Maryland College and Career-Ready Standards (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 |