Maryland College and Career-Ready Standards (Pre-K)
| Main Criteria: Maryland College and Career-Ready Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Early Childhood Education, Health and PE, Language Arts, Mathematics, Science | ||
| Grades: Pre K, Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| Maryland College and Career-Ready Standards |
| Early Childhood Education |
| Grade: Ages 3-5 - 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.A. | Key Ideas & Details |
| EXPECTATION | LL.RL.1.A.1. | With modeling and prompting, answer questions about details in a text. (RL1) ReadyRosie Asking Wh- Questions Book Bag Descriptions Making Connections PreK Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Think About It Tips for helping your child love reading |
| 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.A. | Key Ideas & Details |
| EXPECTATION | LL.RL.2.A.1. | With modeling and support, retell familiar stories/poems. (RL2) ReadyRosie Book Bag Descriptions Family Movie Night Family Photos My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures |
| 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.A. | Key Ideas & Details |
| EXPECTATION | LL.RL.3.A.1. | With modeling and support, identify characters, settings and major events in a story. (RL3) ReadyRosie Making Connections PreK Text to Self Connections Toy Stories |
| STRAND / TOPIC / STANDARD | MD.LL. | Language & Literacy |
| TOPIC / INDICATOR | LL.RL. | Reading Literature |
| INDICATOR / PROFICIENCY LEVEL | LL.RL.4. | Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. |
| OBJECTIVE | LL.RL.4.A. | Craft & Structure |
| EXPECTATION | LL.RL.4.A.1. | With modeling and support, answer questions about unknown words in stories and poems. (RL4) ReadyRosie Asking Wh- Questions Book Bag Descriptions Making Connections PreK Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Think About It Tips for helping your child love reading |
| 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.A. | Craft & Structure |
| EXPECTATION | LL.RL.6.A.1. | With modeling and support, identify the role of author and illustrator. (RL6) ReadyRosie Funny Reading |
| 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.A. | Integration of Knowledge & Ideas |
| EXPECTATION | LL.RL.7.A.1. | With modeling and support, tell how the illustrations support the story. (RL7) ReadyRosie Funny Reading |
| STRAND / TOPIC / STANDARD | MD.LL. | Language & Literacy |
| TOPIC / INDICATOR | LL.RL. | Reading Literature |
| INDICATOR / PROFICIENCY LEVEL | LL.RL.8. | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. |
| OBJECTIVE | LL.RL.8.A. | Integration of Knowledge & Ideas |
| EXPECTATION | LL.RL.8.A.1. | With modeling and support, compare adventures and experiences of characters in familiar stories. (RL9) ReadyRosie Making Connections PreK Text to Self Connections |
| STRAND / TOPIC / STANDARD | MD.LL. | Language & Literacy |
| TOPIC / INDICATOR | LL.RL. | Reading Literature |
| INDICATOR / PROFICIENCY LEVEL | LL.RL.9. | Read and comprehend complex literary and informational texts independently and proficiently. |
| OBJECTIVE | LL.RL.9.A. | Range of Reading and Level of Text Complexity |
| EXPECTATION | LL.RL.9.A.1. | Actively engage in group reading activities with purpose and understanding. (RL10) ReadyRosie Asking Wh- Questions My Favorite Part Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story 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.A. | Key Ideas & Details |
| EXPECTATION | LL.RI.1.A.1. | With modeling and support, answer questions about details in an informational text. (RI1) ReadyRosie Asking Wh- Questions Book Bag Descriptions Getting Information from Pictures Think About It 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.A. | Key Ideas & Details |
| EXPECTATION | LL.RI.3.A.1. | With modeling and support, connect individuals, events, and pieces of information in text to life experiences. (RI3) ReadyRosie Getting Information from Pictures Just the Facts |
| STRAND / TOPIC / STANDARD | MD.LL. | Language & Literacy |
| TOPIC / INDICATOR | LL.RI. | Reading Informational Text |
| INDICATOR / PROFICIENCY LEVEL | LL.RI.4. | Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. |
| OBJECTIVE | LL.RI.4.A. | Craft & Structure |
| EXPECTATION | LL.RI.4.A.1. | With modeling and support, answer questions about unknown words in a text. (RI4) ReadyRosie Asking Wh- Questions Book Bag Descriptions Getting Information from Pictures Think About It 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. | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. |
| OBJECTIVE | LL.RI.9.A. | Integration of Knowledge and Ideas |
| EXPECTATION | LL.RI.9.A.1. | With prompting and support, discuss similarities and differences between two texts on the same topic (i.e. in illustrations or descriptions). (RI9) ReadyRosie Compare and Contrast Questions Getting Information from Pictures Just the Facts |
| STRAND / TOPIC / STANDARD | MD.LL. | Language & Literacy |
| TOPIC / INDICATOR | LL.RI. | Reading Informational Text |
| INDICATOR / PROFICIENCY LEVEL | LL.RI.10. | Read and comprehend complex literary and informational texts independently and proficiently. |
| OBJECTIVE | LL.RI.10.A. | Range of Reading and Level of Text Complexity |
| EXPECTATION | LL.RI.10.A.1. | Actively engage in group reading activities with purpose and understanding. (RI10) ReadyRosie Just the Facts 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.1. | Demonstrate understanding of the organization and basic features of print. |
| OBJECTIVE | LL.RF.1.A. | Print Concepts |
| EXPECTATION | LL.RF.1.A.1. | Demonstrate an awareness that words are read from left to right, top to bottom and page by page. (RF1.a) ReadyRosie Chime In Color Word Sentences Funny Reading Reading the Grocery List Reading with Jack and Jill Stuffed Animal Sentences Stuffed Animal Stories Words on the Page |
| EXPECTATION | LL.RF.1.A.2. | Recognize that spoken words can be written and read. (RF1.b) ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories |
| EXPECTATION | LL.RF.1.A.3. | Understand that words are separated by spaces in print. (RF1.c) ReadyRosie Color Word Sentences Reading with Jack and Jill Sentence Segmenting Starting a Word Bank Words on the Page |
| EXPECTATION | LL.RF.1.A.4. | Recognize and name some upper and lowercase letters of the alphabet. (RF1.d) ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Looking for Letters in Ads Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| STRAND / 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.A. | Phonological Awareness |
| EXPECTATION | LL.RF.2.A.1. | Recognize rhyming words in spoken language. (RF2.a) ReadyRosie Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| EXPECTATION | LL.RF.2.A.2. | Identify and isolate individual words in a spoken sentence. (RF2.b) ReadyRosie Color Word Sentences Reading with Jack and Jill Sentence Segmenting Starting a Word Bank Words on the Page |
| EXPECTATION | LL.RF.2.A.3. | Count, pronounce, blend, and segment syllables in spoken words. (RF2.c) ReadyRosie Drumming Sounds Echo Game Frog Hopping Grocery Sack Syllables Lazy Letters Sequences of Sounds |
| EXPECTATION | LL.RF.2.A.4. | Blend and segment onsets and rimes of single-syllable spoken words. (RF2.d) ReadyRosie Drumming Sounds Echo Game Laundry Riddles Lazy Letters Sequences of Sounds |
| EXPECTATION | LL.RF.2.A.5. | Isolate and pronounce the initial sound in spoken words. (RF2.e) ReadyRosie Listen My Children Signaling for Sounds Swinging to Sounds |
| EXPECTATION | LL.RF.2.A.6. | Orally blend and segment individual phonemes in two- to-three phoneme words. (RF2.f) ReadyRosie Drumming Sounds Echo Game Lazy Letters Sequences of Sounds |
| 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.A. | Phonics & Word Recognition |
| EXPECTATION | LL.RF.3.A.1. | Recognize that words are made up of letters and their sounds. (RF3.a) ReadyRosie Chime In Color Word Sentences Kitchen Labeling Looking for Letters in Ads Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories Words on the Page |
| EXPECTATION | LL.RF.3.A.2. | Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the most frequent sound for some consonants. (RF3.b) ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| EXPECTATION | LL.RF.3.A.3. | Recognize name in print as well as some environmental print (symbols/words). (RF3.c) ReadyRosie Morning Message Name Game Shopping for Clothes Writing Names with Shaving Cream |
| 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.A. | Fluency |
| EXPECTATION | LL.RF.4.A.1. | Engage with a variety of texts (e.g., a variety of structures and/or genres) with purpose and understanding. (RF4) ReadyRosie Getting Information from Pictures Just the Facts |
| 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.A. | Text Types and Purposes |
| EXPECTATION | LL.W.1.A.1. | With modeling and support, use a combination of drawing, dictating, and developmentally appropriate writing to share opinion about an experience or book. (W1) ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / 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.A. | Text Types and Purposes |
| EXPECTATION | LL.W.2.A.1. | Use a combination of drawing, dictating, or developmentally appropriate writing to state information on a topic. (W2) ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / 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.A. | Text Types & Purposes |
| EXPECTATION | LL.W.3.A.1. | With modeling and support, use a combination of drawing, dictating, or developmentally appropriate writing to communicate a personal story about a single event and tell about the event in a meaningful sequence. (W3) ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / TOPIC / STANDARD | MD.LL. | Language & Literacy |
| TOPIC / INDICATOR | LL.W. | Writing |
| INDICATOR / PROFICIENCY LEVEL | LL.W.4. | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. |
| OBJECTIVE | LL.W.4.A. | Production and Distribution of Writing |
| EXPECTATION | LL.W.4.A.1. | With modeling, guidance, and support from adults, review drawing, dictation or developmentally appropriate writing. (W5) ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / TOPIC / STANDARD | MD.LL. | Language & Literacy |
| TOPIC / INDICATOR | LL.W. | Writing |
| INDICATOR / PROFICIENCY LEVEL | LL.W.6. | Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. |
| OBJECTIVE | LL.W.6.A. | Research to Build and Present Knowledge |
| EXPECTATION | LL.W.6.A.1. | Participate in shared research and shared writing projects. (W7) ReadyRosie Stuffed Animal Stories Weekend News |
| STRAND / TOPIC / STANDARD | MD.LL. | Language & Literacy |
| TOPIC / INDICATOR | LL.W. | Writing |
| INDICATOR / PROFICIENCY LEVEL | LL.W.7. | Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. |
| OBJECTIVE | LL.W.7.A. | Research to Build and Present Knowledge |
| EXPECTATION | LL.W.7.A.1. | With modeling and support from adult, recall information from experiences or information from provided sources to answer a question. (W8) ReadyRosie Making a Grocery List Using a Menu to Order Who Should We Ask? |
| 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.A. | Comprehension and Collaboration: Participate in collaborative conversations with diverse partners about prekindergarten topics and texts with peers and adults in small and larger groups. (SL1) |
| EXPECTATION | LL.SL.1.A.1. | Follow agreed-upon rules for discussions (e.g., listening to others and taking turns, speaking about the topics and texts under discussion). (SL1.a) ReadyRosie Choosing the Right Voice Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| EXPECTATION | LL.SL.1.A.2. | During scaffolded conversations, continue a conversation through multiple exchanges. (SL1.b) ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| 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.A. | Comprehension and Collaboration |
| EXPECTATION | LL.SL.2.A.1. | Confirm understanding of text read aloud or information presented orally or through other media by asking and answering questions about key details with modeling and support. (SL2) ReadyRosie Baby Photo Fun Color Word Sentences Listening for Sounds Phone Fun Why should we tell family stories? Yesterday, Today, Tomorrow |
| 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.A. | Comprehension and Collaboration |
| EXPECTATION | LL.SL.3.A.1. | Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (SL3) ReadyRosie Baby Photo Fun Color Word Sentences Listening for Sounds Phone Fun Why should we tell family stories? Yesterday, Today, Tomorrow |
| 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.A. | Presentation of Knowledge and Ideas |
| EXPECTATION | LL.SL.4.A.1. | Describe familiar people, places, things, and events with modeling and support. (SL4) ReadyRosie Putting Away the Groceries Table Riddles |
| 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.A. | Presentation of Knowledge and Ideas |
| EXPECTATION | LL.SL.5.A.1. | Add drawings or visual displays to descriptions as desired to provide additional detail. (SL5) ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Putting Away the Groceries Shaving Cream Shapes Table Riddles Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| 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.A. | Presentation of Knowledge and Ideas |
| EXPECTATION | LL.SL.6.A.1. | With modeling and support, speak audibly and express thoughts, feelings, and ideas clearly. (SL6) ReadyRosie Choosing the Right Voice Color Word Sentences Funny Faces If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Talking About Your Feelings Who Should We Ask? |
| 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.A. | Conventions of Standard English: Demonstrate beginning understanding of the conventions of standard English grammar and usage when engaged in literacy activities (e.g. Interactive Read Alouds, shared reading, shared writing, developmentally appropriate writing, oral language activities, etc.). (L1) |
| EXPECTATION | LL.L.1.A.1. | Print upper and lowercase letters in first name. (L1.a) ReadyRosie Jump Rope Letters Making a Grocery List Morning Message Name Game Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| EXPECTATION | LL.L.1.A.2. | Use frequently occurring nouns and verbs. (L1.b) ReadyRosie All Mixed Up Color Word Sentences Finding the Groceries How Many Can You Name? I Spy an Animal If You're Happy & You Know It Mystery Bag Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| EXPECTATION | LL.L.1.A.3. | Develop understanding of singular and plural nouns (e.g., dog means one dog; dogs means more than one dog). (L1.c) ReadyRosie All Mixed Up |
| EXPECTATION | LL.L.1.A.4. | Understand and begin to use question words (e.g., interrogatives such as who, what, where, when, why, how). (L1.d) ReadyRosie Color Word Sentences Getting Information from Pictures Listening for Sounds Phone Fun |
| EXPECTATION | LL.L.1.A.5. | Gain exposure to the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). (L1.e) ReadyRosie All Mixed Up Little Miss Muffet Role Play |
| EXPECTATION | LL.L.1.A.6. | Produce complete sentences in shared language activities. (L1.f) ReadyRosie Color Word Sentences Family Photos If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| 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.A. | Gain exposure to conventions of standard English capitalization, punctuation, and spelling during shared reading and writing experiences. (L2) |
| EXPECTATION | LL.L.2.A.1. | Recognize that their name begins with a capital letter. (L2.a) ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| EXPECTATION | LL.L.2.A.2. | Demonstrate awareness of name and function of end punctuation (e.g., period, question mark and exclamation point). (L2.b) ReadyRosie Stuffed Animal Stories Weekend News |
| EXPECTATION | LL.L.2.A.3. | Use letter-like shapes, symbols, letters, and words to convey meaning. (L2.c) ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| EXPECTATION | LL.L.2.A.4. | Develop fine motor skills necessary to control and sustain handwriting. (L2.d) ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| STRAND / 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.A. | Vocabulary Acquisition and Use |
| EXPECTATION | LL.L.4.A.1. | Determine or clarify the meaning of unknown words and phrases based on pre-kindergarten reading and content. (L4) ReadyRosie Reading a Book for the Second Time |
| 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.A. | Use words and phrases acquired through conversation, being read to, and responding to text. (L6) ReadyRosie Asking Wh- Questions Book Bag Descriptions Color Word Sentences Finding the Groceries Getting Information from Pictures How Many Can You Name? I Spy an Animal If You're Happy & You Know It Mystery Bag Pantry Talk Description Phone Fun Reading a Book for the Second Time Taking Turns Think About It Tips for helping your child love reading Who Should We Ask? |
| 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. | Count verbally to ten by ones. (PK.CC.1) ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| OBJECTIVE | M.CC.1.2. | Recognize the concept of just after or just before a given number in the counting sequence up to ten. (PK.CC.2) ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten One Less One More Show Me Slap One More Special Day Countdown Taking Inventory Who has the Biggest Number? |
| OBJECTIVE | M.CC.1.3. | Identify written numerals 0- 10. (PK.CC.3) ReadyRosie Fruit Salad Magazine Number Hunt Numbers Everywhere |
| 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. | Understand the relationship between numbers and quantities to five, then to ten; connect counting to cardinality. (PK.CC.4) |
| EXPECTATION | M.CC.2.1.1. | When counting objects, say the number names in the standard order, pairing each object with one and only one number name. (PK.CC.4a) ReadyRosie Acorns and Pinecones Adding Ice Block Tower Crazy Counting Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up Magazine Number Hunt More than Ten Rub a Dub Counting Show Me Taking Inventory |
| EXPECTATION | M.CC.2.1.2. | Recognize that the last number name said tells the number of objects counted. (PK.CC.4b) ReadyRosie Acorns and Pinecones Adding Ice Block Tower Crazy Counting Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up Magazine Number Hunt More than Ten Rub a Dub Counting Show Me Taking Inventory |
| EXPECTATION | M.CC.2.1.3. | Begin to recognize that each successive number name refers to a quantity that is one larger. (PK.CC.4c) ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten One Less One More Show Me Slap One More Special Day Countdown Taking Inventory Who has the Biggest Number? |
| 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.2.2. | Represent a number (0-5, then to ten) by producing a set of objects with concrete materials, pictures, and/or numerals (with 0 representing a count of no objects). (PK.CC.5) ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| OBJECTIVE | M.CC.2.3. | Recognize the number of objects in a set without counting (Subitizing). (Use one to five objects). (PK.CC.6) ReadyRosie Domino Match-Up How Many in a Set? More Grapes More than Ten Quick Dots Show Me Slap One More Three Ways to Show a Number |
| STRAND / TOPIC / STANDARD | MD.M. | Mathematics |
| TOPIC / INDICATOR | M.CC. | Counting and Cardinality |
| INDICATOR / PROFICIENCY LEVEL | M.CC.3. | Compare Quantities |
| OBJECTIVE | M.CC.3.1. | Explore relationships by comparing groups of objects up to five and then ten. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching and counting strategies). (Include groups with up to five objects). (PK.CC.7) ReadyRosie Acorns and Pinecones Cereal Challenge Make a Tower of Ten More than Ten Sharing Goldfish Slap One More Snack Fractions Who has the Biggest Number? |
| 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. | Explore addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, or verbal explanations (up to five). (PK.OA.1) ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| OBJECTIVE | M.OA.1.2. | Decompose quantity (less than or equal to five) into pairs in more than one way (e.g., by using objects or drawings). (PK.OA.2) ReadyRosie All Done Checkout Countdown Decorating Cupcakes Domino Match-Up How Many Feet? How Many in a Set? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten More Grapes More than Ten One Less One More Packing for Our Trip Quick Dots Rock Toss Sharing Goldfish Show Me Slap One More Three Little Animals Three Ways to Show a Number |
| OBJECTIVE | M.OA.1.3. | For any given quantity from zero to five, use objects or drawings to find the quantity that must be added to make five. (PK.OA.3) ReadyRosie Decorating Cupcakes How Many Feet? In My Pond, Part 1 Make a Tower of Ten One More Packing for Our Trip Rock Toss |
| STRAND / TOPIC / STANDARD | MD.M. | Mathematics |
| TOPIC / INDICATOR | M.NBT. | Number and Operations in Base Ten |
| INDICATOR / PROFICIENCY LEVEL | M.NBT.1. | Work with Numbers 0-10 to Gain Foundations for Place Value |
| OBJECTIVE | M.NBT.1.1. | Investigate the relationship between ten ones and ten. (PK.NBT.1) ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| 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. | Describe measurable attributes of objects, such as length or weight. (PK.MD.1) ReadyRosie Bookcase Problem Building Houses Buying Oranges Comparing Vegetables Grocery Store Weights Leap Frog Measure Measuring the Table Near and Far |
| OBJECTIVE | M.MD.1.2. | Directly compare two objects with a measurable attribute in common, using words such as longer/shorter; heavier/lighter; or taller/shorter. (PK.MD.2) ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| STRAND / TOPIC / STANDARD | MD.M. | Mathematics |
| TOPIC / INDICATOR | M.MD. | Measurement & Data |
| INDICATOR / PROFICIENCY LEVEL | M.MD.2. | Sort Objects into Categories and Compare Quantities |
| OBJECTIVE | M.MD.2.1. | Sort objects into self-selected and given categories. (PK.MD.3) ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| OBJECTIVE | M.MD.2.2. | Compare categories using words such as more or same. (PK.MD.4) ReadyRosie Acorns and Pinecones Candy Sort and Graph I Spy a Coin I Spy an Animal Keep It Up Letter Sort Likely or Unlikely Make a Tower of Ten One Less One More Sharing Goldfish Slap One More Snack Fractions Sort and Graph Leaves Sorting Laundry Special Day Countdown Who has the Biggest Number? |
| STRAND / TOPIC / STANDARD | MD.M. | Mathematics |
| TOPIC / INDICATOR | M.G. | Geometry |
| INDICATOR / PROFICIENCY LEVEL | M.G.1. | Identify and Describe Two-Dimensional Shapes (Circles, Triangles, Rectangles; Including a Square Which is a Special Rectangle) |
| OBJECTIVE | M.G.1.1. | Match like (congruent and similar) shapes. (PK.G.1) ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| OBJECTIVE | M.G.1.2. | Group the shapes by attributes. (PK.G.2) ReadyRosie Candy Sort and Graph Finger Shapes Guess My Shape I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Sort and Graph Leaves Sorting Laundry Ways to Cut a Sandwich |
| STRAND / TOPIC / STANDARD | MD.M. | Mathematics |
| TOPIC / INDICATOR | M.G. | Geometry |
| INDICATOR / PROFICIENCY LEVEL | M.G.2. | Work with Three-Dimensional Shapes to Gain Foundation for Geometric Thinking |
| OBJECTIVE | M.G.2.1. | Match and sort three-dimensional shapes. (PK.G.3) ReadyRosie Building Houses Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Pantry Sort 1 Pantry Sort 2 Sort and Graph Leaves Sorting Laundry |
| OBJECTIVE | M.G.2.2. | Describe three-dimensional objects using attributes. (PK.G.4) ReadyRosie Building Houses Pantry Sort 1 Pantry Sort 2 |
| OBJECTIVE | M.G.2.3. | Compose and describe structures using three-dimensional shapes. Descriptions may include shape attributes, relative position, etc. (PK.G.5) ReadyRosie Bookcase Problem Building Houses Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Pantry Sort 1 Pantry Sort 2 Race Car Transformations Stuffed Animal Olympics Treasure Map |
| 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.A. | The Foundations and Function of Government |
| EXPECTATION | SS.1.1.A.1. | Identify the importance of rules. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| 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.C. | Protecting Rights and Maintaining Order |
| EXPECTATION | SS.1.1.C.1. | Identify the roles, rights, and responsibilities of being a member of the family and school. ReadyRosie My Address |
| 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.A. | Elements of Culture |
| EXPECTATION | SS.2.1.A.1. | Identify themselves as individuals and members of families that have the same human needs as others. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| 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.C. | Conflict and Compromise |
| EXPECTATION | SS.2.1.C.1. | Identify how groups of people interact. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| STRAND / TOPIC / STANDARD | MD.SS. | Social Studies |
| TOPIC / INDICATOR | SS.3. | Geography |
| INDICATOR / PROFICIENCY LEVEL | SS.3.1. | Students will use geographic concepts and processes to understand location and its relationship to human activities. |
| OBJECTIVE | SS.3.1.A. | Using Geographic Tools |
| EXPECTATION | SS.3.1.A.1. | Recognize that a globe and maps are used to help people locate places. ReadyRosie My Address |
| STRAND / TOPIC / STANDARD | MD.SS. | Social Studies |
| TOPIC / INDICATOR | SS.4. | Economics |
| INDICATOR / PROFICIENCY LEVEL | SS.4.1. | Students will identify the economic principles and processes that are helpful to producers and consumers when making good decisions. |
| OBJECTIVE | SS.4.1.A. | Scarcity and Economic Decision- Making |
| EXPECTATION | SS.4.1.A.1. | Recognize that people have to make choices because of unlimited economic wants. ReadyRosie Making a Grocery List |
| EXPECTATION | SS.4.1.A.2. | Identify that materials/resources are used to make products. ReadyRosie Making a Grocery List |
| EXPECTATION | SS.4.1.A.3. | Explain how technology affects the way people live, work, and play. ReadyRosie Making a Grocery List |
| STRAND / TOPIC / STANDARD | MD.SS. | Social Studies |
| TOPIC / INDICATOR | SS.4. | Economics |
| INDICATOR / PROFICIENCY LEVEL | SS.4.1. | Students will identify the economic principles and processes that are helpful to producers and consumers when making good decisions. |
| OBJECTIVE | SS.4.1.B. | Economic Systems and the Role of Government in the Economy |
| EXPECTATION | SS.4.1.B.1. | Identify types of local markets. ReadyRosie Making a Grocery List |
| EXPECTATION | SS.4.1.B.2. | Identify how goods are acquired ReadyRosie Making a Grocery List |
| STRAND / TOPIC / STANDARD | MD.SS. | Social Studies |
| TOPIC / INDICATOR | SS.6. | Social Studies Skills and Processes |
| INDICATOR / PROFICIENCY LEVEL | SS.6.1. | Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources. |
| OBJECTIVE | SS.6.1.A. | Learn to Read and Construct Meaning about Social Studies |
| EXPECTATION | SS.6.1.A.2. | Use strategies to prepare for reading (before reading.) ReadyRosie Getting Information from Pictures Just the Facts |
| STRAND / TOPIC / STANDARD | MD.SS. | Social Studies |
| TOPIC / INDICATOR | SS.6. | Social Studies Skills and Processes |
| INDICATOR / PROFICIENCY LEVEL | SS.6.1. | Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources. |
| OBJECTIVE | SS.6.1.B. | Learn to Write and Communicate Social Studies Understandings |
| EXPECTATION | SS.6.1.B.1. | Compose oral, written, and visual presentations that express personal ideas, inform, and persuade. ReadyRosie Baby Photo Fun Detailed Drawing of a Face Making Connections PreK Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream Zoo in My Room |
| EXPECTATION | SS.6.1.B.2. | Locate, retrieve, and use information from various sources to accomplish a purpose. ReadyRosie Making a Grocery List Using a Menu to Order Who Should We Ask? |
| STRAND / TOPIC / STANDARD | MD.SS. | Social Studies |
| TOPIC / INDICATOR | SS.6. | Social Studies Skills and Processes |
| INDICATOR / PROFICIENCY LEVEL | SS.6.1. | Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources. |
| OBJECTIVE | SS.6.1.D. | Acquire Social Studies Information |
| EXPECTATION | SS.6.1.D.1. | Identify primary and secondary sources of information that relate to the topic/situation/problem being studied. ReadyRosie Who Should We Ask? |
| STRAND / TOPIC / STANDARD | MD.SS. | Social Studies |
| TOPIC / INDICATOR | SS.6. | Social Studies Skills and Processes |
| INDICATOR / PROFICIENCY LEVEL | SS.6.1. | Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources. |
| OBJECTIVE | SS.6.1.F. | Analyze Social Studies Information |
| EXPECTATION | SS.6.1.F.1. | Interpret information from secondary sources including pictures, graphics, maps, atlases, and timelines. ReadyRosie My Address |
| 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.A. | Constructing Knowledge |
| EXPECTATION | S.1.1.A.1. | Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying things out. ReadyRosie Grocery Store Conversations Sink or Float |
| 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.B. | Applying Evidence and Reasoning |
| EXPECTATION | S.1.1.B.1. | People are more likely to believe your ideas if you can give good reasons for them. ReadyRosie Sink or Float |
| 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.C. | Communicating Scientific Information |
| EXPECTATION | S.1.1.C.1. | Ask, "How do you know?" in appropriate situations and attempt reasonable answers when others ask them the same question. ReadyRosie Sink or Float |
| STRAND / TOPIC / STANDARD | MD.S. | Science |
| TOPIC / INDICATOR | S.2. | Earth/Space |
| INDICATOR / PROFICIENCY LEVEL | S.2.1. | Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. |
| OBJECTIVE | S.2.1.E. | Interactions of Hydrosphere and Atmosphere |
| EXPECTATION | S.2.1.E.2. | Describe the weather using observations. ReadyRosie Grocery Store Conversations Sink or Float |
| STRAND / TOPIC / STANDARD | MD.H. | Health |
| TOPIC / INDICATOR | H.2. | Nutrition & Fitness |
| INDICATOR / PROFICIENCY LEVEL | H.2.1. | Students will demonstrate the ability to use nutrition and fitness knowledge, skills, and strategies to promote a healthy lifestyle. |
| OBJECTIVE | H.2.1.A. | Responses to Food |
| EXPECTATION | H.2.1.A.1. | Identify the relationship between food and the senses. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| STRAND / TOPIC / STANDARD | MD.H. | Health |
| TOPIC / INDICATOR | H.2. | Nutrition & Fitness |
| INDICATOR / PROFICIENCY LEVEL | H.2.1. | Students will demonstrate the ability to use nutrition and fitness knowledge, skills, and strategies to promote a healthy lifestyle. |
| OBJECTIVE | H.2.1.E. | Food & Health |
| EXPECTATION | H.2.1.E.1. | Recognize the relationship between food and health. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| 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.B. | Balance |
| EXPECTATION | PE.2.1.B.1. | Identify balance through movement. ReadyRosie Follow the Leader |
| STRAND / TOPIC / STANDARD | MD.PE. | Physical Education |
| TOPIC / INDICATOR | PE.4. | Exercise Physiology |
| INDICATOR / PROFICIENCY LEVEL | PE.4.1. | Students will demonstrate the ability to use scientific principles to design and participate in a regular, moderate to vigorous physical activity program that contributes to personal health and enhances cognitive and physical performance in a variety of academic, recreational, and life tasks. |
| OBJECTIVE | PE.4.1.A. | Effects of Physical Activity on the Body |
| EXPECTATION | PE.4.1.A.1. | Identify the effects of physical activity on the body systems. ReadyRosie Follow the Leader Jump to It Rock Toss |
| STRAND / TOPIC / STANDARD | MD.PE. | Physical Education |
| TOPIC / INDICATOR | PE.4. | Exercise Physiology |
| INDICATOR / PROFICIENCY LEVEL | PE.4.1. | Students will demonstrate the ability to use scientific principles to design and participate in a regular, moderate to vigorous physical activity program that contributes to personal health and enhances cognitive and physical performance in a variety of academic, recreational, and life tasks. |
| OBJECTIVE | PE.4.1.E. | Nutrition and Physical Activity |
| EXPECTATION | PE.4.1.E.1. | Recognize the relationship between nutrition and physical activity. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| STRAND / TOPIC / STANDARD | MD.PE. | Physical Education |
| TOPIC / INDICATOR | PE.5. | Physical Activity |
| INDICATOR / PROFICIENCY LEVEL | PE.5.1. | Students will demonstrate the ability to use the principles of exercise physiology, social psychology, and biomechanics to design and adhere to a regular, personalized, purposeful program of physical activity consistent with their health, performance, and fitness goals in order to gain health and cognitive/academic benefits. |
| OBJECTIVE | PE.5.1.C. | Flexibility |
| EXPECTATION | PE.5.1.C.1. | Identify and show activities for flexibility. ReadyRosie Follow the Leader |
| STRAND / TOPIC / STANDARD | MD.FA. | Fine Arts |
| TOPIC / INDICATOR | FA.2. | Dance: Historical, Cultural, and Social Context |
| INDICATOR / PROFICIENCY LEVEL | FA.2.1. | Students will demonstrate an understanding of dance as an essential aspect of history and human experience. |
| OBJECTIVE | FA.2.1.1. | Demonstrate knowledge of dances from a variety of cultures. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| STRAND / TOPIC / STANDARD | MD.FA. | Fine Arts |
| TOPIC / INDICATOR | FA.5. | Music: Perceiving, Performing, and Responding |
| INDICATOR / PROFICIENCY LEVEL | FA.5.1. | Aesthetic Education: Students will demonstrate the ability to perceive, perform, and respond to music. |
| OBJECTIVE | FA.5.1.1. | Develop awareness of the characteristics of musical sounds and silence, and the diversity of sounds in the environment. ReadyRosie Grocery Store Conversations |
| OBJECTIVE | FA.5.1.2. | Experience performance through singing, playing instruments, and listening to performances of others. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| STRAND / TOPIC / STANDARD | MD.FA. | Fine Arts |
| TOPIC / INDICATOR | FA.6. | Music: Historical, Cultural, and Social Context |
| INDICATOR / PROFICIENCY LEVEL | FA.6.1. | Students will demonstrate an understanding of music as an essential aspect of history and human experience. |
| OBJECTIVE | FA.6.1.1. | Develop the ability to recognize music as a form of individual and cultural expression through experiencing music as both personal and societal expression. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| STRAND / TOPIC / STANDARD | MD.FA. | Fine Arts |
| TOPIC / INDICATOR | FA.9. | Theatre: Perceiving and Responding |
| INDICATOR / PROFICIENCY LEVEL | FA.9.1. | 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.9.1.2. | Identify and describe the visual, aural, oral, and kinesthetic elements of dramatic performances. ReadyRosie Grocery Store Conversations |
| STRAND / TOPIC / STANDARD | MD.FA. | Fine Arts |
| TOPIC / INDICATOR | FA.10. | Theatre: Historical, Cultural, and Social Context |
| INDICATOR / PROFICIENCY LEVEL | FA.10.1. | Students will demonstrate an understanding of the history, traditions, and conventions of theatre, dramatic works, and other literature of the theatre. |
| OBJECTIVE | FA.10.1.1. | Express a range of responses to a variety of stimuli. ReadyRosie Grocery Store Conversations |
| STRAND / TOPIC / STANDARD | MD.FA. | Fine Arts |
| TOPIC / INDICATOR | FA.13. | Visual Arts: Perceiving and Responding |
| INDICATOR / PROFICIENCY LEVEL | FA.13.1. | Aesthetic Education: Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art. |
| OBJECTIVE | FA.13.1.3. | Experiment with the elements of art and principles of design to develop personally meaningful compositions. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / TOPIC / STANDARD | MD.FA. | Fine Arts |
| TOPIC / INDICATOR | FA.14. | Visual Arts: Historical, Cultural, and Social Context |
| INDICATOR / PROFICIENCY LEVEL | FA.14.1. | Students will demonstrate an understanding of visual arts as an essential aspect of history and human experience. |
| OBJECTIVE | FA.14.1.3. | Differentiate among works by artists representative of different cultures. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| OBJECTIVE | FA.14.1.4. | Describe processes used to interpret and express ideas in the visual arts and other disciplines. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / TOPIC / STANDARD | MD.FA. | Fine Arts |
| TOPIC / INDICATOR | FA.15. | Visual Arts: Creative Expression and Production |
| INDICATOR / PROFICIENCY LEVEL | FA.15.1. | Students will demonstrate the ability to organize knowledge and ideas for expression in the production of art. |
| OBJECTIVE | FA.15.1.1. | Create images and forms from observation, memory, imagination, and feelings. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / 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. | Seeks new and varied experiences and challenges (i.e., put materials together in new ways to test results; joins in a peer created game or activity). ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION | SF.1.1.A.2. | Requires fewer prompts to follow classroom routines and is able to independently anticipate what happens next. 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.A. | Expresses, Understands, and Responds to Feelings/Emotions of Others |
| EXPECTATION | SF.1.2.A.1. | Communicates negative and positive emotions verbally and responds to teacher prompts or directions. ReadyRosie Funny Faces Talking About Your Feelings |
| EXPECTATION | SF.1.2.A.2. | Understands wider array of feelings (e.g., frustrated, scared, lonely) and expresses them to others. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| EXPECTATION | SF.1.2.A.4. | Shows concern for peers who are upset or hurt. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| 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. | Has one or more special friendships. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION | SF.1.2.B.2. | Initiates interactions (e.g., talking, playing). ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION | SF.1.2.B.3. | Shares materials and equipment with other children with adult modeling and support. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| 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. | Identifies differences or similarities between self as compared to others (e.g., children with disability, gender, hair color, etc.). ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| EXPECTATION | SF.1.2.C.2. | Identifies and negotiates when a peer is not given the same instructions or structure (e.g., “William’s mommy lets him watch Dora. Why can’t I?”). ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| 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. | Identifies interpersonal conflicts and begins to manage emotions more effectively using self-talk with adult support and modeling (e.g., “Take three deep breaths, and then ask Caleb for another turn”). ReadyRosie Funny Faces How can I stop my kids from fighting? Talking About Your Feelings |
| EXPECTATION | SF.1.2.D.2. | Seeks adult help when solving interpersonal conflicts. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| EXPECTATION | SF.1.2.D.3. | Discusses possible solutions with peers with adult assistance. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| EXPECTATION | SF.1.2.D.4. | Has an awareness of conflict resolution strategies but is not able to independently implement consistently (e.g., understands a story when a social strategy was used but can’t adapt functionally). ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| 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. | Avoids imitating the negative behavior of peers with minimal prompting from adults. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| EXPECTATION | SF.2.1.A.2. | Can more reliably control impulses during structured activities that are familiar (e.g., raising hand to talk). ReadyRosie All Done Choosing the Right Voice Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| EXPECTATION | SF.2.1.A.3. | Can play the role of a teacher in game and monitor other children’s behavior and remind them to follow the rules. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? In My Pond, Part 1 In My Pond, Part 2 Is my child overscheduled? Pretending Together Sink or Swim Stuffed Animal Stories Taking Turns Toy Stories |
| EXPECTATION | SF.2.1.A.4. | Sometimes able to resist habits when they are no longer appropriate (e.g., may remember while walking to the bathroom that the paper towels have moved and change course). ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| 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. | Independently waits for an object without grabbing most of the time. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| EXPECTATION | SF.2.1.B.2. | Able to take turns with preferred toys or classroom materials (i.e., waits for an object without grabbing with minimal prompting). ReadyRosie All Done Building Houses Decorating Cupcakes Family Talent Show How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Keep It Up Sink or Swim Taking Turns Who has the Biggest Number? |
| EXPECTATION | SF.2.1.B.3. | Can wait for a highly desired food or object, although may occasionally need reminders. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| 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. | Learns coping strategies (e.g., using words, pretend play, drawing) to establish greater control and competence in managing intense emotions (e.g., after going to the emergency room, he or she may repeatedly play out the experience with dolls and stuffed animals) and resist impulse to harm self, others or property. ReadyRosie All Done Decorating Cupcakes Detailed Drawing of a Face How can I get my child to listen to me? How should I handle temper tantrums? In My Pond, Part 1 In My Pond, Part 2 Is my child overscheduled? May I Take your Order? Mirror, Mirror Pretending Together Shaving Cream Shapes Sink or Swim Stuffed Animal Stories Taking Turns Three Ways to Show a Number Toy Stories Using a Menu to Order Writing Names with Shaving Cream |
| 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. | Increases ability to ignore distractions and sustain attention on topics that are of interest to the child (e.g., can focus on a drawing even when other children are nearby; might say, “I’ll play with you later. I want to finish this”). ReadyRosie Celebrate Learning Detailed Drawing of a Face May I Take your Order? Mirror, Mirror My Age Shape Changers Shaving Cream Shapes Sink or Swim Taking Turns Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| EXPECTATION | SF.2.1.D.2. | Capable of sustaining focus on longer-term or complex projects, with support from an adult. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| 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 with minimal prompting from adults (e.g., can ignore other activities nearby and hold focus on a teacher directed small group activity). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | SF.2.1.E.2. | May need a reminder to return to an earlier task after an interruption. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| 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 recent events in a story and use this information to shape predictions and questions. ReadyRosie Asking Wh- Questions Book Selection Find My Number My Address My Favorite Part Picture Walk Predictions Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Selecting Books Sink or Swim Text to Self Connections Think About It Tips for helping your child love reading |
| EXPECTATION | SF.2.2.A.3. | Can remember and follow multiple classroom rules with visual and auditory cues. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| EXPECTATION | SF.2.2.A.4. | Can remember and follow two-step directions without prompting. ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| EXPECTATION | SF.2.2.A.5. | Can hold in mind the comments of peers and respond appropriately during a short class discussion. ReadyRosie Color Word Sentences Find My Number If You're Happy & You Know It My Address Pantry Talk Description Phone Fun Recalling What Happened in a Story Sink or Swim Taking Turns Who Should We Ask? |
| EXPECTATION | SF.2.2.A.6. | Can keep track of a few different objects for short periods of time. ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| EXPECTATION | SF.2.2.A.7. | Can enjoy more complex memory games with more cards or objects. ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| 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 independently sustain a character in pretend play for ten minutes or longer. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| EXPECTATION | SF.2.3.A.3. | Can enjoy games like Simon Says that require child to follow two different rules when cued (copying, not copying). ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| EXPECTATION | SF.2.3.A.4. | Can follow different rules in different familiar contexts with minimal reminders (e.g., take off shoes at home but not at school). ReadyRosie Find My Number How do I get my child to______? How should I handle temper tantrums? My Address Recalling What Happened in a Story Sink or Swim |
| EXPECTATION | SF.2.3.A.5. | Will often recognize and correct mistakes independently. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| EXPECTATION | SF.2.3.A.6. | Able to change the categories used for sorting materials with help (e.g., sort by color then by shape). ReadyRosie Candy Sort and Graph Finger Shapes Grocery Store Conversations Guess My Shape I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Sort and Graph Leaves Sorting Laundry Ways to Cut a Sandwich |
| 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.3. | When in conflict with another child, increasingly able to suggest possible solutions. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| 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.3. | Elaborates on experiments by attempting to replicate results using different materials (e.g., gathers several materials to drop in the water table, then sorts what sinks vs. what floats). ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| EXPECTATION | SF.2.4.A.4. | Asks to participate in new experiences that he or she has observed or has heard of others participating in (e.g., says, "Janice goes fishing. Can I?"). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| 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.2. | Starts to show an increase in enthusiasm for learning letters, shapes, and numbers (e.g., while looking at a book with dad, points to a word that contains the letter "S" and says, "S! That's in my name! What is that word?"). ReadyRosie Finger Shapes Guess My Shape Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Mirror, Mirror Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shape Changers Shape Hunt Shaving Cream Shapes Shopping for Clothes Silverware Alphabet Stomp the Letter Ways to Cut a Sandwich Writing Names with Shaving Cream |
| EXPECTATION | SF.2.4.B.3. | Seeks new and varied experiences and challenges (e.g., puts materials together in new ways to test results; joins in a peer-created game or activity, tries to dress a new doll or builds a new construction toy). ReadyRosie Building Houses Celebrate Learning Family Talent Show Keep It Up My Age Shape Changers Sink or Swim Taking Turns Who has the Biggest Number? |
| 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. | When prompted, initiates plan of activities. ReadyRosie Celebrate Learning My Age Setting Summer Learning Goals Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | SF.2.4.C.2. | Shows interest in leading activities and taking responsibility during cleanup activities. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| EXPECTATION | SF.2.4.C.4. | Develops greater ability to set goals and follow a plan (e.g., child says, "I'm going to pick up all these branches," and then works until it is done). ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| 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 Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| 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 Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | SF.2.5.A.3. | Will often persist in working to complete all aspects of a planned task (e.g., when building a zoo in the block area, will keep working until every animal has a cage). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| 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. | Continues to attempt to build a tower even after three or more unsuccessful attempts with adult support and encouragement. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | SF.2.5.B.2. | Experiences difficulty with drawing, cutting, and writing, but persists with adult support and encouragement until task is complete. ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / 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.1. | Responds more appropriately and sympathetically to peers who are in need, upset, hurt, or angry (e.g., says, "Don't cry, Willy. My daddy can fix that bike. He knows how"). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| EXPECTATION | SF.2.6.A.3. | Shows further progress in developing friendships with peers, even if a bond is formed with just one other child. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION | SF.2.6.A.4. | Begins to try to please other children (e.g., says, "You can come to my birthday party, ok?"). ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION | SF.2.6.A.5. | Suggests solutions to problems with other children, while continuing to seek adults' help (e.g., says, "Hey, Benjamin! We can BOTH be firemen!"). ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| 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. | Helps to create classroom rules. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| EXPECTATION | SF.2.7.A.2. | Responds to teacher directions or signals consistently. ReadyRosie Follow My Design Follow the Leader How do I get my child to______? How should I handle temper tantrums? Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| EXPECTATION | SF.2.7.A.3. | Takes initiative with assigned or chosen tasks relating to classroom routines. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| EXPECTATION | SF.2.7.A.4. | Behaves appropriately within the context of the classroom routines with adult modeling and support (i.e. listens when someone else is talking or raises hand to share). ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| EXPECTATION | SF.2.7.A.5. | Requires fewer prompts to follow classroom routines and is able to independently anticipate what happens next. 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.1. | Manages separation anxiety from home to school by kissing caregiver goodbye or waving from the window every day. ReadyRosie How can I help my child with separation? |
| EXPECTATION | SF.2.7.C.3. | Engages in out of the classroom activities (i.e., recess) and successfully reenters classroom without disruption. ReadyRosie How can I stop my kids from fighting? |
| 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. | Helps with clean up after activities with prompting. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| EXPECTATION | SF.2.7.D.3. | Recognizes and is responsible for returning items to appropriate location with prompting. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| EXPECTATION | SF.2.7.D.4. | Begins identifying when things are not put away in designated areas. 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.2.8. | 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. | Begins to create art that is more realistic and includes some details of objects, animals or people. Such details are typically remembered features that have made an impression, but do not include all that is seen or known (e.g., draws a picture of a car with four wheels but no windows). ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| EXPECTATION | SF.2.8.A.2. | Uses art to reflect thoughts and feelings (e.g., transforms a list of favorite foods that his teacher had recorded on paper into a mobile from which illustrations of these foods are hung). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Tips for helping your child love reading |
| 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.2. | Uses objects as symbolic props (e.g., places a shell on top of a dollhouse and declares it to be a satellite dish). ReadyRosie Tips for helping your child love reading |
| EXPECTATION | SF.2.8.B.3. | Becomes more animated in play (e.g., using different voices for the baby, dog, etc.) ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| Maryland College and Career-Ready Standards |
| Language Arts |
| Grade: Pre K - Adopted: 2014 |
| STRAND / TOPIC / STANDARD | MD.RL. | Standards for Reading Literature (RL) |
| TOPIC / INDICATOR | Key Ideas and Details | |
| INDICATOR / PROFICIENCY LEVEL | RL1.CCR. | Anchor Standard: 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 | PK.RL1. | With modeling and prompting, answer questions about details in a text. |
| EXPECTATION | PK.RL1.1. | With modeling and support, listen to a wide variety of literary texts (fiction, non-fiction, fables, folktales, realistic fiction, historical fiction, poems, plays, etc.) from a wide variety of cultures related to personal interests. ReadyRosie Stuffed Animal Stories |
| EXPECTATION | PK.RL1.3. | With modeling and support, before reading use prior knowledge and experiences to make connections to literary text. ReadyRosie Baby Photo Fun Making Connections PreK Picture Walk Predictions Text to Self Connections |
| EXPECTATION | PK.RL1.4. | With modeling and support, before reading make predictions and/or ask questions about the text by examining the title, cover, illustrations/photographs and/or text. ReadyRosie Book Bag Descriptions Book Selection Funny Reading Picture Walk Predictions Predicting Vocabulary Selecting Books |
| EXPECTATION | PK.RL1.5. | With modeling and support, during Interactive Read Alouds of literary text listen, ask and answer questions as appropriate. ReadyRosie Book Bag Descriptions Reading a Book for the Second Time Recalling What Happened in a Story Stuffed Animal Stories |
| EXPECTATION | PK.RL1.6. | With modeling and support, after reading engage in conversations to facilitate recall of details in order to answer questions about the text. ReadyRosie Asking Wh- Questions |
| EXPECTATION | PK.RL1.7. | With modeling and support, after reading respond to text, recalling details through discussions, dramatizing, drawing and/or writing. ReadyRosie Act It Out Asking Wh- Questions Detailed Drawing of a Face Itsy Bitsy Spider Illustrations Stuffed Animal Stories Tips for helping your child love reading Toy Stories Using a Menu to Order |
| STRAND / TOPIC / STANDARD | MD.RL. | Standards for Reading Literature (RL) |
| TOPIC / INDICATOR | Key Ideas and Details | |
| INDICATOR / PROFICIENCY LEVEL | RL2.CCR. | Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. |
| OBJECTIVE | PK.RL2. | With modeling and support, retell familiar stories/poems. |
| EXPECTATION | PK.RL2.1. | With modeling and support, listen to and discuss a wide variety of complex literary texts (narrative text structure, both fiction and non-fiction including plays, stories and poems) representing diverse cultures, perspectives and ethnicities. ReadyRosie Stuffed Animal Stories |
| EXPECTATION | PK.RL2.3. | With modeling and support, identify the beginning, middle and end of text. ReadyRosie Itsy Bitsy Spider Illustrations |
| EXPECTATION | PK.RL2.4. | With modeling and support, retell the text or part of the text in an appropriate sequence. ReadyRosie Itsy Bitsy Spider Illustrations My Favorite Part Recalling What Happened in a Story Retelling the Story |
| STRAND / TOPIC / STANDARD | MD.RL. | Standards for Reading Literature (RL) |
| TOPIC / INDICATOR | Key Ideas and Details | |
| INDICATOR / PROFICIENCY LEVEL | RL3.CCR. | Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of text. |
| OBJECTIVE | PK.RL3. | With modeling and support, identify characters, settings and major events in a story. |
| EXPECTATION | PK.RL3.1. | With modeling and support, understand the terms: character and setting. ReadyRosie Making Connections PreK |
| EXPECTATION | PK.RL3.2. | With modeling and support, identify characters, setting, and major events in a story through use of dramatization, puppets, discussion, writing, drawing, etc. ReadyRosie Act It Out Asking Wh- Questions Detailed Drawing of a Face Itsy Bitsy Spider Illustrations Making Connections PreK Stuffed Animal Stories Tips for helping your child love reading Toy Stories Using a Menu to Order |
| STRAND / TOPIC / STANDARD | MD.RL. | Standards for Reading Literature (RL) |
| TOPIC / INDICATOR | Craft and Structure | |
| INDICATOR / PROFICIENCY LEVEL | RL4.CCR. | Anchor Standard: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. |
| OBJECTIVE | PK.RL4. | With modeling and support, answer questions about unknown words in stories and poems. |
| EXPECTATION | PK.RL4.1. | With modeling and support, activate prior knowledge and experiences to determine the meaning of unknown words. ReadyRosie Baby Photo Fun Making Connections PreK Picture Walk Predictions Text to Self Connections |
| EXPECTATION | PK.RL4.2. | With modeling and support, use text and illustrations to identify meaning of unknown words. ReadyRosie Picture Walk Predictions Retelling the Story |
| STRAND / TOPIC / STANDARD | MD.RL. | Standards for Reading Literature (RL) |
| TOPIC / INDICATOR | Craft and Structure | |
| INDICATOR / PROFICIENCY LEVEL | RL6.CCR. | Anchor Standard: Assess how point of view or purpose shapes the content and style of a text. |
| OBJECTIVE | PK.RL6. | With modeling and support, identify the role of author and illustrator. |
| EXPECTATION | PK.RL6.1. | With modeling and support, identify the role of (and use the terms) authors and illustrators. ReadyRosie Funny Reading |
| STRAND / TOPIC / STANDARD | MD.RL. | Standards for Reading Literature (RL) |
| TOPIC / INDICATOR | Integration of Knowledge and Ideas | |
| INDICATOR / PROFICIENCY LEVEL | RL7.CCR. | Anchor Standard: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. |
| OBJECTIVE | PK.RL7. | With modeling and support, tell how the illustrations support the story. |
| EXPECTATION | PK.RL7.1. | With modeling and support, describe the illustrations in a story. ReadyRosie Picture Walk Predictions Retelling the Story |
| EXPECTATION | PK.RL7.2. | With modeling and support, participate in discussions about the information derived from details in the illustrations in a story and how the details contribute to the understanding of a story. ReadyRosie Picture Walk Predictions Retelling the Story |
| STRAND / TOPIC / STANDARD | MD.RL. | Standards for Reading Literature (RL) |
| TOPIC / INDICATOR | Integration of Knowledge and Ideas | |
| INDICATOR / PROFICIENCY LEVEL | RL9.CCR. | Anchor Standard: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. |
| OBJECTIVE | PK.RL9. | With modeling and support, compare adventures and experiences of characters in familiar stories. |
| EXPECTATION | PK.RL9.1. | With modeling and support, explore/discuss story elements, including characters and events. ReadyRosie Making Connections PreK Toy Stories |
| EXPECTATION | PK.RL9.2. | With modeling and support, discuss what characters do and say in a familiar story. ReadyRosie Making Connections PreK |
| EXPECTATION | PK.RL9.3. | With modeling and support, recognize that characters have unique adventures and experiences. ReadyRosie Making Connections PreK |
| EXPECTATION | PK.RL9.4. | With modeling and support, compare characters, including their experiences and actions. ReadyRosie Making Connections PreK |
| STRAND / TOPIC / STANDARD | MD.RL. | Standards for Reading Literature (RL) |
| TOPIC / INDICATOR | Range of Reading and Level of Text Complexity | |
| INDICATOR / PROFICIENCY LEVEL | RL10.CCR. | Anchor Standard: Read and comprehend complex literary and informational texts independently and proficiently. |
| OBJECTIVE | PK.RL10. | Actively engage in group reading activities with purpose and understanding. |
| EXPECTATION | PK.RL10.1. | With modeling and support, develop comprehension skills by listening to a variety of appropriate increasingly complex literary texts (self-selected and assigned) representing diverse cultures, perspectives, ethnicities, and time periods (fiction and non-fiction) from a wide variety of genres (e.g. stories, poems, nursery rhymes, realistic fiction, fairy tales, fantasy, etc.). ReadyRosie Stuffed Animal Stories |
| EXPECTATION | PK.RL10.4. | With modeling and support, participate in collaborative conversations with peers about grade-level complex literary text. ReadyRosie Asking Wh- Questions |
| STRAND / TOPIC / STANDARD | MD.RI. | Standards for Reading Informational Text (RI) |
| TOPIC / INDICATOR | Key Ideas and Details | |
| INDICATOR / PROFICIENCY LEVEL | RI1.CCR. | Anchor Standard: 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 | PK.RI1. | With modeling and support, answer questions about details in an informational text. |
| EXPECTATION | PK.RI1.2. | With modeling and support, develop awareness of strategies that are used to monitor understanding before, during, and after reading, viewing, or listening to informational text. ReadyRosie Getting Information from Pictures |
| EXPECTATION | PK.RI1.3. | With modeling and support, before reading use prior knowledge and experiences to make connections to informational text. ReadyRosie Getting Information from Pictures Text to Self Connections |
| EXPECTATION | PK.RI1.4. | With modeling and support, before reading make predictions or ask questions about the text by examining the title, cover, illustrations/photographs/text features/graphic aides. ReadyRosie Book Bag Descriptions Getting Information from Pictures Just the Facts Think About It |
| EXPECTATION | PK.RI1.5. | With modeling and support, during Interactive Read Alouds of informational text listen, ask and answer questions as appropriate. ReadyRosie Book Bag Descriptions Getting Information from Pictures Just the Facts Making Trail Mix |
| EXPECTATION | PK.RI1.7. | With modeling and support, after reading respond to text through discussions, dramatizing, drawing and/or developmentally appropriate writing including the use of technology. ReadyRosie Act It Out Detailed Drawing of a Face Itsy Bitsy Spider Illustrations Stuffed Animal Stories Tips for helping your child love reading Toy Stories Using a Menu to Order |
| STRAND / TOPIC / STANDARD | MD.RI. | Standards for Reading Informational Text (RI) |
| TOPIC / INDICATOR | Key Ideas and Details | |
| INDICATOR / PROFICIENCY LEVEL | RI2.CCR. | Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. |
| OBJECTIVE | PK.RI2. | With modeling and support, recall one or more detail(s) related to the main topic from an informational text. |
| EXPECTATION | PK.RI2.3. | With modeling and support, participate in discussion about the main topic in order to recall one or more detail(s) from the text and to respond to questions about the topic and details. ReadyRosie Book Bag Descriptions Just the Facts Making Trail Mix |
| STRAND / TOPIC / STANDARD | MD.RI. | Standards for Reading Informational Text (RI) |
| TOPIC / INDICATOR | Key Ideas and Details | |
| INDICATOR / PROFICIENCY LEVEL | RI3.CCR. | Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of text. |
| OBJECTIVE | PK.RI3. | With modeling and support, connect individuals, events, and pieces of information in text to life experiences. |
| EXPECTATION | PK.RI3.1. | With modeling and support, access prior knowledge and experiences in order to identify and discuss how personal experiences, events and individuals in their own lives are similar and different from the text. ReadyRosie Getting Information from Pictures Text to Self Connections |
| EXPECTATION | PK.RI3.3. | With modeling and support, determine and retell important ideas and messages in informational text. ReadyRosie All About My Day Just the Facts |
| STRAND / TOPIC / STANDARD | MD.RI. | Standards for Reading Informational Text (RI) |
| TOPIC / INDICATOR | Craft and Structure | |
| INDICATOR / PROFICIENCY LEVEL | RI4.CCR. | Anchor Standard: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. |
| OBJECTIVE | PK.RI4. | With modeling and support, answer questions about unknown words in a text. |
| EXPECTATION | PK.RI4.1. | With modeling and support, activate prior knowledge and experiences to determine the meaning of unknown words. ReadyRosie Getting Information from Pictures Text to Self Connections |
| STRAND / TOPIC / STANDARD | MD.RI. | Standards for Reading Informational Text (RI) |
| TOPIC / INDICATOR | Integration of Knowledge and Ideas | |
| INDICATOR / PROFICIENCY LEVEL | RI8.CCR. | Anchor Standard: 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 | PK.RI8. | With modeling and support, identify the reasons an author gives to support points in a text. |
| EXPECTATION | PK.RI8.3. | With modeling and support, answer questions about details in a text. ReadyRosie Book Bag Descriptions Just the Facts Making Trail Mix |
| STRAND / TOPIC / STANDARD | MD.RI. | Standards for Reading Informational Text (RI) |
| TOPIC / INDICATOR | Integration of Knowledge and Ideas | |
| INDICATOR / PROFICIENCY LEVEL | RI9.CCR. | Anchor Standard: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. |
| OBJECTIVE | PK.RI9. | With prompting and support, discuss similarities and differences between two texts on the same topic (i.e. in illustrations or descriptions). |
| EXPECTATION | PK.RI9.3. | With modeling and support, recognize texts that have the same topic. ReadyRosie Compare and Contrast Questions |
| EXPECTATION | PK.RI9.4. | With modeling and support, participate in discussions to identify the similarities and differences between two texts on the same topic. ReadyRosie Compare and Contrast Questions |
| STRAND / TOPIC / STANDARD | MD.RI. | Standards for Reading Informational Text (RI) |
| TOPIC / INDICATOR | Range of Reading and Level of Text Complexity | |
| INDICATOR / PROFICIENCY LEVEL | RI10.CCR. | Anchor Standard: Read and comprehend complex literary and informational texts independently and proficiently. |
| OBJECTIVE | PK.RI10. | Actively engage in group reading activities with purpose and understanding. |
| EXPECTATION | PK.RI10.2. | With modeling and support, use a variety of strategies to determine and clarify the meaning of unknown and multiple meaning words and phrases. ReadyRosie Think About It |
| EXPECTATION | PK.RI10.3. | With modeling and support, apply before, during and after reading strategies for a variety of informational texts. ReadyRosie Getting Information from Pictures |
| STRAND / TOPIC / STANDARD | MD.RF. | Standards for Reading Foundational Skills (RF) |
| TOPIC / INDICATOR | Print Concepts | |
| INDICATOR / PROFICIENCY LEVEL | PK.RF1. | Demonstrate understanding of basic features of print. |
| OBJECTIVE | PK.RF1.a. | Demonstrate an awareness that words are read from left to right, top to bottom and page by page. |
| EXPECTATION | PK.RF1.a.1. | With modeling and support, demonstrate interest/attention to print. ReadyRosie Chime In Making a Grocery List Reading with Jack and Jill |
| EXPECTATION | PK.RF1.a.5. | With modeling and support, follow words from left to right (and return sweep), top to bottom, front to back and page by page. ReadyRosie Chime In Funny Reading Reading with Jack and Jill Words on the Page |
| STRAND / TOPIC / STANDARD | MD.RF. | Standards for Reading Foundational Skills (RF) |
| TOPIC / INDICATOR | Print Concepts | |
| INDICATOR / PROFICIENCY LEVEL | PK.RF1. | Demonstrate understanding of basic features of print. |
| OBJECTIVE | PK.RF1.b. | Recognize that spoken words can be written and read. |
| EXPECTATION | PK.RF1.b.3. | With modeling and support, understand that print conveys meaning. ReadyRosie Chime In Making a Grocery List Reading with Jack and Jill |
| STRAND / TOPIC / STANDARD | MD.RF. | Standards for Reading Foundational Skills (RF) |
| TOPIC / INDICATOR | Print Concepts | |
| INDICATOR / PROFICIENCY LEVEL | PK.RF1. | Demonstrate understanding of basic features of print. |
| OBJECTIVE | PK.RF1.d. | Recognize and name some upper and lowercase letters of the alphabet. |
| EXPECTATION | PK.RF1.d.1. | With modeling and support, apply visual discrimination of shapes and orientation. ReadyRosie Jump Rope Letters Making a Grocery List |
| EXPECTATION | PK.RF1.d.2. | With modeling and support, differentiate between pictures, shapes, letters, and numerals. ReadyRosie Kitchen Labeling Making Letter Soup Making a Grocery List Name Game Point the ABC Song Shopping for Clothes Silverware Alphabet |
| EXPECTATION | PK.RF1.d.3. | With modeling and support, attend to print in order to discriminate between letters and numbers in order to recognize that letters and numbers represent different concepts. ReadyRosie Making Letter Soup Making a Grocery List Name Game Point the ABC Song Silverware Alphabet |
| EXPECTATION | PK.RF1.d.4. | With modeling and support, attend to print in order to learn letter names. ReadyRosie Making Letter Soup Making a Grocery List Name Game Point the ABC Song Silverware Alphabet |
| STRAND / TOPIC / STANDARD | MD.RF. | Standards for Reading Foundational Skills (RF) |
| TOPIC / INDICATOR | Phonological Awareness | |
| INDICATOR / PROFICIENCY LEVEL | PK.RF2. | Demonstrate understanding of spoken words and sounds (phonemes). |
| OBJECTIVE | PK.RF2.a. | Recognize rhyming words in spoken language. |
| EXPECTATION | PK.RF2.a.2. | With modeling and support, begin to demonstrate auditory discrimination of rimes/same ending sounds. ReadyRosie Listen My Children Reading the Grocery List Searching for Sounds at the Store Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| EXPECTATION | PK.RF2.a.3. | With modeling and support, identify rhyme in poems and stories read aloud. ReadyRosie Hopping Rhyming Little Bo Peep Substitutions Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| STRAND / TOPIC / STANDARD | MD.RF. | Standards for Reading Foundational Skills (RF) |
| TOPIC / INDICATOR | Phonological Awareness | |
| INDICATOR / PROFICIENCY LEVEL | PK.RF2. | Demonstrate understanding of spoken words and sounds (phonemes). |
| OBJECTIVE | PK.RF2.b. | Identify and isolate individual words in a spoken sentence. |
| EXPECTATION | PK.RF2.b.1. | With modeling and support, identify and differentiate individual words in spoken language. ReadyRosie Grocery Store Conversations How can I help my child learn new words? Mystery Bag Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| STRAND / TOPIC / STANDARD | MD.RF. | Standards for Reading Foundational Skills (RF) |
| TOPIC / INDICATOR | Phonological Awareness | |
| INDICATOR / PROFICIENCY LEVEL | PK.RF2. | Demonstrate understanding of spoken words and sounds (phonemes). |
| OBJECTIVE | PK.RF2.c. | Count, pronounce, blend, and segment syllables in spoken words. |
| EXPECTATION | PK.RF2.c.1. | With modeling and support, identify and isolate spoken words in a sentence. ReadyRosie Color Word Sentences Sentence Segmenting Words on the Page |
| EXPECTATION | PK.RF2.c.2. | With modeling and support, identify whether isolated sounds are same or different. ReadyRosie Frog Hopping |
| EXPECTATION | PK.RF2.c.3. | With modeling and support, orally blend word parts (onsets and rimes). ReadyRosie Drumming Sounds Echo Game Frog Hopping Lazy Letters Sequences of Sounds |
| STRAND / TOPIC / STANDARD | MD.RF. | Standards for Reading Foundational Skills (RF) |
| TOPIC / INDICATOR | Phonological Awareness | |
| INDICATOR / PROFICIENCY LEVEL | PK.RF2. | Demonstrate understanding of spoken words and sounds (phonemes). |
| OBJECTIVE | PK.RF2.d. | Blend and segment onsets and rimes of single-syllable spoken words. |
| EXPECTATION | PK.RF2.d.1. | With modeling and support, identify initial and final sounds in a word. ReadyRosie Listen My Children Reading the Grocery List Searching for Sounds at the Store Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| EXPECTATION | PK.RF2.d.2. | With modeling and support, categorize words as same or different by initial or final sound. ReadyRosie Grocery Store Conversations How Many Can You Name? Listen My Children Reading the Grocery List Searching for Sounds at the Store Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| EXPECTATION | PK.RF2.d.3. | With modeling and support, orally blend word parts (e.g. onsets and rimes). ReadyRosie Drumming Sounds Echo Game Frog Hopping Lazy Letters Sequences of Sounds |
| STRAND / TOPIC / STANDARD | MD.RF. | Standards for Reading Foundational Skills (RF) |
| TOPIC / INDICATOR | Phonological Awareness | |
| INDICATOR / PROFICIENCY LEVEL | PK.RF2. | Demonstrate understanding of spoken words and sounds (phonemes). |
| OBJECTIVE | PK.RF2.e. | Isolate and pronounce the initial sound in spoken words. |
| EXPECTATION | PK.RF2.e.1. | With modeling and support, recognize similarities and differences in the initial sound of words. ReadyRosie Listen My Children Reading the Grocery List Searching for Sounds at the Store Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| EXPECTATION | PK.RF2.e.2. | With modeling and support, begin to demonstrate understanding the concept of first, middle and last. ReadyRosie Listen My Children Reading the Grocery List Searching for Sounds at the Store Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| STRAND / TOPIC / STANDARD | MD.RF. | Standards for Reading Foundational Skills (RF) |
| TOPIC / INDICATOR | Phonological Awareness | |
| INDICATOR / PROFICIENCY LEVEL | PK.RF2. | Demonstrate understanding of spoken words and sounds (phonemes). |
| OBJECTIVE | PK.RF2.f. | Orally blend and segment individual phonemes in two-to-three phoneme words. |
| EXPECTATION | PK.RF2.f.1. | With modeling and support, orally blend individual phonemes to form words (e.g. /c/ /a/ /t/ = cat). ReadyRosie Drumming Sounds Echo Game Frog Hopping Lazy Letters Listen My Children Reading the Grocery List Searching for Sounds at the Store Sequences of Sounds Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| EXPECTATION | PK.RF2.f.2. | With modeling and support, orally segment a word into individual phonemes (e.g. cat = /c/ /a/ /t/). ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| STRAND / TOPIC / STANDARD | MD.RF. | Standards for Reading Foundational Skills (RF) |
| TOPIC / INDICATOR | Phonics and Word Recognition | |
| INDICATOR / PROFICIENCY LEVEL | PK.RF3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| OBJECTIVE | PK.RF3.a. | Recognize that words are made up of letters and their sounds. |
| EXPECTATION | PK.RF3.a.1. | With modeling and support, engage in language activities focusing on the alphabetic principle. ReadyRosie Alphabet Clapping |
| EXPECTATION | PK.RF3.a.2. | With modeling and support, begin to associate names of letters with their shapes. ReadyRosie Making Letter Soup Making a Grocery List Name Game Point the ABC Song Silverware Alphabet |
| EXPECTATION | PK.RF3.a.3. | With modeling and support, begin to notice the beginning letter in familiar words. ReadyRosie Making Letter Soup Making a Grocery List Name Game Point the ABC Song Silverware Alphabet |
| EXPECTATION | PK.RF3.a.4. | With modeling and support, begin to associate names of letters with their sounds. ReadyRosie Making a Grocery List |
| STRAND / TOPIC / STANDARD | MD.RF. | Standards for Reading Foundational Skills (RF) |
| TOPIC / INDICATOR | Phonics and Word Recognition | |
| INDICATOR / PROFICIENCY LEVEL | PK.RF3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| OBJECTIVE | PK.RF3.b. | Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the most frequent sound for some consonants. |
| EXPECTATION | PK.RF3.b.1. | With modeling and support, begin to match the name and sound of some upper and lower case consonants letters in the alphabet. ReadyRosie Letter Hunt Letter Sort Looking for Letters in Ads Making a Grocery List Reading the Grocery List Searching for Sounds at the Store Stomp the Letter Writing Names with Shaving Cream |
| STRAND / TOPIC / STANDARD | MD.RF. | Standards for Reading Foundational Skills (RF) |
| TOPIC / INDICATOR | Phonics and Word Recognition | |
| INDICATOR / PROFICIENCY LEVEL | PK.RF3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| OBJECTIVE | PK.RF3.c. | Recognize name in print as well as some environmental print (symbols/words). |
| EXPECTATION | PK.RF3.c.1. | With modeling and support, recognize and read name in isolation with increased automaticity. ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| EXPECTATION | PK.RF3.c.2. | With modeling and support, identify and name the letters in first name. ReadyRosie Making Letter Soup Making a Grocery List Morning Message Name Game Point the ABC Song Silverware Alphabet Writing Names with Shaving Cream |
| EXPECTATION | PK.RF3.c.3. | With modeling and support, recognize a few words in environmental print. ReadyRosie Kitchen Labeling Shopping for Clothes |
| STRAND / TOPIC / STANDARD | MD.RF. | Standards for Reading Foundational Skills (RF) |
| TOPIC / INDICATOR | Fluency | |
| INDICATOR / PROFICIENCY LEVEL | PK.RF4. | Engage with a variety of texts (e.g., a variety of structures and/or genres) with purpose and understanding. |
| OBJECTIVE | PK.RF4.3. | With modeling and support, recite nursery rhymes, poems, and finger plays from a wide variety of genres with expression. ReadyRosie Little Miss Muffet Role Play Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| OBJECTIVE | PK.RF4.4. | With modeling and support, engage in imitative reading with prosody. ReadyRosie Chime In Making a Grocery List Reading with Jack and Jill |
| OBJECTIVE | PK.RF4.5. | With modeling and support, use strategies to prepare for reading (before, during and after reading). ReadyRosie Getting Information from Pictures |
| STRAND / TOPIC / STANDARD | MD.W. | Standards for Writing (W) |
| TOPIC / INDICATOR | Text Types and Purposes | |
| INDICATOR / PROFICIENCY LEVEL | W1.CCR. | Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| OBJECTIVE | PK.W1-a. | With modeling and support, use a combination of drawing, dictating, and developmentally appropriate writing to share opinion about an experience or book – Share the topic or name the book. |
| EXPECTATION | PK.W1-a.2. | With modeling and support, recognize that thoughts and ideas can be represented in drawing and writing. ReadyRosie Detailed Drawing of a Face Itsy Bitsy Spider Illustrations Stuffed Animal Stories Using a Menu to Order |
| EXPECTATION | PK.W1-a.4. | With modeling and support, after discussion apply the prewriting and planning stages of the writing process to an opinion piece. ReadyRosie Thank You Note |
| EXPECTATION | PK.W1-a.6. | With modeling and support, develop and represent a simple sentence that states the topic or names the book through discussion, drawing, dictation or developmentally appropriate writing. ReadyRosie Detailed Drawing of a Face Itsy Bitsy Spider Illustrations Making a Grocery List Stuffed Animal Stories Thank You Note Using a Menu to Order |
| STRAND / TOPIC / STANDARD | MD.W. | Standards for Writing (W) |
| TOPIC / INDICATOR | Text Types and Purposes | |
| INDICATOR / PROFICIENCY LEVEL | W1.CCR. | Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| OBJECTIVE | PK.W1-b. | With modeling and support, use a combination of drawing, dictating, and developmentally appropriate writing to share opinion about an experience or book – Share an opinion on a topic or book. |
| EXPECTATION | PK.W1-b.2. | With modeling and support, generate ideas by using letter-like shapes, symbols, and letters, dictating words and phrases, and using drawings to represent ideas. ReadyRosie Detailed Drawing of a Face Itsy Bitsy Spider Illustrations Jump Rope Letters Making a Grocery List Stuffed Animal Stories Thank You Note Using a Menu to Order |
| EXPECTATION | PK.W1-b.3. | With modeling and support, after discussion, express an opinion by completing a cloze sentence orally, with a drawing, dictation or developmentally appropriate writing. ReadyRosie All Mixed Up Detailed Drawing of a Face I'm Thinking of an Animal Itsy Bitsy Spider Illustrations Making a Grocery List Stuffed Animal Stories Thank You Note Using a Menu to Order |
| STRAND / TOPIC / STANDARD | MD.W. | Standards for Writing (W) |
| TOPIC / INDICATOR | Text Types and Purposes | |
| INDICATOR / PROFICIENCY LEVEL | W2.CCR. | Anchor Standard: 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 | PK.W2-b. | Use a combination of drawing, dictating, and developmentally appropriate writing to state information on a topic – Supply some facts about the topic. |
| EXPECTATION | PK.W2-b.2. | With modeling and support, express orally or via drawing, dictation or developmentally appropriate writing several facts that are all related to the topic. ReadyRosie Detailed Drawing of a Face Itsy Bitsy Spider Illustrations Making a Grocery List Stuffed Animal Stories Thank You Note Using a Menu to Order |
| EXPECTATION | PK.W2-b.3. | With modeling and support, generate ideas by using letter-like shapes, symbols, and letters, dictating words and phrases, and using drawings to represent ideas. ReadyRosie Detailed Drawing of a Face Itsy Bitsy Spider Illustrations Jump Rope Letters Making a Grocery List Stuffed Animal Stories Thank You Note Using a Menu to Order |
| STRAND / TOPIC / STANDARD | MD.W. | Standards for Writing (W) |
| TOPIC / INDICATOR | Text Types and Purposes | |
| INDICATOR / PROFICIENCY LEVEL | W3.CCR. | Anchor Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. |
| OBJECTIVE | PK.W3-a. | With modeling and support, use a combination of drawing, dictating, and developmentally appropriate writing to communicate a personal story about a single event and tell about the event in a meaningful sequence – Tell a single event. |
| EXPECTATION | PK.W3-a.2. | With modeling and support, after discussion apply the prewriting and planning stages of the writing process to a narrative piece. ReadyRosie Tips for storytelling: Using gestures Weekend News Why is storytelling important? Why should we tell family stories? |
| EXPECTATION | PK.W3-a.3. | With modeling and support, listen to and discuss a wide variety of narrative text (a variety of genres, fiction and non-fiction) to use as models to generate personal oral narratives. ReadyRosie Stuffed Animal Stories Why is storytelling important? |
| EXPECTATION | PK.W3-a.4. | With modeling and support, express an opening sentence that sets up the telling of the event orally or through drawings, dictation or developmentally appropriate writing. ReadyRosie Detailed Drawing of a Face Itsy Bitsy Spider Illustrations Making a Grocery List Stuffed Animal Stories Thank You Note Using a Menu to Order |
| STRAND / TOPIC / STANDARD | MD.W. | Standards for Writing (W) |
| TOPIC / INDICATOR | Text Types and Purposes | |
| INDICATOR / PROFICIENCY LEVEL | W3.CCR. | Anchor Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. |
| OBJECTIVE | PK.W3-b. | With modeling and support, use a combination of drawing, dictating, and developmentally appropriate writing to communicate a personal story about a single event and tell about the event in a meaningful sequence – Tell about the details of the event in a meaningful sequence. |
| EXPECTATION | PK.W3-b.2. | With modeling and support, represent events in a meaningful sequence orally or via drawing, dictation or developmentally appropriate writing. ReadyRosie Detailed Drawing of a Face Itsy Bitsy Spider Illustrations Making a Grocery List Stuffed Animal Stories Thank You Note Using a Menu to Order |
| EXPECTATION | PK.W3-b.3. | With modeling and support, compose oral and visual presentations that express personal ideas: contribute orally to a shared writing experience or topic of interest; use drawings, letters, or symbols to express personal ideas. ReadyRosie Detailed Drawing of a Face Itsy Bitsy Spider Illustrations Jump Rope Letters Making a Grocery List Stuffed Animal Stories Using a Menu to Order |
| EXPECTATION | PK.W3-b.4. | With modeling and support, identify how language choices in speaking and writing affect thoughts and feelings: acquire and use new vocabulary; identify and use words to communicate feelings. ReadyRosie Grocery Store Conversations How can I help my child learn new words? I'm Thinking of an Animal Mystery Bag Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| STRAND / TOPIC / STANDARD | MD.W. | Standards for Writing (W) |
| TOPIC / INDICATOR | Production and Distribution of Writing | |
| INDICATOR / PROFICIENCY LEVEL | W5.CCR. | Anchor Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. |
| OBJECTIVE | PK.W5. | With modeling, guidance, and support from adults, review drawing, dictation or developmentally appropriate writing. |
| EXPECTATION | PK.W5.1. | See W1, W2, W3, and W7 of CCSC Framework for specific application. ReadyRosie Detailed Drawing of a Face Itsy Bitsy Spider Illustrations Making a Grocery List Stuffed Animal Stories Thank You Note Using a Menu to Order |
| EXPECTATION | PK.W5.2. | With modeling and support after drawing, dictation or developmentally appropriate writing, demonstrate an ability to listen and discuss drawing, dictation or developmentally appropriate writing. ReadyRosie Detailed Drawing of a Face Itsy Bitsy Spider Illustrations Making a Grocery List Stuffed Animal Stories Thank You Note Using a Menu to Order |
| EXPECTATION | PK.W5.3. | With modeling and support after drawing, dictation or developmentally appropriate writing, respond appropriately to others and answer questions about drawing, dictation and/or writing. ReadyRosie Detailed Drawing of a Face Itsy Bitsy Spider Illustrations Making a Grocery List Stuffed Animal Stories Thank You Note Using a Menu to Order |
| EXPECTATION | PK.W5.4. | With modeling and support after drawing, dictation or developmentally appropriate writing, start to produce writing that is legible, including the conventional formation of some upper and lower case manuscript letters. ReadyRosie Detailed Drawing of a Face Itsy Bitsy Spider Illustrations Jump Rope Letters Making a Grocery List Stuffed Animal Stories Thank You Note Using a Menu to Order |
| STRAND / TOPIC / STANDARD | MD.W. | Standards for Writing (W) |
| TOPIC / INDICATOR | Research to Build and Present Knowledge | |
| INDICATOR / PROFICIENCY LEVEL | W7.CCR. | Anchor Standard: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. |
| OBJECTIVE | PK.W7. | Participate in shared research and shared writing projects. |
| EXPECTATION | PK.W7.3. | With modeling and support, contribute to a learning community. (MD SLM PK-1 6B1.d) ReadyRosie Stuffed Animal Stories |
| STRAND / TOPIC / STANDARD | MD.SL. | Standards for Speaking and Listening (SL) |
| TOPIC / INDICATOR | Comprehension and Collaboration | |
| INDICATOR / PROFICIENCY LEVEL | SL1.CCR. | Anchor Standard: 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 | PK.SL1-a. | Participate in collaborative conversations with diverse partners about pre-kindergarten topics and texts with peers and adults in small and larger groups – Follow agreed-upon rules for discussions (e.g., listening to others and taking turns, speaking about the topics and texts under discussion). |
| EXPECTATION | PK.SL1-a.2. | With modeling and support, follow basic rules for group discussions (e.g. raise hand, take turns, remain on topic, answer questions). ReadyRosie Choosing the Right Voice Taking Turns |
| STRAND / TOPIC / STANDARD | MD.SL. | Standards for Speaking and Listening (SL) |
| TOPIC / INDICATOR | Comprehension and Collaboration | |
| INDICATOR / PROFICIENCY LEVEL | SL1.CCR. | Anchor Standard: 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 | PK.SL1-b. | Participate in collaborative conversations with diverse partners about pre-kindergarten topics and texts with peers and adults in small and larger groups – During scaffolded conversations, continue a conversation through multiple exchanges. |
| EXPECTATION | PK.SL1-b.5. | With modeling and support, follow two- or three-step directions. ReadyRosie Follow My Design Follow the Leader Following Directions Mirror, Mirror Sequences of Sounds Shopping for Clothes |
| STRAND / TOPIC / STANDARD | MD.SL. | Standards for Speaking and Listening (SL) |
| TOPIC / INDICATOR | Comprehension and Collaboration | |
| INDICATOR / PROFICIENCY LEVEL | SL2.CCR. | Anchor Standard: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. |
| OBJECTIVE | PK.SL2. | Confirm understanding of text read aloud or information presented orally or through other media by asking and answering questions about key details with modeling and support. |
| EXPECTATION | PK.SL2.1. | With modeling and support, ask and answer questions (who, what, where). ReadyRosie Reading a Book for the Second Time Recalling What Happened in a Story What's for Dinner? Who Should We Ask? |
| EXPECTATION | PK.SL2.2. | With modeling and support, keep questions and responses on task/topic. ReadyRosie Reading a Book for the Second Time Recalling What Happened in a Story What's for Dinner? Who Should We Ask? |
| STRAND / TOPIC / STANDARD | MD.SL. | Standards for Speaking and Listening (SL) |
| TOPIC / INDICATOR | Comprehension and Collaboration | |
| INDICATOR / PROFICIENCY LEVEL | SL3.CCR. | Anchor Standard: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. |
| OBJECTIVE | PK.SL3. | Ask and answer questions in order to seek help, get information, or clarify something that is not understood. |
| EXPECTATION | PK.SL3.2. | With modeling and support, demonstrate ability to formulate questions targeted to specific need. ReadyRosie What's for Dinner? Who Should We Ask? |
| STRAND / TOPIC / STANDARD | MD.SL. | Standards for Speaking and Listening (SL) |
| TOPIC / INDICATOR | Presentation of Knowledge and Ideas | |
| INDICATOR / PROFICIENCY LEVEL | SL4.CCR. | Anchor Standard: 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 | PK.SL4. | Describe familiar people, places, things, and events with modeling and support. |
| EXPECTATION | PK.SL4.2. | With modeling and support, speak clearly enough to be heard and understood. ReadyRosie Choosing the Right Voice |
| STRAND / TOPIC / STANDARD | MD.SL. | Standards for Speaking and Listening (SL) |
| TOPIC / INDICATOR | Presentation of Knowledge and Ideas | |
| INDICATOR / PROFICIENCY LEVEL | SL6.CCR. | Anchor Standard: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. |
| OBJECTIVE | PK.SL6. | With modeling and support, speak audibly and express thoughts, feelings, and ideas clearly. |
| EXPECTATION | PK.SL6.1. | With modeling and support, speak clearly enough to be heard and understood in a variety of settings. ReadyRosie Choosing the Right Voice |
| EXPECTATION | PK.SL6.4. | With modeling and support, produce and expand complete sentences in shared language activities. ReadyRosie All Mixed Up I'm Thinking of an Animal |
| STRAND / TOPIC / STANDARD | MD.L. | Standards for Language (L) |
| TOPIC / INDICATOR | Conventions of Standard English | |
| INDICATOR / PROFICIENCY LEVEL | L1.CCR. | Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. |
| OBJECTIVE | PK.L1-a. | Demonstrate beginning understanding of the conventions of standard English grammar and usage when engaged in literacy activities (e.g. Interactive Read Alouds, shared reading, shared writing, developmentally appropriate writing, oral language activities, etc.) – Print upper and lowercase letters in first name. |
| EXPECTATION | PK.L1-a.1. | With modeling and support, explicitly and sequentially develop and strengthen fine motor skills which support letter formation using a variety of activities. ReadyRosie Jump Rope Letters Making a Grocery List |
| EXPECTATION | PK.L1-a.4. | With modeling and support, correctly form upper and lowercase letters in first name. ReadyRosie Jump Rope Letters Making a Grocery List |
| STRAND / TOPIC / STANDARD | MD.L. | Standards for Language (L) |
| TOPIC / INDICATOR | Conventions of Standard English | |
| INDICATOR / PROFICIENCY LEVEL | L1.CCR. | Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. |
| OBJECTIVE | PK.L1-d. | Demonstrate beginning understanding of the conventions of standard English grammar and usage when engaged in literacy activities (e.g. Interactive Read Alouds, shared reading, shared writing, developmentally appropriate writing, oral language activities, etc.) – Understand and begin to use question words (e.g., interrogatives such as who, what, where, when, why, how). |
| EXPECTATION | PK.L1-d.3. | With modeling and support, participate in oral language activities that foster questioning skills. ReadyRosie What's for Dinner? Who Should We Ask? |
| STRAND / TOPIC / STANDARD | MD.L. | Standards for Language (L) |
| TOPIC / INDICATOR | Conventions of Standard English | |
| INDICATOR / PROFICIENCY LEVEL | L1.CCR. | Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. |
| OBJECTIVE | PK.L1-f. | Demonstrate beginning understanding of the conventions of standard English grammar and usage when engaged in literacy activities (e.g. Interactive Read Alouds, shared reading, shared writing, developmentally appropriate writing, oral language activities, etc.) – Produce complete sentences in shared language activities. |
| EXPECTATION | PK.L1-f.2. | With modeling and support, use complete sentences in conversations, in response to questions and during language experience activities. ReadyRosie All Mixed Up I'm Thinking of an Animal |
| STRAND / TOPIC / STANDARD | MD.L. | Standards for Language (L) |
| TOPIC / INDICATOR | Conventions of Standard English | |
| INDICATOR / PROFICIENCY LEVEL | L2.CCR. | Anchor Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| OBJECTIVE | PK.L2-a. | Gain exposure to conventions of standard English capitalization, punctuation, and spelling during shared reading and writing experiences – Recognize that their name begins with a capital letter. |
| EXPECTATION | PK.L2-a.1. | With modeling and support, recognize that space is used to separate words. ReadyRosie Color Word Sentences Sentence Segmenting Words on the Page |
| EXPECTATION | PK.L2-a.2. | With modeling and support, recognize the difference between upper and lower case letters. ReadyRosie Letter Hunt Letter Sort Looking for Letters in Ads Reading the Grocery List Searching for Sounds at the Store Stomp the Letter Writing Names with Shaving Cream |
| STRAND / TOPIC / STANDARD | MD.L. | Standards for Language (L) |
| TOPIC / INDICATOR | Conventions of Standard English | |
| INDICATOR / PROFICIENCY LEVEL | L2.CCR. | Anchor Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| OBJECTIVE | PK.L2-c. | Gain exposure to conventions of standard English capitalization, punctuation, and spelling during shared reading and writing experiences – Use letter-like shapes, symbols, letters, and words to convey meaning. |
| EXPECTATION | PK.L2-c.2. | With modeling and support, understand the use of space between words in text presented in a variety of formats. ReadyRosie Color Word Sentences Sentence Segmenting Words on the Page |
| EXPECTATION | PK.L2-c.3. | With modeling and support, practice making letter-like shapes, symbols, letters, and words. ReadyRosie Jump Rope Letters Making a Grocery List |
| EXPECTATION | PK.L2-c.4. | With modeling and support, practice and apply use of space between words correctly in developmentally appropriate writing. ReadyRosie Color Word Sentences Sentence Segmenting Words on the Page |
| STRAND / TOPIC / STANDARD | MD.L. | Standards for Language (L) |
| TOPIC / INDICATOR | Conventions of Standard English | |
| INDICATOR / PROFICIENCY LEVEL | L2.CCR. | Anchor Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| OBJECTIVE | PK.L2-d. | Gain exposure to conventions of standard English capitalization, punctuation, and spelling during shared reading and writing experiences – Develop fine motor skills necessary to control and sustain handwriting. |
| EXPECTATION | PK.L2-d.3. | With modeling and support, write first name with conventionally formed letters. ReadyRosie Jump Rope Letters Making a Grocery List |
| STRAND / TOPIC / STANDARD | MD.L. | Standards for Language (L) |
| TOPIC / INDICATOR | Vocabulary Acquisition and Use | |
| INDICATOR / PROFICIENCY LEVEL | L4.CCR. | Anchor Standard: 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 | PK.L4. | Determine or clarify the meaning of unknown words and phrases based on pre-kindergarten reading and content. |
| EXPECTATION | PK.L4.1. | With modeling and support, access prior knowledge and experiences to determine the meaning of words and phrases. ReadyRosie Think About It |
| EXPECTATION | PK.L4.2. | With modeling and support, discuss words and phrases and their meanings as they are encountered in texts, instruction and conversations. ReadyRosie Grocery Store Conversations How can I help my child learn new words? Mystery Bag Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| STRAND / TOPIC / STANDARD | MD.L. | Standards for Language (L) |
| TOPIC / INDICATOR | Vocabulary Acquisition and Use | |
| INDICATOR / PROFICIENCY LEVEL | L5.CCR. | Anchor Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| OBJECTIVE | PK.L5-a. | With modeling and support from adults, explore word relationships and nuances in word meanings – With modeling and support, sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. |
| EXPECTATION | PK.L5-a.1. | With modeling and support, identify and sort objects and/or pictures of common words into basic categories. ReadyRosie Grocery Store Conversations How Many Can You Name? |
| EXPECTATION | PK.L5-a.2. | With modeling and support, discuss commonalities and differences among groups of words. ReadyRosie Grocery Store Conversations How Many Can You Name? |
| STRAND / TOPIC / STANDARD | MD.L. | Standards for Language (L) |
| TOPIC / INDICATOR | Vocabulary Acquisition and Use | |
| INDICATOR / PROFICIENCY LEVEL | L5.CCR. | Anchor Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| OBJECTIVE | PK.L5-b. | With modeling and support, demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). |
| EXPECTATION | PK.L5-b.1. | With modeling and support, discuss the meaning of frequently occurring verbs and adjectives and their opposites. ReadyRosie Silent Opposites What's the Opposite? |
| STRAND / TOPIC / STANDARD | MD.L. | Standards for Language (L) |
| TOPIC / INDICATOR | Vocabulary Acquisition and Use | |
| INDICATOR / PROFICIENCY LEVEL | L5.CCR. | Anchor Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| OBJECTIVE | PK.L5-c. | Identify real-life connections between words and their use (e.g., note objects in classroom that are small). |
| EXPECTATION | PK.L5-c.1. | With modeling and support, access prior knowledge and experiences to identify connections between words and their application to real life. ReadyRosie Think About It |
| EXPECTATION | PK.L5-c.2. | With modeling and support, develop prior knowledge and vocabulary through hands-on experiences and by exposure to a variety of literary and informational narrative and expository texts reflecting a wide range of cultures. ReadyRosie Think About It |
| STRAND / TOPIC / STANDARD | MD.L. | Standards for Language (L) |
| TOPIC / INDICATOR | Vocabulary Acquisition and Use | |
| INDICATOR / PROFICIENCY LEVEL | L6.CCR. | Anchor Standard: 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 | PK.L6. | Use words and phrases acquired through conversation, being read to, and responding to text. |
| EXPECTATION | PK.L6.1. | With modeling and support, develop rich oral language through exposure to a wide variety of texts and hands-on experiences. ReadyRosie Grocery Store Conversations How can I help my child learn new words? Mystery Bag Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| Maryland College and Career-Ready Standards |
| Mathematics |
| Grade: Pre K - Adopted: 2015 |
| STRAND / TOPIC / STANDARD | MD.MP. | Mathematical Practices |
| TOPIC / INDICATOR | MP.4. | Model with mathematics. ReadyRosie Decorating Cupcakes |
| STRAND / TOPIC / STANDARD | MD.MA.PK.CC. | Counting and Cardinality (CC) |
| TOPIC / INDICATOR | PK.CC.A. | Know number names and the count sequence. |
| INDICATOR / PROFICIENCY LEVEL | PK.CC.A.1. | Standard: Verbally count to 10 by ones and then develop rote counting to 20 by ones. |
| OBJECTIVE | PK.CC.A.1.1. | Ability to use rote counting to name number words in order (stable Order Count – counting 1, 2, 3, 4 not 1, 3, 5). ReadyRosie Counting Signs How Many in a Set? How Old Are You? One Less One More Skipping Around |
| OBJECTIVE | PK.CC.A.1.2. | Begin rote counting 1-5 by ones. ReadyRosie Counting Signs How Many in a Set? How Old Are You? One Less One More Skipping Around |
| OBJECTIVE | PK.CC.A.1.3. | Build on rote counting 1-5 to rote counting 1-10. ReadyRosie Counting Signs How Many in a Set? How Old Are You? One Less One More Skipping Around |
| OBJECTIVE | PK.CC.A.1.4. | Build on rote counting 1-10 to begin to develop rote counting to 20. ReadyRosie Counting Signs How Many in a Set? How Old Are You? One Less One More Skipping Around |
| STRAND / TOPIC / STANDARD | MD.MA.PK.CC. | Counting and Cardinality (CC) |
| TOPIC / INDICATOR | PK.CC.A. | Know number names and the count sequence. |
| INDICATOR / PROFICIENCY LEVEL | PK.CC.A.2. | Standard: Identify which number comes just after or just before a given number in the counting sequence to 10 with visual supports and manipulatives. |
| OBJECTIVE | PK.CC.A.2.1. | Ability to count forward beginning from a given number within the known sequence (Instead of having to begin at 1). ReadyRosie Counting Signs How Many in a Set? How Old Are You? One Less One More Skipping Around |
| OBJECTIVE | PK.CC.A.2.2. | Ability to name the number that comes just after a given number using visual supports such as dot cards or manipulatives, as students demonstrate proficiency remove the use of visual supports (dot cards) or manipulatives. ReadyRosie Adding Ice Apple Pie Block Tower Counting Signs Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? More Grapes More than Ten Penny Drop The Number Stays the Same Three Little Animals Three Ways to Show a Number |
| STRAND / TOPIC / STANDARD | MD.MA.PK.CC. | Counting and Cardinality (CC) |
| TOPIC / INDICATOR | PK.CC.A. | Know number names and the count sequence. |
| INDICATOR / PROFICIENCY LEVEL | PK.CC.A.3. | Standard: Identify written numerals 0-10. |
| OBJECTIVE | PK.CC.A.3.2. | Ability to connect the name of the numeral to the written symbol. ReadyRosie Find My Number Magazine Number Hunt Numbers Everywhere |
| OBJECTIVE | PK.CC.A.3.3. | Ability to identify the number word name for a numeral when seen in isolation. ReadyRosie Crazy Counting Find My Number How Old Are You? Lily Pad Hop Numbers Everywhere Rub a Dub Counting |
| OBJECTIVE | PK.CC.A.3.4. | Ability to use numbers to describe of amounts when describing objects – e.g., instead of saying here are the dogs, say, here are three dogs. ReadyRosie Domino Match-Up How Many Feet? How Many in a Set? Quick Dots Show Me Slap One More Who has the Biggest Number? |
| STRAND / TOPIC / STANDARD | MD.MA.PK.CC. | Counting and Cardinality (CC) |
| TOPIC / INDICATOR | PK.CC.A. | Know number names and the count sequence. |
| INDICATOR / PROFICIENCY LEVEL | PK.CC.A.4. | Standard: Recognize the number of objects in a set without counting (subitizing) using 1-5 objects. Use 1-3 objects of irregular or unfamiliar patterns and 4 or 5 objects with familiar patterns. |
| OBJECTIVE | PK.CC.A.4.1. | Ability to look at familiar patterns of 1-3 objects (dots) then 1-5, to tell how many dots, and describe the arrangement of the objects (dots) without timing. ReadyRosie Domino Match-Up How Many Feet? How Many in a Set? Making Patterns Quick Dots Show Me Slap One More Sound Patterns The Fence Problem Who has the Biggest Number? |
| OBJECTIVE | PK.CC.A.4.2. | Ability to look at familiar patterns of 1-3 objects (dots) then 1-5 and recreate the exact design while looking at the design using concrete materials. Compare the pattern (design made) to the one displayed. Tell how many total dots are in the pattern and describe the arrangement. ReadyRosie Domino Match-Up How Many Feet? How Many in a Set? Making Patterns Quick Dots Show Me Slap One More Sound Patterns The Fence Problem Who has the Biggest Number? |
| OBJECTIVE | PK.CC.A.4.3. | Ability to look at a displayed familiar pattern of 1-3 objects (dots) then 1-5 and recreate the exact design from memory using concrete materials; Compare the pattern (arrangement made) to the one displayed. Tell how many are in the pattern. ReadyRosie Domino Match-Up How Many Feet? How Many in a Set? Making Patterns Quick Dots Show Me Slap One More Sound Patterns The Fence Problem Who has the Biggest Number? |
| OBJECTIVE | PK.CC.A.4.4. | Ability to look at a displayed familiar pattern of 1-3 objects (dots) then 1-5 and recreate the exact design without looking using concrete materials. Begin to gradually decrease the time the pattern is displayed. Compare the pattern (design made) to the one displayed. Tell how many are in the pattern. ReadyRosie Domino Match-Up How Many Feet? How Many in a Set? Making Patterns Quick Dots Show Me Slap One More Sound Patterns The Fence Problem Who has the Biggest Number? |
| OBJECTIVE | PK.CC.A.4.5. | Continue with familiar patterns 1-3 until students demonstrate proficiency to be able to identify a given amount without counting. Then introduce unfamiliar and different patterns 1-3. Repeat 1-5. ReadyRosie Domino Match-Up How Many Feet? How Many in a Set? Making Patterns Quick Dots Show Me Slap One More Sound Patterns The Fence Problem Who has the Biggest Number? |
| STRAND / TOPIC / STANDARD | MD.MA.PK.CC. | Counting and Cardinality (CC) |
| TOPIC / INDICATOR | PK.CC.B. | Count to tell the number of objects. |
| INDICATOR / PROFICIENCY LEVEL | PK.CC.B.4a. | Standard: Understand the relationship between numbers and quantities to 5, then to 10; connect counting to cardinality – When counting objects 1-10, say the number names in standard order, pairing each object with one and only one number name. |
| OBJECTIVE | PK.CC.B.4a.1. | Ability to say the number names in standard order (Stable Order Count – so counting 1, 2, 3, 4 not 1, 3, 5). ReadyRosie Counting Signs How Many in a Set? How Old Are You? One Less One More Skipping Around |
| OBJECTIVE | PK.CC.B.4a.2. | Ability to count using one-to-one correspondence. ReadyRosie Apple Pie Block Tower Counting Signs Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in a Set? How Many in the Car? How Old Are You? More Grapes One Less One More Penny Drop Skipping Around The Number Stays the Same Three Ways to Show a Number |
| OBJECTIVE | PK.CC.B.4a.3. | Each object to be counted is assigned one and only one number name (Students use strategies such as touching objects or sliding objects, as they are counted and organizing the objects in a row or other means). ReadyRosie Apple Pie Block Tower Counting Signs Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in a Set? How Many in the Car? How Old Are You? More Grapes One Less One More Penny Drop Skipping Around The Number Stays the Same Three Ways to Show a Number |
| OBJECTIVE | PK.CC.B.4a.4. | Ability to keep track of the objects that have been counted and those that have not yet been counted. ReadyRosie Counting Signs How Many in a Set? How Old Are You? One Less One More Skipping Around |
| STRAND / TOPIC / STANDARD | MD.MA.PK.CC. | Counting and Cardinality (CC) |
| TOPIC / INDICATOR | PK.CC.B. | Count to tell the number of objects. |
| INDICATOR / PROFICIENCY LEVEL | PK.CC.B.4b. | Standard: Understand the relationship between numbers and quantities to 5, then to 10; connect counting to cardinality – Recognize that the last number name said, tells the number of objects counted. Recognize the count remains the same regardless of the order or arrangement of the objects. |
| OBJECTIVE | PK.CC.B.4b.1. | Ability to use one-to-one correspondence when counting objects. ReadyRosie Apple Pie Block Tower Counting Signs Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in a Set? How Many in the Car? How Old Are You? More Grapes One Less One More Penny Drop Skipping Around The Number Stays the Same Three Ways to Show a Number |
| OBJECTIVE | PK.CC.B.4b.2. | Ability to keep track of objects counted while counting the total number in the set. ReadyRosie Counting Signs How Many in a Set? How Old Are You? One Less One More Skipping Around |
| OBJECTIVE | PK.CC.B.4b.3. | Ability to recognize that the number of objects remains the same regardless of the arrangement or change in order. ReadyRosie Counting Signs How Many in a Set? How Old Are You? One Less One More Skipping Around |
| OBJECTIVE | PK.CC.B.4b.4. | Ability to recognize that the number of objects remains the same regardless of the arrangement or change in order. ReadyRosie Counting Signs How Many in a Set? How Old Are You? One Less One More Skipping Around |
| OBJECTIVE | PK.CC.B.4b.5. | Demonstrates awareness when recounting a group of objects. If the counting results in a different number, students demonstrate the ability to monitor their counting to ensure its accuracy – e.g.: There is no teacher prompting to help the student recount for accuracy. ReadyRosie Counting Signs How Many in a Set? How Old Are You? One Less One More Skipping Around |
| STRAND / TOPIC / STANDARD | MD.MA.PK.CC. | Counting and Cardinality (CC) |
| TOPIC / INDICATOR | PK.CC.B. | Count to tell the number of objects. |
| INDICATOR / PROFICIENCY LEVEL | PK.CC.B.4c. | Standard: Understand the relationship between numbers and quantities to 5, then to 10; connect counting to cardinality – Begin to recognize that each successive number name refers to a quantity that is one larger. |
| OBJECTIVE | PK.CC.B.4c.1. | Ability to use concrete materials to model quantities increasing by one. ReadyRosie Adding Ice How Many Can I Grab? How Many Feet? More than Ten Three Little Animals |
| STRAND / TOPIC / STANDARD | MD.MA.PK.CC. | Counting and Cardinality (CC) |
| TOPIC / INDICATOR | PK.CC.B. | Count to tell the number of objects. |
| INDICATOR / PROFICIENCY LEVEL | PK.CC.B.5. | Standard: Represent a number by producing sets of objects with concrete materials, pictures, and or numerals. (First 0-5 and then to 10.) Can correctly respond when asked "how many" after counting concrete objects. |
| OBJECTIVE | PK.CC.B.5.1. | Ability to correctly pair and name the numeral with the correct amount of concrete objects. ReadyRosie Adding Ice Apple Pie Block Tower Counting Signs Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in a Set? How Many in the Car? How Old Are You? More Grapes More than Ten One Less One More Penny Drop Skipping Around The Number Stays the Same Three Little Animals Three Ways to Show a Number |
| OBJECTIVE | PK.CC.B.5.2. | Ability to identify a written numeral and create sets of objects to represent the quantity using concrete materials or pictures (first 0-5 and then to 10). Student understands the amount of objects in the set (quantity) is represented by the numeral. ReadyRosie Adding Ice Find My Number How Many Can I Grab? How Many Feet? Magazine Number Hunt Numbers Everywhere Three Little Animals |
| OBJECTIVE | PK.CC.B.5.3. | Ability to answer “how many” after counting the objects in a set (beginning cardinality understanding). Students are able to monitor their own and someone else’s counting for accuracy and provide the correct response to the “how many” question. ReadyRosie Counting Signs Domino Match-Up How Many Feet? How Many in a Set? How Old Are You? One Less One More Quick Dots Show Me Skipping Around Slap One More Who has the Biggest Number? |
| OBJECTIVE | PK.CC.B.5.4. | Ability to use numbers to describe the number of objects counted – e.g., instead of saying here are the dogs, say, here are three dogs. ReadyRosie Domino Match-Up How Many Feet? How Many in a Set? Quick Dots Show Me Slap One More Who has the Biggest Number? |
| OBJECTIVE | PK.CC.B.5.5. | Ability to “count out” a given quantity. ReadyRosie Counting Signs How Many in a Set? How Old Are You? One Less One More Skipping Around |
| STRAND / TOPIC / STANDARD | MD.MA.PK.CC. | Counting and Cardinality (CC) |
| TOPIC / INDICATOR | PK.CC.C. | Compare quantities. |
| INDICATOR / PROFICIENCY LEVEL | PK.CC.C.6. | Standard: Compare groups of objects up to 5 and then to 10. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies (includes groups with up to 5 objects). |
| OBJECTIVE | PK.CC.C.6.1. | Ability to compare sets (objects need to be the same size and color) visually by matching or counting the sets using one-to-one correspondence. ReadyRosie Candy Sort and Graph Dino Dig Domino Match-Up How Many Feet? How Many in a Set? I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Quick Dots Show Me Slap One More Sort and Graph Leaves Sorting Laundry Who has the Biggest Number? |
| OBJECTIVE | PK.CC.C.6.2. | Knowledge of the terms “greater than/more than,” “less than,” and “equal to/same as” through experiences with comparing groups of objects – e.g., “There are more red blocks than green blocks. ReadyRosie Acorns and Pinecones Cereal Challenge How Many Steps to Bed? Make a Tower of Ten More than Ten Sharing a Meal Slap One More Sort and Graph Leaves Who has the Biggest Number? |
| OBJECTIVE | PK.CC.C.6.3. | Ability to correctly use the terms “greater than/more than,” “less than,” “fewer than,” and “equal to/same as” – e.g., “There are more red blocks than green because there are 5 boys and 2 girls”. ReadyRosie Acorns and Pinecones Cereal Challenge How Many Steps to Bed? Make a Tower of Ten More than Ten Sharing a Meal Slap One More Sort and Graph Leaves Who has the Biggest Number? |
| STRAND / TOPIC / STANDARD | MD.MA.PK.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | PK.OA.A. | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. |
| INDICATOR / PROFICIENCY LEVEL | PK.OA.A.1. | Standard: Represent simple addition and subtraction problems with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, or verbal explanations, up to 5. |
| OBJECTIVE | PK.OA.A.1.1. | Ability to physically act out and then use actual, physical objects to represent the problem – e.g., dinosaur toys to represent dinosaur problems, stickers represent stickers, fingers represent fingers. ReadyRosie All Done Candy Sort and Graph Decorating Cupcakes Dino Dig I Spy a Coin I Spy an Animal In My Pond, Part 1 In My Pond, Part 2 Letter Sort Likely or Unlikely Packing for Our Trip Sort and Graph Leaves Sorting Laundry Three Little Animals |
| OBJECTIVE | PK.OA.A.1.2. | Ability to use “math manipulatives” to represent the objects – e.g., multi-link cubes may represent foods, two-colored counters may represent animals, to represent a problem. ReadyRosie Adding Ice All Done Decorating Cupcakes How Many Can I Grab? How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Packing for Our Trip Three Little Animals |
| OBJECTIVE | PK.OA.A.1.3. | Ability to use pictures either drawn by teacher and/or by student to represent the problem (Student drawings need not show details, but should show a representation of the problem). ReadyRosie All Done Decorating Cupcakes In My Pond, Part 1 In My Pond, Part 2 Packing for Our Trip Three Little Animals |
| OBJECTIVE | PK.OA.A.1.4. | Students are not expected to write equations in prekindergarten but should see equations written by the teacher after they have become proficient representing the problem by acting out or using concrete materials. ReadyRosie All Done Packing for Our Trip Rock Toss Three Little Animals |
| STRAND / TOPIC / STANDARD | MD.MA.PK.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | PK.OA.A. | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. |
| INDICATOR / PROFICIENCY LEVEL | PK.OA.A.2. | Standard: Decompose a quantity, less than or equal to 5, then to 10, into pairs in more than one way, e.g., by using objects or drawings. |
| OBJECTIVE | PK.OA.A.2.1. | Ability to decompose quantities, less than or equal to 5, into pairs in multiple ways using a variety of math manipulatives such as multilink cubes, fives frames, dot cards and counters, etc. ReadyRosie Rock Toss |
| OBJECTIVE | PK.OA.A.2.2. | Ability to record the results of decomposing quantities, less than or equal to 5 using five frames or drawings. ReadyRosie Rock Toss |
| OBJECTIVE | PK.OA.A.2.3. | Ability to decompose quantities, less than or equal to 10, into pairs in multiple ways using a variety of math manipulatives such as two colors of multilink cubes, two-color counters, fives frames, or dot cards, etc. ReadyRosie Rock Toss |
| OBJECTIVE | PK.OA.A.2.4. | Ability to record the results of decomposing quantities, less than or equal to 10, using ten frames or drawings. ReadyRosie Rock Toss |
| STRAND / TOPIC / STANDARD | MD.MA.PK.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | PK.OA.A. | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. |
| INDICATOR / PROFICIENCY LEVEL | PK.OA.A.3. | Standard: For any quantity 1-5, use objects or drawings to find the quantity that must be added to make 5. |
| OBJECTIVE | PK.OA.A.3.2. | Ability to use Five Frames and counters to model solutions. ReadyRosie Decorating Cupcakes In My Pond, Part 1 Packing for Our Trip |
| OBJECTIVE | PK.OA.A.3.3. | Ability to record the solutions using pictures or simple drawings (Pre-cut shapes of the manipulatives may be used to represent the solutions). ReadyRosie Decorating Cupcakes In My Pond, Part 1 Packing for Our Trip |
| STRAND / TOPIC / STANDARD | MD.MA.PK.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | PK.MD.A. | Describe and compare measurable attributes. |
| INDICATOR / PROFICIENCY LEVEL | PK.MD.A.1. | Standard: Describe measurable attributes of objects, such as length or weight. |
| OBJECTIVE | PK.MD.A.1.1. | Ability to identify a measureable attribute for an object (i.e. related to length or weight). ReadyRosie Bookcase Problem Grocery Store Weights Leap Frog Measure Near and Far |
| OBJECTIVE | PK.MD.A.1.2. | Ability to use vocabulary specific to measurable attributes of objects, such as, big, large, small, long, short, light, heavy, tall, and short. ReadyRosie Bookcase Problem Fill Up the Cup How Many Can I Grab? Measuring the Table |
| STRAND / TOPIC / STANDARD | MD.MA.PK.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | PK.MD.A. | Describe and compare measurable attributes. |
| INDICATOR / PROFICIENCY LEVEL | PK.MD.A.2. | Standard: Directly compare two objects with a measurable attribute in common, using words such as “bigger/smaller,” “longer/shorter,” “lighter/heavier,” or “taller/shorter”. Order up to 3 objects by a measurable attribute (e.g., biggest to smallest). |
| OBJECTIVE | PK.MD.A.2.1. | Ability to physically align two concrete objects to determine which is longer, shorter, or if they are the same length (horizontal). ReadyRosie Leap Frog Measure Measuring the Table Near and Far |
| OBJECTIVE | PK.MD.A.2.2. | Ability to physically align two concrete objects to determine which is taller, shorter, or if they are the same height (vertical). ReadyRosie Leap Frog Measure Measuring the Table Near and Far |
| OBJECTIVE | PK.MD.A.2.3. | Ability to compare the weight of two concrete objects to determine which is heavier, lighter, or if they are the same weight. ReadyRosie Grocery Store Weights |
| OBJECTIVE | PK.MD.A.2.4. | Ability to order up to 3 objects by height or length (e.g., biggest to smallest, shortest to tallest). ReadyRosie Leap Frog Measure Measuring the Table Near and Far |
| OBJECTIVE | PK.MD.A.2.5. | Ability to align two concrete objects to determine which is longer/shorter/same length, then determine the placement of the third object based on the length of the first two objects (The three objects are arranged from shortest to longest). ReadyRosie Leap Frog Measure Measuring the Table Near and Far |
| OBJECTIVE | PK.MD.A.2.6. | Ability to hold two concrete objects to determine which is heaviest to lightest, then determine the placement of the third object based on the weight of the first two objects. ReadyRosie Grocery Store Weights |
| STRAND / TOPIC / STANDARD | MD.MA.PK.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | PK.MD.B. | Sort objects into categories and compare quantities. |
| INDICATOR / PROFICIENCY LEVEL | PK.MD.B.3. | Standard: Sort objects into given categories and self-selected categories. Identify the attribute by which the objects were sorted (Limit category counts to less than 5). |
| OBJECTIVE | PK.MD.B.3.1. | Ability to recognize that objects have a variety of characteristics or attributes (i.e., an object may be blue, round, large). ReadyRosie Bookcase Problem Fill Up the Cup How Many Can I Grab? Measuring the Table |
| OBJECTIVE | PK.MD.B.3.2. | Ability to recognize a given attribute in a group of objects. ReadyRosie Candy Sort and Graph Dino Dig I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| OBJECTIVE | PK.MD.B.3.3. | Ability to recognize when an object does not have the given attribute (Circle vs Not a Circle). ReadyRosie Candy Sort and Graph Dino Dig I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| OBJECTIVE | PK.MD.B.3.4. | Ability to place objects in a group based on a given attribute. ReadyRosie Candy Sort and Graph Dino Dig I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| OBJECTIVE | PK.MD.B.3.5. | Ability to self-select and sort physical objects into their own categories. Student may or may not be able to state the attribute used for sorting. ReadyRosie Candy Sort and Graph Dino Dig I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| OBJECTIVE | PK.MD.B.3.6. | Ability to sort a group of objects by and explain how they sorted. ReadyRosie Candy Sort and Graph Dino Dig I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| OBJECTIVE | PK.MD.B.3.7. | By the end of the year, students need to be given the attribute and then sort the objects. ReadyRosie Candy Sort and Graph Dino Dig I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| STRAND / TOPIC / STANDARD | MD.MA.PK.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | PK.MD.B. | Sort objects into categories and compare quantities. |
| INDICATOR / PROFICIENCY LEVEL | PK.MD.B.4. | Standard: Compare categories using words such as greater than/more, less than, and equal to/same (Limit category counts to less than 5). |
| OBJECTIVE | PK.MD.B.4.1. | Ability to sort objects into categories and then describe the categories using comparative language (e.g., There are more bus riders than car riders; or there are the same number of large and small bears). ReadyRosie Adding Ice Candy Sort and Graph Dino Dig I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| OBJECTIVE | PK.MD.B.4.2. | Ability to compare quantities of categories visually or by aligning the items one to one, not by the numeric comparison. ReadyRosie Adding Ice Sort and Graph Leaves |
| OBJECTIVE | PK.MD.B.4.3. | Knowledge of and ability to apply appropriate comparison vocabulary of ‘more’ or ‘same’. ReadyRosie Acorns and Pinecones Cereal Challenge How Many Steps to Bed? Make a Tower of Ten More than Ten Sharing a Meal Slap One More Sort and Graph Leaves Who has the Biggest Number? |
| STRAND / TOPIC / STANDARD | MD.MA.PK.G. | Geometry (G) |
| TOPIC / INDICATOR | PK.G.A. | Identify and describe two dimensional shapes (circles, triangles, rectangles, including a square which is a special rectangle). |
| INDICATOR / PROFICIENCY LEVEL | PK.G.A.1. | Standard: Match like two-dimensional shapes and correctly name the shapes regardless of their orientations or overall size. |
| OBJECTIVE | PK.G.A.1.2. | Ability to identify the shapes circle, triangle, rectangle, and square by name. ReadyRosie Finger Shapes Guess My Shape Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| OBJECTIVE | PK.G.A.1.3. | Ability to match triangles, circles, rectangles, and squares in a variety of orientations or different sizes. ReadyRosie Finger Shapes Guess My Shape Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| OBJECTIVE | PK.G.A.1.4. | Ability to describe two-dimensional shapes (circles, triangles, rectangles, and squares) by the number of sides and corners. ReadyRosie Finger Shapes Guess My Shape Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| STRAND / TOPIC / STANDARD | MD.MA.PK.G. | Geometry (G) |
| TOPIC / INDICATOR | PK.G.A. | Identify and describe two dimensional shapes (circles, triangles, rectangles, including a square which is a special rectangle). |
| INDICATOR / PROFICIENCY LEVEL | PK.G.A.2. | Standard: Group the shapes by like attributes and distinguish between examples and non-examples of various two-dimensional shapes. |
| OBJECTIVE | PK.G.A.2.1. | Ability to sort two-dimensional shapes into groups based on the attribute of shape, (by round/curved or straight sides) using examples and non-examples. ReadyRosie Finger Shapes Guess My Shape Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| OBJECTIVE | PK.G.A.2.2. | Ability to be able to describe their groupings by the attributes used (curved or straight lines) or by the names of the shapes. ReadyRosie Finger Shapes Guess My Shape Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| OBJECTIVE | PK.G.A.2.3. | Ability to distinguish examples and non-examples of the basic shapes. ReadyRosie Finger Shapes Guess My Shape Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| STRAND / TOPIC / STANDARD | MD.MA.PK.G. | Geometry (G) |
| TOPIC / INDICATOR | PK.G.B. | Work with three-dimensional shapes to gain foundations for geometric thinking. |
| INDICATOR / PROFICIENCY LEVEL | PK.G.B.5. | Standard: Compose and describe structures using three-dimensional shapes. Descriptions may include shape attributes, relative position, etc. |
| OBJECTIVE | PK.G.B.5.2. | Ability to describe their structures including shapes, sizes, comparisons, positional relationships, etc. ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Mirror, Mirror Near and Far Stuffed Animal Olympics Treasure Map |
| Maryland College and Career-Ready Standards |
| Science |
| Grade: Pre K - Adopted: 2008 |
| STRAND / TOPIC / STANDARD | MD.3.0. | Life Science: 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. |
| TOPIC / INDICATOR | 3.A.1. | Diversity of Life: Observe a variety of familiar plants and animals to describe how they are alike and how they are different. |
| INDICATOR / PROFICIENCY LEVEL | 3.A.1.d. | Identify some of the things that all animals do, such as eat, move around and explain how their features (observable parts) help them do these things. ReadyRosie I'm Thinking of an Animal |