Iowa Core (Pre-K)
| Main Criteria: Iowa Core | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grade: Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| Iowa Core |
| Early Childhood Education |
| Grade: Ages 3-5 - Adopted: 2017 |
| STRAND / COURSE | Area 1: | Social and Emotional Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Self - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 1.1.PS | Children express a positive awareness of self in terms of specific abilities, characteristics, and preferences. |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 1.2.PS.1 | expresses a positive sense of self in terms of specific abilities. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| EXAMPLE | 1.2.PS.2 | expresses needs, wants, opinions, and feelings in socially appropriate ways. ReadyRosie Behavior is a form of communication Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| EXAMPLE | 1.2.PS.3 | demonstrates increasing confidence and independence in a variety of tasks and routines, and expresses pride accomplishments. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| STRAND / COURSE | Area 1: | Social and Emotional Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Self-Regulation - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 1.2.PS | Children show increasing ability to regulate their behavior and express their emotions in appropriate ways. |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 1.2.PS.1 | demonstrates the ability to monitor his or her own behavior and its effects on others, following and contributing to adult expectations. 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 |
| EXAMPLE | 1.2.PS.2 | persists with difficult tasks without becoming overly frustrated. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXAMPLE | 1.2.PS.3 | begins to accept consequences of his or her own actions. 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 |
| EXAMPLE | 1.2.PS.5 | states feelings, needs, and opinions in difficult situations without harming self, others, or property. ReadyRosie All Done Behavior is a form of communication 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 |
| EXAMPLE | 1.2.PS.6 | expresses an increasing range and variety of emotions, and the transitions between feeling states become smoother. ReadyRosie Funny Faces Talking About Your Feelings |
| STRAND / COURSE | Area 1: | Social and Emotional Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Self-Regulation - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 1.3.PS | Children relate positively with significant adults. |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 1.3.PS.2 | accepts guidance, comfort, and directions from a range of familiar adults in a variety of environments. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXAMPLE | 1.3.PS.4 | shows trust in familiar adults. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| EXAMPLE | 1.3.PS.5 | seeks help, as needed, from familiar adults. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND / COURSE | Area 1: | Social and Emotional Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Self-Regulation - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 1.4.PS | Children respond to and initiate appropriate interactions with other children, and form positive peer relationships. |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 1.4.PS.1 | initiates and sustains positive interactions with peers, and organizes play. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXAMPLE | 1.4.PS.2 | wants to please and be like friends. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXAMPLE | 1.4.PS.3 | negotiates with others to resolve disagreements. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| EXAMPLE | 1.4.PS.4 | develops friendships with other children (peers); starts to demonstrate taking turns and sharing with others. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXAMPLE | 1.4.PS.5 | expresses empathy to other children (peers), and demonstrates caring behaviors. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| EXAMPLE | 1.4.PS.6 | accepts consequences of his or her actions. 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 |
| EXAMPLE | 1.4.PS.7 | recognizes how behaviors can affect others. 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 |
| EXAMPLE | 1.5.PS.8 | names friends. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND / COURSE | Area 1: | Social and Emotional Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Healthy and Safe Living - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 2.1.PS | Children show increasing awareness of healthy and safe living practices. |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 2.1.PS.1 | begins to recognize and select healthy foods. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| EXAMPLE | 2.1.PS.2 | follows healthy self-care routines such as brushing teeth, washing hands, and using the bathroom. ReadyRosie Rub a Dub Counting |
| EXAMPLE | 2.1.PS.4 | demonstrates safe behaviors regarding environment (stranger, tornado, fire, traffic, bodies of water), toxic substances, objects, and climbing structures. ReadyRosie My Address |
| STRAND / COURSE | Area 1: | Social and Emotional Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Large Motor Skills - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 2.2.PS | Children develop large motor skills. |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 2.2.PS.1 | demonstrates control and balance in locomotor skills, such as walking, running, jumping, hopping, marching, galloping, and climbing stairs. ReadyRosie Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| EXAMPLE | 2.2.PS.2 | demonstrates the ability to coordinate movements with balls, such as throwing, kicking, striking, catching, and bouncing. ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| STRAND / COURSE | Area 1: | Social and Emotional Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Large Motor Skills - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 2.3.PS | Children develop small motor skills. |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 2.3.PS.1 | uses hand-eye coordination to perform self-help and small motor tasks with a variety of manipulative materials, such as beads, pegs, shoelaces, puzzle pieces, and musical instruments. 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 |
| EXAMPLE | 2.3.PS.2 | demonstrates increased skills using scissors and writing tools for various learning experiences. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| STRAND / COURSE | Area 3: | Approaches to Learning |
| ESSENTIAL CONCEPT AND/OR SKILL | Curiosity and Initiative - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 3.1.PS | Children express curiosity, interest, and initiative in exploring the environment, engaging in experiences, and learning new skills. |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 3.1.PS.1 | chooses, deliberately, to explore a variety of materials and experiences, seeking out new challenges. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXAMPLE | 3.1.PS.2 | participates in experiences with eagerness, flexibility, imagination, independence, and inventiveness. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXAMPLE | 3.1.PS.3 | asks questions about a variety of topics. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| EXAMPLE | 3.1.PS.4 | repeats skills and experiences to build competence and support the exploration of new ideas. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND / COURSE | Area 3: | Approaches to Learning |
| ESSENTIAL CONCEPT AND/OR SKILL | Engagement and Persistence - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 3.2.PS | Children purposefully choose and persist in experiences and play. |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 3.2.PS.1 | maintains concentration on a task, despite distractions and interruptions. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXAMPLE | 3.2.PS.2 | stays engaged and completes a variety of both adult-directed and self-initiated tasks, projects, and experiences of increasing degrees of difficulty. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXAMPLE | 3.2.PS.3 | sets goals and follows a plan in order to complete a task. ReadyRosie Celebrate Learning My Age Setting Summer Learning Goals Shape Changers Sink or Swim Taking Turns |
| EXAMPLE | 3.2.PS.4 | chooses to participate in play and learning experiences. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND / COURSE | Area 3: | Approaches to Learning |
| ESSENTIAL CONCEPT AND/OR SKILL | Engagement and Persistence - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 3.3.PS | Children demonstrate strategies for reasoning and problem solving. |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 3.3.PS.2 | recognizes and solves problems through active exploration, including trial and error, and through interactions and discussions with peers and adults. ReadyRosie Celebrate Learning Color Word Sentences If You're Happy & You Know It My Age Pantry Talk Description Phone Fun Shape Changers Sink or Swim Taking Turns Who Should We Ask? |
| STRAND / COURSE | Area 3: | Approaches to Learning |
| ESSENTIAL CONCEPT AND/OR SKILL | Engagement and Persistence - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 3.4.PS | Children engage in play to learn. |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 3.4.PS.1 | engages in a variety of indoor and outdoor play experiences. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXAMPLE | 3.4.PS.2 | uses sights, smells, sounds, textures, and tastes to discriminate between and to explore experiences, materials, and the environment. ReadyRosie Grocery Store Conversations |
| EXAMPLE | 3.4.PS.4 | plans and executes play experiences alone and with others. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND / COURSE | Area 4: | Social Studies |
| ESSENTIAL CONCEPT AND/OR SKILL | Awareness of Family and Community - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 4.1.PS | Children demonstrate an increasing awareness of belonging to a family and community. |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 4.1.PS.1 | demonstrates understanding communities are composed of groups of people who live, play, or work together. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| EXAMPLE | 4.1.PS.2 | demonstrates ability to identify communities to which they belong. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| EXAMPLE | 4.1.PS.3 | recognizes their family is an important group to which they belong. ReadyRosie My Address |
| EXAMPLE | 4.1.PS.4 | demonstrates responsibility as a member of a family or community. ReadyRosie My Address |
| EXAMPLE | 4.1.PS.5 | shows confidence in expressing individual opinions and thoughts while respecting the thoughts and opinions of others. ReadyRosie Funny Faces If You're Happy & You Know It Putting Away the Groceries Table Riddles Talking About Your Feelings Thank You Note |
| EXAMPLE | 4.1.PS.6 | participates in creating and following rules and routines. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| EXAMPLE | 4.1.PS.7 | demonstrates an initial awareness of the concepts of fairness, individual rights, and welfare of family and community members. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| STRAND / COURSE | Area 4: | Social Studies |
| ESSENTIAL CONCEPT AND/OR SKILL | Awareness of Culture - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 4.2.PS | Children demonstrate an increasing awareness of culture and diversity. |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 4.2.PS.1 | demonstrates an awareness of diversity such as family characteristics, adult roles within a family, and skin and hair color. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? My Address Tips for storytelling: Story ideas |
| EXAMPLE | 4.2.PS.2 | demonstrates acceptance of persons from different cultures and ethnic groups. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| EXAMPLE | 4.2.PS.3 | demonstrates a sense of belonging, feeling pride in his or her own culture while showing respect for others. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| EXAMPLE | 4.2.PS.4 | uses respectful and descriptive language for human similarities and differences, demonstrating curiosity, comfort, ease and empathy with similarities and differences. ReadyRosie Funny Faces If You're Happy & You Know It Putting Away the Groceries Table Riddles Talking About Your Feelings Thank You Note |
| STRAND / COURSE | Area 4: | Social Studies |
| ESSENTIAL CONCEPT AND/OR SKILL | Awareness of the Relationship Between People and the Environment in Which They Live - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 4.3.PS | Children demonstrate an increasing awareness of the environment in which they live, especially how people (including themselves) relate to that environment. |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 4.3.PS.1 | interacts with the world, first with familiar settings and then with less familiar ones; first in simple ways and then in more complex, exploratory ways. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| EXAMPLE | 4.3.PS.2 | constructs meaning about himself or herself and the world through relevant and meaningful experiences with objects and the environment. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| STRAND / COURSE | Area 4: | Social Studies |
| ESSENTIAL CONCEPT AND/OR SKILL | Awareness of Past - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 4.4.PS | Children demonstrate an increasing awareness of past events and how those events relate to one’s self, family, and community. |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 4.4.PS.2 | represents events and experiences that occurred in the past through words, play, and 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 |
| STRAND / COURSE | Area 5: | Creative Arts |
| ESSENTIAL CONCEPT AND/OR SKILL | Art - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 5.1.PS | Children participate in a variety of art and sensory-related experiences. |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 5.1.PS.1 | uses a variety of drawing and art materials, such as drawing utensils, paint, clay, and wood to create original works, form, and meaning. 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 |
| EXAMPLE | 5.1.PS.3 | demonstrates care and persistence when involved in art projects. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXAMPLE | 5.1.PS.4 | plans and works cooperatively to create drawings, paintings, sculptures, and other art projects. 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 |
| STRAND / COURSE | Area 5: | Creative Arts |
| ESSENTIAL CONCEPT AND/OR SKILL | Music, Rhythm, and Movement - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 5.2.PS | Children participate in a variety of music and movement experiences. |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 5.2.PS.1 | participates in a variety of musical and rhythmic experiences, including singing, dancing, listening, playing simple rhythmic and pitched instruments, and creating and singing chants, rhymes, and finger plays from diverse cultures. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| EXAMPLE | 5.2.PS.4 | recognizes patterns in songs and rhymes and repeats them, using songs, chants or instruments, including the development of ability to keep beat. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| STRAND / COURSE | Area 6: | Communication, Language, and Literacy |
| ESSENTIAL CONCEPT AND/OR SKILL | Language Understanding and Use - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 6.1.PS | Children understand and use communication and language for a variety of purposes. |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 6.1.PS.1 | demonstrates a steady increase in listening (receptive language) and speaking (expressive language) vocabulary. ReadyRosie Comparing Vegetables Finding the Groceries Following Directions Grocery Store Conversations How Many Can You Name? How can I help my child learn new words? I Spy an Animal I'm Thinking of an Animal Kitchen Labeling Mystery Bag Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| EXAMPLE | 6.1.PS.2 | initiates, listens, and responds in relationship to the topics of conversations with other children (peers) and adults. ReadyRosie Color Word Sentences Finding the Groceries How Many Can You Name? I Spy an Animal If You're Happy & You Know It Mystery Bag Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| EXAMPLE | 6.1.PS.3 | speaks in phrases and sentences of increasing length and complexity. ReadyRosie Family Photos Pantry Talk Description Phone Fun Who Should We Ask? |
| EXAMPLE | 6.1.PS.4 | follows oral directions that involve several actions. 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 |
| EXAMPLE | 6.1.PS.5 | asks and answers a variety of questions. ReadyRosie Baby Photo Fun Color Word Sentences Listening for Sounds Phone Fun Why should we tell family stories? Yesterday, Today, Tomorrow |
| EXAMPLE | 6.1.PS.6 | demonstrates knowledge of the rules of conversations such as taking turns while speaking. ReadyRosie Choosing the Right Voice Taking Turns |
| STRAND / COURSE | Area 6: | Communication, Language, and Literacy |
| ESSENTIAL CONCEPT AND/OR SKILL | Language Understanding and Use - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 6.1.PS | Children understand and use communication and language for a variety of purposes. |
| GRADE LEVEL EXPECTATION | The child, who is an English language learner, also… | |
| EXAMPLE | 6.1.PS.10 | demonstrates receptive (listening) and expressive (speaking) English language skills to be able to comprehend the English language. ReadyRosie Comparing Vegetables Finding the Groceries Following Directions Grocery Store Conversations How Many Can You Name? How can I help my child learn new words? I Spy an Animal I'm Thinking of an Animal Kitchen Labeling Mystery Bag Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| EXAMPLE | 6.1.PS.11 | demonstrates engagement in English literacy activities to understand and respond to books, storytelling, and songs presented in English. ReadyRosie Getting Information from Pictures If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| STRAND / COURSE | Area 6: | Communication, Language, and Literacy |
| ESSENTIAL CONCEPT AND/OR SKILL | Early Literacy - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 6.2.PS | Children engage in early reading experiences. |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 6.2.PS.1 | expresses an interest and enjoyment in listening to books and attempts to read familiar books (print motivation). ReadyRosie Grandparent Storytime I Remember When Making Trail Mix My Favorite Part Reading a Book for the Second Time Tips for helping your child love reading Why should we tell family stories? |
| EXAMPLE | 6.2.PS.2 | displays book handling knowledge by turning the book right side up, turning one page at a time, recognizing familiar books by the cover, pointing to words as they talk about or retell stories using books, and using left to right sweep (print awareness). ReadyRosie All About My Day Book Bag Descriptions Chime In Color Word Sentences Family Movie Night Family Photos Funny Reading Grandparent Storytime My Favorite Part Reading a Book for the Second Time Reading the Grocery List Reading with Jack and Jill Recalling What Happened in a Story Retelling the Story Stuffed Animal Sentences Stuffed Animal Stories Tips for helping your child love reading Tips for storytelling: Using gestures Words on the Page |
| EXAMPLE | 6.2.PS.3 | shows an awareness of print such as pointing to familiar words or letters (print awareness). 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 |
| EXAMPLE | 6.2.PS.4 | understands sentences are made of words and words are made of individual letters (concepts of print). ReadyRosie Color Word Sentences Looking for Letters in Ads Reading with Jack and Jill Sentence Segmenting Starting a Word Bank Words on the Page |
| EXAMPLE | 6.2.PS.5 | understands increasingly and uses a variety of words (vocabulary). ReadyRosie Reading a Book for the Second Time |
| EXAMPLE | 6.2.PS.6 | shows increasing comprehension of a story through retelling the story and/or recognizing story elements such as the plot or characters (comprehension and story retelling). 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 |
| EXAMPLE | 6.2.PS.7 | recognizes increasingly and names more of the letters in their first and last name and letters they see frequently (letter knowledge). ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Morning Message Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| EXAMPLE | 6.2.PS.8 | recognizes most upper and lower case letters (letter knowledge). ReadyRosie Jump Rope Letters Letter Hunt Looking for Letters in Ads Name Game Shopping for Clothes Stomp the Letter |
| EXAMPLE | 6.2.PS.9 | produces the sound of some of the letters she or he knows (phonics). ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| EXAMPLE | 6.2.PS.10 | identifies words that rhyme from a group of three words: cat, rug, hat (phonological awareness - rhyme). ReadyRosie Color Word Sentences 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 Thumbs Up, Thumbs Down Twinkle, Twinkle Rhymes |
| EXAMPLE | 6.2.PS.11 | identifies the beginning sound in words, such as identifying two words that start with the same sound (phonological awareness – alliteration). ReadyRosie Making a Grocery List Signaling for Sounds Thumbs Up, Thumbs Down |
| EXAMPLE | 6.2.PS.12 | identifies the syllables in his or her name and in familiar objects or words by clapping and segmenting the syllables (phonological awareness – segmenting syllables). ReadyRosie Frog Hopping Grocery Sack Syllables Sequences of Sounds |
| EXAMPLE | 6.2.PS.13 | blends syllables to identify a word, object, or picture (phonological awareness – blending syllables). ReadyRosie Drumming Sounds Echo Game Frog Hopping Grocery Sack Syllables Lazy Letters Sequences of Sounds |
| STRAND / COURSE | Area 6: | Communication, Language, and Literacy |
| ESSENTIAL CONCEPT AND/OR SKILL | Early Literacy - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 6.3.PS | Children engage in early writing experiences. |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 6.3.PS.1 | attempts to communicate with others using scribbles, shapes, pictures, letter-like forms and/or letters in writing. ReadyRosie Detailed Drawing of a Face Jump Rope Letters Making a Grocery List Silverware Alphabet Thank You Note Using a Menu to Order Weekend News Writing Names with Shaving Cream |
| EXAMPLE | 6.3.PS.3 | uses expressive (speaking) language to share intended meaning of drawings and writing. ReadyRosie Detailed Drawing of a Face Making a Grocery List Putting Away the Groceries Table Riddles Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| EXAMPLE | 6.3.PS.4 | starts to demonstrate interest in learning to write letters, especially the letters in his or her name. ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| EXAMPLE | 6.3.PS.5 | uses invented spelling consisting of beginning sounds to represent a whole word. ReadyRosie Making a Grocery List Name Game Thank You Note Writing Names with Shaving Cream |
| STRAND / COURSE | Area 7: | Mathematics |
| ESSENTIAL CONCEPT AND/OR SKILL | Numbers and Operations - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 7.1.PS | Children understand counting, ways of representing numbers, and relationships between quantities and numerals. |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 7.1.PS.1 | recognizes small quantities (1 to 5) without counting them (subitizing). ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| EXAMPLE | 7.1.PS.2 | counts to 20 verbally. ReadyRosie How Many Can I Grab? Keep It Up Penny Drop Rub a Dub Counting |
| EXAMPLE | 7.1.PS.3 | points and counts 10-20 objects accurately. ReadyRosie How Many Can I Grab? Keep It Up Penny Drop Rub a Dub Counting |
| EXAMPLE | 7.1.PS.4 | makes sets of 6-10 objects and describes parts. ReadyRosie More than Ten |
| EXAMPLE | 7.1.PS.5 | uses language such as more, less or the same amount to compare quantities. ReadyRosie Acorns and Pinecones Cereal Challenge Make a Tower of Ten More than Ten Sharing Goldfish Slap One More Snack Fractions Who has the Biggest Number? |
| EXAMPLE | 7.1.PS.6 | identifies numerals to 10 by name. ReadyRosie Crazy Counting How Many Steps to Bed? How Old Are You? Magazine Number Hunt Rub a Dub Counting |
| STRAND / COURSE | Area 7: | Mathematics |
| ESSENTIAL CONCEPT AND/OR SKILL | Patterns - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 7.2.PS | Children understand patterns. |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 7.2.PS.1 | recognizes, reproduces and creates patterns moving from simple to complex. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| EXAMPLE | 7.2.PS.2 | extends patterns by predicting what comes next. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| EXAMPLE | 7.2.PS.3 | describes patterns seen in natural and designed settings. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| STRAND / COURSE | Area 7: | Mathematics |
| ESSENTIAL CONCEPT AND/OR SKILL | Shapes and Spatial Relationships - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 7.3.PS | Children understand shapes and spatial relationships |
| GRADE LEVEL EXPECTATION | Benchmarks: The child… | |
| EXAMPLE | 7.3.PS.1 | demonstrates understanding of spatial words such as up, down, over, under, top, bottom, inside, outside, in front, and behind. 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 |
| EXAMPLE | 7.3.PS.2 | identifies and describes two- and three-dimensional shapes. ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| EXAMPLE | 7.3.PS.3 | notices characteristics, similarities, and differences among shapes such as corners, points, edges, and sides. 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 |
| EXAMPLE | 7.3.PS.4 | notices how shapes fit together and can be taken apart to form other shapes. ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| STRAND / COURSE | Area 7: | Mathematics |
| ESSENTIAL CONCEPT AND/OR SKILL | Measurements - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 7.4.PS | Children understand comparisons and measurements |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 7.4.PS.1 | sorts, classifies, and puts objects in series using a variety of properties. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| EXAMPLE | 7.4.PS.2 | makes comparisons between several objects based on one or more attributes, such as length, height, weight, and area using words such as taller, shorter, longer, bigger, smaller, heavier, lighter, full, empty, length, height, and weight. ReadyRosie Bookcase Problem Building Houses Buying Oranges Candy Sort and Graph Comparing Vegetables Fill Up the Cup Grocery Store Weights I Spy a Coin I Spy an Animal Leap Frog Measure Letter Sort Likely or Unlikely Making Trail Mix Measuring the Table Near and Far Sort and Graph Leaves Sorting Laundry Strawberries for a Picnic |
| EXAMPLE | 7.4.PS.3 | measures objects using non-standard units of measurement, such as using blocks to determine how tall a child is. ReadyRosie Bookcase Problem |
| EXAMPLE | 7.4.PS.5 | begins to demonstrate knowledge that measurement requires a ‘fair’ comparison starting at the same baseline or measuring the same property such as length, height, and volume. 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 |
| EXAMPLE | 7.4.PS.6 | develops an awareness of simple time concepts within his or her daily life such as day, night; and sequence of usual daily events, such as breakfast, lunch, dinner, bedtime; outdoor time follows snack; and brushing teeth after a meal. ReadyRosie All About My Day Which Takes Longer? Yesterday, Today, Tomorrow |
| STRAND / COURSE | Area 7: | Mathematics |
| ESSENTIAL CONCEPT AND/OR SKILL | Data Analysis - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 7.5.PS | Children demonstrate the process of data analysis by sorting and classifying, asking questions, and finding answers. |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 7.5.PS.1 | sorts collections of objects into sets such as lines, piles, or groups by color, size, shape, or kind. ReadyRosie Building Houses Candy Sort and Graph Finger Shapes Grocery Store Conversations Guess My Shape How Many Can I Grab? I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Sort and Graph Leaves Sorting Laundry Ways to Cut a Sandwich |
| EXAMPLE | 7.5.PS.2 | sorts and resorts sets in a variety of ways. 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 |
| EXAMPLE | 7.5.PS.3 | compares and orders such as most to least, same amount as, and least to most. ReadyRosie Acorns and Pinecones Cereal Challenge Make a Tower of Ten More than Ten Sharing Goldfish Slap One More Snack Fractions Who has the Biggest Number? |
| EXAMPLE | 7.5.PS.4 | sorts data into two groups such as big and not big, green and not green, and pets and not pets. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| EXAMPLE | 7.5.PS.5 | asks questions, collects, records, and organizes data to find answers to questions. ReadyRosie Dino Dig Sort and Graph Leaves What's for Dinner? |
| STRAND / COURSE | Area 8: | Science |
| ESSENTIAL CONCEPT AND/OR SKILL | Scientific Investigations - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 8.1.PS | Children gather information and conduct investigations to address their wonderings and test solutions to problems. |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 8.1.PS.1 | asks questions about his or her environment, and begins to identify and look for information that will help answer those questions or solve problems. ReadyRosie What's for Dinner? |
| EXAMPLE | 8.1.PS.6 | asks questions based on observations of weather-related phenomena and begins to notice relationships and patterns over time, such as it is warmer in the summer and colder in the winter. ReadyRosie What's for Dinner? |
| STRAND / COURSE | Area 8: | Science |
| ESSENTIAL CONCEPT AND/OR SKILL | Scientific Reasoning - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 8.2.PS | Children use reasoning to make sense of information and design solutions to problems in their environment. |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 8.2.PS.1 | begins to make comparisons and to categorize nonliving things based on characteristics she or he can observe, such as texture, color, size, shape, temperature, sound, odor, usefulness, and weight. ReadyRosie Candy Sort and Graph Grocery Store Weights I Spy an Animal Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| STRAND / COURSE | Area 8: | Science |
| ESSENTIAL CONCEPT AND/OR SKILL | Scientific Communications - Preschool (3 - 5 years) | |
| DETAILED DESCRIPTOR | 8.3.PS | Children share information and understanding about experiences in their environment. |
| GRADE LEVEL EXPECTATION | The child… | |
| EXAMPLE | 8.3.PS.2 | obtains, evaluates, and uses age-appropriate text and online resources, with support, to gather information related to a topic of study and makes connections to observations and experiences such as when studying butterflies, children may evaluate a variety of books and begin to identify which books are most useful for learning about real butterflies. ReadyRosie Who Should We Ask? |
| EXAMPLE | 8.3.PS.3 | begins to ask questions of others to seek more information on a topic, and participates in generating questions to ask a visiting expert on a topic of interest. ReadyRosie What's for Dinner? |
| EXAMPLE | 8.3.PS.4 | offers evidence to explain the thought process he or she used to make conclusions or claims, and listens to the claims, conclusions, and evidence of others to begin to identify areas of agreement and disagreement. ReadyRosie Sink or Float |
| EXAMPLE | 8.3.PS.5 | participates in creating a final product such as a panel, classroom book, or newsletter that communicates what was learned during one exploration or during the study of a topic over time, and contributes through language, drawing, writing, or choosing items to include. ReadyRosie Sink or Float |