Louisiana Academic Standards (Pre-K)
| Main Criteria: Louisiana Academic Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grade: Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| Louisiana Academic Standards |
| Early Childhood Education |
| Grade: Ages 3-5 - Adopted: 2013 |
| STRAND | LA.AL.3. | APPROACHES TO LEARNING (Three-Year-Olds) |
| 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.1.3.1. | Demonstrate eagerness to learn through play and exploring the environment. (3.1) ReadyRosie Celebrate Learning Grocery Store Conversations My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | AL.1.3.2. | Complete a range of simple tasks on their own. (3.2) ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND | LA.AL.3. | APPROACHES TO LEARNING (Three-Year-Olds) |
| TITLE | ATTENTION, ENGAGEMENT, AND PERSISTENCE | |
| PERFORMANCE EXPECTATION | AL.2. | Demonstrate attention, engagement, and persistence in learning. |
| INDICATOR | AL.2.3.1. | Maintain focus on objects and activities of interest while other activities are going on in the environment. (3.1) ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | AL.2.3.2. | Maintain focus on a complex activity with adult support. (3.2) ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | AL.2.3.3. | With prompting and support, develop a simple plan for and work towards completion of short tasks, and activities. (3.3) ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND | LA.AL.3. | APPROACHES TO LEARNING (Three-Year-Olds) |
| 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.3.3.4. | Ask adults for help on tasks, if needed. (3.4) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND | LA.AL.3. | APPROACHES TO LEARNING (Three-Year-Olds) |
| 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.4.3.2. | Ask more complex questions for clarification and to seek meaningful information. (3.2) ReadyRosie What's for Dinner? |
| STRAND | LA.C.3. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Three-Year-Olds) |
| 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.1.3.2. | Participate in songs and finger plays. (3.2) ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| STRAND | LA.C.3. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Three-Year-Olds) |
| 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.2.3.3. | Create artistic works with different types of art materials, tools and techniques through individual and group art activities. (3.3) ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND | LA.C.3. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Three-Year-Olds) |
| TITLE | CREATIVE THINKING AND EXPRESSION (CC) | |
| PERFORMANCE EXPECTATION | CC.3. | Explore roles and experiences through dramatic art and play. |
| INDICATOR | CC.3.3.2. | With prompting and support, role play or use puppets to act out stories. (3.2) ReadyRosie Act It Out In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Tips for helping your child love reading Toy Stories |
| INDICATOR | CC.3.3.3. | Recreate real-life experiences (that may reflect their home culture or language) through pretend play. (3.3) ReadyRosie Family Photos Family Talent Show Grandparent Storytime In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories Why should we tell family stories? |
| INDICATOR | CC.3.3.4. | Use one object to represent another object. (3.4) ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Tips for helping your child love reading Toy Stories |
| STRAND | LA.C.3. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Three-Year-Olds) |
| TITLE | MATHEMATICS (CM) | |
| PERFORMANCE EXPECTATION | CM.1. | Understand numbers, ways of representing numbers, and relationships between number and quantities. |
| INDICATOR | CM.1.3.1. | Verbally counts by ones to 10. (3.1) ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Counting Signs Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up May I Take your Order? More Grapes More than Ten Penny Drop Quick Dots Show Me Skipping Around Taking Inventory The Number Stays the Same |
| INDICATOR | CM.1.3.2. | With prompting and support, count up to 5 and then backwards from 5. (3.2) ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Checkout Countdown Counting Signs Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up May I Take your Order? More Grapes More than Ten Penny Drop Quick Dots Show Me Skipping Around Special Day Countdown Taking Inventory The Number Stays the Same Three Little Animals |
| INDICATOR | CM.1.3.3. | Tell “how many” after counting a set of five or fewer items (e.g., fingers, blocks, crayons). (3.3) ReadyRosie Acorns and Pinecones All Done Apple Pie Block Tower Cereal Challenge Checkout Countdown Domino Match-Up More Grapes Penny Drop Show Me The Number Stays the Same Three Little Animals Tips for helping your child love reading |
| INDICATOR | CM.1.3.4. | Counts one to five objects (actual objects or pictures of objects) with one-to-one correspondence or when doing simple routines. (3.4) ReadyRosie Acorns and Pinecones Adding Ice All Done Apple Pie Block Tower Candy Sort and Graph Cereal Challenge Checkout Countdown Counting Signs Decorating Cupcakes Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Lily Pad Hop Measure your Steps More Grapes Penny Drop Show Me The Number Stays the Same Three Little Animals Three Ways to Show a Number Under the Cup What's for Dinner? |
| INDICATOR | CM.1.3.5. | Identify some written numerals but not in sequence. (3.5) ReadyRosie Fruit Salad Magazine Number Hunt Numbers Everywhere |
| INDICATOR | CM.1.3.7. | Count two sets of objects and identify which set has more/less/fewer. (3.7) ReadyRosie Acorns and Pinecones Cereal Challenge Make a Tower of Ten More than Ten Slap One More Who has the Biggest Number? |
| INDICATOR | CM.1.3.8. | Identify an object or person as first. (3.8) ReadyRosie First Place Under the Cup |
| STRAND | LA.C.3. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Three-Year-Olds) |
| TITLE | MATHEMATICS (CM) | |
| PERFORMANCE EXPECTATION | CM.2. | Understand basic patterns, concepts, and operations. |
| INDICATOR | CM.2.3.1. | Copy a simple repeating pattern (e.g., stringing beads, placing blocks in a row, clapping a rhythm). (3.1) ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| INDICATOR | CM.2.3.2. | Sort and classify five or more 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) and explain or label each group. (3.2) ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| INDICATOR | CM.2.3.3. | Use objects to demonstrate adding and subtracting of one or two objects to a group of objects that total 3 or fewer. (3.3) ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| STRAND | LA.C.3. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Three-Year-Olds) |
| TITLE | MATHEMATICS (CM) | |
| PERFORMANCE EXPECTATION | CM.3. | Understand attributes and relative properties of objects as related to size, capacity, and area. |
| INDICATOR | CM.3.3.1. | Describe some measurable attributes (length and weight) of objects and materials (e.g. big/little, long/short, heavy/not heavy). (3.1) ReadyRosie Bookcase Problem Building Houses Buying Oranges Comparing Vegetables Grocery Store Weights Leap Frog Measure Measuring the Table Near and Far |
| INDICATOR | CM.3.3.2. | Compare the size or weight of more than two objects and describe which one is longer/taller/shorter/ heavier/lighter. (3.2) ReadyRosie Bookcase Problem Building Houses Buying Oranges Comparing Vegetables Grocery Store Weights Leap Frog Measure Measuring the Table Near and Far |
| INDICATOR | CM.3.3.4. | Participate in measurement activities using standard measurement tools (e.g., measure the length of their body, weigh an apple, or measure one cup of flour during a cooking activity). (3.4) ReadyRosie Buying Oranges How Many Can I Grab? Making Trail Mix |
| STRAND | LA.C.3. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Three-Year-Olds) |
| TITLE | MATHEMATICS (CM) | |
| PERFORMANCE EXPECTATION | CM.4. | Understand shapes, their properties, and how objects are related to one another in space. |
| INDICATOR | CM.4.3.1. | Recognize basic shapes in the environment in two- and three-dimension forms. (3.1) ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| INDICATOR | CM.4.3.2. | With prompting and support, name the attributes of two shapes. (3.2) ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| INDICATOR | CM.4.3.3. | Create, simple shapes using objects or other materials. (3.3) ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| INDICATOR | CM.4.3.4. | Create representations of everyday objects by combining basic shapes (e.g., pictures, tangrams, or block structures to represent a house). (3.4) ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| INDICATOR | CM.4.3.5. | With prompting and support, combine (compose) or take apart (decompose) shapes to make other shape(s) (e.g., put two triangles together to make a square, take two halves of a rectangle apart and recognize that pieces are two other shapes). (3.5) ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| INDICATOR | CM.4.3.6. | Identify positions of objects, self and other people in space (e.g., in/on, over/under, up/down, and inside/outside. (3.6) ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Race Car Transformations Stuffed Animal Olympics Treasure Map |
| STRAND | LA.C.3. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Three-Year-Olds) |
| 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.1.3.1. | Use all five senses to observe living things, objects, materials, changes that take place, and relationships. (3.1) ReadyRosie Grocery Store Conversations Sink or Float |
| INDICATOR | CS.1.3.6. | Ask why and how questions and offer ideas about living creatures, objects, materials and changes they see, hear and/or feel. (3.6) ReadyRosie What's for Dinner? |
| INDICATOR | CS.1.3.8. | With prompting and support, talk about observations and results of simple experiments verbally and/or through drawings or graphs. (3.8) ReadyRosie Sink or Float |
| INDICATOR | CS.1.3.9. | With prompting and support, talk about the meaning of words that are related to the scientific process (e.g., “observation,” “experiment"). (3.9) ReadyRosie Grocery Store Weights I'm Thinking of an Animal Mystery Bag Strawberries for a Picnic |
| STRAND | LA.C.3. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Three-Year-Olds) |
| TITLE | SCIENCE (CS) | |
| PERFORMANCE EXPECTATION | CS.2. | Acquire scientific knowledge related to physical science (properties of objects and materials). |
| INDICATOR | CS.2.3.1. | With prompting and support, observe and describe properties of objects and materials, and how objects and materials can be combined or can change from one form to another (e.g., ice melting to a liquid). (3.1) ReadyRosie Grocery Store Conversations Sink or Float |
| STRAND | LA.C.3. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Three-Year-Olds) |
| 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.1.3.1. | Use words to describe events or activities that happened at an earlier time (e.g., “after we had snack” or “last night”). (3.1) ReadyRosie I Spy a Coin |
| INDICATOR | CSS.1.3.2. | Remember familiar people even though they may not have seen them for a while. (3.2) ReadyRosie Tips for storytelling: Story ideas |
| INDICATOR | CSS.1.3.3. | Describe the sequence of daily routines. (3.3) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STRAND | LA.C.3. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Three-Year-Olds) |
| TITLE | SOCIAL STUDIES (CSS) | |
| PERFORMANCE EXPECTATION | CSS.2. | Describe people, events, and symbols of the past and present. |
| INDICATOR | CSS.2.3.4. | Participate in and talk about local cultural events, holidays and/or celebrations. (3.4) ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| STRAND | LA.C.3. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Three-Year-Olds) |
| TITLE | SOCIAL STUDIES (CSS) | |
| PERFORMANCE EXPECTATION | CSS.3. | Develop an awareness of geographic locations, maps, and landforms. |
| INDICATOR | CSS.3.3.5. | Recognize and name a map and a globe. (3.5) ReadyRosie My Address |
| INDICATOR | CSS.3.3.6. | Look at a simple map and find various features/parts of the map with support and guidance. (3.6) ReadyRosie My Address |
| STRAND | LA.C.3. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Three-Year-Olds) |
| TITLE | SOCIAL STUDIES (CSS) | |
| PERFORMANCE EXPECTATION | CSS.4. | Demonstrate awareness of culture and other characteristics of groups of people. |
| INDICATOR | CSS.4.3.1. | Participate in music, dance, and other traditions from various cultures. (3.1) ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| INDICATOR | CSS.4.3.2. | Show and talk about objects, food, and customs from own family or culture. (3.2) ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why is storytelling important? Why should we tell family stories? |
| INDICATOR | CSS.4.3.3. | Identify homes that are similar to and/or different from own home. (3.3) ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| STRAND | LA.C.3. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Three-Year-Olds) |
| 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.5.3.3. | Follow many rules with little support. (3.3) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| INDICATOR | CSS.5.3.4. | Identify rules that are used at home or in the classroom. (3.4) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| INDICATOR | CSS.5.3.5. | Tell why rules are important. (3.5) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| INDICATOR | CSS.5.3.6. | Describe the roles of various familiar community helpers/workers. (3.6) ReadyRosie Who Should We Ask? |
| INDICATOR | CSS.5.3.7. | Imitate the roles of familiar community workers. (3.7) ReadyRosie Who Should We Ask? |
| STRAND | LA.C.3. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Three-Year-Olds) |
| TITLE | SOCIAL STUDIES (CSS) | |
| PERFORMANCE EXPECTATION | CSS.6. | Demonstrate an awareness of basic economic concepts. |
| INDICATOR | CSS.6.3.1. | Demonstrate an awareness of uses of money. (3.1) ReadyRosie I Spy a Coin |
| INDICATOR | CSS.6.3.2. | Demonstrate an understanding of the process of buying and selling during play by using props related to buying and selling the way they typically are used by adults. (3.2) ReadyRosie Making a Grocery List |
| INDICATOR | CSS.6.3.3. | Express wants and needs. (3.3) ReadyRosie Behavior is a form of communication Making a Grocery List |
| STRAND | LA.LL.3. | LANGUAGE AND LITERACY DEVELOPMENT (Three-Year-Olds) |
| TITLE | SPEAKING AND LISTENING | |
| PERFORMANCE EXPECTATION | LL.1. | Comprehend or understand and use language. |
| INDICATOR | LL.1.3.1. | Follow two-step directions. (3.1) ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| INDICATOR | LL.1.3.2. | Demonstrate understanding of simple questions and requests. (3.2) ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| INDICATOR | LL.1.3.3. | Answer some simple “who”, “what” and “where” questions. (3.3) ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| INDICATOR | LL.1.3.4. | Listen and respond attentively to simple conversations. (3.4) ReadyRosie Color Word Sentences If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| INDICATOR | LL.1.3.5. | Use phrases and/or simple sentences and questions. (3.5) ReadyRosie Color Word Sentences Family Photos Listening for Sounds Pantry Talk Description Phone Fun Who Should We Ask? |
| INDICATOR | LL.1.3.6. | Ask “why” questions. (3.6) ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| INDICATOR | LL.1.3.7. | With prompting and support, act out familiar stories, rhymes and fingerplays. (3.7) ReadyRosie Act It Out Toy Stories |
| INDICATOR | LL.1.3.8. | Use phrases and/or simple sentences that convey a complete thought, “Tommy ate the cookie,” that is easily understood by family and most people outside the home. (3.8) ReadyRosie Family Photos Pantry Talk Description Phone Fun What Did I Do? Who Should We Ask? |
| INDICATOR | LL.1.3.9. | Ask questions that may incorporate expanding vocabulary. (3.9). ReadyRosie Color Word Sentences Comparing Vegetables Finding the Groceries Following Directions Grocery Store Conversations How Many Can You Name? How can I help my child learn new words? I Spy an Animal I'm Thinking of an Animal Kitchen Labeling Listening for Sounds Mystery Bag Pantry Talk Description Phone Fun Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| STRAND | LA.LL.3. | LANGUAGE AND LITERACY DEVELOPMENT (Three-Year-Olds) |
| TITLE | LANGUAGE | |
| PERFORMANCE EXPECTATION | LL.2. | Comprehend and use increasingly complex and varied vocabulary. |
| INDICATOR | LL.2.3.1. | With prompting and support, demonstrate understanding of simple concepts such as opposites and positions. (3.1) ReadyRosie Bookcase Problem Comparing Vegetables Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Race Car Transformations Silent Opposites Stuffed Animal Olympics Treasure Map What's the Opposite? |
| INDICATOR | LL.2.3.2. | Demonstrate an understanding of and begin using some new vocabulary introduced through conversations, activities, or listening to texts read aloud. (3.2) ReadyRosie Comparing Vegetables Finding the Groceries Following Directions Grandparent Storytime Grocery Store Conversations How Many Can You Name? How can I help my child learn new words? I Remember When I Spy an Animal I'm Thinking of an Animal Kitchen Labeling Making Trail Mix My Favorite Part Mystery Bag Pantry Talk Description Predicting Vocabulary Reading a Book for the Second Time Silent Opposites Sink or Float Take Away Think About It Why should we tell family stories? |
| STRAND | LA.LL.3. | LANGUAGE AND LITERACY DEVELOPMENT (Three-Year-Olds) |
| TITLE | READING: LITERATURE AND INFORMATION IN PRINT | |
| PERFORMANCE EXPECTATION | LL.3. | Develop an interest in books and their characteristics. |
| INDICATOR | LL.3.3.1. | Find a specific book by looking at the cover. (3.1) ReadyRosie Funny Reading |
| INDICATOR | LL.3.3.2. | Identify the front cover of a book. (3.2) ReadyRosie Funny Reading |
| INDICATOR | LL.3.3.3. | Hold book properly and look at pages of a book from left to right, pretending to read. (3.3) ReadyRosie Chime In Color Word Sentences Funny Reading Reading the Grocery List Reading with Jack and Jill Stuffed Animal Sentences Stuffed Animal Stories Tips for helping your child love reading Words on the Page |
| INDICATOR | LL.3.3.4. | Imitate teacher reading a story. (3.4) ReadyRosie Act It Out Tips for helping your child love reading Toy Stories |
| INDICATOR | LL.3.3.5. | With prompting and support, demonstrate and understand that people write stories and draw pictures in books. (3.5) ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories |
| INDICATOR | LL.3.3.6. | Shows an interest in illustrations. (3.6) ReadyRosie Picture Walk Predictions Retelling the Story |
| STRAND | LA.LL.3. | LANGUAGE AND LITERACY DEVELOPMENT (Three-Year-Olds) |
| TITLE | READING: LITERATURE AND INFORMATION IN PRINT | |
| PERFORMANCE EXPECTATION | LL.4. | Comprehend stories and information from books and other print materials. |
| INDICATOR | LL.4.3.1. | Answer simple questions about print that has been read aloud several times. (3.1) ReadyRosie Asking Wh- Questions Book Bag Descriptions Getting Information from Pictures Making Connections PreK Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Think About It Tips for helping your child love reading |
| INDICATOR | LL.4.3.2. | Retell a simple story with pictures or other props to use as prompts. (3.2) ReadyRosie All About My Day Book Bag Descriptions Family Movie Night Family Photos Grandparent Storytime My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures |
| INDICATOR | LL.4.3.3. | With prompting and support, identify characters from a story and information from an informational text read aloud. (3.3) ReadyRosie Making Connections PreK Text to Self Connections |
| INDICATOR | LL.4.3.4. | With prompting and support, talk about unknown vocabulary words in a text or story read aloud. (3.4) ReadyRosie Grandparent Storytime I Remember When Making Trail Mix My Favorite Part Reading a Book for the Second Time Why should we tell family stories? |
| INDICATOR | LL.4.3.6. | Use pictures and illustrations of a text to tell a story. (3.6) ReadyRosie All About My Day Itsy Bitsy Spider Illustrations Picture Walk Predictions Retelling the Story Toy Stories |
| INDICATOR | LL.4.3.7. | With prompting and support, talk about or draw a character, setting, event, or idea in a text read aloud. (3.7) ReadyRosie Making Connections PreK Text to Self Connections Toy Stories |
| INDICATOR | LL.4.3.8. | Demonstrate understanding of what will happen next in familiar stories. (3.8) ReadyRosie Book Selection Picture Walk Predictions Selecting Books Text to Self Connections Tips for helping your child love reading |
| STRAND | LA.LL.3. | LANGUAGE AND LITERACY DEVELOPMENT (Three-Year-Olds) |
| TITLE | READING: FOUNDATIONAL SKILLS | |
| PERFORMANCE EXPECTATION | LL.5. | Demonstrate understanding of the organization and basic features of print. |
| INDICATOR | LL.5.3.1. | With prompting and support, track across a page or along printed words from top to bottom and left to right. (3.1) ReadyRosie Chime In Color Word Sentences Funny Reading Reading the Grocery List Reading with Jack and Jill Stuffed Animal Sentences Stuffed Animal Stories Words on the Page |
| INDICATOR | LL.5.3.2. | Identify name on personal property. (3.2) ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| INDICATOR | LL.5.3.3. | With prompting and support, demonstrate an understanding that letters are combined to make words. (3.3) ReadyRosie Looking for Letters in Ads Making a Grocery List Name Game Reading with Jack and Jill Starting a Word Bank Thank You Note Words on the Page Writing Names with Shaving Cream |
| INDICATOR | LL.5.3.4. | Name at least 10 of the 52 upper- and lower-case letters of the alphabet (any combination of upper- and lower-case letters). (3.4) ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Looking for Letters in Ads Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| INDICATOR | LL.5.3.5. | Identify some letters in own name. (3.5) ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| STRAND | LA.LL.3. | LANGUAGE AND LITERACY DEVELOPMENT (Three-Year-Olds) |
| TITLE | READING: FOUNDATIONAL SKILLS | |
| PERFORMANCE EXPECTATION | LL.6. | Demonstrate understanding of different units of sound in language (words, syllables, phonemes). |
| INDICATOR | LL.6.3.1. | With prompting and support, recognize matching sounds and rhymes in familiar words or words in songs. (3.1) ReadyRosie Finish the Rhyme Frog Hopping Hopping Rhyming Listen My Children Little Miss Muffet Role Play Reading the Grocery List Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Searching for Sounds at the Store Shopping for Clothes Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| INDICATOR | LL.6.3.2. | With prompting and support, segment a spoken sentence into the individual words using actions (e.g., clap or stomp for each word). (3.2) ReadyRosie Color Word Sentences Reading with Jack and Jill Sentence Segmenting Starting a Word Bank Words on the Page |
| INDICATOR | LL.6.3.3. | With prompting and support, show an awareness of beginning sounds in words. (3.3) ReadyRosie Listen My Children Making a Grocery List Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| INDICATOR | LL.6.3.4. | With prompting and support, attend to activities or word play that emphasizes beginning sounds in words. (3.4) ReadyRosie Listen My Children Making a Grocery List Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| INDICATOR | LL.6.3.5. | Engage in word play activities in songs and rhymes. (3.5) ReadyRosie Finish the Rhyme Hopping Rhyming If You're Happy & You Know It Itsy Bitsy Spider Illustrations Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes Why should I sing to my baby? |
| STRAND | LA.LL.3. | LANGUAGE AND LITERACY DEVELOPMENT (Three-Year-Olds) |
| 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.7.3.1. | Experiment with a variety of writing tools, materials, and surfaces. (3.1) ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | LL.7.3.2. | Use early stages of writing to form shapes and letter-like symbols to convey ideas. (3.2) ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| INDICATOR | LL.7.3.3. | Engage in tactile experiences creating letters and other forms. (3.3) ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| INDICATOR | LL.7.3.4. | Imitate marks made by adult or older child (approximations). (3.4) ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| STRAND | LA.PM.3. | PHYSICAL WELL-BEING AND MOTOR DEVELOPMENT (Three-Year-Olds) |
| 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.1.3.1. | Use arms and legs for balance and motor control when walking, jumping, throwing and climbing. (3.1) ReadyRosie Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| INDICATOR | PM.1.3.2. | Use arms and legs for balance and motor control using objects and equipment for a wide range of physical activities. (3.2) ReadyRosie Follow the Leader |
| STRAND | LA.PM.3. | PHYSICAL WELL-BEING AND MOTOR DEVELOPMENT (Three-Year-Olds) |
| TITLE | MOTOR SKILLS AND PHYSICAL FITNESS | |
| PERFORMANCE EXPECTATION | PM.2. | Develop small muscle control and coordination. |
| INDICATOR | PM.2.3.1. | Use hands, fingers, and wrists for a wide variety of tasks and activities. (3.1) ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| STRAND | LA.PM.3. | PHYSICAL WELL-BEING AND MOTOR DEVELOPMENT (Three-Year-Olds) |
| TITLE | MOTOR SKILLS AND PHYSICAL FITNESS | |
| PERFORMANCE EXPECTATION | PM.3. | Participate in a variety of physical activities to enhance strength and stamina. |
| INDICATOR | PM.3.3.2. | Demonstrate strength and stamina that allow for participation in rigorous activities (e.g., running, climbing, kicking or throwing a ball). (3.2) ReadyRosie Follow the Leader Rhyming Toss Rock Toss The Number Stays the Same |
| STRAND | LA.PM.3. | PHYSICAL WELL-BEING AND MOTOR DEVELOPMENT (Three-Year-Olds) |
| TITLE | SAFETY | |
| PERFORMANCE EXPECTATION | PM.5. | Demonstrate safe behaviors. |
| INDICATOR | PM.5.3.1. | Identify and avoid potentially harmful objects, substances, or situations or behaviors with supervision. (3.1) ReadyRosie My Address |
| INDICATOR | PM.5.3.2. | State safety rules and follow them with guidance from adults. (3.2) ReadyRosie My Address |
| STRAND | LA.SE.3. | SOCIAL-EMOTIONAL DEVELOPMENT (Three-Year-Olds) |
| TITLE | SOCIAL RELATIONSHIPS | |
| PERFORMANCE EXPECTATION | SE.1. | Develop healthy relationships and interactions with peers and adults. |
| INDICATOR | SE.1.3.2. | Develop a growing understanding of how his/her actions affect others and begin to accept consequences of their actions. (3.2) ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| INDICATOR | SE.1.3.3. | Demonstrate emerging awareness and respect for differences between people (culture, ethnicity, abilities, and disabilities). (3.3) ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| INDICATOR | SE.1.3.4. | Work or play cooperatively with other children with some direction from adults. (3.4) ReadyRosie Building Houses Family Talent Show How can I stop my kids from fighting? Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | SE.1.3.5. | Resolve conflict with peers by following suggestions from an adult. (3.5) ReadyRosie How can I get my child to listen to me? How can I stop my kids from fighting? How should I handle temper tantrums? Talking About Your Feelings |
| INDICATOR | SE.1.3.8. | Occasionally play with the same one or two children for a short time. (3.8) ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | SE.1.3.9. | Describe one or two children as their friends. (3.9) ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | SE.1.3.10. | Join in with a small group of children. (3.10) ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND | LA.SE.3. | SOCIAL-EMOTIONAL DEVELOPMENT (Three-Year-Olds) |
| TITLE | SELF-CONCEPT AND SELF-EFFICACY | |
| PERFORMANCE EXPECTATION | SE.2. | Develop positive self-identify and sense of belonging. |
| INDICATOR | SE.2.3.1. | Recognize self in terms of basic preferences, characteristics, and skills. (3.1) ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| STRAND | LA.SE.3. | SOCIAL-EMOTIONAL DEVELOPMENT (Three-Year-Olds) |
| 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.3.3.1. | Demonstrate confidence in completing familiar tasks. (3.1) ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | SE.3.3.2. | Actively explore the environment and begin to try new experiences. (3.2) ReadyRosie Celebrate Learning Grocery Store Conversations My Age Shape Changers Sink or Swim Taking Turns |
| STRAND | LA.SE.3. | SOCIAL-EMOTIONAL DEVELOPMENT (Three-Year-Olds) |
| TITLE | SELF-REGULATION | |
| PERFORMANCE EXPECTATION | SE.4. | Regulate own emotions and behavior. |
| INDICATOR | SE.4.3.1. | Recognize and name basic emotions (happy, mad, sad) in self. (3.1) ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| INDICATOR | SE.4.3.2. | Express own ideas, interests, and feelings through words or actions. (3.2) ReadyRosie Book Selection Funny Faces If You're Happy & You Know It Selecting Books Talking About Your Feelings Using a Menu to Order What's for Dinner? |
| STRAND | LA.SE.3. | SOCIAL-EMOTIONAL DEVELOPMENT (Three-Year-Olds) |
| TITLE | SELF-REGULATION | |
| PERFORMANCE EXPECTATION | SE.5. | Regulate attention, impulses, and behavior. |
| INDICATOR | SE.5.3.1. | With prompting and support, follow rules and routines. (3.1) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| INDICATOR | SE.5.3.2. | With prompting and support, respond appropriately during teacher-guided and child- initiated activities. (3.2) ReadyRosie How can I stop my kids from fighting? |
| INDICATOR | SE.5.3.3. | Cooperate and begin to focus attention during teacher-guided and child-initiated activities. (3.3) ReadyRosie How can I stop my kids from fighting? |
| STRAND | LA.AL.4. | APPROACHES TO LEARNING (Four-Year-Olds) |
| 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.1.4.2. | Choose a multi-step task and complete it on their own. (4.2) ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND | LA.AL.4. | APPROACHES TO LEARNING (Four-Year-Olds) |
| TITLE | ATTENTION, ENGAGEMENT, AND PERSISTENCE | |
| PERFORMANCE EXPECTATION | AL.2. | Demonstrate attention, engagement, and persistence in learning. |
| INDICATOR | AL.2.4.1. | Stay engaged with others, objects, and activities despite interruptions or disruption. (4.1) ReadyRosie Building Houses Drumming Sounds Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | AL.2.4.2. | Maintain attention in child-initiated and adult - directed activities despite distractions and interruptions. (4.2) ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | AL.2.4.3. | Plan and complete tasks and activities. (4.3) ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND | LA.AL.4. | APPROACHES TO LEARNING (Four-Year-Olds) |
| 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.4.4.2. | Gather information and ask complex questions in order to understand a new or familiar concept. (4.2) ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| STRAND | LA.C.4. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Four-Year-Olds) |
| 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.1.4.2. | Participate in different types of music activities, including songs, finger plays, and playing instruments. (4.2) ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| STRAND | LA.C.4. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Four-Year-Olds) |
| 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.2.4.3. | Create artistic works that reflect thoughts, feelings, experiences, or knowledge using different materials, tools and techniques. (4.3) ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND | LA.C.4. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Four-Year-Olds) |
| TITLE | CREATIVE THINKING AND EXPRESSION (CC) | |
| PERFORMANCE EXPECTATION | CC.3. | Explore roles and experiences through dramatic art and play. |
| INDICATOR | CC.3.4.2. | Role play or use puppets to act out stories or play a character. (4.2) ReadyRosie Act It Out In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Tips for helping your child love reading Toy Stories |
| INDICATOR | CC.3.4.3. | Represent fantasy and real-life experiences through pretend play. (4.3) ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Tips for helping your child love reading Toy Stories |
| INDICATOR | CC.3.4.4. | Use objects to represent other objects. (4.4) ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Tips for helping your child love reading Toy Stories |
| STRAND | LA.C.4. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Four-Year-Olds) |
| TITLE | MATHEMATICS (CM) | |
| PERFORMANCE EXPECTATION | CM.1. | Understand numbers, ways of representing numbers, and relationships between number and quantities. |
| INDICATOR | CM.1.4.1. | Verbally count by ones to 20. (4.1) ReadyRosie How Many Can I Grab? Keep It Up Penny Drop Rub a Dub Counting |
| INDICATOR | CM.1.4.2. | Count forward from a given number between 1 and 10, and count backward from 5. (4.2) ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Checkout Countdown Counting Signs Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up May I Take your Order? More Grapes More than Ten Penny Drop Quick Dots Show Me Skipping Around Special Day Countdown Taking Inventory The Number Stays the Same Three Little Animals |
| INDICATOR | CM.1.4.3. | Understand that the last number named tells the number of objects counted for a set of 10 or fewer objects. (4.3) ReadyRosie Acorns and Pinecones All Done Apple Pie Block Tower Cereal Challenge Checkout Countdown Domino Match-Up More Grapes Penny Drop Show Me The Number Stays the Same Three Little Animals |
| INDICATOR | CM.1.4.4. | Count out a specified number of objects from a set of 10 or fewer objects when asked. (4.4) ReadyRosie Acorns and Pinecones All Done Apple Pie Block Tower Cereal Challenge Checkout Countdown Domino Match-Up More Grapes Penny Drop Show Me The Number Stays the Same Three Little Animals |
| INDICATOR | CM.1.4.5. | Identify written numerals 0-10 in the everyday environment. (4.5) ReadyRosie Fruit Salad Magazine Number Hunt Numbers Everywhere |
| INDICATOR | CM.1.4.7. | Compare sets of objects using same/different and more/less/fewer. (4.7) ReadyRosie Acorns and Pinecones Cereal Challenge Make a Tower of Ten More than Ten Slap One More Who has the Biggest Number? |
| INDICATOR | CM.1.4.8. | Identify an object’s or person’s position as first or last. (4.8) ReadyRosie First Place Under the Cup |
| STRAND | LA.C.4. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Four-Year-Olds) |
| TITLE | MATHEMATICS (CM) | |
| PERFORMANCE EXPECTATION | CM.2. | Understand basic patterns, concepts, and operations. |
| INDICATOR | CM.2.4.1. | Recognize, copy, and extend patterns. (4.1) ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| INDICATOR | CM.2.4.2. | Sort objects by more than one attribute (e.g., red circles or blue triangles) and explain the criteria used to sort objects. (4.2) ReadyRosie Candy Sort and Graph Finger Shapes Guess My Shape I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Sort and Graph Leaves Sorting Laundry Ways to Cut a Sandwich |
| INDICATOR | CM.2.4.3. | Use concrete objects to demonstrate simple addition and subtraction problems that total 6 or fewer. (4.3) ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| STRAND | LA.C.4. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Four-Year-Olds) |
| TITLE | MATHEMATICS (CM) | |
| PERFORMANCE EXPECTATION | CM.3. | Understand attributes and relative properties of objects as related to size, capacity, and area. |
| INDICATOR | CM.3.4.1. | Describe measurable attributes (length and weight) of objects and materials, using comparative words. (4.1) ReadyRosie Bookcase Problem Building Houses Buying Oranges Comparing Vegetables Grocery Store Weights Leap Frog Measure Measuring the Table Near and Far |
| INDICATOR | CM.3.4.2. | Put up to six objects in order by length (seriate). (4.2) ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Leap Frog Measure Measuring the Table Near and Far |
| INDICATOR | CM.3.4.4. | Participate in measurement activities using standard measurement tools to measure the length and weight of objects and materials (ruler, scale, measuring cup). (4.4) ReadyRosie Buying Oranges How Many Can I Grab? Making Trail Mix |
| STRAND | LA.C.4. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Four-Year-Olds) |
| TITLE | MATHEMATICS (CM) | |
| PERFORMANCE EXPECTATION | CM.4. | Understand shapes, their properties, and how objects are related to one another in space. |
| INDICATOR | CM.4.4.1. | Identify and name at least the four basic shapes (rectangles, squares, circles, and triangles) when presented using different sizes and in different orientations. (4.1) ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| INDICATOR | CM.4.4.2. | Describe and name attributes of four basic shapes (e.g., a square has four equal sides, a circle is round). (4.2) ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| INDICATOR | CM.4.4.3. | Copy or replicate one or two dimensional shapes using a variety of materials. (4.3) ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| INDICATOR | CM.4.4.4. | Combine (compose) or take apart (decompose) shapes to make other shape(s) (e.g., put two triangles together to make a square, take two halves of a rectangle apart and recognize that pieces are two other shapes). (4.4) ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| INDICATOR | CM.4.4.5. | Use and understand positions of objects, self and other people in space, including in/on, over/under, up/down, inside/outside, beside/between, and in front/behind. (4.5) ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Race Car Transformations Stuffed Animal Olympics Treasure Map |
| STRAND | LA.C.4. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Four-Year-Olds) |
| 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.1.4.1. | Use all five senses to observe, collect information, describe observations, classify based on observations, and form conclusions about what is observed. (4.1) ReadyRosie Grocery Store Conversations Sink or Float |
| INDICATOR | CS.1.4.2. | Use equipment and tools to gather information and extend sensory observations of living things, objects, materials, changes that take place and relationships. (4.2) ReadyRosie Grocery Store Conversations Sink or Float |
| INDICATOR | CS.1.4.3. | Show an understanding of cause and effect relationships and use this understanding to predict what will happen as a result of an action and to solve simple problems. (4.3) ReadyRosie Acorns and Pinecones Measure your Steps Strawberries for a Picnic |
| INDICATOR | CS.1.4.4. | Use prior knowledge and experiences to generate questions, hypothesize, predict, and draw conclusions about living creatures, objects, materials and changes observed in the environment. (4.4) ReadyRosie Acorns and Pinecones Measure your Steps Strawberries for a Picnic What's for Dinner? |
| INDICATOR | CS.1.4.6. | Collect, interpret, and communicate data and findings from observations and experiments verbally and/or in written formats. (4.6) ReadyRosie Grocery Store Conversations Sink or Float |
| INDICATOR | CS.1.4.7. | With prompting and support, use scientific vocabulary words to describe steps in the scientific process (e.g., “observation,” “experiment,” “hypothesis,” “conclusion”). (4.7) ReadyRosie Grocery Store Weights I'm Thinking of an Animal Mystery Bag Strawberries for a Picnic |
| STRAND | LA.C.4. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Four-Year-Olds) |
| TITLE | SCIENCE (CS) | |
| PERFORMANCE EXPECTATION | CS.3. | Acquire scientific knowledge related to life science (properties of living things). |
| INDICATOR | CS.3.4.3. | Carry out classroom routines to care for living creatures and/or plants with limited direction from adults (e.g., feed the fish or hamster, water plants in the classroom). (4.3) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STRAND | LA.C.4. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Four-Year-Olds) |
| TITLE | SOCIAL STUDIES (CSS) | |
| PERFORMANCE EXPECTATION | CSS.2. | Describe people, events, and symbols of the past and present. |
| INDICATOR | CSS.2.4.4. | Describe local, state, and national cultural events, celebrations, and holidays. (4.4) ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| STRAND | LA.C.4. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Four-Year-Olds) |
| TITLE | SOCIAL STUDIES (CSS) | |
| PERFORMANCE EXPECTATION | CSS.3. | Develop an awareness of geographic locations, maps, and landforms. |
| INDICATOR | CSS.3.4.2. | Create representations of places, landforms, and roads he/she has seen through drawings and play activities. (4.2) ReadyRosie My Address |
| INDICATOR | CSS.3.4.3. | Recognize a globe/map as a representation of the earth. (4.3) ReadyRosie My Address |
| INDICATOR | CSS.3.4.4. | Use a simple map to find specific locations within a familiar environment (e.g., areas within the classroom). (4.4) ReadyRosie My Address |
| INDICATOR | CSS.3.4.5. | With guidance and support, create a simple drawing that shows the relative location of specific objects and/or features in a familiar environment such as a classroom or playground. (4.5) ReadyRosie My Address |
| STRAND | LA.C.4. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Four-Year-Olds) |
| TITLE | SOCIAL STUDIES (CSS) | |
| PERFORMANCE EXPECTATION | CSS.4. | Demonstrate awareness of culture and other characteristics of groups of people. |
| INDICATOR | CSS.4.4.1. | Explore music, dance, dress, foods, and traditions of own family and other cultures. (4.1) ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why is storytelling important? Why should we tell family stories? |
| STRAND | LA.C.4. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Four-Year-Olds) |
| 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.5.4.1. | Recognize their responsibility as a member of a family and classroom. (4.1) ReadyRosie My Address |
| INDICATOR | CSS.5.4.3. | Follow rules that have been established. (4.3) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| INDICATOR | CSS.5.4.4. | Participate in conversations about the importance of rules/ consequences, rights of self, and rights of others. (4.4) ReadyRosie All Done Decorating Cupcakes Funny Faces How can I get my child to listen to me? How do I get my child to______? How should I handle temper tantrums? If You're Happy & You Know It Is my child overscheduled? Sink or Swim Taking Turns Talking About Your Feelings Thank You Note |
| INDICATOR | CSS.5.4.5. | Identify workers and their roles as citizens within the community. (4.5) ReadyRosie Who Should We Ask? |
| STRAND | LA.C.4. | COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE (Four-Year-Olds) |
| TITLE | SOCIAL STUDIES (CSS) | |
| PERFORMANCE EXPECTATION | CSS.6. | Demonstrate an awareness of basic economic concepts. |
| INDICATOR | CSS.6.4.1. | Demonstrate awareness of the purpose of money through play activities. (4.1) ReadyRosie I Spy a Coin |
| INDICATOR | CSS.6.4.2. | Demonstrate the role of buyers and sellers in play activities. (4.2) ReadyRosie Making a Grocery List |
| INDICATOR | CSS.6.4.3. | Participate in conversations about wants and needs. (4.3) ReadyRosie Behavior is a form of communication Making a Grocery List |
| STRAND | LA.LL.4. | LANGUAGE AND LITERACY DEVELOPMENT (Four-Year-Olds) |
| TITLE | SPEAKING AND LISTENING | |
| PERFORMANCE EXPECTATION | LL.1. | Comprehend or understand and use language. |
| INDICATOR | LL.1.4.1. | Listen and respond to questions about print read aloud or information presented orally or through other media, including music and videos. (4.1) ReadyRosie Baby Photo Fun Color Word Sentences Grandparent Storytime I Remember When Making Trail Mix My Favorite Part Reading a Book for the Second Time Why should we tell family stories? Yesterday, Today, Tomorrow |
| INDICATOR | LL.1.4.2. | Listen and respond attentively to conversations. (4.2) ReadyRosie Color Word Sentences If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| INDICATOR | LL.1.4.3. | With guidance and support from adults, follow agreed upon rules for discussions (e.g. listening to others, and taking turns speaking about topics and print under discussion). (4.3) ReadyRosie Choosing the Right Voice Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| INDICATOR | LL.1.4.4. | Actively participate in role-playing, creative dramatics, fingerplays, nursery rhymes, and choral speaking. (4.4) ReadyRosie Act It Out Toy Stories |
| INDICATOR | LL.1.4.5. | Speak audibly and use words, phrases, and/or sentences to express a complete thought that can be clearly understood by most people. (4.5) ReadyRosie Choosing the Right Voice Color Word Sentences Family Photos If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| INDICATOR | LL.1.4.6. | Ask questions about a specific topic, activity, and/or text read aloud. (4.6) ReadyRosie Asking Wh- Questions Color Word Sentences Listening for Sounds Phone Fun Think About It Tips for helping your child love reading |
| STRAND | LA.LL.4. | LANGUAGE AND LITERACY DEVELOPMENT (Four-Year-Olds) |
| TITLE | LANGUAGE | |
| PERFORMANCE EXPECTATION | LL.2. | Comprehend and use increasingly complex and varied vocabulary. |
| INDICATOR | LL.2.4.1. | Demonstrate understanding of a variety of concepts, such as opposites, positions, and comparisons. (4.1) ReadyRosie Bookcase Problem Comparing Vegetables Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Race Car Transformations Silent Opposites Stuffed Animal Olympics Treasure Map What's the Opposite? |
| STRAND | LA.LL.4. | LANGUAGE AND LITERACY DEVELOPMENT (Four-Year-Olds) |
| TITLE | READING: LITERATURE AND INFORMATION IN PRINT | |
| PERFORMANCE EXPECTATION | LL.3. | Develop an interest in books and their characteristics. |
| INDICATOR | LL.3.4.1. | Demonstrates how books are read, such as front-to-back and one page at a time. (4.1) ReadyRosie Chime In Color Word Sentences Funny Reading Reading the Grocery List Reading with Jack and Jill Stuffed Animal Sentences Stuffed Animal Stories Words on the Page |
| INDICATOR | LL.3.4.2. | With prompting and support, describe the role of the author and illustrator of a text. (4.2) ReadyRosie Funny Reading |
| STRAND | LA.LL.4. | LANGUAGE AND LITERACY DEVELOPMENT (Four-Year-Olds) |
| TITLE | READING: LITERATURE AND INFORMATION IN PRINT | |
| PERFORMANCE EXPECTATION | LL.4. | Comprehend stories and information from books and other print materials. |
| INDICATOR | LL.4.4.1. | With prompting and support, ask and answer questions about print that is read aloud. (4.1) ReadyRosie Asking Wh- Questions Think About It Tips for helping your child love reading |
| INDICATOR | LL.4.4.2. | With prompting and support, retell parts of a favorite story in sequence (first, next, and last). (4.2) ReadyRosie All About My Day Itsy Bitsy Spider Illustrations Toy Stories |
| INDICATOR | LL.4.4.3. | With prompting and support, identify characters and some events from a story and several pieces of information from a text read aloud. (4.3) ReadyRosie Making Connections PreK Reading Routines for Early Readers Text to Self Connections Toy Stories |
| INDICATOR | LL.4.4.4. | With prompting and support, ask and answer questions about unknown words in a text read aloud. (4.4) ReadyRosie Reading a Book for the Second Time |
| INDICATOR | LL.4.4.5. | Listen to stories or text read aloud and use new vocabulary words in follow-up conversations and activities. (4.5) ReadyRosie Reading a Book for the Second Time |
| INDICATOR | LL.4.4.7. | With prompting and support, describe what person, place, thing, or idea in the text an illustration depicts. (4.7) ReadyRosie Picture Walk Predictions Retelling the Story |
| INDICATOR | LL.4.4.8. | With prompting and support, discuss basic similarities and differences in print read aloud, including characters, settings, events, and ideas. (4.8) ReadyRosie Compare and Contrast Questions |
| INDICATOR | LL.4.4.9. | Based on the title and/or pictures/ illustrations, predict what might happen in a story before it is read. (4.9) ReadyRosie Book Selection Picture Walk Predictions Selecting Books Text to Self Connections Tips for helping your child love reading |
| STRAND | LA.LL.4. | LANGUAGE AND LITERACY DEVELOPMENT (Four-Year-Olds) |
| TITLE | READING: FOUNDATIONAL SKILLS | |
| PERFORMANCE EXPECTATION | LL.5. | Demonstrate understanding of the organization and basic features of print. |
| INDICATOR | LL.5.4.1. | With prompting and support, demonstrate that print is read left to right and top to bottom. (4.1) ReadyRosie Chime In Color Word Sentences Funny Reading Reading the Grocery List Reading with Jack and Jill Stuffed Animal Sentences Stuffed Animal Stories Words on the Page |
| INDICATOR | LL.5.4.2. | With limited guidance, track across a page or along printed words from top to bottom and left to right. (4.2) ReadyRosie Chime In Color Word Sentences Funny Reading Reading the Grocery List Reading with Jack and Jill Stuffed Animal Sentences Stuffed Animal Stories Words on the Page |
| INDICATOR | LL.5.4.3. | With prompting and support, identify own first name in print among two to three other names; point to printed name when asked. (4.3) ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| INDICATOR | LL.5.4.4. | With prompting and support, identify various features in print (e.g., words, spaces, punctuation, and some upper- and lower-case letters). (4.4) ReadyRosie Color Word Sentences Jump Rope Letters Letter Hunt Looking for Letters in Ads Name Game Reading with Jack and Jill Sentence Segmenting Shopping for Clothes Starting a Word Bank Stomp the Letter Stuffed Animal Sentences Words on the Page |
| INDICATOR | LL.5.4.5. | Name at least 26 of the 52 upper-and/or lower-case letters of the alphabet. (4.5) ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Looking for Letters in Ads Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| STRAND | LA.LL.4. | LANGUAGE AND LITERACY DEVELOPMENT (Four-Year-Olds) |
| TITLE | READING: FOUNDATIONAL SKILLS | |
| PERFORMANCE EXPECTATION | LL.6. | Demonstrate understanding of different units of sound in language (words, syllables, phonemes). |
| INDICATOR | LL.6.4.1. | With prompting and support, recognize and produce rhyming words. (4.1) ReadyRosie Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| INDICATOR | LL.6.4.2. | With prompting and support, count, pronounce, blend, and segment syllables in spoken words using actions. (4.2) ReadyRosie Drumming Sounds Echo Game Frog Hopping Grocery Sack Syllables Lazy Letters Sequences of Sounds |
| INDICATOR | LL.6.4.3. | With prompting and support, orally blend onset and rime in single syllable spoken words. (4.3) ReadyRosie Drumming Sounds Echo Game Laundry Riddles Lazy Letters Sequences of Sounds |
| INDICATOR | LL.6.4.4. | Repeat alliteration during word play in order to recognize words with a common initial (first) sound. (4.4) ReadyRosie Listen My Children Making a Grocery List Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| STRAND | LA.LL.4. | LANGUAGE AND LITERACY DEVELOPMENT (Four-Year-Olds) |
| 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.7.4.2. | Use a combination of drawing, dictating, and/or writing in response to a text read aloud, or to tell a story about a life experience or event. (4.2) ReadyRosie Detailed Drawing of a Face Itsy Bitsy Spider Illustrations Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND | LA.PM.4. | PHYSICAL WELL-BEING AND MOTOR DEVELOPMENT (Four-Year-Olds) |
| 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.1.4.1. | Use the whole body for balance and motor control when walking, jumping, throwing and climbing. (4.1) ReadyRosie Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| STRAND | LA.PM.4. | PHYSICAL WELL-BEING AND MOTOR DEVELOPMENT (Four-Year-Olds) |
| TITLE | MOTOR SKILLS AND PHYSICAL FITNESS | |
| PERFORMANCE EXPECTATION | PM.2. | Develop small muscle control and coordination. |
| INDICATOR | PM.2.4.1. | Use hands, fingers, and wrists to manipulate large and small objects with strength and good control of small muscles. (4.1) ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| INDICATOR | PM.2.4.2. | Coordinate eye and hand movements to perform complex tasks (dressing and undressing) or to use everyday tools (e.g., pitchers for pouring or scissors for cutting along a line).(4.2) ReadyRosie Fill Up the Cup Making Trail Mix Strawberries for a Picnic |
| STRAND | LA.PM.4. | PHYSICAL WELL-BEING AND MOTOR DEVELOPMENT (Four-Year-Olds) |
| TITLE | MOTOR SKILLS AND PHYSICAL FITNESS | |
| PERFORMANCE EXPECTATION | PM.3. | Participate in a variety of physical activities to enhance strength and stamina. |
| INDICATOR | PM.3.4.2. | Demonstrate strength and stamina that allow for participation in rigorous activities (e.g., running, climbing, kicking or throwing a ball). (4.2) ReadyRosie Follow the Leader Rhyming Toss Rock Toss The Number Stays the Same |
| STRAND | LA.PM.4. | PHYSICAL WELL-BEING AND MOTOR DEVELOPMENT (Four-Year-Olds) |
| TITLE | HEALTH AND HYGIENE | |
| PERFORMANCE EXPECTATION | PM.4. | Develop appropriate health and hygiene skills. |
| INDICATOR | PM.4.4.2. | Give a simple explanation as to why a particular food is healthy or unhealthy. (4.2) ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| STRAND | LA.PM.4. | PHYSICAL WELL-BEING AND MOTOR DEVELOPMENT (Four-Year-Olds) |
| TITLE | SAFETY | |
| PERFORMANCE EXPECTATION | PM.5. | Demonstrate safe behaviors. |
| INDICATOR | PM.5.4.1. | Identify and alert others of potentially hazardous objects, substances, behaviors, and/or situations (that may appear in the child’s environment) with supervision. (4.1) ReadyRosie My Address |
| INDICATOR | PM.5.4.2. | Demonstrate and communicate a basic understanding of health and safety rules and respond appropriately to harmful or unsafe situations (e.g., hold an adult’s hand when crossing the street, don’t touch a hot stove, etc.). (4.2) ReadyRosie My Address |
| STRAND | LA.SE.4. | SOCIAL-EMOTIONAL DEVELOPMENT (Four-Year-Olds) |
| TITLE | SOCIAL RELATIONSHIPS | |
| PERFORMANCE EXPECTATION | SE.1. | Develop healthy relationships and interactions with peers and adults. |
| INDICATOR | SE.1.4.1. | Recognize and respect the feelings, needs, and rights of others (e.g., using polite language, sharing with others). (4.1) ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | SE.1.4.2. | Express empathy and sympathy for others. (4.2) ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | SE.1.4.3. | Demonstrate understanding of how one’s words and actions affect others. (4.3) ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| INDICATOR | SE.1.4.4. | Demonstrate awareness of and respect for differences among people (culture, ethnicity, abilities, and disabilities). (4.4) ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| INDICATOR | SE.1.4.5. | Play cooperatively with small group of peers for a sustained time. (4.5) ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | SE.1.4.6. | Demonstrate cooperation with peers by sharing, taking turns, etc. (4.6) ReadyRosie How can I stop my kids from fighting? |
| INDICATOR | SE.1.4.7. | Resolve conflict with peers on their own sometimes. (4.7) ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| INDICATOR | SE.1.4.8. | Seek help from adults when in conflict with peer, if needed. (4.8) ReadyRosie How can I get my child to listen to me? How can I stop my kids from fighting? How should I handle temper tantrums? Talking About Your Feelings |
| INDICATOR | SE.1.4.9. | Demonstrate positive relationships by seeking out trusted adults for emotional support, physical assistance, social interaction, approval, and problem-solving. (4.9) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATOR | SE.1.4.10. | Develop and maintain positive relationships with peers. (4.10) ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND | LA.SE.4. | SOCIAL-EMOTIONAL DEVELOPMENT (Four-Year-Olds) |
| TITLE | SELF-CONCEPT AND SELF-EFFICACY | |
| PERFORMANCE EXPECTATION | SE.2. | Develop positive self-identify and sense of belonging. |
| INDICATOR | SE.2.4.1. | Describe self, referring to characteristics, preferences, thoughts, and feelings. (4.1) ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| STRAND | LA.SE.4. | SOCIAL-EMOTIONAL DEVELOPMENT (Four-Year-Olds) |
| 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.3.4.1. | Demonstrate confidence in range of abilities and express pride in accomplishments. (4.1) ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| INDICATOR | SE.3.4.2. | Attempt new experiences with confidence. (4.2) ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND | LA.SE.4. | SOCIAL-EMOTIONAL DEVELOPMENT (Four-Year-Olds) |
| TITLE | SELF-REGULATION | |
| PERFORMANCE EXPECTATION | SE.4. | Regulate own emotions and behavior. |
| INDICATOR | SE.4.4.1. | Recognize and accurately label the feelings of self. (4.1) ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| INDICATOR | SE.4.4.2. | Express basic feelings, needs, and wants in a manner that is age-appropriate to the situation. (4.2) ReadyRosie Behavior is a form of communication Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| STRAND | LA.SE.4. | SOCIAL-EMOTIONAL DEVELOPMENT (Four-Year-Olds) |
| TITLE | SELF-REGULATION | |
| PERFORMANCE EXPECTATION | SE.5. | Regulate attention, impulses, and behavior. |
| INDICATOR | SE.5.4.1. | Follow rules and routines and adapt to changes in rules and routines. (4.1) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| INDICATOR | SE.5.4.2. | Demonstrate control over impulsive behaviors and focus attention in various settings but sometimes require adult support and guidance. (4.2) ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |