Connecticut Core Standards (Pre-K)
| Main Criteria: Connecticut Core Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grade: Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| Connecticut Core Standards |
| Early Childhood Education |
| Grade: Ages 3-5 - Adopted: 2014 |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.A. | Strand A: Early learning experiences will support children to develop effective approaches to learning. |
| GRADE LEVEL EXPECTATION | C.48. | 3 to 4 years |
| INDICATOR | Curiosity and Initiative | |
| INDICATOR | C.48.1. | Explore and investigate a variety of experiences and topics using different materials. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.A. | Strand A: Early learning experiences will support children to develop effective approaches to learning. |
| GRADE LEVEL EXPECTATION | C.48. | 3 to 4 years |
| INDICATOR | Engagement with Environment, People and Objects | |
| INDICATOR | C.48.2. | Maintain interest in exploring specific topics over time. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.A. | Strand A: Early learning experiences will support children to develop effective approaches to learning. |
| GRADE LEVEL EXPECTATION | C.48. | 3 to 4 years |
| INDICATOR | Eagerness to Learn | |
| INDICATOR | C.48.3. | Seek out new challenges and novel experiences. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.A. | Strand A: Early learning experiences will support children to develop effective approaches to learning. |
| GRADE LEVEL EXPECTATION | C.60. | 4 to 5 years |
| INDICATOR | Curiosity and Initiative | |
| INDICATOR | C.60.1. | Investigate ways to make something happen. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.A. | Strand A: Early learning experiences will support children to develop effective approaches to learning. |
| GRADE LEVEL EXPECTATION | C.60. | 4 to 5 years |
| INDICATOR | Engagement with Environment, People and Objects | |
| INDICATOR | C.60.2. | Express interest in learning about a specific topic over time. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | C.60.3. | Engage in preferred and some non-preferred activities for longer periods of time. Remain with some high interest activities 15 minutes or longer. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.A. | Strand A: Early learning experiences will support children to develop effective approaches to learning. |
| GRADE LEVEL EXPECTATION | C.60. | 4 to 5 years |
| INDICATOR | Eagerness to Learn | |
| INDICATOR | C.60.4. | Show pride in accomplishment when reaching mastery of a skill and share experiences with others. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.B. | Strand B: Early learning experiences will support children to use logic and reasoning. |
| GRADE LEVEL EXPECTATION | C.48. | 3 to 4 years |
| INDICATOR | Attributes, Sorting and Patterns | |
| INDICATOR | C.48.7. | Identify similarities and differences in objects, people, events, sounds based on one attribute (e.g., same or different colors, loud or soft sound). ReadyRosie Candy Sort and Graph How Many Can You Name? I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Silent Opposites Sort and Graph Leaves Sorting Laundry |
| INDICATOR | C.48.8. | Recognize patterns in routines, objects and/or sounds and replicate sequence using objects or language. ReadyRosie Sequences of Sounds |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.B. | Strand B: Early learning experiences will support children to use logic and reasoning. |
| GRADE LEVEL EXPECTATION | C.48. | 3 to 4 years |
| INDICATOR | Problem Solving | |
| INDICATOR | C.48.9. | Think of and try an alternative strategy when a first attempt at solving a problem is unsuccessful. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.B. | Strand B: Early learning experiences will support children to use logic and reasoning. |
| GRADE LEVEL EXPECTATION | C.48. | 3 to 4 years |
| INDICATOR | Symbolic Representation | |
| INDICATOR | C.48.10. | Use or make a prop to represent an object (e.g., build a telephone). ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| INDICATOR | C.48.11. | Act out actions or scenarios involving familiar roles (e.g., teacher, doctor, firefighter). ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories Who Should We Ask? |
| INDICATOR | C.48.12. | Represent people, places or things through simple drawings, movements and three-dimensional construction. ReadyRosie Detailed Drawing of a Face In My Pond, Part 1 In My Pond, Part 2 May I Take your Order? Mirror, Mirror Pretending Together Shaving Cream Shapes Stuffed Animal Stories Three Ways to Show a Number Toy Stories Using a Menu to Order Writing Names with Shaving Cream |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.B. | Strand B: Early learning experiences will support children to use logic and reasoning. |
| GRADE LEVEL EXPECTATION | C.60. | 4 to 5 years |
| INDICATOR | Attributes, Sorting and Patterns | |
| INDICATOR | C.60.8. | Compare relative attributes of objects, people, events, sounds (e.g., louder, more, less). ReadyRosie Candy Sort and Graph Grocery Store Weights I Spy an Animal Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| INDICATOR | C.60.10. | Begin to question accuracy of information and sources as evidenced by sharing conflicting information from another source (e.g., when the teacher shares information with class, says, “But my dad says…”). ReadyRosie Putting Away the Groceries Table Riddles |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.B. | Strand B: Early learning experiences will support children to use logic and reasoning. |
| GRADE LEVEL EXPECTATION | C.60. | 4 to 5 years |
| INDICATOR | Problem Solving | |
| INDICATOR | C.60.11. | Try multiple strategies to solve a problem and draw on multiple resources (e.g., look at what a peer is doing for ideas). ReadyRosie Who Should We Ask? |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.B. | Strand B: Early learning experiences will support children to use logic and reasoning. |
| GRADE LEVEL EXPECTATION | C.60. | 4 to 5 years |
| INDICATOR | Symbolic Representation | |
| INDICATOR | C.60.12. | Use dissimilar objects to represent other objects in play or perform an action with an imaginary object (e.g., use stirring action without anything in hand). ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| INDICATOR | C.60.13. | Engage in extended pretend play scenarios and display recognition of the difference between pretend or fantasy situations and reality. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| INDICATOR | C.60.14. | Represent people, places or things through drawings, movements and/or three-dimensional constructions that are increasingly abstract (e.g., may draw a map that includes an “X” that marks the location of the treasure). ReadyRosie Detailed Drawing of a Face In My Pond, Part 1 In My Pond, Part 2 May I Take your Order? Mirror, Mirror Pretending Together Shaving Cream Shapes Stuffed Animal Stories Three Ways to Show a Number Toy Stories Using a Menu to Order Writing Names with Shaving Cream |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.C. | Strand C: Early learning experiences will support children to strengthen executive function. |
| GRADE LEVEL EXPECTATION | C.48. | 3 to 4 years |
| INDICATOR | Task Persistence | |
| INDICATOR | C.48.14. | Continue working through moderately difficult activities, despite some frustration. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.C. | Strand C: Early learning experiences will support children to strengthen executive function. |
| GRADE LEVEL EXPECTATION | C.48. | 3 to 4 years |
| INDICATOR | Working Memory | |
| INDICATOR | C.48.16. | Engage in games that involve remembering (e.g., memory). ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.C. | Strand C: Early learning experiences will support children to strengthen executive function. |
| GRADE LEVEL EXPECTATION | C.48. | 3 to 4 years |
| INDICATOR | Regulation of Attention and Impulses | |
| INDICATOR | C.48.17. | Maintain focus on high-interest activities in the face of minor social or sensory distractions. ReadyRosie Celebrate Learning Drumming Sounds My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | C.48.18. | With adult reminders can briefly inhibit initial response (e.g., stop imitating inappropriate behaviors of peers, wait turn to respond to question or prompt in group setting). ReadyRosie All Done Choosing the Right Voice 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 |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.C. | Strand C: Early learning experiences will support children to strengthen executive function. |
| GRADE LEVEL EXPECTATION | C.60. | 4 to 5 years |
| INDICATOR | Choosing and Planning | |
| INDICATOR | C.60.15. | Make a plan, follow through and review plan based on what they actually did. Indicate reasons for choice, set goals and follow plan. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.C. | Strand C: Early learning experiences will support children to strengthen executive function. |
| GRADE LEVEL EXPECTATION | C.60. | 4 to 5 years |
| INDICATOR | Task Persistence | |
| INDICATOR | C.60.16. | Complete longer term and more complex tasks with a focus on the goal, despite frustration. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.C. | Strand C: Early learning experiences will support children to strengthen executive function. |
| GRADE LEVEL EXPECTATION | C.60. | 4 to 5 years |
| INDICATOR | Working Memory | |
| INDICATOR | C.60.18. | Hold in mind the topic of group discussion and contribute personal experience (e.g., when talking about something that is broken says, “My mom used a screwdriver to fix our shelf.”). ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.C. | Strand C: Early learning experiences will support children to strengthen executive function. |
| GRADE LEVEL EXPECTATION | C.60. | 4 to 5 years |
| INDICATOR | Regulation of Attention and Impulses | |
| INDICATOR | C.60.19. | Engage in preferred and some non-preferred activities for longer periods of time. Remain with some high-interest activities 15 minutes or longer. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | C.60.20. | Typically resists impulses and can wait longer to respond in more structured settings (e.g., at a restaurant, in circle time in preschool). 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 |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.A. | Strand A: Early learning experiences will support children to develop trusting healthy attachments and relationships with primary caregivers. |
| GRADE LEVEL EXPECTATION | SE.48. | 3 to 4 years |
| INDICATOR | Managing Separation | |
| INDICATOR | SE.48.2. | Manage most separations without distress and adjust to new settings in the presence of trusted adult. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.A. | Strand A: Early learning experiences will support children to develop trusting healthy attachments and relationships with primary caregivers. |
| GRADE LEVEL EXPECTATION | SE.60. | 4 to 5 years |
| INDICATOR | Trusting Relationships | |
| INDICATOR | SE.60.1. | Seek help and approval from a wider array of adults in trusted roles. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.B. | Strand B: Early learning experiences will support children to develop self-regulation. |
| GRADE LEVEL EXPECTATION | SE.48. | 3 to 4 years |
| INDICATOR | Regulation of Emotions and Behavior | |
| INDICATOR | SE.48.3. | Use strategies to self-soothe with limited adult support. ReadyRosie How should I handle temper tantrums? Talking About Your Feelings |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.B. | Strand B: Early learning experiences will support children to develop self-regulation. |
| GRADE LEVEL EXPECTATION | SE.48. | 3 to 4 years |
| INDICATOR | Regulation of Impulses and Behavior | |
| INDICATOR | SE.48.5. | Make transitions and follow basic schedule, routines and rules with occasional reminders. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.B. | Strand B: Early learning experiences will support children to develop self-regulation. |
| GRADE LEVEL EXPECTATION | SE.60. | 4 to 5 years |
| INDICATOR | Regulation of Emotions and Behavior | |
| INDICATOR | SE.60.3. | Use strategies to self-soothe across situations with minimal prompting and share strategies with peers or family. ReadyRosie How should I handle temper tantrums? Talking About Your Feelings |
| INDICATOR | SE.60.4. | Demonstrate increased ability to consider the social standards of the environment when responding to their emotional state. 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 |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.B. | Strand B: Early learning experiences will support children to develop self-regulation. |
| GRADE LEVEL EXPECTATION | SE.60. | 4 to 5 years |
| INDICATOR | Regulation of Impulses and Behavior | |
| INDICATOR | SE.60.5. | Tolerate small levels of frustration and disappointment, displaying appropriate behavior with adult prompting and support. ReadyRosie How should I handle temper tantrums? Talking About Your Feelings |
| INDICATOR | SE.60.7. | Recall and follow daily routines with little support, including adapting to changes in rules and routines. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.C. | Strand C: Early learning experiences will support children to develop, express, recognize and respond to emotions. |
| GRADE LEVEL EXPECTATION | SE.48. | 3 to 4 years |
| INDICATOR | Emotional Expression | |
| INDICATOR | SE.48.6. | Express emotions experienced in typical daily routines (e.g., frustration at waiting, excitement about a favored activity, pride) through language and gesturing rather than physical ways. ReadyRosie Funny Faces How should I handle temper tantrums? If You're Happy & You Know It Talking About Your Feelings |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.C. | Strand C: Early learning experiences will support children to develop, express, recognize and respond to emotions. |
| GRADE LEVEL EXPECTATION | SE.48. | 3 to 4 years |
| INDICATOR | Recognition and Response to Emotions in Others | |
| INDICATOR | SE.48.7. | Recognize, label and respond to a wide variety of emotions in others. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | SE.48.8. | Make connections between emotional reaction of others and own emotional experiences. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.C. | Strand C: Early learning experiences will support children to develop, express, recognize and respond to emotions. |
| GRADE LEVEL EXPECTATION | SE.60. | 4 to 5 years |
| INDICATOR | Emotional Expression | |
| INDICATOR | SE.60.8. | Describe emotions and feelings to trusted adults and peers. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.C. | Strand C: Early learning experiences will support children to develop, express, recognize and respond to emotions. |
| GRADE LEVEL EXPECTATION | SE.60. | 4 to 5 years |
| INDICATOR | Recognition and Response to Emotions in Others | |
| INDICATOR | SE.60.9. | Recognize and show acknowledgement of the feelings, needs and rights of others through behavior (e.g., say “thank you,” share with others, notice issues of fairness). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | SE.60.10. | Begin to understand that different people may have different emotional reactions. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.D. | Strand D: Early learning experiences will support children to develop self-awareness, self-concept and competence. |
| GRADE LEVEL EXPECTATION | SE.48. | 3 to 4 years |
| INDICATOR | Sense of self | |
| INDICATOR | SE.48.9. | Refer to themselves by first and last name and identify some characteristics (e.g., gender, hair color, etc.) and skills. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.D. | Strand D: Early learning experiences will support children to develop self-awareness, self-concept and competence. |
| GRADE LEVEL EXPECTATION | SE.48. | 3 to 4 years |
| INDICATOR | Personal Preferences | |
| INDICATOR | SE.48.10. | Recognize and describe themselves in terms of basic preferences. ReadyRosie Book Selection Selecting Books Using a Menu to Order What's for Dinner? |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.D. | Strand D: Early learning experiences will support children to develop self-awareness, self-concept and competence. |
| GRADE LEVEL EXPECTATION | SE.48. | 3 to 4 years |
| INDICATOR | Self-Concept and Competency | |
| INDICATOR | SE.48.11. | Demonstrate confidence in a range of activities, routines and tasks and take initiative in attempting unfamiliar tasks. ReadyRosie Celebrate Learning Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It My Age Shape Changers Sink or Swim Taking Turns |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.D. | Strand D: Early learning experiences will support children to develop self-awareness, self-concept and competence. |
| GRADE LEVEL EXPECTATION | SE.60. | 4 to 5 years |
| INDICATOR | Sense of self | |
| INDICATOR | SE.60.11. | Identify themselves as an individual and a part of a group by sharing individual characteristics and roles within the group (e.g., name family members and roles, name team members or classmates). ReadyRosie My Address Tips for storytelling: Story ideas |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.D. | Strand D: Early learning experiences will support children to develop self-awareness, self-concept and competence. |
| GRADE LEVEL EXPECTATION | SE.60. | 4 to 5 years |
| INDICATOR | Personal Preferences | |
| INDICATOR | SE.60.12. | Describe self by referring to preferences, thoughts and feelings. ReadyRosie Book Selection Funny Faces If You're Happy & You Know It Selecting Books Talking About Your Feelings Using a Menu to Order What's for Dinner? |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.D. | Strand D: Early learning experiences will support children to develop self-awareness, self-concept and competence. |
| GRADE LEVEL EXPECTATION | SE.60. | 4 to 5 years |
| INDICATOR | Self-Concept and Competency | |
| INDICATOR | SE.60.14. | Show pride in accomplishments and abilities. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.E. | Strand E: Early learning experiences will support children to develop social relationships. |
| GRADE LEVEL EXPECTATION | SE.48. | 3 to 4 years |
| INDICATOR | Adult Relationships | |
| INDICATOR | SE.48.12. | Communicate with familiar adults and accept or request guidance. ReadyRosie Following Directions Grandparent Storytime How can I get my child to listen to me? How should I handle temper tantrums? Morning Message Phone Fun Talking About Your Feelings Who Should We Ask? |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.E. | Strand E: Early learning experiences will support children to develop social relationships. |
| GRADE LEVEL EXPECTATION | SE.48. | 3 to 4 years |
| INDICATOR | Play/Friendship | |
| INDICATOR | SE.48.13. | Interact with one or more children (including small groups) beginning to work together to build or complete a project. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | SE.48.14. | Interact with a variety of children in the program. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.E. | Strand E: Early learning experiences will support children to develop social relationships. |
| GRADE LEVEL EXPECTATION | SE.48. | 3 to 4 years |
| INDICATOR | Conflict Resolution | |
| INDICATOR | SE.48.15. | Seek and accept adult help to solve conflicts with peers. ReadyRosie How can I get my child to listen to me? How can I stop my kids from fighting? How should I handle temper tantrums? Talking About Your Feelings |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.E. | Strand E: Early learning experiences will support children to develop social relationships. |
| GRADE LEVEL EXPECTATION | SE.60. | 4 to 5 years |
| INDICATOR | Adult Relationships | |
| INDICATOR | SE.60.15. | Typically use socially appropriate behavior with adults, such as helping, responding to limits, etc. ReadyRosie How can I stop my kids from fighting? |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.E. | Strand E: Early learning experiences will support children to develop social relationships. |
| GRADE LEVEL EXPECTATION | SE.60. | 4 to 5 years |
| INDICATOR | Play/Friendship | |
| INDICATOR | SE.60.16. | Cooperate with peers through sharing and taking turns. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | SE.60.17. | Show increasing investment in the responses and friendship of peers and modify behavior to enhance peer relationships. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | SE.60.18. | Seek help from peers and offer assistance when it is appropriate. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.E. | Strand E: Early learning experiences will support children to develop social relationships. |
| GRADE LEVEL EXPECTATION | SE.60. | 4 to 5 years |
| INDICATOR | Conflict Resolution | |
| INDICATOR | SE.60.19. | Engage in developing solutions and work to resolve conflict with peers. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.A. | Strand A: Early learning experiences will support children to develop gross motor skills. |
| GRADE LEVEL EXPECTATION | PH.48. | 3 to 4 years |
| INDICATOR | Large Muscle Movement and Coordination | |
| INDICATOR | PH.48.3. | Hop on one foot. ReadyRosie Follow the Leader |
| INDICATOR | PH.48.4. | Kick ball at target a short distance away with accuracy and speed. ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| INDICATOR | PH.48.5. | Throw small ball overhand at target a short distance away with accuracy. ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.A. | Strand A: Early learning experiences will support children to develop gross motor skills. |
| GRADE LEVEL EXPECTATION | PH.60. | 4 to 5 years |
| INDICATOR | Mobility | |
| INDICATOR | PH.60.1. | Alternate direction while running and stop easily without losing balance. ReadyRosie Follow the Leader Jump to It Rock Toss |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.A. | Strand A: Early learning experiences will support children to develop gross motor skills. |
| GRADE LEVEL EXPECTATION | PH.60. | 4 to 5 years |
| INDICATOR | Large Muscle Movement and Coordination | |
| INDICATOR | PH.60.2. | Coordinate more complex movements with increasing control, balance, and accuracy (e.g., climbing on playground equipment, pumping a swing, bending, twisting, playing hopscotch, riding tricycle). ReadyRosie Follow the Leader |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.B. | Strand B: Early learning experiences will support children to develop fine motor skills. |
| GRADE LEVEL EXPECTATION | PH.48. | 3 to 4 years |
| INDICATOR | Small Muscle Movement and Coordination | |
| INDICATOR | PH.48.7. | Use writing/drawing tools with increased precision to draw simple shapes, pictures and/or letter. May have immature pencil grasp with 3-5 fingers on pencil shaft. 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 |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.B. | Strand B: Early learning experiences will support children to develop fine motor skills. |
| GRADE LEVEL EXPECTATION | PH.60. | 4 to 5 years |
| INDICATOR | Visual Motor Integration | |
| INDICATOR | PH.60.3. | Use coordinated movements to manipulate materials, including cutting and drawing with control and using appropriate hand position to manipulate objects (e.g., thumb up position while using scissors). 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 |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.B. | Strand B: Early learning experiences will support children to develop fine motor skills. |
| GRADE LEVEL EXPECTATION | PH.60. | 4 to 5 years |
| INDICATOR | Small Muscle Movement and Coordination | |
| INDICATOR | PH.60.4. | Have sufficient control of writing implements to copy simple forms or geometric shapes and write some letters (e.g., may write own name since these are most familiar). ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.C. | Strand C: Early learning experiences will support children to acquire adaptive skills. |
| GRADE LEVEL EXPECTATION | PH.48. | 3 to 4 years |
| INDICATOR | Feeding Routines/Nutrition | |
| INDICATOR | PH.48.8. | Pour liquid from a small pitcher. ReadyRosie Fill Up the Cup Making Trail Mix Strawberries for a Picnic |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.C. | Strand C: Early learning experiences will support children to acquire adaptive skills. |
| GRADE LEVEL EXPECTATION | PH.48. | 3 to 4 years |
| INDICATOR | Safety and Responsibility | |
| INDICATOR | PH.48.9. | Understand basic safety rules at home and in familiar settings (e.g., school, library and playground). Generally follow rules and bring other children’s rule-breaking to the attention of adults. ReadyRosie How do I get my child to______? How should I handle temper tantrums? My Address |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.C. | Strand C: Early learning experiences will support children to acquire adaptive skills. |
| GRADE LEVEL EXPECTATION | PH.60. | 4 to 5 years |
| INDICATOR | Safety and Responsibility | |
| INDICATOR | PH.60.7. | Understand the reason for most basic safety rules at home, in familiar settings and in the community. ReadyRosie How do I get my child to______? How should I handle temper tantrums? My Address |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.D. | Strand D: Early learning experiences will support children to maintain physical health status and well-being. |
| GRADE LEVEL EXPECTATION | PH.48. | 3 to 4 years |
| INDICATOR | Healthy Behaviors | |
| INDICATOR | PH.48.12. | Name examples of healthy practice including hygiene, nutrition and sleep. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.D. | Strand D: Early learning experiences will support children to maintain physical health status and well-being. |
| GRADE LEVEL EXPECTATION | PH.60. | 4 to 5 years |
| INDICATOR | Healthy Behaviors | |
| INDICATOR | PH.60.10. | Identify healthy practices including hygiene, nutrition and sleep. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| DOMAIN / CONTENT STANDARD | CT.L. | Language and Literacy |
| STATE FRAMEWORK | L.A. | Strand A: Early learning experiences will support children to understand language (receptive language). |
| GRADE LEVEL EXPECTATION | L.60. | 4 to 5 years |
| INDICATOR | Word Comprehension | |
| INDICATOR | L.60.1. | Understand an increasing variety and specificity of words for objects, actions and attributes encountered in both real and symbolic contexts. 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 |
| INDICATOR | L.60.2. | Determine the meanings of unknown words/concepts using the context of conversations, pictures or concrete objects. ReadyRosie Color Word Sentences Comparing Vegetables Following Directions Grocery Store Conversations How can I help my child learn new words? I'm Thinking of an Animal If You're Happy & You Know It Kitchen Labeling Pantry Talk Description Phone Fun Predicting Vocabulary Silent Opposites Sink or Float Take Away Taking Turns Think About It Who Should We Ask? |
| DOMAIN / CONTENT STANDARD | CT.L. | Language and Literacy |
| STATE FRAMEWORK | L.B. | Strand B: Early learning experiences will support children to use language (expressive language). |
| GRADE LEVEL EXPECTATION | L.48. | 3 to 4 years |
| INDICATOR | Vocabulary | |
| INDICATOR | L.48.3. | Use accepted words for objects, actions and attributes encountered frequently in both real and symbolic contexts. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| INDICATOR | L.48.5. | Begin to use some words that are not a part of everyday conversational speech but that are learned through books and personal experiences (e.g., gigantic, rapidly, frustrated, transportation, race or jog). ReadyRosie Reading a Book for the Second Time |
| DOMAIN / CONTENT STANDARD | CT.L. | Language and Literacy |
| STATE FRAMEWORK | L.B. | Strand B: Early learning experiences will support children to use language (expressive language). |
| GRADE LEVEL EXPECTATION | L.48. | 3 to 4 years |
| INDICATOR | Expression of Ideas, Feelings and Needs | |
| INDICATOR | L.48.6. | Communicate about current or removed events and/or objects. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| INDICATOR | L.48.7. | Use increasingly longer, complex sentences that combine phrases or concepts to communicate ideas. ReadyRosie Family Photos Pantry Talk Description Phone Fun Who Should We Ask? |
| DOMAIN / CONTENT STANDARD | CT.L. | Language and Literacy |
| STATE FRAMEWORK | L.B. | Strand B: Early learning experiences will support children to use language (expressive language). |
| GRADE LEVEL EXPECTATION | L.48. | 3 to 4 years |
| INDICATOR | Language Structure | |
| INDICATOR | L.48.8. | Use basic grammar rules including irregular past tense and questions. ReadyRosie All Mixed Up Color Word Sentences Listening for Sounds Phone Fun What Did I Do? |
| INDICATOR | L.48.9. | Use speech that is mostly intelligible to familiar and unfamiliar adults. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| DOMAIN / CONTENT STANDARD | CT.L. | Language and Literacy |
| STATE FRAMEWORK | L.B. | Strand B: Early learning experiences will support children to use language (expressive language). |
| GRADE LEVEL EXPECTATION | L.60. | 4 to 5 years |
| INDICATOR | Vocabulary | |
| INDICATOR | L.60.4. | Use an increasing variety and specificity of accepted words for objects, actions and attributes encountered in both real and symbolic contexts. ReadyRosie Comparing Vegetables Finding the Groceries Guess My Shape How Many Can You Name? I Spy an Animal Mystery Bag Pantry Sort 1 |
| INDICATOR | L.60.5. | Use more complex words learned through books and personal experiences (e.g., label favorite shirt as chartreuse, or know that a paleontologist studies dinosaurs). ReadyRosie Reading a Book for the Second Time |
| DOMAIN / CONTENT STANDARD | CT.L. | Language and Literacy |
| STATE FRAMEWORK | L.B. | Strand B: Early learning experiences will support children to use language (expressive language). |
| GRADE LEVEL EXPECTATION | L.60. | 4 to 5 years |
| INDICATOR | Expression of Ideas, Feelings and Needs | |
| INDICATOR | L.60.6. | Use more complex words to describe the relationships between objects and ideas (e.g., position words such as “under” or “beside” and comparative words such as “bigger” or “longer”). ReadyRosie Candy Sort and Graph Grocery Store Weights I Spy an Animal Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| DOMAIN / CONTENT STANDARD | CT.L. | Language and Literacy |
| STATE FRAMEWORK | L.B. | Strand B: Early learning experiences will support children to use language (expressive language). |
| GRADE LEVEL EXPECTATION | L.60. | 4 to 5 years |
| INDICATOR | Language Structure | |
| INDICATOR | L.60.7. | Use basic grammar rules including subject-verb agreement, tenses, regular and irregular past tense, irregular plurals. ReadyRosie All Mixed Up What Did I Do? |
| INDICATOR | L.60.8. | Use an increasing variety and specificity of accepted words for objects, actions and attributes encountered in both real and symbolic contexts. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| DOMAIN / CONTENT STANDARD | CT.L. | Language and Literacy |
| STATE FRAMEWORK | L.C. | Strand C: Early learning experiences will support children to use language for social interaction. |
| GRADE LEVEL EXPECTATION | L.48. | 3 to 4 years |
| INDICATOR | Conventions of Conversation | |
| INDICATOR | L.48.10. | Maintain a topic of conversation over the course of several turns. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| DOMAIN / CONTENT STANDARD | CT.L. | Language and Literacy |
| STATE FRAMEWORK | L.C. | Strand C: Early learning experiences will support children to use language for social interaction. |
| GRADE LEVEL EXPECTATION | L.48. | 3 to 4 years |
| INDICATOR | Language for Interaction | |
| INDICATOR | L.48.11. | Answer simple who, what, where and why questions. ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| DOMAIN / CONTENT STANDARD | CT.L. | Language and Literacy |
| STATE FRAMEWORK | L.C. | Strand C: Early learning experiences will support children to use language for social interaction. |
| GRADE LEVEL EXPECTATION | L.60. | 4 to 5 years |
| INDICATOR | Conventions of Conversation | |
| INDICATOR | L.60.9. | Initiate, maintain and end conversations by repeating what other person says and/or by asking questions. 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? |
| DOMAIN / CONTENT STANDARD | CT.L. | Language and Literacy |
| STATE FRAMEWORK | L.C. | Strand C: Early learning experiences will support children to use language for social interaction. |
| GRADE LEVEL EXPECTATION | L.60. | 4 to 5 years |
| INDICATOR | Language for Interaction | |
| INDICATOR | L.60.10. | Use language to share ideas and gain information. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| DOMAIN / CONTENT STANDARD | CT.L. | Language and Literacy |
| STATE FRAMEWORK | L.D. | Strand D: Early learning experiences will support children to gain book appreciation and knowledge. |
| GRADE LEVEL EXPECTATION | L.48. | 3 to 4 years |
| INDICATOR | Interest and Engagement with Books | |
| INDICATOR | L.48.12. | Select fiction and nonfiction books to be read and attend with interest. ReadyRosie Getting Information from Pictures Just the Facts |
| DOMAIN / CONTENT STANDARD | CT.L. | Language and Literacy |
| STATE FRAMEWORK | L.D. | Strand D: Early learning experiences will support children to gain book appreciation and knowledge. |
| GRADE LEVEL EXPECTATION | L.48. | 3 to 4 years |
| INDICATOR | Understanding of Stories or Information (Stories or information may be shared through oral storytelling, sharing of pictures and/or books) | |
| INDICATOR | L.48.13. | Demonstrate comprehension through retelling with use of pictures and props, acting out main events or sharing information learned from nonfiction text. ReadyRosie Act It Out Book Bag Descriptions Family Movie Night Family Photos Just the Facts My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures Toy Stories |
| INDICATOR | L.48.14. | Ask and answer simple who, what, where and why questions related to story or text. ReadyRosie Baby Photo Fun Color Word Sentences Listening for Sounds Phone Fun Why should we tell family stories? Yesterday, Today, Tomorrow |
| INDICATOR | L.48.15. | Make predictions and/or ask questions about the text by examining the title, cover, pictures. ReadyRosie Asking Wh- Questions Book Selection Picture Walk Predictions Selecting Books Text to Self Connections Think About It Tips for helping your child love reading |
| DOMAIN / CONTENT STANDARD | CT.L. | Language and Literacy |
| STATE FRAMEWORK | L.D. | Strand D: Early learning experiences will support children to gain book appreciation and knowledge. |
| GRADE LEVEL EXPECTATION | L.60. | 4 to 5 years |
| INDICATOR | Interest and Engagement with Books | |
| INDICATOR | L.60.11. | Independently choose to “read” books and select a variety of texts including fiction and nonfiction. ReadyRosie Reading Routines for Early Readers |
| DOMAIN / CONTENT STANDARD | CT.L. | Language and Literacy |
| STATE FRAMEWORK | L.D. | Strand D: Early learning experiences will support children to gain book appreciation and knowledge. |
| GRADE LEVEL EXPECTATION | L.60. | 4 to 5 years |
| INDICATOR | Understanding of Stories or Information (Stories or information may be shared through oral storytelling, sharing of pictures and/or books) | |
| INDICATOR | L.60.12. | With prompting and support, retell familiar stories, including story elements (e.g., setting, characters, events) and/or share key details from informational text. ReadyRosie Book Bag Descriptions Family Movie Night Family Photos 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 |
| INDICATOR | L.60.13. | Identify main components of a story or text (the major plot points of a story or the main topic of an informational text). ReadyRosie Toy Stories |
| INDICATOR | L.60.14. | Use connections between self and character, experience and emotions to increase comprehension. ReadyRosie Getting Information from Pictures Just the Facts Picture Walk Predictions |
| DOMAIN / CONTENT STANDARD | CT.L. | Language and Literacy |
| STATE FRAMEWORK | L.E. | Strand E: Early learning experiences will support children to gain knowledge of print and its uses. |
| GRADE LEVEL EXPECTATION | L.48. | 3 to 4 years |
| INDICATOR | Book Concepts | |
| INDICATOR | L.48.16. | Look at pages of a book from left to right (or according to conventions of home language). ReadyRosie Chime In Color Word Sentences Funny Reading Reading the Grocery List Reading with Jack and Jill Stuffed Animal Sentences Stuffed Animal Stories Words on the Page |
| INDICATOR | L.48.17. | Recognize that print represents spoken words (e.g., first name in print, environmental labels). ReadyRosie Morning Message Name Game Shopping for Clothes Writing Names with Shaving Cream |
| DOMAIN / CONTENT STANDARD | CT.L. | Language and Literacy |
| STATE FRAMEWORK | L.E. | Strand E: Early learning experiences will support children to gain knowledge of print and its uses. |
| GRADE LEVEL EXPECTATION | L.48. | 3 to 4 years |
| INDICATOR | Print Concepts | |
| INDICATOR | L.48.18. | Identify some printed words and/or common symbols (e.g., bathroom signs) in the context of the environment. ReadyRosie Shopping for Clothes |
| DOMAIN / CONTENT STANDARD | CT.L. | Language and Literacy |
| STATE FRAMEWORK | L.E. | Strand E: Early learning experiences will support children to gain knowledge of print and its uses. |
| GRADE LEVEL EXPECTATION | L.48. | 3 to 4 years |
| INDICATOR | Letter Recognition | |
| INDICATOR | L.48.19. | Recognize some letters especially those in one’s own name. ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| DOMAIN / CONTENT STANDARD | CT.L. | Language and Literacy |
| STATE FRAMEWORK | L.E. | Strand E: Early learning experiences will support children to gain knowledge of print and its uses. |
| GRADE LEVEL EXPECTATION | L.60. | 4 to 5 years |
| INDICATOR | Book Concepts | |
| INDICATOR | L.60.15. | Know how print is read (e.g., left to right, top to bottom, front to back or according to convention of home language). ReadyRosie Chime In Color Word Sentences Funny Reading Reading the Grocery List Reading with Jack and Jill Stuffed Animal Sentences Stuffed Animal Stories Words on the Page |
| INDICATOR | L.60.16. | Know that books have titles, authors, illustrators or photographers. ReadyRosie Funny Reading |
| INDICATOR | L.60.17. | Recognize words as a unit of print and that letters are grouped to form words. ReadyRosie Looking for Letters in Ads Reading with Jack and Jill Starting a Word Bank Words on the Page |
| DOMAIN / CONTENT STANDARD | CT.L. | Language and Literacy |
| STATE FRAMEWORK | L.E. | Strand E: Early learning experiences will support children to gain knowledge of print and its uses. |
| GRADE LEVEL EXPECTATION | L.60. | 4 to 5 years |
| INDICATOR | Print Concepts | |
| INDICATOR | L.60.19. | Begin to use awareness of letter sounds along with pictures to read words in text. ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| DOMAIN / CONTENT STANDARD | CT.L. | Language and Literacy |
| STATE FRAMEWORK | L.E. | Strand E: Early learning experiences will support children to gain knowledge of print and its uses. |
| GRADE LEVEL EXPECTATION | L.60. | 4 to 5 years |
| INDICATOR | Letter Recognition | |
| INDICATOR | L.60.20. | Recognize and name known letters of the alphabet in familiar and unfamiliar words. ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| INDICATOR | L.60.21. | Make some letter-sound connections. ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| DOMAIN / CONTENT STANDARD | CT.L. | Language and Literacy |
| STATE FRAMEWORK | L.F. | Strand F: Early learning experiences will support children to develop phonological awareness. |
| GRADE LEVEL EXPECTATION | L.48. | 3 to 4 years |
| INDICATOR | Phonological Awareness | |
| INDICATOR | L.48.20. | Recognize rhyming words in songs, chants or poems. 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 |
| INDICATOR | L.48.21. | Identify when initial sounds in words are the same. ReadyRosie Listen My Children Making a Grocery List Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| INDICATOR | L.48.22. | Distinguish individual words in a sentence. ReadyRosie Color Word Sentences Reading with Jack and Jill Sentence Segmenting Starting a Word Bank Words on the Page |
| DOMAIN / CONTENT STANDARD | CT.L. | Language and Literacy |
| STATE FRAMEWORK | L.F. | Strand F: Early learning experiences will support children to develop phonological awareness. |
| GRADE LEVEL EXPECTATION | L.60. | 4 to 5 years |
| INDICATOR | Phonological Awareness | |
| INDICATOR | L.60.22. | Produce rhyming words or words that have same initial sound. 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 |
| INDICATOR | L.60.23. | Recognize which words in a set of words begin with the same sound. ReadyRosie Listen My Children Making a Grocery List Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| INDICATOR | L.60.24. | Distinguish syllables in words. ReadyRosie Frog Hopping Grocery Sack Syllables Sequences of Sounds |
| DOMAIN / CONTENT STANDARD | CT.L. | Language and Literacy |
| STATE FRAMEWORK | L.G. | Strand G: Early learning experiences will support children to convey meaning through drawing, letters and words. |
| GRADE LEVEL EXPECTATION | L.48. | 3 to 4 years |
| INDICATOR | Drawing and Writing | |
| INDICATOR | L.48.23. | Draw or “write” to convey an idea, event or story. “Writing” involves scribbles, letters and/or letter-like shapes (e.g., make pretend list or use their words to dictate a message to communicate with others). 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 |
| INDICATOR | L.48.24. | Write in a manner that is distinct from drawing. Combine scribbles with letter-like forms. ReadyRosie Detailed Drawing of a Face Jump Rope Letters Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Silverware Alphabet Thank You Note Three Ways to Show a Number Using a Menu to Order Weekend News Writing Names with Shaving Cream |
| DOMAIN / CONTENT STANDARD | CT.L. | Language and Literacy |
| STATE FRAMEWORK | L.G. | Strand G: Early learning experiences will support children to convey meaning through drawing, letters and words. |
| GRADE LEVEL EXPECTATION | L.60. | 4 to 5 years |
| INDICATOR | Drawing and Writing | |
| INDICATOR | L.60.25. | Draw original stories with a beginning, middle and end. 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 |
| INDICATOR | L.60.26. | Use early developmental spelling. May use one letter for the initial or final sound to represent whole word. ReadyRosie Making a Grocery List Name Game Thank You Note Writing Names with Shaving Cream |
| DOMAIN / CONTENT STANDARD | CT.CA. | Creative Arts |
| STATE FRAMEWORK | CA.A. | Strand A: Early learning experiences will support children to engage in and enjoy the arts. |
| GRADE LEVEL EXPECTATION | CA.48. | 3 to 4 years |
| INDICATOR | Music | |
| INDICATOR | CA.48.2. | Imitate or spontaneously sing an entire verse of song. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| INDICATOR | CA.48.3. | Initiate new musical activities with voices or instruments (e.g., apply words, initiate their own listening and movement experiences with some adult assistance). ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| INDICATOR | CA.48.4. | Spontaneously sing songs and/or participate in songs with gestures. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| DOMAIN / CONTENT STANDARD | CT.CA. | Creative Arts |
| STATE FRAMEWORK | CA.A. | Strand A: Early learning experiences will support children to engage in and enjoy the arts. |
| GRADE LEVEL EXPECTATION | CA.48. | 3 to 4 years |
| INDICATOR | Visual Arts | |
| INDICATOR | CA.48.5. | Use different materials and techniques to make art creations that reflect thoughts, feelings, experiences, knowledge. ReadyRosie Detailed Drawing of a Face 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 |
| DOMAIN / CONTENT STANDARD | CT.CA. | Creative Arts |
| STATE FRAMEWORK | CA.A. | Strand A: Early learning experiences will support children to engage in and enjoy the arts. |
| GRADE LEVEL EXPECTATION | CA.48. | 3 to 4 years |
| INDICATOR | Dance | |
| INDICATOR | CA.48.7. | Demonstrate increasingly complex dance concepts while learning to move their body in place and through space (e.g., jumping from one place to another, combining several movements like hopping, turning, stamping feet). ReadyRosie Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| DOMAIN / CONTENT STANDARD | CT.CA. | Creative Arts |
| STATE FRAMEWORK | CA.A. | Strand A: Early learning experiences will support children to engage in and enjoy the arts. |
| GRADE LEVEL EXPECTATION | CA.60. | 4 to 5 years |
| INDICATOR | Music | |
| INDICATOR | CA.60.1. | Initiate new musical activities with voices/instruments (e.g., apply new words, add instruments to familiar song). ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| INDICATOR | CA.60.2. | Invent own music through humming, singing, creating rhythms, etc.). ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| INDICATOR | CA.60.3. | Play with familiar rhythms and patterns in a novel way e.g., explore, and initiate pitch (high/low), rhythm (patterns), and dynamics (loud/soft). ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| INDICATOR | CA.60.4. | Create music using their voices and/or a variety of instruments and materials. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| DOMAIN / CONTENT STANDARD | CT.CA. | Creative Arts |
| STATE FRAMEWORK | CA.A. | Strand A: Early learning experiences will support children to engage in and enjoy the arts. |
| GRADE LEVEL EXPECTATION | CA.60. | 4 to 5 years |
| INDICATOR | Visual Arts | |
| INDICATOR | CA.60.5. | Use a variety of tools and materials to represent ideas through the visual arts. 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 |
| DOMAIN / CONTENT STANDARD | CT.M. | Mathematics |
| STATE FRAMEWORK | M.A. | Strand A: Early learning experiences will support children to understand counting and cardinality. |
| GRADE LEVEL EXPECTATION | M.48. | 3 to 4 years |
| INDICATOR | Number Names | |
| INDICATOR | M.48.1. | Say or sign the number sequence up to at least 10. ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Counting Signs Crazy Counting 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 Magazine Number Hunt May I Take your Order? More Grapes More than Ten Numbers Everywhere Penny Drop Quick Dots Rub a Dub Counting Show Me Skipping Around Taking Inventory The Number Stays the Same |
| DOMAIN / CONTENT STANDARD | CT.M. | Mathematics |
| STATE FRAMEWORK | M.A. | Strand A: Early learning experiences will support children to understand counting and cardinality. |
| GRADE LEVEL EXPECTATION | M.48. | 3 to 4 years |
| INDICATOR | Cardinality | |
| INDICATOR | M.48.2. | Count up to at least five objects using one-to-one correspondence, using the number name of the last object counted to represent the total number of objects in a set. ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Candy Sort and Graph Counting Signs Crazy Counting 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 Magazine Number Hunt May I Take your Order? Measure your Steps More Grapes More than Ten Numbers Everywhere Penny Drop Quick Dots Rub a Dub Counting Show Me Skipping Around Taking Inventory The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| DOMAIN / CONTENT STANDARD | CT.M. | Mathematics |
| STATE FRAMEWORK | M.A. | Strand A: Early learning experiences will support children to understand counting and cardinality. |
| GRADE LEVEL EXPECTATION | M.48. | 3 to 4 years |
| INDICATOR | Written Numerals | |
| INDICATOR | M.48.4. | Recognize written numerals up to at least five. ReadyRosie Fruit Salad Magazine Number Hunt Numbers Everywhere |
| DOMAIN / CONTENT STANDARD | CT.M. | Mathematics |
| STATE FRAMEWORK | M.A. | Strand A: Early learning experiences will support children to understand counting and cardinality. |
| GRADE LEVEL EXPECTATION | M.48. | 3 to 4 years |
| INDICATOR | Recognition of Quantity | |
| INDICATOR | M.48.5. | Recognize and name, without counting, the number of objects in small groups of at least 3 or 4 objects. ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| DOMAIN / CONTENT STANDARD | CT.M. | Mathematics |
| STATE FRAMEWORK | M.A. | Strand A: Early learning experiences will support children to understand counting and cardinality. |
| GRADE LEVEL EXPECTATION | M.48. | 3 to 4 years |
| INDICATOR | Comparison | |
| INDICATOR | M.48.6. | Compare sets of 1 to 5 objects using a visual matching or counting strategy and describing the comparison as more, less than or the same. ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Counting Signs Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up May I Take your Order? More Grapes More than Ten One Less One More Penny Drop Quick Dots Show Me Skipping Around Slap One More Special Day Countdown Taking Inventory The Number Stays the Same Who has the Biggest Number? |
| DOMAIN / CONTENT STANDARD | CT.M. | Mathematics |
| STATE FRAMEWORK | M.A. | Strand A: Early learning experiences will support children to understand counting and cardinality. |
| GRADE LEVEL EXPECTATION | M.60. | 4 to 5 years |
| INDICATOR | Number Names | |
| INDICATOR | M.60.1. | Say or sign the number sequence up to at least 20. ReadyRosie Crazy Counting Fruit Salad How Many Can I Grab? How Many Steps to Bed? How Old Are You? Keep It Up Magazine Number Hunt Numbers Everywhere Penny Drop Rub a Dub Counting |
| DOMAIN / CONTENT STANDARD | CT.M. | Mathematics |
| STATE FRAMEWORK | M.A. | Strand A: Early learning experiences will support children to understand counting and cardinality. |
| GRADE LEVEL EXPECTATION | M.60. | 4 to 5 years |
| INDICATOR | Cardinality | |
| INDICATOR | M.60.2. | Count up to 10 objects using one-to-one correspondence, regardless of configuration, using the number name of the last object counted to represent the total number of objects in a set. ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Candy Sort and Graph Counting Signs Crazy Counting 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 Magazine Number Hunt May I Take your Order? Measure your Steps More Grapes More than Ten Numbers Everywhere Penny Drop Quick Dots Rub a Dub Counting Show Me Skipping Around Taking Inventory The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| DOMAIN / CONTENT STANDARD | CT.M. | Mathematics |
| STATE FRAMEWORK | M.A. | Strand A: Early learning experiences will support children to understand counting and cardinality. |
| GRADE LEVEL EXPECTATION | M.60. | 4 to 5 years |
| INDICATOR | Written Numerals | |
| INDICATOR | M.60.4. | Recognize written numerals up to at least 10. ReadyRosie Fruit Salad Magazine Number Hunt Numbers Everywhere |
| DOMAIN / CONTENT STANDARD | CT.M. | Mathematics |
| STATE FRAMEWORK | M.A. | Strand A: Early learning experiences will support children to understand counting and cardinality. |
| GRADE LEVEL EXPECTATION | M.60. | 4 to 5 years |
| INDICATOR | Recognition of Quantity | |
| INDICATOR | M.60.5. | Quickly recognize and name, without counting, the number of objects in collections of up to at least five items. ReadyRosie Crazy Counting Domino Match-Up Fruit Salad How Many Steps to Bed? How Many in a Set? How Old Are You? Magazine Number Hunt More Grapes Numbers Everywhere Quick Dots Rub a Dub Counting Show Me Slap One More Three Ways to Show a Number |
| DOMAIN / CONTENT STANDARD | CT.M. | Mathematics |
| STATE FRAMEWORK | M.A. | Strand A: Early learning experiences will support children to understand counting and cardinality. |
| GRADE LEVEL EXPECTATION | M.60. | 4 to 5 years |
| INDICATOR | Comparison | |
| INDICATOR | M.60.6. | Compare sets of up to 10 objects using a visual matching or counting strategy and describing the comparison as more, less than or the same. ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Counting Signs Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up May I Take your Order? More Grapes More than Ten One Less One More Penny Drop Quick Dots Show Me Skipping Around Slap One More Special Day Countdown Taking Inventory The Number Stays the Same Who has the Biggest Number? |
| DOMAIN / CONTENT STANDARD | CT.M. | Mathematics |
| STATE FRAMEWORK | M.B. | Strand B: Early learning experiences will support children to understand and describe relationships to solve problems (operations and algebraic thinking). |
| GRADE LEVEL EXPECTATION | M.48. | 3 to 4 years |
| INDICATOR | Number Operations | |
| INDICATOR | M.48.7. | Understand that adding to (or taking away) one or more objects from a group will increase or decrease the objects in the group. ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| DOMAIN / CONTENT STANDARD | CT.M. | Mathematics |
| STATE FRAMEWORK | M.B. | Strand B: Early learning experiences will support children to understand and describe relationships to solve problems (operations and algebraic thinking). |
| GRADE LEVEL EXPECTATION | M.60. | 4 to 5 years |
| INDICATOR | Number Operations | |
| INDICATOR | M.60.7. | Use real-world situations and concrete objects to model and solve addition (e.g., putting together) and subtraction (e.g., taking away) problems up through five. ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| INDICATOR | M.60.8. | Recognize and describe parts contained in larger numbers by composing number combinations up to at least five (e.g., recognize how many have been secretly taken away from a group of five objects). ReadyRosie All Done Checkout Countdown Domino Match-Up How Many in a Set? In My Pond, Part 2 More Grapes One Less Quick Dots Show Me Slap One More Three Little Animals Three Ways to Show a Number |
| DOMAIN / CONTENT STANDARD | CT.M. | Mathematics |
| STATE FRAMEWORK | M.C. | Strand C: Early learning experiences will support children to understand the attributes and relative properties of objects (measurement and data). |
| GRADE LEVEL EXPECTATION | M.48. | 3 to 4 years |
| INDICATOR | Measurement | |
| INDICATOR | M.48.8. | Recognize measurable attribute of an object such as length, weight or capacity. ReadyRosie Bookcase Problem Building Houses Buying Oranges Comparing Vegetables Fill Up the Cup Leap Frog Measure Making Trail Mix Measuring the Table Near and Far Strawberries for a Picnic |
| DOMAIN / CONTENT STANDARD | CT.M. | Mathematics |
| STATE FRAMEWORK | M.C. | Strand C: Early learning experiences will support children to understand the attributes and relative properties of objects (measurement and data). |
| GRADE LEVEL EXPECTATION | M.48. | 3 to 4 years |
| INDICATOR | Data | |
| INDICATOR | M.48.9. | Sort objects into two groups, count, and compare the quantity of the groups formed (e.g., indicate which is more). ReadyRosie Candy Sort and Graph Cereal Challenge I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| DOMAIN / CONTENT STANDARD | CT.M. | Mathematics |
| STATE FRAMEWORK | M.C. | Strand C: Early learning experiences will support children to understand the attributes and relative properties of objects (measurement and data). |
| GRADE LEVEL EXPECTATION | M.48. | 3 to 4 years |
| INDICATOR | Sorting and Classifying | |
| INDICATOR | M.48.10. | Sort and classify objects by one attribute into two or more groups (e.g., color, size, shape). ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| DOMAIN / CONTENT STANDARD | CT.M. | Mathematics |
| STATE FRAMEWORK | M.C. | Strand C: Early learning experiences will support children to understand the attributes and relative properties of objects (measurement and data). |
| GRADE LEVEL EXPECTATION | M.60. | 4 to 5 years |
| INDICATOR | Measurement | |
| INDICATOR | M.60.9. | Compare the measurable attributes of two or more objects (e.g., length, weight and capacity) and describe the comparison using appropriate vocabulary (e.g., longer, shorter, same length, heavier, lighter, same weight, holds more, holds less, holds the same amount). ReadyRosie Bookcase Problem Building Houses Buying Oranges Comparing Vegetables Fill Up the Cup Leap Frog Measure Making Trail Mix Measuring the Table Near and Far Strawberries for a Picnic |
| INDICATOR | M.60.10. | Begin to use strategies to determine measurable attributes (e.g., length or capacity of objects). May use comparison, standard or non-standard measurement tools. ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Fill Up the Cup Leap Frog Measure Making Trail Mix Measuring the Table Near and Far Strawberries for a Picnic |
| DOMAIN / CONTENT STANDARD | CT.M. | Mathematics |
| STATE FRAMEWORK | M.C. | Strand C: Early learning experiences will support children to understand the attributes and relative properties of objects (measurement and data). |
| GRADE LEVEL EXPECTATION | M.60. | 4 to 5 years |
| INDICATOR | Data | |
| INDICATOR | M.60.11. | Represent data using a concrete object or picture graph according to one attribute. ReadyRosie Dino Dig Sort and Graph Leaves What's for Dinner? |
| DOMAIN / CONTENT STANDARD | CT.M. | Mathematics |
| STATE FRAMEWORK | M.C. | Strand C: Early learning experiences will support children to understand the attributes and relative properties of objects (measurement and data). |
| GRADE LEVEL EXPECTATION | M.60. | 4 to 5 years |
| INDICATOR | Sorting and Classifying | |
| INDICATOR | M.60.12. | Sort and classify a set of objects on the basis of one attribute independently and describe the sorting rule. Can re-sort and classify the same set of objects based on a different attribute. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| DOMAIN / CONTENT STANDARD | CT.M. | Mathematics |
| STATE FRAMEWORK | M.D. | Strand D: Early learning experiences will support children to understand shapes and spatial relationships (geometry and spatial sense). |
| GRADE LEVEL EXPECTATION | M.48. | 3 to 4 years |
| INDICATOR | Spatial Relationships | |
| INDICATOR | M.48.11. | Use positional vocabulary (e.g., up/down, in/out, on/off, under) to identify and describe the location of an object. 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 Shape Changers Stuffed Animal Olympics Treasure Map |
| DOMAIN / CONTENT STANDARD | CT.M. | Mathematics |
| STATE FRAMEWORK | M.D. | Strand D: Early learning experiences will support children to understand shapes and spatial relationships (geometry and spatial sense). |
| GRADE LEVEL EXPECTATION | M.48. | 3 to 4 years |
| INDICATOR | Identification of Shapes | |
| INDICATOR | M.48.12. | Identify 2-dimensional shapes (starting with familiar shapes such as circle and triangle) in different orientations and sizes. 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 |
| DOMAIN / CONTENT STANDARD | CT.M. | Mathematics |
| STATE FRAMEWORK | M.D. | Strand D: Early learning experiences will support children to understand shapes and spatial relationships (geometry and spatial sense). |
| GRADE LEVEL EXPECTATION | M.48. | 3 to 4 years |
| INDICATOR | Composition of Shapes | |
| INDICATOR | M.48.13. | Combine two or more shapes to create a new shape or to represent an object in the environment. ReadyRosie Building Houses Buying Oranges 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 |
| DOMAIN / CONTENT STANDARD | CT.M. | Mathematics |
| STATE FRAMEWORK | M.D. | Strand D: Early learning experiences will support children to understand shapes and spatial relationships (geometry and spatial sense). |
| GRADE LEVEL EXPECTATION | M.60. | 4 to 5 years |
| INDICATOR | Spatial Relationships | |
| INDICATOR | M.60.13. | Use relational vocabulary of proximity (e.g., beside, next to, between, above, below, over and under) to identify and describe the location of an object. 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 Shape Changers Stuffed Animal Olympics Treasure Map |
| DOMAIN / CONTENT STANDARD | CT.M. | Mathematics |
| STATE FRAMEWORK | M.D. | Strand D: Early learning experiences will support children to understand shapes and spatial relationships (geometry and spatial sense). |
| GRADE LEVEL EXPECTATION | M.60. | 4 to 5 years |
| INDICATOR | Identification of Shapes | |
| INDICATOR | M.60.14. | Identify and describe a variety of 2-dimensional and 3-dimensional shapes with mathematical names (e.g., ball/sphere, box/rectangular prism, can/cylinder) regardless of orientation and size. ReadyRosie Bookcase Problem Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Race Car Transformations Shape Changers Shape Hunt Shaving Cream Shapes Stuffed Animal Olympics Treasure Map Ways to Cut a Sandwich |
| DOMAIN / CONTENT STANDARD | CT.M. | Mathematics |
| STATE FRAMEWORK | M.D. | Strand D: Early learning experiences will support children to understand shapes and spatial relationships (geometry and spatial sense). |
| GRADE LEVEL EXPECTATION | M.60. | 4 to 5 years |
| INDICATOR | Composition of Shapes | |
| INDICATOR | M.60.15. | Complete a shape puzzle or a new figure by putting multiple shapes together with purpose. 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 |
| DOMAIN / CONTENT STANDARD | CT.S. | Science |
| STATE FRAMEWORK | S.A. | Strand A: Early learning experiences will support children to apply scientific practices. |
| GRADE LEVEL EXPECTATION | S.48. | 3 to 4 years |
| INDICATOR | Questioning and Defining Problems | |
| INDICATOR | S.48.1. | Ask more detailed questions including the relationship between two things or cause and effect relationships. ReadyRosie What's for Dinner? |
| DOMAIN / CONTENT STANDARD | CT.S. | Science |
| STATE FRAMEWORK | S.A. | Strand A: Early learning experiences will support children to apply scientific practices. |
| GRADE LEVEL EXPECTATION | S.60. | 4 to 5 years |
| INDICATOR | Investigating | |
| INDICATOR | S.60.3. | Gather data by drawing, counting or otherwise documenting observations. ReadyRosie Sink or Float |
| DOMAIN / CONTENT STANDARD | CT.S. | Science |
| STATE FRAMEWORK | S.A. | Strand A: Early learning experiences will support children to apply scientific practices. |
| GRADE LEVEL EXPECTATION | S.60. | 4 to 5 years |
| INDICATOR | Using Evidence | |
| INDICATOR | S.60.4. | Give evidence from observations or investigations. ReadyRosie Sink or Float |
| DOMAIN / CONTENT STANDARD | CT.S. | Science |
| STATE FRAMEWORK | S.D. | Strand D: Early learning experiences will support children to understand physical sciences. |
| GRADE LEVEL EXPECTATION | S.48. | 3 to 4 years |
| INDICATOR | Matter and its Properties | |
| INDICATOR | S.48.9. | Compare and contrast attributes of common materials related to their function (e.g., flexibility, transparency, strength). ReadyRosie Candy Sort and Graph Grocery Store Weights I Spy an Animal Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| DOMAIN / CONTENT STANDARD | CT.S. | Science |
| STATE FRAMEWORK | S.D. | Strand D: Early learning experiences will support children to understand physical sciences. |
| GRADE LEVEL EXPECTATION | S.60. | 4 to 5 years |
| INDICATOR | Matter and its Properties | |
| INDICATOR | S.60.12. | Evaluate the appropriateness of a material for a given purpose based upon its properties. ReadyRosie Candy Sort and Graph Grocery Store Weights I Spy an Animal Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| DOMAIN / CONTENT STANDARD | CT.SS. | Social Studies |
| STATE FRAMEWORK | SS.A. | Strand A: Early Learning experiences will support children to understand self, family and a diverse community. |
| GRADE LEVEL EXPECTATION | SS.48. | 3 to 4 years |
| INDICATOR | Individual Development and Identity | |
| INDICATOR | SS.48.1. | Identify physical characteristics of self (e.g., eyes, hair, skin, etc.). ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| INDICATOR | SS.48.2. | Demonstrate an understanding of self as part of a family (e.g., parents, grandparents, siblings, caregivers). ReadyRosie My Address |
| DOMAIN / CONTENT STANDARD | CT.SS. | Social Studies |
| STATE FRAMEWORK | SS.A. | Strand A: Early Learning experiences will support children to understand self, family and a diverse community. |
| GRADE LEVEL EXPECTATION | SS.48. | 3 to 4 years |
| INDICATOR | Culture | |
| INDICATOR | SS.48.3. | Identify cultural characteristics of self, family and community (e.g., home language, foods, modes of transportation, shelter, etc.). ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| DOMAIN / CONTENT STANDARD | CT.SS. | Social Studies |
| STATE FRAMEWORK | SS.A. | Strand A: Early Learning experiences will support children to understand self, family and a diverse community. |
| GRADE LEVEL EXPECTATION | SS.60. | 4 to 5 years |
| INDICATOR | Culture | |
| INDICATOR | SS.60.2. | Demonstrate understanding that there are similarities and differences among the cultural characteristics of people, families and communities (e.g., languages, foods, art, customs, modes of transportation and shelter). ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| DOMAIN / CONTENT STANDARD | CT.SS. | Social Studies |
| STATE FRAMEWORK | SS.B. | Strand B: Early Learning experiences will support children to learn about people and the environment. |
| GRADE LEVEL EXPECTATION | SS.48. | 3 to 4 years |
| INDICATOR | Power, Authority and Governance | |
| INDICATOR | SS.48.4. | Demonstrate an understanding of some reasons for basic rules in the home, cultural community and/or classroom. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| DOMAIN / CONTENT STANDARD | CT.SS. | Social Studies |
| STATE FRAMEWORK | SS.B. | Strand B: Early Learning experiences will support children to learn about people and the environment. |
| GRADE LEVEL EXPECTATION | SS.48. | 3 to 4 years |
| INDICATOR | Civic Ideals and Practices | |
| INDICATOR | SS.48.7. | Participate in jobs and responsibilities at home, classroom or community. ReadyRosie My Address |
| DOMAIN / CONTENT STANDARD | CT.SS. | Social Studies |
| STATE FRAMEWORK | SS.B. | Strand B: Early Learning experiences will support children to learn about people and the environment. |
| GRADE LEVEL EXPECTATION | SS.60. | 4 to 5 years |
| INDICATOR | Civic Ideals and Practices | |
| INDICATOR | SS.60.6. | Demonstrate an understanding of why certain responsibilities are important and participate in fulfilling responsibilities at home, classroom or community (e.g., cleaning up, caring for pets). ReadyRosie My Address |
| DOMAIN / CONTENT STANDARD | CT.SS. | Social Studies |
| STATE FRAMEWORK | SS.C. | Strand C: Early Learning experiences will support children to develop an understanding of economic systems and resources. |
| GRADE LEVEL EXPECTATION | SS.48. | 3 to 4 years |
| INDICATOR | Production, Distribution and Consumption | |
| INDICATOR | SS.48.9. | Demonstrate beginning understanding of commerce through exploring the roles of buying and selling in play. ReadyRosie Making a Grocery List |
| DOMAIN / CONTENT STANDARD | CT.SS. | Social Studies |
| STATE FRAMEWORK | SS.C. | Strand C: Early Learning experiences will support children to develop an understanding of economic systems and resources. |
| GRADE LEVEL EXPECTATION | SS.60. | 4 to 5 years |
| INDICATOR | Production, Distribution and Consumption | |
| INDICATOR | SS.60.8. | Demonstrate understanding of the basic relationship of money for the purchase of food, shelter, goods and services, moving toward an understanding of the difference between wants and needs. ReadyRosie Making a Grocery List |