Kentucky Academic Standards (Infant)
| Main Criteria: Kentucky Academic Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grades: Ages Birth to 12 months, Ages 13 to 24 months, Ages 25 to 36 months | ||
| Correlation Options: Show Correlated | ||
| Kentucky Academic Standards |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2013 |
| STRAND | KY.1. | Cognitive (Birth to Three) |
| CATEGORY / GOAL | 1.1. | Explores the environment to gain information. |
| STANDARD / ORGANIZER | 1.1.1. | Demonstrates curiosity in the environment. |
| EXPECTATION | 1.1.1.1. | Uses senses to explore the environment. ReadyRosie Bath Time Fun Two on Me and You |
| STRAND | KY.1. | Cognitive (Birth to Three) |
| CATEGORY / GOAL | 1.1. | Explores the environment to gain information. |
| STANDARD / ORGANIZER | 1.1.2. | Responds to the environment. |
| EXPECTATION | 1.1.2.2. | Shows interest in listening to and repeating sounds. ReadyRosie Grocery List |
| EXPECTATION | 1.1.2.3. | Works toward an objective. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STRAND | KY.1. | Cognitive (Birth to Three) |
| CATEGORY / GOAL | 1.1. | Explores the environment to gain information. |
| STANDARD / ORGANIZER | 1.1.3. | Recalls information about the environment. |
| EXPECTATION | 1.1.3.1. | Recognizes and shows preference for familiar people and things. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| EXPECTATION | 1.1.3.4. | Exhibits a sense of personal routines. ReadyRosie Animal Noises How do I get my child to______? Reading Routines for Early Readers What Comes after Two? |
| STRAND | KY.2. | Communication (Birth to Three) |
| CATEGORY / GOAL | 2.1. | Demonstrates communication skills in order to express self. |
| STANDARD / ORGANIZER | 2.1.1. | Engages in nonverbal communication for a variety of purposes. |
| EXPECTATION | 2.1.1.1. | Initiates communication by smiling and eye contact. ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Which Toy? |
| EXPECTATION | 2.1.1.5. | Uses eye contact, gestures, and/or movement to request item or assistance. ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Which Toy? |
| STRAND | KY.2. | Communication (Birth to Three) |
| CATEGORY / GOAL | 2.1. | Demonstrates communication skills in order to express self. |
| STANDARD / ORGANIZER | 2.1.2. | Uses vocalization and /or words (verbal, signed, symbolic) for a variety of purposes. |
| EXPECTATION | 2.1.2.8. | Repeats rhymes and repetitive speech sounds, recites phrases and participates in singing songs. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| EXPECTATION | 2.1.2.9. | Uses single words. ReadyRosie Lunchtime Language |
| EXPECTATION | 2.1.2.12. | Increases the number of single words used in vocabulary. ReadyRosie Lunchtime Language |
| EXPECTATION | 2.1.2.17. | Uses 2-3 syllable words meaningfully. ReadyRosie Lunchtime Language |
| STRAND | KY.2. | Communication (Birth to Three) |
| CATEGORY / GOAL | 2.2. | Demonstrates listening and observing skills and responds to the communication of others. |
| STANDARD / ORGANIZER | 2.2.1. | Focuses on and attends to communication of others and to sights and sounds in the environment to gain information. |
| EXPECTATION | 2.2.1.1. | Responds to sights and/or sounds. ReadyRosie Lunchtime Language |
| EXPECTATION | 2.2.1.6. | Attends to and enjoys short stories, rhymes, finger plays, and songs. ReadyRosie Animal Noises How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Reading Routines for Early Readers Sing to Your Baby Why should I sing to my baby? |
| STRAND | KY.2. | Communication (Birth to Three) |
| CATEGORY / GOAL | 2.2. | Demonstrates listening and observing skills and responds to the communication of others. |
| STANDARD / ORGANIZER | 2.2.2. | Responds to the verbal and nonverbal communication of others. |
| EXPECTATION | 2.2.2.1. | Responds to communication of others and to sounds in the environment. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Lunchtime Language Piggy Toes Self Talk Sing to Your Baby Tummy Talk Why should I sing to my baby? |
| EXPECTATION | 2.2.2.12. | Demonstrates understanding of many vocabulary words. ReadyRosie How can I help my child learn new words? |
| EXPECTATION | 2.2.2.14. | Gains information from stories, rhymes, and songs being read/sung aloud. ReadyRosie Animal Noises How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Reading Routines for Early Readers Sing to Your Baby Why should I sing to my baby? |
| STRAND | KY.2. | Communication (Birth to Three) |
| CATEGORY / GOAL | 2.3. | Demonstrates interest and engages in early literacy activities. |
| STANDARD / ORGANIZER | 2.3.1. | Demonstrates interest and engagement in print literacy materials. |
| EXPECTATION | 2.3.1.2. | Attends to and/or makes contact with age-appropriate book, when presented. ReadyRosie Animal Noises Reading Routines for Early Readers |
| EXPECTATION | 2.3.1.4. | Shows interest as age-appropriate book is read aloud. ReadyRosie Animal Noises Reading Routines for Early Readers |
| EXPECTATION | 2.3.1.7. | Selects book for adult to read. ReadyRosie Animal Noises Reading Routines for Early Readers |
| EXPECTATION | 2.3.1.8. | Anticipates/recalls text of a known story. ReadyRosie Tips for storytelling: Using gestures |
| EXPECTATION | 2.3.1.9. | Requests a favorite book to be read again. ReadyRosie Animal Noises Reading Routines for Early Readers |
| EXPECTATION | 2.3.1.10. | Shows increased attention span for listening to stories. ReadyRosie Animal Noises Reading Routines for Early Readers |
| EXPECTATION | 2.3.1.12. | Recalls specific people, actions, and/or activities in a story book. ReadyRosie Tips for storytelling: Using gestures |
| STRAND | KY.2. | Communication (Birth to Three) |
| CATEGORY / GOAL | 2.3. | Demonstrates interest and engages in early literacy activities. |
| STANDARD / ORGANIZER | 2.3.2. | Demonstrates interest and engagement in stories, songs, and rhymes. |
| EXPECTATION | 2.3.2.2. | Attends and respond to hearing a story, rhyme or song. ReadyRosie Animal Noises How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Reading Routines for Early Readers Sing to Your Baby Why should I sing to my baby? |
| EXPECTATION | 2.3.2.3. | Participates in word games or fingerplays. ReadyRosie Itsy Bitsy Spider Motions |
| EXPECTATION | 2.3.2.4. | Sings or joins in on a specific story, rhyme or song. ReadyRosie Animal Noises How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Reading Routines for Early Readers Sing to Your Baby Why should I sing to my baby? |
| EXPECTATION | 2.3.2.5. | Repeats phrases from predictable, repetitive stories. ReadyRosie Tips for storytelling: Using gestures |
| EXPECTATION | 2.3.2.6. | Asks to hear a specific story, rhyme or song. ReadyRosie Animal Noises How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Reading Routines for Early Readers Sing to Your Baby Why should I sing to my baby? |
| EXPECTATION | 2.3.2.7. | Create partial songs and rhymes. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| STRAND | KY.3. | Creative Expression (Birth to Three) |
| CATEGORY / GOAL | 3.1. | Demonstrates interest and participates in various forms of creative expression. |
| STANDARD / ORGANIZER | 3.1.1. | Enjoys and engages in visual arts. |
| EXPECTATION | 3.1.1.2. | Attends to the facial expressions of adults. ReadyRosie Snuggle Close |
| EXPECTATION | 3.1.1.3. | Gazes at pictures, photographs, and mirror images. ReadyRosie Animal Noises |
| EXPECTATION | 3.1.1.6. | Observes and describes visual art. ReadyRosie Animal Noises |
| STRAND | KY.3. | Creative Expression (Birth to Three) |
| CATEGORY / GOAL | 3.1. | Demonstrates interest and participates in various forms of creative expression. |
| STANDARD / ORGANIZER | 3.1.2. | Enjoys and engages in movement and dance. |
| EXPECTATION | 3.1.2.1. | Responds to touch and motion. ReadyRosie I can't sing. How can I sing to my baby? |
| EXPECTATION | 3.1.2.2. | Explores the movement of self and/or objects. ReadyRosie I can't sing. How can I sing to my baby? |
| EXPECTATION | 3.1.2.3. | Shows enjoyment for rhythmic patterns. ReadyRosie I can't sing. How can I sing to my baby? |
| EXPECTATION | 3.1.2.4. | Enjoys moving to music. ReadyRosie I can't sing. How can I sing to my baby? |
| EXPECTATION | 3.1.2.5. | Exhibits an increased variety of movements to express self. ReadyRosie I can't sing. How can I sing to my baby? |
| STRAND | KY.3. | Creative Expression (Birth to Three) |
| CATEGORY / GOAL | 3.1. | Demonstrates interest and participates in various forms of creative expression. |
| STANDARD / ORGANIZER | 3.1.3. | Enjoys and engages in music. |
| EXPECTATION | 3.1.3.1. | Responds to sounds, tones, and voices. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| EXPECTATION | 3.1.3.3. | Enjoys rhythms and song. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| EXPECTATION | 3.1.3.4. | Prefers repetition of familiar songs and rhythmic patterns. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| EXPECTATION | 3.1.3.5. | Expresses joy through music. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| STRAND | KY.3. | Creative Expression (Birth to Three) |
| CATEGORY / GOAL | 3.1. | Demonstrates interest and participates in various forms of creative expression. |
| STANDARD / ORGANIZER | 3.1.4. | Enjoys and engages in pretend play and drama. |
| EXPECTATION | 3.1.4.1. | Imitates sounds, facial expressions and gestures of another person. ReadyRosie Snuggle Close |
| STRAND | KY.4. | Motor (Birth to Three) |
| CATEGORY / GOAL | 4.1. | Demonstrates motor skills in daily activities and adaptive/self-care routines. |
| STANDARD / ORGANIZER | 4.1.1. | Moves with purpose and coordination. |
| EXPECTATION | 4.1.1.1. | Reaches for object. ReadyRosie Grasp and Grab Touch and Taste |
| EXPECTATION | 4.1.1.2. | Brings object to mouth. ReadyRosie Bath Time Fun |
| EXPECTATION | 4.1.1.3. | Transfer objects from one hand to another. ReadyRosie Grasp and Grab Touch and Taste |
| EXPECTATION | 4.1.1.4. | Rolls over. ReadyRosie Roll Over |
| STRAND | KY.4. | Motor (Birth to Three) |
| CATEGORY / GOAL | 4.1. | Demonstrates motor skills in daily activities and adaptive/self-care routines. |
| STANDARD / ORGANIZER | 4.1.3. | Exhibits eye-hand coordination. |
| EXPECTATION | 4.1.3.1. | Reaches for objects. ReadyRosie Grasp and Grab Touch and Taste |
| EXPECTATION | 4.1.3.3. | Stacks and places objects. ReadyRosie Grasp and Grab Touch and Taste |
| STRAND | KY.4. | Motor (Birth to Three) |
| CATEGORY / GOAL | 4.1. | Demonstrates motor skills in daily activities and adaptive/self-care routines. |
| STANDARD / ORGANIZER | 4.1.4. | Controls small muscles in hands. |
| EXPECTATION | 4.1.4.1. | Grasps and releases objects. ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| EXPECTATION | 4.1.4.2. | Passes objects from one hand to the other and changes position of objects within their hands. ReadyRosie Grasp and Grab Touch and Taste |
| EXPECTATION | 4.1.4.3. | Moves from using whole hand grasp to grasping with thumb and index finger with increasing control. ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| STRAND | KY.4. | Motor (Birth to Three) |
| CATEGORY / GOAL | 4.1. | Demonstrates motor skills in daily activities and adaptive/self-care routines. |
| STANDARD / ORGANIZER | 4.1.5. | Expresses physical needs and actively participates in adaptive/self-care routines to have these needs met. |
| EXPECTATION | 4.1.5.1. | Verbally or physically asks for food or drink. ReadyRosie Lunchtime Language |
| EXPECTATION | 4.1.5.2. | Assists in feeding routines. ReadyRosie Lunchtime Language |
| EXPECTATION | 4.1.5.4. | Seeks assistance with diapering/toileting. ReadyRosie How can I get my child to listen to me? |
| STRAND | KY.5. | Social Emotional (Birth to Three) |
| CATEGORY / GOAL | 5.1. | Demonstrates trust and engages in social relationships. |
| STANDARD / ORGANIZER | 5.1.1. | Shows attachments and emotional connection towards others. |
| EXPECTATION | 5.1.1.1. | Responds to being held. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| EXPECTATION | 5.1.1.2. | Uses eye contact to establish, maintain, and discontinue interactions. ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Which Toy? |
| EXPECTATION | 5.1.1.3. | Recognizes familiar faces. ReadyRosie Baby Massage Behavior is a form of communication Do You See Me? Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| EXPECTATION | 5.1.1.4. | Exhibits separation anxiety. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| EXPECTATION | 5.1.1.5. | Use familiar adults as a base for exploration and for “emotional refueling”. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STRAND | KY.5. | Social Emotional (Birth to Three) |
| CATEGORY / GOAL | 5.1. | Demonstrates trust and engages in social relationships. |
| STANDARD / ORGANIZER | 5.1.2. | Demonstrates desire to create relationships and understanding of these relationships with others. |
| EXPECTATION | 5.1.2.1. | Observes other people. ReadyRosie Do You See Me? |
| EXPECTATION | 5.1.2.6. | Responds to praise or rewards from adults. ReadyRosie That's My Name |
| STRAND | KY.5. | Social Emotional (Birth to Three) |
| CATEGORY / GOAL | 5.2. | Demonstrates sense of self. |
| STANDARD / ORGANIZER | 5.2.1. | Expresses and/or recognizes a variety of emotions. |
| EXPECTATION | 5.2.1.1. | Uses facial expressions, body movements, and/or vocalizations to make social contact and express needs and emotions. ReadyRosie Snuggle Close |
| EXPECTATION | 5.2.1.4. | Associates emotions with words and facial expressions. ReadyRosie Snuggle Close |
| STRAND | KY.5. | Social Emotional (Birth to Three) |
| CATEGORY / GOAL | 5.2. | Demonstrates sense of self. |
| STANDARD / ORGANIZER | 5.2.2. | Develops the ability to control feelings and behavior and understands simple rules and limitations. |
| EXPECTATION | 5.2.2.5. | Understands authority and simple rules, including the consequences for not following rules. ReadyRosie How can I get my child to listen to me? How do I get my child to______? |
| Kentucky Academic Standards |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2013 |
| STRAND | KY.1. | Cognitive (Birth to Three) |
| CATEGORY / GOAL | 1.1. | Explores the environment to gain information. |
| STANDARD / ORGANIZER | 1.1.1. | Demonstrates curiosity in the environment. |
| EXPECTATION | 1.1.1.1. | Uses senses to explore the environment. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| STRAND | KY.1. | Cognitive (Birth to Three) |
| CATEGORY / GOAL | 1.1. | Explores the environment to gain information. |
| STANDARD / ORGANIZER | 1.1.2. | Responds to the environment. |
| EXPECTATION | 1.1.2.1. | Observes and/or imitates behavior. ReadyRosie Bear Bath |
| EXPECTATION | 1.1.2.3. | Works toward an objective. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STRAND | KY.1. | Cognitive (Birth to Three) |
| CATEGORY / GOAL | 1.1. | Explores the environment to gain information. |
| STANDARD / ORGANIZER | 1.1.3. | Recalls information about the environment. |
| EXPECTATION | 1.1.3.1. | Recognizes and shows preference for familiar people and things. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION | 1.1.3.4. | Exhibits a sense of personal routines. ReadyRosie Big, Little Helper How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| STRAND | KY.1. | Cognitive (Birth to Three) |
| CATEGORY / GOAL | 1.1. | Explores the environment to gain information. |
| STANDARD / ORGANIZER | 1.1.4. | Recognizes characteristics of people and objects. |
| EXPECTATION | 1.1.4.2. | Categorizes objects based on physical or functional similarity. ReadyRosie Big and Little Color Toys Find a Match |
| STRAND | KY.2. | Communication (Birth to Three) |
| CATEGORY / GOAL | 2.1. | Demonstrates communication skills in order to express self. |
| STANDARD / ORGANIZER | 2.1.2. | Uses vocalization and /or words (verbal, signed, symbolic) for a variety of purposes. |
| EXPECTATION | 2.1.2.8. | Repeats rhymes and repetitive speech sounds, recites phrases and participates in singing songs. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| EXPECTATION | 2.1.2.9. | Uses single words. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| EXPECTATION | 2.1.2.12. | Increases the number of single words used in vocabulary. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| EXPECTATION | 2.1.2.17. | Uses 2-3 syllable words meaningfully. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| STRAND | KY.2. | Communication (Birth to Three) |
| CATEGORY / GOAL | 2.2. | Demonstrates listening and observing skills and responds to the communication of others. |
| STANDARD / ORGANIZER | 2.2.1. | Focuses on and attends to communication of others and to sights and sounds in the environment to gain information. |
| EXPECTATION | 2.2.1.1. | Responds to sights and/or sounds. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| EXPECTATION | 2.2.1.6. | Attends to and enjoys short stories, rhymes, finger plays, and songs. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Reading Emotions Reading Routines for Early Readers Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| STRAND | KY.2. | Communication (Birth to Three) |
| CATEGORY / GOAL | 2.2. | Demonstrates listening and observing skills and responds to the communication of others. |
| STANDARD / ORGANIZER | 2.2.2. | Responds to the verbal and nonverbal communication of others. |
| EXPECTATION | 2.2.2.1. | Responds to communication of others and to sounds in the environment. ReadyRosie Choosing Clothes Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Point and Learn Rhyme and Ride Swing Song Talk and Play Where is Thumbkin? Why should I sing to my baby? |
| EXPECTATION | 2.2.2.6. | Responds appropriately to requests or directions. ReadyRosie Choosing Clothes Talk and Play |
| EXPECTATION | 2.2.2.11. | Responds to questions. ReadyRosie Why should we tell family stories? |
| EXPECTATION | 2.2.2.12. | Demonstrates understanding of many vocabulary words. ReadyRosie How can I help my child learn new words? |
| EXPECTATION | 2.2.2.14. | Gains information from stories, rhymes, and songs being read/sung aloud. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Reading Emotions Reading Routines for Early Readers Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| STRAND | KY.2. | Communication (Birth to Three) |
| CATEGORY / GOAL | 2.3. | Demonstrates interest and engages in early literacy activities. |
| STANDARD / ORGANIZER | 2.3.1. | Demonstrates interest and engagement in print literacy materials. |
| EXPECTATION | 2.3.1.2. | Attends to and/or makes contact with age-appropriate book, when presented. ReadyRosie Reading Routines for Early Readers |
| EXPECTATION | 2.3.1.3. | Manipulates age-appropriate book. ReadyRosie Look at the Book |
| EXPECTATION | 2.3.1.4. | Shows interest as age-appropriate book is read aloud. ReadyRosie Look at the Book Reading Emotions Reading Routines for Early Readers |
| EXPECTATION | 2.3.1.5. | Turns pages awkwardly by him/herself. ReadyRosie Look at the Book |
| EXPECTATION | 2.3.1.6. | Shows increasing skills in book handling and print directionality. ReadyRosie Look at the Book |
| EXPECTATION | 2.3.1.7. | Selects book for adult to read. ReadyRosie Look at the Book Reading Emotions Reading Routines for Early Readers |
| EXPECTATION | 2.3.1.8. | Anticipates/recalls text of a known story. ReadyRosie Tips for storytelling: Using gestures |
| EXPECTATION | 2.3.1.9. | Requests a favorite book to be read again. ReadyRosie Look at the Book Reading Emotions Reading Routines for Early Readers |
| EXPECTATION | 2.3.1.10. | Shows increased attention span for listening to stories. ReadyRosie Look at the Book Reading Emotions Reading Routines for Early Readers |
| EXPECTATION | 2.3.1.11. | Grasps thick crayon/marker/other writing tool and scribbles. ReadyRosie Color with Me |
| EXPECTATION | 2.3.1.12. | Recalls specific people, actions, and/or activities in a story book. ReadyRosie Tips for storytelling: Using gestures |
| STRAND | KY.2. | Communication (Birth to Three) |
| CATEGORY / GOAL | 2.3. | Demonstrates interest and engages in early literacy activities. |
| STANDARD / ORGANIZER | 2.3.2. | Demonstrates interest and engagement in stories, songs, and rhymes. |
| EXPECTATION | 2.3.2.2. | Attends and respond to hearing a story, rhyme or song. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Look at the Book Move While you Sing Move to to the Music Reading Emotions Reading Routines for Early Readers Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| EXPECTATION | 2.3.2.3. | Participates in word games or fingerplays. ReadyRosie Itsy Bitsy Spider Motions |
| EXPECTATION | 2.3.2.5. | Repeats phrases from predictable, repetitive stories. ReadyRosie Tips for storytelling: Using gestures |
| STRAND | KY.3. | Creative Expression (Birth to Three) |
| CATEGORY / GOAL | 3.1. | Demonstrates interest and participates in various forms of creative expression. |
| STANDARD / ORGANIZER | 3.1.1. | Enjoys and engages in visual arts. |
| EXPECTATION | 3.1.1.1. | Attends to bright and/or contrasting colors. ReadyRosie Find a Match |
| EXPECTATION | 3.1.1.3. | Gazes at pictures, photographs, and mirror images. ReadyRosie Reading Emotions |
| EXPECTATION | 3.1.1.4. | Shows preferences for favorite colors. ReadyRosie Find a Match |
| EXPECTATION | 3.1.1.6. | Observes and describes visual art. ReadyRosie Reading Emotions |
| STRAND | KY.3. | Creative Expression (Birth to Three) |
| CATEGORY / GOAL | 3.1. | Demonstrates interest and participates in various forms of creative expression. |
| STANDARD / ORGANIZER | 3.1.2. | Enjoys and engages in movement and dance. |
| EXPECTATION | 3.1.2.1. | Responds to touch and motion. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| EXPECTATION | 3.1.2.2. | Explores the movement of self and/or objects. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| EXPECTATION | 3.1.2.3. | Shows enjoyment for rhythmic patterns. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| EXPECTATION | 3.1.2.4. | Enjoys moving to music. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| EXPECTATION | 3.1.2.5. | Exhibits an increased variety of movements to express self. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| STRAND | KY.3. | Creative Expression (Birth to Three) |
| CATEGORY / GOAL | 3.1. | Demonstrates interest and participates in various forms of creative expression. |
| STANDARD / ORGANIZER | 3.1.3. | Enjoys and engages in music. |
| EXPECTATION | 3.1.3.1. | Responds to sounds, tones, and voices. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| EXPECTATION | 3.1.3.4. | Prefers repetition of familiar songs and rhythmic patterns. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| STRAND | KY.3. | Creative Expression (Birth to Three) |
| CATEGORY / GOAL | 3.1. | Demonstrates interest and participates in various forms of creative expression. |
| STANDARD / ORGANIZER | 3.1.4. | Enjoys and engages in pretend play and drama. |
| EXPECTATION | 3.1.4.1. | Imitates sounds, facial expressions and gestures of another person. ReadyRosie Bear Bath |
| EXPECTATION | 3.1.4.2. | Imitates the actions of other persons. ReadyRosie Bear Bath |
| EXPECTATION | 3.1.4.3. | Imitates sounds or actions of an animal or object. ReadyRosie Bear Bath |
| EXPECTATION | 3.1.4.4. | Utilizes voice and body as a means of artistic expression. ReadyRosie Bear Bath |
| EXPECTATION | 3.1.4.5. | Uses one object to represent another. ReadyRosie Bear Bath |
| EXPECTATION | 3.1.4.6. | Engages in pretend play. ReadyRosie Bear Bath |
| STRAND | KY.4. | Motor (Birth to Three) |
| CATEGORY / GOAL | 4.1. | Demonstrates motor skills in daily activities and adaptive/self-care routines. |
| STANDARD / ORGANIZER | 4.1.1. | Moves with purpose and coordination. |
| EXPECTATION | 4.1.1.1. | Reaches for object. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| EXPECTATION | 4.1.1.3. | Transfer objects from one hand to another. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| EXPECTATION | 4.1.1.6. | Uses furniture to raise or lower self to floor. ReadyRosie Baby Basketball |
| EXPECTATION | 4.1.1.7. | Walks. ReadyRosie Baby Basketball Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| EXPECTATION | 4.1.1.9. | Pushes and pulls toys while walking. ReadyRosie Bear Bath Tea Party |
| EXPECTATION | 4.1.1.10. | Kicks ball forward. ReadyRosie Baby Basketball Kick With Me |
| STRAND | KY.4. | Motor (Birth to Three) |
| CATEGORY / GOAL | 4.1. | Demonstrates motor skills in daily activities and adaptive/self-care routines. |
| STANDARD / ORGANIZER | 4.1.2. | Demonstrates balance and coordination. |
| EXPECTATION | 4.1.2.1. | Sits independently with balance. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| EXPECTATION | 4.1.2.2. | Stands without support. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| EXPECTATION | 4.1.2.3. | Moves from sitting to standing using hands. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| EXPECTATION | 4.1.2.4. | Squats without falling. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| EXPECTATION | 4.1.2.5. | Runs. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| EXPECTATION | 4.1.2.6. | Throws object while standing. ReadyRosie Baby Basketball |
| STRAND | KY.4. | Motor (Birth to Three) |
| CATEGORY / GOAL | 4.1. | Demonstrates motor skills in daily activities and adaptive/self-care routines. |
| STANDARD / ORGANIZER | 4.1.3. | Exhibits eye-hand coordination. |
| EXPECTATION | 4.1.3.1. | Reaches for objects. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| EXPECTATION | 4.1.3.3. | Stacks and places objects. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| EXPECTATION | 4.1.3.5. | Attempts to catch and throw. ReadyRosie Baby Basketball Kick With Me |
| STRAND | KY.4. | Motor (Birth to Three) |
| CATEGORY / GOAL | 4.1. | Demonstrates motor skills in daily activities and adaptive/self-care routines. |
| STANDARD / ORGANIZER | 4.1.4. | Controls small muscles in hands. |
| EXPECTATION | 4.1.4.1. | Grasps and releases objects. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| EXPECTATION | 4.1.4.2. | Passes objects from one hand to the other and changes position of objects within their hands. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| EXPECTATION | 4.1.4.3. | Moves from using whole hand grasp to grasping with thumb and index finger with increasing control. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STRAND | KY.4. | Motor (Birth to Three) |
| CATEGORY / GOAL | 4.1. | Demonstrates motor skills in daily activities and adaptive/self-care routines. |
| STANDARD / ORGANIZER | 4.1.5. | Expresses physical needs and actively participates in adaptive/self-care routines to have these needs met. |
| EXPECTATION | 4.1.5.1. | Verbally or physically asks for food or drink. ReadyRosie Snack Time Speech |
| EXPECTATION | 4.1.5.2. | Assists in feeding routines. ReadyRosie Snack Time Speech |
| EXPECTATION | 4.1.5.4. | Seeks assistance with diapering/toileting. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND | KY.5. | Social Emotional (Birth to Three) |
| CATEGORY / GOAL | 5.1. | Demonstrates trust and engages in social relationships. |
| STANDARD / ORGANIZER | 5.1.1. | Shows attachments and emotional connection towards others. |
| EXPECTATION | 5.1.1.1. | Responds to being held. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION | 5.1.1.3. | Recognizes familiar faces. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION | 5.1.1.4. | Exhibits separation anxiety. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION | 5.1.1.5. | Use familiar adults as a base for exploration and for “emotional refueling”. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STRAND | KY.5. | Social Emotional (Birth to Three) |
| CATEGORY / GOAL | 5.1. | Demonstrates trust and engages in social relationships. |
| STANDARD / ORGANIZER | 5.1.2. | Demonstrates desire to create relationships and understanding of these relationships with others. |
| EXPECTATION | 5.1.2.3. | Shows enjoyment in interactions with others. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| EXPECTATION | 5.1.2.4. | Initiates social contact. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| EXPECTATION | 5.1.2.5. | Develops friendship with peers. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| STRAND | KY.5. | Social Emotional (Birth to Three) |
| CATEGORY / GOAL | 5.2. | Demonstrates sense of self. |
| STANDARD / ORGANIZER | 5.2.1. | Expresses and/or recognizes a variety of emotions. |
| EXPECTATION | 5.2.1.1. | Uses facial expressions, body movements, and/or vocalizations to make social contact and express needs and emotions. ReadyRosie Kick With Me Little Hands, Big Plans Reading Emotions Tea Party |
| EXPECTATION | 5.2.1.2. | Responds to emotional cues and social situations. ReadyRosie Reading Emotions |
| EXPECTATION | 5.2.1.3. | Expresses emotions towards familiar persons, pets, or possessions. ReadyRosie Reading Emotions |
| EXPECTATION | 5.2.1.4. | Associates emotions with words and facial expressions. ReadyRosie Reading Emotions |
| STRAND | KY.5. | Social Emotional (Birth to Three) |
| CATEGORY / GOAL | 5.2. | Demonstrates sense of self. |
| STANDARD / ORGANIZER | 5.2.2. | Develops the ability to control feelings and behavior and understands simple rules and limitations. |
| EXPECTATION | 5.2.2.4. | Recognizes own accomplishments. ReadyRosie Happy Birthday to You Point and Learn This or That |
| EXPECTATION | 5.2.2.5. | Understands authority and simple rules, including the consequences for not following rules. ReadyRosie How can I get my child to listen to me? How do I get my child to______? How should I handle temper tantrums? Is my child overscheduled? Let's Get Dressed Shoe Search |
| Kentucky Academic Standards |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2013 |
| STRAND | KY.1. | Cognitive (Birth to Three) |
| CATEGORY / GOAL | 1.1. | Explores the environment to gain information. |
| STANDARD / ORGANIZER | 1.1.1. | Demonstrates curiosity in the environment. |
| EXPECTATION | 1.1.1.1. | Uses senses to explore the environment. ReadyRosie Fast, Slow Playdough Lengths |
| EXPECTATION | 1.1.1.2. | Uses play to explore objects in the environment. ReadyRosie Tips for helping your child love reading |
| EXPECTATION | 1.1.1.4. | Explores spatial relationships, shapes, and numbers. ReadyRosie Copy Me |
| STRAND | KY.1. | Cognitive (Birth to Three) |
| CATEGORY / GOAL | 1.1. | Explores the environment to gain information. |
| STANDARD / ORGANIZER | 1.1.2. | Responds to the environment. |
| EXPECTATION | 1.1.2.1. | Observes and/or imitates behavior. ReadyRosie Banana Phonana |
| EXPECTATION | 1.1.2.3. | Works toward an objective. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STRAND | KY.1. | Cognitive (Birth to Three) |
| CATEGORY / GOAL | 1.1. | Explores the environment to gain information. |
| STANDARD / ORGANIZER | 1.1.3. | Recalls information about the environment. |
| EXPECTATION | 1.1.3.1. | Recognizes and shows preference for familiar people and things. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION | 1.1.3.4. | Exhibits a sense of personal routines. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| STRAND | KY.1. | Cognitive (Birth to Three) |
| CATEGORY / GOAL | 1.1. | Explores the environment to gain information. |
| STANDARD / ORGANIZER | 1.1.4. | Recognizes characteristics of people and objects. |
| EXPECTATION | 1.1.4.2. | Categorizes objects based on physical or functional similarity. ReadyRosie Nature Walk and Talk Toy Sort |
| EXPECTATION | 1.1.4.4. | Uses objects in realistic play – imitates the environment. ReadyRosie Tips for helping your child love reading |
| STRAND | KY.2. | Communication (Birth to Three) |
| CATEGORY / GOAL | 2.1. | Demonstrates communication skills in order to express self. |
| STANDARD / ORGANIZER | 2.1.2. | Uses vocalization and /or words (verbal, signed, symbolic) for a variety of purposes. |
| EXPECTATION | 2.1.2.8. | Repeats rhymes and repetitive speech sounds, recites phrases and participates in singing songs. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| EXPECTATION | 2.1.2.9. | Uses single words. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| EXPECTATION | 2.1.2.10. | Names several objects or persons upon request. ReadyRosie Tips for storytelling: Story ideas |
| EXPECTATION | 2.1.2.11. | Identifies items or people in pictures/photographs. ReadyRosie Tips for storytelling: Story ideas |
| EXPECTATION | 2.1.2.12. | Increases the number of single words used in vocabulary. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| EXPECTATION | 2.1.2.13. | Uses name to refer to self. ReadyRosie Paint your Name |
| EXPECTATION | 2.1.2.14. | Uses phrases or short sentences. ReadyRosie Stuck on You Tell Me About It! Tempted to Talk |
| EXPECTATION | 2.1.2.17. | Uses 2-3 syllable words meaningfully. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| EXPECTATION | 2.1.2.18. | Carries on a conversation. ReadyRosie Stuck on You Tell Me About It! |
| EXPECTATION | 2.1.2.20. | Asks questions. ReadyRosie Nature Walk and Talk What Do We Do? |
| STRAND | KY.2. | Communication (Birth to Three) |
| CATEGORY / GOAL | 2.2. | Demonstrates listening and observing skills and responds to the communication of others. |
| STANDARD / ORGANIZER | 2.2.1. | Focuses on and attends to communication of others and to sights and sounds in the environment to gain information. |
| EXPECTATION | 2.2.1.1. | Responds to sights and/or sounds. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| EXPECTATION | 2.2.1.6. | Attends to and enjoys short stories, rhymes, finger plays, and songs. ReadyRosie Book Chats Bring Me the Book How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Reading Routines for Early Readers Ring Around the Rosie Tips for helping your child love reading Why should I sing to my baby? |
| STRAND | KY.2. | Communication (Birth to Three) |
| CATEGORY / GOAL | 2.2. | Demonstrates listening and observing skills and responds to the communication of others. |
| STANDARD / ORGANIZER | 2.2.2. | Responds to the verbal and nonverbal communication of others. |
| EXPECTATION | 2.2.2.1. | Responds to communication of others and to sounds in the environment. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| EXPECTATION | 2.2.2.11. | Responds to questions. ReadyRosie T-Shirt Talk Why should we tell family stories? |
| EXPECTATION | 2.2.2.12. | Demonstrates understanding of many vocabulary words. ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You |
| EXPECTATION | 2.2.2.14. | Gains information from stories, rhymes, and songs being read/sung aloud. ReadyRosie Book Chats Bring Me the Book How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Reading Routines for Early Readers Ring Around the Rosie Tips for helping your child love reading Why should I sing to my baby? |
| STRAND | KY.2. | Communication (Birth to Three) |
| CATEGORY / GOAL | 2.3. | Demonstrates interest and engages in early literacy activities. |
| STANDARD / ORGANIZER | 2.3.1. | Demonstrates interest and engagement in print literacy materials. |
| EXPECTATION | 2.3.1.2. | Attends to and/or makes contact with age-appropriate book, when presented. ReadyRosie Reading Routines for Early Readers |
| EXPECTATION | 2.3.1.4. | Shows interest as age-appropriate book is read aloud. ReadyRosie Book Chats Bring Me the Book Reading Routines for Early Readers Tips for helping your child love reading |
| EXPECTATION | 2.3.1.7. | Selects book for adult to read. ReadyRosie Book Chats Bring Me the Book Reading Routines for Early Readers Tips for helping your child love reading |
| EXPECTATION | 2.3.1.8. | Anticipates/recalls text of a known story. ReadyRosie Family Movie Night Tips for helping your child love reading Tips for storytelling: Using gestures |
| EXPECTATION | 2.3.1.9. | Requests a favorite book to be read again. ReadyRosie Book Chats Bring Me the Book Reading Routines for Early Readers Tips for helping your child love reading |
| EXPECTATION | 2.3.1.10. | Shows increased attention span for listening to stories. ReadyRosie Book Chats Bring Me the Book Reading Routines for Early Readers Tips for helping your child love reading |
| EXPECTATION | 2.3.1.11. | Grasps thick crayon/marker/other writing tool and scribbles. ReadyRosie Copy Me Paint your Name Secret Message |
| EXPECTATION | 2.3.1.12. | Recalls specific people, actions, and/or activities in a story book. ReadyRosie Family Movie Night Tips for helping your child love reading Tips for storytelling: Using gestures |
| EXPECTATION | 2.3.1.14. | Makes lines and shapes with a variety of writing tools to represent objects. ReadyRosie Copy Me Paint your Name Secret Message |
| STRAND | KY.2. | Communication (Birth to Three) |
| CATEGORY / GOAL | 2.3. | Demonstrates interest and engages in early literacy activities. |
| STANDARD / ORGANIZER | 2.3.2. | Demonstrates interest and engagement in stories, songs, and rhymes. |
| EXPECTATION | 2.3.2.2. | Attends and respond to hearing a story, rhyme or song. ReadyRosie Book Chats Bring Me the Book How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Reading Routines for Early Readers Ring Around the Rosie Tips for helping your child love reading Why should I sing to my baby? |
| EXPECTATION | 2.3.2.4. | Sings or joins in on a specific story, rhyme or song. ReadyRosie Book Chats Bring Me the Book How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Reading Routines for Early Readers Ring Around the Rosie Tips for helping your child love reading Why should I sing to my baby? |
| EXPECTATION | 2.3.2.5. | Repeats phrases from predictable, repetitive stories. ReadyRosie Family Movie Night Tips for helping your child love reading Tips for storytelling: Using gestures |
| EXPECTATION | 2.3.2.6. | Asks to hear a specific story, rhyme or song. ReadyRosie Book Chats Bring Me the Book How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Reading Routines for Early Readers Ring Around the Rosie Tips for helping your child love reading Why should I sing to my baby? |
| EXPECTATION | 2.3.2.7. | Create partial songs and rhymes. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| STRAND | KY.3. | Creative Expression (Birth to Three) |
| CATEGORY / GOAL | 3.1. | Demonstrates interest and participates in various forms of creative expression. |
| STANDARD / ORGANIZER | 3.1.1. | Enjoys and engages in visual arts. |
| EXPECTATION | 3.1.1.1. | Attends to bright and/or contrasting colors. ReadyRosie Toy Sort |
| EXPECTATION | 3.1.1.4. | Shows preferences for favorite colors. ReadyRosie Toy Sort |
| EXPECTATION | 3.1.1.5. | Uses a variety of materials in exploring and creating visual art. ReadyRosie Copy Me Recycled Play |
| STRAND | KY.3. | Creative Expression (Birth to Three) |
| CATEGORY / GOAL | 3.1. | Demonstrates interest and participates in various forms of creative expression. |
| STANDARD / ORGANIZER | 3.1.2. | Enjoys and engages in movement and dance. |
| EXPECTATION | 3.1.2.1. | Responds to touch and motion. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| EXPECTATION | 3.1.2.2. | Explores the movement of self and/or objects. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| EXPECTATION | 3.1.2.3. | Shows enjoyment for rhythmic patterns. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| EXPECTATION | 3.1.2.4. | Enjoys moving to music. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| EXPECTATION | 3.1.2.5. | Exhibits an increased variety of movements to express self. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| STRAND | KY.3. | Creative Expression (Birth to Three) |
| CATEGORY / GOAL | 3.1. | Demonstrates interest and participates in various forms of creative expression. |
| STANDARD / ORGANIZER | 3.1.3. | Enjoys and engages in music. |
| EXPECTATION | 3.1.3.1. | Responds to sounds, tones, and voices. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| EXPECTATION | 3.1.3.2. | Responds to music. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| EXPECTATION | 3.1.3.3. | Enjoys rhythms and song. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| EXPECTATION | 3.1.3.4. | Prefers repetition of familiar songs and rhythmic patterns. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| EXPECTATION | 3.1.3.5. | Expresses joy through music. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| STRAND | KY.3. | Creative Expression (Birth to Three) |
| CATEGORY / GOAL | 3.1. | Demonstrates interest and participates in various forms of creative expression. |
| STANDARD / ORGANIZER | 3.1.4. | Enjoys and engages in pretend play and drama. |
| EXPECTATION | 3.1.4.1. | Imitates sounds, facial expressions and gestures of another person. ReadyRosie Banana Phonana |
| EXPECTATION | 3.1.4.2. | Imitates the actions of other persons. ReadyRosie Banana Phonana |
| EXPECTATION | 3.1.4.3. | Imitates sounds or actions of an animal or object. ReadyRosie Banana Phonana |
| EXPECTATION | 3.1.4.4. | Utilizes voice and body as a means of artistic expression. ReadyRosie Banana Phonana |
| EXPECTATION | 3.1.4.5. | Uses one object to represent another. ReadyRosie Banana Phonana |
| EXPECTATION | 3.1.4.6. | Engages in pretend play. ReadyRosie Banana Phonana |
| STRAND | KY.4. | Motor (Birth to Three) |
| CATEGORY / GOAL | 4.1. | Demonstrates motor skills in daily activities and adaptive/self-care routines. |
| STANDARD / ORGANIZER | 4.1.1. | Moves with purpose and coordination. |
| EXPECTATION | 4.1.1.1. | Reaches for object. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| EXPECTATION | 4.1.1.3. | Transfer objects from one hand to another. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| EXPECTATION | 4.1.1.7. | Walks. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| EXPECTATION | 4.1.1.10. | Kicks ball forward. ReadyRosie Catch! |
| STRAND | KY.4. | Motor (Birth to Three) |
| CATEGORY / GOAL | 4.1. | Demonstrates motor skills in daily activities and adaptive/self-care routines. |
| STANDARD / ORGANIZER | 4.1.2. | Demonstrates balance and coordination. |
| EXPECTATION | 4.1.2.1. | Sits independently with balance. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| EXPECTATION | 4.1.2.2. | Stands without support. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| EXPECTATION | 4.1.2.3. | Moves from sitting to standing using hands. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| EXPECTATION | 4.1.2.4. | Squats without falling. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| EXPECTATION | 4.1.2.5. | Runs. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| STRAND | KY.4. | Motor (Birth to Three) |
| CATEGORY / GOAL | 4.1. | Demonstrates motor skills in daily activities and adaptive/self-care routines. |
| STANDARD / ORGANIZER | 4.1.3. | Exhibits eye-hand coordination. |
| EXPECTATION | 4.1.3.1. | Reaches for objects. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| EXPECTATION | 4.1.3.2. | Makes random marks on paper. ReadyRosie Copy Me Paint your Name Secret Message |
| EXPECTATION | 4.1.3.3. | Stacks and places objects. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| EXPECTATION | 4.1.3.4. | Makes controlled scribbles. ReadyRosie Copy Me Paint your Name Secret Message |
| EXPECTATION | 4.1.3.5. | Attempts to catch and throw. ReadyRosie Catch! |
| STRAND | KY.4. | Motor (Birth to Three) |
| CATEGORY / GOAL | 4.1. | Demonstrates motor skills in daily activities and adaptive/self-care routines. |
| STANDARD / ORGANIZER | 4.1.4. | Controls small muscles in hands. |
| EXPECTATION | 4.1.4.1. | Grasps and releases objects. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| EXPECTATION | 4.1.4.2. | Passes objects from one hand to the other and changes position of objects within their hands. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| EXPECTATION | 4.1.4.3. | Moves from using whole hand grasp to grasping with thumb and index finger with increasing control. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| STRAND | KY.4. | Motor (Birth to Three) |
| CATEGORY / GOAL | 4.1. | Demonstrates motor skills in daily activities and adaptive/self-care routines. |
| STANDARD / ORGANIZER | 4.1.5. | Expresses physical needs and actively participates in adaptive/self-care routines to have these needs met. |
| EXPECTATION | 4.1.5.1. | Verbally or physically asks for food or drink. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| EXPECTATION | 4.1.5.2. | Assists in feeding routines. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| EXPECTATION | 4.1.5.4. | Seeks assistance with diapering/toileting. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXPECTATION | 4.1.5.5. | Participates in dressing routines. ReadyRosie T-Shirt Talk |
| EXPECTATION | 4.1.5.6. | Participates in routines to maintain hygiene. ReadyRosie I Can Do It All By Myself |
| STRAND | KY.5. | Social Emotional (Birth to Three) |
| CATEGORY / GOAL | 5.1. | Demonstrates trust and engages in social relationships. |
| STANDARD / ORGANIZER | 5.1.1. | Shows attachments and emotional connection towards others. |
| EXPECTATION | 5.1.1.1. | Responds to being held. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION | 5.1.1.3. | Recognizes familiar faces. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION | 5.1.1.4. | Exhibits separation anxiety. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION | 5.1.1.5. | Use familiar adults as a base for exploration and for “emotional refueling”. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STRAND | KY.5. | Social Emotional (Birth to Three) |
| CATEGORY / GOAL | 5.1. | Demonstrates trust and engages in social relationships. |
| STANDARD / ORGANIZER | 5.1.2. | Demonstrates desire to create relationships and understanding of these relationships with others. |
| EXPECTATION | 5.1.2.3. | Shows enjoyment in interactions with others. ReadyRosie Catch! Ring Around the Rosie |
| EXPECTATION | 5.1.2.4. | Initiates social contact. ReadyRosie Catch! Ring Around the Rosie |
| EXPECTATION | 5.1.2.5. | Develops friendship with peers. ReadyRosie Catch! Ring Around the Rosie |
| EXPECTATION | 5.1.2.6. | Responds to praise or rewards from adults. ReadyRosie Tell Me About It! |
| EXPECTATION | 5.1.2.7. | Develops sense of self as a separate person from others. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| STRAND | KY.5. | Social Emotional (Birth to Three) |
| CATEGORY / GOAL | 5.2. | Demonstrates sense of self. |
| STANDARD / ORGANIZER | 5.2.1. | Expresses and/or recognizes a variety of emotions. |
| EXPECTATION | 5.2.1.1. | Uses facial expressions, body movements, and/or vocalizations to make social contact and express needs and emotions. ReadyRosie Catch! Ring Around the Rosie |
| STRAND | KY.5. | Social Emotional (Birth to Three) |
| CATEGORY / GOAL | 5.2. | Demonstrates sense of self. |
| STANDARD / ORGANIZER | 5.2.2. | Develops the ability to control feelings and behavior and understands simple rules and limitations. |
| EXPECTATION | 5.2.2.3. | Expresses sense of self (autonomy). ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| EXPECTATION | 5.2.2.4. | Recognizes own accomplishments. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| EXPECTATION | 5.2.2.5. | Understands authority and simple rules, including the consequences for not following rules. ReadyRosie How can I get my child to listen to me? How do I get my child to______? How should I handle temper tantrums? Is my child overscheduled? |