Indiana Academic Standards (Pre-K)
| Main Criteria: Indiana Academic Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grade: Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| Indiana Academic Standards |
| Early Childhood Education |
| Grade: Ages 3-5 - Adopted: 2015 |
| STANDARD / STRAND | IN.YP.ELA. | English / Language Arts (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.ELA1. | Communication Process - Early learners develop foundational skills to communicate effectively for a variety of purposes. |
| INDICATOR / STANDARD | YP.ELA1.1. | Demonstrate receptive communication |
| EXPECTATION / INDICATOR | YP.ELA1.1.1. | Demonstrate continual growth in understanding increasingly complex and varied vocabulary 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 |
| EXPECTATION / INDICATOR | YP.ELA1.1.2. | Respond to complex gestures and/or actions to communicate (such as comforting others who are crying) ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| EXPECTATION / INDICATOR | YP.ELA1.1.3. | Listen to and follow multi-step directions with 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 |
| STANDARD / STRAND | IN.YP.ELA. | English / Language Arts (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.ELA1. | Communication Process - Early learners develop foundational skills to communicate effectively for a variety of purposes. |
| INDICATOR / STANDARD | YP.ELA1.2. | Demonstrate expressive communication |
| EXPECTATION / INDICATOR | YP.ELA1.2.1. | Demonstrate continual growth in increasingly varied and complex vocabulary ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| EXPECTATION / INDICATOR | YP.ELA1.2.3. | Use expanded sentences ReadyRosie All Mixed Up Pantry Talk Description |
| EXPECTATION / INDICATOR | YP.ELA1.2.4. | Describe activities and experiences with detail ReadyRosie Putting Away the Groceries Table Riddles |
| STANDARD / STRAND | IN.YP.ELA. | English / Language Arts (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.ELA1. | Communication Process - Early learners develop foundational skills to communicate effectively for a variety of purposes. |
| INDICATOR / STANDARD | YP.ELA1.3. | Demonstrate ability to engage in conversations |
| EXPECTATION / INDICATOR | YP.ELA1.3.1. | Answer questions posed by adults or peers ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| EXPECTATION / INDICATOR | YP.ELA1.3.2. | Ask questions for understanding and clarity ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| EXPECTATION / INDICATOR | YP.ELA1.3.3. | Make on topic comments ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| EXPECTATION / INDICATOR | YP.ELA1.3.4. | Stay on topic in two-way conversation with others ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| STANDARD / STRAND | IN.YP.ELA. | English / Language Arts (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.ELA2. | Early Reading - Early learners develop foundational skills in understanding alphabet awareness, phonological awareness, concepts of print, and comprehension. |
| INDICATOR / STANDARD | YP.ELA2.1. | Demonstrate awareness of the alphabet |
| EXPECTATION / INDICATOR | YP.ELA2.1.1. | Recognize and identify some uppercase and a few lowercase letters ReadyRosie Jump Rope Letters Letter Hunt Looking for Letters in Ads Name Game Shopping for Clothes Stomp the Letter |
| STANDARD / STRAND | IN.YP.ELA. | English / Language Arts (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.ELA2. | Early Reading - Early learners develop foundational skills in understanding alphabet awareness, phonological awareness, concepts of print, and comprehension. |
| INDICATOR / STANDARD | YP.ELA2.2. | Demonstrate phonological awareness |
| EXPECTATION / INDICATOR | YP.ELA2.2.1. | Demonstrate basic knowledge of letter-sound correspondence ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| EXPECTATION / INDICATOR | YP.ELA2.2.2. | Engage in rhyming games and songs; can complete a familiar rhyme ReadyRosie Finish the Rhyme Hopping Rhyming If You're Happy & You Know It Itsy Bitsy Spider Illustrations 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 Why should I sing to my baby? |
| EXPECTATION / INDICATOR | YP.ELA2.2.3. | Identify rhyming words in spoken language 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 |
| EXPECTATION / INDICATOR | YP.ELA2.2.4. | Orally blend and segment familiar compound words, with modeling and support ReadyRosie Compound Words Drumming Sounds Echo Game Lazy Letters Sequences of Sounds Take Away |
| STANDARD / STRAND | IN.YP.ELA. | English / Language Arts (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.ELA2. | Early Reading - Early learners develop foundational skills in understanding alphabet awareness, phonological awareness, concepts of print, and comprehension. |
| INDICATOR / STANDARD | YP.ELA2.3. | Demonstrate awareness and understanding of concepts of print |
| EXPECTATION / INDICATOR | YP.ELA2.3.1. | Begin to understand that books are comprised of written words ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories |
| EXPECTATION / INDICATOR | YP.ELA2.3.2. | Respond to and interact with read alouds of literary and informational text ReadyRosie Itsy Bitsy Spider Illustrations |
| EXPECTATION / INDICATOR | YP.ELA2.3.3. | Hold books right side up and turn pages left to right ReadyRosie Funny Reading |
| STANDARD / STRAND | IN.YP.ELA. | English / Language Arts (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.ELA2. | Early Reading - Early learners develop foundational skills in understanding alphabet awareness, phonological awareness, concepts of print, and comprehension. |
| INDICATOR / STANDARD | YP.ELA2.4. | Demonstrate comprehension |
| EXPECTATION / INDICATOR | YP.ELA2.4.1. | Respond and interact with stories (fictional and nonfictional) ReadyRosie Itsy Bitsy Spider Illustrations |
| EXPECTATION / INDICATOR | YP.ELA2.4.2. | Answer questions about a story 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 |
| EXPECTATION / INDICATOR | YP.ELA2.4.3. | With adult support, retell familiar stories ReadyRosie Book Bag Descriptions Family Movie Night Family Photos My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures |
| STANDARD / STRAND | IN.YP.ELA. | English / Language Arts (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.ELA3. | Early Writing - Early learners develop foundational skills in mechanics of writing, ability to tell a story, and write for a variety of purposes. |
| INDICATOR / STANDARD | YP.ELA3.1. | Demonstrate mechanics of writing |
| EXPECTATION / INDICATOR | YP.ELA3.1.1. | Recognize that drawings, paintings, and writings are meaningful representations ReadyRosie Detailed Drawing of a Face Making a Grocery List 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 |
| EXPECTATION / INDICATOR | YP.ELA3.1.2. | Copy simple lines and shapes ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| EXPECTATION / INDICATOR | YP.ELA3.1.3. | Create a simple picture 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 |
| STANDARD / STRAND | IN.YP.ELA. | English / Language Arts (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.ELA3. | Early Writing - Early learners develop foundational skills in mechanics of writing, ability to tell a story, and write for a variety of purposes. |
| INDICATOR / STANDARD | YP.ELA3.2. | Demonstrate ability to communicate a story |
| EXPECTATION / INDICATOR | YP.ELA3.2.1. | Create writing with the intent of communicating ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| EXPECTATION / INDICATOR | YP.ELA3.2.3. | Use pictures, letters, and symbols to communicate a story ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| STANDARD / STRAND | IN.YP.M. | Mathematics (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.M1. | Numeracy - Early learners develop foundational skills in learning to understand counting, cardinality, written numerals, quantity, and comparison. |
| INDICATOR / STANDARD | YP.M1.1. | Demonstrate strong sense of counting |
| EXPECTATION / INDICATOR | YP.M1.1.1. | Count the number sequence 1-15 ReadyRosie How Many Can I Grab? Keep It Up Penny Drop Rub a Dub Counting |
| EXPECTATION / INDICATOR | YP.M1.1.2. | Count backward from 5 with adult support ReadyRosie Checkout Countdown Special Day Countdown Three Little Animals |
| EXPECTATION / INDICATOR | YP.M1.1.3. | Recognize that the count remains the same regardless of the order or arrangement of the objects ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| EXPECTATION / INDICATOR | YP.M1.1.4. | Apply one-to-one correspondence with objects and people ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Candy Sort and Graph Counting Signs Decorating Cupcakes Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Lily Pad Hop Measure your Steps Penny Drop The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| EXPECTATION / INDICATOR | YP.M1.1.6. | Identify, without counting, small quantities of items (1-3) presented in an irregular or unfamiliar pattern (subitize) ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| STANDARD / STRAND | IN.YP.M. | Mathematics (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.M1. | Numeracy - Early learners develop foundational skills in learning to understand counting, cardinality, written numerals, quantity, and comparison. |
| INDICATOR / STANDARD | YP.M1.3. | Recognition of number relations |
| EXPECTATION / INDICATOR | YP.M1.3.1. | Readily identify first and last ReadyRosie First Place Under the Cup |
| EXPECTATION / INDICATOR | YP.M1.3.2. | Correctly use the words for comparing quantities ReadyRosie Crazy Counting How Many Steps to Bed? How Old Are You? Magazine Number Hunt Rub a Dub Counting |
| EXPECTATION / INDICATOR | YP.M1.3.3. | Separate sets of 6 or fewer objects into equal groups ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| STANDARD / STRAND | IN.YP.M. | Mathematics (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.M2. | Computation and Algebraic Thinking - Early learners develop foundational skills in learning to understand mathematic structure and patterning. |
| INDICATOR / STANDARD | YP.M2.1. | Exhibit understanding of mathematic structure |
| EXPECTATION / INDICATOR | YP.M2.1.1. | Begin to understand that numbers can be composed and decomposed to create new numbers ReadyRosie Acorns and Pinecones Cereal Challenge Make a Tower of Ten More than Ten Slap One More Who has the Biggest Number? |
| STANDARD / STRAND | IN.YP.M. | Mathematics (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.M2. | Computation and Algebraic Thinking - Early learners develop foundational skills in learning to understand mathematic structure and patterning. |
| INDICATOR / STANDARD | YP.M2.2. | Demonstrate awareness of patterning |
| EXPECTATION / INDICATOR | YP.M2.2.1. | Physically extend simple ABAB patterns of concrete objects to other concrete objects ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| EXPECTATION / INDICATOR | YP.M2.2.2. | Understand sequence of events when clearly explained ReadyRosie All About My Day Which Takes Longer? Yesterday, Today, Tomorrow |
| STANDARD / STRAND | IN.YP.M. | Mathematics (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.M3. | Data Analysis - Early learners develop foundational skills in learning to understand concepts of classification, data collection, organization, and description. |
| INDICATOR / STANDARD | YP.M3.1. | Demonstrate understanding of classifying |
| EXPECTATION / INDICATOR | YP.M3.1.1. | Sort, classify, and compare objects ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| STANDARD / STRAND | IN.YP.M. | Mathematics (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.M4. | Geometry - Early learners develop foundational skills in learning to understand spatial relationships and shape analysis. |
| INDICATOR / STANDARD | YP.M4.1. | Understanding of spatial relationships |
| EXPECTATION / INDICATOR | YP.M4.1.1. | Complete lined tangram or pattern block puzzles using basic shapes ReadyRosie Building Houses Pantry Sort 1 Pantry Sort 2 |
| EXPECTATION / INDICATOR | YP.M4.1.2. | Use position terms such as in, on, and under 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 |
| STANDARD / STRAND | IN.YP.M. | Mathematics (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.M4. | Geometry - Early learners develop foundational skills in learning to understand spatial relationships and shape analysis. |
| INDICATOR / STANDARD | YP.M4.2. | Exhibit ability to identify, describe, analyze, compare, and create shapes |
| EXPECTATION / INDICATOR | YP.M4.2.2. | Start to identify the attributes of shapes ReadyRosie Shape Changers |
| EXPECTATION / INDICATOR | YP.M4.2.4. | Use informal language to describe three-dimensional shapes (e.g., "box" for cube; "ball" for sphere; "can" for cylinder) ReadyRosie Building Houses Pantry Sort 1 Pantry Sort 2 |
| STANDARD / STRAND | IN.YP.M. | Mathematics (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.M5. | Measurement - Early learners develop foundational skills in learning to understand concepts of time and measurement comparisons. |
| INDICATOR / STANDARD | YP.M5.1. | Understand concept of time |
| EXPECTATION / INDICATOR | YP.M5.1.1. | Understand time limit cue ReadyRosie Which Takes Longer? |
| STANDARD / STRAND | IN.YP.M. | Mathematics (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.M5. | Measurement - Early learners develop foundational skills in learning to understand concepts of time and measurement comparisons. |
| INDICATOR / STANDARD | YP.M5.2. | Understand measurement through description and comparison |
| EXPECTATION / INDICATOR | YP.M5.2.2. | Measure length and volume (capacity) using non-standard measurement tools ReadyRosie Bookcase Problem |
| STANDARD / STRAND | IN.YP.SE. | Social Emotional Skills (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.SE1. | Sense of Self - Early learners develop foundational skills that support self-awareness, confidence, and the identification and expression of emotions. |
| INDICATOR / STANDARD | YP.SE1.1. | Demonstrate self-awareness and confidence |
| EXPECTATION / INDICATOR | YP.SE1.1.1. | Recognize self as a unique individual ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| EXPECTATION / INDICATOR | YP.SE1.1.2. | Describe personal characteristics ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| EXPECTATION / INDICATOR | YP.SE1.1.3. | Show sense of self satisfaction with own abilities, preferences, and accomplishments ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| STANDARD / STRAND | IN.YP.SE. | Social Emotional Skills (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.SE1. | Sense of Self - Early learners develop foundational skills that support self-awareness, confidence, and the identification and expression of emotions. |
| INDICATOR / STANDARD | YP.SE1.2. | Demonstrate identification and expression of emotions |
| EXPECTATION / INDICATOR | YP.SE1.2.1. | Recognize own emotions and the emotions of others ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| EXPECTATION / INDICATOR | YP.SE1.2.2. | Look to adults for emotional support and guidance ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXPECTATION / INDICATOR | YP.SE1.2.3. | Use a combination of words, phrases, and actions to express feelings ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| STANDARD / STRAND | IN.YP.SE. | Social Emotional Skills (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.SE2. | Self-Regulation - Early learners develop foundational skills that support executive functions including impulse control, planning skills, and emotional regulation. |
| INDICATOR / STANDARD | YP.SE2.1. | Demonstrate self control |
| EXPECTATION / INDICATOR | YP.SE2.1.2. | Regulate own emotions and behaviors with others with adult support when needed ReadyRosie How should I handle temper tantrums? Talking About Your Feelings |
| EXPECTATION / INDICATOR | YP.SE2.1.3. | Regulate a range of impulses with adult support 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 |
| STANDARD / STRAND | IN.YP.SE. | Social Emotional Skills (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.SE3. | Conflict Resolution - Early learners develop foundational skills that support conflict resolution. |
| INDICATOR / STANDARD | YP.SE3.1. | Demonstrate conflict resolution |
| EXPECTATION / INDICATOR | YP.SE3.1.1. | Negotiate to resolve social conflicts with peers with modeling and support ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| EXPECTATION / INDICATOR | YP.SE3.1.2. | Use words during a conflict instead of physical force ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| STANDARD / STRAND | IN.YP.SE. | Social Emotional Skills (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.SE4. | Building Relationships - Early learners develop foundational skills that support social development and engagement with others. |
| INDICATOR / STANDARD | YP.SE4.1. | Demonstrate relationship skills |
| EXPECTATION / INDICATOR | YP.SE4.1.1. | Request and accept guidance from familiar adults ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXPECTATION / INDICATOR | YP.SE4.1.2. | Accept compromises when suggested by a peer or adult ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| EXPECTATION / INDICATOR | YP.SE4.1.4. | Exhibit age appropriate friendship skills to engage in effective play and learning experiences ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION / INDICATOR | YP.SE4.1.5. | Engage in associative play ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION / INDICATOR | YP.SE4.1.6. | Participate in cooperative play experiences with some adult guidance ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STANDARD / STRAND | IN.YP.APL. | Approaches to Play and Learning (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.APL1. | Initiative and Exploration - Early learners develop foundational skills that support initiative, self-direction, interest, and curiosity as a learner. |
| INDICATOR / STANDARD | YP.APL1.1. | Demonstrate initiative and self-direction |
| EXPECTATION / INDICATOR | YP.APL1.1.1. | Initiate new tasks by self ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION / INDICATOR | YP.APL1.1.2. | With support, use a variety of resources to explore materials and ideas ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION / INDICATOR | YP.APL1.1.3. | Explore and manipulate familiar objects in new and imaginative ways ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| STANDARD / STRAND | IN.YP.APL. | Approaches to Play and Learning (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.APL1. | Initiative and Exploration - Early learners develop foundational skills that support initiative, self-direction, interest, and curiosity as a learner. |
| INDICATOR / STANDARD | YP.APL1.2. | Demonstrate interest and curiosity as a learner |
| EXPECTATION / INDICATOR | YP.APL1.2.1. | Demonstrate eagerness to learn about and discuss new topics, ideas, and tasks ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION / INDICATOR | YP.APL1.2.2. | Communicate a desire to learn new concepts or ideas ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION / INDICATOR | YP.APL1.2.3. | Exhibit willingness to try new experiences ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION / INDICATOR | YP.APL1.2.4. | Use a variety of learning approaches, such as observing, imitating, asking questions, hands-on investigation, and active exploration ReadyRosie Color Word Sentences In My Pond, Part 1 In My Pond, Part 2 Listening for Sounds Phone Fun Pretending Together Stuffed Animal Stories Toy Stories |
| STANDARD / STRAND | IN.YP.APL. | Approaches to Play and Learning (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.APL2. | Flexible Thinking - Early learners develop foundational skills that support flexible thinking and social interactions during play. |
| INDICATOR / STANDARD | YP.APL2.1. | Demonstrate development of flexible thinking skills during play |
| EXPECTATION / INDICATOR | YP.APL2.1.2. | Begin to demonstrate flexibility in approach to play and learning ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / STRAND | IN.YP.APL. | Approaches to Play and Learning (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.APL3. | Attentiveness and Persistence - Early learners develop foundational skills that support focus and attention to a specific activity and persistence to complete a task. |
| INDICATOR / STANDARD | YP.APL3.1. | Demonstrate development of sustained attention and persistence |
| EXPECTATION / INDICATOR | YP.APL3.1.1. | Independently attend to a book from beginning to end ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION / INDICATOR | YP.APL3.1.3. | See an activity through to completion ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / STRAND | IN.YP.APL. | Approaches to Play and Learning (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.APL4. | Social Interactions - Early learners develop foundational skills that support the engagement in imaginative and cooperative play with others. |
| INDICATOR / STANDARD | YP.APL4.1. | Demonstrate development of social interactions during play |
| EXPECTATION / INDICATOR | YP.APL4.1.1. | Engage in associative play ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION / INDICATOR | YP.APL4.1.2. | Participate in cooperative play activities with some adult guidance ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION / INDICATOR | YP.APL4.1.3. | Participate in play activities with a small group of children ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STANDARD / STRAND | IN.YP.SC. | Science (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.SC2. | Earth and Space Science - Early learners develop foundational skills in learning and understanding the natural world through exploration of Earth, sky, weather, and seasons. |
| INDICATOR / STANDARD | YP.SC2.2. | Recognize seasonal and weather related changes |
| EXPECTATION / INDICATOR | YP.SC2.2.2. | Describe weather conditions using correct terminology ReadyRosie Grocery Store Weights I'm Thinking of an Animal Mystery Bag Strawberries for a Picnic |
| STANDARD / STRAND | IN.YP.SC. | Science (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.SC5. | Scientific Inquiry and Method - Early learners develop foundational skills in learning and understanding about the world around them through exploration and investigation. |
| INDICATOR / STANDARD | YP.SC5.1. | Demonstrate scientific curiosity |
| EXPECTATION / INDICATOR | YP.SC5.1.1. | Observe with a focus on details ReadyRosie Grocery Store Conversations Sink or Float |
| EXPECTATION / INDICATOR | YP.SC5.1.3. | Identify self and/or own actions as scientific ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / STRAND | IN.YP.SS. | Social Studies (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.SS1. | Self - Early learners develop foundational skills in learning and understanding the concept of self within the context of their family and community. |
| INDICATOR / STANDARD | YP.SS1.1. | Demonstrate development of self |
| EXPECTATION / INDICATOR | YP.SS1.1.1. | Participate in and describe own family, community, and cultural celebrations if observed ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| EXPECTATION / INDICATOR | YP.SS1.1.2. | Begin to assimilate family, community, and cultural events in cooperative play ReadyRosie Building Houses Family Photos Family Talent Show Grandparent Storytime Keep It Up Taking Turns Who has the Biggest Number? Why should we tell family stories? |
| EXPECTATION / INDICATOR | YP.SS1.1.3. | Use simple phrases to demonstrate an awareness of differences and/or similarities between self and others ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| STANDARD / STRAND | IN.YP.SS. | Social Studies (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.SS2. | History and Events - Early learners develop foundational skills in learning and understanding the passage of time and the foundations and functions of government. |
| INDICATOR / STANDARD | YP.SS2.1. | Demonstrate awareness of chronological thinking |
| EXPECTATION / INDICATOR | YP.SS2.1.1. | Recognize the sequence of events as part of a daily routine and as it relates to the passage of time ReadyRosie Sequences of Sounds |
| STANDARD / STRAND | IN.YP.SS. | Social Studies (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.SS2. | History and Events - Early learners develop foundational skills in learning and understanding the passage of time and the foundations and functions of government. |
| INDICATOR / STANDARD | YP.SS2.3. | Demonstrate awareness of the foundations of government |
| EXPECTATION / INDICATOR | YP.SS2.3.1. | Identify leaders and helpers in the home or classroom environment ReadyRosie Who Should We Ask? |
| EXPECTATION / INDICATOR | YP.SS2.3.2. | Recognize familiar aspects of community or cultural symbols ReadyRosie Shopping for Clothes |
| STANDARD / STRAND | IN.YP.SS. | Social Studies (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.SS2. | History and Events - Early learners develop foundational skills in learning and understanding the passage of time and the foundations and functions of government. |
| INDICATOR / STANDARD | YP.SS2.4. | Demonstrate awareness of the functions of government |
| EXPECTATION / INDICATOR | YP.SS2.4.1. | Begin to demonstrate an understanding of rules in the home, school environment, and the purposes they serve ReadyRosie Brushing Your Teeth How do I get my child to______? How should I handle temper tantrums? Packing for Our Trip Reading Routines for Early Readers |
| STANDARD / STRAND | IN.YP.SS. | Social Studies (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.SS3. | Geography - Early learners develop foundational skills in learning and understanding the world in spatial terms and the relationship between society and the environment. |
| INDICATOR / STANDARD | YP.SS3.1. | Demonstrate awareness of the world in spatial terms |
| EXPECTATION / INDICATOR | YP.SS3.1.2. | Begin to create simple representations of a familiar physical environment ReadyRosie Tips for helping your child love reading |
| STANDARD / STRAND | IN.YP.SS. | Social Studies (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.SS4. | Economics - Early learners develop foundational skills in learning and understanding the functions of an economy. |
| INDICATOR / STANDARD | YP.SS4.1. | Demonstrate awareness of economics |
| EXPECTATION / INDICATOR | YP.SS4.1.1. | Begin to understand the purpose of money and concepts of buying and selling through play ReadyRosie Making a Grocery List |
| EXPECTATION / INDICATOR | YP.SS4.1.3. | Develop an awareness of the roles of various familiar community helpers/workers ReadyRosie Who Should We Ask? |
| STANDARD / STRAND | IN.YP.CA. | Creative Arts (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.CA1. | Music - Early learners develop foundational skills that support creative expression through voice, instruments, and objects. |
| INDICATOR / STANDARD | YP.CA1.1. | Demonstrate creative music expression |
| EXPECTATION / INDICATOR | YP.CA1.1.2. | Participate in classroom experiences with musical instruments and singing to express creativity ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| EXPECTATION / INDICATOR | YP.CA1.1.3. | Sing songs that use the voice in a variety of ways ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| STANDARD / STRAND | IN.YP.CA. | Creative Arts (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.CA3. | Visual Arts - Early learners develop foundational skills that support creative expression through the process, production, and appreciation of visual art forms. |
| INDICATOR / STANDARD | YP.CA3.1. | Demonstrate creative expression through the visual art process |
| EXPECTATION / INDICATOR | YP.CA3.1.1. | Use colors, lines, and shapes to communicate meaning ReadyRosie Grocery Store Conversations |
| STANDARD / STRAND | IN.YP.CA. | Creative Arts (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.CA3. | Visual Arts - Early learners develop foundational skills that support creative expression through the process, production, and appreciation of visual art forms. |
| INDICATOR / STANDARD | YP.CA3.2. | Demonstrate creative expression through visual art production |
| EXPECTATION / INDICATOR | YP.CA3.2.1. | Progress in ability to create drawings, models, and other art using a variety of materials 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 |
| EXPECTATION / INDICATOR | YP.CA3.2.2. | Develop growing ability to plan, work independently, and demonstrate care in a variety of art 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 |
| STANDARD / STRAND | IN.YP.CA. | Creative Arts (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.CA3. | Visual Arts - Early learners develop foundational skills that support creative expression through the process, production, and appreciation of visual art forms. |
| INDICATOR / STANDARD | YP.CA3.3. | Demonstrate creative expression through art appreciation |
| EXPECTATION / INDICATOR | YP.CA3.3.3. | Share ideas about personal creative work 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 |
| STANDARD / STRAND | IN.YP.CA. | Creative Arts (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.CA4. | Dramatic Play - Early learners develop foundational skills that support creative expression through dramatic play. |
| INDICATOR / STANDARD | YP.CA4.1. | Demonstrate creative expression through dramatic play |
| EXPECTATION / INDICATOR | YP.CA4.1.1. | Engage in associative and cooperative play ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STANDARD / STRAND | IN.YP.PHG. | Physical Health and Growth (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.PHG1. | Health and Well-Being - Early learners develop foundational skills that support healthy, safe, and nutritious practices. |
| INDICATOR / STANDARD | YP.PHG1.1. | Demonstrate development of healthy practices |
| EXPECTATION / INDICATOR | YP.PHG1.1.1. | Demonstrate health and hygiene-related behaviors with reminders ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| EXPECTATION / INDICATOR | YP.PHG1.1.3. | Engage in sociodramatic play to demonstrate the roles of medical professionals ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| STANDARD / STRAND | IN.YP.PHG. | Physical Health and Growth (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.PHG1. | Health and Well-Being - Early learners develop foundational skills that support healthy, safe, and nutritious practices. |
| INDICATOR / STANDARD | YP.PHG1.2. | Demonstrate development of safety practices |
| EXPECTATION / INDICATOR | YP.PHG1.2.1. | Identify ways to play safely ReadyRosie My Address |
| EXPECTATION / INDICATOR | YP.PHG1.2.2. | Follow simple safety rules while participating in activities ReadyRosie My Address |
| STANDARD / STRAND | IN.YP.PHG. | Physical Health and Growth (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.PHG1. | Health and Well-Being - Early learners develop foundational skills that support healthy, safe, and nutritious practices. |
| INDICATOR / STANDARD | YP.PHG1.3. | Demonstrate development of nutrition awareness |
| EXPECTATION / INDICATOR | YP.PHG1.3.2. | Demonstrate basic understanding that eating a variety of foods helps the body grow and be healthy ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| EXPECTATION / INDICATOR | YP.PHG1.3.4. | Independently feeds self ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| STANDARD / STRAND | IN.YP.PHG. | Physical Health and Growth (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.PHG2. | Senses - Early learners use the five senses to develop foundational skills that support processing information and understanding one’s own body in relation to space and objects in space. |
| INDICATOR / STANDARD | YP.PHG2.1. | Demonstrate how the five senses support processing information |
| EXPECTATION / INDICATOR | YP.PHG2.1.1. | Take things apart and attempt to put them back together ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / STRAND | IN.YP.PHG. | Physical Health and Growth (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.PHG2. | Senses - Early learners use the five senses to develop foundational skills that support processing information and understanding one’s own body in relation to space and objects in space. |
| INDICATOR / STANDARD | YP.PHG2.2. | Demonstrate development of body awareness |
| EXPECTATION / INDICATOR | YP.PHG2.2.1. | Identify and describe function of body parts ReadyRosie Follow the Leader Jump to It Rock Toss |
| EXPECTATION / INDICATOR | YP.PHG2.2.2. | Demonstrate awareness of own body in relation to other people and objects through play activities ReadyRosie Follow the Leader Jump to It Rock Toss |
| STANDARD / STRAND | IN.YP.PHG. | Physical Health and Growth (Younger Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | YP.PHG3. | Motor Skills - Early learners develop foundational skills that support the development of fine and gross motor coordination. |
| INDICATOR / STANDARD | YP.PHG3.1. | Demonstrate development of fine and gross motor coordination |
| EXPECTATION / INDICATOR | YP.PHG3.1.1. | Refine grasp to manipulate tools and objects 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 |
| EXPECTATION / INDICATOR | YP.PHG3.1.2. | Demonstrate coordination and balance ReadyRosie Follow the Leader |
| EXPECTATION / INDICATOR | YP.PHG3.1.3. | Coordinate movements to perform a task ReadyRosie Follow the Leader |
| STANDARD / STRAND | IN.OP.ELA. | English / Language Arts (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.ELA1. | Communication Process - Early learners develop foundational skills to communicate effectively for a variety of purposes. |
| INDICATOR / STANDARD | OP.ELA1.1. | Demonstrate receptive communication |
| EXPECTATION / INDICATOR | OP.ELA1.1.1. | Demonstrate continual growth in understanding increasingly complex and varied vocabulary 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 |
| EXPECTATION / INDICATOR | OP.ELA1.1.2. | Respond to complex gestures and/or actions to communicate (such as comforting others who are crying) ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| EXPECTATION / INDICATOR | OP.ELA1.1.3. | Listen to and follow multi-step directions 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 |
| STANDARD / STRAND | IN.OP.ELA. | English / Language Arts (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.ELA1. | Communication Process - Early learners develop foundational skills to communicate effectively for a variety of purposes. |
| INDICATOR / STANDARD | OP.ELA1.2. | Demonstrate expressive communication |
| EXPECTATION / INDICATOR | OP.ELA1.2.1. | Demonstrate continual growth in increasingly varied and complex vocabulary ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| EXPECTATION / INDICATOR | OP.ELA1.2.3. | Use complex sentences ReadyRosie All Mixed Up Pantry Talk Description |
| EXPECTATION / INDICATOR | OP.ELA1.2.4. | Describe activities, experiences, and stories with expanded detail ReadyRosie Putting Away the Groceries Table Riddles |
| EXPECTATION / INDICATOR | OP.ELA1.2.5. | Change word tense to indicate time ReadyRosie All Mixed Up |
| STANDARD / STRAND | IN.OP.ELA. | English / Language Arts (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.ELA1. | Communication Process - Early learners develop foundational skills to communicate effectively for a variety of purposes. |
| INDICATOR / STANDARD | OP.ELA1.3. | Demonstrate ability to engage in conversations |
| EXPECTATION / INDICATOR | OP.ELA1.3.1. | Answer questions posed by adults or peers ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| EXPECTATION / INDICATOR | OP.ELA1.3.2. | Ask questions for understanding and clarity ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| EXPECTATION / INDICATOR | OP.ELA1.3.3. | Make on topic comments ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| EXPECTATION / INDICATOR | OP.ELA1.3.4. | Stay on topic in two-way conversation that involves multiple turns ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| EXPECTATION / INDICATOR | OP.ELA1.3.5. | Communicate actively in group activities ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| STANDARD / STRAND | IN.OP.ELA. | English / Language Arts (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.ELA2. | Early Reading - Early learners develop foundational skills in understanding alphabet awareness, phonological awareness, concepts of print, and comprehension. |
| INDICATOR / STANDARD | OP.ELA2.1. | Demonstrate awareness of the alphabet |
| EXPECTATION / INDICATOR | OP.ELA2.1.1. | Recognize and identify most uppercase and some lowercase letters ReadyRosie Jump Rope Letters Letter Hunt Looking for Letters in Ads Name Game Shopping for Clothes Stomp the Letter |
| EXPECTATION / INDICATOR | OP.ELA2.1.2. | Recognize own name in print ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| STANDARD / STRAND | IN.OP.ELA. | English / Language Arts (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.ELA2. | Early Reading - Early learners develop foundational skills in understanding alphabet awareness, phonological awareness, concepts of print, and comprehension. |
| INDICATOR / STANDARD | OP.ELA2.2. | Demonstrate phonological awareness |
| EXPECTATION / INDICATOR | OP.ELA2.2.1. | Demonstrate basic knowledge of letter-sound correspondence ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| EXPECTATION / INDICATOR | OP.ELA2.2.2. | Engage in rhyming games and songs; can complete a familiar rhyme ReadyRosie Finish the Rhyme Hopping Rhyming If You're Happy & You Know It Itsy Bitsy Spider Illustrations 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 Why should I sing to my baby? |
| EXPECTATION / INDICATOR | OP.ELA2.2.3. | Make rhymes to simple 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 |
| EXPECTATION / INDICATOR | OP.ELA2.2.4. | Identify, blend, and segment syllables in spoken words with modeling and support ReadyRosie Drumming Sounds Echo Game Frog Hopping Grocery Sack Syllables Lazy Letters Sequences of Sounds |
| EXPECTATION / INDICATOR | OP.ELA2.2.5. | Isolate the initial sound in some words ReadyRosie Listen My Children Making a Grocery List Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| STANDARD / STRAND | IN.OP.ELA. | English / Language Arts (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.ELA2. | Early Reading - Early learners develop foundational skills in understanding alphabet awareness, phonological awareness, concepts of print, and comprehension. |
| INDICATOR / STANDARD | OP.ELA2.3. | Demonstrate awareness and understanding of concepts of print |
| EXPECTATION / INDICATOR | OP.ELA2.3.1. | Know features of books such as title, author, and illustrator ReadyRosie Funny Reading |
| EXPECTATION / INDICATOR | OP.ELA2.3.2. | Understand that print carries meaning ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories |
| EXPECTATION / INDICATOR | OP.ELA2.3.3. | Track words in a book from left to right, top to bottom, and page to page with adult support 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 |
| STANDARD / STRAND | IN.OP.ELA. | English / Language Arts (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.ELA2. | Early Reading - Early learners develop foundational skills in understanding alphabet awareness, phonological awareness, concepts of print, and comprehension. |
| INDICATOR / STANDARD | OP.ELA2.4. | Demonstrate comprehension |
| EXPECTATION / INDICATOR | OP.ELA2.4.1. | Respond and interact with stories (fictional and nonfictional) ReadyRosie Itsy Bitsy Spider Illustrations |
| EXPECTATION / INDICATOR | OP.ELA2.4.2. | Answer questions about a story 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 |
| EXPECTATION / INDICATOR | OP.ELA2.4.3. | Retell familiar stories ReadyRosie Book Bag Descriptions Family Movie Night Family Photos My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures |
| STANDARD / STRAND | IN.OP.ELA. | English / Language Arts (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.ELA3. | Early Writing - Early learners develop foundational skills in mechanics of writing, ability to tell a story, and write for a variety of purposes. |
| INDICATOR / STANDARD | OP.ELA3.1. | Demonstrate mechanics of writing |
| EXPECTATION / INDICATOR | OP.ELA3.1.1. | Create letter like shapes, symbols, letters, and words with modeling and support ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| EXPECTATION / INDICATOR | OP.ELA3.1.2. | Copy more complex lines, shapes, and some letters ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| STANDARD / STRAND | IN.OP.ELA. | English / Language Arts (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.ELA3. | Early Writing - Early learners develop foundational skills in mechanics of writing, ability to tell a story, and write for a variety of purposes. |
| INDICATOR / STANDARD | OP.ELA3.2. | Demonstrate ability to communicate a story |
| EXPECTATION / INDICATOR | OP.ELA3.2.1. | Create writing with the intent of communicating ReadyRosie Making a Grocery List Using a Menu to Order |
| EXPECTATION / INDICATOR | OP.ELA3.2.3. | Use letters, symbols, and words to share an idea with someone ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| EXPECTATION / INDICATOR | OP.ELA3.2.4. | Use writing to label drawings 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 |
| STANDARD / STRAND | IN.OP.M. | Mathematics (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.M1. | Numeracy - Early learners develop foundational skills in learning to understand counting, cardinality, written numerals, quantity, and comparison. |
| INDICATOR / STANDARD | OP.M1.1. | Demonstrate strong sense of counting |
| EXPECTATION / INDICATOR | OP.M1.1.1. | Count the number sequence 1-20 ReadyRosie How Many Can I Grab? Keep It Up Penny Drop Rub a Dub Counting |
| EXPECTATION / INDICATOR | OP.M1.1.2. | Count backward from 10 ReadyRosie Checkout Countdown Special Day Countdown Three Little Animals |
| EXPECTATION / INDICATOR | OP.M1.1.3. | Recognize the last number name said tells the number of objects counted ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| EXPECTATION / INDICATOR | OP.M1.1.5. | Identify, without counting, small quantities of items (1-4) presented in an irregular or unfamiliar pattern (subitize) ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| STANDARD / STRAND | IN.OP.M. | Mathematics (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.M1. | Numeracy - Early learners develop foundational skills in learning to understand counting, cardinality, written numerals, quantity, and comparison. |
| INDICATOR / STANDARD | OP.M1.2. | Demonstrate understanding of written numerals |
| EXPECTATION / INDICATOR | OP.M1.2.2. | Name written numerals from 0-10 ReadyRosie Crazy Counting How Many Steps to Bed? How Old Are You? Magazine Number Hunt Rub a Dub Counting |
| STANDARD / STRAND | IN.OP.M. | Mathematics (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.M1. | Numeracy - Early learners develop foundational skills in learning to understand counting, cardinality, written numerals, quantity, and comparison. |
| INDICATOR / STANDARD | OP.M1.3. | Recognition of number relations |
| EXPECTATION / INDICATOR | OP.M1.3.1. | Identify when 2 sets are equal using matching and counting strategies ReadyRosie Acorns and Pinecones Make a Tower of Ten Sharing Goldfish Snack Fractions Who has the Biggest Number? |
| EXPECTATION / INDICATOR | OP.M1.3.2. | Correctly use the words for position 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 |
| EXPECTATION / INDICATOR | OP.M1.3.3. | Compare the values of two numbers from 1 to 10 presented as written numerals ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| STANDARD / STRAND | IN.OP.M. | Mathematics (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.M2. | Computation and Algebraic Thinking - Early learners develop foundational skills in learning to understand mathematic structure and patterning. |
| INDICATOR / STANDARD | OP.M2.1. | Exhibit understanding of mathematic structure |
| EXPECTATION / INDICATOR | OP.M2.1.1. | Use understanding that numbers can be composed and decomposed to create new numbers in solving problems with quantities under five ReadyRosie Acorns and Pinecones Cereal Challenge Make a Tower of Ten More than Ten Slap One More Who has the Biggest Number? |
| STANDARD / STRAND | IN.OP.M. | Mathematics (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.M2. | Computation and Algebraic Thinking - Early learners develop foundational skills in learning to understand mathematic structure and patterning. |
| INDICATOR / STANDARD | OP.M2.2. | Demonstrate awareness of patterning |
| EXPECTATION / INDICATOR | OP.M2.2.1. | Begin to create and extend a new simple pattern ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| EXPECTATION / INDICATOR | OP.M2.2.2. | Understand sequence of events when clearly explained ReadyRosie All About My Day Which Takes Longer? Yesterday, Today, Tomorrow |
| STANDARD / STRAND | IN.OP.M. | Mathematics (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.M3. | Data Analysis - Early learners develop foundational skills in learning to understand concepts of classification, data collection, organization, and description. |
| INDICATOR / STANDARD | OP.M3.1. | Demonstrate understanding of classifying |
| EXPECTATION / INDICATOR | OP.M3.1.1. | Explain simple sorting or classifying strategies ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| EXPECTATION / INDICATOR | OP.M3.1.2. | Sort a group of objects in multiple ways ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| EXPECTATION / INDICATOR | OP.M3.1.3. | Create and describe simple graphs ReadyRosie Cereal Challenge Dino Dig Sort and Graph Leaves |
| STANDARD / STRAND | IN.OP.M. | Mathematics (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.M4. | Geometry - Early learners develop foundational skills in learning to understand spatial relationships and shape analysis. |
| INDICATOR / STANDARD | OP.M4.1. | Understanding of spatial relationships |
| EXPECTATION / INDICATOR | OP.M4.1.1. | Complete lined tangram or pattern block puzzles using basic shapes ReadyRosie Building Houses Pantry Sort 1 Pantry Sort 2 |
| EXPECTATION / INDICATOR | OP.M4.1.2. | Use position terms such as above, below, beside, and between 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 |
| STANDARD / STRAND | IN.OP.M. | Mathematics (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.M4. | Geometry - Early learners develop foundational skills in learning to understand spatial relationships and shape analysis. |
| INDICATOR / STANDARD | OP.M4.2. | Exhibit ability to identify, describe, analyze, compare, and create shapes |
| EXPECTATION / INDICATOR | OP.M4.2.1. | Use the attributes of shapes to distinguish between shapes ReadyRosie Shape Changers |
| EXPECTATION / INDICATOR | OP.M4.2.2. | Differentiate two- and three-dimensional shapes (e.g., squares from cubes) 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 |
| STANDARD / STRAND | IN.OP.SE. | Social Emotional Skills (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.SE1. | Sense of Self - Early learners develop foundational skills that support self-awareness, confidence, and the identification and expression of emotions. |
| INDICATOR / STANDARD | OP.SE1.1. | Demonstrate self-awareness and confidence |
| EXPECTATION / INDICATOR | OP.SE1.1.1. | Identify self as a unique member of a group that fits into a larger world picture ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| EXPECTATION / INDICATOR | OP.SE1.1.2. | Show confidence in a range of abilities and the capacity to take on and accomplish new tasks ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| STANDARD / STRAND | IN.OP.SE. | Social Emotional Skills (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.SE1. | Sense of Self - Early learners develop foundational skills that support self-awareness, confidence, and the identification and expression of emotions. |
| INDICATOR / STANDARD | OP.SE1.2. | Demonstrate identification and expression of emotions |
| EXPECTATION / INDICATOR | OP.SE1.2.1. | Identify own emotions and the emotions of others ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| EXPECTATION / INDICATOR | OP.SE1.2.2. | Express and accurately respond to emotions of self and others ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| EXPECTATION / INDICATOR | OP.SE1.2.3. | Predict reactions from others ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| EXPECTATION / INDICATOR | OP.SE1.2.4. | Effectively use sentences and actions to express feelings ReadyRosie Family Photos Funny Faces If You're Happy & You Know It Pantry Talk Description Phone Fun Talking About Your Feelings Who Should We Ask? |
| STANDARD / STRAND | IN.OP.SE. | Social Emotional Skills (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.SE2. | Self-Regulation - Early learners develop foundational skills that support executive functions including impulse control, planning skills, and emotional regulation. |
| INDICATOR / STANDARD | OP.SE2.1. | Demonstrate self control |
| EXPECTATION / INDICATOR | OP.SE2.1.2. | Regulate own emotions and behaviors with others with adult support when needed ReadyRosie How should I handle temper tantrums? Talking About Your Feelings |
| EXPECTATION / INDICATOR | OP.SE2.1.3. | Regulate a range of impulses 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 |
| STANDARD / STRAND | IN.OP.SE. | Social Emotional Skills (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.SE3. | Conflict Resolution - Early learners develop foundational skills that support conflict resolution. |
| INDICATOR / STANDARD | OP.SE3.1. | Demonstrate conflict resolution |
| EXPECTATION / INDICATOR | OP.SE3.1.1. | Independently initiate conflict resolution strategies with peers and seek adult support when necessary ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| STANDARD / STRAND | IN.OP.SE. | Social Emotional Skills (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.SE4. | Building Relationships - Early learners develop foundational skills that support social development and engagement with others. |
| INDICATOR / STANDARD | OP.SE4.1. | Demonstrate relationship skills |
| EXPECTATION / INDICATOR | OP.SE4.1.2. | Accept compromises when suggested by a peer or adult ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| EXPECTATION / INDICATOR | OP.SE4.1.4. | Maintain consistent friendships ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION / INDICATOR | OP.SE4.1.5. | Engage in cooperative play experiences for sustained periods of time ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STANDARD / STRAND | IN.OP.APL. | Approaches to Play and Learning (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.APL1. | Initiative and Exploration - Early learners develop foundational skills that support initiative, self-direction, interest, and curiosity as a learner. |
| INDICATOR / STANDARD | OP.APL1.1. | Demonstrate initiative and self-direction |
| EXPECTATION / INDICATOR | OP.APL1.1.1. | Take initiative to learn new concepts and try new experiences ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION / INDICATOR | OP.APL1.1.2. | Seek and gather new information to plan for projects and activities ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / STRAND | IN.OP.APL. | Approaches to Play and Learning (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.APL1. | Initiative and Exploration - Early learners develop foundational skills that support initiative, self-direction, interest, and curiosity as a learner. |
| INDICATOR / STANDARD | OP.APL1.2. | Demonstrate interest and curiosity as a learner |
| EXPECTATION / INDICATOR | OP.APL1.2.1. | Demonstrate eagerness to learn about and discuss new topics, ideas, and tasks ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION / INDICATOR | OP.APL1.2.2. | Communicate a desire to learn new concepts or ideas ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION / INDICATOR | OP.APL1.2.3. | Exhibit willingness to try new experiences ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION / INDICATOR | OP.APL1.2.4. | Use a variety of learning approaches, such as observing, imitating, asking questions, hands-on investigation, and active exploration ReadyRosie Color Word Sentences In My Pond, Part 1 In My Pond, Part 2 Listening for Sounds Phone Fun Pretending Together Stuffed Animal Stories Toy Stories |
| STANDARD / STRAND | IN.OP.APL. | Approaches to Play and Learning (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.APL2. | Flexible Thinking - Early learners develop foundational skills that support flexible thinking and social interactions during play. |
| INDICATOR / STANDARD | OP.APL2.1. | Demonstrate development of flexible thinking skills during play |
| EXPECTATION / INDICATOR | OP.APL2.1.1. | Demonstrate inventiveness, imagination, and creativity to solve a problem ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| STANDARD / STRAND | IN.OP.APL. | Approaches to Play and Learning (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.APL3. | Attentiveness and Persistence - Early learners develop foundational skills that support focus and attention to a specific activity and persistence to complete a task. |
| INDICATOR / STANDARD | OP.APL3.1. | Demonstrate development of sustained attention and persistence |
| EXPECTATION / INDICATOR | OP.APL3.1.1. | Independently attend to a book from beginning to end ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION / INDICATOR | OP.APL3.1.2. | Focus on an activity with deliberate concentration despite distractions and/or temptations ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION / INDICATOR | OP.APL3.1.3. | Carry out tasks, activity, project, or transition, even when frustrated or challenged, with minimal distress ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION / INDICATOR | OP.APL3.1.4. | Persist in trying to complete a task after previous attempts have failed ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / STRAND | IN.OP.APL. | Approaches to Play and Learning (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.APL4. | Social Interactions - Early learners develop foundational skills that support the engagement in imaginative and cooperative play with others. |
| INDICATOR / STANDARD | OP.APL4.1. | Demonstrate development of social interactions during play |
| EXPECTATION / INDICATOR | OP.APL4.1.1. | Interact with peers in complex pretend play, including planning, coordination of roles, and cooperation ReadyRosie Building Houses Family Talent Show In My Pond, Part 1 In My Pond, Part 2 Keep It Up Pretending Together Stuffed Animal Stories Taking Turns Toy Stories Who has the Biggest Number? |
| EXPECTATION / INDICATOR | OP.APL4.1.2. | Demonstrate cooperative behavior in interactions with others ReadyRosie How can I stop my kids from fighting? |
| EXPECTATION / INDICATOR | OP.APL4.1.3. | Begin to accept and share leadership ReadyRosie How can I stop my kids from fighting? |
| STANDARD / STRAND | IN.OP.SC. | Science (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.SC1. | Physical Science - Early learners develop foundational skills in learning and understanding the properties of objects and changes in the physical world. |
| INDICATOR / STANDARD | OP.SC1.1. | Demonstrate ability to explore objects in the physical world |
| EXPECTATION / INDICATOR | OP.SC1.1.2. | Ask questions and draw conclusions about physical properties and the physical world ReadyRosie What's for Dinner? |
| STANDARD / STRAND | IN.OP.SC. | Science (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.SC3. | Life Science - Early learners develop foundational skills in learning and understanding the presence and characteristics of living creatures and plants. |
| INDICATOR / STANDARD | OP.SC3.1. | Demonstrate awareness of life |
| EXPECTATION / INDICATOR | OP.SC3.1.3. | Ask questions and conduct investigations to understand life science ReadyRosie What's for Dinner? |
| STANDARD / STRAND | IN.OP.SC. | Science (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.SC4. | Engineering - Early learners develop foundational skills in learning and understanding how to solve problems using the engineering design process. |
| INDICATOR / STANDARD | OP.SC4.1. | Demonstrate engineering design skills |
| EXPECTATION / INDICATOR | OP.SC4.1.1. | Select materials and implement a designated plan ReadyRosie Sink or Float |
| STANDARD / STRAND | IN.OP.SC. | Science (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.SC5. | Scientific Inquiry and Method - Early learners develop foundational skills in learning and understanding about the world around them through exploration and investigation. |
| INDICATOR / STANDARD | OP.SC5.1. | Demonstrate scientific curiosity |
| EXPECTATION / INDICATOR | OP.SC5.1.4. | Communicate results of an investigation ReadyRosie Sink or Float |
| STANDARD / STRAND | IN.OP.SS. | Social Studies (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.SS1. | Self - Early learners develop foundational skills in learning and understanding the concept of self within the context of their family and community. |
| INDICATOR / STANDARD | OP.SS1.1. | Demonstrate development of self |
| EXPECTATION / INDICATOR | OP.SS1.1.2. | Identify/honor key people in history ReadyRosie Tips for storytelling: Story ideas Why is storytelling important? |
| EXPECTATION / INDICATOR | OP.SS1.1.3. | Assimilate family, community, and cultural cooperative play ReadyRosie Building Houses Family Photos Family Talent Show Grandparent Storytime Keep It Up Taking Turns Who has the Biggest Number? Why should we tell family stories? |
| EXPECTATION / INDICATOR | OP.SS1.1.4. | Build awareness, respect, and acceptance for differences in people and acknowledge connections ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| STANDARD / STRAND | IN.OP.SS. | Social Studies (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.SS2. | History and Events - Early learners develop foundational skills in learning and understanding the passage of time and the foundations and functions of government. |
| INDICATOR / STANDARD | OP.SS2.1. | Demonstrate awareness of chronological thinking |
| EXPECTATION / INDICATOR | OP.SS2.1.1. | Demonstrate an understanding of time in the context of daily experiences and understand that the passage of time can be measured ReadyRosie Which Takes Longer? |
| EXPECTATION / INDICATOR | OP.SS2.1.2. | Begin to understand how time is measured ReadyRosie Which Takes Longer? |
| STANDARD / STRAND | IN.OP.SS. | Social Studies (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.SS2. | History and Events - Early learners develop foundational skills in learning and understanding the passage of time and the foundations and functions of government. |
| INDICATOR / STANDARD | OP.SS2.3. | Demonstrate awareness of the foundations of government |
| EXPECTATION / INDICATOR | OP.SS2.3.1. | Identify leaders and community helpers at home, school, and in environments ReadyRosie Who Should We Ask? |
| EXPECTATION / INDICATOR | OP.SS2.3.2. | Identify symbolic objects and pictures of local, state, and/or national symbols ReadyRosie Shopping for Clothes |
| STANDARD / STRAND | IN.OP.SS. | Social Studies (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.SS2. | History and Events - Early learners develop foundational skills in learning and understanding the passage of time and the foundations and functions of government. |
| INDICATOR / STANDARD | OP.SS2.4. | Demonstrate awareness of the functions of government |
| EXPECTATION / INDICATOR | OP.SS2.4.1. | Demonstrate an understanding of rules in the home, school environment, and the purposes they serve ReadyRosie Brushing Your Teeth How do I get my child to______? How should I handle temper tantrums? Packing for Our Trip Reading Routines for Early Readers |
| STANDARD / STRAND | IN.OP.SS. | Social Studies (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.SS3. | Geography - Early learners develop foundational skills in learning and understanding the world in spatial terms and the relationship between society and the environment. |
| INDICATOR / STANDARD | OP.SS3.1. | Demonstrate awareness of the world in spatial terms |
| EXPECTATION / INDICATOR | OP.SS3.1.2. | Engage in play where one item represents another ReadyRosie Tips for helping your child love reading |
| STANDARD / STRAND | IN.OP.SS. | Social Studies (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.SS4. | Economics - Early learners develop foundational skills in learning and understanding the functions of an economy. |
| INDICATOR / STANDARD | OP.SS4.1. | Demonstrate awareness of economics |
| EXPECTATION / INDICATOR | OP.SS4.1.1. | Begin to understand the purpose of money and concepts of buying and selling through play ReadyRosie Making a Grocery List |
| EXPECTATION / INDICATOR | OP.SS4.1.3. | Describe community helpers/workers in terms of tools/equipment they use and services/products they provide ReadyRosie Who Should We Ask? |
| STANDARD / STRAND | IN.OP.SS. | Social Studies (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.SS5. | Citizenship - Early learners develop foundational skills in understanding the expected behavior as a citizen in a democratic society. |
| INDICATOR / STANDARD | OP.SS5.1. | Demonstrate awareness of citizenship |
| EXPECTATION / INDICATOR | OP.SS5.1.1. | Demonstrate willingness to work together to accomplish tasks ReadyRosie How can I stop my kids from fighting? |
| EXPECTATION / INDICATOR | OP.SS5.1.2. | Identify simple tasks within the home, early childhood setting, or community ReadyRosie My Address |
| EXPECTATION / INDICATOR | OP.SS5.1.4. | Demonstrate an understanding of the outcome of a vote ReadyRosie How can I stop my kids from fighting? |
| STANDARD / STRAND | IN.OP.CA. | Creative Arts (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.CA1. | Music - Early learners develop foundational skills that support creative expression through voice, instruments, and objects. |
| INDICATOR / STANDARD | OP.CA1.1. | Demonstrate creative music expression |
| EXPECTATION / INDICATOR | OP.CA1.1.2. | Use familiar rhymes, songs, chants, and musical instruments to express creativity ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| EXPECTATION / INDICATOR | OP.CA1.1.3. | Sing songs that use the voice in a variety of ways ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| STANDARD / STRAND | IN.OP.CA. | Creative Arts (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.CA3. | Visual Arts - Early learners develop foundational skills that support creative expression through the process, production, and appreciation of visual art forms. |
| INDICATOR / STANDARD | OP.CA3.1. | Demonstrate creative expression through the visual art process |
| EXPECTATION / INDICATOR | OP.CA3.1.1. | Identify and use colors, lines, and shapes found in the environment and in works of art ReadyRosie Buying Oranges Grocery Store Conversations |
| STANDARD / STRAND | IN.OP.CA. | Creative Arts (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.CA3. | Visual Arts - Early learners develop foundational skills that support creative expression through the process, production, and appreciation of visual art forms. |
| INDICATOR / STANDARD | OP.CA3.2. | Demonstrate creative expression through visual art production |
| EXPECTATION / INDICATOR | OP.CA3.2.1. | Progress in ability to create drawings, models, and other art using a variety of materials 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 |
| EXPECTATION / INDICATOR | OP.CA3.2.2. | Develop growing ability to plan, work independently and cooperatively, and demonstrate care and persistence in a variety of art 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 |
| STANDARD / STRAND | IN.OP.CA. | Creative Arts (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.CA3. | Visual Arts - Early learners develop foundational skills that support creative expression through the process, production, and appreciation of visual art forms. |
| INDICATOR / STANDARD | OP.CA3.3. | Demonstrate creative expression through art appreciation |
| EXPECTATION / INDICATOR | OP.CA3.3.3. | Share ideas about personal creative work 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 |
| STANDARD / STRAND | IN.OP.CA. | Creative Arts (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.CA4. | Dramatic Play - Early learners develop foundational skills that support creative expression through dramatic play. |
| INDICATOR / STANDARD | OP.CA4.1. | Demonstrate creative expression through dramatic play |
| EXPECTATION / INDICATOR | OP.CA4.1.1. | Engage in associative and cooperative play ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION / INDICATOR | OP.CA4.1.2. | Role-play imaginary events and characters ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| STANDARD / STRAND | IN.OP.PHG. | Physical Health and Growth (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.PHG1. | Health and Well-Being - Early learners develop foundational skills that support healthy, safe, and nutritious practices. |
| INDICATOR / STANDARD | OP.PHG1.1. | Demonstrate development of healthy practices |
| EXPECTATION / INDICATOR | OP.PHG1.1.1. | Demonstrate health and hygiene-related behaviors with minimal prompting ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| EXPECTATION / INDICATOR | OP.PHG1.1.2. | Communicate practices that promote healthy living and prevent illness for self and family members ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| EXPECTATION / INDICATOR | OP.PHG1.1.3. | Engage in sociodramatic play to demonstrate the roles of medical professionals ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| STANDARD / STRAND | IN.OP.PHG. | Physical Health and Growth (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.PHG1. | Health and Well-Being - Early learners develop foundational skills that support healthy, safe, and nutritious practices. |
| INDICATOR / STANDARD | OP.PHG1.2. | Demonstrate development of safety practices |
| EXPECTATION / INDICATOR | OP.PHG1.2.1. | Demonstrate basic safety knowledge ReadyRosie My Address |
| EXPECTATION / INDICATOR | OP.PHG1.2.2. | Participate, with adult support, to develop safety rules for an activity ReadyRosie My Address |
| STANDARD / STRAND | IN.OP.PHG. | Physical Health and Growth (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.PHG1. | Health and Well-Being - Early learners develop foundational skills that support healthy, safe, and nutritious practices. |
| INDICATOR / STANDARD | OP.PHG1.3. | Demonstrate development of nutrition awareness |
| EXPECTATION / INDICATOR | OP.PHG1.3.2. | Communicate about variety and amount of foods needed to be healthy ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| EXPECTATION / INDICATOR | OP.PHG1.3.3. | Name food and beverages that help to build healthy bodies ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| EXPECTATION / INDICATOR | OP.PHG1.3.4. | Independently feeds self using utensils ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| STANDARD / STRAND | IN.OP.PHG. | Physical Health and Growth (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.PHG2. | Senses - Early learners use the five senses to develop foundational skills that support processing information and understanding one’s own body in relation to space and objects in space. |
| INDICATOR / STANDARD | OP.PHG2.1. | Demonstrate how the five senses support processing information |
| EXPECTATION / INDICATOR | OP.PHG2.1.1. | Take things apart and invent new structures using the parts ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / STRAND | IN.OP.PHG. | Physical Health and Growth (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.PHG2. | Senses - Early learners use the five senses to develop foundational skills that support processing information and understanding one’s own body in relation to space and objects in space. |
| INDICATOR / STANDARD | OP.PHG2.2. | Demonstrate development of body awareness |
| EXPECTATION / INDICATOR | OP.PHG2.2.1. | Identify and describe function of body parts ReadyRosie Follow the Leader Jump to It Rock Toss |
| EXPECTATION / INDICATOR | OP.PHG2.2.2. | Demonstrate awareness of own body in relation to other people and objects through play activities ReadyRosie Follow the Leader Jump to It Rock Toss |
| STANDARD / STRAND | IN.OP.PHG. | Physical Health and Growth (Older Preschool) |
| PROFICIENCY STATEMENT / SUBSTRAND | OP.PHG3. | Motor Skills - Early learners develop foundational skills that support the development of fine and gross motor coordination. |
| INDICATOR / STANDARD | OP.PHG3.1. | Demonstrate development of fine and gross motor coordination |
| EXPECTATION / INDICATOR | OP.PHG3.1.1. | Perform fine-motor tasks that require small-muscle strength and control 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 |
| EXPECTATION / INDICATOR | OP.PHG3.1.2. | Demonstrate coordination and balance in a variety of activities ReadyRosie Follow the Leader |
| EXPECTATION / INDICATOR | OP.PHG3.1.3. | Coordinate movements to perform a complex task ReadyRosie Follow the Leader |