. | Shows increasing ability to constructively express emotions or alter emotional expression based on social context and cultural norms ReadyRosie All Done Decorating Cupcakes Funny Faces How can I get my child to listen to me? How should I handle temper tantrums? If You're Happy & You Know It Is my child overscheduled? Sink or Swim Taking Turns Talking About Your Feelings |
| STRAND / TOPIC | AR.37-48.SE. | Social and Emotional Development (37-48m) |
| CONTENT STANDARD | 37-48.SE2. | Emotional Expression and Understanding |
| PERFORMANCE EXPECTATION | 37-48.SE2.2. | Interprets and responds to the feelings of others |
| BENCHMARK / PROFICIENCY | EMPATHY | |
| DESCRIPTOR | 37-48.SE2.2.1. | Responds sympathetically to others’ distress with increased initiative and understanding that each person has their own specific needs (e.g., gets a peer’s blanket from their cubby when child notices peer is sad) ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| STRAND / TOPIC | AR.37-48.SE. | Social and Emotional Development (37-48m) |
| CONTENT STANDARD | 37-48.SE2. | Emotional Expression and Understanding |
| PERFORMANCE EXPECTATION | 37-48.SE2.2. | Interprets and responds to the feelings of others |
| BENCHMARK / PROFICIENCY | EMOTION UNDERSTANDING | |
| DESCRIPTOR | 37-48.SE2.2.2. | Recognizes and labels emotional reactions based on facial expressions, body language, and tone with increasing accuracy and precision ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| DESCRIPTOR | 37-48.SE2.2.3. | Makes predictions and identifies causes and consequences of others’ emotional reactions with increasing accuracy (e.g., says, “I think the bears will feel scared when they find Goldilocks in their house”; “When I get home from school my little sister is so excited to see me she jumps up and down”) ReadyRosie Book Selection Funny Faces If You're Happy & You Know It Picture Walk Predictions Selecting Books Talking About Your Feelings Text to Self Connections Thank You Note |
| STRAND / TOPIC | AR.37-48.SE. | Social and Emotional Development (37-48m) |
| CONTENT STANDARD | 37-48.SE3. | Self-Awareness and Self-Concept |
| PERFORMANCE EXPECTATION | 37-48.SE3.1. | Shows awareness of self as unique individual |
| BENCHMARK / PROFICIENCY | CHARACTERISTICS OF SELF AND OTHERS | |
| DESCRIPTOR | 37-48.SE3.1.2. | 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 Detailed Drawing of a Face Family Photos Family Talent Show Grandparent Storytime How Many Feet? Tips for storytelling: Story ideas Why should we tell family stories? |
| DESCRIPTOR | 37-48.SE3.1.3. | Shows increased understanding that others have different interests, thoughts, beliefs, ideas, feelings, and abilities and differentiates themselves from others (e.g., “I’m a fast runner,” “No one else in my family likes fish, but I do”) ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show Grandparent Storytime How Many Feet? Tips for storytelling: Story ideas Why should we tell family stories? |
| STRAND / TOPIC | AR.37-48.SE. | Social and Emotional Development (37-48m) |
| CONTENT STANDARD | 37-48.SE3. | Self-Awareness and Self-Concept |
| PERFORMANCE EXPECTATION | 37-48.SE3.1. | Shows awareness of self as unique individual |
| BENCHMARK / PROFICIENCY | PREFERENCES | |
| DESCRIPTOR | 37-48.SE3.1.4. | 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 Book Selection Selecting Books Using a Menu to Order What's for Dinner? |
| STRAND / TOPIC | AR.37-48.SE. | Social and Emotional Development (37-48m) |
| CONTENT STANDARD | 37-48.SE3. | Self-Awareness and Self-Concept |
| PERFORMANCE EXPECTATION | 37-48.SE3.2. | Demonstrates competence and confidence |
| BENCHMARK / PROFICIENCY | SELF-CONFIDENCE | |
| DESCRIPTOR | 37-48.SE3.2.1. | 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 Fill Up the Cup Making Trail Mix Strawberries for a Picnic |
| DESCRIPTOR | 37-48.SE3.2.2. | Describes own physical characteristics, behavior, abilities, gender, and ethnic identity positively ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| STRAND / TOPIC | AR.37-48.CD. | Cognitive Development (37-48m) |
| CONTENT STANDARD | 37-48.CD1. | Approaches to Learning |
| PERFORMANCE EXPECTATION | 37-48.CD1.1. | Shows curiosity and a willingness to try new things |
| BENCHMARK / PROFICIENCY | INTEREST IN NEW EXPERIENCES | |
| DESCRIPTOR | 37-48.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 Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND / TOPIC | AR.37-48.CD. | Cognitive Development (37-48m) |
| CONTENT STANDARD | 37-48.CD1. | Approaches to Learning |
| PERFORMANCE EXPECTATION | 37-48.CD1.2. | Shows persistence in approaching tasks |
| BENCHMARK / PROFICIENCY | TASK COMPLETION | |
| DESCRIPTOR | 37-48.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 Celebrate Learning Detailed Drawing of a Face May I Take your Order? Mirror, Mirror My Age Shape Changers Shaving Cream Shapes Sink or Swim Taking Turns Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / TOPIC | AR.37-48.CD. | Cognitive Development (37-48m) |
| CONTENT STANDARD | 37-48.CD1. | Approaches to Learning |
| PERFORMANCE EXPECTATION | 37-48.CD1.2. | Shows persistence in approaching tasks |
| BENCHMARK / PROFICIENCY | ACCEPTANCE OF CHALLENGES | |
| DESCRIPTOR | 37-48.CD1.2.3. | Persists with adult encouragement and support even when presented with challenges (e.g., continues trying to build tall block tower even when some pieces fall; tries again to write name after running out of space on paper or recognizing a mistake) ReadyRosie Celebrate Learning Detailed Drawing of a Face Making a Grocery List My Age Shape Changers Sink or Swim Taking Turns Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / TOPIC | AR.37-48.CD. | Cognitive Development (37-48m) |
| CONTENT STANDARD | 37-48.CD2. | Executive Function |
| PERFORMANCE EXPECTATION | 37-48.CD2.1. | Focuses and sustains attention |
| BENCHMARK / PROFICIENCY | ATTENTION & ENGAGEMENT | |
| DESCRIPTOR | 37-48.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 Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND / TOPIC | AR.37-48.CD. | Cognitive Development (37-48m) |
| CONTENT STANDARD | 37-48.CD2. | Executive Function |
| PERFORMANCE EXPECTATION | 37-48.CD2.1. | Focuses and sustains attention |
| BENCHMARK / PROFICIENCY | SELECTIVE ATTENTION | |
| DESCRIPTOR | 37-48.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 Candy Sort and Graph Grocery Store Conversations I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| DESCRIPTOR | 37-48.CD2.1.3. | Shifts focus among various aspects of an object, activity, or story (e.g., recognizes two objects are alike because they are the same color, then recognizes that one of them is like another object because it is the same shape; talks about specific aspects of a story) ReadyRosie Finger Shapes Grocery Store Conversations Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| STRAND / TOPIC | AR.37-48.CD. | Cognitive Development (37-48m) |
| CONTENT STANDARD | 37-48.CD2. | Executive Function |
| PERFORMANCE EXPECTATION | 37-48.CD2.2. | Shows flexibility in adjusting thinking and behavior to different contexts |
| BENCHMARK / PROFICIENCY | FLEXIBLE THINKING | |
| DESCRIPTOR | 37-48.CD2.2.1. | Shows increasing ability to flexibly shift between roles or use props in multiple ways (e.g., pretends to be the dad and the pet dog, using different voices and actions for each character; uses a paper plate as a steering wheel and then later as a bus driver’s hat) ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Tips for helping your child love reading Toy Stories |
| STRAND / TOPIC | AR.37-48.CD. | Cognitive Development (37-48m) |
| CONTENT STANDARD | 37-48.CD2. | Executive Function |
| PERFORMANCE EXPECTATION | 37-48.CD2.2. | Shows flexibility in adjusting thinking and behavior to different contexts |
| BENCHMARK / PROFICIENCY | ADJUSTING BEHAVIOR TO MATCH CONTEXT | |
| DESCRIPTOR | 37-48.CD2.2.3. | Applies different rules in different contexts with decreasing need for reminders (e.g., takes shoes off at home, but not at school; runs and uses “outside voice” when on playground, but uses “walking feet” and “inside voice” in classroom; if a dual language learner, speaks in home language or English based on whom they are talking to) ReadyRosie Brushing Your Teeth Choosing the Right Voice How do I get my child to______? How should I handle temper tantrums? Packing for Our Trip Reading Routines for Early Readers |
| STRAND / TOPIC | AR.37-48.CD. | Cognitive Development (37-48m) |
| CONTENT STANDARD | 37-48.CD2. | Executive Function |
| PERFORMANCE EXPECTATION | 37-48.CD2.3. | Regulates impulses and behaviors |
| BENCHMARK / PROFICIENCY | IMPULSE CONTROL | |
| DESCRIPTOR | 37-48.CD2.3.1. | 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 All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| STRAND / TOPIC | AR.37-48.CD. | Cognitive Development (37-48m) |
| CONTENT STANDARD | 37-48.CD2. | Executive Function |
| PERFORMANCE EXPECTATION | 37-48.CD2.3. | Regulates impulses and behaviors |
| BENCHMARK / PROFICIENCY | DELAY OF GRATIFICATION | |
| DESCRIPTOR | 37-48.CD2.3.3. | Shows increasing ability to delay gratification (e.g., raises hand and waits to be called on during small group time; waits until end of birthday song to eat special snack; waits until there is space at a center to select an activity) ReadyRosie Choosing the Right Voice Taking Turns |
| STRAND / TOPIC | AR.37-48.CD. | Cognitive Development (37-48m) |
| CONTENT STANDARD | 37-48.CD2. | Executive Function |
| PERFORMANCE EXPECTATION | 37-48.CD2.4. | Holds and manipulates information in memory |
| BENCHMARK / PROFICIENCY | SHORT-TERM & WORKING MEMORY | |
| DESCRIPTOR | 37-48.CD2.4.1. | Shows increasing skill in memory games (e.g., recalls an increasing number of items removed from view in games like “What’s Missing”; plays simple memory matching card games) ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| DESCRIPTOR | 37-48.CD2.4.2. | Remembers and communicates about recent events (e.g., what happened earlier in the day; what has just happened in a story being read) ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| DESCRIPTOR | 37-48.CD2.4.3. | Remembers and follows two-step directions (e.g., “Put all the crayons in the basket, then put the basket on the shelf”; “Touch your nose, then touch your ear”) with decreasing need for adult support ReadyRosie Find My Number Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror My Address Mystery Bag Recalling What Happened in a Story Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| DESCRIPTOR | 37-48.CD2.4.4. | Remembers and follows multi-step directions (e.g., “Push in your chair, throw away your trash, and then join us for circle time”; follows a sequence of actions for a song such as jumping, then clapping, then turning around) with decreasing need for adult support ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| DESCRIPTOR | 37-48.CD2.4.5. | Remembers and processes multiple pieces of information before responding (e.g., considers two or more options before making a choice; remembers response to teacher’s question long enough to respond after waiting for peers to share their comments) ReadyRosie Baby Photo Fun Color Word Sentences Find My Number My Address Recalling What Happened in a Story Sink or Swim Why should we tell family stories? Yesterday, Today, Tomorrow |
| STRAND / TOPIC | AR.37-48.CD. | Cognitive Development (37-48m) |
| CONTENT STANDARD | 37-48.CD2. | Executive Function |
| PERFORMANCE EXPECTATION | 37-48.CD2.4. | Holds and manipulates information in memory |
| BENCHMARK / PROFICIENCY | LONG-TERM MEMORY | |
| DESCRIPTOR | 37-48.CD2.4.6. | 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 Find My Number If You're Happy & You Know It Itsy Bitsy Spider Illustrations My Address Recalling What Happened in a Story Sink or Swim Sliding to Nursery Rhymes Why should I sing to my baby? |
| DESCRIPTOR | 37-48.CD2.4.7. | Imitates actions or behaviors that were observed at an earlier time (e.g., uses traffic hand signals on trike track after seeing them demonstrated by a crossing guard; divides markers into “fair share” groups after observing teacher do this the day before) ReadyRosie Acorns and Pinecones Find My Number Make a Tower of Ten My Address Recalling What Happened in a Story Sharing Goldfish Sink or Swim Snack Fractions Who has the Biggest Number? |
| DESCRIPTOR | 37-48.CD2.4.8. | Tells some details about stories or personal experiences with adult support and modeling ReadyRosie Asking Wh- Questions Find My Number My Address My Favorite Part Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Sink or Swim Tips for helping your child love reading |
| DESCRIPTOR | 37-48.CD2.4.9. | Remembers past experiences or familiar stories with increasing ability to independently and accurately recall details and retell events in sequence ReadyRosie Book Bag Descriptions Family Movie Night Family Photos Find My Number Itsy Bitsy Spider Illustrations My Address My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Sink or Swim Tips for helping your child love reading Tips for storytelling: Using gestures Toy Stories |
| STRAND / TOPIC | AR.37-48.CD. | Cognitive Development (37-48m) |
| CONTENT STANDARD | 37-48.CD3. | Logic and Reasoning |
| PERFORMANCE EXPECTATION | 37-48.CD3.1. | Uses reasoning and planning ahead to solve problems and reach goals |
| BENCHMARK / PROFICIENCY | PROBLEM SOLVING | |
| DESCRIPTOR | 37-48.CD3.1.2. | Generates new approaches or changes plans if a better alternative is thought of or suggested (e.g., decides to build block structure on hard surface after it keeps falling down on the thick rug; accepts suggestion to use tape instead of glue to affix small leaves to a piece of paper) ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND / TOPIC | AR.37-48.CD. | Cognitive Development (37-48m) |
| CONTENT STANDARD | 37-48.CD3. | Logic and Reasoning |
| PERFORMANCE EXPECTATION | 37-48.CD3.1. | Uses reasoning and planning ahead to solve problems and reach goals |
| BENCHMARK / PROFICIENCY | PLANNING | |
| DESCRIPTOR | 37-48.CD3.1.4. | Shows increasing ability to independently and collaboratively make choices, plan for play scenarios or activities, and anticipate problems (e.g., assigns roles in dramatic play; gathers materials to complete an art project; says “Tell me when you’re finished at the computer so I can have a turn.”) ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / TOPIC | AR.37-48.CD. | Cognitive Development (37-48m) |
| CONTENT STANDARD | 37-48.CD3. | Logic and Reasoning |
| PERFORMANCE EXPECTATION | 37-48.CD3.2. | Engages in symbolic and abstract thinking |
| BENCHMARK / PROFICIENCY | PRETEND PLAY | |
| DESCRIPTOR | 37-48.CD3.2.1. | Uses familiar objects to represent something else (object substitution; e.g., uses a block as a pretend phone) and acts out routines, stories, or social roles alone or with peers ReadyRosie Tips for helping your child love reading |
| DESCRIPTOR | 37-48.CD3.2.2. | Uses language or imaginary props to stand in for objects (e.g., mimes holding a phone; says “Let’s pretend I gave you a ticket for the bus”) and engages in increasingly complex, longer play scenarios, assigning or assuming roles and discussing and planning actions ReadyRosie Tips for helping your child love reading |
| STRAND / TOPIC | AR.37-48.CD. | Cognitive Development (37-48m) |
| CONTENT STANDARD | 37-48.CD3. | Logic and Reasoning |
| PERFORMANCE EXPECTATION | 37-48.CD3.2. | Engages in symbolic and abstract thinking |
| BENCHMARK / PROFICIENCY | SYMBOLIC REPRESENTATION | |
| DESCRIPTOR | 37-48.CD3.2.3. | Shows awareness that symbols (e.g., sign, icon, drawing) have meaning and understands that print carries a message ReadyRosie Shopping for Clothes |
| DESCRIPTOR | 37-48.CD3.2.4. | Uses drawing, emergent writing of numbers and letters, movement, and other constructions (e.g., art projects) to represent ideas or feelings ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / TOPIC | AR.37-48.PH. | Physical Development and Health (37-48m) |
| CONTENT STANDARD | 37-48.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 37-48.PH1.1. | Demonstrates locomotor skills |
| BENCHMARK / PROFICIENCY | TRAVELING | |
| DESCRIPTOR | 37-48.PH1.1.1. | Moves with control, avoiding obstacles and people while moving (e.g., moves through obstacle course, steers wheelchair into small spaces; stops at intended location when running) ReadyRosie Follow the Leader Jump to It Rock Toss |
| DESCRIPTOR | 37-48.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 Follow the Leader |
| DESCRIPTOR | 37-48.PH1.1.3. | Walks and runs smoothly with more consistent leg and arm opposition movements and narrower space between feet ReadyRosie Follow the Leader |
| STRAND / TOPIC | AR.37-48.PH. | Physical Development and Health (37-48m) |
| CONTENT STANDARD | 37-48.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 37-48.PH1.1. | Demonstrates locomotor skills |
| BENCHMARK / PROFICIENCY | COMPLEX MOVEMENT | |
| DESCRIPTOR | 37-48.PH1.1.5. | Shows increasing ability to coordinate complex movements (e.g., galloping, sliding, hopping, and later skipping and leaping) smoothly and with ease ReadyRosie Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| STRAND / TOPIC | AR.37-48.PH. | Physical Development and Health (37-48m) |
| CONTENT STANDARD | 37-48.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 37-48.PH1.2. | Shows stability and balance |
| BENCHMARK / PROFICIENCY | CORE STABILITY | |
| DESCRIPTOR | 37-48.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 Follow the Leader |
| DESCRIPTOR | 37-48.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 Follow the Leader |
| DESCRIPTOR | 37-48.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 Follow the Leader |
| STRAND / TOPIC | AR.37-48.PH. | Physical Development and Health (37-48m) |
| CONTENT STANDARD | 37-48.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 37-48.PH1.2. | Shows stability and balance |
| BENCHMARK / PROFICIENCY | JUMPING, HOPPING, & LEAPING | |
| DESCRIPTOR | 37-48.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 Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| DESCRIPTOR | 37-48.PH1.2.5. | Hops and leaps with increasing skill and control (e.g., hops forward on one foot without losing balance, leaps over a “river” made from two ropes taking off with one foot and landing on the other) ReadyRosie Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| STRAND / TOPIC | AR.37-48.PH. | Physical Development and Health (37-48m) |
| CONTENT STANDARD | 37-48.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 37-48.PH1.3. | Demonstrates gross-motor manipulative skills |
| BENCHMARK / PROFICIENCY | CATCHING | |
| DESCRIPTOR | 37-48.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 Rhyming Toss The Number Stays the Same |
| STRAND / TOPIC | AR.37-48.PH. | Physical Development and Health (37-48m) |
| CONTENT STANDARD | 37-48.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 37-48.PH1.3. | Demonstrates gross-motor manipulative skills |
| BENCHMARK / PROFICIENCY | THROWING | |
| DESCRIPTOR | 37-48.PH1.3.2. | Tosses or throws balls or other objects (e.g., beanbag) with increasing control of direction, aim, and speed ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| STRAND / TOPIC | AR.37-48.PH. | Physical Development and Health (37-48m) |
| CONTENT STANDARD | 37-48.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 37-48.PH1.3. | Demonstrates gross-motor manipulative skills |
| BENCHMARK / PROFICIENCY | STRIKING | |
| DESCRIPTOR | 37-48.PH1.3.3. | Strikes a stationary ball or other object (e.g., hits beach ball with a short-handled paddle) with increasing follow through and accurate aim ReadyRosie Rhyming Toss The Number Stays the Same |
| STRAND / TOPIC | AR.37-48.PH. | Physical Development and Health (37-48m) |
| CONTENT STANDARD | 37-48.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 37-48.PH1.3. | Demonstrates gross-motor manipulative skills |
| BENCHMARK / PROFICIENCY | KICKING | |
| DESCRIPTOR | 37-48.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 Rhyming Toss The Number Stays the Same |
| STRAND / TOPIC | AR.37-48.PH. | Physical Development and Health (37-48m) |
| CONTENT STANDARD | 37-48.PH2. | Fine Motor |
| PERFORMANCE EXPECTATION | 37-48.PH2.1. | Demonstrates fine-motor strength, control, and coordination |
| BENCHMARK / PROFICIENCY | HAND-EYE COORDINATION | |
| DESCRIPTOR | 37-48.PH2.1.1. | Shows increasing refinement in hand-eye coordination (e.g., tracks words across page with finger with adult modeling and support, pours without spilling, pushes specific keys on keyboard ReadyRosie Fill Up the Cup Making Trail Mix Strawberries for a Picnic |
| STRAND / TOPIC | AR.37-48.PH. | Physical Development and Health (37-48m) |
| CONTENT STANDARD | 37-48.PH2. | Fine Motor |
| PERFORMANCE EXPECTATION | 37-48.PH2.2. | Adjusts grasp and coordinates movements to use tools |
| BENCHMARK / PROFICIENCY | WRITING & DRAWING TOOLS | |
| DESCRIPTOR | 37-48.PH2.2.2. | Holds drawing and writing tools using three-point finger grip, using the other hand to hold paper, to make a variety of lines and shapes (e.g., circles, crosses, triangles), letter- and numeral-like forms, and some letters and numerals ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / TOPIC | AR.37-48.PH. | Physical Development and Health (37-48m) |
| CONTENT STANDARD | 37-48.PH2. | Fine Motor |
| PERFORMANCE EXPECTATION | 37-48.PH2.2. | Adjusts grasp and coordinates movements to use tools |
| BENCHMARK / PROFICIENCY | VARIETY OF TOOLS | |
| DESCRIPTOR | 37-48.PH2.2.4. | 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 Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| STRAND / TOPIC | AR.37-48.PH. | Physical Development and Health (37-48m) |
| CONTENT STANDARD | 37-48.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 37-48.PH3.1. | Demonstrates interest in engaging in healthy eating habits and making nutritious food choices |
| BENCHMARK / PROFICIENCY | EXPLORATION OF FOOD EXPERIENCES | |
| DESCRIPTOR | 37-48.PH3.1.1. | 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 Grocery Store Conversations Putting Away the Groceries |
| DESCRIPTOR | 37-48.PH3.1.2. | 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 Grocery Store Conversations In My Pond, Part 1 In My Pond, Part 2 Pretending Together Putting Away the Groceries Stuffed Animal Stories Toy Stories |
| STRAND / TOPIC | AR.37-48.PH. | Physical Development and Health (37-48m) |
| CONTENT STANDARD | 37-48.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 37-48.PH3.1. | Demonstrates interest in engaging in healthy eating habits and making nutritious food choices |
| BENCHMARK / PROFICIENCY | FOOD KNOWLEDGE | |
| DESCRIPTOR | 37-48.PH3.1.3. | 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 Grocery Store Conversations Putting Away the Groceries |
| STRAND / TOPIC | AR.37-48.PH. | Physical Development and Health (37-48m) |
| CONTENT STANDARD | 37-48.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 37-48.PH3.2. | Shows awareness of safe behavior |
| BENCHMARK / PROFICIENCY | AWARENESS OF SAFE BEHAVIOR AND SIGNALS OF DANGER | |
| DESCRIPTOR | 37-48.PH3.2.1. | Identifies, avoids, and alerts others to danger and seeks and accepts adults’ help in potentially unsafe situations (e.g., alerts teacher to a broken fence part, calls for help from the top of the play structure when needs assistance getting down, reminds another child to go down the slide feet first) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? My Address |
| STRAND / TOPIC | AR.37-48.PH. | Physical Development and Health (37-48m) |
| CONTENT STANDARD | 37-48.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 37-48.PH3.2. | Shows awareness of safe behavior |
| BENCHMARK / PROFICIENCY | UNDERSTANDING OF SAFETY RULES AND PRACTICES | |
| DESCRIPTOR | 37-48.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 My Address |
| STRAND / TOPIC | AR.37-48.PH. | Physical Development and Health (37-48m) |
| CONTENT STANDARD | 37-48.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 37-48.PH3.3. | Engages in a variety of developmentally appropriate physical activities |
| BENCHMARK / PROFICIENCY | PARTICIPATION IN PHYSICAL ACTIVITY | |
| DESCRIPTOR | 37-48.PH3.3.2. | Initiates or engages in a variety of increasingly complex physical activities (e.g., pedals a tricycle; jumps in and out of hula hoops; completes an obstacle course that requires climbing, rolling, and crawling) ReadyRosie Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| STRAND / TOPIC | AR.37-48.PH. | Physical Development and Health (37-48m) |
| CONTENT STANDARD | 37-48.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 37-48.PH3.4. | Takes appropriate actions to meet basic needs |
| BENCHMARK / PROFICIENCY | COMMUNICATING NEEDS | |
| DESCRIPTOR | 37-48.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 |
| STRAND / TOPIC | AR.37-48.PH. | Physical Development and Health (37-48m) |
| CONTENT STANDARD | 37-48.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 37-48.PH3.4. | Takes appropriate actions to meet basic needs |
| BENCHMARK / PROFICIENCY | PERSONAL CARE ROUTINES | |
| DESCRIPTOR | 37-48.PH3.4.2. | Shows increasing responsibility for personal self-care routines (e.g., handwashing, toothbrushing, toileting, dressing and undressing) with some support from adults ReadyRosie Rub a Dub Counting |
| DESCRIPTOR | 37-48.PH3.4.3. | Demonstrates increasing understanding of how, when, and why personal care routines are completed (e.g., washes hands after handling classroom pet when reminded by teacher; says “I need my hat so I don’t get sunburned.”) ReadyRosie Rub a Dub Counting |
| STRAND / TOPIC | AR.37-48.PH. | Physical Development and Health (37-48m) |
| CONTENT STANDARD | 37-48.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 37-48.PH3.4. | Takes appropriate actions to meet basic needs |
| BENCHMARK / PROFICIENCY | HEALTH HABITS | |
| DESCRIPTOR | 37-48.PH3.4.4. | Engages in health habits (e.g., blows nose, throws away tissue, and washes hands; covers mouth with arm when coughing and washes hands, uses drinking fountain without touching spout with mouth) with decreasing need for adult support, guidance, and modeling ReadyRosie Rub a Dub Counting |
| STRAND / TOPIC | AR.37-48.LD. | Language Development (37-48m) |
| CONTENT STANDARD | 37-48.LD1. | Receptive Language |
| PERFORMANCE EXPECTATION | 37-48.LD1.1. | Understands and responds to language (in child’s home language) |
| BENCHMARK / PROFICIENCY | VOCABULARY & LANGUAGE COMPREHENSION | |
| DESCRIPTOR | 37-48.LD1.1.1. | Understands an increasing number of words for objects (nouns), actions (verbs), and characteristics (adjectives) encountered in real and symbolic contexts* (e.g., when playing “doctor” brings another child a stethoscope when he or she asks for it) ReadyRosie Comparing Vegetables Following Directions Grocery Store Conversations How can I help my child learn new words? I'm Thinking of an Animal Kitchen Labeling Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| DESCRIPTOR | 37-48.LD1.1.2. | Responds to increasingly complex “Who,” “ What,” “Why,” and “Where” questions ReadyRosie Color Word Sentences Getting Information from Pictures Listening for Sounds Pantry Talk Description Taking Turns |
| STRAND / TOPIC | AR.37-48.LD. | Language Development (37-48m) |
| CONTENT STANDARD | 37-48.LD1. | Receptive Language |
| PERFORMANCE EXPECTATION | 37-48.LD1.1. | Understands and responds to language (in child’s home language) |
| BENCHMARK / PROFICIENCY | FOLLOWS DIRECTIONS | |
| DESCRIPTOR | 37-48.LD1.1.3. | Follows one- or two-step directions that involve familiar experiences or objects (e.g., “Pick up the ball and roll it to me,” or “Dame la mano” [“Give me your hand” in Spanish for dual language learners]) ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| DESCRIPTOR | 37-48.LD1.1.4. | Follows increasingly more detailed, multi-step directions (e.g., “Please put away your markers, put your picture in your cubby, and join us on the carpet”) ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| STRAND / TOPIC | AR.37-48.LD. | Language Development (37-48m) |
| CONTENT STANDARD | 37-48.LD2. | Expressive Language |
| PERFORMANCE EXPECTATION | 37-48.LD2.1. | Uses increasingly complex vocabulary, grammar, and sentence structure (in child’s home language) |
| BENCHMARK / PROFICIENCY | EXPRESSIVE VOCABULARY | |
| DESCRIPTOR | 37-48.LD2.1.1. | Uses increasingly complex and varied vocabulary words to express needs and describe objects, relationships between objects, emotions, and actions ReadyRosie Grocery Store Conversations Pantry Talk Description What's the Opposite? Zoo in My Room |
| STRAND / TOPIC | AR.37-48.LD. | Language Development (37-48m) |
| CONTENT STANDARD | 37-48.LD2. | Expressive Language |
| PERFORMANCE EXPECTATION | 37-48.LD2.1. | Uses increasingly complex vocabulary, grammar, and sentence structure (in child’s home language) |
| BENCHMARK / PROFICIENCY | GRAMMAR & SENTENCE STRUCTURE | |
| DESCRIPTOR | 37-48.LD2.1.2. | Tells increasingly detailed stories about other times and places, with increasing accuracy in use of past and future tenses ReadyRosie What Did I Do? |
| DESCRIPTOR | 37-48.LD2.1.3. | Uses increasingly longer (i.e., at least four to six word sentences) that are increasingly complex (i.e., combining two or three phrases in a sentence) ReadyRosie Family Photos Pantry Talk Description Phone Fun Who Should We Ask? |
| STRAND / TOPIC | AR.37-48.LD. | Language Development (37-48m) |
| CONTENT STANDARD | 37-48.LD3. | Communication Skills |
| PERFORMANCE EXPECTATION | 37-48.LD3.1. | Communicates using social and conversational rules |
| BENCHMARK / PROFICIENCY | CONVERSATIONS | |
| DESCRIPTOR | 37-48.LD3.1.1. | Engages in back-and-forth conversations of increasing duration (two to five conversational exchanges**), with increasing ability to extend conversations by asking questions, making comments related to the topic, and later in this age range, engages in a wider variety of conversational topics ReadyRosie Color Word Sentences If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| STRAND / TOPIC | AR.37-48.LD. | Language Development (37-48m) |
| CONTENT STANDARD | 37-48.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 37-48.LD4.1. | Demonstrates progress in attending to, understanding, and responding to English |
| BENCHMARK / PROFICIENCY | EARLY-STAGE ENGLISH LANGUAGE DEVELOPMENT: ENGLISH LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 37-48.LD4.1.1. | Responds to simple, commonly used words and phrases when accompanied by gestures and other supports ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| DESCRIPTOR | 37-48.LD4.1.3. | Attends to English in small- and large-group activities, such as circle time, storybook reading, etc. ReadyRosie Tips for helping your child love reading |
| STRAND / TOPIC | AR.37-48.LD. | Language Development (37-48m) |
| CONTENT STANDARD | 37-48.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 37-48.LD4.1. | Demonstrates progress in attending to, understanding, and responding to English |
| BENCHMARK / PROFICIENCY | MID-STAGE ENGLISH LANGUAGE DEVELOPMENT: ENGLISH LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 37-48.LD4.1.5. | Responds to simple, commonly used words and phrases when accompanied by gestures and other supports ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| DESCRIPTOR | 37-48.LD4.1.6. | Responds to words, phrases, and directions in English when they are not accompanied by gestures or other visual aids ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| DESCRIPTOR | 37-48.LD4.1.7. | Demonstrates an understanding of English words related to basic concepts (e.g., colors, some animal classifications, foods, etc.) ReadyRosie Grocery Store Conversations |
| DESCRIPTOR | 37-48.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 Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Pantry Talk Description Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| STRAND / TOPIC | AR.37-48.LD. | Language Development (37-48m) |
| CONTENT STANDARD | 37-48.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 37-48.LD4.1. | Demonstrates progress in attending to, understanding, and responding to English |
| BENCHMARK / PROFICIENCY | LATE-STAGE ENGLISH LANGUAGE DEVELOPMENT: ENGLISH LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 37-48.LD4.1.9. | Responds to words, phrases, and directions in English when they are not accompanied by gestures or other visual aids ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| DESCRIPTOR | 37-48.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 Comparing Vegetables Following Directions Grocery Store Conversations How can I help my child learn new words? I'm Thinking of an Animal Kitchen Labeling Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| DESCRIPTOR | 37-48.LD4.1.11. | Demonstrates an understanding of words in English related to more advanced concepts (e.g., abstract emotions and ideas) ReadyRosie Funny Faces If You're Happy & You Know It Pantry Talk Description Talking About Your Feelings |
| DESCRIPTOR | 37-48.LD4.1.12. | Follows directions that involve a one- or two-step sequence, relying less on contextual cues ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| STRAND / TOPIC | AR.37-48.LD. | Language Development (37-48m) |
| CONTENT STANDARD | 37-48.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 37-48.LD4.1. | Demonstrates progress in attending to, understanding, and responding to English |
| BENCHMARK / PROFICIENCY | EARLY-STAGE ENGLISH LANGUAGE DEVELOPMENT: HOME LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 37-48.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 Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| STRAND / TOPIC | AR.37-48.LD. | Language Development (37-48m) |
| CONTENT STANDARD | 37-48.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 37-48.LD4.1. | Demonstrates progress in attending to, understanding, and responding to English |
| BENCHMARK / PROFICIENCY | MID-STAGE ENGLISH LANGUAGE DEVELOPMENT: HOME LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 37-48.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 Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| STRAND / TOPIC | AR.37-48.LD. | Language Development (37-48m) |
| CONTENT STANDARD | 37-48.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 37-48.LD4.1. | Demonstrates progress in attending to, understanding, and responding to English |
| BENCHMARK / PROFICIENCY | LATE-STAGE ENGLISH LANGUAGE DEVELOPMENT: HOME LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 37-48.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 Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| STRAND / TOPIC | AR.37-48.LD. | Language Development (37-48m) |
| CONTENT STANDARD | 37-48.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 37-48.LD4.2. | Demonstrates progress in speaking and expressing self in English |
| BENCHMARK / PROFICIENCY | EARLY-STAGE ENGLISH LANGUAGE DEVELOPMENT: ENGLISH LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 37-48.LD4.2.1. | Relies on nonverbal communication, such as gestures or behaviors, to seek attention, request objects, or initiate a response from others ReadyRosie Find My Number Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror My Address Mystery Bag Recalling What Happened in a Story Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| DESCRIPTOR | 37-48.LD4.2.2. | Repeats sounds and words in English ReadyRosie Pantry Talk Description |
| STRAND / TOPIC | AR.37-48.LD. | Language Development (37-48m) |
| CONTENT STANDARD | 37-48.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 37-48.LD4.2. | Demonstrates progress in speaking and expressing self in English |
| BENCHMARK / PROFICIENCY | MID-STAGE ENGLISH LANGUAGE DEVELOPMENT: ENGLISH LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 37-48.LD4.2.4. | Engages in codeswitching during conversations ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| DESCRIPTOR | 37-48.LD4.2.7. | Uses English vocabulary that mainly consists of concrete nouns and some verbs and pronouns ReadyRosie All Mixed Up |
| DESCRIPTOR | 37-48.LD4.2.8. | Converses with others in English using two or three words at a time but switches back and forth between English and their home language ReadyRosie Pantry Talk Description |
| DESCRIPTOR | 37-48.LD4.2.9. | Uses some English grammatical markers (e.g., “-ing” or the plural-forming “-s”) and applies at times the rules of grammar of the home language to English ReadyRosie All Mixed Up Pantry Talk Description |
| DESCRIPTOR | 37-48.LD4.2.10. | Uses “what” and “why” questions in English, sometimes with errors ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Phone Fun |
| STRAND / TOPIC | AR.37-48.LD. | Language Development (37-48m) |
| CONTENT STANDARD | 37-48.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 37-48.LD4.2. | Demonstrates progress in speaking and expressing self in English |
| BENCHMARK / PROFICIENCY | LATE-STAGE ENGLISH LANGUAGE DEVELOPMENT: ENGLISH LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 37-48.LD4.2.11. | Demonstrates increasing reliance on verbal communication in English to be understood by others while still making some mistakes ReadyRosie Pantry Talk Description Rub a Dub Counting |
| DESCRIPTOR | 37-48.LD4.2.12. | Uses new English vocabulary to share knowledge of concepts, including conversational and academic vocabulary ReadyRosie Pantry Talk Description |
| DESCRIPTOR | 37-48.LD4.2.13. | Sustains a conversation in English with increasingly complex syntax, adding conjunctions, adjectives, adverbs, subject-verb-object patterns, and other more advanced elements of English sentence construction ReadyRosie Pantry Talk Description |
| DESCRIPTOR | 37-48.LD4.2.14. | Expands use of different forms of grammar in English (e.g., plurals; possessive pronouns; simple past-tense verbs), sometimes with errors ReadyRosie All Mixed Up Pantry Talk Description |
| DESCRIPTOR | 37-48.LD4.2.15. | Uses “what,” “why,” “how,” “when,” and “where” questions in more complete forms in English, sometimes with mistakes ReadyRosie Pantry Talk Description |
| STRAND / TOPIC | AR.37-48.LD. | Language Development (37-48m) |
| CONTENT STANDARD | 37-48.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 37-48.LD4.2. | Demonstrates progress in speaking and expressing self in English |
| BENCHMARK / PROFICIENCY | EARLY-STAGE ENGLISH LANGUAGE DEVELOPMENT: HOME LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 37-48.LD4.2.16. | Uses age-appropriate vocabulary and grammar in the home language ReadyRosie All Mixed Up Grocery Store Conversations Pantry Talk Description What's the Opposite? Zoo in My Room |
| DESCRIPTOR | 37-48.LD4.2.17. | Listens to and converses in age appropriate way in home language ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| DESCRIPTOR | 37-48.LD4.2.18. | Asks a variety of age-appropriate questions (e.g., “what,” “why,” “how,” “when,” and “where”) in home language ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| STRAND / TOPIC | AR.37-48.LD. | Language Development (37-48m) |
| CONTENT STANDARD | 37-48.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 37-48.LD4.2. | Demonstrates progress in speaking and expressing self in English |
| BENCHMARK / PROFICIENCY | MID-STAGE ENGLISH LANGUAGE DEVELOPMENT: HOME LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 37-48.LD4.2.19. | Uses age-appropriate vocabulary and grammar in the home language ReadyRosie All Mixed Up Grocery Store Conversations Pantry Talk Description What's the Opposite? Zoo in My Room |
| DESCRIPTOR | 37-48.LD4.2.20. | Listens to and converses in age appropriate way in home language ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| DESCRIPTOR | 37-48.LD4.2.21. | Asks a variety of age-appropriate questions (e.g., “what,” “why,” “how,” “when,” and “where”) in home language ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| STRAND / TOPIC | AR.37-48.LD. | Language Development (37-48m) |
| CONTENT STANDARD | 37-48.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 37-48.LD4.2. | Demonstrates progress in speaking and expressing self in English |
| BENCHMARK / PROFICIENCY | LATE-STAGE ENGLISH LANGUAGE DEVELOPMENT: HOME LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 37-48.LD4.2.22. | Uses age-appropriate vocabulary and grammar in the home language ReadyRosie All Mixed Up Grocery Store Conversations Pantry Talk Description What's the Opposite? Zoo in My Room |
| DESCRIPTOR | 37-48.LD4.2.23. | Listens to and converses in age appropriate way in home language ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| DESCRIPTOR | 37-48.LD4.2.24. | Asks a variety of age-appropriate questions (e.g., “what,” “why,” “how,” “when,” and “where”) in home language ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| STRAND / TOPIC | AR.37-48.EL. | Emergent Literacy (37-48m) |
| CONTENT STANDARD | 37-48.EL1. | Engagement in literacy experiences and understanding of stories and books |
| PERFORMANCE EXPECTATION | 37-48.EL1.1. | Shows interest in literacy experiences |
| BENCHMARK / PROFICIENCY | ENGAGEMENT IN LITERACY EXPERIENCES | |
| DESCRIPTOR | 37-48.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 Detailed Drawing of a Face Finish the Rhyme Grandparent Storytime Hopping Rhyming I Remember When If You're Happy & You Know It Itsy Bitsy Spider Illustrations Little Miss Muffet Role Play Making Trail Mix Making a Grocery List My Favorite Part Reading a Book for the Second Time Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Thank You Note Twinkle, Twinkle Rhymes Using a Menu to Order Why should I sing to my baby? Why should we tell family stories? Writing Names with Shaving Cream |
| STRAND / TOPIC | AR.37-48.EL. | Emergent Literacy (37-48m) |
| CONTENT STANDARD | 37-48.EL1. | Engagement in literacy experiences and understanding of stories and books |
| PERFORMANCE EXPECTATION | 37-48.EL1.1. | Shows interest in literacy experiences |
| BENCHMARK / PROFICIENCY | VARIETY OF INTERESTS | |
| DESCRIPTOR | 37-48.EL1.1.2. | Shows interest in an increasing variety of types of stories and texts (e.g., picture books, informational texts, rhymes and poetry, illustrated biographies, folk and fairy tales) ReadyRosie Getting Information from Pictures Just the Facts |
| STRAND / TOPIC | AR.37-48.EL. | Emergent Literacy (37-48m) |
| CONTENT STANDARD | 37-48.EL1. | Engagement in literacy experiences and understanding of stories and books |
| PERFORMANCE EXPECTATION | 37-48.EL1.2. | Engages in read-alouds and conversations about books and stories |
| BENCHMARK / PROFICIENCY | STORY COMPREHENSION | |
| DESCRIPTOR | 37-48.EL1.2.1. | Shows comprehension by making comments, asking and answering questions, and responding to prompts during book reading experiences ReadyRosie Asking Wh- Questions Book Bag Descriptions Making Connections PreK Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Think About It Tips for helping your child love reading |
| STRAND / TOPIC | AR.37-48.EL. | Emergent Literacy (37-48m) |
| CONTENT STANDARD | 37-48.EL1. | Engagement in literacy experiences and understanding of stories and books |
| PERFORMANCE EXPECTATION | 37-48.EL1.2. | Engages in read-alouds and conversations about books and stories |
| BENCHMARK / PROFICIENCY | STORY STRUCTURE | |
| DESCRIPTOR | 37-48.EL1.2.2. | Pretends to read, describing what is happening and using some language from the book with pictures as cues ReadyRosie Tips for helping your child love reading |
| DESCRIPTOR | 37-48.EL1.2.3. | 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 Book Bag Descriptions Family Movie Night Family Photos Itsy Bitsy Spider Illustrations Making Connections PreK My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Text to Self Connections Tips for helping your child love reading Tips for storytelling: Using gestures Toy Stories |
| STRAND / TOPIC | AR.37-48.EL. | Emergent Literacy (37-48m) |
| CONTENT STANDARD | 37-48.EL1. | Engagement in literacy experiences and understanding of stories and books |
| PERFORMANCE EXPECTATION | 37-48.EL1.2. | Engages in read-alouds and conversations about books and stories |
| BENCHMARK / PROFICIENCY | INFORMATIONAL TEXTS | |
| DESCRIPTOR | 37-48.EL1.2.4. | Demonstrates knowledge from informational texts in a variety of ways and makes connections to other books or personal experiences (e.g., when teacher reads the story Owl Moon, child says, “We learned in that other book that owls stay awake at night and sleep during the day.”) ReadyRosie Getting Information from Pictures Just the Facts Tips for helping your child love reading |
| STRAND / TOPIC | AR.37-48.EL. | Emergent Literacy (37-48m) |
| CONTENT STANDARD | 37-48.EL2. | Phonological Awareness |
| PERFORMANCE EXPECTATION | 37-48.EL2.1. | Notices and manipulates the sounds of language |
| BENCHMARK / PROFICIENCY | RHYME | |
| DESCRIPTOR | 37-48.EL2.1.1. | Fills in the missing rhyming word of a song, fingerplay, or story and can generate rhyming words spontaneously (real or nonsense words) ReadyRosie Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| STRAND / TOPIC | AR.37-48.EL. | Emergent Literacy (37-48m) |
| CONTENT STANDARD | 37-48.EL2. | Phonological Awareness |
| PERFORMANCE EXPECTATION | 37-48.EL2.1. | Notices and manipulates the sounds of language |
| BENCHMARK / PROFICIENCY | ALLITERATION | |
| DESCRIPTOR | 37-48.EL2.1.2. | Shows awareness that some words begin with the same sound (e.g., “Sam and Selena start with the same sound!”) ReadyRosie Signaling for Sounds |
| STRAND / TOPIC | AR.37-48.EL. | Emergent Literacy (37-48m) |
| CONTENT STANDARD | 37-48.EL2. | Phonological Awareness |
| PERFORMANCE EXPECTATION | 37-48.EL2.1. | Notices and manipulates the sounds of language |
| BENCHMARK / PROFICIENCY | MANIPULATING UNITS OF LANGUAGE | |
| DESCRIPTOR | 37-48.EL2.1.3. | Shows awareness of separate words in sentences ReadyRosie Color Word Sentences Reading with Jack and Jill Sentence Segmenting Starting a Word Bank Words on the Page |
| STRAND / TOPIC | AR.37-48.EL. | Emergent Literacy (37-48m) |
| CONTENT STANDARD | 37-48.EL3. | Knowledge and Use of Books, Print, and Letters |
| PERFORMANCE EXPECTATION | 37-48.EL3.1. | Responds to features of books and print |
| BENCHMARK / PROFICIENCY | BOOK KNOWLEDGE | |
| DESCRIPTOR | 37-48.EL3.1.1. | Imitates the act of reading (e.g., pretends to read to stuffed animals or peers) and shows increasing independence in book handling skills ReadyRosie Funny Reading Tips for helping your child love reading |
| DESCRIPTOR | 37-48.EL3.1.2. | Knows some features of a book (e.g., title, author, illustrator) ReadyRosie Funny Reading |
| STRAND / TOPIC | AR.37-48.EL. | Emergent Literacy (37-48m) |
| CONTENT STANDARD | 37-48.EL3. | Knowledge and Use of Books, Print, and Letters |
| PERFORMANCE EXPECTATION | 37-48.EL3.1. | Responds to features of books and print |
| BENCHMARK / PROFICIENCY | PRINT KNOWLEDGE | |
| DESCRIPTOR | 37-48.EL3.1.3. | Shows understanding that print carries a message and can represent spoken language ReadyRosie Chime In Color Word Sentences Funny Reading Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Sentences Stuffed Animal Stories |
| DESCRIPTOR | 37-48.EL3.1.4. | Shows increasing awareness of print concepts (e.g., words are made up of letters, print is read left-to-right and top-to-bottom) ReadyRosie Chime In Color Word Sentences Funny Reading Looking for Letters in Ads Reading the Grocery List Reading with Jack and Jill Starting a Word Bank Stuffed Animal Sentences Stuffed Animal Stories Words on the Page |
| STRAND / TOPIC | AR.37-48.EL. | Emergent Literacy (37-48m) |
| CONTENT STANDARD | 37-48.EL3. | Knowledge and Use of Books, Print, and Letters |
| PERFORMANCE EXPECTATION | 37-48.EL3.2. | Shows knowledge of the shapes, names, and sounds of letters |
| BENCHMARK / PROFICIENCY | ALPHABET KNOWLEDGE | |
| DESCRIPTOR | 37-48.EL3.2.1. | Shows interest in letters by singing the alphabet song, playing with alphabet blocks, looking at alphabet books, etc. ReadyRosie Alphabet Clapping Point the ABC Song |
| DESCRIPTOR | 37-48.EL3.2.2. | Attends to and recognizes simple environmental print (e.g., recognizes stop sign or Walmart® or Lego® logos, although may not say letters) ReadyRosie Shopping for Clothes |
| DESCRIPTOR | 37-48.EL3.2.3. | Recognizes and names an increasing number of letters correctly, especially those in own name ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Morning Message Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| STRAND / TOPIC | AR.37-48.EL. | Emergent Literacy (37-48m) |
| CONTENT STANDARD | 37-48.EL3. | Knowledge and Use of Books, Print, and Letters |
| PERFORMANCE EXPECTATION | 37-48.EL3.2. | Shows knowledge of the shapes, names, and sounds of letters |
| BENCHMARK / PROFICIENCY | LETTER–SOUND CONNECTIONS | |
| DESCRIPTOR | 37-48.EL3.2.4. | Produces the correct sounds for an increasing number of letters ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| STRAND / TOPIC | AR.37-48.EL. | Emergent Literacy (37-48m) |
| CONTENT STANDARD | 37-48.EL3. | Knowledge and Use of Books, Print, and Letters |
| PERFORMANCE EXPECTATION | 37-48.EL3.3. | Demonstrates emergent writing skills |
| BENCHMARK / PROFICIENCY | LETTER AND PRINT WRITING CONCEPTS | |
| DESCRIPTOR | 37-48.EL3.3.1. | Shows increasing understanding that writing carries a message and uses scribbles, letter-like shapes, or letters to represent words or ideas ReadyRosie Chime In Color Word Sentences Detailed Drawing of a Face Kitchen Labeling Making a Grocery List Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | 37-48.EL3.3.2. | Produces strings of letters and/or letter-like forms (may be in unconventional order); begins to separate groups of letters with spaces ReadyRosie Detailed Drawing of a Face Jump Rope Letters Making a Grocery List Silverware Alphabet Thank You Note Using a Menu to Order Weekend News Writing Names with Shaving Cream |
| DESCRIPTOR | 37-48.EL3.3.3. | Writes an increasing number of letters correctly, especially those in own name ReadyRosie Detailed Drawing of a Face Jump Rope Letters Making a Grocery List Silverware Alphabet Thank You Note Using a Menu to Order Weekend News Writing Names with Shaving Cream |
| STRAND / TOPIC | AR.37-48.MT. | Mathematical Thinking (37-48m) |
| CONTENT STANDARD | 37-48.MT1. | Number Concepts and Operations |
| PERFORMANCE EXPECTATION | 37-48.MT1.1. | Demonstrates number sense and an understanding of quantity |
| BENCHMARK / PROFICIENCY | NUMBER NAMES & COUNT SEQUENCE | |
| DESCRIPTOR | 37-48.MT1.1.1. | Says or signs number words in order accurately with increasing ability to count to 5, then up to 10, and finally to 20 and beyond by the end of this age range ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Penny Drop Rub a Dub Counting Show Me Taking Inventory |
| STRAND / TOPIC | AR.37-48.MT. | Mathematical Thinking (37-48m) |
| CONTENT STANDARD | 37-48.MT1. | Number Concepts and Operations |
| PERFORMANCE EXPECTATION | 37-48.MT1.1. | Demonstrates number sense and an understanding of quantity |
| BENCHMARK / PROFICIENCY | COMPARISON OF QUANTITY | |
| DESCRIPTOR | 37-48.MT1.1.2. | Identifies place in a series using terms like first, second, last, etc. (ordinality) ReadyRosie First Place Under the Cup |
| DESCRIPTOR | 37-48.MT1.1.3. | Counts to determine and compare whether the number of objects in one group is more than, less than, or the same as objects in another group (for groups of five to ten objects) ReadyRosie Acorns and Pinecones Adding Ice Block Tower Cereal Challenge Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up Make a Tower of Ten More than Ten Sharing Goldfish Show Me Slap One More Snack Fractions Taking Inventory Who has the Biggest Number? |
| STRAND / TOPIC | AR.37-48.MT. | Mathematical Thinking (37-48m) |
| CONTENT STANDARD | 37-48.MT1. | Number Concepts and Operations |
| PERFORMANCE EXPECTATION | 37-48.MT1.1. | Demonstrates number sense and an understanding of quantity |
| BENCHMARK / PROFICIENCY | CONNECTION OF NUMBER, NUMERAL, & QUANTITY | |
| DESCRIPTOR | 37-48.MT1.1.4. | 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 Acorns and Pinecones Adding Ice Apple Pie Block Tower Candy Sort and Graph Counting Signs Decorating Cupcakes Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up Lily Pad Hop Measure your Steps More than Ten Penny Drop Show Me Taking Inventory The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| DESCRIPTOR | 37-48.MT1.1.5. | Instantly recognizes without counting (subitizes) objects in sets of one to four objects (e.g., when playing game where teacher changes the number of blocks under a sheet and then uncovers them, child correctly identifies number of blocks without counting) ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| DESCRIPTOR | 37-48.MT1.1.6. | Begins to use numerals to represent and communicate quantity (e.g., puts three counting bears on a card with the numeral “3” in a game) ReadyRosie Find My Number May I Take your Order? My Address Taking Inventory Three Ways to Show a Number |
| DESCRIPTOR | 37-48.MT1.1.8. | Produces a set of a certain number when prompted (e.g., puts five napkins on the table when asked) ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| STRAND / TOPIC | AR.37-48.MT. | Mathematical Thinking (37-48m) |
| CONTENT STANDARD | 37-48.MT1. | Number Concepts and Operations |
| PERFORMANCE EXPECTATION | 37-48.MT1.2. | Explores combining and separating groups (numerical operations) |
| BENCHMARK / PROFICIENCY | CHANGES IN QUANTITY | |
| DESCRIPTOR | 37-48.MT1.2.1. | Shows increased understanding that adding to or taking away objects from a group will increase or decrease the number of objects in the set (e.g., communicates, “I wanted more green blocks so my friend gave me three of his”) and can describe parts of a group (e.g., Says, “I have four cubes. Two are red, and two are blue”) ReadyRosie All Done Checkout Countdown Decorating Cupcakes Domino Match-Up How Many Feet? How Many in a Set? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten More Grapes One Less One More Packing for Our Trip Quick Dots Rock Toss Show Me Slap One More Three Little Animals Three Ways to Show a Number |
| STRAND / TOPIC | AR.37-48.MT. | Mathematical Thinking (37-48m) |
| CONTENT STANDARD | 37-48.MT1. | Number Concepts and Operations |
| PERFORMANCE EXPECTATION | 37-48.MT1.2. | Explores combining and separating groups (numerical operations) |
| BENCHMARK / PROFICIENCY | ADDITION & SUBTRACTION | |
| DESCRIPTOR | 37-48.MT1.2.2. | Using fingers or manipulatives as tools, shows increasing ability to solve simple addition problems by joining objects together for increasingly larger totals (up to 10; e.g. when adding a group of 3 and a group of 2, counts “one, two, three…” and then counts on “four, five!” keeping track with fingers) ReadyRosie Acorns and Pinecones Adding Ice Block Tower Decorating Cupcakes Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? In My Pond, Part 1 Keep It Up Make a Tower of Ten More than Ten One More Packing for Our Trip Rock Toss Show Me Taking Inventory |
| DESCRIPTOR | 37-48.MT1.2.3. | Using fingers or manipulatives as tools, shows increasing ability to solve simple subtraction problems by separating increasingly larger totals (up to 10; e.g., when asked how many counting bears will be left from a group of six if a friend takes two, child moves two bears to the side then counts remaining bears, “one, two, three, four…four bears!”) ReadyRosie Acorns and Pinecones Adding Ice All Done Block Tower Checkout Countdown Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? In My Pond, Part 2 Keep It Up More than Ten One Less Show Me Taking Inventory Three Little Animals |
| STRAND / TOPIC | AR.37-48.MT. | Mathematical Thinking (37-48m) |
| CONTENT STANDARD | 37-48.MT1. | Number Concepts and Operations |
| PERFORMANCE EXPECTATION | 37-48.MT1.2. | Explores combining and separating groups (numerical operations) |
| BENCHMARK / PROFICIENCY | EARLY DIVISION AND FRACTIONS | |
| DESCRIPTOR | 37-48.MT1.2.4. | Explores early division concepts by dividing objects into “fair-share” groups (e.g., gives three peers each two pieces of play fruit while playing restaurant) and identifying the concepts of a fraction whole and half by using real objects (e.g., identifies two equal parts of an apple or graham cracker as a half) ReadyRosie Sharing Goldfish Sharing a Meal Snack Fractions |
| STRAND / TOPIC | AR.37-48.MT. | Mathematical Thinking (37-48m) |
| CONTENT STANDARD | 37-48.MT2. | Algebraic Thinking |
| PERFORMANCE EXPECTATION | 37-48.MT2.1. | Uses classification and patterning skills |
| BENCHMARK / PROFICIENCY | CLASSIFICATION | |
| DESCRIPTOR | 37-48.MT2.1.1. | 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 Buying Oranges Candy Sort and Graph How Many Can I Grab? I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| STRAND / TOPIC | AR.37-48.MT. | Mathematical Thinking (37-48m) |
| CONTENT STANDARD | 37-48.MT2. | Algebraic Thinking |
| PERFORMANCE EXPECTATION | 37-48.MT2.1. | Uses classification and patterning skills |
| BENCHMARK / PROFICIENCY | PATTERNING | |
| DESCRIPTOR | 37-48.MT2.1.2. | Recognizes, extends, and replicates simple repeating patterns (e.g., triangle, square, triangle, square or repeated music verses) ReadyRosie Finger Shapes Guess My Shape Making Patterns Mirror, Mirror My Age Setting the Table Shape Changers Shape Hunt Shaving Cream Shapes Sound Patterns Speedometer Math The Fence Problem Ways to Cut a Sandwich |
| STRAND / TOPIC | AR.37-48.MT. | Mathematical Thinking (37-48m) |
| CONTENT STANDARD | 37-48.MT3. | Measurement and Comparison |
| PERFORMANCE EXPECTATION | 37-48.MT3.1. | Participates in exploratory measurement activities and compares objects |
| BENCHMARK / PROFICIENCY | MEASUREMENT | |
| DESCRIPTOR | 37-48.MT3.1.1. | Measures attributes of objects (e.g., length, height, weight) using non-standard units (e.g., lines up a variety of objects, such as blocks and cars, end-to-end without gaps, to measure rug); and explores formal measuring tools (e.g., measuring cups, scale, ruler) with increasing independence and initiation of activity ReadyRosie Bookcase Problem |
| DESCRIPTOR | 37-48.MT3.1.2. | Directly compares objects to see which is longer and later in this age range uses a third object to compare the length of two objects (e.g., uses yarn to measure two different objects) ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Leap Frog Measure Measuring the Table Near and Far |
| STRAND / TOPIC | AR.37-48.MT. | Mathematical Thinking (37-48m) |
| CONTENT STANDARD | 37-48.MT3. | Measurement and Comparison |
| PERFORMANCE EXPECTATION | 37-48.MT3.1. | Participates in exploratory measurement activities and compares objects |
| BENCHMARK / PROFICIENCY | COMPARISON | |
| DESCRIPTOR | 37-48.MT3.1.4. | Shows increasing ability to identify that different arrangements of the same number of objects are equal; begins to count to compare ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up Make a Tower of Ten More than Ten Sharing Goldfish Show Me Snack Fractions Taking Inventory Who has the Biggest Number? |
| STRAND / TOPIC | AR.37-48.MT. | Mathematical Thinking (37-48m) |
| CONTENT STANDARD | 37-48.MT3. | Measurement and Comparison |
| PERFORMANCE EXPECTATION | 37-48.MT3.1. | Participates in exploratory measurement activities and compares objects |
| BENCHMARK / PROFICIENCY | SERIATION | |
| DESCRIPTOR | 37-48.MT3.1.5. | Organizes a small set of objects (i.e., three to five) in an increasing or decreasing order (seriation; e.g., arranges a set of twigs from shortest to longest) ReadyRosie How Many Can I Grab? |
| STRAND / TOPIC | AR.37-48.MT. | Mathematical Thinking (37-48m) |
| CONTENT STANDARD | 37-48.MT4. | Geometry and Spatial Sense |
| PERFORMANCE EXPECTATION | 37-48.MT4.1. | Explores and describes shapes and spatial relationships |
| BENCHMARK / PROFICIENCY | SHAPE KNOWLEDGE | |
| DESCRIPTOR | 37-48.MT4.1.1. | Recognizes and names familiar shapes (e.g., square, triangle, circle, rectangle) and later less familiar shapes (e.g., hexagon, trapezoid) and some three-dimensional shapes (e.g., cube, cone, cylinder, sphere); with increasing ability to recognize shapes regardless of orientation or size and to describe shapes in terms of their attributes (e.g., a triangle has three straight sides) ReadyRosie Building Houses Candy Sort and Graph Finger Shapes Guess My Shape I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Sort and Graph Leaves Sorting Laundry Ways to Cut a Sandwich |
| STRAND / TOPIC | AR.37-48.MT. | Mathematical Thinking (37-48m) |
| CONTENT STANDARD | 37-48.MT4. | Geometry and Spatial Sense |
| PERFORMANCE EXPECTATION | 37-48.MT4.1. | Explores and describes shapes and spatial relationships |
| BENCHMARK / PROFICIENCY | SPATIAL SENSE | |
| DESCRIPTOR | 37-48.MT4.1.2. | Uses increasingly complex spatial vocabulary (e.g., inside, beside, below); follows directions related to directionality, order, and position in space (e.g., “move forward,” “put it behind the green car”); and without needing to handle the object can mentally turn an object to perform simple tasks (e.g., communicates to a friend, “If you turn the puzzle piece it will fit”) ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Race Car Transformations Stuffed Animal Olympics Treasure Map |
| STRAND / TOPIC | AR.37-48.MT. | Mathematical Thinking (37-48m) |
| CONTENT STANDARD | 37-48.MT4. | Geometry and Spatial Sense |
| PERFORMANCE EXPECTATION | 37-48.MT4.1. | Explores and describes shapes and spatial relationships |
| BENCHMARK / PROFICIENCY | SHAPE MANIPULATION | |
| DESCRIPTOR | 37-48.MT4.1.3. | Builds increasingly complex designs, pictures, and structures using two- and three-dimensional shapes (e.g., uses circles and rectangles to make a snowman image, constructs a castle out of building blocks), progressing from using one shape for each part of a picture to using several shapes to make one part ReadyRosie Building Houses Detailed Drawing of a Face Finger Shapes Guess My Shape May I Take your Order? Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Ways to Cut a Sandwich Writing Names with Shaving Cream |
| DESCRIPTOR | 37-48.MT4.1.4. | Combines, rotates, flips, and separates shapes to create designs (e.g., using parquetry blocks) and to make other shapes (e.g., combines two wood triangle-shaped unit blocks to make a square [◣ + ◥ → ■]) and later in this age range shows increasing ability to predict which shapes might be used to create other shapes ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| STRAND / TOPIC | AR.37-48.ST. | Science and Technology (37-48m) |
| CONTENT STANDARD | 37-48.ST1. | Scientific Practices |
| PERFORMANCE EXPECTATION | 37-48.ST1.1. | Engages in the scientific process to collect, analyze, and communicate information |
| BENCHMARK / PROFICIENCY | OBSERVATIONS, QUESTIONS, & PREDICTIONS | |
| DESCRIPTOR | 37-48.ST1.1.1. | Asks questions, makes observations, and predictions about the world around them with adult support (e.g., “Where snow go?”; describes texture of fabrics as soft, scratchy, or bumpy when prompted; predicts that apples will be served for snack) ReadyRosie Acorns and Pinecones Grocery Store Conversations Measure your Steps Sink or Float Strawberries for a Picnic What's for Dinner? |
| STRAND / TOPIC | AR.37-48.ST. | Science and Technology (37-48m) |
| CONTENT STANDARD | 37-48.ST1. | Scientific Practices |
| PERFORMANCE EXPECTATION | 37-48.ST1.1. | Engages in the scientific process to collect, analyze, and communicate information |
| BENCHMARK / PROFICIENCY | INVESTIGATION & HYPOTHESIS TESTING | |
| DESCRIPTOR | 37-48.ST1.1.3. | Engages in adult-supported investigations; forms and tests hypotheses (e.g., mixes soil and water to make mud; builds a “bridge” out of classroom materials and seeing how many foam blocks it will hold before collapsing; waters seeds in one container, but not another to answer the question, “Do plants need water to grow?”) ReadyRosie Acorns and Pinecones Measure your Steps Strawberries for a Picnic |
| STRAND / TOPIC | AR.37-48.ST. | Science and Technology (37-48m) |
| CONTENT STANDARD | 37-48.ST1. | Scientific Practices |
| PERFORMANCE EXPECTATION | 37-48.ST1.1. | Engages in the scientific process to collect, analyze, and communicate information |
| BENCHMARK / PROFICIENCY | DATA ANALYSIS & COMMUNICATION | |
| DESCRIPTOR | 37-48.ST1.1.4. | With adult assistance, analyzes, interprets, and communicates data (e.g., compares initial prediction of which objects would float to actual results; records information through a drawing or dictation) ReadyRosie Sink or Float |
| STRAND / TOPIC | AR.37-48.ST. | Science and Technology (37-48m) |
| CONTENT STANDARD | 37-48.ST2. | Knowledge of Science Concepts |
| PERFORMANCE EXPECTATION | 37-48.ST2.1. | Demonstrates knowledge of core science ideas and concepts |
| BENCHMARK / PROFICIENCY | SYSTEM PARTS & WHOLES | |
| DESCRIPTOR | 37-48.ST2.1.2. | With adult support asks questions and makes comments about parts of more complex systems and how they interact to make it function (e.g., talks about roles of members of their family; asks about the gears and parts of a wind-up toy and how they make it work) ReadyRosie My Address |
| STRAND / TOPIC | AR.37-48.ST. | Science and Technology (37-48m) |
| CONTENT STANDARD | 37-48.ST3. | Knowledge of Science Content |
| PERFORMANCE EXPECTATION | 37-48.ST3.3. | Engages in developmentally appropriate interactions with technology and media that support creativity, exploration, and play |
| BENCHMARK / PROFICIENCY | TECHNOLOGY HANDLING | |
| DESCRIPTOR | 37-48.ST3.3.1. | Incorporates technology tools into their pretend play (e.g., pretends to call someone on a toy phone, uses a keyboard in the “office” prop box to pretend to write someone a letter) ReadyRosie Tips for helping your child love reading |
| DESCRIPTOR | 37-48.ST3.3.2. | Develops knowledge of and explores the functionality of simple digital devices (e.g., touch screen, e-book reader, digital camera, copier, light table, music player) ReadyRosie Family Movie Night |
| STRAND / TOPIC | AR.37-48.ST. | Science and Technology (37-48m) |
| CONTENT STANDARD | 37-48.ST3. | Knowledge of Science Content |
| PERFORMANCE EXPECTATION | 37-48.ST3.3. | Engages in developmentally appropriate interactions with technology and media that support creativity, exploration, and play |
| BENCHMARK / PROFICIENCY | DIGITAL CITIZENSHIP | |
| DESCRIPTOR | 37-48.ST3.3.5. | Follows directions and class rules for using digital devices (can log in and out; keeps foreign materials away from equipment; handles equipment with care; knows the time limit or sign up rule for access to the device) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STRAND / TOPIC | AR.37-48.SS. | Social Studies (37-48m) |
| CONTENT STANDARD | 37-48.SS1. | Family, Community, and Culture |
| PERFORMANCE EXPECTATION | 37-48.SS1.1. | Demonstrates positive connection to family and community |
| BENCHMARK / PROFICIENCY | LEARNING COMMUNITY | |
| DESCRIPTOR | 37-48.SS1.1.1. | Shows increasing participation as a member of the learning community (e.g., participates in whole-group activities, helps establish rules for behavior, participates in classroom clean-up, etc.) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STRAND / TOPIC | AR.37-48.SS. | Social Studies (37-48m) |
| CONTENT STANDARD | 37-48.SS1. | Family, Community, and Culture |
| PERFORMANCE EXPECTATION | 37-48.SS1.1. | Demonstrates positive connection to family and community |
| BENCHMARK / PROFICIENCY | FAMILY & CULTURAL IDENTITY | |
| DESCRIPTOR | 37-48.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 Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| DESCRIPTOR | 37-48.SS1.1.3. | Shows pride in family and cultural heritage (e.g., talks about family members and traditions; draws pictures of family members and own cultural group; shares a song or special food from cultural group, shows pride in home language [e.g., “Gato means cat in Spanish. We speak Spanish at home!”) ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show Grandparent Storytime If You're Happy & You Know It Itsy Bitsy Spider Illustrations May I Take your Order? Mirror, Mirror Shaving Cream Shapes Sliding to Nursery Rhymes Three Ways to Show a Number Using a Menu to Order Why is storytelling important? Why should I sing to my baby? Why should we tell family stories? Writing Names with Shaving Cream |
| STRAND / TOPIC | AR.37-48.SS. | Social Studies (37-48m) |
| CONTENT STANDARD | 37-48.SS1. | Family, Community, and Culture |
| PERFORMANCE EXPECTATION | 37-48.SS1.1. | Demonstrates positive connection to family and community |
| BENCHMARK / PROFICIENCY | AWARENESS OF ROLES IN SOCIETY | |
| DESCRIPTOR | 37-48.SS1.1.4. | 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 In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| DESCRIPTOR | 37-48.SS1.1.5. | Shows increasing awareness of the roles people play in society (e.g., talks about roles of various family members; describes jobs of community helpers such as firefighters, grocery clerks, and veterinarians; talks about what they would like to be when they grow up) ReadyRosie My Address Who Should We Ask? |
| STRAND / TOPIC | AR.37-48.SS. | Social Studies (37-48m) |
| CONTENT STANDARD | 37-48.SS2. | History and Geography |
| PERFORMANCE EXPECTATION | 37-48.SS2.2. | Demonstrates simple geographic knowledge |
| BENCHMARK / PROFICIENCY | GEOGRAPHIC CONCEPTS | |
| DESCRIPTOR | 37-48.SS2.2.4. | Shows interest in exploring geography tools (e.g., map, compass) ReadyRosie My Address |
| STRAND / TOPIC | AR.37-48.CA. | Creativity and Aesthetics (37-48m) |
| CONTENT STANDARD | 37-48.CA1. | Music and Movement |
| PERFORMANCE EXPECTATION | 37-48.CA1.1. | Explores through listening, singing, creating, and moving to music |
| BENCHMARK / PROFICIENCY | EXPLORATION OF MUSIC & MOVEMENT | |
| DESCRIPTOR | 37-48.CA1.1.1. | Explores a widening variety of culturally diverse musical instruments, using them to produce increasingly complex rhythms, tones, melodies, and songs ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| STRAND / TOPIC | AR.37-48.CA. | Creativity and Aesthetics (37-48m) |
| CONTENT STANDARD | 37-48.CA1. | Music and Movement |
| PERFORMANCE EXPECTATION | 37-48.CA1.1. | Explores through listening, singing, creating, and moving to music |
| BENCHMARK / PROFICIENCY | MUSIC & MOVEMENT CONCEPTS | |
| DESCRIPTOR | 37-48.CA1.1.3. | Imitates and begins to demonstrate understanding of fast/slow and loud/soft as they relate to playing music and singing ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| STRAND / TOPIC | AR.37-48.CA. | Creativity and Aesthetics (37-48m) |
| CONTENT STANDARD | 37-48.CA1. | Music and Movement |
| PERFORMANCE EXPECTATION | 37-48.CA1.1. | Explores through listening, singing, creating, and moving to music |
| BENCHMARK / PROFICIENCY | MUSICAL EXPRESSION & APPRECIATION | |
| DESCRIPTOR | 37-48.CA1.1.4. | Requests favorite types of music, discusses favorite songs, and shows appreciation for the music and dance of others ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| STRAND / TOPIC | AR.37-48.CA. | Creativity and Aesthetics (37-48m) |
| CONTENT STANDARD | 37-48.CA2. | Visual Arts |
| PERFORMANCE EXPECTATION | 37-48.CA2.1. | Explores, manipulates, creates, and responds to a variety of art media |
| BENCHMARK / PROFICIENCY | EXPLORATION OF ART | |
| DESCRIPTOR | 37-48.CA2.1.1. | Engages in child-initiated visual art activities with increased independence, intentionality, planning, and knowledge of art media and materials (e.g., asks a friend, “Can I use the easel when you’re done?”; creates two- or three-dimensional art that approximate or depict people, animals, and objects; says, “I’m going to draw daddy,” before starting a project) ReadyRosie Buying Oranges Celebrate Learning Detailed Drawing of a Face May I Take your Order? Mirror, Mirror My Age Shape Changers Shaving Cream Shapes Sink or Swim Taking Turns Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / TOPIC | AR.37-48.CA. | Creativity and Aesthetics (37-48m) |
| CONTENT STANDARD | 37-48.CA2. | Visual Arts |
| PERFORMANCE EXPECTATION | 37-48.CA2.1. | Explores, manipulates, creates, and responds to a variety of art media |
| BENCHMARK / PROFICIENCY | ART CONCEPTS | |
| DESCRIPTOR | 37-48.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 Buying Oranges Detailed Drawing of a Face Grocery Store Conversations May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / TOPIC | AR.37-48.CA. | Creativity and Aesthetics (37-48m) |
| CONTENT STANDARD | 37-48.CA2. | Visual Arts |
| PERFORMANCE EXPECTATION | 37-48.CA2.1. | Explores, manipulates, creates, and responds to a variety of art media |
| BENCHMARK / PROFICIENCY | ART APPRECIATION & EXPRESSION | |
| DESCRIPTOR | 37-48.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 Grocery Store Conversations |
| DESCRIPTOR | 37-48.CA2.1.5. | Chooses their own art for display in the learning environment or for inclusion in a book and briefly explains their choice ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / TOPIC | AR.37-48.CA. | Creativity and Aesthetics (37-48m) |
| CONTENT STANDARD | 37-48.CA3. | Drama |
| PERFORMANCE EXPECTATION | 37-48.CA3.1. | Explores feelings, relationships, and concepts through imitation, pretend play, and sociodramatic play |
| BENCHMARK / PROFICIENCY | EXPLORATION OF DRAMA | |
| DESCRIPTOR | 37-48.CA3.1.1. | Explores a variety of themes and roles through play, including real-life scenarios and people, fictional stories and characters, and play that expresses feelings and helps process experiences ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| STRAND / TOPIC | AR.49-60.SE. | Social and Emotional Development (49-60m) |
| CONTENT STANDARD | 49-60.SE1. | Relationships with Others |
| PERFORMANCE EXPECTATION | 49-60.SE1.1. | Forms trusting relationships with nurturing adults |
| BENCHMARK / PROFICIENCY | ATTACHMENT RELATIONSHIPS | |
| DESCRIPTOR | 49-60.SE1.1.2. | Separates from primary caregivers with minimal distress when with other familiar and trusted adults ReadyRosie Behavior is a form of communication You are your child's first teacher |
| STRAND / TOPIC | AR.49-60.SE. | Social and Emotional Development (49-60m) |
| CONTENT STANDARD | 49-60.SE1. | Relationships with Others |
| PERFORMANCE EXPECTATION | 49-60.SE1.2. | Interacts with peers |
| BENCHMARK / PROFICIENCY | DEVELOPS FRIENDSHIPS | |
| DESCRIPTOR | 49-60.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 Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND / TOPIC | AR.49-60.SE. | Social and Emotional Development (49-60m) |
| CONTENT STANDARD | 49-60.SE1. | Relationships with Others |
| PERFORMANCE EXPECTATION | 49-60.SE1.2. | Interacts with peers |
| BENCHMARK / PROFICIENCY | STAGES OF PLAY | |
| DESCRIPTOR | 49-60.SE1.2.2. | Engages in cooperative play with peers (communicates and collaborates with other children in role play or to achieve a goal) ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND / TOPIC | AR.49-60.SE. | Social and Emotional Development (49-60m) |
| CONTENT STANDARD | 49-60.SE1. | Relationships with Others |
| PERFORMANCE EXPECTATION | 49-60.SE1.2. | Interacts with peers |
| BENCHMARK / PROFICIENCY | SOCIAL SKILLS | |
| DESCRIPTOR | 49-60.SE1.2.3. | Shows increasing understanding and demonstration of social skills such as turn-taking, initiating and joining in group play situations, and solving social conflict with adult guidance ReadyRosie Choosing the Right Voice How can I stop my kids from fighting? Taking Turns Talking About Your Feelings |
| STRAND / TOPIC | AR.49-60.SE. | Social and Emotional Development (49-60m) |
| CONTENT STANDARD | 49-60.SE2. | Emotional Expression and Understanding |
| PERFORMANCE EXPECTATION | 49-60.SE2.1. | Experiences, expresses, and regulates a range of emotions |
| BENCHMARK / PROFICIENCY | EMOTION EXPRESSION | |
| DESCRIPTOR | 49-60.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 Behavior is a form of communication Funny Faces If You're Happy & You Know It In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Talking About Your Feelings Toy Stories |
| DESCRIPTOR | 49-60.SE2.1.2. | Shows increasing ability to constructively express emotions or alter emotional expression based on social context and cultural norms ReadyRosie All Done Decorating Cupcakes Funny Faces How can I get my child to listen to me? How should I handle temper tantrums? If You're Happy & You Know It Is my child overscheduled? Sink or Swim Taking Turns Talking About Your Feelings |
| STRAND / TOPIC | AR.49-60.SE. | Social and Emotional Development (49-60m) |
| CONTENT STANDARD | 49-60.SE2. | Emotional Expression and Understanding |
| PERFORMANCE EXPECTATION | 49-60.SE2.2. | Interprets and responds to the feelings of others |
| BENCHMARK / PROFICIENCY | EMPATHY | |
| DESCRIPTOR | 49-60.SE2.2.1. | Responds sympathetically to others’ distress with increased initiative and understanding that each person has their own specific needs (e.g., gets a peer’s blanket from their cubby when child notices peer is sad) ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| STRAND / TOPIC | AR.49-60.SE. | Social and Emotional Development (49-60m) |
| CONTENT STANDARD | 49-60.SE2. | Emotional Expression and Understanding |
| PERFORMANCE EXPECTATION | 49-60.SE2.2. | Interprets and responds to the feelings of others |
| BENCHMARK / PROFICIENCY | EMOTION UNDERSTANDING | |
| DESCRIPTOR | 49-60.SE2.2.2. | Recognizes and labels emotional reactions based on facial expressions, body language, and tone with increasing accuracy and precision ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| DESCRIPTOR | 49-60.SE2.2.3. | Makes predictions and identifies causes and consequences of others’ emotional reactions with increasing accuracy (e.g., says, “I think the bears will feel scared when they find Goldilocks in their house”; “When I get home from school my little sister is so excited to see me she jumps up and down”) ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| STRAND / TOPIC | AR.49-60.SE. | Social and Emotional Development (49-60m) |
| CONTENT STANDARD | 49-60.SE3. | Self-Awareness and Self-Concept |
| PERFORMANCE EXPECTATION | 49-60.SE3.1. | Shows awareness of self as unique individual |
| BENCHMARK / PROFICIENCY | CHARACTERISTICS OF SELF AND OTHERS | |
| DESCRIPTOR | 49-60.SE3.1.1. | Shows increased understanding that others have different interests, thoughts, beliefs, ideas, feelings, and abilities and differentiates themselves from others (e.g., “I’m a fast runner,” “No one else in my family likes fish, but I do”) ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show Grandparent Storytime How Many Feet? Tips for storytelling: Story ideas Why should we tell family stories? |
| STRAND / TOPIC | AR.49-60.SE. | Social and Emotional Development (49-60m) |
| CONTENT STANDARD | 49-60.SE3. | Self-Awareness and Self-Concept |
| PERFORMANCE EXPECTATION | 49-60.SE3.1. | Shows awareness of self as unique individual |
| BENCHMARK / PROFICIENCY | PREFERENCES | |
| DESCRIPTOR | 49-60.SE3.1.2. | 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 Book Selection Selecting Books Using a Menu to Order What's for Dinner? |
| STRAND / TOPIC | AR.49-60.SE. | Social and Emotional Development (49-60m) |
| CONTENT STANDARD | 49-60.SE3. | Self-Awareness and Self-Concept |
| PERFORMANCE EXPECTATION | 49-60.SE3.2. | Demonstrates competence and confidence |
| BENCHMARK / PROFICIENCY | SELF-CONFIDENCE | |
| DESCRIPTOR | 49-60.SE3.2.1. | 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 Fill Up the Cup Making Trail Mix Strawberries for a Picnic |
| DESCRIPTOR | 49-60.SE3.2.2. | Describes own physical characteristics, behavior, abilities, gender, and ethnic identity positively ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| STRAND / TOPIC | AR.49-60.CD. | Cognitive Development (49-60m) |
| CONTENT STANDARD | 49-60.CD1. | Approaches to Learning |
| PERFORMANCE EXPECTATION | 49-60.CD1.1. | Shows curiosity and a willingness to try new things |
| BENCHMARK / PROFICIENCY | INTEREST IN NEW EXPERIENCES | |
| DESCRIPTOR | 49-60.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 Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND / TOPIC | AR.49-60.CD. | Cognitive Development (49-60m) |
| CONTENT STANDARD | 49-60.CD1. | Approaches to Learning |
| PERFORMANCE EXPECTATION | 49-60.CD1.2. | Shows persistence in approaching tasks |
| BENCHMARK / PROFICIENCY | TASK COMPLETION | |
| DESCRIPTOR | 49-60.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 Celebrate Learning Detailed Drawing of a Face May I Take your Order? Mirror, Mirror My Age Shape Changers Shaving Cream Shapes Sink or Swim Taking Turns Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / TOPIC | AR.49-60.CD. | Cognitive Development (49-60m) |
| CONTENT STANDARD | 49-60.CD1. | Approaches to Learning |
| PERFORMANCE EXPECTATION | 49-60.CD1.2. | Shows persistence in approaching tasks |
| BENCHMARK / PROFICIENCY | ACCEPTANCE OF CHALLENGES | |
| DESCRIPTOR | 49-60.CD1.2.3. | Persists with adult encouragement and support even when presented with challenges (e.g., continues trying to build tall block tower even when some pieces fall; tries again to write name after running out of space on paper or recognizing a mistake) ReadyRosie Celebrate Learning Detailed Drawing of a Face Making a Grocery List My Age Shape Changers Sink or Swim Taking Turns Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / TOPIC | AR.49-60.CD. | Cognitive Development (49-60m) |
| CONTENT STANDARD | 49-60.CD2. | Executive Function |
| PERFORMANCE EXPECTATION | 49-60.CD2.1. | Focuses and sustains attention |
| BENCHMARK / PROFICIENCY | ATTENTION & ENGAGEMENT | |
| DESCRIPTOR | 49-60.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 Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND / TOPIC | AR.49-60.CD. | Cognitive Development (49-60m) |
| CONTENT STANDARD | 49-60.CD2. | Executive Function |
| PERFORMANCE EXPECTATION | 49-60.CD2.1. | Focuses and sustains attention |
| BENCHMARK / PROFICIENCY | SELECTIVE ATTENTION | |
| DESCRIPTOR | 49-60.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 Candy Sort and Graph Grocery Store Conversations I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| DESCRIPTOR | 49-60.CD2.1.3. | Shifts focus among various aspects of an object, activity, or story (e.g., recognizes two objects are alike because they are the same color, then recognizes that one of them is like another object because it is the same shape; talks about specific aspects of a story) ReadyRosie Finger Shapes Grocery Store Conversations Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| STRAND / TOPIC | AR.49-60.CD. | Cognitive Development (49-60m) |
| CONTENT STANDARD | 49-60.CD2. | Executive Function |
| PERFORMANCE EXPECTATION | 49-60.CD2.2. | Shows flexibility in adjusting thinking and behavior to different contexts |
| BENCHMARK / PROFICIENCY | FLEXIBLE THINKING | |
| DESCRIPTOR | 49-60.CD2.2.1. | Shows increasing ability to flexibly shift between roles or use props in multiple ways (e.g., pretends to be the dad and the pet dog, using different voices and actions for each character; uses a paper plate as a steering wheel and then later as a bus driver’s hat) ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Tips for helping your child love reading Toy Stories |
| STRAND / TOPIC | AR.49-60.CD. | Cognitive Development (49-60m) |
| CONTENT STANDARD | 49-60.CD2. | Executive Function |
| PERFORMANCE EXPECTATION | 49-60.CD2.2. | Shows flexibility in adjusting thinking and behavior to different contexts |
| BENCHMARK / PROFICIENCY | ADJUSTING BEHAVIOR TO MATCH CONTEXT | |
| DESCRIPTOR | 49-60.CD2.2.3. | Applies different rules in different contexts with decreasing need for reminders (e.g., takes shoes off at home, but not at school; runs and uses “outside voice” when on playground, but uses “walking feet” and “inside voice” in classroom; if a dual language learner, speaks in home language or English based on whom they are talking to) ReadyRosie Brushing Your Teeth Choosing the Right Voice How do I get my child to______? How should I handle temper tantrums? Packing for Our Trip Reading Routines for Early Readers |
| DESCRIPTOR | 49-60.CD2.2.4. | Flexibly shifts between directions during an activity or game (e.g., usually performs actions at appropriate times during “Simon Says”; sorts objects by color and then by shape when prompted) ReadyRosie Candy Sort and Graph Finger Shapes Grocery Store Conversations Guess My Shape I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Sort and Graph Leaves Sorting Laundry Ways to Cut a Sandwich |
| STRAND / TOPIC | AR.49-60.CD. | Cognitive Development (49-60m) |
| CONTENT STANDARD | 49-60.CD2. | Executive Function |
| PERFORMANCE EXPECTATION | 49-60.CD2.3. | Regulates impulses and behaviors |
| BENCHMARK / PROFICIENCY | IMPULSE CONTROL | |
| DESCRIPTOR | 49-60.CD2.3.1. | 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 All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| STRAND / TOPIC | AR.49-60.CD. | Cognitive Development (49-60m) |
| CONTENT STANDARD | 49-60.CD2. | Executive Function |
| PERFORMANCE EXPECTATION | 49-60.CD2.4. | Holds and manipulates information in memory |
| BENCHMARK / PROFICIENCY | SHORT-TERM & WORKING MEMORY | |
| DESCRIPTOR | 49-60.CD2.4.1. | Shows increasing skill in memory games (e.g., recalls an increasing number of items removed from view in games like “What’s Missing”; plays simple memory matching card games) ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| DESCRIPTOR | 49-60.CD2.4.2. | Remembers and follows multi-step directions (e.g., “Push in your chair, throw away your trash, and then join us for circle time”; follows a sequence of actions for a song such as jumping, then clapping, then turning around) with decreasing need for adult support ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| DESCRIPTOR | 49-60.CD2.4.3. | Remembers and processes multiple pieces of information before responding (e.g., considers two or more options before making a choice; remembers response to teacher’s question long enough to respond after waiting for peers to share their comments) ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| STRAND / TOPIC | AR.49-60.CD. | Cognitive Development (49-60m) |
| CONTENT STANDARD | 49-60.CD2. | Executive Function |
| PERFORMANCE EXPECTATION | 49-60.CD2.4. | Holds and manipulates information in memory |
| BENCHMARK / PROFICIENCY | LONG-TERM MEMORY | |
| DESCRIPTOR | 49-60.CD2.4.4. | Imitates actions or behaviors that were observed at an earlier time (e.g., uses traffic hand signals on trike track after seeing them demonstrated by a crossing guard; divides markers into “fair share” groups after observing teacher do this the day before) ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| DESCRIPTOR | 49-60.CD2.4.5. | Remembers past experiences or familiar stories with increasing ability to independently and accurately recall details and retell events in sequence ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| STRAND / TOPIC | AR.49-60.CD. | Cognitive Development (49-60m) |
| CONTENT STANDARD | 49-60.CD3. | Logic and Reasoning |
| PERFORMANCE EXPECTATION | 49-60.CD3.1. | Uses reasoning and planning ahead to solve problems and reach goals |
| BENCHMARK / PROFICIENCY | PROBLEM SOLVING | |
| DESCRIPTOR | 49-60.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 How can I get my child to listen to me? How should I handle temper tantrums? |
| DESCRIPTOR | 49-60.CD3.1.2. | Generates new approaches or changes plans if a better alternative is thought of or suggested (e.g., decides to build block structure on hard surface after it keeps falling down on the thick rug; accepts suggestion to use tape instead of glue to affix small leaves to a piece of paper) ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND / TOPIC | AR.49-60.CD. | Cognitive Development (49-60m) |
| CONTENT STANDARD | 49-60.CD3. | Logic and Reasoning |
| PERFORMANCE EXPECTATION | 49-60.CD3.1. | Uses reasoning and planning ahead to solve problems and reach goals |
| BENCHMARK / PROFICIENCY | PLANNING | |
| DESCRIPTOR | 49-60.CD3.1.4. | Shows increasing ability to independently and collaboratively make choices, plan for play scenarios or activities, and anticipate problems (e.g., assigns roles in dramatic play; gathers materials to complete an art project; says “Tell me when you’re finished at the computer so I can have a turn.”) ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / TOPIC | AR.49-60.CD. | Cognitive Development (49-60m) |
| CONTENT STANDARD | 49-60.CD3. | Logic and Reasoning |
| PERFORMANCE EXPECTATION | 49-60.CD3.2. | Engages in symbolic and abstract thinking |
| BENCHMARK / PROFICIENCY | PRETEND PLAY | |
| DESCRIPTOR | 49-60.CD3.2.1. | Uses language or imaginary props to stand in for objects (e.g., mimes holding a phone; says “Let’s pretend I gave you a ticket for the bus”) and engages in increasingly complex, longer play scenarios, assigning or assuming roles and discussing and planning actions ReadyRosie Tips for helping your child love reading |
| STRAND / TOPIC | AR.49-60.CD. | Cognitive Development (49-60m) |
| CONTENT STANDARD | 49-60.CD3. | Logic and Reasoning |
| PERFORMANCE EXPECTATION | 49-60.CD3.2. | Engages in symbolic and abstract thinking |
| BENCHMARK / PROFICIENCY | SYMBOLIC REPRESENTATION | |
| DESCRIPTOR | 49-60.CD3.2.2. | Uses drawing, emergent writing of numbers and letters, movement, and other constructions (e.g., art projects) to represent ideas or feelings ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / TOPIC | AR.49-60.PH. | Physical Development and Health (49-60m) |
| CONTENT STANDARD | 49-60.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 49-60.PH1.1. | Demonstrates locomotor skills |
| BENCHMARK / PROFICIENCY | TRAVELING | |
| DESCRIPTOR | 49-60.PH1.1.1. | Moves with control, avoiding obstacles and people while moving (e.g., moves through obstacle course, steers wheelchair into small spaces; stops at intended location when running) ReadyRosie Follow the Leader Jump to It Rock Toss |
| DESCRIPTOR | 49-60.PH1.1.2. | Walks and runs smoothly with more consistent leg and arm opposition movements and narrower space between feet ReadyRosie Follow the Leader |
| STRAND / TOPIC | AR.49-60.PH. | Physical Development and Health (49-60m) |
| CONTENT STANDARD | 49-60.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 49-60.PH1.1. | Demonstrates locomotor skills |
| BENCHMARK / PROFICIENCY | COMPLEX MOVEMENT | |
| DESCRIPTOR | 49-60.PH1.1.4. | Shows increasing ability to coordinate complex movements (e.g., galloping, sliding, hopping, and later skipping and leaping) smoothly and with ease ReadyRosie Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| STRAND / TOPIC | AR.49-60.PH. | Physical Development and Health (49-60m) |
| CONTENT STANDARD | 49-60.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 49-60.PH1.2. | Shows stability and balance |
| BENCHMARK / PROFICIENCY | CORE STABILITY | |
| DESCRIPTOR | 49-60.PH1.2.1. | 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 Follow the Leader |
| DESCRIPTOR | 49-60.PH1.2.2. | 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 Follow the Leader |
| STRAND / TOPIC | AR.49-60.PH. | Physical Development and Health (49-60m) |
| CONTENT STANDARD | 49-60.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 49-60.PH1.2. | Shows stability and balance |
| BENCHMARK / PROFICIENCY | JUMPING, HOPPING, & LEAPING | |
| DESCRIPTOR | 49-60.PH1.2.3. | 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 Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| DESCRIPTOR | 49-60.PH1.2.4. | Hops and leaps with increasing skill and control (e.g., hops forward on one foot without losing balance, leaps over a “river” made from two ropes taking off with one foot and landing on the other) ReadyRosie Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| STRAND / TOPIC | AR.49-60.PH. | Physical Development and Health (49-60m) |
| CONTENT STANDARD | 49-60.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 49-60.PH1.3. | Demonstrates gross-motor manipulative skills |
| BENCHMARK / PROFICIENCY | CATCHING | |
| DESCRIPTOR | 49-60.PH1.3.1. | Catches balls or other objects of any size with both hands, with arms bent ReadyRosie Rhyming Toss The Number Stays the Same |
| STRAND / TOPIC | AR.49-60.PH. | Physical Development and Health (49-60m) |
| CONTENT STANDARD | 49-60.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 49-60.PH1.3. | Demonstrates gross-motor manipulative skills |
| BENCHMARK / PROFICIENCY | THROWING | |
| DESCRIPTOR | 49-60.PH1.3.2. | Tosses or throws balls or other objects with increased accuracy and force, stepping forward with the leg opposite the throwing arm and following through ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| STRAND / TOPIC | AR.49-60.PH. | Physical Development and Health (49-60m) |
| CONTENT STANDARD | 49-60.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 49-60.PH1.3. | Demonstrates gross-motor manipulative skills |
| BENCHMARK / PROFICIENCY | STRIKING | |
| DESCRIPTOR | 49-60.PH1.3.3. | Strikes a stationary ball or other object (e.g., hits beach ball with a short-handled paddle) with increasing follow through and accurate aim ReadyRosie Rhyming Toss The Number Stays the Same |
| STRAND / TOPIC | AR.49-60.PH. | Physical Development and Health (49-60m) |
| CONTENT STANDARD | 49-60.PH1. | Gross Motor |
| PERFORMANCE EXPECTATION | 49-60.PH1.3. | Demonstrates gross-motor manipulative skills |
| BENCHMARK / PROFICIENCY | KICKING | |
| DESCRIPTOR | 49-60.PH1.3.4. | Kicks moving ball while running, tracking ball visually and using full leg swing with arms moving in opposition to the legs ReadyRosie Rhyming Toss The Number Stays the Same |
| STRAND / TOPIC | AR.49-60.PH. | Physical Development and Health (49-60m) |
| CONTENT STANDARD | 49-60.PH2. | Fine Motor |
| PERFORMANCE EXPECTATION | 49-60.PH2.1. | Demonstrates fine-motor strength, control, and coordination |
| BENCHMARK / PROFICIENCY | HAND-EYE COORDINATION | |
| DESCRIPTOR | 49-60.PH2.1.1. | Shows increasing refinement in hand-eye coordination (e.g., tracks words across page with finger with adult modeling and support, pours without spilling, pushes specific keys on keyboard) ReadyRosie Fill Up the Cup Making Trail Mix Strawberries for a Picnic |
| STRAND / TOPIC | AR.49-60.PH. | Physical Development and Health (49-60m) |
| CONTENT STANDARD | 49-60.PH2. | Fine Motor |
| PERFORMANCE EXPECTATION | 49-60.PH2.2. | Adjusts grasp and coordinates movements to use tools |
| BENCHMARK / PROFICIENCY | WRITING & DRAWING TOOLS | |
| DESCRIPTOR | 49-60.PH2.2.2. | Holds drawing and writing tools using three-point finger grip, using the other hand to hold paper, to make a variety of lines and shapes (e.g., circles, crosses, triangles), letter- and numeral-like forms, and some letters and numerals ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / TOPIC | AR.49-60.PH. | Physical Development and Health (49-60m) |
| CONTENT STANDARD | 49-60.PH2. | Fine Motor |
| PERFORMANCE EXPECTATION | 49-60.PH2.2. | Adjusts grasp and coordinates movements to use tools |
| BENCHMARK / PROFICIENCY | VARIETY OF TOOLS | |
| DESCRIPTOR | 49-60.PH2.2.4. | 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 Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| STRAND / TOPIC | AR.49-60.PH. | Physical Development and Health (49-60m) |
| CONTENT STANDARD | 49-60.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 49-60.PH3.1. | Demonstrates interest in engaging in healthy eating habits and making nutritious food choices |
| BENCHMARK / PROFICIENCY | EXPLORATION OF FOOD EXPERIENCES | |
| DESCRIPTOR | 49-60.PH3.1.1. | 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 Grocery Store Conversations In My Pond, Part 1 In My Pond, Part 2 Pretending Together Putting Away the Groceries Stuffed Animal Stories Toy Stories |
| STRAND / TOPIC | AR.49-60.PH. | Physical Development and Health (49-60m) |
| CONTENT STANDARD | 49-60.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 49-60.PH3.1. | Demonstrates interest in engaging in healthy eating habits and making nutritious food choices |
| BENCHMARK / PROFICIENCY | FOOD KNOWLEDGE | |
| DESCRIPTOR | 49-60.PH3.1.2. | 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 Grocery Store Conversations Putting Away the Groceries |
| STRAND / TOPIC | AR.49-60.PH. | Physical Development and Health (49-60m) |
| CONTENT STANDARD | 49-60.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 49-60.PH3.2. | Shows awareness of safe behavior |
| BENCHMARK / PROFICIENCY | AWARENESS OF SAFE BEHAVIOR AND SIGNALS OF DANGER | |
| DESCRIPTOR | 49-60.PH3.2.1. | Identifies, avoids, and alerts others to danger and seeks and accepts adults’ help in potentially unsafe situations (e.g., alerts teacher to a broken fence part, calls for help from the top of the play structure when needs assistance getting down, reminds another child to go down the slide feet first) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? My Address |
| STRAND / TOPIC | AR.49-60.PH. | Physical Development and Health (49-60m) |
| CONTENT STANDARD | 49-60.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 49-60.PH3.2. | Shows awareness of safe behavior |
| BENCHMARK / PROFICIENCY | UNDERSTANDING OF SAFETY RULES AND PRACTICES | |
| DESCRIPTOR | 49-60.PH3.2.2. | Demonstrates knowledge of and ability to follow safety rules and routines with increased independence (e.g., most of the time remembers to put on a helmet before riding a tricycle; lines up when fire alarm goes off and when class is outside says to a peer, “Now the teacher’s going to call names to make sure we’re all here.”) ReadyRosie My Address |
| STRAND / TOPIC | AR.49-60.PH. | Physical Development and Health (49-60m) |
| CONTENT STANDARD | 49-60.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 49-60.PH3.3. | Engages in a variety of developmentally appropriate physical activities |
| BENCHMARK / PROFICIENCY | PARTICIPATION IN PHYSICAL ACTIVITY | |
| DESCRIPTOR | 49-60.PH3.3.2. | Initiates or engages in a variety of increasingly complex physical activities (e.g., pedals a tricycle; jumps in and out of hula hoops; completes an obstacle course that requires climbing, rolling, and crawling) ReadyRosie Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| STRAND / TOPIC | AR.49-60.PH. | Physical Development and Health (49-60m) |
| CONTENT STANDARD | 49-60.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 49-60.PH3.4. | Takes appropriate actions to meet basic needs |
| BENCHMARK / PROFICIENCY | COMMUNICATING NEEDS | |
| DESCRIPTOR | 49-60.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 |
| STRAND / TOPIC | AR.49-60.PH. | Physical Development and Health (49-60m) |
| CONTENT STANDARD | 49-60.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 49-60.PH3.4. | Takes appropriate actions to meet basic needs |
| BENCHMARK / PROFICIENCY | PERSONAL CARE ROUTINES | |
| DESCRIPTOR | 49-60.PH3.4.2. | Shows increasing responsibility for personal self-care routines (e.g., handwashing, toothbrushing, toileting, dressing and undressing) with some support from adults ReadyRosie Rub a Dub Counting |
| DESCRIPTOR | 49-60.PH3.4.3. | Demonstrates increasing understanding of how, when, and why personal care routines are completed (e.g., washes hands after handling classroom pet when reminded by teacher; says “I need my hat so I don’t get sunburned.”) ReadyRosie Rub a Dub Counting |
| STRAND / TOPIC | AR.49-60.PH. | Physical Development and Health (49-60m) |
| CONTENT STANDARD | 49-60.PH3. | Health and Well-Being |
| PERFORMANCE EXPECTATION | 49-60.PH3.4. | Takes appropriate actions to meet basic needs |
| BENCHMARK / PROFICIENCY | HEALTH HABITS | |
| DESCRIPTOR | 49-60.PH3.4.4. | Engages in health habits (e.g., blows nose, throws away tissue, and washes hands; covers mouth with arm when coughing and washes hands, uses drinking fountain without touching spout with mouth) with decreasing need for adult support, guidance, and modeling ReadyRosie Rub a Dub Counting |
| STRAND / TOPIC | AR.49-60.LD. | Language Development (49-60m) |
| CONTENT STANDARD | 49-60.LD1. | Receptive Language |
| PERFORMANCE EXPECTATION | 49-60.LD1.1. | Understands and responds to language (in child’s home language) |
| BENCHMARK / PROFICIENCY | VOCABULARY & LANGUAGE COMPREHENSION | |
| DESCRIPTOR | 49-60.LD1.1.1. | Understands an increasing number of words for objects (nouns), actions (verbs), and characteristics (adjectives) encountered in real and symbolic contexts* (e.g., when playing “doctor” brings another child a stethoscope when he or she asks for it) ReadyRosie Comparing Vegetables Following Directions Grocery Store Conversations How can I help my child learn new words? I'm Thinking of an Animal Kitchen Labeling Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| DESCRIPTOR | 49-60.LD1.1.2. | Responds to increasingly complex “Who,” “ What,” “Why,” and “Where” questions ReadyRosie Color Word Sentences Getting Information from Pictures Listening for Sounds Pantry Talk Description Taking Turns |
| STRAND / TOPIC | AR.49-60.LD. | Language Development (49-60m) |
| CONTENT STANDARD | 49-60.LD1. | Receptive Language |
| PERFORMANCE EXPECTATION | 49-60.LD1.1. | Understands and responds to language (in child’s home language) |
| BENCHMARK / PROFICIENCY | FOLLOWS DIRECTIONS | |
| DESCRIPTOR | 49-60.LD1.1.3. | Follows increasingly more detailed, multi-step directions (e.g., “Please put away your markers, put your picture in your cubby, and join us on the carpet”) ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| STRAND / TOPIC | AR.49-60.LD. | Language Development (49-60m) |
| CONTENT STANDARD | 49-60.LD2. | Expressive Language |
| PERFORMANCE EXPECTATION | 49-60.LD2.1. | Uses increasingly complex vocabulary, grammar, and sentence structure (in child’s home language) |
| BENCHMARK / PROFICIENCY | EXPRESSIVE VOCABULARY | |
| DESCRIPTOR | 49-60.LD2.1.1. | Uses increasingly complex and varied vocabulary words to express needs and describe objects, relationships between objects, emotions, and actions ReadyRosie Behavior is a form of communication Funny Faces Grocery Store Conversations If You're Happy & You Know It Pantry Talk Description Talking About Your Feelings What's the Opposite? Zoo in My Room |
| STRAND / TOPIC | AR.49-60.LD. | Language Development (49-60m) |
| CONTENT STANDARD | 49-60.LD2. | Expressive Language |
| PERFORMANCE EXPECTATION | 49-60.LD2.1. | Uses increasingly complex vocabulary, grammar, and sentence structure (in child’s home language) |
| BENCHMARK / PROFICIENCY | GRAMMAR & SENTENCE STRUCTURE | |
| DESCRIPTOR | 49-60.LD2.1.3. | Uses increasingly longer (i.e., at least four to six word sentences) that are increasingly complex (i.e., combining two or three phrases in a sentence) ReadyRosie Family Photos Pantry Talk Description Phone Fun Who Should We Ask? |
| STRAND / TOPIC | AR.49-60.LD. | Language Development (49-60m) |
| CONTENT STANDARD | 49-60.LD3. | Communication Skills |
| PERFORMANCE EXPECTATION | 49-60.LD3.1. | Communicates using social and conversational rules |
| BENCHMARK / PROFICIENCY | CONVERSATIONS | |
| DESCRIPTOR | 49-60.LD3.1.1. | Engages in back-and-forth conversations of increasing duration (two to five conversational exchanges**), with increasing ability to extend conversations by asking questions, making comments related to the topic, and later in this age range, engages in a wider variety of conversational topics ReadyRosie Color Word Sentences If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| STRAND / TOPIC | AR.49-60.LD. | Language Development (49-60m) |
| CONTENT STANDARD | 49-60.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 49-60.LD4.1. | Demonstrates progress in attending to, understanding, and responding to English |
| BENCHMARK / PROFICIENCY | EARLY-STAGE ENGLISH LANGUAGE DEVELOPMENT: ENGLISH LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 49-60.LD4.1.1. | Responds to simple, commonly used words and phrases when accompanied by gestures and other supports ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| DESCRIPTOR | 49-60.LD4.1.3. | Attends to English in small- and large-group activities, such as circle time, storybook reading, etc. ReadyRosie Tips for helping your child love reading |
| STRAND / TOPIC | AR.49-60.LD. | Language Development (49-60m) |
| CONTENT STANDARD | 49-60.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 49-60.LD4.1. | Demonstrates progress in attending to, understanding, and responding to English |
| BENCHMARK / PROFICIENCY | MID-STAGE ENGLISH LANGUAGE DEVELOPMENT: ENGLISH LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 49-60.LD4.1.5. | Responds to simple, commonly used words and phrases when accompanied by gestures and other supports ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| DESCRIPTOR | 49-60.LD4.1.6. | Responds to words, phrases, and directions in English when they are not accompanied by gestures or other visual aids ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| DESCRIPTOR | 49-60.LD4.1.7. | Demonstrates an understanding of English words related to basic concepts (e.g., colors, some animal classifications, foods, etc.) ReadyRosie Grocery Store Conversations |
| DESCRIPTOR | 49-60.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 Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Pantry Talk Description Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| STRAND / TOPIC | AR.49-60.LD. | Language Development (49-60m) |
| CONTENT STANDARD | 49-60.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 49-60.LD4.1. | Demonstrates progress in attending to, understanding, and responding to English |
| BENCHMARK / PROFICIENCY | LATE-STAGE ENGLISH LANGUAGE DEVELOPMENT: ENGLISH LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 49-60.LD4.1.9. | Responds to words, phrases, and directions in English when they are not accompanied by gestures or other visual aids ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| DESCRIPTOR | 49-60.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 Comparing Vegetables Following Directions Grocery Store Conversations How can I help my child learn new words? I'm Thinking of an Animal Kitchen Labeling Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| DESCRIPTOR | 49-60.LD4.1.11. | Demonstrates an understanding of words in English related to more advanced concepts (e.g., abstract emotions and ideas) ReadyRosie Funny Faces If You're Happy & You Know It Pantry Talk Description Talking About Your Feelings |
| DESCRIPTOR | 49-60.LD4.1.12. | Follows directions that involve a one- or two-step sequence, relying less on contextual cues ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| STRAND / TOPIC | AR.49-60.LD. | Language Development (49-60m) |
| CONTENT STANDARD | 49-60.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 49-60.LD4.1. | Demonstrates progress in attending to, understanding, and responding to English |
| BENCHMARK / PROFICIENCY | EARLY-STAGE ENGLISH LANGUAGE DEVELOPMENT: HOME LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 49-60.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 Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| STRAND / TOPIC | AR.49-60.LD. | Language Development (49-60m) |
| CONTENT STANDARD | 49-60.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 49-60.LD4.1. | Demonstrates progress in attending to, understanding, and responding to English |
| BENCHMARK / PROFICIENCY | MID-STAGE ENGLISH LANGUAGE DEVELOPMENT: HOME LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 49-60.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 Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| STRAND / TOPIC | AR.49-60.LD. | Language Development (49-60m) |
| CONTENT STANDARD | 49-60.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 49-60.LD4.1. | Demonstrates progress in attending to, understanding, and responding to English |
| BENCHMARK / PROFICIENCY | LATE-STAGE ENGLISH LANGUAGE DEVELOPMENT: HOME LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 49-60.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 Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| STRAND / TOPIC | AR.49-60.LD. | Language Development (49-60m) |
| CONTENT STANDARD | 49-60.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 49-60.LD4.2. | Demonstrates progress in speaking and expressing self in English |
| BENCHMARK / PROFICIENCY | EARLY-STAGE ENGLISH LANGUAGE DEVELOPMENT: ENGLISH LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 49-60.LD4.2.1. | Relies on nonverbal communication, such as gestures or behaviors, to seek attention, request objects, or initiate a response from others ReadyRosie Find My Number Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror My Address Mystery Bag Recalling What Happened in a Story Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| DESCRIPTOR | 49-60.LD4.2.2. | Repeats sounds and words in English ReadyRosie Pantry Talk Description |
| STRAND / TOPIC | AR.49-60.LD. | Language Development (49-60m) |
| CONTENT STANDARD | 49-60.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 49-60.LD4.2. | Demonstrates progress in speaking and expressing self in English |
| BENCHMARK / PROFICIENCY | MID-STAGE ENGLISH LANGUAGE DEVELOPMENT: ENGLISH LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 49-60.LD4.2.4. | Engages in codeswitching during conversations ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| DESCRIPTOR | 49-60.LD4.2.7. | Uses English vocabulary that mainly consists of concrete nouns and some verbs and pronouns ReadyRosie All Mixed Up |
| DESCRIPTOR | 49-60.LD4.2.8. | Converses with others in English using two or three words at a time but switches back and forth between English and their home language ReadyRosie Pantry Talk Description |
| DESCRIPTOR | 49-60.LD4.2.9. | Uses some English grammatical markers (e.g., “-ing” or the plural-forming “-s”) and applies at times the rules of grammar of the home language to English ReadyRosie All Mixed Up Pantry Talk Description |
| DESCRIPTOR | 49-60.LD4.2.10. | Uses “what” and “why” questions in English, sometimes with errors ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Phone Fun |
| STRAND / TOPIC | AR.49-60.LD. | Language Development (49-60m) |
| CONTENT STANDARD | 49-60.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 49-60.LD4.2. | Demonstrates progress in speaking and expressing self in English |
| BENCHMARK / PROFICIENCY | LATE-STAGE ENGLISH LANGUAGE DEVELOPMENT: ENGLISH LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 49-60.LD4.2.11. | Demonstrates increasing reliance on verbal communication in English to be understood by others while still making some mistakes ReadyRosie Pantry Talk Description Rub a Dub Counting |
| DESCRIPTOR | 49-60.LD4.2.12. | Uses new English vocabulary to share knowledge of concepts, including conversational and academic vocabulary ReadyRosie Pantry Talk Description |
| DESCRIPTOR | 49-60.LD4.2.13. | Sustains a conversation in English with increasingly complex syntax, adding conjunctions, adjectives, adverbs, subject-verb-object patterns, and other more advanced elements of English sentence construction ReadyRosie Pantry Talk Description |
| DESCRIPTOR | 49-60.LD4.2.14. | Expands use of different forms of grammar in English (e.g., plurals; possessive pronouns; simple past-tense verbs), sometimes with errors ReadyRosie All Mixed Up Pantry Talk Description |
| DESCRIPTOR | 49-60.LD4.2.15. | Uses “what,” “why,” “how,” “when,” and “where” questions in more complete forms in English, sometimes with mistakes ReadyRosie Pantry Talk Description |
| STRAND / TOPIC | AR.49-60.LD. | Language Development (49-60m) |
| CONTENT STANDARD | 49-60.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 49-60.LD4.2. | Demonstrates progress in speaking and expressing self in English |
| BENCHMARK / PROFICIENCY | EARLY-STAGE ENGLISH LANGUAGE DEVELOPMENT: HOME LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 49-60.LD4.2.16. | Uses age-appropriate vocabulary and grammar in the home language ReadyRosie All Mixed Up Grocery Store Conversations Pantry Talk Description What's the Opposite? Zoo in My Room |
| DESCRIPTOR | 49-60.LD4.2.17. | Listens to and converses in age appropriate way in home language ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| DESCRIPTOR | 49-60.LD4.2.18. | Asks a variety of age-appropriate questions (e.g., “what,” “why,” “how,” “when,” and “where”) in home language ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| STRAND / TOPIC | AR.49-60.LD. | Language Development (49-60m) |
| CONTENT STANDARD | 49-60.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 49-60.LD4.2. | Demonstrates progress in speaking and expressing self in English |
| BENCHMARK / PROFICIENCY | MID-STAGE ENGLISH LANGUAGE DEVELOPMENT: HOME LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 49-60.LD4.2.19. | Uses age-appropriate vocabulary and grammar in the home language ReadyRosie All Mixed Up Grocery Store Conversations Pantry Talk Description What's the Opposite? Zoo in My Room |
| DESCRIPTOR | 49-60.LD4.2.20. | Listens to and converses in age appropriate way in home language ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| DESCRIPTOR | 49-60.LD4.2.21. | Asks a variety of age-appropriate questions (e.g., “what,” “why,” “how,” “when,” and “where”) in home language ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| STRAND / TOPIC | AR.49-60.LD. | Language Development (49-60m) |
| CONTENT STANDARD | 49-60.LD4. | English Language Development of Dual Language Learners |
| PERFORMANCE EXPECTATION | 49-60.LD4.2. | Demonstrates progress in speaking and expressing self in English |
| BENCHMARK / PROFICIENCY | LATE-STAGE ENGLISH LANGUAGE DEVELOPMENT: HOME LANGUAGE DEVELOPMENT | |
| DESCRIPTOR | 49-60.LD4.2.22. | Uses age-appropriate vocabulary and grammar in the home language ReadyRosie All Mixed Up Grocery Store Conversations Pantry Talk Description What's the Opposite? Zoo in My Room |
| DESCRIPTOR | 49-60.LD4.2.23. | Listens to and converses in age appropriate way in home language ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| DESCRIPTOR | 49-60.LD4.2.24. | Asks a variety of age-appropriate questions (e.g., “what,” “why,” “how,” “when,” and “where”) in home language ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| STRAND / TOPIC | AR.49-60.EL. | Emergent Literacy (49-60m) |
| CONTENT STANDARD | 49-60.EL1. | Engagement in literacy experiences and understanding of stories and books |
| PERFORMANCE EXPECTATION | 49-60.EL1.1. | Shows interest in literacy experiences |
| BENCHMARK / PROFICIENCY | ENGAGEMENT IN LITERACY EXPERIENCES | |
| DESCRIPTOR | 49-60.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 Detailed Drawing of a Face Finish the Rhyme Grandparent Storytime Hopping Rhyming I Remember When If You're Happy & You Know It Itsy Bitsy Spider Illustrations Little Miss Muffet Role Play Making Trail Mix Making a Grocery List My Favorite Part Reading a Book for the Second Time Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Thank You Note Twinkle, Twinkle Rhymes Using a Menu to Order Why should I sing to my baby? Why should we tell family stories? Writing Names with Shaving Cream |
| STRAND / TOPIC | AR.49-60.EL. | Emergent Literacy (49-60m) |
| CONTENT STANDARD | 49-60.EL1. | Engagement in literacy experiences and understanding of stories and books |
| PERFORMANCE EXPECTATION | 49-60.EL1.1. | Shows interest in literacy experiences |
| BENCHMARK / PROFICIENCY | VARIETY OF INTERESTS | |
| DESCRIPTOR | 49-60.EL1.1.2. | Shows interest in an increasing variety of types of stories and texts (e.g., picture books, informational texts, rhymes and poetry, illustrated biographies, folk and fairy tales) ReadyRosie Getting Information from Pictures Just the Facts |
| STRAND / TOPIC | AR.49-60.EL. | Emergent Literacy (49-60m) |
| CONTENT STANDARD | 49-60.EL1. | Engagement in literacy experiences and understanding of stories and books |
| PERFORMANCE EXPECTATION | 49-60.EL1.2. | Engages in read-alouds and conversations about books and stories |
| BENCHMARK / PROFICIENCY | STORY COMPREHENSION | |
| DESCRIPTOR | 49-60.EL1.2.1. | With modeling and support, discusses predictions, cause-and-effect relationships, story-related problems and resolutions, and connections to other books and own experiences ReadyRosie Book Selection Picture Walk Predictions Selecting Books Text to Self Connections |
| STRAND / TOPIC | AR.49-60.EL. | Emergent Literacy (49-60m) |
| CONTENT STANDARD | 49-60.EL1. | Engagement in literacy experiences and understanding of stories and books |
| PERFORMANCE EXPECTATION | 49-60.EL1.2. | Engages in read-alouds and conversations about books and stories |
| BENCHMARK / PROFICIENCY | STORY STRUCTURE | |
| DESCRIPTOR | 49-60.EL1.2.2. | Pretends to read, describing what is happening and using some language from the book with pictures as cues ReadyRosie Tips for helping your child love reading |
| DESCRIPTOR | 49-60.EL1.2.3. | 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 Book Bag Descriptions Family Movie Night Family Photos Itsy Bitsy Spider Illustrations Making Connections PreK My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Text to Self Connections Tips for helping your child love reading Tips for storytelling: Using gestures Toy Stories |
| STRAND / TOPIC | AR.49-60.EL. | Emergent Literacy (49-60m) |
| CONTENT STANDARD | 49-60.EL1. | Engagement in literacy experiences and understanding of stories and books |
| PERFORMANCE EXPECTATION | 49-60.EL1.2. | Engages in read-alouds and conversations about books and stories |
| BENCHMARK / PROFICIENCY | INFORMATIONAL TEXTS | |
| DESCRIPTOR | 49-60.EL1.2.4. | Demonstrates knowledge from informational texts* in a variety of ways and makes connections to other books or personal experiences (e.g., when teacher reads the story Owl Moon, child says, “We learned in that other book that owls stay awake at night and sleep during the day.”) ReadyRosie Getting Information from Pictures Just the Facts Tips for helping your child love reading |
| STRAND / TOPIC | AR.49-60.EL. | Emergent Literacy (49-60m) |
| CONTENT STANDARD | 49-60.EL2. | Phonological Awareness |
| PERFORMANCE EXPECTATION | 49-60.EL2.1. | Notices and manipulates the sounds of language |
| BENCHMARK / PROFICIENCY | RHYME | |
| DESCRIPTOR | 49-60.EL2.1.1. | Decides whether two words rhyme ReadyRosie Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| STRAND / TOPIC | AR.49-60.EL. | Emergent Literacy (49-60m) |
| CONTENT STANDARD | 49-60.EL2. | Phonological Awareness |
| PERFORMANCE EXPECTATION | 49-60.EL2.1. | Notices and manipulates the sounds of language |
| BENCHMARK / PROFICIENCY | ALLITERATION | |
| DESCRIPTOR | 49-60.EL2.1.2. | Shows awareness that some words begin with the same sound (e.g., “Sam and Selena start with the same sound!”) ReadyRosie Signaling for Sounds |
| STRAND / TOPIC | AR.49-60.EL. | Emergent Literacy (49-60m) |
| CONTENT STANDARD | 49-60.EL2. | Phonological Awareness |
| PERFORMANCE EXPECTATION | 49-60.EL2.1. | Notices and manipulates the sounds of language |
| BENCHMARK / PROFICIENCY | MANIPULATING UNITS OF LANGUAGE | |
| DESCRIPTOR | 49-60.EL2.1.3. | Shows awareness of separate words in sentences ReadyRosie Color Word Sentences Reading with Jack and Jill Sentence Segmenting Starting a Word Bank Words on the Page |
| DESCRIPTOR | 49-60.EL2.1.4. | Verbally identifies, blends, segments, and deletes parts of words (manipulating units of language) with decreasing need for modeling or visual supports ReadyRosie Drumming Sounds Echo Game Lazy Letters Little Bo Peep Substitutions Sequences of Sounds |
| STRAND / TOPIC | AR.49-60.EL. | Emergent Literacy (49-60m) |
| CONTENT STANDARD | 49-60.EL3. | Knowledge and Use of Books, Print, and Letters |
| PERFORMANCE EXPECTATION | 49-60.EL3.1. | Responds to features of books and print |
| BENCHMARK / PROFICIENCY | BOOK KNOWLEDGE | |
| DESCRIPTOR | 49-60.EL3.1.1. | Imitates the act of reading (e.g., pretends to read to stuffed animals or peers) and shows increasing independence in book handling skills ReadyRosie Funny Reading Tips for helping your child love reading |
| DESCRIPTOR | 49-60.EL3.1.2. | Knows some features of a book (e.g., title, author, illustrator) ReadyRosie Funny Reading |
| STRAND / TOPIC | AR.49-60.EL. | Emergent Literacy (49-60m) |
| CONTENT STANDARD | 49-60.EL3. | Knowledge and Use of Books, Print, and Letters |
| PERFORMANCE EXPECTATION | 49-60.EL3.1. | Responds to features of books and print |
| BENCHMARK / PROFICIENCY | PRINT KNOWLEDGE | |
| DESCRIPTOR | 49-60.EL3.1.3. | Shows understanding that print carries a message and can represent spoken language ReadyRosie Chime In Color Word Sentences Funny Reading Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Sentences Stuffed Animal Stories |
| DESCRIPTOR | 49-60.EL3.1.4. | Shows increasing awareness of print concepts (e.g., words are made up of letters, print is read left-to-right and top-to-bottom) ReadyRosie Chime In Color Word Sentences Funny Reading Looking for Letters in Ads Reading the Grocery List Reading with Jack and Jill Starting a Word Bank Stuffed Animal Sentences Stuffed Animal Stories Words on the Page |
| STRAND / TOPIC | AR.49-60.EL. | Emergent Literacy (49-60m) |
| CONTENT STANDARD | 49-60.EL3. | Knowledge and Use of Books, Print, and Letters |
| PERFORMANCE EXPECTATION | 49-60.EL3.2. | Shows knowledge of the shapes, names, and sounds of letters |
| BENCHMARK / PROFICIENCY | ALPHABET KNOWLEDGE | |
| DESCRIPTOR | 49-60.EL3.2.1. | Recognizes and names an increasing number of letters correctly, especially those in own name ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Morning Message Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| STRAND / TOPIC | AR.49-60.EL. | Emergent Literacy (49-60m) |
| CONTENT STANDARD | 49-60.EL3. | Knowledge and Use of Books, Print, and Letters |
| PERFORMANCE EXPECTATION | 49-60.EL3.2. | Shows knowledge of the shapes, names, and sounds of letters |
| BENCHMARK / PROFICIENCY | LETTER–SOUND CONNECTIONS | |
| DESCRIPTOR | 49-60.EL3.2.2. | Produces the correct sounds for an increasing number of letters ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| DESCRIPTOR | 49-60.EL3.2.3. | Shows understanding that a string of letters represents a sequence of spoken sounds (e.g., when writing asks “How do you spell fish?” ReadyRosie Frog Hopping Listen My Children Looking for Letters in Ads Reading the Grocery List Reading with Jack and Jill Searching for Sounds at the Store Shopping for Clothes Starting a Word Bank Words on the Page |
| STRAND / TOPIC | AR.49-60.EL. | Emergent Literacy (49-60m) |
| CONTENT STANDARD | 49-60.EL3. | Knowledge and Use of Books, Print, and Letters |
| PERFORMANCE EXPECTATION | 49-60.EL3.3. | Demonstrates emergent writing skills |
| BENCHMARK / PROFICIENCY | LETTER AND PRINT WRITING CONCEPTS | |
| DESCRIPTOR | 49-60.EL3.3.1. | Shows increasing understanding that writing carries a message and uses scribbles, letter-like shapes, or letters to represent words or ideas ReadyRosie Chime In Color Word Sentences Detailed Drawing of a Face Kitchen Labeling Making a Grocery List Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | 49-60.EL3.3.2. | Produces strings of letters and/or letter-like forms (may be in unconventional order); begins to separate groups of letters with spaces ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | 49-60.EL3.3.3. | Writes an increasing number of letters correctly, especially those in own name ReadyRosie Detailed Drawing of a Face Jump Rope Letters Making a Grocery List Silverware Alphabet Thank You Note Using a Menu to Order Weekend News Writing Names with Shaving Cream |
| STRAND / TOPIC | AR.49-60.EL. | Emergent Literacy (49-60m) |
| CONTENT STANDARD | 49-60.EL3. | Knowledge and Use of Books, Print, and Letters |
| PERFORMANCE EXPECTATION | 49-60.EL3.3. | Demonstrates emergent writing skills |
| BENCHMARK / PROFICIENCY | EARLY WORD WRITING | |
| DESCRIPTOR | 49-60.EL3.3.4. | Writes first name with or without mistakes ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | 49-60.EL3.3.5. | Uses early invented spelling (writes initial and/or final sounds to represent whole word; e.g., writes MK for milk) ReadyRosie Detailed Drawing of a Face Making a Grocery List Name Game Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / TOPIC | AR.49-60.MT. | Mathematical Thinking (49-60m) |
| CONTENT STANDARD | 49-60.MT1. | Number Concepts and Operations |
| PERFORMANCE EXPECTATION | 49-60.MT1.1. | Demonstrates number sense and an understanding of quantity |
| BENCHMARK / PROFICIENCY | NUMBER NAMES & COUNT SEQUENCE | |
| DESCRIPTOR | 49-60.MT1.1.1. | Says or signs number words in order accurately with increasing ability to count to 5, then up to 10, and finally to 20 and beyond by the end of this age range ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Penny Drop Rub a Dub Counting Show Me Taking Inventory |
| DESCRIPTOR | 49-60.MT1.1.2. | Names what number comes after another number with decreasing need to count up from one (e.g., When asked “What comes after four?” immediately says “Five” instead of “One, two, three, four, five…five!”) ReadyRosie Crazy Counting How Many Steps to Bed? How Old Are You? Magazine Number Hunt Rub a Dub Counting |
| STRAND / TOPIC | AR.49-60.MT. | Mathematical Thinking (49-60m) |
| CONTENT STANDARD | 49-60.MT1. | Number Concepts and Operations |
| PERFORMANCE EXPECTATION | 49-60.MT1.1. | Demonstrates number sense and an understanding of quantity |
| BENCHMARK / PROFICIENCY | COMPARISON OF QUANTITY | |
| DESCRIPTOR | 49-60.MT1.1.3. | Counts to determine and compare whether the number of objects in one group is more than, less than, or the same as objects in another group (for groups of five to ten objects) ReadyRosie Acorns and Pinecones Adding Ice Block Tower Cereal Challenge Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up Make a Tower of Ten More than Ten Sharing Goldfish Show Me Slap One More Snack Fractions Taking Inventory Who has the Biggest Number? |
| STRAND / TOPIC | AR.49-60.MT. | Mathematical Thinking (49-60m) |
| CONTENT STANDARD | 49-60.MT1. | Number Concepts and Operations |
| PERFORMANCE EXPECTATION | 49-60.MT1.1. | Demonstrates number sense and an understanding of quantity |
| BENCHMARK / PROFICIENCY | CONNECTION OF NUMBER, NUMERAL, & QUANTITY | |
| DESCRIPTOR | 49-60.MT1.1.4. | 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 Acorns and Pinecones Adding Ice Apple Pie Block Tower Candy Sort and Graph Counting Signs Decorating Cupcakes Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up Lily Pad Hop Measure your Steps More than Ten Penny Drop Show Me Taking Inventory The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| DESCRIPTOR | 49-60.MT1.1.5. | Instantly recognizes without counting (subitizes) objects in sets of one to four objects (e.g., when playing game where teacher changes the number of blocks under a sheet and then uncovers them, child correctly identifies number of blocks without counting) ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| DESCRIPTOR | 49-60.MT1.1.6. | Begins to use numerals to represent and communicate quantity (e.g., puts three counting bears on a card with the numeral “3” in a game) ReadyRosie Find My Number May I Take your Order? My Address Taking Inventory Three Ways to Show a Number |
| DESCRIPTOR | 49-60.MT1.1.8. | Produces a set of a certain number when prompted (e.g., puts five napkins on the table when asked) ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| STRAND / TOPIC | AR.49-60.MT. | Mathematical Thinking (49-60m) |
| CONTENT STANDARD | 49-60.MT1. | Number Concepts and Operations |
| PERFORMANCE EXPECTATION | 49-60.MT1.2. | Explores combining and separating groups (numerical operations) |
| BENCHMARK / PROFICIENCY | CHANGES IN QUANTITY | |
| DESCRIPTOR | 49-60.MT1.2.1. | Shows increased understanding that adding to or taking away objects from a group will increase or decrease the number of objects in the set (e.g., communicates, “I wanted more green blocks so my friend gave me three of his”) and can describe parts of a group (e.g., Says, “I have four cubes. Two are red, and two are blue”) ReadyRosie All Done Checkout Countdown Decorating Cupcakes Domino Match-Up How Many Feet? How Many in a Set? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten More Grapes One Less One More Packing for Our Trip Quick Dots Rock Toss Show Me Slap One More Three Little Animals Three Ways to Show a Number |
| STRAND / TOPIC | AR.49-60.MT. | Mathematical Thinking (49-60m) |
| CONTENT STANDARD | 49-60.MT1. | Number Concepts and Operations |
| PERFORMANCE EXPECTATION | 49-60.MT1.2. | Explores combining and separating groups (numerical operations) |
| BENCHMARK / PROFICIENCY | ADDITION & SUBTRACTION | |
| DESCRIPTOR | 49-60.MT1.2.2. | Using fingers or manipulatives as tools, shows increasing ability to solve simple addition problems by joining objects together for increasingly larger totals (up to 10; e.g. when adding a group of 3 and a group of 2, counts “one, two, three…” and then counts on “four, five!” keeping track with fingers) ReadyRosie Acorns and Pinecones Adding Ice Block Tower Decorating Cupcakes Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? In My Pond, Part 1 Keep It Up Make a Tower of Ten More than Ten One More Packing for Our Trip Rock Toss Show Me Taking Inventory |
| DESCRIPTOR | 49-60.MT1.2.3. | Using fingers or manipulatives as tools, shows increasing ability to solve simple subtraction problems by separating increasingly larger totals (up to 10; e.g., when asked how many counting bears will be left from a group of six if a friend takes two, child moves two bears to the side then counts remaining bears, “one, two, three, four…four bears!”) ReadyRosie Acorns and Pinecones Adding Ice All Done Block Tower Checkout Countdown Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? In My Pond, Part 2 Keep It Up More than Ten One Less Show Me Taking Inventory Three Little Animals |
| STRAND / TOPIC | AR.49-60.MT. | Mathematical Thinking (49-60m) |
| CONTENT STANDARD | 49-60.MT1. | Number Concepts and Operations |
| PERFORMANCE EXPECTATION | 49-60.MT1.2. | Explores combining and separating groups (numerical operations) |
| BENCHMARK / PROFICIENCY | EARLY DIVISION AND FRACTIONS | |
| DESCRIPTOR | 49-60.MT1.2.4. | Explores early division concepts by dividing objects into “fair-share” groups (e.g., gives three peers each two pieces of play fruit while playing restaurant) and identifying the concepts of a fraction whole and half by using real objects (e.g., identifies two equal parts of an apple or graham cracker as a half) ReadyRosie Sharing Goldfish Sharing a Meal Snack Fractions |
| STRAND / TOPIC | AR.49-60.MT. | Mathematical Thinking (49-60m) |
| CONTENT STANDARD | 49-60.MT2. | Algebraic Thinking |
| PERFORMANCE EXPECTATION | 49-60.MT2.1. | Uses classification and patterning skills |
| BENCHMARK / PROFICIENCY | CLASSIFICATION | |
| DESCRIPTOR | 49-60.MT2.1.1. | Sorts objects by more than one attribute (e.g., color and shape); attends to more complex attributes (e.g., weight, texture); Sorts and then resorts based on a different characteristic (e.g., sorts by size and then by color) ReadyRosie Buying Oranges Candy Sort and Graph Grocery Store Conversations Grocery Store Weights How Many Can I Grab? I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| STRAND / TOPIC | AR.49-60.MT. | Mathematical Thinking (49-60m) |
| CONTENT STANDARD | 49-60.MT2. | Algebraic Thinking |
| PERFORMANCE EXPECTATION | 49-60.MT2.1. | Uses classification and patterning skills |
| BENCHMARK / PROFICIENCY | PATTERNING | |
| DESCRIPTOR | 49-60.MT2.1.2. | Recognizes, extends, and replicates simple repeating patterns (e.g., triangle, square, triangle, square or repeated music verses) ReadyRosie Finger Shapes Guess My Shape Making Patterns Mirror, Mirror My Age Setting the Table Shape Changers Shape Hunt Shaving Cream Shapes Sound Patterns Speedometer Math The Fence Problem Ways to Cut a Sandwich |
| DESCRIPTOR | 49-60.MT2.1.3. | Creates own patterns in different forms (e.g., objects, sounds, movements) and fills in missing elements of a simple pattern (e.g., selects a green counting bear and completes the series of bears set out by the teacher: yellow, green, green, yellow, green, green, yellow, ____, green) ReadyRosie Finger Shapes Guess My Shape Making Patterns Mirror, Mirror My Age Setting the Table Shape Changers Shape Hunt Shaving Cream Shapes Sound Patterns Speedometer Math The Fence Problem Ways to Cut a Sandwich |
| STRAND / TOPIC | AR.49-60.MT. | Mathematical Thinking (49-60m) |
| CONTENT STANDARD | 49-60.MT3. | Measurement and Comparison |
| PERFORMANCE EXPECTATION | 49-60.MT3.1. | Participates in exploratory measurement activities and compares objects |
| BENCHMARK / PROFICIENCY | MEASUREMENT | |
| DESCRIPTOR | 49-60.MT3.1.1. | Measures attributes of objects (e.g., length, height, weight) using non-standard units (e.g., lines up a variety of objects, such as blocks and cars, end-to-end without gaps, to measure rug); and explores formal measuring tools (e.g., measuring cups, scale, ruler) with increasing independence and initiation of activity ReadyRosie Bookcase Problem |
| DESCRIPTOR | 49-60.MT3.1.2. | Directly compares objects to see which is longer and later in this age range uses a third object to compare the length of two objects (e.g., uses yarn to measure two different objects) ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Leap Frog Measure Measuring the Table Near and Far |
| STRAND / TOPIC | AR.49-60.MT. | Mathematical Thinking (49-60m) |
| CONTENT STANDARD | 49-60.MT3. | Measurement and Comparison |
| PERFORMANCE EXPECTATION | 49-60.MT3.1. | Participates in exploratory measurement activities and compares objects |
| BENCHMARK / PROFICIENCY | COMPARISON | |
| DESCRIPTOR | 49-60.MT3.1.4. | Shows increasing ability to identify that different arrangements of the same number of objects are equal; begins to count to compare ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up Make a Tower of Ten More than Ten Sharing Goldfish Show Me Snack Fractions Taking Inventory Who has the Biggest Number? |
| STRAND / TOPIC | AR.49-60.MT. | Mathematical Thinking (49-60m) |
| CONTENT STANDARD | 49-60.MT3. | Measurement and Comparison |
| PERFORMANCE EXPECTATION | 49-60.MT3.1. | Participates in exploratory measurement activities and compares objects |
| BENCHMARK / PROFICIENCY | SERIATION | |
| DESCRIPTOR | 49-60.MT3.1.5. | Organizes a small set of objects (i.e., three to five) in an increasing or decreasing order (seriation; e.g., arranges a set of twigs from shortest to longest) ReadyRosie How Many Can I Grab? |
| STRAND / TOPIC | AR.49-60.MT. | Mathematical Thinking (49-60m) |
| CONTENT STANDARD | 49-60.MT4. | Geometry and Spatial Sense |
| PERFORMANCE EXPECTATION | 49-60.MT4.1. | Explores and describes shapes and spatial relationships |
| BENCHMARK / PROFICIENCY | SHAPE KNOWLEDGE | |
| DESCRIPTOR | 49-60.MT4.1.1. | Recognizes and names familiar shapes (e.g., square, triangle, circle, rectangle) and later less familiar shapes (e.g., hexagon, trapezoid) and some three-dimensional shapes (e.g., cube, cone, cylinder, sphere); with increasing ability to recognize shapes regardless of orientation or size and to describe shapes in terms of their attributes (e.g., a triangle has three straight sides) ReadyRosie Building Houses Candy Sort and Graph Finger Shapes Guess My Shape I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Sort and Graph Leaves Sorting Laundry Ways to Cut a Sandwich |
| STRAND / TOPIC | AR.49-60.MT. | Mathematical Thinking (49-60m) |
| CONTENT STANDARD | 49-60.MT4. | Geometry and Spatial Sense |
| PERFORMANCE EXPECTATION | 49-60.MT4.1. | Explores and describes shapes and spatial relationships |
| BENCHMARK / PROFICIENCY | SPATIAL SENSE | |
| DESCRIPTOR | 49-60.MT4.1.2. | Uses increasingly complex spatial vocabulary (e.g., inside, beside, below); follows directions related to directionality, order, and position in space (e.g., “move forward,” “put it behind the green car”); and without needing to handle the object can mentally turn an object to perform simple tasks (e.g., communicates to a friend, “If you turn the puzzle piece it will fit”) ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Race Car Transformations Stuffed Animal Olympics Treasure Map |
| STRAND / TOPIC | AR.49-60.MT. | Mathematical Thinking (49-60m) |
| CONTENT STANDARD | 49-60.MT4. | Geometry and Spatial Sense |
| PERFORMANCE EXPECTATION | 49-60.MT4.1. | Explores and describes shapes and spatial relationships |
| BENCHMARK / PROFICIENCY | SHAPE MANIPULATION | |
| DESCRIPTOR | 49-60.MT4.1.3. | Builds increasingly complex designs, pictures, and structures using two- and three-dimensional shapes (e.g., uses circles and rectangles to make a snowman image, constructs a castle out of building blocks), progressing from using one shape for each part of a picture to using several shapes to make one part ReadyRosie Building Houses Detailed Drawing of a Face Finger Shapes Guess My Shape May I Take your Order? Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Ways to Cut a Sandwich Writing Names with Shaving Cream |
| DESCRIPTOR | 49-60.MT4.1.4. | Combines, rotates, flips, and separates shapes to create designs (e.g., using parquetry blocks) and to make other shapes (e.g., combines two wood triangle-shaped unit blocks to make a square [◣ + ◥ → ■]) and later in this age range shows increasing ability to predict which shapes might be used to create other shapes ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| STRAND / TOPIC | AR.49-60.ST. | Science and Technology (49-60m) |
| CONTENT STANDARD | 49-60.ST1. | Scientific Practices |
| PERFORMANCE EXPECTATION | 49-60.ST1.1. | Engages in the scientific process to collect, analyze, and communicate information |
| BENCHMARK / PROFICIENCY | OBSERVATIONS, QUESTIONS, & PREDICTIONS | |
| DESCRIPTOR | 49-60.ST1.1.1. | Asks questions about the world (e.g., “What do plants need to grow?”) and seeks answers from various sources (e.g., asks teacher to help find information about spiders in a book) ReadyRosie What's for Dinner? Who Should We Ask? |
| DESCRIPTOR | 49-60.ST1.1.2. | Makes increasingly complex observations about objects and events (e.g., notices that outdoor area smells different after rain) ReadyRosie Grocery Store Conversations Sink or Float |
| DESCRIPTOR | 49-60.ST1.1.3. | Makes predictions about what might happen based on past experience (e.g., “I think that adding yellow paint to blue paint will make green”, “I think the ping pong ball will float”) ReadyRosie Acorns and Pinecones Measure your Steps Strawberries for a Picnic |
| STRAND / TOPIC | AR.49-60.ST. | Science and Technology (49-60m) |
| CONTENT STANDARD | 49-60.ST1. | Scientific Practices |
| PERFORMANCE EXPECTATION | 49-60.ST1.1. | Engages in the scientific process to collect, analyze, and communicate information |
| BENCHMARK / PROFICIENCY | INVESTIGATION & HYPOTHESIS TESTING | |
| DESCRIPTOR | 49-60.ST1.1.4. | Engages in adult-supported investigations; forms and tests hypotheses (e.g., mixes soil and water to make mud; builds a “bridge” out of classroom materials and seeing how many foam blocks it will hold before collapsing; waters seeds in one container, but not another to answer the question, “Do plants need water to grow?”) ReadyRosie Acorns and Pinecones Measure your Steps Strawberries for a Picnic |
| STRAND / TOPIC | AR.49-60.ST. | Science and Technology (49-60m) |
| CONTENT STANDARD | 49-60.ST1. | Scientific Practices |
| PERFORMANCE EXPECTATION | 49-60.ST1.1. | Engages in the scientific process to collect, analyze, and communicate information |
| BENCHMARK / PROFICIENCY | DATA ANALYSIS & COMMUNICATION | |
| DESCRIPTOR | 49-60.ST1.1.5. | With adult assistance, analyzes, interprets, and communicates data (e.g., compares initial prediction of which objects would float to actual results; records information through a drawing or dictation) ReadyRosie Sink or Float |
| STRAND / TOPIC | AR.49-60.ST. | Science and Technology (49-60m) |
| CONTENT STANDARD | 49-60.ST2. | Knowledge of Science Concepts |
| PERFORMANCE EXPECTATION | 49-60.ST2.1. | Demonstrates knowledge of core science ideas and concepts |
| BENCHMARK / PROFICIENCY | SYSTEM PARTS & WHOLES | |
| DESCRIPTOR | 49-60.ST2.1.1. | With adult support asks questions and makes comments about parts of more complex systems and how they interact to make it function (e.g., talks about roles of members of their family; asks about the gears and parts of a wind-up toy and how they make it work) ReadyRosie My Address |
| STRAND / TOPIC | AR.49-60.ST. | Science and Technology (49-60m) |
| CONTENT STANDARD | 49-60.ST2. | Knowledge of Science Concepts |
| PERFORMANCE EXPECTATION | 49-60.ST2.1. | Demonstrates knowledge of core science ideas and concepts |
| BENCHMARK / PROFICIENCY | STRUCTURE & FUNCTION | |
| DESCRIPTOR | 49-60.ST2.1.2. | Makes observations and generalizations about structure and function (e.g., generalizes that objects that are round will roll; talks about why plants need stems; describes why birds can fly and people can’t) ReadyRosie Sink or Float |
| STRAND / TOPIC | AR.49-60.ST. | Science and Technology (49-60m) |
| CONTENT STANDARD | 49-60.ST3. | Knowledge of Science Content |
| PERFORMANCE EXPECTATION | 49-60.ST3.3. | Engages in developmentally appropriate interactions with technology and media that support creativity, exploration, and play |
| BENCHMARK / PROFICIENCY | TECHNOLOGY HANDLING | |
| DESCRIPTOR | 49-60.ST3.3.1. | Incorporates technology tools into their pretend play (e.g., pretends to call someone on a toy phone, uses a keyboard in the “office” prop box to pretend to write someone a letter) ReadyRosie Tips for helping your child love reading |
| DESCRIPTOR | 49-60.ST3.3.2. | Develops knowledge of and explores the functionality of simple digital devices (e.g., touch screen, e-book reader, digital camera, copier, light table, music player) ReadyRosie Family Movie Night |
| STRAND / TOPIC | AR.49-60.ST. | Science and Technology (49-60m) |
| CONTENT STANDARD | 49-60.ST3. | Knowledge of Science Content |
| PERFORMANCE EXPECTATION | 49-60.ST3.3. | Engages in developmentally appropriate interactions with technology and media that support creativity, exploration, and play |
| BENCHMARK / PROFICIENCY | DIGITAL CITIZENSHIP | |
| DESCRIPTOR | 49-60.ST3.3.5. | Follows directions and class rules for using digital devices (can log in and out; keeps foreign materials away from equipment; handles equipment with care; knows the time limit or sign up rule for access to the device) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STRAND / TOPIC | AR.49-60.SS. | Social Studies (49-60m) |
| CONTENT STANDARD | 49-60.SS1. | Family, Community, and Culture |
| PERFORMANCE EXPECTATION | 49-60.SS1.1. | Demonstrates positive connection to family and community |
| BENCHMARK / PROFICIENCY | LEARNING COMMUNITY | |
| DESCRIPTOR | 49-60.SS1.1.1. | Shows increasing participation as a member of the learning community (e.g., participates in whole-group activities, helps establish rules for behavior, participates in classroom clean-up, etc.) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STRAND / TOPIC | AR.49-60.SS. | Social Studies (49-60m) |
| CONTENT STANDARD | 49-60.SS1. | Family, Community, and Culture |
| PERFORMANCE EXPECTATION | 49-60.SS1.1. | Demonstrates positive connection to family and community |
| BENCHMARK / PROFICIENCY | FAMILY & CULTURAL IDENTITY | |
| DESCRIPTOR | 49-60.SS1.1.2. | Shows pride in family and cultural heritage (e.g., talks about family members and traditions; draws pictures of family members and own cultural group; shares a song or special food from cultural group, shows pride in home language [e.g., “Gato means cat in Spanish. We speak Spanish at home!”) ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show Grandparent Storytime If You're Happy & You Know It Itsy Bitsy Spider Illustrations May I Take your Order? Mirror, Mirror Shaving Cream Shapes Sliding to Nursery Rhymes Three Ways to Show a Number Using a Menu to Order Why is storytelling important? Why should I sing to my baby? Why should we tell family stories? Writing Names with Shaving Cream |
| DESCRIPTOR | 49-60.SS1.1.3. | Shows knowledge of family, cultural and political history (e.g., talks about where family came from, where cultural traditions came from, knows who president is) ReadyRosie Family Photos Family Talent Show Grandparent Storytime Tips for storytelling: Story ideas Why is storytelling important? Why should we tell family stories? |
| STRAND / TOPIC | AR.49-60.SS. | Social Studies (49-60m) |
| CONTENT STANDARD | 49-60.SS1. | Family, Community, and Culture |
| PERFORMANCE EXPECTATION | 49-60.SS1.1. | Demonstrates positive connection to family and community |
| BENCHMARK / PROFICIENCY | AWARENESS OF ROLES IN SOCIETY | |
| DESCRIPTOR | 49-60.SS1.1.4. | 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 In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| DESCRIPTOR | 49-60.SS1.1.5. | Shows increasing awareness of the roles people play in society (e.g., talks about roles of various family members; describes jobs of community helpers such as firefighters, grocery clerks, and veterinarians; talks about what they would like to be when they grow up) ReadyRosie My Address Who Should We Ask? |
| STRAND / TOPIC | AR.49-60.SS. | Social Studies (49-60m) |
| CONTENT STANDARD | 49-60.SS2. | History and Geography |
| PERFORMANCE EXPECTATION | 49-60.SS2.2. | Demonstrates simple geographic knowledge |
| BENCHMARK / PROFICIENCY | GEOGRAPHIC CONCEPTS | |
| DESCRIPTOR | 49-60.SS2.2.4. | Creates drawings or simple maps of home and other familiar places with adult support ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror My Address Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / TOPIC | AR.49-60.CA. | Creativity and Aesthetics (49-60m) |
| CONTENT STANDARD | 49-60.CA1. | Music and Movement |
| PERFORMANCE EXPECTATION | 49-60.CA1.1. | Explores through listening, singing, creating, and moving to music |
| BENCHMARK / PROFICIENCY | EXPLORATION OF MUSIC & MOVEMENT | |
| DESCRIPTOR | 49-60.CA1.1.1. | Explores a widening variety of culturally diverse musical instruments, using them to produce increasingly complex rhythms, tones, melodies, and songs ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| STRAND / TOPIC | AR.49-60.CA. | Creativity and Aesthetics (49-60m) |
| CONTENT STANDARD | 49-60.CA1. | Music and Movement |
| PERFORMANCE EXPECTATION | 49-60.CA1.1. | Explores through listening, singing, creating, and moving to music |
| BENCHMARK / PROFICIENCY | MUSIC & MOVEMENT CONCEPTS | |
| DESCRIPTOR | 49-60.CA1.1.3. | With adult support demonstrates the foundational components of music, including tempo (e.g. by singing faster when asked to up the tempo), dynamics (e.g. by louder and softer during a song and pitch (e.g. by singing higher and lower notes) ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| STRAND / TOPIC | AR.49-60.CA. | Creativity and Aesthetics (49-60m) |
| CONTENT STANDARD | 49-60.CA1. | Music and Movement |
| PERFORMANCE EXPECTATION | 49-60.CA1.1. | Explores through listening, singing, creating, and moving to music |
| BENCHMARK / PROFICIENCY | MUSICAL EXPRESSION & APPRECIATION | |
| DESCRIPTOR | 49-60.CA1.1.4. | Requests favorite types of music, discusses favorite songs, and shows appreciation for the music and dance of others ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| DESCRIPTOR | 49-60.CA1.1.5. | Expresses self through music by making up songs, changing words to familiar songs, and experimenting with rhythmic patterns ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| STRAND / TOPIC | AR.49-60.CA. | Creativity and Aesthetics (49-60m) |
| CONTENT STANDARD | 49-60.CA2. | Visual Arts |
| PERFORMANCE EXPECTATION | 49-60.CA2.1. | Explores, manipulates, creates, and responds to a variety of art media |
| BENCHMARK / PROFICIENCY | EXPLORATION OF ART | |
| DESCRIPTOR | 49-60.CA2.1.1. | Engages in child-initiated visual art activities with increased independence, intentionality, planning, and knowledge of art media and materials (e.g., asks a friend, “Can I use the easel when you’re done?”; creates two- or three-dimensional art that approximate or depict people, animals, and objects; says, “I’m going to draw daddy,” before starting a project) ReadyRosie Buying Oranges Celebrate Learning Detailed Drawing of a Face May I Take your Order? Mirror, Mirror My Age Shape Changers Shaving Cream Shapes Sink or Swim Taking Turns Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / TOPIC | AR.49-60.CA. | Creativity and Aesthetics (49-60m) |
| CONTENT STANDARD | 49-60.CA2. | Visual Arts |
| PERFORMANCE EXPECTATION | 49-60.CA2.1. | Explores, manipulates, creates, and responds to a variety of art media |
| BENCHMARK / PROFICIENCY | ART CONCEPTS | |
| DESCRIPTOR | 49-60.CA2.1.2. | With adult support demonstrates the foundational components of art, including line, shape (e.g. by drawing lines and different shapes), color (e.g. by using different colors), and texture (e.g. by describing how a piece of art feels ReadyRosie Buying Oranges Detailed Drawing of a Face Grocery Store Conversations May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / TOPIC | AR.49-60.CA. | Creativity and Aesthetics (49-60m) |
| CONTENT STANDARD | 49-60.CA2. | Visual Arts |
| PERFORMANCE EXPECTATION | 49-60.CA2.1. | Explores, manipulates, creates, and responds to a variety of art media |
| BENCHMARK / PROFICIENCY | ART APPRECIATION & EXPRESSION | |
| DESCRIPTOR | 49-60.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 Grocery Store Conversations |
| STRAND / TOPIC | AR.49-60.CA. | Creativity and Aesthetics (49-60m) |
| CONTENT STANDARD | 49-60.CA3. | Drama |
| PERFORMANCE EXPECTATION | 49-60.CA3.1. | Explores feelings, relationships, and concepts through imitation, pretend play, and sociodramatic play |
| BENCHMARK / PROFICIENCY | DRAMA CONCEPTS | |
| DESCRIPTOR | 49-60.CA3.1.3. | With adult support understands the foundational components of drama, including theme (e.g., can identify the main idea of the story), plot (e.g. can discuss the series of events that take place), character (e.g. can identify the main and minor characters and their roles), and dialogue (e.g., can discuss the interactions between characters). ReadyRosie Making Connections PreK Text to Self Connections Toy Stories |