Maine Learning Results (Infant)

Main Criteria: Maryland College and Career-Ready 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

Maryland College and Career-Ready Standards
Early Childhood Education
Grade: Ages Birth to 12 months - Adopted: 2015
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RL.Reading Literature
INDICATOR / PROFICIENCY LEVEL LL.RL.1.Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
OBJECTIVE LL.RL.1.1.Demonstrate increasing vocabulary and comprehension by using words and phrases (e.g., repeat repetitive phrases from a story).

ReadyRosie
Animal Noises
Reading Routines for Early Readers
Tips for storytelling: Using gestures
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RL.Reading Literature
INDICATOR / PROFICIENCY LEVEL LL.RL.2.Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
OBJECTIVE LL.RL.2.1.Demonstrate increasing vocabulary and comprehension by using words and phrases (e.g., answer simple questions about details in a story).

ReadyRosie
Reading Routines for Early Readers
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RL.Reading Literature
INDICATOR / PROFICIENCY LEVEL LL.RL.3.Analyze how and why individuals, events, and ideas develop and interact over the course of text.
OBJECTIVE LL.RL.3.1.Demonstrate increasing vocabulary and comprehension by using words and phrases (e.g., begin to identify simple pictures or familiar people).

ReadyRosie
Animal Noises
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RL.Reading Literature
INDICATOR / PROFICIENCY LEVEL LL.RL.7.Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
OBJECTIVE LL.RL.7.1.Demonstrate increasing vocabulary and comprehension by using words and phrases (e.g., begin to identify simple pictures or familiar people).

ReadyRosie
Animal Noises
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RL.Reading Literature
INDICATOR / PROFICIENCY LEVEL LL.RL.8.Read and comprehend complex literary and informational texts independently and proficiently.
OBJECTIVE LL.RL.8.1.Demonstrate increasing vocabulary and comprehension by using words and phrases (e.g., answer simple questions about details in a story).

ReadyRosie
Animal Noises
Reading Routines for Early Readers
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RI.Reading Informational Text
INDICATOR / PROFICIENCY LEVEL LL.RI.3.Analyze how and why individuals, events, and ideas develop and interact over the course of text. Story/Text Comprehension:
OBJECTIVE LL.RI.3.1.Demonstrate increasing vocabulary and comprehension by using words and phrases (e.g., begin to identify simple pictures or familiar people).

ReadyRosie
Animal Noises
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RI.Reading Informational Text
INDICATOR / PROFICIENCY LEVEL LL.RI.7.Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
OBJECTIVE LL.RI.7.1.Demonstrate increasing vocabulary and comprehension by using words and phrases (e.g., begin to identify simple pictures or familiar people).

ReadyRosie
Animal Noises
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RF.Reading Foundational Skills
INDICATOR / PROFICIENCY LEVEL LL.RF.2.Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
OBJECTIVE LL.RF.2.1.Recognize and react to the sounds of language (e.g., point or make sounds when looking at books; enjoy, and occasionally join in simple songs).

ReadyRosie
How can I communicate with my baby?
How can I make music part of our day?
I can't sing. How can I sing to my baby?
Itsy Bitsy Spider Motions
Lunchtime Language
Piggy Toes
Self Talk
Sing to Your Baby
Tummy Talk
Why should I sing to my baby?
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RF.Reading Foundational Skills
INDICATOR / PROFICIENCY LEVEL LL.RF.3.Know and apply grade- level phonics and word analysis skills in decoding words.
OBJECTIVE LL.RF.3.1.Recognize and react to the sounds of language (e.g., point or make sounds when looking at books, move rhythmically to familiar songs).

ReadyRosie
I can't sing. How can I sing to my baby?
Lunchtime Language
Self Talk
Tummy Talk
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RF.Reading Foundational Skills
INDICATOR / PROFICIENCY LEVEL LL.RF.4.Engage with a variety of texts with purpose and understanding. Read with sufficient accuracy and fluency to support comprehension.
OBJECTIVE LL.RF.4.1.Demonstrate increasing vocabulary and comprehension by using words and phrases to express himself (e.g., listen quietly to the story, and ask for it to be read again; learn some simple words and phrases from rhymes that are heard repeatedly).

ReadyRosie
How can I help my child learn new words?
Itsy Bitsy Spider Motions
Lunchtime Language
Piggy Toes
Sing to Your Baby
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.SL.Speaking & Listening
INDICATOR / PROFICIENCY LEVEL LL.SL.3.Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
OBJECTIVE LL.SL.3.1.Communicate using consistent sounds, words, and gestures (e.g., try to mimic words when prompted, begin to put two words together in a phrase).

ReadyRosie
Lunchtime Language
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.SL.Speaking & Listening
INDICATOR / PROFICIENCY LEVEL LL.SL.4.Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
OBJECTIVE LL.SL.4.1.Communicate using consistent sounds, words, and gestures (e.g., start to put words together in phrases such as “ma-ma bye bye”).

ReadyRosie
Lunchtime Language
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.SL.Speaking & Listening
INDICATOR / PROFICIENCY LEVEL LL.SL.5.Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
OBJECTIVE LL.SL.5.1.Demonstrate increasing vocabulary and comprehension by using words and phrases to express himself (e.g., begin to participate in songs and rhymes by smiling, clapping, or making noise.

ReadyRosie
How can I communicate with my baby?
How can I make music part of our day?
I can't sing. How can I sing to my baby?
Itsy Bitsy Spider Motions
Lunchtime Language
Piggy Toes
Self Talk
Sing to Your Baby
Tummy Talk
Why should I sing to my baby?
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.SL.Speaking & Listening
INDICATOR / PROFICIENCY LEVEL LL.SL.6.Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
OBJECTIVE LL.SL.6.1.Communicate using consistent sounds, words, and gestures (e.g., get upset when adults don’t understand what he says, begin to put two words together into a phrase).

ReadyRosie
Lunchtime Language
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.L.Language
INDICATOR / PROFICIENCY LEVEL LL.L.3.Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
OBJECTIVE LL.L.3.1.Demonstrate increasing vocabulary and comprehension by using words and phrases to express himself (e.g., learn new words and phrases from those frequently used by the adults and children around him).

ReadyRosie
How can I help my child learn new words?
Lunchtime Language
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.L.Language
INDICATOR / PROFICIENCY LEVEL LL.L.4.Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
OBJECTIVE LL.L.4.1.Demonstrate increasing vocabulary and comprehension by using words and phrases to express himself (e.g., learn new words and phrases from those frequently used by the adults and children around him).

ReadyRosie
How can I help my child learn new words?
Lunchtime Language
STRAND / TOPIC / STANDARD MD.SS.Social Studies
TOPIC / INDICATOR SS.1.Political Science
INDICATOR / PROFICIENCY LEVEL SS.1.1.Students will understand the historical development and current status of the democratic principles and the development of skills and attitudes necessary to become responsible citizens.
OBJECTIVE SS.1.1.1.Gain in self-control and regulation (e.g., stop hitting another child when you say the child’s name, allow another child to use a favored toy).

ReadyRosie
How can I get my child to listen to me?
OBJECTIVE SS.1.1.2.Rely on trusted adults to feel safe trying new activities (e.g., look to you for reassurance, for example, a word, a smile or a gesture).

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 / TOPIC / STANDARD MD.S.Science
TOPIC / INDICATOR S.1.Skills & Processes
INDICATOR / PROFICIENCY LEVEL S.1.1.Students will demonstrate the thinking and acting inherent in the practice of science.
OBJECTIVE S.1.1.1.Use his senses to investigate the world around him, including solving problems (e.g., dump and fill objects, stack and knock down big blocks, push and pull a wagon, watching the wheels turn when trying different tactics to move it).

ReadyRosie
Bath Time Fun
Two on Me and You
STRAND / TOPIC / STANDARD MD.H.Health
TOPIC / INDICATOR H.1.Safety & Injury Prevention
INDICATOR / PROFICIENCY LEVEL H.1.1.Students will demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safe living in the home, school, and community.
OBJECTIVE H.1.1.1.Rely on trusted adults to feel safe trying new activities (e.g., show with words and gestures that he wants a trusted adult to be near him).

ReadyRosie
How can I get my child to listen to me?
STRAND / TOPIC / STANDARD MD.FA.Fine Arts
TOPIC / INDICATOR FA.1.Dance: Perceiving, Performing, and Responding
INDICATOR / PROFICIENCY LEVEL FA.1.1.Aesthetic Education: Students will demonstrate the ability to perceive, perform, and respond to dance.
OBJECTIVE FA.1.1.1.Recognize and react to the sounds of language (e.g., move rhythmically to familiar songs).

ReadyRosie
I can't sing. How can I sing to my baby?
STRAND / TOPIC / STANDARD MD.FA.Fine Arts
TOPIC / INDICATOR FA.2.Music: Perceiving, Performing, and Responding
INDICATOR / PROFICIENCY LEVEL FA.2.1.Aesthetic Education: Students will demonstrate the ability to perceive, perform, and respond to music.
OBJECTIVE FA.2.1.1.Recognize and react to the sounds of language (e.g., move rhythmically to familiar songs).

ReadyRosie
How can I communicate with my baby?
How can I make music part of our day?
I can't sing. How can I sing to my baby?
Itsy Bitsy Spider Motions
Piggy Toes
Sing to Your Baby
Why should I sing to my baby?
STRAND / TOPIC / STANDARD MD.FA.Fine Arts
TOPIC / INDICATOR FA.5.Visual Arts: Perceiving and Responding
INDICATOR / PROFICIENCY LEVEL FA.5.1.Aesthetic Education: Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art.
OBJECTIVE FA.5.1.1.Use his senses to investigate the world around him, including solving problems (e.g., push, poke, squeeze, pat and sniff the play dough as he explores how it feels and smells).

ReadyRosie
Bath Time Fun
Do You See Me?
Supported Standing
Two on Me and You
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.1.Social Emotional Regulation
INDICATOR / PROFICIENCY LEVEL SF.1.1.Demonstrates healthy self-confidence.
OBJECTIVE SF.1.1.1.Gain in self-control/regulation.

ReadyRosie
How can I get my child to listen to me?
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.1.Self-regulation/inhibitory control
OBJECTIVE SF.2.1.1.Gain in self-control/regulation.

ReadyRosie
How can I get my child to listen to me?
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.4.Understanding & complying with classroom rules, routines, & expectations.
OBJECTIVE SF.2.4.1.Gain in self-control/regulation.

ReadyRosie
How can I get my child to listen to me?
OBJECTIVE SF.2.4.2.Rely on trusted adults to feel safe trying new activities.

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

Maryland College and Career-Ready Standards
Early Childhood Education
Grade: Ages 13 to 24 months - Adopted: 2015
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RL.Reading Literature
INDICATOR / PROFICIENCY LEVEL LL.RL.1.Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
OBJECTIVE LL.RL.1.1.Show comprehension by demonstrating understanding of text during and after reading (e.g., answer simple questions about a story).

ReadyRosie
Reading Emotions
Reading Routines for Early Readers
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RL.Reading Literature
INDICATOR / PROFICIENCY LEVEL LL.RL.2.Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
OBJECTIVE LL.RL.2.1.Show comprehension by demonstrating understanding of text during and after reading (e.g., ask and/or answer questions about a story while it is being read).

ReadyRosie
Reading Emotions
Reading Routines for Early Readers
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RL.Reading Literature
INDICATOR / PROFICIENCY LEVEL LL.RL.3.Analyze how and why individuals, events, and ideas develop and interact over the course of text.
OBJECTIVE LL.RL.3.1.Demonstrate vocabulary and comprehension by listening with interest and displaying understanding (e.g., perform an action shown in a book).

ReadyRosie
Bear Bath
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RL.Reading Literature
INDICATOR / PROFICIENCY LEVEL LL.RL.5.Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
OBJECTIVE LL.RL.5.1.Show comprehension by demonstrating understanding of text during and after reading (e.g., listen to fiction and non-fiction materials).

ReadyRosie
Look at the Book
Reading Emotions
Why should we tell family stories?
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RL.Reading Literature
INDICATOR / PROFICIENCY LEVEL LL.RL.6.Assess how point of view or purpose shapes the content and style of a text.
OBJECTIVE LL.RL.6.1.Show comprehension by demonstrating understanding of text during and after reading (e.g., listen to fiction and non-fiction materials).

ReadyRosie
Look at the Book
Reading Emotions
Why should we tell family stories?
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RL.Reading Literature
INDICATOR / PROFICIENCY LEVEL LL.RL.7.Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
OBJECTIVE LL.RL.7.1.Recognize that symbols have corresponding meaning (e.g., find favorite cereal by the picture on a box).

ReadyRosie
Check the Mail
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RL.Reading Literature
INDICATOR / PROFICIENCY LEVEL LL.RL.8.Read and comprehend complex literary and informational texts independently and proficiently.
OBJECTIVE LL.RL.8.1.Show comprehension by demonstrating understanding of text during and after reading (e.g., ask and/or answer questions about a story while you are reading).

ReadyRosie
Reading Emotions
Reading Routines for Early Readers
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RI.Reading Informational Text
INDICATOR / PROFICIENCY LEVEL LL.RI.1.Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
OBJECTIVE LL.RI.1.1.Show comprehension by demonstrating understanding of text during and after reading (e.g., answer simple questions about a book).

ReadyRosie
Look at the Book
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RI.Reading Informational Text
INDICATOR / PROFICIENCY LEVEL LL.RI.2.Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
OBJECTIVE LL.RI.2.1.Show comprehension by demonstrating understanding of text during and after reading (e.g., ask and/or answer questions about a book while it is being read).

ReadyRosie
Look at the Book
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RI.Reading Informational Text
INDICATOR / PROFICIENCY LEVEL LL.RI.3.Analyze how and why individuals, events, and ideas develop and interact over the course of text. Story/Text Comprehension:
OBJECTIVE LL.RI.3.1.Demonstrate vocabulary and comprehension by listening with interest and displaying understanding (e.g., perform an action shown in a book).

ReadyRosie
Bear Bath
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RI.Reading Informational Text
INDICATOR / PROFICIENCY LEVEL LL.RI.5.Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
OBJECTIVE LL.RI.5.1.Show comprehension by demonstrating understanding of text during and after reading (e.g., listen to fiction and non-fiction materials).

ReadyRosie
Look at the Book
Reading Emotions
Reading Routines for Early Readers
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RI.Reading Informational Text
INDICATOR / PROFICIENCY LEVEL LL.RI.6.Assess how point of view or purpose shapes the content and style of a text.
OBJECTIVE LL.RI.6.1.Show comprehension by demonstrating understanding of text during and after reading (e.g., listen to fiction and non-fiction materials).

ReadyRosie
Look at the Book
Reading Emotions
Why should we tell family stories?
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RI.Reading Informational Text
INDICATOR / PROFICIENCY LEVEL LL.RI.7.Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
OBJECTIVE LL.RI.7.1.Recognize that symbols have corresponding meaning (e.g., find favorite cereal by the picture on a box).

ReadyRosie
Check the Mail
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RI.Reading Informational Text
INDICATOR / PROFICIENCY LEVEL LL.RI.8.Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
OBJECTIVE LL.RI.8.1.Show comprehension by demonstrating understanding of text during and after reading (e.g., ask and/or answer questions about a book while it is being read).

ReadyRosie
Look at the Book
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RI.Reading Informational Text
INDICATOR / PROFICIENCY LEVEL LL.RI.9.Read and comprehend complex literary and informational texts independently and proficiently.
OBJECTIVE LL.RI.9.1.Show comprehension by demonstrating understanding of text during and after reading (e.g., ask and/or answer questions about a book while you are reading).

ReadyRosie
Look at the Book
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RF.Reading Foundational Skills
INDICATOR / PROFICIENCY LEVEL LL.RF.1.Demonstrate understanding of the organization and basic features of print.
OBJECTIVE LL.RF.1.1.Recognize that symbols have corresponding meaning (e.g., put toys away in correctly labeled bins or shelves).

ReadyRosie
Check the Mail
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RF.Reading Foundational Skills
INDICATOR / PROFICIENCY LEVEL LL.RF.2.Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
OBJECTIVE LL.RF.2.1.Become aware of the sounds of spoken language (e.g., sing simple and familiar songs with a group or individually, identify environmental sounds such as a doorbell, fire engine, or water running).

ReadyRosie
Clap and Swing
Happy Birthday to You
How can I communicate with my baby?
How can I make music part of our day?
I can't sing. How can I sing to my baby?
Itsy Bitsy Spider Motions
Move While you Sing
Move to to the Music
Rhyme and Ride
Swing Song
Where is Thumbkin?
Why should I sing to my baby?
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RF.Reading Foundational Skills
INDICATOR / PROFICIENCY LEVEL LL.RF.3.Know and apply grade- level phonics and word analysis skills in decoding words.
OBJECTIVE LL.RF.3.1.Recognize that symbols have corresponding meaning (e.g., use the stop sign in play with a car set, recognize familiar symbols such as hospital or library).

ReadyRosie
Bear Bath
Check the Mail
Tea Party
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RF.Reading Foundational Skills
INDICATOR / PROFICIENCY LEVEL LL.RF.4.Engage with a variety of texts with purpose and understanding. Read with sufficient accuracy and fluency to support comprehension.
OBJECTIVE LL.RF.4.1.Begin to develop fluency by imitative reading (e.g., ask for the same favorite book over and over again, recite a familiar nursery rhyme, poem or finger play with expression).

ReadyRosie
Itsy Bitsy Spider Motions
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.W.Writing
INDICATOR / PROFICIENCY LEVEL LL.W.2.Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
OBJECTIVE LL.W.2.1.Recognize that drawings, paintings and writing are meaningful representations (e.g., paint some lines across the paper with broad strokes and movements, using a few different colors, and tell you that it is a rainbow).

ReadyRosie
Find a Match
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.SL.Speaking & Listening
INDICATOR / PROFICIENCY LEVEL LL.SL.3.Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
OBJECTIVE LL.SL.3.1.Demonstrate active listening strategies (e.g., listen for short periods of time, begin to ask questions).

ReadyRosie
Choosing Clothes
Point and Learn
Rhyme and Ride
Swing Song
Talk and Play
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.SL.Speaking & Listening
INDICATOR / PROFICIENCY LEVEL LL.SL.4.Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
OBJECTIVE LL.SL.4.1.Use words and some common rules of speech to express ideas and thoughts (e.g., use descriptive language to tell you what he wants).

ReadyRosie
Behavior is a form of communication
Snack Time Speech
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.L.Language
INDICATOR / PROFICIENCY LEVEL LL.L.3.Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
OBJECTIVE LL.L.3.1.Develop vocabulary, language usage and some conventions of speech (e.g., name an increasing number of objects in the books read, and describe actions, repeat words heard in the environment).

ReadyRosie
Big and Little
Color Toys
Find a Match
Grocery Store I Spy
How can I help my child learn new words?
Point and Learn
Talk and Play
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.L.Language
INDICATOR / PROFICIENCY LEVEL LL.L.4.Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
OBJECTIVE LL.L.4.1.Develop vocabulary, language usage and some conventions of speech (e.g., name an increasing number of objects in the books read, and describe actions, repeat words heard in the environment).

ReadyRosie
Big and Little
Color Toys
Find a Match
Grocery Store I Spy
How can I help my child learn new words?
Point and Learn
Talk and Play
STRAND / TOPIC / STANDARD MD.M.Mathematics
TOPIC / INDICATOR M.CC.Counting and Cardinality
INDICATOR / PROFICIENCY LEVEL M.CC.2.Count to tell the number of objects.
OBJECTIVE M.CC.2.1.Show beginning interest in quantity and number relationships (e.g., complain that a friend has more orange slices than he does).

ReadyRosie
Build to Four
Counting Counts
Dump and Pick Up
Little Hands, Big Plans
STRAND / TOPIC / STANDARD MD.M.Mathematics
TOPIC / INDICATOR M.G.Geometry
INDICATOR / PROFICIENCY LEVEL M.G.1.Identify and describe shapes/reason with shapes and their attributes.
OBJECTIVE M.G.1.1.Show interest in concepts, such as matching and sorting according to color, shape and size (e.g., can match the colors and shapes in a matching puzzle).

ReadyRosie
Big and Little
Color Toys
Find a Match
STRAND / TOPIC / STANDARD MD.SS.Social Studies
TOPIC / INDICATOR SS.1.Political Science
INDICATOR / PROFICIENCY LEVEL SS.1.1.Students will understand the historical development and current status of the democratic principles and the development of skills and attitudes necessary to become responsible citizens.
OBJECTIVE SS.1.1.1.Have beginning understanding of consequences when following routines and recreating familiar events (e.g., participate in creating class rules, accept the consequences of his actions, and say, “I’m sorry” when prompted).

ReadyRosie
How can I get my child to listen to me?
How do I get my child to______?
How should I handle temper tantrums?
Is my child overscheduled?
Let's Get Dressed
Shoe Search
OBJECTIVE SS.1.1.2.Show increasing self-regulation (e.g., gain control of emotions with help of trusted adult or comfort item, begin to wait turn for juice or snack).

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
Is my child overscheduled?
OBJECTIVE SS.1.1.3.Continue to need the adult approval but show more independence (get up from the lunch table after a few bites, following mom as she leaves the room, then returning after knowing what she is doing).

ReadyRosie
Build to Four
Buried Treasure
Can You Find Me?
Check the Mail
Take Along Toy
Tube Chute
Walk the Line
STRAND / TOPIC / STANDARD MD.SS.Social Studies
TOPIC / INDICATOR SS.2.Peoples of the Nation and the World
INDICATOR / PROFICIENCY LEVEL SS.2.1.Students will understand how people in Maryland, the United States and around the world are alike and different.
OBJECTIVE SS.2.1.2.Play alongside other children (e.g., need adult help to resolve conflicts, have short periods of play with other children, but mostly play beside them).

ReadyRosie
Kick With Me
Little Hands, Big Plans
Tea Party
STRAND / TOPIC / STANDARD MD.S.Science
TOPIC / INDICATOR S.1.Skills & Processes
INDICATOR / PROFICIENCY LEVEL S.1.1.Students will demonstrate the thinking and acting inherent in the practice of science.
OBJECTIVE S.1.1.2.Seek information through observation, exploration and descriptive investigations (e.g., use senses to observe and gather information, want to pick up interesting things found on a walk, use tools for investigation).

ReadyRosie
Baby Basketball
Flying with Mom
Pop Go the Bubbles
Take Along Toy
Walk the Line
OBJECTIVE S.1.1.4.Show interest in concepts, such as matching and sorting according to color, shape and size (e.g., group items of similar colors, compare the color of his toy car to that of another child).

ReadyRosie
Big and Little
Color Toys
Find a Match
OBJECTIVE S.1.1.5.Use imagination, memory and reasoning to plan and make things happen (e.g., put a cushion sideways on the couch and pretend to be daddy driving to work, tell his caregiver that he is going to be a firefighter before going to the dramatic play area).

ReadyRosie
Bear Bath
Tea Party
STRAND / TOPIC / STANDARD MD.H.Health
TOPIC / INDICATOR H.1.Safety & Injury Prevention
INDICATOR / PROFICIENCY LEVEL H.1.1.Students will demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safe living in the home, school, and community.
OBJECTIVE H.1.1.1.Have beginning understanding of consequences when following routines and recreating familiar events (e.g., participate in creating class rules).

ReadyRosie
How can I get my child to listen to me?
How do I get my child to______?
How should I handle temper tantrums?
Is my child overscheduled?
Let's Get Dressed
Shoe Search
STRAND / TOPIC / STANDARD MD.PE.Physical Education
TOPIC / INDICATOR PE.1.Skillfulness
INDICATOR / PROFICIENCY LEVEL PE.1.1.Students will demonstrate the ability to enhance their performance of a variety of physical skills by developing fundamental movement skills, creating original skill combinations, combining skills effectively in skill themes, and applying skills.
OBJECTIVE PE.1.1.1.Use his whole body to develop spatial awareness (e.g., walk around a circle holding hands with other children and push himself on riding toys).

ReadyRosie
Flying with Mom
Head, Shoulders, Knees and Toes
Kick With Me
Move While you Sing
Point and Learn
Pop Go the Bubbles
Take Along Toy
Walk the Line
STRAND / TOPIC / STANDARD MD.PE.Physical Education
TOPIC / INDICATOR PE.2.Biomechanical Principles
INDICATOR / PROFICIENCY LEVEL PE.2.1.Students will demonstrate an ability to use the principles of biomechanics to generate and control force to improve their movement effectiveness and safety.
OBJECTIVE PE.2.1.1.Use his whole body to develop spatial awareness (e.g., walk around in a circle holding hands with other children and push himself on riding toys).

ReadyRosie
Flying with Mom
Head, Shoulders, Knees and Toes
Kick With Me
Move While you Sing
Point and Learn
Pop Go the Bubbles
Take Along Toy
Walk the Line
STRAND / TOPIC / STANDARD MD.FA.Fine Arts
TOPIC / INDICATOR FA.1.Dance: Perceiving, Performing, and Responding
INDICATOR / PROFICIENCY LEVEL FA.1.1.Aesthetic Education: Students will demonstrate the ability to perceive, perform, and respond to dance.
OBJECTIVE FA.1.1.1.Use his whole body to develop spatial awareness (e.g., dance to music, including songs that direct movement).

ReadyRosie
Flying with Mom
Head, Shoulders, Knees and Toes
I can't sing. How can I sing to my baby?
Kick With Me
Move While you Sing
Point and Learn
Pop Go the Bubbles
Walk the Line
STRAND / TOPIC / STANDARD MD.FA.Fine Arts
TOPIC / INDICATOR FA.2.Music: Perceiving, Performing, and Responding
INDICATOR / PROFICIENCY LEVEL FA.2.1.Aesthetic Education: Students will demonstrate the ability to perceive, perform, and respond to music.
OBJECTIVE FA.2.1.1.Use his whole body to develop spatial awareness (e.g., dance to music, including songs that direct movement).

ReadyRosie
Clap and Swing
Flying with Mom
Happy Birthday to You
Head, Shoulders, Knees and Toes
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
Kick With Me
Move While you Sing
Move to to the Music
Point and Learn
Pop Go the Bubbles
Rhyme and Ride
Swing Song
Walk the Line
Where is Thumbkin?
Why should I sing to my baby?
STRAND / TOPIC / STANDARD MD.FA.Fine Arts
TOPIC / INDICATOR FA.3.Theatre: Perceiving and Responding
INDICATOR / PROFICIENCY LEVEL FA.3.1.Aesthetic Education: Students will demonstrate the ability to perceive, interpret, perform, and respond to the development of a variety of dramatic forms over time and the aesthetic qualities they reflect.
OBJECTIVE FA.3.1.1.Use improved eye-hand coordination to explore and manipulate objects (e.g., do finger plays that require hand-eye coordination, such as “The Itsy Bitsy Spider”).

ReadyRosie
Big, Little Helper
Clap and Swing
Color with Me
Dump and Pick Up
Itsy Bitsy Spider Motions
Little Hands, Big Plans
Take Along Toy
Tube Chute
STRAND / TOPIC / STANDARD MD.FA.Fine Arts
TOPIC / INDICATOR FA.4.Theatre: Creative Expression and Production
INDICATOR / PROFICIENCY LEVEL FA.4.1.Students will demonstrate the ability to apply theatrical knowledge, principles, and practices to collaborative theatre presentations.
OBJECTIVE FA.4.1.1.Use imagination memory and reasoning to plan and make things happen (e.g., pretend to feed a baby doll).

ReadyRosie
Bear Bath
Tea Party
STRAND / TOPIC / STANDARD MD.FA.Fine Arts
TOPIC / INDICATOR FA.5.Visual Arts: Perceiving and Responding
INDICATOR / PROFICIENCY LEVEL FA.5.1.Aesthetic Education: Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art.
OBJECTIVE FA.5.1.1.Recognize that drawings, paintings and writing are meaningful representations (e.g., paint some lines across the paper with broad strokes and movements, using a few different colors, and tell you that it is a rainbow).

ReadyRosie
Find a Match
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.1.Social Emotional Regulation
INDICATOR / PROFICIENCY LEVEL SF.1.1.Demonstrates healthy self-confidence.
OBJECTIVE SF.1.1.1.Show increasing self-regulation.

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
Is my child overscheduled?
OBJECTIVE SF.1.1.2.Play alongside other children.

ReadyRosie
Kick With Me
Little Hands, Big Plans
Tea Party
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.1.Social Emotional Regulation
INDICATOR / PROFICIENCY LEVEL SF.1.2.Initiates and maintains relations.
OBJECTIVE SF.1.2.2.Use coping skills with tasks, and interactions with peers and adults.

ReadyRosie
Choosing Clothes
How can I make music part of our day?
Kick With Me
Little Hands, Big Plans
Move to to the Music
Tea Party
This or That
OBJECTIVE SF.1.2.4.Share his feelings through talking and pretend play.

ReadyRosie
Bear Bath
Reading Emotions
Tea Party
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.1.Self-regulation/inhibitory control
OBJECTIVE SF.2.1.1.Show increasing self-regulation.

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
Is my child overscheduled?
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.2.Working Memory
OBJECTIVE SF.2.2.1.Use imagination, memory and reasoning to plan and make things happen.

ReadyRosie
Bear Bath
Big and Little
Buried Treasure
Shoe Search
Tea Party
OBJECTIVE SF.2.2.2.Improve memory for details.

ReadyRosie
Big and Little
Buried Treasure
Shoe Search
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.3.Cognitive Flexibility
OBJECTIVE SF.2.3.1.Share his feelings through talking and pretend play.

ReadyRosie
Bear Bath
Reading Emotions
Tea Party
OBJECTIVE SF.2.3.2.Use coping skills with tasks, and interactions with peers and adults.

ReadyRosie
Choosing Clothes
How can I make music part of our day?
Kick With Me
Little Hands, Big Plans
Move to to the Music
Tea Party
This or That
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.4.Initiative & Curiosity
OBJECTIVE SF.2.4.1.Understand questions and simple directions.

ReadyRosie
Choosing Clothes
Talk and Play
Why should we tell family stories?
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.5.Demonstrates Cooperation
OBJECTIVE SF.2.5.1.Play alongside other children.

ReadyRosie
Kick With Me
Little Hands, Big Plans
Tea Party
OBJECTIVE SF.2.5.3.Show his feelings through talking and pretend play.

ReadyRosie
Bear Bath
Reading Emotions
Tea Party
OBJECTIVE SF.2.5.4.Use coping skills with tasks, and interactions with peers and adults.

ReadyRosie
Choosing Clothes
How can I make music part of our day?
Kick With Me
Little Hands, Big Plans
Move to to the Music
Tea Party
This or That
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.6.Understanding & complying with classroom rules, routines, & expectations.
OBJECTIVE SF.2.6.1.Show increasing self-regulation.

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
Is my child overscheduled?
OBJECTIVE SF.2.6.2.Continues to need adult approval but show more independence.

ReadyRosie
Build to Four
Buried Treasure
Can You Find Me?
Check the Mail
Take Along Toy
Tube Chute
Walk the Line
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.7.Demonstrates cognitive flexibility—Understands symbolic representation
OBJECTIVE SF.2.7.2.Share his feelings through talking and pretend play.

ReadyRosie
Bear Bath
Reading Emotions
Tea Party

Maryland College and Career-Ready Standards
Early Childhood Education
Grade: Ages 25 to 36 months - Adopted: 2015
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RL.Reading Literature
INDICATOR / PROFICIENCY LEVEL LL.RL.1.Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
OBJECTIVE LL.RL.1.1.Develop comprehension by demonstrating understanding of text during and after reading (e.g., make guesses about what a story is about).

ReadyRosie
Book Chats
Bring Me the Book
Reading Routines for Early Readers
Tips for helping your child love reading
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RL.Reading Literature
INDICATOR / PROFICIENCY LEVEL LL.RL.3.Analyze how and why individuals, events, and ideas develop and interact over the course of text.
OBJECTIVE LL.RL.3.1.Develop comprehension by demonstrating understanding of text during and after reading (e.g., begin to understand that stories can be acted out).

ReadyRosie
Book Chats
Bring Me the Book
Reading Routines for Early Readers
Tips for helping your child love reading
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RL.Reading Literature
INDICATOR / PROFICIENCY LEVEL LL.RL.5.Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
OBJECTIVE LL.RL.5.1.Develop comprehension by demonstrating understanding of text during and after reading (e.g., listen to a variety of fiction and nonfiction materials).

ReadyRosie
Why should we tell family stories?
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RL.Reading Literature
INDICATOR / PROFICIENCY LEVEL LL.RL.6.Assess how point of view or purpose shapes the content and style of a text.
OBJECTIVE LL.RL.6.1.Develop comprehension by demonstrating understanding of text during and after reading (e.g., listen to and discuss a variety of books).

ReadyRosie
Book Chats
Bring Me the Book
Reading Routines for Early Readers
Tips for helping your child love reading
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RL.Reading Literature
INDICATOR / PROFICIENCY LEVEL LL.RL.8.Read and comprehend complex literary and informational texts independently and proficiently.
OBJECTIVE LL.RL.8.1.Develop comprehension by demonstrating understanding of text during and after reading (e.g., makes guesses about what a story is about).

ReadyRosie
Book Chats
Bring Me the Book
Reading Routines for Early Readers
Tips for helping your child love reading
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RI.Reading Informational Text
INDICATOR / PROFICIENCY LEVEL LL.RI.1.Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
OBJECTIVE LL.RI.1.1.Develop comprehension by demonstrating understanding of text during and after reading (e.g., make guesses about what a book is about).

ReadyRosie
Book Chats
Bring Me the Book
Tips for helping your child love reading
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RI.Reading Informational Text
INDICATOR / PROFICIENCY LEVEL LL.RI.3.Analyze how and why individuals, events, and ideas develop and interact over the course of text. Story/Text Comprehension:
OBJECTIVE LL.RI.3.1.Develop comprehension by demonstrating understanding of text during and after reading (e.g., make up a story about a book).

ReadyRosie
Book Chats
Bring Me the Book
Tips for helping your child love reading
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RI.Reading Informational Text
INDICATOR / PROFICIENCY LEVEL LL.RI.5.Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
OBJECTIVE LL.RI.5.1.Develop comprehension by demonstrating understanding of text during and after reading (e.g., listen to a variety of fiction and nonfiction materials).

ReadyRosie
Why should we tell family stories?
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RI.Reading Informational Text
INDICATOR / PROFICIENCY LEVEL LL.RI.6.Assess how point of view or purpose shapes the content and style of a text.
OBJECTIVE LL.RI.6.1.Develop comprehension by demonstrating understanding of text during and after reading (e.g., listen to and discuss a variety of books).

ReadyRosie
Book Chats
Bring Me the Book
Reading Routines for Early Readers
Tips for helping your child love reading
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RI.Reading Informational Text
INDICATOR / PROFICIENCY LEVEL LL.RI.8.Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
OBJECTIVE LL.RI.8.1.Develop comprehension by demonstrating understanding of text during and after reading (e.g., ask and answer questions about a book).

ReadyRosie
Book Chats
Bring Me the Book
Tips for helping your child love reading
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RI.Reading Informational Text
INDICATOR / PROFICIENCY LEVEL LL.RI.9.Read and comprehend complex literary and informational texts independently and proficiently.
OBJECTIVE LL.RI.9.1.Develop comprehension by demonstrating understanding of text during and after reading (e.g., makes guesses about what a book is about).

ReadyRosie
Book Chats
Bring Me the Book
Tips for helping your child love reading
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RF.Reading Foundational Skills
INDICATOR / PROFICIENCY LEVEL LL.RF.2.Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
OBJECTIVE LL.RF.2.1.Develop phonological awareness by becoming aware of the sounds of spoken language (e.g., begin to supply rhyming words in a familiar poem or song, draw attention to parts of words such as syllables by moving or clapping).

ReadyRosie
Ring Around the Rosie
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RF.Reading Foundational Skills
INDICATOR / PROFICIENCY LEVEL LL.RF.3.Know and apply grade- level phonics and word analysis skills in decoding words.
OBJECTIVE LL.RF.3.1.Recognize that symbols have corresponding meaning (e.g., look for and identify familiar logos or signs, find own name card on a carpet square and sit there).

ReadyRosie
Paint your Name
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.RF.Reading Foundational Skills
INDICATOR / PROFICIENCY LEVEL LL.RF.4.Engage with a variety of texts with purpose and understanding. Read with sufficient accuracy and fluency to support comprehension.
OBJECTIVE LL.RF.4.1.Begin to develop fluency by imitative reading (e.g., listen to models of fluent reading, ask to reread a favorite story, remembering the funny ending and telling it as you start to read).

ReadyRosie
Book Chats
Book Walk
Magazine Picture Walk
Stop and Go
Tips for helping your child love reading
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.W.Writing
INDICATOR / PROFICIENCY LEVEL LL.W.1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
OBJECTIVE LL.W.1.1.Begin to develop writing skills by recognizing that drawings, paintings and writing are meaningful representations (e.g., begin to control scribbles, perhaps telling caregiver what they say).

ReadyRosie
Copy Me
Paint your Name
Recycled Play
Secret Message
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.W.Writing
INDICATOR / PROFICIENCY LEVEL LL.W.2.Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
OBJECTIVE LL.W.2.1.Begin to develop writing skills by recognizing that drawings, paintings and writing are meaningful representations (e.g., pretend to take your order while playing restaurant by scribbling on a pad with a pencil).

ReadyRosie
Copy Me
Paint your Name
Recycled Play
Secret Message
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.W.Writing
INDICATOR / PROFICIENCY LEVEL LL.W.3.Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
OBJECTIVE LL.W.3.1.Begin to develop writing skills by recognizing that drawings, paintings and writing are meaningful representations (e.g., make a picture of self with lines coming out of the bottom and sides of a circle).

ReadyRosie
Copy Me
Recycled Play
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.W.Writing
INDICATOR / PROFICIENCY LEVEL LL.W.4.Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
OBJECTIVE LL.W.4.1.Begin to develop writing skills by recognizing that drawings, paintings and writing are meaningful representations (e.g., show a friend his picture on a wall).

ReadyRosie
Copy Me
Recycled Play
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.SL.Speaking & Listening
INDICATOR / PROFICIENCY LEVEL LL.SL.1.Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
OBJECTIVE LL.SL.1.1.Have more meaningful conversations with peers and adults (e.g., offer own information in a group story or discussion about a visit by the firefighters, talk to a friend or caregiver, an imaginary friend, or the dolls and toys that he is playing with).

ReadyRosie
Book Chats
Bring Me the Book
Reading Routines for Early Readers
Stuck on You
Tell Me About It!
Tips for helping your child love reading
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.SL.Speaking & Listening
INDICATOR / PROFICIENCY LEVEL LL.SL.2.Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
OBJECTIVE LL.SL.2.1.Demonstrate active listening skills (e.g., ask questions about what has been heard).

ReadyRosie
Nature Walk and Talk
What Do We Do?
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.SL.Speaking & Listening
INDICATOR / PROFICIENCY LEVEL LL.SL.3.Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
OBJECTIVE LL.SL.3.1.Show understanding and respond to simple directions and requests (e.g., begin to ask “how” and “why” questions).

ReadyRosie
T-Shirt Talk
Why should we tell family stories?
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.SL.Speaking & Listening
INDICATOR / PROFICIENCY LEVEL LL.SL.5.Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
OBJECTIVE LL.SL.5.1.Use writing utensils for scribble and drawings (e.g., begin to draw representations of people and objects).

ReadyRosie
Copy Me
Paint your Name
Recycled Play
Secret Message
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.SL.Speaking & Listening
INDICATOR / PROFICIENCY LEVEL LL.SL.6.Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
OBJECTIVE LL.SL.6.1.Use more conventions of speech when speaking (e.g., not pronounce all of his words correctly, but be easily understood most of the time).

ReadyRosie
Stuck on You
Tell Me About It!
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.L.Language
INDICATOR / PROFICIENCY LEVEL LL.L.1.Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
OBJECTIVE LL.L.1.1.Use more conventions of speech when speaking (e.g., use ‘s’ at the end of plurals and ‘ed’ for past tense, use plurals, pronouns and possessive words such as “my” and “his”).

ReadyRosie
Stuck on You
Tell Me About It!
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.L.Language
INDICATOR / PROFICIENCY LEVEL LL.L.2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
OBJECTIVE LL.L.2.1.Begin to develop writing skills by recognizing that drawings, paintings and writing are meaningful representations (e.g., begin to control scribbles, perhaps telling caregiver what they say).

ReadyRosie
Copy Me
Paint your Name
Recycled Play
Secret Message
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.L.Language
INDICATOR / PROFICIENCY LEVEL LL.L.4.Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
OBJECTIVE LL.L.4.1.Expand vocabulary and language usage (e.g., use words to describe the purpose and function of objects, learn the names of new objects).

ReadyRosie
Book Walk
Magazine Picture Walk
Stuck on You
Toy Sort
STRAND / TOPIC / STANDARD MD.LL.Language & Literacy
TOPIC / INDICATOR LL.L.Language
INDICATOR / PROFICIENCY LEVEL LL.L.5.Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
OBJECTIVE LL.L.5.1.Expand vocabulary and language usage (e.g., use words to describe the purpose and function of objects, learn the names of new objects).

ReadyRosie
Book Walk
Magazine Picture Walk
Stuck on You
Toy Sort
STRAND / TOPIC / STANDARD MD.M.Mathematics
TOPIC / INDICATOR M.CC.Counting and Cardinality
INDICATOR / PROFICIENCY LEVEL M.CC.1.Know number names and the count sequence.
OBJECTIVE M.CC.1.1.Show beginning interest in numerals and counting (e.g., recognize and name the numerals in a counting book).

ReadyRosie
Blast Off
Counting Collection
Get Moving
Magazine Problem Solving
One, Two, Moo
Packing our Lunch
Snack Count
STRAND / TOPIC / STANDARD MD.M.Mathematics
TOPIC / INDICATOR M.CC.Counting and Cardinality
INDICATOR / PROFICIENCY LEVEL M.CC.2.Count to tell the number of objects.
OBJECTIVE M.CC.2.1.Show beginning interest in numerals and counting (e.g., proudly show that he can count three objects, count the name cards to see if there is room for him in a given play center where only four children may play at a time).

ReadyRosie
Blast Off
Magazine Problem Solving
One, Two, Moo
Packing our Lunch
Snack Count
STRAND / TOPIC / STANDARD MD.M.Mathematics
TOPIC / INDICATOR M.OA.Operations & Algebraic Thinking
INDICATOR / PROFICIENCY LEVEL M.OA.1.Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
OBJECTIVE M.OA.1.1.Show interest in quantity, measuring and number relationships (e.g., sing “Five Little Monkeys jumping on the Bed” and know that the next number is one less than the one before).

ReadyRosie
Blast Off
Magazine Problem Solving
One, Two, Moo
Packing our Lunch
Snack Count
STRAND / TOPIC / STANDARD MD.M.Mathematics
TOPIC / INDICATOR M.MD.Measurement & Data
INDICATOR / PROFICIENCY LEVEL M.MD.1.Describe and compare measureable attributes.
OBJECTIVE M.MD.1.1.Show interest in quantity, measuring and number relationships (e.g., fill a balance scale with beads, making one side go down, then the other, tell a friend that he is taller than the tower he has built).

ReadyRosie
Blast Off
Magazine Problem Solving
One, Two, Moo
Packing our Lunch
Snack Count
STRAND / TOPIC / STANDARD MD.M.Mathematics
TOPIC / INDICATOR M.G.Geometry
INDICATOR / PROFICIENCY LEVEL M.G.1.Identify and describe shapes/reason with shapes and their attributes.
OBJECTIVE M.G.1.1.Show beginning interest in geometry (e.g., make symmetrical designs with shape blocks, find examples of shapes in the environment).

ReadyRosie
Copy Me
Tips for helping your child love reading
Torn Paper Art
STRAND / TOPIC / STANDARD MD.SS.Social Studies
TOPIC / INDICATOR SS.1.Political Science
INDICATOR / PROFICIENCY LEVEL SS.1.1.Students will understand the historical development and current status of the democratic principles and the development of skills and attitudes necessary to become responsible citizens.
OBJECTIVE SS.1.1.1.Have beginning understanding of consequences when following routines and recreating familiar events (e.g., try to follow the rules of a simple board game and become frustrated when not understanding why something has changed, help to clean up, saying, “We are a team”).

ReadyRosie
How can I get my child to listen to me?
How do I get my child to______?
How should I handle temper tantrums?
Is my child overscheduled?
OBJECTIVE SS.1.1.2.Have increased self-regulation, following classroom rules and routines and guidance (e.g., manage transitions between activities with a few reminders, use classroom materials respectfully).

ReadyRosie
How can I get my child to listen to me?
How do I get my child to______?
How should I handle temper tantrums?
Is my child overscheduled?
STRAND / TOPIC / STANDARD MD.S.Science
TOPIC / INDICATOR S.1.Skills & Processes
INDICATOR / PROFICIENCY LEVEL S.1.1.Students will demonstrate the thinking and acting inherent in the practice of science.
OBJECTIVE S.1.1.1.Use scientific thinking as well as his senses to discover the world around him, and make comparisons between objects (e.g., ask questions about everything he sees, put the modeling clay in water to see what happens).

ReadyRosie
Fast, Slow
Playdough Lengths
Tips for helping your child love reading
Torn Paper Art
OBJECTIVE S.1.1.3.Use more advanced problem solving skills, testing his understanding and ideas in real situations (e.g., get a toy broom and use the handle to get a ball out from under a shelf where it has rolled).

ReadyRosie
Drum Patterns
Fast, Slow
Hooray Parfait
Nesting Bowls
Playdough Lengths
Stop and Go
What Do We Do?
Which Lid?
OBJECTIVE S.1.1.4.Show interest in quantity, measuring and number relationships (e.g., fill a balance scale with beads, making one side go down, then the other).

ReadyRosie
Blast Off
Magazine Problem Solving
One, Two, Moo
Packing our Lunch
Snack Count
OBJECTIVE S.1.1.5.Show interest in concepts such as matching and sorting according to a single criteria (e.g., help to put away the utensils, matching the large spoons with the other large spoons).

ReadyRosie
Nature Walk and Talk
Toy Sort
OBJECTIVE S.1.1.6.Use prior knowledge and imagination to think through what he wants to play (e.g., use the blocks as garages and houses that the cars and trucks drive to, use the Unifix Cubes with several friends to try to make a rod that reaches across the room).

ReadyRosie
Tips for helping your child love reading
Torn Paper Art
STRAND / TOPIC / STANDARD MD.S.Science
TOPIC / INDICATOR S.2.Life Science
INDICATOR / PROFICIENCY LEVEL S.2.1.The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.
OBJECTIVE S.2.1.1.Begin to recognize his own physical and family characteristics and those of others (e.g., count how many boys are in the group he is playing with, go to the table when the teacher says that everyone who has brown hair may go).

ReadyRosie
I Am Unique
I Can Do It All By Myself
Tell Me About It!
Tips for storytelling: Story ideas
STRAND / TOPIC / STANDARD MD.S.Science
TOPIC / INDICATOR S.3.Chemistry
INDICATOR / PROFICIENCY LEVEL S.3.1.Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.
OBJECTIVE S.3.1.1.Use scientific thinking as well as his senses to discover the world around him, and make comparisons between objects (e.g., watch the fish and tell that he likes the biggest one best).

ReadyRosie
Fast, Slow
Playdough Lengths
STRAND / TOPIC / STANDARD MD.H.Health
TOPIC / INDICATOR H.1.Safety & Injury Prevention
INDICATOR / PROFICIENCY LEVEL H.1.1.Students will demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safe living in the home, school, and community.
OBJECTIVE H.1.1.1.Have beginning understanding of consequences when following routines and recreating familiar events (e.g., participate in creating rules for the class).

ReadyRosie
How can I get my child to listen to me?
How do I get my child to______?
How should I handle temper tantrums?
Is my child overscheduled?
STRAND / TOPIC / STANDARD MD.H.Health
TOPIC / INDICATOR H.2.Disease & Prevention
INDICATOR / PROFICIENCY LEVEL H.2.1.Students will demonstrate the ability to apply prevention and treatment knowledge, skills, and strategies to reduce susceptibility and manage disease.
OBJECTIVE H.2.1.1.Feel more grown up as he accomplishes self-help and housekeeping tasks with reminders (e.g., take of his own toileting needs and wash and dry his own hands).

ReadyRosie
I Can Do It All By Myself
STRAND / TOPIC / STANDARD MD.PE.Physical Education
TOPIC / INDICATOR PE.1.Skillfulness
INDICATOR / PROFICIENCY LEVEL PE.1.1.Students will demonstrate the ability to enhance their performance of a variety of physical skills by developing fundamental movement skills, creating original skill combinations, combining skills effectively in skill themes, and applying skills.
OBJECTIVE PE.1.1.1.Move with confidence and stability, coordinating movements to accomplish simple tasks. (e.g., go over, under, around through on an obstacle course and easily use riding toys, such as tricycles and Big Wheels).

ReadyRosie
Bear Hunt
Get Moving
Ring Around the Rosie
Stop and Go
STRAND / TOPIC / STANDARD MD.PE.Physical Education
TOPIC / INDICATOR PE.2.Biomechanical Principles
INDICATOR / PROFICIENCY LEVEL PE.2.1.Students will demonstrate an ability to use the principles of biomechanics to generate and control force to improve their movement effectiveness and safety.
OBJECTIVE PE.2.1.1.Move with confidence and stability, coordinating movements to accomplish simple tasks (e.g., go over, under, around through on an obstacle course and easily use riding toys, such as tricycles and Big Wheels).

ReadyRosie
Bear Hunt
Get Moving
Ring Around the Rosie
Stop and Go
STRAND / TOPIC / STANDARD MD.FA.Fine Arts
TOPIC / INDICATOR FA.1.Dance: Perceiving, Performing, and Responding
INDICATOR / PROFICIENCY LEVEL FA.1.1.Aesthetic Education: Students will demonstrate the ability to perceive, perform, and respond to dance.
OBJECTIVE FA.1.1.1.Explore more complex situations and concepts, beginning to understand some people’s jobs, and care for the environment (e.g., show a finger play that he learned to a friend, then make up hand motions to go with a new song).

ReadyRosie
I can't sing. How can I sing to my baby?
Ring Around the Rosie
STRAND / TOPIC / STANDARD MD.FA.Fine Arts
TOPIC / INDICATOR FA.4.Theatre: Creative Expression and Production
INDICATOR / PROFICIENCY LEVEL FA.4.1.Students will demonstrate the ability to apply theatrical knowledge, principles, and practices to collaborative theatre presentations.
OBJECTIVE FA.4.1.1.Use prior knowledge and imagination to think through what he wants to play (e.g., decide in advance who will be the dad and who will be the son in the dramatic play areas and take turns playing teacher, acting out circle time routines with a friend, talking first about what they each will do).

ReadyRosie
Banana Phonana
Drum Patterns
Recycled Play
Toy Car Wash
Vroom! Vroom!
STRAND / TOPIC / STANDARD MD.FA.Fine Arts
TOPIC / INDICATOR FA.5.Visual Arts: Perceiving and Responding
INDICATOR / PROFICIENCY LEVEL FA.5.1.Aesthetic Education: Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art.
OBJECTIVE FA.5.1.1.Develop finger skills through many forms of play (e.g., make a snowman out of play dough after watching an older child make balls and put them together and practice using scissors to cut out shapes, but be unable to stay on the lines).

ReadyRosie
Drum Patterns
Playdough Lengths
Torn Paper Art
Toy Car Wash
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.1.Social Emotional Regulation
INDICATOR / PROFICIENCY LEVEL SF.1.1.Demonstrates healthy self-confidence.
OBJECTIVE SF.1.1.A.Demonstrates Independence in Arrange of Routines and Tasks
EXPECTATION SF.1.1.A.1.Begins to actively participate in classroom activities (e.g., answers questions or joins dramatic play).

ReadyRosie
Banana Phonana
T-Shirt Talk
Why should we tell family stories?
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.1.Social Emotional Regulation
INDICATOR / PROFICIENCY LEVEL SF.1.1.Demonstrates healthy self-confidence.
OBJECTIVE SF.1.1.B.Demonstrates Age-Appropriate Independence in Decision-Making
EXPECTATION SF.1.1.B.1.Begins to independently select appropriate materials during specific activities (i.e. when presented with a painting project gets red and green paint).

ReadyRosie
Toy Sort
EXPECTATION SF.1.1.B.2.Recognizes the appropriate place for items (e.g., their assigned seat, rest spot, etc.).

ReadyRosie
How do I get my child to______?
How should I handle temper tantrums?
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.1.Social Emotional Regulation
INDICATOR / PROFICIENCY LEVEL SF.1.2.Initiates and maintains relations.
OBJECTIVE SF.1.2.B.Plays or Works with Others Cooperatively
EXPECTATION SF.1.2.B.1.Plays alongside other children (e.g., dramatic play, block table).

ReadyRosie
Banana Phonana
EXPECTATION SF.1.2.B.2.Begins to understand the concept of sharing with adult modeling and support.

ReadyRosie
Catch!
Ring Around the Rosie
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.1.Social Emotional Regulation
INDICATOR / PROFICIENCY LEVEL SF.1.2.Initiates and maintains relations.
OBJECTIVE SF.1.2.C.Recognizes Differences or Similarities Between Self as Compared to Others
EXPECTATION SF.1.2.C.1.Begins to recognize differences or similarities between self as compared to others (e.g., children with disabilities, gender, hair color, etc.).

ReadyRosie
I Am Unique
I Can Do It All By Myself
Tell Me About It!
Tips for storytelling: Story ideas
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.1.Social Emotional Regulation
INDICATOR / PROFICIENCY LEVEL SF.1.2.Initiates and maintains relations.
OBJECTIVE SF.1.2.D.Shows Ability to Resolve Conflicts
EXPECTATION SF.1.2.D.1.Accepts compromise when resolving conflicts if suggested by an adult (e.g., mom says, "Jackson, you can use that swing as soon as Sheila finishes her turn").

ReadyRosie
Catch!
How can I stop my kids from fighting?
Ring Around the Rosie
EXPECTATION SF.1.2.D.2.Seeks adults' help in resolving a conflict (e.g., goes to dad and says, "Jacob took my truck!").

ReadyRosie
Catch!
How can I get my child to listen to me?
How can I stop my kids from fighting?
How should I handle temper tantrums?
Ring Around the Rosie
EXPECTATION SF.1.2.D.3.Continues to learn simple alternatives to aggressive ways of dealing with conflicts (e.g., trades one object for a desired one).

ReadyRosie
Catch!
How can I get my child to listen to me?
How can I stop my kids from fighting?
How should I handle temper tantrums?
Is my child overscheduled?
Ring Around the Rosie
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.1.Self-regulation/inhibitory control
OBJECTIVE SF.2.1.A.Control Impulses
EXPECTATION SF.2.1.A.1.Occasionally avoids imitating the negative behaviors of peers with prompting from an adult.

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
Is my child overscheduled?
EXPECTATION SF.2.1.A.2.Developing the ability to control impulses during structured activities with adult support (e.g., resist the impulse to call out before raising hand during group time).

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
Is my child overscheduled?
EXPECTATION SF.2.1.A.3.May remind other children to control their impulses and follow rules when not able to do so oneself.

ReadyRosie
How can I get my child to listen to me?
How do I get my child to______?
How should I handle temper tantrums?
Is my child overscheduled?
EXPECTATION SF.2.1.A.4.May need to be reminded to stop a habitual action when it is not appropriate (e.g. continuing to go to the bathroom for paper towels even though they have been moved into the classroom).

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
Is my child overscheduled?
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.1.Self-regulation/inhibitory control
OBJECTIVE SF.2.1.B.Resist Temptation
EXPECTATION SF.2.1.B.1.Briefly able to wait for an object without grabbing. Can wait longer with adult support.

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
Is my child overscheduled?
EXPECTATION SF.2.1.B.2.Can wait for a highly desired food or object with adult reminders (e.g., can wait to eat the cupcake in reach until the birthday song is complete).

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
Is my child overscheduled?
EXPECTATION SF.2.1.B.3.Able to takes turns with preferred toys with prompting from an adult.

ReadyRosie
Catch!
How can I get my child to listen to me?
How should I handle temper tantrums?
Is my child overscheduled?
Ring Around the Rosie
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.1.Self-regulation/inhibitory control
OBJECTIVE SF.2.1.C.Refrains from Emotional Outbursts and Unsafe Behaviors
EXPECTATION SF.2.1.C.1.Shows progress in resisting the impulse to harm self, others or property in difficult situations or conflicts and using language to express strong feelings instead (e.g., says, "I really, REALLY need that swing!"). May still fall apart under stress.

ReadyRosie
Catch!
How can I get my child to listen to me?
How should I handle temper tantrums?
Is my child overscheduled?
Ring Around the Rosie
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.1.Self-regulation/inhibitory control
OBJECTIVE SF.2.1.D.Attentiveness— Resists Distraction to Maintain Focus on Tasks of Interest to the Child
EXPECTATION SF.2.1.D.1.Maintains focus on one activity for longer periods of time as long as the activity is age appropriate and of interest (e.g., can repeatedly solve and dump out a wooden puzzle, even with other children playing in the background).

ReadyRosie
Nesting Bowls
Which Lid?
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.1.Self-regulation/inhibitory control
OBJECTIVE SF.2.1.E.Attentiveness— Resists Distraction to Maintain Focus on Tasks Set By Someone Else
EXPECTATION SF.2.1.E.1.Remains on task during an activity set by the teacher for short periods of time despite distractions though still may require prompting from an adult.

ReadyRosie
Counting Collection
Fast, Slow
I Can Do It All By Myself
Nature Walk and Talk
Nesting Bowls
What Do We Do?
EXPECTATION SF.2.1.E.2.Can return to an earlier task after an interruption, with adult reminders.

ReadyRosie
Counting Collection
Fast, Slow
I Can Do It All By Myself
Nature Walk and Talk
Nesting Bowls
What Do We Do?
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.2.Working Memory
OBJECTIVE SF.2.2.A.Demonstrate the Ability to Hold and Manipulate Information
EXPECTATION SF.2.2.A.1.Can remember and talk about what has just happened in a story and what is happening now.

ReadyRosie
Book Chats
Bring Me the Book
Reading Routines for Early Readers
Tips for helping your child love reading
EXPECTATION SF.2.2.A.3.Can hold two rules in mind long enough to complete the tasks (e.g., “Throw your trash away, and then put your lunchbox in your cubby).

ReadyRosie
How do I get my child to______?
How should I handle temper tantrums?
EXPECTATION SF.2.2.A.4.Can remember a response to a teacher’s question long enough to respond appropriately after waiting for a turn during a short group discussion.

ReadyRosie
T-Shirt Talk
Why should we tell family stories?
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.3.Cognitive Flexibility
OBJECTIVE SF.2.3.A.Can Flexibly Apply Rules to Games and Behavior
EXPECTATION SF.2.3.A.1.Can take on a character in pretend play and sustain this role consistently for approximately 5-10 minutes with adult modeling and support.

ReadyRosie
Banana Phonana
Drum Patterns
Recycled Play
Toy Car Wash
Vroom! Vroom!
EXPECTATION SF.2.3.A.2.Can enjoy games with rules and follow the rules some of the time.

ReadyRosie
How do I get my child to______?
How should I handle temper tantrums?
EXPECTATION SF.2.3.A.3.Can learn to follow different rules in different contexts and can do so with reminders (e.g., use indoor voices indoors but not outdoors).

ReadyRosie
How do I get my child to______?
How should I handle temper tantrums?
EXPECTATION SF.2.3.A.4.Can recognize when making a mistake and change approach with adult help.

ReadyRosie
How do I get my child to______?
How should I handle temper tantrums?
EXPECTATION SF.2.3.A.5.Able to sort materials by two different characteristics (e.g., blocks go here, dolls go here).

ReadyRosie
Nature Walk and Talk
Toy Sort
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.3.Cognitive Flexibility
OBJECTIVE SF.2.3.B.Flexible Problem Solving - Seeks Multiple Solutions to a Question, Task, or Problem
EXPECTATION SF.2.3.B.1.Employs a strategy to solve a problem with adult modeling, prompting, and support.

ReadyRosie
Drum Patterns
Fast, Slow
Hooray Parfait
Nesting Bowls
Playdough Lengths
Stop and Go
What Do We Do?
Which Lid?
EXPECTATION SF.2.3.B.2.Asks adults to solve or “fix” a problem.

ReadyRosie
Drum Patterns
Fast, Slow
Hooray Parfait
How can I get my child to listen to me?
How should I handle temper tantrums?
Nesting Bowls
Playdough Lengths
Stop and Go
What Do We Do?
Which Lid?
EXPECTATION SF.2.3.B.3.Continues to become more flexible in problem-solving and thinking through alternatives (e.g., when trying to put on shoes, talks to self about what to do first. If the shoe won't easily go on one foot, he or she tries the other foot).

ReadyRosie
Drum Patterns
Fast, Slow
Hooray Parfait
Nesting Bowls
Playdough Lengths
Stop and Go
T-Shirt Talk
What Do We Do?
Which Lid?
EXPECTATION SF.2.3.B.4.After a conflict with another child, can talk about other ways the problem might have been resolved.

ReadyRosie
Catch!
How can I stop my kids from fighting?
Ring Around the Rosie
EXPECTATION SF.2.3.B.5.When faced with a problem can slow down and think through options with support from an adult (e.g., “It looks like someone is in your way. What could you do to get him to move?”).

ReadyRosie
Drum Patterns
Fast, Slow
Hooray Parfait
Nesting Bowls
Playdough Lengths
Stop and Go
What Do We Do?
Which Lid?
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.4.Initiative & Curiosity
OBJECTIVE SF.2.4.A.Desire to Learn—Ask Questions and Seeks New Information
EXPECTATION SF.2.4.A.1.Begins to ask basic “wh” questions related to the environment (e.g., “Where is Sarah going?”).

ReadyRosie
Nature Walk and Talk
What Do We Do?
EXPECTATION SF.2.4.A.2.Seeks experiences with new toys and materials (e.g., listens to stories, plays with friends at the water table, takes trips to the fire station).

ReadyRosie
Catch!
Counting Collection
Fast, Slow
I Can Do It All By Myself
Nature Walk and Talk
Nesting Bowls
Ring Around the Rosie
What Do We Do?
Why should we tell family stories?
EXPECTATION SF.2.4.A.3.Generates ideas with teachers and peers with adult modeling and support.

ReadyRosie
Nature Walk and Talk
What Do We Do?
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.4.Initiative & Curiosity
OBJECTIVE SF.2.4.B.Desire to Learn—Interest in Challenges
EXPECTATION SF.2.4.B.1.Continues to ask numerous questions, which are becoming more verbally complex (e.g., asks, "How do we get to Nana's house?").

ReadyRosie
Nature Walk and Talk
What Do We Do?
EXPECTATION SF.2.4.B.2.Starts to demonstrate enthusiasm for new challenges and experiences.

ReadyRosie
Counting Collection
Drum Patterns
Fast, Slow
Hooray Parfait
I Can Do It All By Myself
Nature Walk and Talk
Nesting Bowls
Playdough Lengths
Stop and Go
What Do We Do?
Which Lid?
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.4.Initiative & Curiosity
OBJECTIVE SF.2.4.C.Independence in Learning—Plans and Initiates Projects
EXPECTATION SF.2.4.C.1.Begins to actively participate in classroom activities (i.e. answers questions or joins dramatic play).

ReadyRosie
Banana Phonana
T-Shirt Talk
Why should we tell family stories?
EXPECTATION SF.2.4.C.3.Begins to independently select appropriate materials during specific activities (e.g., when presented with a painting project gets red and green paint).

ReadyRosie
Toy Sort
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.5.Demonstrates Persistence
OBJECTIVE SF.2.5.A.Persists in an Activity From Start to Finish (Complete a Task)-Independently
EXPECTATION SF.2.5.A.1.Persists with a wider variety of tasks, activities, and experiences with adult prompting.

ReadyRosie
Counting Collection
Fast, Slow
I Can Do It All By Myself
Nature Walk and Talk
Nesting Bowls
What Do We Do?
EXPECTATION SF.2.5.A.2.Keeps working to complete a task even if it is moderately difficult (e.g., persists with a somewhat challenging wooden puzzle).

ReadyRosie
Nesting Bowls
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.5.Demonstrates Persistence
OBJECTIVE SF.2.5.B.Persists in the Face of Failure
EXPECTATION SF.2.5.B.1.Insists upon putting on coat independently, even though prior attempts have been unsuccessful.

ReadyRosie
T-Shirt Talk
EXPECTATION SF.2.5.B.2.Continues to stack cups or complete a simple puzzle unsuccessfully without an emotional outburst with adult support.

ReadyRosie
Nesting Bowls
EXPECTATION SF.2.5.B.3.Can adjust approach to a task to resolve difficulties with adult help (e.g., if teacher suggests the child rotate a puzzle piece to find a better fit).

ReadyRosie
Nesting Bowls
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.6.Demonstrates Cooperation
OBJECTIVE SF.2.6.A.Positively Participates in Cooperative Play
EXPECTATION SF.2.6.A.3.Begins to have real friendships, even though he or she may not understand the concept of friendship or that these relationships may not last (e.g., says “my best friends are Nathan, Sharon, Enrique, Cassidy…” and all others in his or her class).

ReadyRosie
Catch!
Ring Around the Rosie
EXPECTATION SF.2.6.A.4.Accepts compromise when resolving conflicts if it is suggested by an adult (e.g., mom says, "Jackson, you can use that swing as soon as Sheila has finished").

ReadyRosie
Catch!
How can I stop my kids from fighting?
Ring Around the Rosie
EXPECTATION SF.2.6.A.5.Seeks adults' help in resolving a conflict (e.g., goes to dad and says, "Jacob took my truck!").

ReadyRosie
Catch!
How can I get my child to listen to me?
How can I stop my kids from fighting?
How should I handle temper tantrums?
Ring Around the Rosie
EXPECTATION SF.2.6.A.6.Continues to learn simple alternatives to aggressive ways of dealing with conflicts (e.g., trades one doll for a desired one by saying, "You have THIS dolly, okay?").

ReadyRosie
Catch!
How can I stop my kids from fighting?
How should I handle temper tantrums?
Ring Around the Rosie
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.7.Understanding & complying with classroom rules, routines, & expectations.
OBJECTIVE SF.2.7.A.Follows Routines, Rules, and Directions
EXPECTATION SF.2.7.A.1.Follows classroom rules frequently

ReadyRosie
How do I get my child to______?
How should I handle temper tantrums?
EXPECTATION SF.2.7.A.2.Behaves appropriately within the context of the classroom routines (e.g., sits for brief periods during circle or washes hands for lunch time.

ReadyRosie
How do I get my child to______?
How should I handle temper tantrums?
EXPECTATION SF.2.7.A.3.Begins to anticipate the next activity in the routine (e.g., asking “Are we going outside?” during snack time).

ReadyRosie
How do I get my child to______?
How should I handle temper tantrums?
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.7.Understanding & complying with classroom rules, routines, & expectations.
OBJECTIVE SF.2.7.B.Demonstrates the Ability to Postpone Activity and Start Another
EXPECTATION SF.2.7.B.3.Demonstrates the ability to stop an engaging activity to help clean up with adult support.

ReadyRosie
How do I get my child to______?
How should I handle temper tantrums?
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.7.Understanding & complying with classroom rules, routines, & expectations.
OBJECTIVE SF.2.7.C.Demonstrates the Ability to Adopt to New Environments with Appropriate Behaviors with Adult Support
EXPECTATION SF.2.7.C.2.Engages with trusted adults during transition with support and encouragement.

ReadyRosie
Behavior is a form of communication
Tips for bonding with your baby
You are your child's first teacher
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.7.Understanding & complying with classroom rules, routines, & expectations.
OBJECTIVE SF.2.7.D.Demonstrates Appropriate Use of Materials or Belongings and Those of Others
EXPECTATION SF.2.7.D.1.Begins to help with clean up after activities with prompting and adult assistance.

ReadyRosie
How do I get my child to______?
How should I handle temper tantrums?
EXPECTATION SF.2.7.D.2.Begins to recognize where materials belong.

ReadyRosie
How do I get my child to______?
How should I handle temper tantrums?
EXPECTATION SF.2.7.D.3.Begins to understand how to use age-appropriate classroom materials with modeling and prompting. Follows adult direction and modeling for an assigned task (e.g., turning pages of book with care, then puts book back onto shelf with prompting).

ReadyRosie
How do I get my child to______?
How should I handle temper tantrums?
EXPECTATION SF.2.7.D.4.Begins to reference past knowledge to create understanding of new information through pretend play (e.g., says “This game is like the one we played in Ms. Kim’s class).

ReadyRosie
Banana Phonana
Drum Patterns
Recycled Play
Toy Car Wash
Vroom! Vroom!
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.8.Demonstrates cognitive flexibility—Understands symbolic representation
OBJECTIVE SF.2.8.A.Represents People, Places, or Things Through Drawings, Movement, and Three Dimension Objects
EXPECTATION SF.2.8.A.1.Develops generic symbols for repeated drawings of common objects like sun, dog and house.

ReadyRosie
Copy Me
Recycled Play
EXPECTATION SF.2.8.A.2.Begins drawing in a more realistic manner, occasionally oscillating between realism and scribbling.

ReadyRosie
Copy Me
Paint your Name
Recycled Play
Secret Message
STRAND / TOPIC / STANDARD MD.SF.Social Foundations
TOPIC / INDICATOR SF.2.Approaches to Learning & Executive Functioning
INDICATOR / PROFICIENCY LEVEL SF.2.8.Demonstrates cognitive flexibility—Understands symbolic representation
OBJECTIVE SF.2.8.B.Engages in Pretend Play and Acts Out Roles
EXPECTATION SF.2.8.B.1.Identifies difference between fantasy and reality with adult support and prompting.

ReadyRosie
Banana Phonana
EXPECTATION SF.2.8.B.2.Able to act out simple roles (i.e., “Look, I am a dog, ruff, ruff”).

ReadyRosie
Banana Phonana