Louisiana Academic Standards (Infant)
| Main Criteria: Louisiana 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 | ||
| Louisiana Academic Standards |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2013 |
| STRAND | LA.AL.0. | APPROACHES TO LEARNING (Infants) |
| TITLE | INITIATIVE AND CURIOSITY | |
| PERFORMANCE EXPECTATION | AL.1. | Engage in play-based learning to explore, investigate, and acquire knowledge about themselves and their world. |
| INDICATOR | AL.1.0.2. | Explore objects, materials, and/or people using all the senses (e.g., picking objects up and putting them in mouth, focusing attention on an object or someone doing something, etc.). (0.2) ReadyRosie Bath Time Fun Two on Me and You |
| STRAND | LA.AL.0. | APPROACHES TO LEARNING (Infants) |
| TITLE | ATTENTION, ENGAGEMENT, AND PERSISTENCE | |
| PERFORMANCE EXPECTATION | AL.2. | Demonstrate attention, engagement, and persistence in learning. |
| INDICATOR | AL.2.0.1. | Focus attention on people around him/her. (0.1) ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| INDICATOR | AL.2.0.2. | Attend briefly to different people, sights and sounds in the environment. (0.2) ReadyRosie Bath Time Fun Do You See Me? Grasp and Grab How can I make music part of our day? Kicking Paper Me in the Mirror Sing to Your Baby Snuggle Close Touch and Taste Tummy Talk Two on Me and You Which Toy? |
| INDICATOR | AL.2.0.3. | Try to make things happen. (0.3) ReadyRosie Do You See Me? Kicking Paper Supported Standing Touch and Taste Which Toy? |
| STRAND | LA.AL.0. | APPROACHES TO LEARNING (Infants) |
| TITLE | SUBDOMAIN: REASONING, PROBLEM-SOLVING, AND CREATIVE THINKING | |
| PERFORMANCE EXPECTATION | AL.3. | Recognize, understand, and analyze a problem and draw on knowledge or experience to seek solutions. |
| INDICATOR | AL.3.0.3. | Use simple actions to solve problems (e.g., scooting to reach favorite toy). (0.3) ReadyRosie Do You See Me? Supported Standing |
| INDICATOR | AL.3.0.4. | Play with a variety of objects and notice similar and different outcomes. (0.4) ReadyRosie Do You See Me? Supported Standing |
| STRAND | LA.AL.0. | APPROACHES TO LEARNING (Infants) |
| TITLE | SUBDOMAIN: REASONING, PROBLEM-SOLVING, AND CREATIVE THINKING | |
| PERFORMANCE EXPECTATION | AL.4. | Demonstrate creative thinking when using materials, solving problems, and/or learning new information. |
| INDICATOR | AL.4.0.1. | Try a new action with a familiar object when interacting with others. (0.1) ReadyRosie Do You See Me? Supported Standing |
| INDICATOR | AL.4.0.2. | Manipulate objects in order to explore them. (0.2) ReadyRosie Do You See Me? Supported Standing |
| STRAND | LA.C.0. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Infants) |
| TITLE | CREATIVE THINKING AND EXPRESSION (CC) | |
| PERFORMANCE EXPECTATION | CC.1. | Develop an appreciation for music and participate in music and movement activities that represent a variety of the cultures and the home languages of the children in the classroom. |
| INDICATOR | CC.1.0.2. | Listen and respond to music by moving their bodies. (0.2) ReadyRosie I can't sing. How can I sing to my baby? |
| STRAND | LA.C.0. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Infants) |
| TITLE | CREATIVE THINKING AND EXPRESSION (CC) | |
| PERFORMANCE EXPECTATION | CC.2. | Develop an appreciation for visual arts from different culture and create various forms of visual arts. |
| INDICATOR | CC.2.0.1. | Respond to or show interest in visual stimuli (e.g., mobiles, stuffed animals, prints, art work, etc.). (0.1) ReadyRosie Animal Noises |
| STRAND | LA.C.0. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Infants) |
| TITLE | MATHEMATICS (CM) | |
| PERFORMANCE EXPECTATION | CM.1. | Understand numbers, ways of representing numbers, and relationships between number and quantities. |
| INDICATOR | CM.1.0.1. | Attend to an adult counting. (0.1) ReadyRosie Table Taps |
| STRAND | LA.C.0. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Infants) |
| TITLE | MATHEMATICS (CM) | |
| PERFORMANCE EXPECTATION | CM.4. | Understand shapes, their properties, and how objects are related to one another in space. |
| INDICATOR | CM.4.0.2. | Move their body in space and observe people and objects as they move through space. (0.2) ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| STRAND | LA.C.0. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Infants) |
| TITLE | SCIENCE (CS) | |
| PERFORMANCE EXPECTATION | CS.1. | Develop the ability to carry out the scientific inquiry process (ask questions, predict, make observations, explain observations, and draw conclusions). |
| INDICATOR | CS.1.0.1. | Explore objects, materials, and/or people using all the senses (e.g., picking objects up and putting them in mouth, focusing attention on an object or someone doing something, etc.). (0.1) ReadyRosie Bath Time Fun Two on Me and You |
| STRAND | LA.C.0. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Infants) |
| TITLE | SOCIAL STUDIES (CSS) | |
| PERFORMANCE EXPECTATION | CSS.1. | Develop the understanding that events happened in the past and how these events relate to one’s self, family, and community. |
| INDICATOR | CSS.1.0.2. | Show anticipation of events in daily routine and activities. (0.2) ReadyRosie How do I get my child to______? |
| STRAND | LA.C.0. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Infants) |
| TITLE | SOCIAL STUDIES (CSS) | |
| PERFORMANCE EXPECTATION | CSS.2. | Describe people, events, and symbols of the past and present. |
| INDICATOR | CSS.2.0.3. | Show interest in holiday, cultural, and/or birthday celebrations for family members and peers. (0.3) ReadyRosie How can I communicate with my baby? Piggy Toes |
| STRAND | LA.C.0. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Infants) |
| TITLE | SOCIAL STUDIES (CSS) | |
| PERFORMANCE EXPECTATION | CSS.3. | Develop an awareness of geographic locations, maps, and landforms. |
| INDICATOR | CSS.3.0.1. | Explore the immediate environment (inside and outside with adult supervision). (0.1) ReadyRosie Bath Time Fun Two on Me and You |
| STRAND | LA.C.0. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Infants) |
| TITLE | SOCIAL STUDIES (CSS) | |
| PERFORMANCE EXPECTATION | CSS.4. | Demonstrate awareness of culture and other characteristics of groups of people. |
| INDICATOR | CSS.4.0.1. | Respond to music from various cultures; especially those from their own culture (e.g., lullabies or simple songs). (0.1) ReadyRosie How can I communicate with my baby? Piggy Toes |
| STRAND | LA.C.0. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Infants) |
| TITLE | SOCIAL STUDIES (CSS) | |
| PERFORMANCE EXPECTATION | CSS.5. | Develop an awareness of the importance of rules and responsibilities within their community and the actions/behaviors necessary for effective citizenship. |
| INDICATOR | CSS.5.0.1. | Notice others carrying out routines and responsibilities. (0.1) ReadyRosie How do I get my child to______? |
| INDICATOR | CSS.5.0.2. | Respond to changes in adult’s tone of voice, expression, or visual cues (e.g., shaking head). (0.2) ReadyRosie How can I get my child to listen to me? Tips for storytelling: Using your voice |
| STRAND | LA.C.0. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Infants) |
| TITLE | SOCIAL STUDIES (CSS) | |
| PERFORMANCE EXPECTATION | CSS.6. | Demonstrate an awareness of basic economic concepts. |
| INDICATOR | CSS.6.0.1. | Express preferences for food, toys, etc. through vocalizations, gestures and facial expressions. (0.1) ReadyRosie Snuggle Close |
| STRAND | LA.LL.0. | LANGUAGE AND LITERACY DEVELOPMENT (Infants) |
| TITLE | SPEAKING AND LISTENING | |
| PERFORMANCE EXPECTATION | LL.1. | Comprehend or understand and use language. |
| INDICATOR | LL.1.0.5. | Coo when spoken to. (0.5) ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| INDICATOR | LL.1.0.8. | Respond to the sound of language and the steady rhythm of words. (0.8) ReadyRosie Grocery List |
| INDICATOR | LL.1.0.9. | Get attention or express needs through sound, facial expressions, and movements. (0.9) ReadyRosie Behavior is a form of communication Snuggle Close |
| STRAND | LA.LL.0. | LANGUAGE AND LITERACY DEVELOPMENT (Infants) |
| TITLE | LANGUAGE | |
| PERFORMANCE EXPECTATION | LL.2. | Comprehend and use increasingly complex and varied vocabulary. |
| INDICATOR | LL.2.0.1. | Engage in brief moments of joint attention to imitate positional words through language, music and sounds. (0.1) ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| INDICATOR | LL.2.0.3. | Use gestures and sounds to communicate needs. (0.3) ReadyRosie Behavior is a form of communication |
| STRAND | LA.LL.0. | LANGUAGE AND LITERACY DEVELOPMENT (Infants) |
| TITLE | READING: LITERATURE AND INFORMATION IN PRINT | |
| PERFORMANCE EXPECTATION | LL.3. | Develop an interest in books and their characteristics. |
| INDICATOR | LL.3.0.2. | Look at picture books with interest, sometimes pointing at objects. (0.2) ReadyRosie Animal Noises Reading Routines for Early Readers |
| INDICATOR | LL.3.0.3. | Engage in joint attention to books, language, music and sounds. (0.3) ReadyRosie Grocery List 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 | LA.LL.0. | LANGUAGE AND LITERACY DEVELOPMENT (Infants) |
| TITLE | READING: LITERATURE AND INFORMATION IN PRINT | |
| PERFORMANCE EXPECTATION | LL.4. | Comprehend stories and information from books and other print materials. |
| INDICATOR | LL.4.0.2. | Respond and attend to stories that have been read previously. (0.2) ReadyRosie Animal Noises Reading Routines for Early Readers |
| STRAND | LA.LL.0. | LANGUAGE AND LITERACY DEVELOPMENT (Infants) |
| TITLE | READING: FOUNDATIONAL SKILLS | |
| PERFORMANCE EXPECTATION | LL.5. | Demonstrate understanding of the organization and basic features of print. |
| INDICATOR | LL.5.0.1. | Engage in brief moments of joint attention to books, language, music, and sounds. (0.1) ReadyRosie Animal Noises Reading Routines for Early Readers |
| STRAND | LA.LL.0. | LANGUAGE AND LITERACY DEVELOPMENT (Infants) |
| TITLE | READING: FOUNDATIONAL SKILLS | |
| PERFORMANCE EXPECTATION | LL.6. | Demonstrate understanding of different units of sound in language (words, syllables, phonemes). |
| INDICATOR | LL.6.0.1. | Coo and babble to self and others. (0.1) ReadyRosie Lunchtime Language |
| INDICATOR | LL.6.0.2. | Imitate sounds made by caregiver. (0.2) ReadyRosie Lunchtime Language |
| INDICATOR | LL.6.0.4. | Show recognition of familiar voices, names and environmental sounds. (0.4) ReadyRosie Lunchtime Language |
| STRAND | LA.LL.0. | LANGUAGE AND LITERACY DEVELOPMENT (Infants) |
| TITLE | WRITING | |
| PERFORMANCE EXPECTATION | LL.7. | Develop familiarity with writing implements, conventions, and emerging skills to communicate through written representations, symbols, and letters. |
| INDICATOR | LL.7.0.4. | Preference for using right or left hand is emerging. (0.4) ReadyRosie Grasp and Grab Touch and Taste |
| STRAND | LA.PM.0. | PHYSICAL WELL-BEING AND MOTOR DEVELOPMENT (Infants) |
| TITLE | MOTOR SKILLS AND PHYSICAL FITNESS | |
| PERFORMANCE EXPECTATION | PM.2. | Develop small muscle control and coordination. |
| INDICATOR | PM.2.0.1. | Develop small motor control moving from the chest outward to arms, wrist, and hands. (0.1) ReadyRosie Grasp and Grab Touch and Taste |
| INDICATOR | PM.2.0.2. | Use hands to accomplish actions with rake grasp and/or palming. (0.2) ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| INDICATOR | PM.2.0.3. | Coordinate eye and hand movements when eating, grasping, or picking up objects. (0.3) ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| STRAND | LA.PM.0. | PHYSICAL WELL-BEING AND MOTOR DEVELOPMENT (Infants) |
| TITLE | MOTOR SKILLS AND PHYSICAL FITNESS | |
| PERFORMANCE EXPECTATION | PM.3. | Participate in a variety of physical activities to enhance strength and stamina. |
| INDICATOR | PM.3.0.1. | Move body in a variety of ways, (e.g., kicking feet, waving arms, or rolling over). (0.1) ReadyRosie Roll Over |
| STRAND | LA.PM.0. | PHYSICAL WELL-BEING AND MOTOR DEVELOPMENT (Infants) |
| TITLE | HEALTH AND HYGIENE | |
| PERFORMANCE EXPECTATION | PM.4. | Develop appropriate health and hygiene skills. |
| INDICATOR | PM.4.0.1. | Willing to try healthy foods offered by caregiver. (0.1) ReadyRosie Lunchtime Language |
| STRAND | LA.PM.0. | PHYSICAL WELL-BEING AND MOTOR DEVELOPMENT (Infants) |
| TITLE | SAFETY | |
| PERFORMANCE EXPECTATION | PM.5. | Demonstrate safe behaviors. |
| INDICATOR | PM.5.0.1. | Attend to adult cues (e.g., facial expression, tone of voice) that indicate a harmful or unsafe situation. (0.1) ReadyRosie How can I get my child to listen to me? |
| INDICATOR | PM.5.0.2. | May cry upon seeing adult reaction to a potential harmful situation. (0.2) ReadyRosie How can I get my child to listen to me? |
| STRAND | LA.SE.0. | SOCIAL-EMOTIONAL DEVELOPMENT (Infants) |
| TITLE | SOCIAL RELATIONSHIPS | |
| PERFORMANCE EXPECTATION | SE.1. | Develop healthy relationships and interactions with peers and adults. |
| INDICATOR | SE.1.0.3. | Explore a variety of things in the environment (e.g., reach for a toy, put a rattle in mouth). (0.3) ReadyRosie Bath Time Fun Two on Me and You |
| INDICATOR | SE.1.0.4. | Participate in simple back and forth play and interaction with adults. (0.4) ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| INDICATOR | SE.1.0.6. | Become frightened or distressed when separated from familiar caregiver. (0.6) 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 | LA.SE.0. | SOCIAL-EMOTIONAL DEVELOPMENT (Infants) |
| TITLE | SELF-CONCEPT AND SELF-EFFICACY | |
| PERFORMANCE EXPECTATION | SE.2. | Develop positive self-identify and sense of belonging. |
| INDICATOR | SE.2.0.3. | Respond to his/her own name by movements or facial expressions. (0.3) ReadyRosie Snuggle Close |
| STRAND | LA.SE.0. | SOCIAL-EMOTIONAL DEVELOPMENT (Infants) |
| TITLE | SELF-CONCEPT AND SELF-EFFICACY | |
| PERFORMANCE EXPECTATION | SE.3. | Express feelings and beliefs that he/she is capable of successfully making decisions, accomplishing tasks, and meeting goals. |
| INDICATOR | SE.3.0.1. | Show that she/he expects results from own actions (e.g., repeat loud noise to gain attention, hit toy over and over to produce sound). (0.1) ReadyRosie Bath Time Fun Kicking Paper |
| INDICATOR | SE.3.0.3. | Actively explore toys, and objects in the environment. (0.3) ReadyRosie Bath Time Fun Two on Me and You |
| STRAND | LA.SE.0. | SOCIAL-EMOTIONAL DEVELOPMENT (Infants) |
| TITLE | SELF-REGULATION | |
| PERFORMANCE EXPECTATION | SE.4. | Regulate own emotions and behavior. |
| INDICATOR | SE.4.0.2. | Calm down when held, rocked, or talked to by a familiar adult. (0.2) 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 |
| INDICATOR | SE.4.0.4. | Express basic feelings (e.g., fear, anger, surprise) through facial expressions, body movements, crying, smiling, laughing, and/or cooing. (0.4) ReadyRosie Snuggle Close |
| STRAND | LA.SE.0. | SOCIAL-EMOTIONAL DEVELOPMENT (Infants) |
| TITLE | SELF-REGULATION | |
| PERFORMANCE EXPECTATION | SE.5. | Regulate attention, impulses, and behavior. |
| INDICATOR | SE.5.0.1. | Respond to having needs met. (0.1) ReadyRosie Behavior is a form of communication |
| INDICATOR | SE.5.0.2. | Respond to changes in adult’s tone of voice, expression, and visual cues (e.g., shaking head). (0.2) ReadyRosie How can I get my child to listen to me? Tips for storytelling: Using your voice |
| Louisiana Academic Standards |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2013 |
| STRAND | LA.AL.1. | APPROACHES TO LEARNING (Young Toddlers) |
| TITLE | INITIATIVE AND CURIOSITY | |
| PERFORMANCE EXPECTATION | AL.1. | Engage in play-based learning to explore, investigate, and acquire knowledge about themselves and their world. |
| INDICATOR | AL.1.1.2. | Express choices and preferences. (1.2) ReadyRosie Choosing Clothes This or That |
| STRAND | LA.AL.1. | APPROACHES TO LEARNING (Young Toddlers) |
| TITLE | ATTENTION, ENGAGEMENT, AND PERSISTENCE | |
| PERFORMANCE EXPECTATION | AL.2. | Demonstrate attention, engagement, and persistence in learning. |
| INDICATOR | AL.2.1.1. | Interact with people, objects or activities for short periods of time. (1.1) ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Choosing Clothes How can I make music part of our day? Kick With Me Little Hands, Big Plans Move to to the Music Take Along Toy Tea Party This or That Tube Chute Walk the Line |
| INDICATOR | AL.2.1.2. | Show interest in activities, people and the environment for a short period of time. (1.2) ReadyRosie Baby Basketball Choosing Clothes Flying with Mom How can I make music part of our day? Kick With Me Little Hands, Big Plans Move to to the Music Pop Go the Bubbles Take Along Toy Tea Party This or That Walk the Line |
| INDICATOR | AL.2.1.3. | Show pleasure in completing simple tasks. (1.3) ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STRAND | LA.AL.1. | APPROACHES TO LEARNING (Young Toddlers) |
| TITLE | SUBDOMAIN: REASONING, PROBLEM-SOLVING, AND CREATIVE THINKING | |
| PERFORMANCE EXPECTATION | AL.3. | Recognize, understand, and analyze a problem and draw on knowledge or experience to seek solutions. |
| INDICATOR | AL.3.1.1. | Repeat behaviors to produce interesting effects, such as shaking a stuffed animal to listen to the sound that it makes. (1.1) ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| INDICATOR | AL.3.1.2. | Observe others’ actions with objects and materials to learn strategies for interaction. (1.2) ReadyRosie Bear Bath Tea Party |
| INDICATOR | AL.3.1.3. | Solve familiar problems or tasks. (1.3) ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| INDICATOR | AL.3.1.4. | Use trial and error to solve a new problem or unfamiliar task. (1.4) ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| STRAND | LA.AL.1. | APPROACHES TO LEARNING (Young Toddlers) |
| TITLE | SUBDOMAIN: REASONING, PROBLEM-SOLVING, AND CREATIVE THINKING | |
| PERFORMANCE EXPECTATION | AL.4. | Demonstrate creative thinking when using materials, solving problems, and/or learning new information. |
| INDICATOR | AL.4.1.1. | Use familiar objects in new and unexpected ways. (1.1) ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| STRAND | LA.C.1. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Young Toddlers) |
| TITLE | CREATIVE THINKING AND EXPRESSION (CC) | |
| PERFORMANCE EXPECTATION | CC.1. | Develop an appreciation for music and participate in music and movement activities that represent a variety of the cultures and the home languages of the children in the classroom. |
| INDICATOR | CC.1.1.1. | Imitate sounds and movements to favorite songs or music. (1.1) 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? |
| INDICATOR | CC.1.1.3. | Move their bodies in simple ways (e.g., sway, clap hands) and use objects to produce sounds and/or music. (1.3) ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| STRAND | LA.C.1. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Young Toddlers) |
| TITLE | CREATIVE THINKING AND EXPRESSION (CC) | |
| PERFORMANCE EXPECTATION | CC.2. | Develop an appreciation for visual arts from different culture and create various forms of visual arts. |
| INDICATOR | CC.2.1.1. | Show interest in visual stimuli such as wall hangings, paintings, pictures, or photographs. (1.1) ReadyRosie Reading Emotions |
| INDICATOR | CC.2.1.2. | Explore art materials (e.g., mouthing, banging, grasp crayon in hand, make marks on paper, etc.). (1.2) ReadyRosie Color with Me |
| STRAND | LA.C.1. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Young Toddlers) |
| TITLE | CREATIVE THINKING AND EXPRESSION (CC) | |
| PERFORMANCE EXPECTATION | CC.3. | Explore roles and experiences through dramatic art and play. |
| INDICATOR | CC.3.1.1. | Use one object to represent another object. (1.1) ReadyRosie Bear Bath Tea Party |
| STRAND | LA.C.1. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Young Toddlers) |
| TITLE | MATHEMATICS (CM) | |
| PERFORMANCE EXPECTATION | CM.2. | Understand basic patterns, concepts, and operations. |
| INDICATOR | CM.2.1.3. | Participate in comparing objects/toys by one observable/physical attribute (e.g., color, size, shape). (1.3) ReadyRosie Big and Little Color Toys Find a Match |
| INDICATOR | CM.2.1.4. | Match/group a small number of objects together based on one observable/physical attribute (e.g., color, size, shape). (1.4) ReadyRosie Big and Little Color Toys Find a Match |
| STRAND | LA.C.1. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Young Toddlers) |
| TITLE | MATHEMATICS (CM) | |
| PERFORMANCE EXPECTATION | CM.4. | Understand shapes, their properties, and how objects are related to one another in space. |
| INDICATOR | CM.4.1.2. | Move their body to follow simple directions related to position in space (e.g., on, under, up, down). (1.2) ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| STRAND | LA.C.1. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Young Toddlers) |
| TITLE | SCIENCE (CS) | |
| PERFORMANCE EXPECTATION | CS.1. | Develop the ability to carry out the scientific inquiry process (ask questions, predict, make observations, explain observations, and draw conclusions). |
| INDICATOR | CS.1.1.1. | Use all five senses to observe and explore living things, objects, materials, and changes that take place in the immediate environment. (1.1) ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| INDICATOR | CS.1.1.7. | Verbally or non-verbally communicate what they see, hear or feel for living creatures, objects, materials or changes that happen in the environment. (1.7) ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| STRAND | LA.C.1. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Young Toddlers) |
| TITLE | SCIENCE (CS) | |
| PERFORMANCE EXPECTATION | CS.4. | Acquire scientific knowledge related to earth science (properties of the earth and objects in the sky). |
| INDICATOR | CS.4.1.2. | Participate in stories, songs, and finger plays about seasons and the weather. (1.2) ReadyRosie Itsy Bitsy Spider Motions |
| INDICATOR | CS.4.1.4. | Participate in stories, songs, and finger plays about day and night. (1.4) ReadyRosie Itsy Bitsy Spider Motions |
| STRAND | LA.C.1. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Young Toddlers) |
| TITLE | SOCIAL STUDIES (CSS) | |
| PERFORMANCE EXPECTATION | CSS.1. | Develop the understanding that events happened in the past and how these events relate to one’s self, family, and community. |
| INDICATOR | CSS.1.1.2. | Show anticipation of events in daily routine. (1.2) ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| STRAND | LA.C.1. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Young Toddlers) |
| TITLE | SOCIAL STUDIES (CSS) | |
| PERFORMANCE EXPECTATION | CSS.4. | Demonstrate awareness of culture and other characteristics of groups of people. |
| INDICATOR | CSS.4.1.1. | Participate in simple ways in rhymes and music from various cultures. (1.1) ReadyRosie Clap and Swing How can I communicate with my baby? Swing Song Why should we tell family stories? |
| STRAND | LA.C.1. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Young Toddlers) |
| TITLE | SOCIAL STUDIES (CSS) | |
| PERFORMANCE EXPECTATION | CSS.5. | Develop an awareness of the importance of rules and responsibilities within their community and the actions/behaviors necessary for effective citizenship. |
| INDICATOR | CSS.5.1.1. | Participate in simple routines with adult support (e.g., putting away toys or handing out napkins). (1.1) ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| INDICATOR | CSS.5.1.2. | Respond to guidance when redirected or given one word instructions. (1.2) ReadyRosie Choosing Clothes How can I get my child to listen to me? How should I handle temper tantrums? Talk and Play |
| STRAND | LA.C.1. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Young Toddlers) |
| TITLE | SOCIAL STUDIES (CSS) | |
| PERFORMANCE EXPECTATION | CSS.6. | Demonstrate an awareness of basic economic concepts. |
| INDICATOR | CSS.6.1.1. | Communicate desire for objects and/or persons that are in the classroom or home. (1.1) ReadyRosie Behavior is a form of communication Snack Time Speech |
| STRAND | LA.LL.1. | LANGUAGE AND LITERACY DEVELOPMENT (Young Toddlers) |
| TITLE | SPEAKING AND LISTENING | |
| PERFORMANCE EXPECTATION | LL.1. | Comprehend or understand and use language. |
| INDICATOR | LL.1.1.2. | Respond to adult’s facial expressions (e.g., stops throwing blocks after a stern look from adult). (1.2) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATOR | LL.1.1.4. | Follow simple commands (e.g., “Come here”). (1.4) ReadyRosie Choosing Clothes Talk and Play |
| INDICATOR | LL.1.1.7. | Repeat familiar words. (1.7) ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| INDICATOR | LL.1.1.8. | Respond to simple rhymes and fingerplays. (1.8) ReadyRosie Clap and Swing Itsy Bitsy Spider Motions Rhyme and Ride Swing Song Where is Thumbkin? |
| INDICATOR | LL.1.1.9. | Use hand gestures to show recognition of a song. (1.9) 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? |
| INDICATOR | LL.1.1.10. | Use one to two words to communicate (ask questions or signal needs) so that the communication is understood by family and familiar adults most of the time. (1.10) ReadyRosie Behavior is a form of communication Snack Time Speech |
| STRAND | LA.LL.1. | LANGUAGE AND LITERACY DEVELOPMENT (Young Toddlers) |
| TITLE | LANGUAGE | |
| PERFORMANCE EXPECTATION | LL.2. | Comprehend and use increasingly complex and varied vocabulary. |
| INDICATOR | LL.2.1.1. | Demonstrate positional words with body movement or through gestures. (1.1) ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| INDICATOR | LL.2.1.3. | Attempt to say new word offered by an adult (e.g., “That is a bird, can you say bird?”). (1.3) ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| STRAND | LA.LL.1. | LANGUAGE AND LITERACY DEVELOPMENT (Young Toddlers) |
| TITLE | READING: LITERATURE AND INFORMATION IN PRINT | |
| PERFORMANCE EXPECTATION | LL.3. | Develop an interest in books and their characteristics. |
| INDICATOR | LL.3.1.1. | Look at books independently and with an adult. (1.1) ReadyRosie Look at the Book Reading Emotions Reading Routines for Early Readers Why should we tell family stories? |
| INDICATOR | LL.3.1.2. | Select a book to look at and/or take it to an adult to read. (1.2) ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| INDICATOR | LL.3.1.3. | Attends to picture books on own and with an adult for sustained periods of time. (1.3) ReadyRosie Look at the Book Reading Emotions Reading Routines for Early Readers Why should we tell family stories? |
| INDICATOR | LL.3.1.4. | Turn pages of a book held by an adult, but not necessarily from front to back or page by page. (1.4) ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| STRAND | LA.LL.1. | LANGUAGE AND LITERACY DEVELOPMENT (Young Toddlers) |
| TITLE | READING: LITERATURE AND INFORMATION IN PRINT | |
| PERFORMANCE EXPECTATION | LL.4. | Comprehend stories and information from books and other print materials. |
| INDICATOR | LL.4.1.1. | Identify pictures of specific characters, scenes, or objects that are part of a book when asked. (1.1) ReadyRosie Look at the Book |
| INDICATOR | LL.4.1.2. | Look to an adult for the name of an object or character portrayed in a picture within a book. (1.2) ReadyRosie Look at the Book Reading Emotions |
| INDICATOR | LL.4.1.4. | With prompting and support, point to pictures of favorite characters or familiar objects in a book. (1.4) ReadyRosie Look at the Book Reading Emotions |
| INDICATOR | LL.4.1.5. | Point to a picture or illustration in a story book and look to an adult for the name of the object or character. (1.5) ReadyRosie Look at the Book Reading Emotions |
| STRAND | LA.LL.1. | LANGUAGE AND LITERACY DEVELOPMENT (Young Toddlers) |
| TITLE | READING: FOUNDATIONAL SKILLS | |
| PERFORMANCE EXPECTATION | LL.5. | Demonstrate understanding of the organization and basic features of print. |
| INDICATOR | LL.5.1.1. | Point to pictures and words in book. (1.1) ReadyRosie Look at the Book Reading Emotions |
| STRAND | LA.LL.1. | LANGUAGE AND LITERACY DEVELOPMENT (Young Toddlers) |
| TITLE | READING: FOUNDATIONAL SKILLS | |
| PERFORMANCE EXPECTATION | LL.6. | Demonstrate understanding of different units of sound in language (words, syllables, phonemes). |
| INDICATOR | LL.6.1.3. | Communicate using sounds, words and/or gestures. (1.3) ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| INDICATOR | LL.6.1.4. | Copy some motions of adults during fingerplays. (1.4) ReadyRosie Itsy Bitsy Spider Motions |
| INDICATOR | LL.6.1.6. | Say first word. (1.6) ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| STRAND | LA.LL.1. | LANGUAGE AND LITERACY DEVELOPMENT (Young Toddlers) |
| TITLE | WRITING | |
| PERFORMANCE EXPECTATION | LL.7. | Develop familiarity with writing implements, conventions, and emerging skills to communicate through written representations, symbols, and letters. |
| INDICATOR | LL.7.1.2. | Holds marker or crayon with the fist. (1.2) ReadyRosie Color with Me |
| STRAND | LA.PM.1. | PHYSICAL WELL-BEING AND MOTOR DEVELOPMENT (Young Toddlers) |
| TITLE | MOTOR SKILLS AND PHYSICAL FITNESS | |
| PERFORMANCE EXPECTATION | PM.1. | Develop large muscle control and coordinate movements in their upper and/or lower body. |
| INDICATOR | PM.1.1.1. | Control and coordinate movement of arms, legs, and neck. (1.1) ReadyRosie Baby Basketball Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| INDICATOR | PM.1.1.2. | Control and coordinate movement of arms, legs, and neck when using a variety of objects. (1.2) ReadyRosie Baby Basketball Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| STRAND | LA.PM.1. | PHYSICAL WELL-BEING AND MOTOR DEVELOPMENT (Young Toddlers) |
| TITLE | MOTOR SKILLS AND PHYSICAL FITNESS | |
| PERFORMANCE EXPECTATION | PM.2. | Develop small muscle control and coordination. |
| INDICATOR | PM.2.1.1. | Demonstrate control of wrists, hands, and fingers. (1.1) ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| INDICATOR | PM.2.1.2. | Use pincer grasp (their thumb and forefinger) to pick up small objects. (1.2) ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| INDICATOR | PM.2.1.3. | Hold an object in one hand and manipulate it with the other hand. (1.3) ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| INDICATOR | PM.2.1.4. | Coordinate eye and hand movements to explore objects or complete activities (e.g., transfer object from one hand to the other, stack blocks to build a tower). (1.4) ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STRAND | LA.PM.1. | PHYSICAL WELL-BEING AND MOTOR DEVELOPMENT (Young Toddlers) |
| TITLE | SAFETY | |
| PERFORMANCE EXPECTATION | PM.5. | Demonstrate safe behaviors. |
| INDICATOR | PM.5.1.1. | Attend to adult cues (e.g., facial expression, tone of voice) to see if situation is harmful or unsafe. (1.1) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATOR | PM.5.1.2. | Use cue or signal from adult to guide behavior in harmful or dangerous situations. (1.2) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATOR | PM.5.1.3. | Cooperate with some basic safety practices. (1.3) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND | LA.SE.1. | SOCIAL-EMOTIONAL DEVELOPMENT (Young Toddlers) |
| TITLE | SOCIAL RELATIONSHIPS | |
| PERFORMANCE EXPECTATION | SE.1. | Develop healthy relationships and interactions with peers and adults. |
| INDICATOR | SE.1.1.3. | Show interest in a variety of things, people, and objects. (1.3) ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| INDICATOR | SE.1.1.5. | Become frightened or distressed when separated from familiar caregiver. (1.5) ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| INDICATOR | SE.1.1.7. | Use familiar adults as “secure base” by glancing back to caregiver while playing. (1.7) ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| INDICATOR | SE.1.1.8. | Enjoy playing next to or close to other children. (1.8) ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| INDICATOR | SE.1.1.9. | Interact briefly with other children by gesturing or offering a toy. (1.9) ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| STRAND | LA.SE.1. | SOCIAL-EMOTIONAL DEVELOPMENT (Young Toddlers) |
| TITLE | SELF-CONCEPT AND SELF-EFFICACY | |
| PERFORMANCE EXPECTATION | SE.2. | Develop positive self-identify and sense of belonging. |
| INDICATOR | SE.2.1.2. | Develop preferences to food, toys, games, textures, etc. (1.2) ReadyRosie Choosing Clothes This or That |
| INDICATOR | SE.2.1.3. | Express own desires and preferences. (1.3) ReadyRosie Choosing Clothes This or That |
| STRAND | LA.SE.1. | SOCIAL-EMOTIONAL DEVELOPMENT (Young Toddlers) |
| TITLE | SELF-CONCEPT AND SELF-EFFICACY | |
| PERFORMANCE EXPECTATION | SE.3. | Express feelings and beliefs that he/she is capable of successfully making decisions, accomplishing tasks, and meeting goals. |
| INDICATOR | SE.3.1.1. | Try new tasks with encouragement from adults. (1.1) ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| INDICATOR | SE.3.1.2. | Show joy, pleasure, and/or excitement over accomplishments. (1.2) ReadyRosie Happy Birthday to You Point and Learn This or That |
| INDICATOR | SE.3.1.3. | Demonstrate a willingness to explore the environment and try experiences in the presence of a familiar caregiver. (1.3) ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| INDICATOR | SE.3.1.4. | Express certain preferences. (1.4) ReadyRosie Choosing Clothes This or That |
| STRAND | LA.SE.1. | SOCIAL-EMOTIONAL DEVELOPMENT (Young Toddlers) |
| TITLE | SELF-REGULATION | |
| PERFORMANCE EXPECTATION | SE.4. | Regulate own emotions and behavior. |
| INDICATOR | SE.4.1.2. | Seek comfort in daily routines, activities, and familiar adults. (1.2) ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| INDICATOR | SE.4.1.3. | Use body to express emotions (e.g., hugging mother, throwing a toy when angry). (1.3) ReadyRosie Reading Emotions |
| STRAND | LA.SE.1. | SOCIAL-EMOTIONAL DEVELOPMENT (Young Toddlers) |
| TITLE | SELF-REGULATION | |
| PERFORMANCE EXPECTATION | SE.5. | Regulate attention, impulses, and behavior. |
| INDICATOR | SE.5.1.1. | Respond to simple rules and routines. (1.1) ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| INDICATOR | SE.5.1.2. | Accept some redirection from adults. (1.2) ReadyRosie Choosing Clothes How can I get my child to listen to me? How should I handle temper tantrums? Talk and Play |
| INDICATOR | SE.5.1.3. | Act on impulses (e.g., pull mother’s hair or reach for another child’s bottle). (1.3) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| Louisiana Academic Standards |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2013 |
| STRAND | LA.AL.2. | APPROACHES TO LEARNING (Older Toddlers) |
| TITLE | INITIATIVE AND CURIOSITY | |
| PERFORMANCE EXPECTATION | AL.1. | Engage in play-based learning to explore, investigate, and acquire knowledge about themselves and their world. |
| INDICATOR | AL.1.2.2. | Demonstrate a willingness to try new activities and experiences. (2.2) ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| INDICATOR | AL.1.2.3. | Actively explore the environment. (2.3) ReadyRosie Nature Walk and Talk What Do We Do? |
| INDICATOR | AL.1.2.4. | Demonstrate increasing interest and independence in completing simple tasks.(2.4) ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| INDICATOR | AL.1.2.5. | Insistent about preferences and may say “no” to adult. (2.5) ReadyRosie I Am Unique Tell Me About It! |
| STRAND | LA.AL.2. | APPROACHES TO LEARNING (Older Toddlers) |
| TITLE | ATTENTION, ENGAGEMENT, AND PERSISTENCE | |
| PERFORMANCE EXPECTATION | AL.2. | Demonstrate attention, engagement, and persistence in learning. |
| INDICATOR | AL.2.2.1. | Actively engage with people, objects, or activities in the environment for longer length of time. (2.1) ReadyRosie Nature Walk and Talk What Do We Do? |
| INDICATOR | AL.2.2.2. | Maintain attention to complete a short, simple task with adult support. (2.2) ReadyRosie Nesting Bowls Which Lid? |
| STRAND | LA.AL.2. | APPROACHES TO LEARNING (Older Toddlers) |
| TITLE | SUBDOMAIN: REASONING, PROBLEM-SOLVING, AND CREATIVE THINKING | |
| PERFORMANCE EXPECTATION | AL.3. | Recognize, understand, and analyze a problem and draw on knowledge or experience to seek solutions. |
| INDICATOR | AL.3.2.2. | Repeat behaviors to produce desired effect. (2.2) ReadyRosie Drum Patterns Fast, Slow Get Moving Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| INDICATOR | AL.3.2.3. | Observe and imitate others’ when trying to carry out new tasks or actions. (2.3) ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| INDICATOR | AL.3.2.4. | Apply new action or strategy to solve problem. (2.4) ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| INDICATOR | AL.3.2.6. | Ask others for help if needed. (2.6) ReadyRosie Behavior is a form of communication Tempted to Talk |
| STRAND | LA.AL.2. | APPROACHES TO LEARNING (Older Toddlers) |
| TITLE | SUBDOMAIN: REASONING, PROBLEM-SOLVING, AND CREATIVE THINKING | |
| PERFORMANCE EXPECTATION | AL.4. | Demonstrate creative thinking when using materials, solving problems, and/or learning new information. |
| INDICATOR | AL.4.2.1. | Use objects, art materials and toys in new and unexpected ways. (2.1) ReadyRosie Copy Me Recycled Play |
| INDICATOR | AL.4.2.2. | Ask what, how, and why questions to seek information. (2.2) ReadyRosie Nature Walk and Talk What Do We Do? |
| STRAND | LA.C.2. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Older Toddlers) |
| TITLE | CREATIVE THINKING AND EXPRESSION (CC) | |
| PERFORMANCE EXPECTATION | CC.1. | Develop an appreciation for music and participate in music and movement activities that represent a variety of the cultures and the home languages of the children in the classroom. |
| INDICATOR | CC.1.2.1. | Move and dance to favorite songs and music. (2.1) ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| INDICATOR | CC.1.2.2. | Participate in familiar songs and finger plays. (2.2) 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? |
| INDICATOR | CC.1.2.4. | Respond to changes in tone and melody. (2.4) ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| INDICATOR | CC.1.2.5. | Move their bodies creatively. (2.5) ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| INDICATOR | CC.1.2.6. | Use objects and/or their voice to produce sounds and/or music that is unique or creative. (2.6) 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 | LA.C.2. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Older Toddlers) |
| TITLE | CREATIVE THINKING AND EXPRESSION (CC) | |
| PERFORMANCE EXPECTATION | CC.2. | Develop an appreciation for visual arts from different culture and create various forms of visual arts. |
| INDICATOR | CC.2.2.1. | Choose to participate in various forms of art activities. (2.1) ReadyRosie Copy Me Recycled Play |
| INDICATOR | CC.2.2.3. | Use a variety of tools and materials to create art. (2.3) ReadyRosie Copy Me Recycled Play |
| STRAND | LA.C.2. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Older Toddlers) |
| TITLE | CREATIVE THINKING AND EXPRESSION (CC) | |
| PERFORMANCE EXPECTATION | CC.3. | Explore roles and experiences through dramatic art and play. |
| INDICATOR | CC.3.2.3. | Engage in brief episodes of make-believe play that involves sequenced steps, assigned roles, and/or an overall plan for the play. (2.3) ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| INDICATOR | CC.3.2.4. | Use one object to represent another object. (2.4) ReadyRosie Tips for helping your child love reading |
| STRAND | LA.C.2. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Older Toddlers) |
| TITLE | MATHEMATICS (CM) | |
| PERFORMANCE EXPECTATION | CM.1. | Understand numbers, ways of representing numbers, and relationships between number and quantities. |
| INDICATOR | CM.1.2.1. | Recite the number list to count to 6. (2.1) ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| INDICATOR | CM.1.2.2. | With prompting and support, count up to 3 and then backwards from 3. (2.2) ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| INDICATOR | CM.1.2.6. | Identify one or two written numerals when named. (2.6) ReadyRosie Blast Off Counting Collection Get Moving Snack Count |
| INDICATOR | CM.1.2.7. | Can match one or two written numerals with the correct amount of objects. (2.7) ReadyRosie Blast Off Counting Collection Get Moving Snack Count |
| INDICATOR | CM.1.2.8. | Understand the concepts of “more,” “all” or “none”. (2.8) ReadyRosie Blast Off |
| STRAND | LA.C.2. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Older Toddlers) |
| TITLE | MATHEMATICS (CM) | |
| PERFORMANCE EXPECTATION | CM.2. | Understand basic patterns, concepts, and operations. |
| INDICATOR | CM.2.2.1. | Show interest in patterns that can be seen in the everyday environment (e.g., stringing beads, colored carpet squares, blocks of different shapes). (2.1) ReadyRosie Drum Patterns |
| INDICATOR | CM.2.2.2. | Copy simple movement or rhythmic patterns. (2.2) ReadyRosie Drum Patterns |
| INDICATOR | CM.2.2.3. | Group/sort 3 to 4 objects by one feature into two or more groups based on observable/ physical characteristics (e.g., group toy animals into piles of bears, cats and dogs) with little assistance. (2.3) ReadyRosie Nature Walk and Talk Toy Sort |
| INDICATOR | CM.2.2.5. | Participate in songs, finger plays and stories that illustrate combining and taking away objects/items (e.g., Five Little Pumpkins, Anno’s Magic Seeds, One More Bunny). (2.5) ReadyRosie Blast Off 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 | LA.C.2. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Older Toddlers) |
| TITLE | MATHEMATICS (CM) | |
| PERFORMANCE EXPECTATION | CM.4. | Understand shapes, their properties, and how objects are related to one another in space. |
| INDICATOR | CM.4.2.1. | Recognize at least two basic shapes. (2.1) ReadyRosie Copy Me |
| INDICATOR | CM.4.2.2. | Point to a shape that has a specific attribute (e.g., round, straight sides). (2.2) ReadyRosie Copy Me |
| INDICATOR | CM.4.2.3. | Solve simple puzzles that require two pieces to fit together. (2.3) ReadyRosie Nesting Bowls |
| INDICATOR | CM.4.2.4. | Participate in creating simple shapes using objects or other materials. (2.4) ReadyRosie Copy Me |
| STRAND | LA.C.2. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Older Toddlers) |
| TITLE | SCIENCE (CS) | |
| PERFORMANCE EXPECTATION | CS.1. | Develop the ability to carry out the scientific inquiry process (ask questions, predict, make observations, explain observations, and draw conclusions). |
| INDICATOR | CS.1.2.1. | Use all five senses to observe living things, objects, materials, changes that take place, and relationships. (2.1) ReadyRosie Fast, Slow Playdough Lengths |
| STRAND | LA.C.2. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Older Toddlers) |
| TITLE | SOCIAL STUDIES (CSS) | |
| PERFORMANCE EXPECTATION | CSS.1. | Develop the understanding that events happened in the past and how these events relate to one’s self, family, and community. |
| INDICATOR | CSS.1.2.3. | Demonstrate memory of reoccurring events through actions or words (e.g., “After lunch, I will hear a story.”). (2.3) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STRAND | LA.C.2. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Older Toddlers) |
| TITLE | SOCIAL STUDIES (CSS) | |
| PERFORMANCE EXPECTATION | CSS.2. | Describe people, events, and symbols of the past and present. |
| INDICATOR | CSS.2.2.1. | Name immediate family members, caregivers and peers. (2.1) ReadyRosie Tips for storytelling: Story ideas |
| INDICATOR | CSS.2.2.2. | Point out family members, caregivers and peers in a picture. (2.2) ReadyRosie Tips for storytelling: Story ideas |
| INDICATOR | CSS.2.2.3. | Recognize familiar people even though there may be slight differences in their appearance (e.g., hat or new haircut). (2.3) ReadyRosie Tips for storytelling: Story ideas |
| STRAND | LA.C.2. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Older Toddlers) |
| TITLE | SOCIAL STUDIES (CSS) | |
| PERFORMANCE EXPECTATION | CSS.3. | Develop an awareness of geographic locations, maps, and landforms. |
| INDICATOR | CSS.3.2.4. | Help to throw away trash when asked. (2.4) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND | LA.C.2. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Older Toddlers) |
| TITLE | SOCIAL STUDIES (CSS) | |
| PERFORMANCE EXPECTATION | CSS.4. | Demonstrate awareness of culture and other characteristics of groups of people. |
| INDICATOR | CSS.4.2.1. | Participate in rhymes and music from various cultures. (2.1) ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| STRAND | LA.C.2. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Older Toddlers) |
| TITLE | SOCIAL STUDIES (CSS) | |
| PERFORMANCE EXPECTATION | CSS.5. | Develop an awareness of the importance of rules and responsibilities within their community and the actions/behaviors necessary for effective citizenship. |
| INDICATOR | CSS.5.2.1. | With adult support and guidance, carry out some routines and responsibilities in the classroom (e.g., picking up toys, cleaning up table, watering plants setting out snack, etc.). (2.1) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| INDICATOR | CSS.5.2.2. | Follow rules with adult support. (2.2) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| INDICATOR | CSS.5.2.3. | Accept redirection from adult. (2.3) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATOR | CSS.5.2.4. | Identify simple rules. (2.4) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STRAND | LA.C.2. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Older Toddlers) |
| TITLE | SOCIAL STUDIES (CSS) | |
| PERFORMANCE EXPECTATION | CSS.6. | Demonstrate an awareness of basic economic concepts. |
| INDICATOR | CSS.6.2.3. | Indicate wants and needs through words and gestures. (2.3) ReadyRosie Behavior is a form of communication Tempted to Talk |
| STRAND | LA.LL.2. | LANGUAGE AND LITERACY DEVELOPMENT (Older Toddlers) |
| TITLE | SPEAKING AND LISTENING | |
| PERFORMANCE EXPECTATION | LL.1. | Comprehend or understand and use language. |
| INDICATOR | LL.1.2.2. | Understand simple questions such as, “Where is your blanket?” (2.2) ReadyRosie T-Shirt Talk Why should we tell family stories? |
| INDICATOR | LL.1.2.4. | Use short phrases combined with gestures and intonation to communicate. (2.4) ReadyRosie Stuck on You Tell Me About It! Tempted to Talk |
| INDICATOR | LL.1.2.5. | Ask “what’s that?” questions repeatedly. (2.5) ReadyRosie Nature Walk and Talk What Do We Do? |
| INDICATOR | LL.1.2.6. | Engage in short conversations with others. (2.6) ReadyRosie Stuck on You Tell Me About It! |
| INDICATOR | LL.1.2.7. | Understand a pause in the conversation is a signal to take a turn. (2.7) ReadyRosie Stuck on You Tell Me About It! |
| INDICATOR | LL.1.2.8. | Share experiences using simple 2-3 word combinations. (2.8) ReadyRosie Stuck on You Tell Me About It! Tempted to Talk |
| INDICATOR | LL.1.2.9. | Repeat phrases or key words to simple rhymes and fingerplays. (2.9) ReadyRosie Ring Around the Rosie |
| INDICATOR | LL.1.2.10. | Imitate words and actions to simple rhymes and fingerplays. (2.10) ReadyRosie Ring Around the Rosie |
| INDICATOR | LL.1.2.11. | Combine two to three words to make phrases, simple sentences or to ask questions, such as “Where Mommy?” (2.11) ReadyRosie Nature Walk and Talk What Do We Do? |
| STRAND | LA.LL.2. | LANGUAGE AND LITERACY DEVELOPMENT (Older Toddlers) |
| TITLE | LANGUAGE | |
| PERFORMANCE EXPECTATION | LL.2. | Comprehend and use increasingly complex and varied vocabulary. |
| INDICATOR | LL.2.2.2. | Sing and act out motions using a variety of positional words. (2.2) ReadyRosie Bear Hunt |
| INDICATOR | LL.2.2.5. | Use name of self and of other people. (2.5) ReadyRosie Paint your Name Tips for storytelling: Story ideas |
| INDICATOR | LL.2.2.7. | Use simple sentences and questions that incorporate expanding vocabulary. (2.7) ReadyRosie Magazine Picture Walk Nature Walk and Talk Stuck on You Toy Sort What Do We Do? |
| STRAND | LA.LL.2. | LANGUAGE AND LITERACY DEVELOPMENT (Older Toddlers) |
| TITLE | READING: LITERATURE AND INFORMATION IN PRINT | |
| PERFORMANCE EXPECTATION | LL.3. | Develop an interest in books and their characteristics. |
| INDICATOR | LL.3.2.1. | Identify a favorite book by its cover and find a favorite book on the shelf by its cover when prompted. (2.1) ReadyRosie Reading Routines for Early Readers |
| INDICATOR | LL.3.2.3. | Hold a book and looks at one page at a time. (2.3) ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| INDICATOR | LL.3.2.4. | Pretends to read. (2.4) ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| STRAND | LA.LL.2. | LANGUAGE AND LITERACY DEVELOPMENT (Older Toddlers) |
| TITLE | READING: LITERATURE AND INFORMATION IN PRINT | |
| PERFORMANCE EXPECTATION | LL.4. | Comprehend stories and information from books and other print materials. |
| INDICATOR | LL.4.2.1. | Answer simple questions about pictures that go with print read aloud. (2.1) ReadyRosie Reading Routines for Early Readers Tips for helping your child love reading Why should we tell family stories? |
| INDICATOR | LL.4.2.2. | Recognize when an adult misreads or skips a section of a familiar story and offer correction. (2.2) ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| INDICATOR | LL.4.2.3. | Make up stories while turning pages of book. (2.3) ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| INDICATOR | LL.4.2.5. | With prompting and support, name or identify 1-2 character(s) from a story and or 1-2 pieces of information remembered from and informational text read aloud. (2.5) ReadyRosie Why should we tell family stories? |
| INDICATOR | LL.4.2.9. | With prompting and support, demonstrate understanding of what will happen next in familiar stories. (2.9) ReadyRosie Tips for helping your child love reading |
| STRAND | LA.LL.2. | LANGUAGE AND LITERACY DEVELOPMENT (Older Toddlers) |
| TITLE | READING: FOUNDATIONAL SKILLS | |
| PERFORMANCE EXPECTATION | LL.5. | Demonstrate understanding of the organization and basic features of print. |
| INDICATOR | LL.5.2.3. | Recognize a word with the first letter of a child’s name in it as being connected to the child’s name (e.g., pointing to a word with the first letter of a child’s name in it and the child says, “That’s my name.”). (2.3) ReadyRosie Paint your Name |
| STRAND | LA.LL.2. | LANGUAGE AND LITERACY DEVELOPMENT (Older Toddlers) |
| TITLE | READING: FOUNDATIONAL SKILLS | |
| PERFORMANCE EXPECTATION | LL.6. | Demonstrate understanding of different units of sound in language (words, syllables, phonemes). |
| INDICATOR | LL.6.2.1. | Participate in group rhymes and songs using words. (2.1) 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? |
| INDICATOR | LL.6.2.5. | Repeat familiar words. (2.5) ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| INDICATOR | LL.6.2.6. | Use words combined with gestures and intonations to communicate. (2.6) ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| STRAND | LA.LL.2. | LANGUAGE AND LITERACY DEVELOPMENT (Older Toddlers) |
| TITLE | WRITING | |
| PERFORMANCE EXPECTATION | LL.7. | Develop familiarity with writing implements, conventions, and emerging skills to communicate through written representations, symbols, and letters. |
| INDICATOR | LL.7.2.1. | Scribble and/or produce mock letters with markers, crayons, paints, etc. and imitate marks. (2.1) ReadyRosie Copy Me Paint your Name Secret Message |
| INDICATOR | LL.7.2.2. | Transition from holding a crayon or marker in their fist to holding it between thumb and forefinger. (2.2) ReadyRosie Copy Me Secret Message |
| INDICATOR | LL.7.2.3. | Scribble with intent to represent something observed and/or convey a message. (2.3) ReadyRosie Copy Me Paint your Name Secret Message |
| INDICATOR | LL.7.2.5. | Make repeated marks on the page using circles, horizontal, and vertical lines. (2.5) ReadyRosie Copy Me Paint your Name Secret Message |
| STRAND | LA.PM.2. | PHYSICAL WELL-BEING AND MOTOR DEVELOPMENT (Older Toddlers) |
| TITLE | MOTOR SKILLS AND PHYSICAL FITNESS | |
| PERFORMANCE EXPECTATION | PM.1. | Develop large muscle control and coordinate movements in their upper and/or lower body. |
| INDICATOR | PM.1.2.1. | Combine and coordinate arm and leg movements when engaged in active play. (2.1) ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| INDICATOR | PM.1.2.2. | Combine and coordinate arm and leg movements when engaged in active play with objects and equipment. (2.2) ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| STRAND | LA.PM.2. | PHYSICAL WELL-BEING AND MOTOR DEVELOPMENT (Older Toddlers) |
| TITLE | MOTOR SKILLS AND PHYSICAL FITNESS | |
| PERFORMANCE EXPECTATION | PM.2. | Develop small muscle control and coordination. |
| INDICATOR | PM.2.2.1. | Complete tasks that require more refined control of small muscles when using hands to reach, grasp, and release objects. (2.1) ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| INDICATOR | PM.2.2.2. | Coordinate eye and hand movements to carry out simple tasks (e.g., using utensils for eating, putting puzzles together, stringing large beads). (2.2) ReadyRosie Nesting Bowls |
| STRAND | LA.PM.2. | PHYSICAL WELL-BEING AND MOTOR DEVELOPMENT (Older Toddlers) |
| TITLE | MOTOR SKILLS AND PHYSICAL FITNESS | |
| PERFORMANCE EXPECTATION | PM.3. | Participate in a variety of physical activities to enhance strength and stamina. |
| INDICATOR | PM.3.2.1. | Participate in a variety of indoor and outdoor play activities. (2.1) ReadyRosie Bear Hunt Get Moving |
| INDICATOR | PM.3.2.2. | Engage in regular and sustained play activities that are physically demanding for short periods of time. (2.2) ReadyRosie Bear Hunt Get Moving |
| STRAND | LA.PM.2. | PHYSICAL WELL-BEING AND MOTOR DEVELOPMENT (Older Toddlers) |
| TITLE | HEALTH AND HYGIENE | |
| PERFORMANCE EXPECTATION | PM.4. | Develop appropriate health and hygiene skills. |
| INDICATOR | PM.4.2.2. | Eat a variety of healthy foods. (2.2) ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| INDICATOR | PM.4.2.3. | Carry out some parts of personal care routines with adult guidance supervision and assistance. (2.3) ReadyRosie I Can Do It All By Myself |
| STRAND | LA.PM.2. | PHYSICAL WELL-BEING AND MOTOR DEVELOPMENT (Older Toddlers) |
| TITLE | SAFETY | |
| PERFORMANCE EXPECTATION | PM.5. | Demonstrate safe behaviors. |
| INDICATOR | PM.5.2.1. | Recognize some harmful situations. (2.1) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATOR | PM.5.2.2. | Follow directions from an adult to avoid potential harmful conditions/situations. (2.2) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATOR | PM.5.2.3. | Follow safety rules with assistance and guidance from adults. (2.3) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND | LA.SE.2. | SOCIAL-EMOTIONAL DEVELOPMENT (Older Toddlers) |
| TITLE | SOCIAL RELATIONSHIPS | |
| PERFORMANCE EXPECTATION | SE.1. | Develop healthy relationships and interactions with peers and adults. |
| INDICATOR | SE.1.2.1. | Sometimes recognize the feelings of others and respond with words and/or behaviors to express care and concern (e.g., “Becky is crying”). (2.1) ReadyRosie Tell Me About It! |
| INDICATOR | SE.1.2.2. | Make connection between choice and consequence that follows. (2.2) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| INDICATOR | SE.1.2.4. | Engage in social play alongside other children and, on occasion, with other children. (2.4) ReadyRosie Catch! Ring Around the Rosie |
| INDICATOR | SE.1.2.5. | Follow adult guidance to respond to conflict. (2.5) ReadyRosie How can I stop my kids from fighting? |
| INDICATOR | SE.1.2.6. | Show affection for adults that care for him/her on a regular basis. (2.6) ReadyRosie Tell Me About It! |
| INDICATOR | SE.1.2.7. | Willingness to explore, but will seek help from trusted adults in new situations or when fearful. (2.7) ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| INDICATOR | SE.1.2.8. | Interact more regularly with one or two familiar children. (2.8) ReadyRosie Catch! Ring Around the Rosie |
| STRAND | LA.SE.2. | SOCIAL-EMOTIONAL DEVELOPMENT (Older Toddlers) |
| TITLE | SELF-CONCEPT AND SELF-EFFICACY | |
| PERFORMANCE EXPECTATION | SE.2. | Develop positive self-identify and sense of belonging. |
| INDICATOR | SE.2.2.1. | Express own desires and preferences. (2.1) ReadyRosie I Am Unique Tell Me About It! |
| INDICATOR | SE.2.2.2. | Identify self in photographs. (2.2) ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| STRAND | LA.SE.2. | SOCIAL-EMOTIONAL DEVELOPMENT (Older Toddlers) |
| TITLE | SELF-CONCEPT AND SELF-EFFICACY | |
| PERFORMANCE EXPECTATION | SE.3. | Express feelings and beliefs that he/she is capable of successfully making decisions, accomplishing tasks, and meeting goals. |
| INDICATOR | SE.3.2.4. | Try new experiences with adult prompting and support. (2.4) ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STRAND | LA.SE.2. | SOCIAL-EMOTIONAL DEVELOPMENT (Older Toddlers) |
| TITLE | SELF-REGULATION | |
| PERFORMANCE EXPECTATION | SE.5. | Regulate attention, impulses, and behavior. |
| INDICATOR | SE.5.2.1. | Show some understanding of simple rules and routines with adult support. (2.1) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| INDICATOR | SE.5.2.2. | Accept some redirection from adults. (2.2) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATOR | SE.5.2.3. | Respond positively to choices and limits set by an adult to help control their behavior. (2.3) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |