Massachusetts Curriculum Frameworks (Infant)
| Main Criteria: Massachusetts Curriculum Frameworks | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grades: Ages Birth to 12 months, Ages 13 to 24 months, Ages 25 to 36 months | ||
| Correlation Options: Show Correlated | ||
| Massachusetts Curriculum Frameworks |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2011 |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The infant relates to, trusts and becomes attached to consistent educators. | |
| STANDARD / CONCEPT / SKILL | SED.YI. | Young Infants (0-8 Months) |
| INDICATOR | SED1. | The young infant shows preference for specific educators. |
| EXPECTATION | SED1.1. | Smile, giggle, laugh when approached by familiar educators. ReadyRosie That's My Name |
| EXPECTATION | SED1.2. | Look for familiar educators. ReadyRosie That's My Name |
| EXPECTATION | SED1.3. | Prefer to be held by familiar educator. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The infant relates to, trusts and becomes attached to consistent educators. | |
| STANDARD / CONCEPT / SKILL | SED.YI. | Young Infants (0-8 Months) |
| INDICATOR | SED2. | The young infant develops a bond with both family and non-family members. |
| EXPECTATION | SED2.1. | Gaze at adults face and make eye contact. ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Which Toy? |
| EXPECTATION | SED2.2. | Smile and verbalize when spoken to by familiar adults. ReadyRosie That's My Name |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The infant relates to, trusts and becomes attached to consistent educators. | |
| STANDARD / CONCEPT / SKILL | SED.YI. | Young Infants (0-8 Months) |
| INDICATOR | SED3. | The young infant responds to familiar adults. |
| EXPECTATION | SED3.1. | Relax their bodies while being held. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| EXPECTATION | SED3.2. | Respond similarly to educator’s facial expressions. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The infant relates to, trusts and becomes attached to consistent educators. | |
| STANDARD / CONCEPT / SKILL | SED.OI. | Older Infants (6-15 Months) |
| INDICATOR | SED5. | The older infant checks in with familiar educator for reassurance. |
| EXPECTATION | SED5.1. | Move away to other activities, but periodically turn to check on location of familiar educator. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| EXPECTATION | SED5.2. | Move toward familiar educator for a hug or comforting. ReadyRosie That's My Name |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The infant relates to, trusts and becomes attached to consistent educators. | |
| STANDARD / CONCEPT / SKILL | SED.OI. | Older Infants (6-15 Months) |
| INDICATOR | SED6. | The older infant becomes aware of the absence of familiar educators. |
| EXPECTATION | SED6.1. | Notice when parents or primary educators leave. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| EXPECTATION | SED6.2. | Cry when parent or primary educator leaves. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The infant relates to, trusts and becomes attached to consistent educators. | |
| STANDARD / CONCEPT / SKILL | SED.OI. | Older Infants (6-15 Months) |
| INDICATOR | SED7. | The older infant becomes aware of strangers. |
| EXPECTATION | SED7.1. | Move toward primary educator when stranger enters. ReadyRosie How can I help my child with separation? |
| EXPECTATION | SED7.2. | Cry or stare if approached by a stranger. ReadyRosie How can I help my child with separation? |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The infant relates to, trusts and becomes attached to consistent educators. | |
| STANDARD / CONCEPT / SKILL | SED.OI. | Older Infants (6-15 Months) |
| INDICATOR | SED8. | The older infant seeks comfort or assistance from a familiar educator. |
| EXPECTATION | SED8.1. | Raise arms to be held when approached by familiar educator. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| EXPECTATION | SED8.2. | Bring or hand items to adults for assistance is using. (i.e. to open and close items) ReadyRosie How can I get my child to listen to me? |
| EXPECTATION | SED8.3. | Seek out familiar educator for play and interactions. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The infant notices and interacts with children of a similar age. | |
| STANDARD / CONCEPT / SKILL | SED.YI. | Young Infants (0-8 months) |
| INDICATOR | SED9. | The younger infant recognizes the differences between inanimate objects and facial expressions. |
| EXPECTATION | SED9.1. | Look with deep interest at faces. ReadyRosie Do You See Me? |
| EXPECTATION | SED9.2. | Responds with a smile to others smiles. ReadyRosie Snuggle Close That's My Name |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The infant notices and interacts with children of a similar age. | |
| STANDARD / CONCEPT / SKILL | SED.YI. | Young Infants (0-8 months) |
| INDICATOR | SED10. | The younger infant notices other children. |
| EXPECTATION | SED10.1. | Gaze at other children in the vicinity. ReadyRosie Do You See Me? |
| EXPECTATION | SED10.2. | Look intently at another child. ReadyRosie Do You See Me? |
| EXPECTATION | SED10.3. | Watch children and track or follow their activities. ReadyRosie Do You See Me? |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The infant notices and interacts with children of a similar age. | |
| STANDARD / CONCEPT / SKILL | SED.YI. | Young Infants (0-8 months) |
| INDICATOR | SED11. | The younger infant begins to engage with peers. |
| EXPECTATION | SED11.1. | Look at others with excitement. ReadyRosie Do You See Me? |
| EXPECTATION | SED11.2. | Move body towards noise of other children. ReadyRosie Do You See Me? |
| EXPECTATION | SED11.3. | Make sounds when other children are in view. ReadyRosie Do You See Me? |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The infant notices and interacts with children of a similar age. | |
| STANDARD / CONCEPT / SKILL | SED.YI. | Young Infants (0-8 months) |
| INDICATOR | SED12. | The younger infant responds to other children. |
| EXPECTATION | SED12.1. | Reach out to touch peer’s face, hair, or other body part. ReadyRosie Do You See Me? |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The infant notices and interacts with children of a similar age. | |
| STANDARD / CONCEPT / SKILL | SED.OI. | Older Infants (6-15 months) |
| INDICATOR | SED13. | The older infant responds to other children in increasingly complex ways. |
| EXPECTATION | SED13.1. | Watch other children with increasing excitement. ReadyRosie Do You See Me? |
| EXPECTATION | SED13.2. | Imitate actions of other children. ReadyRosie Do You See Me? |
| EXPECTATION | SED13.3. | Show enjoyment of other children through gestures, expressions and vocalizations. ReadyRosie Do You See Me? |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The infant notices and interacts with children of a similar age. | |
| STANDARD / CONCEPT / SKILL | SED.OI. | Older Infants (6-15 months) |
| INDICATOR | SED14. | The older infant begins to demonstrate interactions with peers. |
| EXPECTATION | SED14.1. | Move toward noise of other children. ReadyRosie Do You See Me? |
| EXPECTATION | SED14.2. | Laugh and smile at other infants and children. ReadyRosie Do You See Me? |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The infant notices and interacts with children of a similar age. | |
| STANDARD / CONCEPT / SKILL | SED.OI. | Older Infants (6-15 months) |
| INDICATOR | SED15. | The older infant begins to seek out peers. |
| EXPECTATION | SED15.1. | Move toward other children to show or take object. ReadyRosie Do You See Me? |
| EXPECTATION | SED15.2. | Open eyes wide when seeing new items, people, places, and things. ReadyRosie Do You See Me? |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The infant notices and interacts with children of a similar age. | |
| STANDARD / CONCEPT / SKILL | SED.OI. | Older Infants (6-15 months) |
| INDICATOR | SED16. | The older infant begins to participate in simple parallel play near other children. |
| EXPECTATION | SED16.2. | Play next to another child, focusing on toys, but not interact with other children. ReadyRosie Do You See Me? |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The infant acts as a social being by engaging with others and the world around them. | |
| STANDARD / CONCEPT / SKILL | SED.YI. | Young Infants (0-8 months) |
| INDICATOR | SED17. | The young infant seeks interactions from both adults and peers. |
| EXPECTATION | SED17.1. | Vocalize (coo, squeal, babble, or cry) to be held or talked to. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| EXPECTATION | SED17.2. | Look at or watch other children or educators and smile. ReadyRosie Do You See Me? |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The infant acts as a social being by engaging with others and the world around them. | |
| STANDARD / CONCEPT / SKILL | SED.YI. | Young Infants (0-8 months) |
| INDICATOR | SED18. | The young infant begins to imitate both adults and peers. |
| EXPECTATION | SED18.1. | Imitate facial expressions of adult. (i.e. smile when smiled at) ReadyRosie Snuggle Close |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The infant acts as a social being by engaging with others and the world around them. | |
| STANDARD / CONCEPT / SKILL | SED.OI. | Older Infants (6-15 months) |
| INDICATOR | SED20. | The older infant seeks interactions from both educators and peers in more complex ways. |
| EXPECTATION | SED20.1. | Give and/or take materials from another child or the educator. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| EXPECTATION | SED20.3. | Lead adult by hand to show something. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The infant experiences and expresses a range of emotions. | |
| STANDARD / CONCEPT / SKILL | SED.YI. | Young Infants (0-8 months) |
| INDICATOR | SED23. | The younger infant mirrors back others’ expressions. |
| EXPECTATION | SED23.1. | Smile or laugh when others do so. ReadyRosie Do You See Me? |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The infant experiences and expresses a range of emotions. | |
| STANDARD / CONCEPT / SKILL | SED.YI. | Young Infants (0-8 months) |
| INDICATOR | SED24. | The younger infant expresses a range of emotions. |
| EXPECTATION | SED24.2. | Break eye contact when tired of game or overwhelmed. ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Which Toy? |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The infant experiences and expresses a range of emotions. | |
| STANDARD / CONCEPT / SKILL | SED.YI. | Young Infants (0-8 months) |
| INDICATOR | SED25. | The younger infant begins to develop strategies to manage his/her expression of feeling with support from educators. |
| EXPECTATION | SED25.1. | Become comforted by special person or educator. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| EXPECTATION | SED25.2. | Look to educator for recognition and support. ReadyRosie That's My Name |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The infant experiences and expresses a range of emotions. | |
| STANDARD / CONCEPT / SKILL | SED.OI. | Older Infants (6-15 months) |
| INDICATOR | SED28. | The older infant begins to develop more complex strategies to manage expressions of feeling with support from educators. |
| EXPECTATION | SED28.2. | Look to educator for support or recognition of feelings or actions. ReadyRosie How can I get my child to listen to me? |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The infant develops positive sense of self. | |
| STANDARD / CONCEPT / SKILL | SED.YI. | Young Infants (0-8 months) |
| INDICATOR | SED34. | The younger infant becomes aware of self. |
| EXPECTATION | SED34.1. | Become aware of hands and feet. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| EXPECTATION | SED34.2. | Explore body by sucking on fist, reaching for toes. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The infant develops positive sense of self. | |
| STANDARD / CONCEPT / SKILL | SED.YI. | Young Infants (0-8 months) |
| INDICATOR | SED35. | The younger infant develops a sense of confidence through abilities and achievements. |
| EXPECTATION | SED35.2. | Grab and shake rattle or squeak toy and look at educator for acknowledgement. ReadyRosie That's My Name |
| EXPECTATION | SED35.3. | Move body by rolling, tummy crawling, rocking, and sitting. ReadyRosie Roll Over Tummy Talk |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The infant develops positive sense of self. | |
| STANDARD / CONCEPT / SKILL | SED.OI. | Older Infants (6-15 months) |
| INDICATOR | SED36. | The older infant develops a growing sense of capabilities. |
| EXPECTATION | SED36.3. | Repeat activities through trial and error then succeed and look at educator for acknowledgement. ReadyRosie Do You See Me? Supported Standing That's My Name |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The infant develops positive sense of self. | |
| STANDARD / CONCEPT / SKILL | SED.OI. | Older Infants (6-15 months) |
| INDICATOR | SED37. | The older infant develops a growing sense of self confidence. |
| EXPECTATION | SED37.1. | Find materials of interest to explore independently. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION | SED37.3. | Move away from educator to find items of interest. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The infant demonstrates the meaning of language by listening. | |
| STANDARD / CONCEPT / SKILL | LC.YI. | Young Infants (0-8 months) |
| INDICATOR | LC1. | The young infant responds to frequently heard sounds and words. |
| EXPECTATION | LC1.1. | Turn head or look towards sounds in the environment. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| EXPECTATION | LC1.2. | Vocalize or turn head to sounds and words from familiar caregivers, especially parents and primary caregivers. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| EXPECTATION | LC1.4. | Vocalize or gesture in response to another person’s voice or gesture or to gain attention. ReadyRosie That's My Name |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The infant demonstrates the meaning of language by listening. | |
| STANDARD / CONCEPT / SKILL | LC.OI. | Older Infants (6-15 months) |
| INDICATOR | LC2. | The older infant shows increased understanding of gestures and words. |
| EXPECTATION | LC2.3. | Show preference in a particular set of songs, rhymes and books. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| EXPECTATION | LC2.4. | Use sign language for communicating, including “more,” “hungry,” “thirsty,” or “sleepy.” ReadyRosie Lunchtime Language |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The infant demonstrates the meaning of language by listening. | |
| STANDARD / CONCEPT / SKILL | LC.OI. | Older Infants (6-15 months) |
| INDICATOR | LC3. | The older infant shows enjoyment of the sounds and rhythms of language. |
| EXPECTATION | LC3.2. | Have a receptive vocabulary of more than 50 words in his/her home language. ReadyRosie How can I help my child learn new words? |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The infant develops expressive language. | |
| STANDARD / CONCEPT / SKILL | LC.YI. | Young Infants (0-8 months) |
| INDICATOR | LC4. | The young infant uses motions and gestures to begin to communicate nonverbally. |
| EXPECTATION | LC4.2. | Make facial expressions, gestures and change tone. ReadyRosie Snuggle Close |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The infant develops expressive language. | |
| STANDARD / CONCEPT / SKILL | LC.YI. | Young Infants (0-8 months) |
| INDICATOR | LC5. | The young infant uses simple sounds to express thoughts, wants and needs. |
| EXPECTATION | LC5.1. | Coo, making the vowel sounds of the language and then progresses to babbling. ReadyRosie Grocery List |
| EXPECTATION | LC5.3. | Make sounds or gestures letting others know that s/he is experiencing pleasure or pain or to express needs (e.g., coos and squeals when content). ReadyRosie Behavior is a form of communication |
| EXPECTATION | LC5.4. | Use consistent sound combinations to indicate specific object or person (e.g., “dada” for daddy) ReadyRosie Grocery List |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The infant develops expressive language. | |
| STANDARD / CONCEPT / SKILL | LC.OI. | Older Infants (6-15 months) |
| INDICATOR | LC7. | The older infant uses the same “words” consistently to express wants, needs, and thoughts. |
| EXPECTATION | LC7.1. | Use eight to ten understandable words (e.g., “Daddy,” “bottle,” “up”) and/or infant signs (e.g., “more,” “nursing/bottle,” “all done”). ReadyRosie Lunchtime Language |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The infant engages in social communication. | |
| STANDARD / CONCEPT / SKILL | LC.YI. | Young Infants (0-8 months) |
| INDICATOR | LC8. | The young infant understands and uses social communication. |
| EXPECTATION | LC8.1. | Make sounds to gain attention of a familiar person. ReadyRosie Grocery List That's My Name |
| EXPECTATION | LC8.2. | Respond when name is called or signed. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| EXPECTATION | LC8.4. | Use language to solve problems (e.g., react to facial expressions of adults). ReadyRosie Do You See Me? Snuggle Close Supported Standing |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The infant engages in social communication. | |
| STANDARD / CONCEPT / SKILL | LC.OI. | Older Infants (6-15 months) |
| INDICATOR | LC9. | The older infant begins to comprehend and use social communication. |
| EXPECTATION | LC9.4. | Say single words to express thoughts and ideas (e.g., when infant sees the sun, s/he says “sun”). ReadyRosie Lunchtime Language |
| EXPECTATION | LC9.7. | Vocalize to get attention. ReadyRosie Behavior is a form of communication |
| EXPECTATION | LC9.8. | Use a variety of inflections and sounds to express intent (e.g., coos to express happiness). ReadyRosie Behavior is a form of communication |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guidelines: The infant demonstrates phonological awareness. | |
| STANDARD / CONCEPT / SKILL | LC.YI. | Young Infants (0-8 months) |
| INDICATOR | LC10. | The young infant shows beginning sound awareness by reacting differently to different sounds. |
| EXPECTATION | LC10.1. | Become startled with loud sudden noise, turns head toward a rattling noise. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| EXPECTATION | LC10.2. | Recognize mother’s and father’s voice before s/he sees them (e.g., turns head toward voice). ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guidelines: The infant demonstrates phonological awareness. | |
| STANDARD / CONCEPT / SKILL | LC.YI. | Young Infants (0-8 months) |
| INDICATOR | LC11. | The young infant shows enjoyment of the sounds and rhythms of language. |
| EXPECTATION | LC11.1. | Imitate vocalizations and sounds, such as “ba”, and “ma.” ReadyRosie Grocery List |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guidelines: The infant demonstrates phonological awareness. | |
| STANDARD / CONCEPT / SKILL | LC.YI. | Young Infants (0-8 months) |
| INDICATOR | LC12. | The young infant vocalizes familiar words when read to. |
| EXPECTATION | LC12.1. | String sounds or words together in a sing-song voice. ReadyRosie Grocery List |
| EXPECTATION | LC12.2. | Demonstrate enjoyment through facial/body movements to the sounds of words in books. ReadyRosie Snuggle Close |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guidelines: The infant demonstrates phonological awareness. | |
| STANDARD / CONCEPT / SKILL | LC.OI. | Older Infants (6-15 months) |
| INDICATOR | LC13. | The older infant recites last word of familiar rhymes, with assistance. |
| EXPECTATION | LC13.1. | Show interest and excitement when listening to songs and phrases (e.g., “Brown Bear, Brown Bear, what do you…SEE!”) ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| EXPECTATION | LC13.2. | Make the sounds of animals and things (e.g., “Baa-baa,” “Choo-choo”). ReadyRosie Grocery List |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The infant develops grammar and syntax or watching if hearing impaired. | |
| STANDARD / CONCEPT / SKILL | LC.OI. | Older Infants (6-15 months) |
| INDICATOR | LC14. | The older infant demonstrates progression in grammar and syntax. |
| EXPECTATION | LC14.1. | Use single word speech - one word to communicate message (e.g., infant says “up” when wanting to be carried by an adult) or beginning sign language and symbols (e.g., “more,” “nurse/bottle,” “all done”). ReadyRosie Lunchtime Language |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The infant engages in pre-reading activities. | |
| STANDARD / CONCEPT / SKILL | LC.YI. | Young Infants (0-8 months) |
| INDICATOR | LC15. | The young infant listens to stories for short periods of time. |
| EXPECTATION | LC15.1. | Point and make sounds when looking at picture books. ReadyRosie Animal Noises |
| EXPECTATION | LC15.2. | Point to familiar pictures, characters, and objects in books. ReadyRosie Animal Noises |
| EXPECTATION | LC15.4. | Focus attention on simple picture books. ReadyRosie Animal Noises |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The infant engages in pre-reading activities. | |
| STANDARD / CONCEPT / SKILL | LC.OI. | Older Infants (6-15 months) |
| INDICATOR | LC17. | The older infant builds and uses vocabulary through direct experiences and involvement with pictures and books. |
| EXPECTATION | LC17.1. | Enjoy books about daily routines (e.g., eating, dressing up, and toileting). ReadyRosie Lunchtime Language |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The infant demonstrates interest and engagement in print literacy materials. | |
| STANDARD / CONCEPT / SKILL | LC.YI. | Young Infants (0-8 months) |
| INDICATOR | LC18. | The young infant attends to and/or makes contact with age-appropriate books, when presented. |
| EXPECTATION | LC18.2. | Focus and attend to pictures in a book. ReadyRosie Animal Noises |
| EXPECTATION | LC18.4. | Pays attention to pictures in books. ReadyRosie Animal Noises |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The infant demonstrates interest and engagement in print literacy materials. | |
| STANDARD / CONCEPT / SKILL | LC.OI. | Older Infants (6-15 months) |
| INDICATOR | LC19. | The older infant demonstrates interest in environmental print. |
| EXPECTATION | LC19.3. | Look at posters and other pictures on the walls and shelves of the program. ReadyRosie Animal Noises |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The infant develops in multiple language acquisitions when considered a dual language learner. | |
| STANDARD / CONCEPT / SKILL | LC.YI. | Young Infants (0-8 months) |
| INDICATOR | LC22. | The young infant demonstrates competency in home language. |
| EXPECTATION | LC22.3. | Communicate needs through single-word speech in home language and through facial expression, gestures or actions (e.g., points to object desired) if attempting to communicate in English. ReadyRosie Behavior is a form of communication Snuggle Close |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The infant develops in multiple language acquisitions when considered a dual language learner. | |
| STANDARD / CONCEPT / SKILL | LC.OI. | Older Infants (6-15 months) |
| INDICATOR | LC23. | The older infant demonstrates competency in home language while acquiring beginning proficiency in English. |
| EXPECTATION | LC23.1. | Use their home language with educators and peers to express wants and needs as well as to initiate interaction. ReadyRosie Behavior is a form of communication Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant refines reflexes into purposeful actions. | |
| STANDARD / CONCEPT / SKILL | CD.YI. | Young Infants (0-8 months) |
| INDICATOR | CD1. | The young infant displays reflexive actions (sucking, eye movements, and hand and body movements). |
| EXPECTATION | CD1.1. | Put hands or objects in mouth and suck on them. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| EXPECTATION | CD1.2. | Turn head toward bottle or nipple. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant refines reflexes into purposeful actions. | |
| STANDARD / CONCEPT / SKILL | CD.YI. | Young Infants (0-8 months) |
| INDICATOR | CD2. | The young infant responds to sensory stimuli, such as touch, sounds, light, and voices. |
| EXPECTATION | CD2.2. | Move arms and legs spontaneously and in response to stimuli. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant refines reflexes into purposeful actions. | |
| STANDARD / CONCEPT / SKILL | CD.YI. | Young Infants (0-8 months) |
| INDICATOR | CD3. | The young infant begins to coordinate behaviors, e.g., a sound heard stimulates a response. |
| EXPECTATION | CD3.3. | Smile when the educator smiles at her. ReadyRosie Snuggle Close |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant develops memory skills. | |
| STANDARD / CONCEPT / SKILL | CD.YI. | Young Infants (0-8 months) |
| INDICATOR | CD5. | The young infant recognizes familiar people, places and things. |
| EXPECTATION | CD5.1. | Respond to familiar voices over others. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant develops memory skills. | |
| STANDARD / CONCEPT / SKILL | CD.YI. | Young Infants (0-8 months) |
| INDICATOR | CD6. | The young infant recalls and uses information in new situations. |
| EXPECTATION | CD6.2. | Recognize a familiar voice. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| EXPECTATION | CD6.3. | Prefer a familiar person. ReadyRosie That's My Name |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant develops memory skills. | |
| STANDARD / CONCEPT / SKILL | CD.OI. | Older Infants (6-15 months) |
| INDICATOR | CD8. | The older infant demonstrates a response to favorite songs, stories, or people. |
| EXPECTATION | CD8.2. | Smile and respond with giggles when a favorite person comes into view. ReadyRosie That's My Name |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant develops memory skills. | |
| STANDARD / CONCEPT / SKILL | CD.OI. | Older Infants (6-15 months) |
| INDICATOR | CD9. | The older infant looks for the educator when he or she steps out of sight. |
| EXPECTATION | CD9.1. | Show a reaction when an unfamiliar person approaches. ReadyRosie How can I help my child with separation? |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant develops memory skills. | |
| STANDARD / CONCEPT / SKILL | CD.OI. | Older Infants (6-15 months) |
| INDICATOR | CD10. | The older infant imitates hand motions of the educator. |
| EXPECTATION | CD10.3. | Use signs or signals to indicate a need or desire. ReadyRosie Lunchtime Language |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant performs simple actions to make things happen and displays a beginning understanding of cause and effect. | |
| STANDARD / CONCEPT / SKILL | CD.YI. | Young Infants (0-8 months) |
| INDICATOR | CD11. | The young infant explores objects or observes people and begins to notice how they react. |
| EXPECTATION | CD11.1. | Smile back at educator. ReadyRosie Bath Time Fun Kicking Paper |
| EXPECTATION | CD11.2. | Explore toys by mouthing, shaking and banging. ReadyRosie Bath Time Fun Two on Me and You |
| EXPECTATION | CD11.3. | Kick a toy repeatedly kicking noticing the movement of the toy. ReadyRosie Bath Time Fun Kicking Paper |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant performs simple actions to make things happen and displays a beginning understanding of cause and effect. | |
| STANDARD / CONCEPT / SKILL | CD.YI. | Young Infants (0-8 months) |
| INDICATOR | CD12. | The young infant repeats a pleasing sound or motion. |
| EXPECTATION | CD12.1. | Shake a toy and hearing the sound it makes, shake it again. ReadyRosie Bath Time Fun Kicking Paper |
| EXPECTATION | CD12.2. | Move body in a rocking motion to get the educator to continue rocking. ReadyRosie Bath Time Fun Kicking Paper |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant performs simple actions to make things happen and displays a beginning understanding of cause and effect. | |
| STANDARD / CONCEPT / SKILL | CD.YI. | Young Infants (0-8 months) |
| INDICATOR | CD13. | The young infant discovers that repeated actions yield similar results. |
| EXPECTATION | CD13.2. | Repeat sounds or actions and wait for response from educator. ReadyRosie Bath Time Fun Kicking Paper |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant performs simple actions to make things happen and displays a beginning understanding of cause and effect. | |
| STANDARD / CONCEPT / SKILL | CD.OI. | Older Infants (6-15 months) |
| INDICATOR | CD14. | The older infant closely observes actions and discovers that repeated actions yield similar results. |
| EXPECTATION | CD14.1. | Shake a toy to hear the sound it makes, and then repeat the action. ReadyRosie Bath Time Fun Kicking Paper |
| EXPECTATION | CD14.2. | Watch an educator push a button or wind a toy to make it work, then motion or tell the educator to repeat the action. ReadyRosie Bath Time Fun Kicking Paper |
| EXPECTATION | CD14.3. | Push buttons on a toy to make an action and then repeat. ReadyRosie Bath Time Fun Kicking Paper |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant performs simple actions to make things happen and displays a beginning understanding of cause and effect. | |
| STANDARD / CONCEPT / SKILL | CD.OI. | Older Infants (6-15 months) |
| INDICATOR | CD15. | The older infant performs an action to get a resulting event to occur. |
| EXPECTATION | CD15.1. | Make sounds to get an educators’ attention. ReadyRosie Bath Time Fun Kicking Paper |
| EXPECTATION | CD15.2. | Imitate others actions to see what happens. ReadyRosie Bath Time Fun Kicking Paper |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant performs simple actions to make things happen and displays a beginning understanding of cause and effect. | |
| STANDARD / CONCEPT / SKILL | CD.OI. | Older Infants (6-15 months) |
| INDICATOR | CD16. | The older infant increasingly experiments with cause and effect. |
| EXPECTATION | CD16.1. | Push a ball and watch where it goes. ReadyRosie Bath Time Fun Kicking Paper |
| EXPECTATION | CD16.2. | Show surprise when an event occurs that doesn’t follow expected sequences (i.e., when rolling a ball back and forth with an educator, then someone takes the ball away.) ReadyRosie Bath Time Fun Kicking Paper |
| EXPECTATION | CD16.3. | Play for an extended period with the same toy, watching what happens; for example, turn the wheels of a car repeatedly. ReadyRosie Bath Time Fun Kicking Paper |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant develops problem solving skills. | |
| STANDARD / CONCEPT / SKILL | CD.YI. | Young Infants (0-8 months) |
| INDICATOR | CD17. | The young infant demonstrates the awareness of a problem. |
| EXPECTATION | CD17.1. | Cry to get needs met. ReadyRosie Behavior is a form of communication |
| EXPECTATION | CD17.3. | Vocalize, gesture, or makes eye contact to get the educator’s attention. ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Which Toy? |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant develops problem solving skills. | |
| STANDARD / CONCEPT / SKILL | CD.YI. | Young Infants (0-8 months) |
| INDICATOR | CD18. | The young infant uses: self; objects; and others to attain a goal. |
| EXPECTATION | CD18.2. | Hit, shake, or kick toys to make and/or reproduce sounds. ReadyRosie Bath Time Fun Kicking Paper |
| EXPECTATION | CD18.4. | Pull on a blanket or string to move a toy closer. ReadyRosie Do You See Me? Supported Standing |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant develops problem solving skills. | |
| STANDARD / CONCEPT / SKILL | CD.OI. | Older Infants (6-15 months) |
| INDICATOR | CD19. | The older infant watches others and imitates the way they solved a problem. |
| EXPECTATION | CD19.1. | Watch closely as an educator opens a container or makes a toy work. ReadyRosie Do You See Me? Supported Standing |
| EXPECTATION | CD19.2. | Try to repeat the actions of the educator to make a toy work. ReadyRosie Do You See Me? Supported Standing |
| EXPECTATION | CD19.3. | Point to a picture in a book and look to the educator to name the picture. ReadyRosie Animal Noises |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant develops problem solving skills. | |
| STANDARD / CONCEPT / SKILL | CD.OI. | Older Infants (6-15 months) |
| INDICATOR | CD20. | The older infant experiments with trial and error approaches to problem solving. |
| EXPECTATION | CD20.2. | Continuously bang and manipulate an item to open it. ReadyRosie Do You See Me? Supported Standing |
| EXPECTATION | CD20.3. | Try many ways to get an item out of a container (i.e. shakes the container, pokes fingers into the container, bangs the container). ReadyRosie Do You See Me? Supported Standing |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant explores materials and discover mathematical concepts. | |
| STANDARD / CONCEPT / SKILL | CD.YI. | Young Infants (0-8 months) |
| INDICATOR | CD22. | The young infant attends to colors, shapes, patterns or pictures. |
| EXPECTATION | CD22.1. | Show visual interest in contrasting colors, patterns and textures. ReadyRosie Grasp and Grab Touch and Taste |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant explores materials and discover mathematical concepts. | |
| STANDARD / CONCEPT / SKILL | CD.YI. | Young Infants (0-8 months) |
| INDICATOR | CD24. | The young infant becomes aware of patterns in the environment. |
| EXPECTATION | CD24.2. | Bounce or move up and down slowly to music or beats. ReadyRosie I can't sing. How can I sing to my baby? |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant explores materials and discover mathematical concepts. | |
| STANDARD / CONCEPT / SKILL | CD.OI. | Older Infants (6-15 months) |
| INDICATOR | CD26. | The older infant becomes aware of similarities and differences in objects. |
| EXPECTATION | CD26.4. | Pick out all the pieces of a favorite food when offered multiple items at lunch. ReadyRosie Lunchtime Language |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant explores materials and discover mathematical concepts. | |
| STANDARD / CONCEPT / SKILL | CD.OI. | Older Infants (6-15 months) |
| INDICATOR | CD27. | The older infant becomes aware that there are different amounts of things. |
| EXPECTATION | CD27.2. | Use words or gestures to ask an educator to sing a song again. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant explores materials and discover mathematical concepts. | |
| STANDARD / CONCEPT / SKILL | CD.OI. | Older Infants (6-15 months) |
| INDICATOR | CD28. | The older infant begins to recognize patterns. |
| EXPECTATION | CD28.3. | Touch the textures of various items, showing preference for certain textures. ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant explores the environment making new discoveries. | |
| STANDARD / CONCEPT / SKILL | CD.YI. | Young Infants (0-8 months) |
| INDICATOR | CD29. | The young infant explores the environment and gathers information through the use of the senses (touch, sight, sound, smell, taste). |
| EXPECTATION | CD29.1. | Put almost everything in mouth to explore, touch and taste. ReadyRosie Bath Time Fun Two on Me and You |
| EXPECTATION | CD29.2. | Grasp and explore items by turning them over and over, banging and shaking them. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| EXPECTATION | CD29.3. | Reach for interesting materials to explore. ReadyRosie Bath Time Fun Two on Me and You |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant discovers creative expression through music, drama, dance and art experiences. | |
| STANDARD / CONCEPT / SKILL | CD.YI. | Young Infants (0-8 months) |
| INDICATOR | CD33. | The young infant responds to a variety of music and sounds. |
| EXPECTATION | CD33.2. | Show interest and begin to respond to sounds, tones and voices. ReadyRosie Tips for storytelling: Using your voice |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant discovers creative expression through music, drama, dance and art experiences. | |
| STANDARD / CONCEPT / SKILL | CD.YI. | Young Infants (0-8 months) |
| INDICATOR | CD34. | The young infant explores the feeling of different textures. |
| EXPECTATION | CD34.2. | Gaze at pictures, photographs, and mirror images. ReadyRosie Animal Noises |
| EXPECTATION | CD34.3. | Touch, mouth and explore different textures. ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant discovers creative expression through music, drama, dance and art experiences. | |
| STANDARD / CONCEPT / SKILL | CD.YI. | Young Infants (0-8 months) |
| INDICATOR | CD35. | The young infant focuses on and responds to adult facial expressions. |
| EXPECTATION | CD35.2. | Respond similarly to the facial expression of the educator (i.e., smiles when educator smiles). ReadyRosie Snuggle Close |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant discovers creative expression through music, drama, dance and art experiences. | |
| STANDARD / CONCEPT / SKILL | CD.OI. | Older Infants (6-15 months) |
| INDICATOR | CD36. | The older infant responds to music. |
| EXPECTATION | CD36.1. | Move to the music (bounce, clap, rock, or move arms) when a favorite song is played. ReadyRosie I can't sing. How can I sing to my baby? |
| EXPECTATION | CD36.3. | Begin to repeat a word or two from a favorite repetitive song. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| EXPECTATION | CD36.4. | Bang two toys together or hit toys with hands or another toy. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant discovers creative expression through music, drama, dance and art experiences. | |
| STANDARD / CONCEPT / SKILL | CD.OI. | Older Infants (6-15 months) |
| INDICATOR | CD37. | The older infant begins to experiment and explore with various art media (paint, finger-paint, playdough, markers, crayons, chalk). |
| EXPECTATION | CD37.1. | Enjoy getting hands messy with various sensory materials and art mediums or tentatively touch messy materials. ReadyRosie Bath Time Fun Two on Me and You |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant discovers creative expression through music, drama, dance and art experiences. | |
| STANDARD / CONCEPT / SKILL | CD.OI. | Older Infants (6-15 months) |
| INDICATOR | CD38. | The older infant imitates the actions of the educator or other adults. |
| EXPECTATION | CD38.3. | Intently watch the facial expressions of the educator. ReadyRosie Snuggle Close |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant becomes aware of family and others in the community. | |
| STANDARD / CONCEPT / SKILL | CD.YI. | Young Infants (0-8 months) |
| INDICATOR | CD39. | The younger infant begins to recognize familiar people and places (i.e., home, grandparent’s house, educator’s house). |
| EXPECTATION | CD39.2. | Show affection to familiar adults and peers. ReadyRosie That's My Name |
| EXPECTATION | CD39.3. | Recognize familiar adults and peers in photographs. ReadyRosie Animal Noises |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant becomes aware of family and others in the community. | |
| STANDARD / CONCEPT / SKILL | CD.OI. | Older Infants (6-15 months) |
| INDICATOR | CD40. | The older infant demonstrates an awareness of family characteristics. |
| EXPECTATION | CD40.2. | Look at photos of family members and smile. ReadyRosie Animal Noises |
| EXPECTATION | CD40.3. | Name some people in family photos. ReadyRosie Animal Noises |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The infant becomes aware of family and others in the community. | |
| STANDARD / CONCEPT / SKILL | CD.OI. | Older Infants (6-15 months) |
| INDICATOR | CD41. | The older infant becomes aware of unfamiliar people and environments. |
| EXPECTATION | CD41.2. | Greet community members with interest; show curiosity for new settings when walking outside. ReadyRosie Do You See Me? |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The infant develops ability to move the large muscles (gross motor). | |
| STANDARD / CONCEPT / SKILL | PW.YI. | Young Infants (0-8 months) |
| INDICATOR | PW2. | The young infant begins to use arms and legs purposefully. |
| EXPECTATION | PW2.1. | Begin to roll over and sometimes will kick them self over. ReadyRosie Roll Over |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The infant develops ability to control and refine small muscles (fine motor). | |
| STANDARD / CONCEPT / SKILL | PW.YI. | Young Infants (0-8 months) |
| INDICATOR | PW9. | The young infant demonstrates strength and coordination of small motor muscles. |
| EXPECTATION | PW9.1. | Grasp caregiver’s fingers. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| EXPECTATION | PW9.2. | Respond to name by turning head towards sound. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| EXPECTATION | PW9.4. | Reach for toes and feet. ReadyRosie Grasp and Grab Touch and Taste |
| EXPECTATION | PW9.6. | Watch/suck hands and/or feet. ReadyRosie Grasp and Grab Touch and Taste |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The infant develops ability to control and refine small muscles (fine motor). | |
| STANDARD / CONCEPT / SKILL | PW.OI. | Older Infants (6-15 months) |
| INDICATOR | PW10. | The older infant demonstrates strength and coordination of small motor muscles. |
| EXPECTATION | PW10.1. | Mimic hand clapping or waving good-bye. ReadyRosie Grasp and Grab Touch and Taste |
| EXPECTATION | PW10.2. | Transfer objects from hand to hand. ReadyRosie Grasp and Grab Touch and Taste |
| EXPECTATION | PW10.3. | Pick up objects with thumb and forefinger (in pinching motion). ReadyRosie Grasp and Grab Touch and Taste |
| EXPECTATION | PW10.5. | Empty objects from containers. ReadyRosie Grasp and Grab Touch and Taste |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The infant develops sensorimotor skills where children use their senses: sight, hearing, smell, taste and touch, to guide and integrate their interactions. | |
| STANDARD / CONCEPT / SKILL | PW.YI. | Young Infants (0-8 months) |
| INDICATOR | PW11. | The young infant will show increased visual ability and perception. |
| EXPECTATION | PW11.2. | Respond by turning toward sound, movement and touch. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The infant develops sensorimotor skills where children use their senses: sight, hearing, smell, taste and touch, to guide and integrate their interactions. | |
| STANDARD / CONCEPT / SKILL | PW.YI. | Young Infants (0-8 months) |
| INDICATOR | PW12. | The young infant will show increased integration of sensory stimulation. |
| EXPECTATION | PW12.1. | Enjoy cuddling and rocking. ReadyRosie Bath Time Fun Two on Me and You |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The infant develops sensorimotor skills where children use their senses: sight, hearing, smell, taste and touch, to guide and integrate their interactions. | |
| STANDARD / CONCEPT / SKILL | PW.OI. | Older Infants (6-15 months) |
| INDICATOR | PW13. | The older infant will show increased visual ability and perception. |
| EXPECTATION | PW13.1. | Move object from one hand to another. ReadyRosie Grasp and Grab Touch and Taste |
| EXPECTATION | PW13.2. | Coordinate eye and hand movements (watching and grabbing an object). ReadyRosie Grasp and Grab Touch and Taste |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The infant develops sensorimotor skills where children use their senses: sight, hearing, smell, taste and touch, to guide and integrate their interactions. | |
| STANDARD / CONCEPT / SKILL | PW.OI. | Older Infants (6-15 months) |
| INDICATOR | PW14. | The older infant will show increased integration of sensory stimulation. |
| EXPECTATION | PW14.1. | Explore the environment with mouth and hands. ReadyRosie Bath Time Fun Two on Me and You |
| EXPECTATION | PW14.2. | Calm with adult assistance. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| EXPECTATION | PW14.3. | Explore and notice different surface textures (rough surfaces, soft cushions). ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The infant develops skills that will develop into healthy practices for life. | |
| STANDARD / CONCEPT / SKILL | PW.YI. | Young Infants (0-8 months) |
| INDICATOR | PW15. | The young infant demonstrates the stamina and energy to participate in daily activities. |
| EXPECTATION | PW15.1. | Show alertness during waking periods. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| EXPECTATION | PW15.2. | Make facial expressions. ReadyRosie Snuggle Close |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The infant develops skills that will develop into healthy practices for life. | |
| STANDARD / CONCEPT / SKILL | PW.OI. | Older Infants (6-15 months) |
| INDICATOR | PW17. | The older infant demonstrates personal health and hygiene skills. |
| EXPECTATION | PW17.2. | Indicate needs and wants such as hunger or a dirty diaper in a variety of ways. ReadyRosie Behavior is a form of communication Lunchtime Language |
| EXPECTATION | PW17.3. | Indicate anticipation of feeding on seeing breast, bottle or food through eyes widening or arm movements. ReadyRosie Lunchtime Language |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The infant develops skills that will develop into healthy practices for life. | |
| STANDARD / CONCEPT / SKILL | PW.OI. | Older Infants (6-15 months) |
| INDICATOR | PW18. | The older infant demonstrates the stamina and energy to participate in daily activities and engages in a variety of physical activities. |
| EXPECTATION | PW18.4. | Move body purposefully: rolling, crawling, or walking. ReadyRosie Roll Over |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The infant gains control over their movements as they reach out, grasp, and release objects. | |
| STANDARD / CONCEPT / SKILL | PW.YI. | Young Infants (0-8 months) |
| INDICATOR | PW20. | The young infant develops eye-hand coordination and more intentional hand control. |
| EXPECTATION | PW20.1. | Follow a moving object with their eyes. ReadyRosie Grasp and Grab Touch and Taste |
| EXPECTATION | PW20.2. | Reach, grasp and put objects in mouth. ReadyRosie Bath Time Fun |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The infant gains control over their movements as they reach out, grasp, and release objects. | |
| STANDARD / CONCEPT / SKILL | PW.YI. | Young Infants (0-8 months) |
| INDICATOR | PW21. | The young infant grasps a variety of objects for eating and playing in his/her environment, with and without handles, such as blocks, spoons, markers, etc. |
| EXPECTATION | PW21.1. | Bring hands together at the middle of their bodies. ReadyRosie Grasp and Grab Touch and Taste |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The infant gains control over their movements as they reach out, grasp, and release objects. | |
| STANDARD / CONCEPT / SKILL | PW.OI. | Older Infants (6-15 months) |
| INDICATOR | PW22. | The older infant develops eye-hand coordination and more intentional hand control. |
| EXPECTATION | PW22.1. | Pass objects from one hand to the other. ReadyRosie Grasp and Grab Touch and Taste |
| EXPECTATION | PW22.2. | Mimic hand clapping and waving bye-bye. ReadyRosie Grasp and Grab Touch and Taste |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The infant gains control over their movements as they reach out, grasp, and release objects. | |
| STANDARD / CONCEPT / SKILL | PW.OI. | Older Infants (6-15 months) |
| INDICATOR | PW23. | The older infant grasps a variety of objects for eating and play in his/her environment, with and without handles, such as blocks, spoons, markers, etc. |
| EXPECTATION | PW23.1. | Pick up and drop items. ReadyRosie Grasp and Grab Touch and Taste |
| EXPECTATION | PW23.2. | Carry baskets or items with handles. ReadyRosie Grasp and Grab Touch and Taste |
| EXPECTATION | PW23.3. | Squeeze objects. ReadyRosie Grasp and Grab Touch and Taste |
| EXPECTATION | PW23.4. | Uses pincer grasp to pick up small objects like Cheerios. ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| FOCUS / COURSE | MA.AL. | Approaches to Learning Guidelines |
| STRAND | Learning Guideline: The infant shows eagerness and curiosity as a learner. | |
| STANDARD / CONCEPT / SKILL | AL.YI. | Young Infants (0-8 months) |
| INDICATOR | AL1. | The young infant shows curiosity by exploring with the senses. |
| EXPECTATION | AL1.1. | Feel and react to different textures. ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| EXPECTATION | AL1.2. | React to different tastes, like change in formula, or breast milk in a bottle, or first taste of cereal or fruit. ReadyRosie Bath Time Fun |
| EXPECTATION | AL1.3. | Explore toys with all senses. ReadyRosie Bath Time Fun Two on Me and You |
| EXPECTATION | AL1.4. | Explore hands and feet and faces, watching, tasting, touching. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| EXPECTATION | AL1.5. | Bang blocks on high chair. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| EXPECTATION | AL1.6. | Extend arms out to lift their head and chest to see further. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| FOCUS / COURSE | MA.AL. | Approaches to Learning Guidelines |
| STRAND | Learning Guideline: The infant shows eagerness and curiosity as a learner. | |
| STANDARD / CONCEPT / SKILL | AL.YI. | Young Infants (0-8 months) |
| INDICATOR | AL2. | The young infant reacts to new voices or sounds. |
| EXPECTATION | AL2.1. | Become more active or quieter. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| EXPECTATION | AL2.2. | React to voices and sounds by turning head or changing facial expression. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| EXPECTATION | AL2.3. | Show different responses to tone of voice. ReadyRosie Tips for storytelling: Using your voice |
| EXPECTATION | AL2.4. | Gaze attentively to people talking. ReadyRosie Do You See Me? |
| FOCUS / COURSE | MA.AL. | Approaches to Learning Guidelines |
| STRAND | Learning Guideline: The infant shows eagerness and curiosity as a learner. | |
| STANDARD / CONCEPT / SKILL | AL.OI. | Older Infants (6-15 months) |
| INDICATOR | AL3. | The older infant shows curiosity by exploring with the senses. |
| EXPECTATION | AL3.1. | Watch adults and children intently. ReadyRosie Do You See Me? |
| EXPECTATION | AL3.2. | Experiment with the feel and tastes of different foods. ReadyRosie Lunchtime Language |
| EXPECTATION | AL3.5. | Show caution or fear toward unfamiliar people. ReadyRosie How can I help my child with separation? |
| FOCUS / COURSE | MA.AL. | Approaches to Learning Guidelines |
| STRAND | Learning Guideline: The infant shows eagerness and curiosity as a learner. | |
| STANDARD / CONCEPT / SKILL | AL.OI. | Older Infants (6-15 months) |
| INDICATOR | AL4. | The older infant reacts to new voices or sounds. |
| EXPECTATION | AL4.1. | Explore spatial relationships (i.e. try to fit their body into a box). ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| EXPECTATION | AL4.2. | Venture out using motor skills to explore the environment. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| FOCUS / COURSE | MA.AL. | Approaches to Learning Guidelines |
| STRAND | Learning Guideline: The infant becomes intentional and persistent. | |
| STANDARD / CONCEPT / SKILL | AL.YI. | Young Infants (0-8 months) |
| INDICATOR | AL5. | The young infant pays attention and tries to reproduce interesting and pleasurable effects and events. |
| EXPECTATION | AL5.1. | Grasp an object, release it, re-grasp it, and re-release it. ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| EXPECTATION | AL5.2. | Kick or swat a mobile. ReadyRosie Bath Time Fun Kicking Paper |
| FOCUS / COURSE | MA.AL. | Approaches to Learning Guidelines |
| STRAND | Learning Guideline: The infant becomes intentional and persistent. | |
| STANDARD / CONCEPT / SKILL | AL.YI. | Young Infants (0-8 months) |
| INDICATOR | AL6. | The young infant behaves in consistent ways to elicit desired response. |
| EXPECTATION | AL6.1. | Engage adults in interactions. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| EXPECTATION | AL6.2. | Stare at educator for a reaction. ReadyRosie That's My Name |
| EXPECTATION | AL6.3. | Direct attention toward an object by reaching. ReadyRosie Grasp and Grab Touch and Taste |
| EXPECTATION | AL6.4. | Lift their arms to be picked up. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| EXPECTATION | AL6.5. | Produce different cries to indicate hunger, diaper change, cold/hot, overstimulation. ReadyRosie Behavior is a form of communication |
| FOCUS / COURSE | MA.AL. | Approaches to Learning Guidelines |
| STRAND | Learning Guideline: The infant becomes intentional and persistent. | |
| STANDARD / CONCEPT / SKILL | AL.YI. | Young Infants (0-8 months) |
| INDICATOR | AL7. | The young infant shows a willingness to overcome frustration when faced with initial failure. |
| EXPECTATION | AL7.1. | Try several times to reach a desired object. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION | AL7.2. | Keep trying to roll over or sit up despite repeated failure. ReadyRosie Roll Over Supported Sitting |
| FOCUS / COURSE | MA.AL. | Approaches to Learning Guidelines |
| STRAND | Learning Guideline: The infant becomes intentional and persistent. | |
| STANDARD / CONCEPT / SKILL | AL.OI. | Older Infants (6-15 months) |
| INDICATOR | AL8. | The older infant pays attention and tries to reproduce interesting and pleasurable effects and events. |
| EXPECTATION | AL8.1. | Manipulate objects that give responses (busy box, jack in the box). ReadyRosie Bath Time Fun Kicking Paper |
| EXPECTATION | AL8.4. | Play with a variety of sensory materials. ReadyRosie Bath Time Fun Two on Me and You |
| FOCUS / COURSE | MA.AL. | Approaches to Learning Guidelines |
| STRAND | Learning Guideline: The infant becomes intentional and persistent. | |
| STANDARD / CONCEPT / SKILL | AL.OI. | Older Infants (6-15 months) |
| INDICATOR | AL9. | The older infant behaves in consistent ways to elicit desired response. |
| EXPECTATION | AL9.1. | Gesture to educator to pick him up to reach something. ReadyRosie How can I get my child to listen to me? |
| EXPECTATION | AL9.2. | Repeat filling and dumping over and over. ReadyRosie Bath Time Fun Kicking Paper |
| EXPECTATION | AL9.3. | Sustain longer periods of attention. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION | AL9.7. | Persist in finding favorite toy. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| FOCUS / COURSE | MA.AL. | Approaches to Learning Guidelines |
| STRAND | Learning Guideline: The infant becomes intentional and persistent. | |
| STANDARD / CONCEPT / SKILL | AL.OI. | Older Infants (6-15 months) |
| INDICATOR | AL10. | The older infant shows a willingness to overcome frustration when faced with initial failure. |
| EXPECTATION | AL10.2. | Attempt to use words to get educator to provide the desired response. ReadyRosie Behavior is a form of communication |
| Massachusetts Curriculum Frameworks |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2011 |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The toddler relates to, trusts, and becomes attached to consistent educators. | |
| STANDARD / CONCEPT / SKILL | SED.YT. | Young Toddler (12-24 months) |
| INDICATOR | SED1. | The young toddler has positive relationships with several different adults, including educators and family members. |
| EXPECTATION | SED1.2. | Demonstrate feeling safe with significant adults by seeking them out in uncomfortable or dangerous situations. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION | SED1.3. | Only accept specific care (i.e. feeding) from specific adults. ReadyRosie Behavior is a form of communication Snack Time Speech Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION | SED1.4. | Appear uncertain when parents, caregiver or special educator leave the room. ReadyRosie How can I help my child with separation? |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The toddler relates to, trusts, and becomes attached to consistent educators. | |
| STANDARD / CONCEPT / SKILL | SED.YT. | Young Toddler (12-24 months) |
| INDICATOR | SED2. | The young toddler responds to directions from familiar adults. |
| EXPECTATION | SED2.1. | Follow simple (one step) directions from familiar adult. ReadyRosie Choosing Clothes Talk and Play |
| EXPECTATION | SED2.2. | When given directions, look to caregiver for confirmation. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXPECTATION | SED2.3. | Respond to basic guidance and requirements. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The toddler relates to, trusts, and becomes attached to consistent educators. | |
| STANDARD / CONCEPT / SKILL | SED.YT. | Young Toddler (12-24 months) |
| INDICATOR | SED3. | The young toddler relates to adults through shared exploration of materials and environments. |
| EXPECTATION | SED3.2. | Periodically check in with favored educator when playing alone or with peers. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION | SED3.3. | Pull adults toward areas in the playground. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The toddler relates to, trusts, and becomes attached to consistent educators. | |
| STANDARD / CONCEPT / SKILL | SED.OT. | Older Toddlers (22-33 months) |
| INDICATOR | SED4. | The older toddler demonstrates increasing comfort with most adults. |
| EXPECTATION | SED4.1. | Ask for familiar adult by name. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION | SED4.2. | Initiate interactions with familiar and unfamiliar adults. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The toddler relates to, trusts, and becomes attached to consistent educators. | |
| STANDARD / CONCEPT / SKILL | SED.OT. | Older Toddlers (22-33 months) |
| INDICATOR | SED5. | The older toddler demonstrates and labels relationships of others such as “Mommy, Daddy and me are a family. You are my teacher- I love all of you.” |
| EXPECTATION | SED5.1. | Cry for familiar adult when facing a challenging situation. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The toddler relates to, trusts, and becomes attached to consistent educators. | |
| STANDARD / CONCEPT / SKILL | SED.OT. | Older Toddlers (22-33 months) |
| INDICATOR | SED6. | The older toddler follows the directions of adults. |
| EXPECTATION | SED6.1. | Change their focus and listen when adult is speaking to them. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The toddler notices and interacts with toddlers their own age. | |
| STANDARD / CONCEPT / SKILL | SED.YT. | Young Toddlers (12-24 months) |
| INDICATOR | SED8. | The young toddler notices, relates to and engages with children around the same age. |
| EXPECTATION | SED8.3. | Seek specific children for regular interactions. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The toddler notices and interacts with toddlers their own age. | |
| STANDARD / CONCEPT / SKILL | SED.YT. | Young Toddlers (12-24 months) |
| INDICATOR | SED9. | The young toddler is responsive to playing next to and with other children. |
| EXPECTATION | SED9.3. | Smile, laugh or talk to another child. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| EXPECTATION | SED9.4. | Bring toys over to other child and offers the toy for play. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The toddler notices and interacts with toddlers their own age. | |
| STANDARD / CONCEPT / SKILL | SED.OT. | Older Toddlers (22-33 months) |
| INDICATOR | SED10. | The older toddler becomes attached to people around their own age. |
| EXPECTATION | SED10.1. | Seek certain children for play. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| EXPECTATION | SED10.3. | Talk to other children. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The toddler notices and interacts with toddlers their own age. | |
| STANDARD / CONCEPT / SKILL | SED.OT. | Older Toddlers (22-33 months) |
| INDICATOR | SED11. | The older toddler is responsive to other children. |
| EXPECTATION | SED11.2. | Respond with laughter and “chatter” in interactions with other children. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| EXPECTATION | SED11.4. | May become aggressive in their play, pushing or hitting. ReadyRosie How should I handle temper tantrums? |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The toddler notices and interacts with toddlers their own age. | |
| STANDARD / CONCEPT / SKILL | SED.OT. | Older Toddlers (22-33 months) |
| INDICATOR | SED12. | The older toddler begins to develop increased “cooperative” play with peers. |
| EXPECTATION | SED12.1. | Begin to engage in play that has a story line. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| EXPECTATION | SED12.2. | Begin to take on roles of familiar people, animals, or characters. ReadyRosie Bear Bath Tea Party |
| EXPECTATION | SED12.4. | May express frustrations when playing with others. ReadyRosie How should I handle temper tantrums? |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The toddler experiences and expresses a range of emotions. | |
| STANDARD / CONCEPT / SKILL | SED.YT. | Young Toddlers (12-24 months) |
| INDICATOR | SED13. | The young toddler expresses a range of emotions, sometimes with intensity. |
| EXPECTATION | SED13.1. | Experience intense feelings of sadness and jubilation when leaving and reuniting with parents. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION | SED13.2. | Name some emotions. ReadyRosie Reading Emotions |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The toddler experiences and expresses a range of emotions. | |
| STANDARD / CONCEPT / SKILL | SED.YT. | Young Toddlers (12-24 months) |
| INDICATOR | SED14. | The young toddler recognizes his/her own feelings. |
| EXPECTATION | SED14.1. | Appear uneasy when approached by an unfamiliar person. ReadyRosie How can I help my child with separation? |
| EXPECTATION | SED14.2. | Express themselves in different ways including verbally and physically. ReadyRosie Reading Emotions |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The toddler experiences and expresses a range of emotions. | |
| STANDARD / CONCEPT / SKILL | SED.YT. | Young Toddlers (12-24 months) |
| INDICATOR | SED15. | The young toddler begins to express their likes and dislikes. |
| EXPECTATION | SED15.1. | Refuse to stop activity when liked. ReadyRosie Choosing Clothes This or That |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The toddler experiences and expresses a range of emotions. | |
| STANDARD / CONCEPT / SKILL | SED.OT. | Older Toddlers (22-33 months) |
| INDICATOR | SED16. | The older toddler begins to label their feelings. |
| EXPECTATION | SED16.1. | Laugh and say “I am so happy today.” ReadyRosie Reading Emotions |
| EXPECTATION | SED16.2. | Yell, “NO! That makes me mad!” ReadyRosie Reading Emotions |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The toddler experiences and expresses a range of emotions. | |
| STANDARD / CONCEPT / SKILL | SED.OT. | Older Toddlers (22-33 months) |
| INDICATOR | SED17. | The older toddler begins to demonstrate need to complete tasks on his/her own. |
| EXPECTATION | SED17.2. | Refuse help only to ask for it when they become frustrated. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The toddler progresses in regulating his own feelings and behavior. | |
| STANDARD / CONCEPT / SKILL | SED.YT. | Young Toddlers (12-24 months) |
| INDICATOR | SED18. | The young toddler is developing the ability to control his/her emotions. |
| EXPECTATION | SED18.1. | Express themselves in different ways including verbally and physically. ReadyRosie Reading Emotions |
| EXPECTATION | SED18.3. | With support, show more impulse control. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The toddler progresses in regulating his own feelings and behavior. | |
| STANDARD / CONCEPT / SKILL | SED.OT. | Older Toddlers (22-33 months) |
| INDICATOR | SED20. | The older toddler is refining their ability to self-regulate. |
| EXPECTATION | SED20.1. | Participate in enjoyable activities for longer periods of time. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXPECTATION | SED20.2. | Use words to negotiate play rather than hit or bite. ReadyRosie How should I handle temper tantrums? |
| EXPECTATION | SED20.3. | Verbally negotiates with adult around schedules or activities. ReadyRosie How should I handle temper tantrums? |
| EXPECTATION | SED20.4. | Show more impulse control. (i.e. stopping before he picks up an object he has been told not to touch). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The toddler progresses in regulating his own feelings and behavior. | |
| STANDARD / CONCEPT / SKILL | SED.OT. | Older Toddlers (22-33 months) |
| INDICATOR | SED21. | The older toddler is developing problem solving skills when challenged. |
| EXPECTATION | SED21.2. | Look to the educator to help in solving problems. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The toddler develops a positive sense of self. | |
| STANDARD / CONCEPT / SKILL | SED.YT. | Young Toddlers (12-24 months) |
| INDICATOR | SED23. | The young toddler develops a sense of self confidence through their abilities and achievements. |
| EXPECTATION | SED23.1. | Demonstrate or show adult task or achievement. ReadyRosie Happy Birthday to You Point and Learn This or That |
| EXPECTATION | SED23.2. | Seek specific objects and toys that they have used successfully in the past ReadyRosie Bear Bath Tea Party |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The toddler develops a positive sense of self. | |
| STANDARD / CONCEPT / SKILL | SED.YT. | Young Toddlers (12-24 months) |
| INDICATOR | SED24. | The young toddler develops self-worth through respectful and responsive interactions. |
| EXPECTATION | SED24.1. | Stay with and completes activity. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The toddler develops a positive sense of self. | |
| STANDARD / CONCEPT / SKILL | SED.OT. | Older Toddlers (22-33 months) |
| INDICATOR | SED25. | The older toddler identifies themselves and familiar people. |
| EXPECTATION | SED25.1. | Name themselves in pictures. ReadyRosie Happy Birthday to You Point and Learn This or That |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The toddler develops a positive sense of self. | |
| STANDARD / CONCEPT / SKILL | SED.OT. | Older Toddlers (22-33 months) |
| INDICATOR | SED27. | The older toddler begins to recognize physical, ethnic, and cultural differences between themselves and others. |
| EXPECTATION | SED27.1. | Point out people who look different from the familiar people in their lives (i.e. a child in a wheelchair; a person with a different color skin; a person speaking a language they have not heard). ReadyRosie Clap and Swing How can I communicate with my baby? Swing Song Why should we tell family stories? |
| FOCUS / COURSE | MA.SED. | Social-Emotional Development Guidelines |
| STRAND | Learning Guideline: The toddler develops a positive sense of self. | |
| STANDARD / CONCEPT / SKILL | SED.OT. | Older Toddlers (22-33 months) |
| INDICATOR | SED28. | The older toddler demonstrates awareness of behavior and its effects. |
| EXPECTATION | SED28.1. | Experiment to see the effects of his actions on other people and on objects. ReadyRosie Dump and Pick Up |
| EXPECTATION | SED28.3. | Recognize that inappropriate behavior results in more directive action from adults. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The toddler demonstrates understanding of spoken (or signed) language (receptive language). | |
| STANDARD / CONCEPT / SKILL | LC.YT. | Young Toddlers (12-24 months) |
| INDICATOR | LC28. | The younger toddler responds to action words by performing the action. |
| EXPECTATION | LC28.1. | Attempt to skip or gallop when you sing “Skip to my Lou.” ReadyRosie Bear Bath Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| EXPECTATION | LC28.2. | Clap “hooray,” nod “yes,” shake his/her head “no,” or wave “bye-bye.” ReadyRosie Bear Bath |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The toddler demonstrates understanding of spoken (or signed) language (receptive language). | |
| STANDARD / CONCEPT / SKILL | LC.YT. | Young Toddlers (12-24 months) |
| INDICATOR | LC29. | The younger toddler understands educators’ simple requests and statements referring to the present situation. |
| EXPECTATION | LC29.1. | Respond to simple, direct, conversational sentences, either verbally or by actions or gestures (e.g., point to body parts when asked, “Where is your nose?” or “Where is your belly button?”) ReadyRosie Why should we tell family stories? |
| EXPECTATION | LC29.3. | Progress in listening to and understanding the English language while maintaining home language, when the two are not the same. ReadyRosie How can I help my child learn new words? |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The toddler demonstrates understanding of spoken (or signed) language (receptive language). | |
| STANDARD / CONCEPT / SKILL | LC.YT. | Young Toddlers (12-24 months) |
| INDICATOR | LC30. | The younger toddler listens to stories. |
| EXPECTATION | LC30.1. | Respond to caregiver when asked if s/he wants to listen to a story by smiling, gesturing, nodding or saying “yes”. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| EXPECTATION | LC30.2. | Point to pictures in the book and may use simple words to identify objects such as “ball” or “cat”. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Reading Emotions Talk and Play |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The toddler demonstrates understanding of spoken (or signed) language (receptive language). | |
| STANDARD / CONCEPT / SKILL | LC.OT. | Older Toddlers (22-33 months) |
| INDICATOR | LC31. | The older toddler continues to understand many more words than they can speak. |
| EXPECTATION | LC31.1. | Listen to books with educators for longer periods of time. ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| EXPECTATION | LC31.2. | Listen to short stories and react to funny parts by smiling or laughing. ReadyRosie Choosing Clothes Look at the Book Point and Learn Reading Emotions Rhyme and Ride Swing Song Talk and Play Why should we tell family stories? |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The toddler demonstrates understanding of spoken (or signed) language (receptive language). | |
| STANDARD / CONCEPT / SKILL | LC.OT. | Older Toddlers (22-33 months) |
| INDICATOR | LC32. | The older toddler understands more abstract and complex statements and requests that refer to positions in space, reference to time, ideas, feelings and the future. |
| EXPECTATION | LC32.2. | Get a specific object when you ask for it (e.g., “Please pick up the car between the two shelves”). ReadyRosie Choosing Clothes Talk and Play |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The toddler develops expressive language. | |
| STANDARD / CONCEPT / SKILL | LC.YT. | Young Toddlers (12-24 months) |
| INDICATOR | LC33. | The younger toddler begins to use recognizable words. |
| EXPECTATION | LC33.1. | Point to an object and name it. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| EXPECTATION | LC33.2. | Use baby words, or say words in her own way. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| EXPECTATION | LC33.3. | Use one word or phrase to mean several different things. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| EXPECTATION | LC33.4. | Use a word as if it were a whole sentence. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The toddler develops expressive language. | |
| STANDARD / CONCEPT / SKILL | LC.YT. | Young Toddlers (12-24 months) |
| INDICATOR | LC34. | The younger toddler uses a growing number of words and puts them together in short phrases and simple questions. |
| EXPECTATION | LC34.1. | Ask and answer simple questions about self and family using learned phrases and vocabulary. ReadyRosie Why should we tell family stories? |
| EXPECTATION | LC34.2. | Move from naming familiar objects to using words heard in stories and from other experiences. ReadyRosie Big and Little Choosing Clothes Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The toddler develops expressive language. | |
| STANDARD / CONCEPT / SKILL | LC.YT. | Young Toddlers (12-24 months) |
| INDICATOR | LC35. | The younger toddler becomes frustrated trying to express him/herself. |
| EXPECTATION | LC35.1. | Stumble on which words to use because they don’t come out as fast as they want. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The toddler develops expressive language. | |
| STANDARD / CONCEPT / SKILL | LC.OT. | Older Toddlers (22-33 months) |
| INDICATOR | LC36. | The older toddler communicates clearly enough to be understood by familiar and unfamiliar listeners. |
| EXPECTATION | LC36.4. | Use words or phrases to express wants, seek attention, protest, comment or offer greetings. ReadyRosie Behavior is a form of communication Snack Time Speech |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The toddler engages in social communication. | |
| STANDARD / CONCEPT / SKILL | LC.YT. | Young Toddlers (12-24 months) |
| INDICATOR | LC37. | The younger toddler uses sounds and words in social situations. |
| EXPECTATION | LC37.1. | Create word sounds and point to a specific toy to let the educator know that s/he wants to play with something. ReadyRosie Bear Bath Tea Party |
| EXPECTATION | LC37.2. | Say “yes” and “no” to let adults know what s/he wants. ReadyRosie Behavior is a form of communication Snack Time Speech |
| EXPECTATION | LC37.3. | Talk into the play telephone. ReadyRosie Bear Bath Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play Tea Party |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The toddler engages in social communication. | |
| STANDARD / CONCEPT / SKILL | LC.YT. | Young Toddlers (12-24 months) |
| INDICATOR | LC38. | The younger toddler attends to and tries to take part in conversations. |
| EXPECTATION | LC38.3. | At the end of this age range, begin to use the language they hear most frequently and repeat these words and phrases during pretend play. Might alternate using home language and English. ReadyRosie Bear Bath Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play Tea Party |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The toddler engages in social communication. | |
| STANDARD / CONCEPT / SKILL | LC.OT. | Older Toddlers (22-33 months) |
| INDICATOR | LC39. | The older toddler participates in conversations. |
| EXPECTATION | LC39.3. | Use experiences, toys, books or pretend play to engage others in conversation. ReadyRosie Bear Bath Tea Party |
| EXPECTATION | LC39.7. | Talk to and for a puppet or doll. ReadyRosie Tea Party |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The toddler demonstrates phonological awareness. | |
| STANDARD / CONCEPT / SKILL | LC.YT. | Young Toddlers (12-24 months) |
| INDICATOR | LC40. | The younger toddler uses vocalization and words for a variety of reasons. |
| EXPECTATION | LC40.2. | Imitate environmental sounds during play (e.g., “ring, ring,” “the rooster goes cock-a-doodle-doo.”) ReadyRosie Bear Bath |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The toddler demonstrates phonological awareness. | |
| STANDARD / CONCEPT / SKILL | LC.OT. | Older Toddlers (22-33 months) |
| INDICATOR | LC41. | The older toddler develops an awareness of word sounds and rhythms of language. |
| EXPECTATION | LC41.2. | Fill in missing words in a rhyming pattern (such as “Willaby, Wallaby, Woo”). ReadyRosie Clap and Swing Itsy Bitsy Spider Motions Rhyme and Ride Swing Song Where is Thumbkin? |
| EXPECTATION | LC41.3. | Make up their own nonsense words to familiar songs or rhymes. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The toddler engages in pre-reading activities. | |
| STANDARD / CONCEPT / SKILL | LC.YT. | Young Toddlers (12-24 months) |
| INDICATOR | LC44. | The younger toddler shows motivation to read. |
| EXPECTATION | LC44.1. | Pick out a favorite book and bring it to the educator. ReadyRosie Choosing Clothes This or That |
| EXPECTATION | LC44.3. | Have a favorite book. ReadyRosie Choosing Clothes This or That |
| EXPECTATION | LC44.4. | Interact with books by turning pages, pointing to pictures and details, imitating actions and sound effects – when encouraged by an adult. ReadyRosie Bear Bath Look at the Book Reading Emotions |
| EXPECTATION | LC44.6. | Ask educator to repeat favorite rhymes, finger plays or stories. ReadyRosie Itsy Bitsy Spider Motions |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The toddler engages in pre-reading activities. | |
| STANDARD / CONCEPT / SKILL | LC.OT. | Older Toddlers (22-33 months) |
| INDICATOR | LC45. | The older toddler increases knowledge about books and how they are typically read. |
| EXPECTATION | LC45.1. | Show a memory for parts of familiar stories, rhymes and songs. ReadyRosie Big and Little Buried Treasure Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Shoe Search Swing Song Where is Thumbkin? Why should I sing to my baby? |
| EXPECTATION | LC45.2. | Use storybook language, forms and conventions (“Once there was.., The end”) when telling stories. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| EXPECTATION | LC45.6. | Act out part of a story with toys or props. ReadyRosie Bear Bath Tea Party |
| EXPECTATION | LC45.8. | Seek out books that provide pictures and information related to an ongoing interest. ReadyRosie Reading Emotions |
| EXPECTATION | LC45.9. | Hold a book right side up and turns pages from front to back. ReadyRosie Look at the Book |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The toddler demonstrates interest and engagement in print literacy materials. | |
| STANDARD / CONCEPT / SKILL | LC.OT. | Older Toddlers (22-33 months) |
| INDICATOR | LC47. | The older toddler demonstrates knowledge that a symbol can represent something else. |
| EXPECTATION | LC47.1. | Recognize that a word can stand for an object, a name for a person, a picture for the real object. ReadyRosie Reading Emotions |
| EXPECTATION | LC47.2. | Ask what a sign says. ReadyRosie Check the Mail |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The toddler develops emergent writing skills. | |
| STANDARD / CONCEPT / SKILL | LC.YT. | Young Toddlers (12-24 months) |
| INDICATOR | LC48. | The younger toddler makes purposeful marks on paper. |
| EXPECTATION | LC48.1. | Begin to develop eye-hand coordination. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| EXPECTATION | LC48.2. | Manipulate materials with increasing precision (fitting blocks into shallow sorters, pushing buttons on a cell phone, turning pages of a book and picking up hard-to-grasp objects such as ice cubes and room-temperature cooked pasta). ReadyRosie Big and Little Color Toys Find a Match Look at the Book |
| EXPECTATION | LC48.3. | Explore with writing materials. ReadyRosie Color with Me |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The toddler develops multiple language acquisitions when considered a dual language learner. | |
| STANDARD / CONCEPT / SKILL | LC.YT. | Young Toddlers (12-24 months) |
| INDICATOR | LC50. | The younger toddler demonstrates competency in home language while acquiring beginning proficiency in English. |
| EXPECTATION | LC50.1. | Use their home language with educators and peers to express wants and needs as well as to initiate interaction. ReadyRosie Behavior is a form of communication Choosing Clothes How can I make music part of our day? Move to to the Music Snack Time Speech This or That |
| EXPECTATION | LC50.2. | Babble English sounds or imitate single words or stock phrases. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| FOCUS / COURSE | MA.LC. | Language and Communication Guidelines |
| STRAND | Learning Guideline: The toddler develops multiple language acquisitions when considered a dual language learner. | |
| STANDARD / CONCEPT / SKILL | LC.OT. | Older Toddlers (22-33 months) |
| INDICATOR | LC51. | The older toddler demonstrates competency in home language while acquiring proficiency in English. |
| EXPECTATION | LC51.3. | Identify and name objects in the room. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The toddler develops increasing memory of past events and knowledge. | |
| STANDARD / CONCEPT / SKILL | CD.YT. | Young Toddlers (12-24 months) |
| INDICATOR | CD42. | The younger toddler recalls names of familiar people, animals and things; recalls parts of familiar songs, fingerplays and stories. |
| EXPECTATION | CD42.1. | Say, “dog,” when the educator points to a dog in a picture book. ReadyRosie Reading Emotions |
| EXPECTATION | CD42.2. | Sing some of the words to “Twinkle Twinkle Little Star,” or another favorite song. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| EXPECTATION | CD42.3. | Announce or point to another child, “Your mommy is here,” when that child’s mother comes to pick her up. ReadyRosie Big and Little Buried Treasure Shoe Search |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The toddler develops increasing memory of past events and knowledge. | |
| STANDARD / CONCEPT / SKILL | CD.YT. | Young Toddlers (12-24 months) |
| INDICATOR | CD43. | The younger toddler follows routines and recalls the location of objects with assistance. |
| EXPECTATION | CD43.1. | Go get a blanket when the educator points and says, “The baby is cold. Can you get his blanket?” ReadyRosie Big and Little Buried Treasure Choosing Clothes Shoe Search Talk and Play |
| EXPECTATION | CD43.2. | Anticipate and participate in the routines leading up to nap time. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| EXPECTATION | CD43.3. | Return to get a treasured animal that he left earlier in the morning with reminding from educator. ReadyRosie Big and Little Buried Treasure Shoe Search |
| EXPECTATION | CD43.4. | Imitate an action or activity previously observed. ReadyRosie Bear Bath Big and Little Buried Treasure Shoe Search Tea Party |
| EXPECTATION | CD43.5. | Act out a familiar routine in play, such as eating or sleeping. ReadyRosie Bear Bath Snack Time Speech Tea Party |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The toddler develops increasing memory of past events and knowledge. | |
| STANDARD / CONCEPT / SKILL | CD.OT. | Older Toddlers (22-33 months) |
| INDICATOR | CD44. | The older toddler recalls past information, such as repetitive parts to familiar songs, stories and fingerplays, and shares past events. |
| EXPECTATION | CD44.2. | Sing a favorite song while stringing beads. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| EXPECTATION | CD44.3. | Tell another child, “Gentle touches,” after hearing an educator repeat this to child. ReadyRosie Big and Little Buried Treasure Shoe Search |
| EXPECTATION | CD44.4. | Say, “Can’t catch me,” when educator pauses while reading The Gingerbread Man. ReadyRosie Big and Little Buried Treasure Shoe Search |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The toddler develops increasing memory of past events and knowledge. | |
| STANDARD / CONCEPT / SKILL | CD.OT. | Older Toddlers (22-33 months) |
| INDICATOR | CD45. | The older toddler improves memory for details; looks for favorite objects. |
| EXPECTATION | CD45.1. | Act out cooking pasta on the stove in housekeeping after seeing parents do this at home (i.e., fill pot with water, put pot on stove, say, “hot”). ReadyRosie Bear Bath Tea Party |
| EXPECTATION | CD45.2. | Put puzzle back on correct shelf when it is time to clean up. ReadyRosie Big and Little Buried Treasure Shoe Search |
| EXPECTATION | CD45.3. | Look behind a shelf when a favorite toy that was put on top of the shelf cannot be located. ReadyRosie Big and Little Buried Treasure Shoe Search |
| EXPECTATION | CD45.4. | Find a hat belonging to a particular child and give it to him. ReadyRosie Big and Little Buried Treasure Shoe Search |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The toddler demonstrates an awareness that predictable things happen as a result of actions. | |
| STANDARD / CONCEPT / SKILL | CD.YT. | Young Toddlers (12-24 months) |
| INDICATOR | CD46. | The younger toddler repeats actions watching for results. |
| EXPECTATION | CD46.1. | Push the handle on the toilet repeatedly and watch the water flush away. ReadyRosie Dump and Pick Up |
| EXPECTATION | CD46.2. | Turn light switch off and on repeatedly if it is reachable. ReadyRosie Dump and Pick Up |
| EXPECTATION | CD46.3. | Put cars on the slide repeatedly and watch them roll to the bottom. ReadyRosie Dump and Pick Up |
| EXPECTATION | CD46.4. | Drop balls in an inclined tube, watch them fall to the bottom, and then put them back at the top to repeat the action. ReadyRosie Dump and Pick Up |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The toddler demonstrates an awareness that predictable things happen as a result of actions. | |
| STANDARD / CONCEPT / SKILL | CD.YT. | Young Toddlers (12-24 months) |
| INDICATOR | CD47. | The younger toddler expects certain things to happen as a result of his actions. |
| EXPECTATION | CD47.2. | Push, turn and pull the knobs correctly on a busy box to make the animals pop up. ReadyRosie Dump and Pick Up |
| EXPECTATION | CD47.3. | Push another child away from the swing when he wants it. ReadyRosie Dump and Pick Up |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The toddler demonstrates an awareness that predictable things happen as a result of actions. | |
| STANDARD / CONCEPT / SKILL | CD.OT. | Older Toddlers (22-33 months) |
| INDICATOR | CD48. | The older toddler demonstrates an awareness of the effects of certain actions. |
| EXPECTATION | CD48.2. | Tell the educator, “Shhh,” when he puts his doll to bed. ReadyRosie Bear Bath Dump and Pick Up Tea Party |
| EXPECTATION | CD48.3. | Say, “Watch out,” when stacking blocks with another child. ReadyRosie Dump and Pick Up |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The toddler demonstrates an awareness that predictable things happen as a result of actions. | |
| STANDARD / CONCEPT / SKILL | CD.OT. | Older Toddlers (22-33 months) |
| INDICATOR | CD49. | The older toddler begins to investigate the reasons why something unexpected happens. |
| EXPECTATION | CD49.1. | Examine a toy carefully, turning it over and hitting it to discover why it does not work when the button is pushed. ReadyRosie Dump and Pick Up |
| EXPECTATION | CD49.2. | Look inside dress-up shoes, shaking them out, when she feels something inside. ReadyRosie Dump and Pick Up |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The toddler experiments with a variety of problem-solving strategies. | |
| STANDARD / CONCEPT / SKILL | CD.YT. | Young Toddlers (12-24 months) |
| INDICATOR | CD50. | The younger toddler persists with trial-and-error approaches to solve a problem. |
| EXPECTATION | CD50.1. | Try to reach a ball under the bookshelf, and then get a toy broom to reach the ball. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| EXPECTATION | CD50.2. | Try repeatedly to open a container, then hand it to an educator saying, “Open.” ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| EXPECTATION | CD50.3. | Try to walk up a ramp, but loses balance and falls; then crawls up ramp. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The toddler experiments with a variety of problem-solving strategies. | |
| STANDARD / CONCEPT / SKILL | CD.YT. | Young Toddlers (12-24 months) |
| INDICATOR | CD51. | The younger toddler begins to understand through trial and error that certain behaviors can cause results. |
| EXPECTATION | CD51.1. | Push the toy car across the floor and watch it hit the wall. ReadyRosie Dump and Pick Up |
| EXPECTATION | CD51.2. | Place simple shapes in a shape sorter and turn it over to get them out again. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| EXPECTATION | CD51.3. | Look for a button to push on a toy when a similar toy worked with a push button. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The toddler experiments with a variety of problem-solving strategies. | |
| STANDARD / CONCEPT / SKILL | CD.OT. | Older Toddlers (22-33 months) |
| INDICATOR | CD52. | The older toddler creates and carries out a plan for solving simple problems. |
| EXPECTATION | CD52.1. | Ask another child for help in carrying a large stuffed dog that was too big to lift alone. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| EXPECTATION | CD52.2. | Use a block to stand on to reach a toy on an upper shelf. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The toddler experiments with a variety of problem-solving strategies. | |
| STANDARD / CONCEPT / SKILL | CD.OT. | Older Toddlers (22-33 months) |
| INDICATOR | CD53. | The older toddler can choose a solution to a problem from more than one possibility. |
| EXPECTATION | CD53.2. | Place rings on a stacking toy in the correct sequence. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The toddler explores with materials and discovers mathematical concepts. | |
| STANDARD / CONCEPT / SKILL | CD.YT. | Young Toddlers (12-24 months) |
| INDICATOR | CD54. | The younger toddler shows interest in matching and sorting according to color, shape and size. |
| EXPECTATION | CD54.2. | Bring another red block when told, “Find a red block that looks like this.” ReadyRosie Find a Match |
| EXPECTATION | CD54.3. | Put away cars with other cars when given a container and asked to put cars in it. ReadyRosie Big and Little Color Toys Find a Match |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The toddler explores with materials and discovers mathematical concepts. | |
| STANDARD / CONCEPT / SKILL | CD.YT. | Young Toddlers (12-24 months) |
| INDICATOR | CD55. | The younger toddler shows an awareness of quantity. |
| EXPECTATION | CD55.1. | Complain when another child has two dolls and he has one. ReadyRosie Build to Four Counting Counts Dump and Pick Up Little Hands, Big Plans |
| EXPECTATION | CD55.3. | Give one object when asked (i.e., “Give one truck to Lily”). ReadyRosie Build to Four Counting Counts |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The toddler explores with materials and discovers mathematical concepts. | |
| STANDARD / CONCEPT / SKILL | CD.OT. | Older Toddlers (22-33 months) |
| INDICATOR | CD57. | The older toddler matches and sorts according to color, shape or size. |
| EXPECTATION | CD57.2. | Sort objects by shape, separating the circles from the triangles. ReadyRosie Big and Little Color Toys Find a Match |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The toddler explores with materials and discovers mathematical concepts. | |
| STANDARD / CONCEPT / SKILL | CD.OT. | Older Toddlers (22-33 months) |
| INDICATOR | CD58. | The older toddler shows an understanding of number concepts one, two, more and less. |
| EXPECTATION | CD58.2. | Object when another child takes one of the toys she is playing with. ReadyRosie Build to Four Counting Counts Dump and Pick Up Little Hands, Big Plans |
| EXPECTATION | CD58.4. | Ask for another piece of apple when she sees her friend has one more than she does. ReadyRosie Build to Four Counting Counts Dump and Pick Up Little Hands, Big Plans |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The toddler discovers creative expression though music, drama, dance and art experiences. | |
| STANDARD / CONCEPT / SKILL | CD.YT. | Young Toddlers (12-24 months) |
| INDICATOR | CD65. | The younger toddler responds to and participates in music, rhythm and songs. |
| EXPECTATION | CD65.1. | Sway, clap, stomp feet and vocalize to music. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| EXPECTATION | CD65.3. | Observe and imitate hand movements to music and finger plays. ReadyRosie I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The toddler discovers creative expression though music, drama, dance and art experiences. | |
| STANDARD / CONCEPT / SKILL | CD.YT. | Young Toddlers (12-24 months) |
| INDICATOR | CD66. | The younger toddler explores with sensory art materials and uses them to create visual effects. |
| EXPECTATION | CD66.5. | Name a favorite color to use for painting or drawing. ReadyRosie Find a Match |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The toddler discovers creative expression though music, drama, dance and art experiences. | |
| STANDARD / CONCEPT / SKILL | CD.YT. | Young Toddlers (12-24 months) |
| INDICATOR | CD67. | The younger toddler begins to use pretend and dramatic play to act out familiar scenes. |
| EXPECTATION | CD67.1. | Use hats, bags and clothes for dress up. ReadyRosie Bear Bath |
| EXPECTATION | CD67.2. | Use a toy cup to pretend to drink or talk on a play phone. ReadyRosie Bear Bath Tea Party |
| EXPECTATION | CD67.4. | Imitate educator behavior such as wiping a table or feeding a baby. ReadyRosie Bear Bath Tea Party |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The toddler discovers creative expression though music, drama, dance and art experiences. | |
| STANDARD / CONCEPT / SKILL | CD.OT. | Older Toddlers (22-33 months) |
| INDICATOR | CD68. | The older toddler responds to and participates in music and dance with increasing skill in rhythm and movement. |
| EXPECTATION | CD68.1. | Move and dance to music, displaying more balance; jump up and down to active music while clapping hands; sway back and forth from one foot to the other when listening to music. ReadyRosie I can't sing. How can I sing to my baby? Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| EXPECTATION | CD68.4. | Join in singing all or part of favorite songs and nursery rhymes. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| EXPECTATION | CD68.5. | Enjoy hopping like a bunny as part of creative movement. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The toddler discovers creative expression though music, drama, dance and art experiences. | |
| STANDARD / CONCEPT / SKILL | CD.OT. | Older Toddlers (22-33 months) |
| INDICATOR | CD70. | The older toddler expands on pretend play and recreates familiar settings through the imaginative use of props and clothing. |
| EXPECTATION | CD70.2. | Listen to a doll’s “heartbeat” after a visit to the pediatrician. ReadyRosie Bear Bath Tea Party |
| EXPECTATION | CD70.3. | Chat in an animated way on the play phone. ReadyRosie Bear Bath Tea Party |
| EXPECTATION | CD70.4. | Join in others’ pretend play games; call out instructions to engage other children in joining. ReadyRosie Bear Bath Tea Party |
| EXPECTATION | CD70.5. | Talk to or for toys during play. ReadyRosie Bear Bath Tea Party |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The toddler begins to develop the foundations for social science. | |
| STANDARD / CONCEPT / SKILL | CD.YT. | Young Toddlers (12-24 months) |
| INDICATOR | CD71. | The younger toddler follows daily routines and anticipates upcoming routine activities. |
| EXPECTATION | CD71.1. | Sit at the table when the educator begins to get lunch ready. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| EXPECTATION | CD71.2. | Run to the door when told, “Let’s get ready to go outside.” ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The toddler begins to develop the foundations for social science. | |
| STANDARD / CONCEPT / SKILL | CD.YT. | Young Toddlers (12-24 months) |
| INDICATOR | CD72. | The younger toddler recalls recent events. |
| EXPECTATION | CD72.1. | Say, “Nana house,” after a visit a day or two before to a grandparent. ReadyRosie Big and Little Buried Treasure Shoe Search |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The toddler begins to develop the foundations for social science. | |
| STANDARD / CONCEPT / SKILL | CD.YT. | Young Toddlers (12-24 months) |
| INDICATOR | CD74. | The younger toddler begins to recognize individual preferences and differences. |
| EXPECTATION | CD74.2. | Select a favorite book to look at again and again. ReadyRosie Choosing Clothes This or That |
| EXPECTATION | CD74.3. | Run to the educator if a stranger enters the room. ReadyRosie How can I help my child with separation? |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The toddler begins to develop the foundations for social science. | |
| STANDARD / CONCEPT / SKILL | CD.OT. | Older Toddlers (22-33 months) |
| INDICATOR | CD75. | The older toddler begins to explore and become aware of the immediate community. |
| EXPECTATION | CD75.3. | Make pizza in the dramatic play area. ReadyRosie Bear Bath Tea Party |
| EXPECTATION | CD75.4. | Make siren sounds while pushing a police car. ReadyRosie Bear Bath Tea Party |
| EXPECTATION | CD75.5. | Pretend to be Mom or Dad while caring for a baby doll. ReadyRosie Bear Bath Tea Party |
| FOCUS / COURSE | MA.CD. | Cognitive Development Guidelines |
| STRAND | Learning Guideline: The toddler begins to develop the foundations for social science. | |
| STANDARD / CONCEPT / SKILL | CD.OT. | Older Toddlers (22-33 months) |
| INDICATOR | CD76. | The older toddler begins to understand rules and routines. |
| EXPECTATION | CD76.1. | Remind others of the rules, saying, “Gentle touches,” when one child is rough with another. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| EXPECTATION | CD76.2. | Go to hang up coat when coming in from outside. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The toddler develops the ability to move the large muscles (gross motor). | |
| STANDARD / CONCEPT / SKILL | PW.YT. | Young Toddlers (12-24 months) |
| INDICATOR | PW27. | The young toddler moves body, arms and legs with coordination. |
| EXPECTATION | PW27.1. | Walk without help. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The toddler develops the ability to move the large muscles (gross motor). | |
| STANDARD / CONCEPT / SKILL | PW.YT. | Young Toddlers (12-24 months) |
| INDICATOR | PW28. | The young toddler demonstrates large muscle balance, stability, control and coordination. |
| EXPECTATION | PW28.1. | Push and pull toys while walking. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| EXPECTATION | PW28.3. | Kick ball forward. ReadyRosie Baby Basketball Kick With Me |
| EXPECTATION | PW28.4. | Catch a rolled ball while sitting on the floor. ReadyRosie Baby Basketball Kick With Me |
| EXPECTATION | PW28.5. | Walk on tiptoes. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| EXPECTATION | PW28.6. | Push and pull toys while walking. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| EXPECTATION | PW28.8. | Kick ball forward. ReadyRosie Baby Basketball Kick With Me |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The toddler develops the ability to move the large muscles (gross motor). | |
| STANDARD / CONCEPT / SKILL | PW.YT. | Young Toddlers (12-24 months) |
| INDICATOR | PW29. | The young toddler moves body with purpose to achieve a goal. |
| EXPECTATION | PW29.2. | Walk across the room to greet someone. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| EXPECTATION | PW29.4. | Try to pedal a tricycle. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The toddler develops the ability to move the large muscles (gross motor). | |
| STANDARD / CONCEPT / SKILL | PW.OT. | Older Toddlers (22-33 months) |
| INDICATOR | PW30. | The older toddler moves body, arms and legs with coordination. |
| EXPECTATION | PW30.1. | Walk fast and well. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| EXPECTATION | PW30.2. | Seldom falls. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| EXPECTATION | PW30.3. | Stand and walk on tip toes. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| EXPECTATION | PW30.4. | Walk backwards. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| EXPECTATION | PW30.6. | Walk, run with control, climb well, throw a ball with aim. ReadyRosie Baby Basketball Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| EXPECTATION | PW30.7. | Catch a ball by trapping it with arms and hands. ReadyRosie Baby Basketball Kick With Me |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The toddler develops the ability to move the large muscles (gross motor). | |
| STANDARD / CONCEPT / SKILL | PW.OT. | Older Toddlers (22-33 months) |
| INDICATOR | PW31. | The older toddler demonstrates large muscle balance, stability, control and coordination. |
| EXPECTATION | PW31.2. | Balance on one foot for a second or two. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| EXPECTATION | PW31.3. | Engages in creative movement and dance spontaneously and when prompted by music or adult cues: “Let’s march to this music.”; “Can you dance to this music?” ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The toddler develops an ability to control and refine small muscles (fine motor). | |
| STANDARD / CONCEPT / SKILL | PW.YT. | Young Toddlers (12-24 months) |
| INDICATOR | PW33. | The young toddler coordinates eye and hand movements. |
| EXPECTATION | PW33.1. | Put puzzle pieces into place. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| EXPECTATION | PW33.2. | Dig in sand with spoon or shovel. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| EXPECTATION | PW33.3. | Tear tissue paper into small pieces. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| EXPECTATION | PW33.5. | Put shapes into shape sorter. ReadyRosie Big and Little Color Toys Find a Match |
| EXPECTATION | PW33.6. | Put large pegs in holes. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The toddler develops an ability to control and refine small muscles (fine motor). | |
| STANDARD / CONCEPT / SKILL | PW.YT. | Young Toddlers (12-24 months) |
| INDICATOR | PW34. | The young toddler controls small muscles in hand. |
| EXPECTATION | PW34.1. | Hold marker with thumb and finger. ReadyRosie Color with Me |
| EXPECTATION | PW34.2. | Throw a ball attempting to aim. ReadyRosie Baby Basketball Kick With Me |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The toddler develops an ability to control and refine small muscles (fine motor). | |
| STANDARD / CONCEPT / SKILL | PW.OT. | Older Toddlers (22-33 months) |
| INDICATOR | PW35. | The older toddler coordinates eye and hand movements. |
| EXPECTATION | PW35.1. | Complete a puzzle. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| EXPECTATION | PW35.3. | Put shapes into shape sorter. ReadyRosie Big and Little Color Toys Find a Match |
| EXPECTATION | PW35.4. | Put a cap back on a big marker. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| EXPECTATION | PW35.5. | Hit pegs with small hammer. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The toddler develops an ability to control and refine small muscles (fine motor). | |
| STANDARD / CONCEPT / SKILL | PW.OT. | Older Toddlers (22-33 months) |
| INDICATOR | PW36. | The older toddler controls small muscles in hand. |
| EXPECTATION | PW36.2. | Throw a ball attempting to aim. ReadyRosie Baby Basketball Kick With Me |
| EXPECTATION | PW36.3. | Unbutton large buttons. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| EXPECTATION | PW36.4. | Unzip large zippers. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| EXPECTATION | PW36.5. | Turn pages of books. ReadyRosie Look at the Book |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The toddler develops skills that will become healthy practices for life. | |
| STANDARD / CONCEPT / SKILL | PW.YT. | Young Toddlers (12-24 months) |
| INDICATOR | PW37. | The young toddler participates in physical care routines. |
| EXPECTATION | PW37.3. | Brush his teeth with help. ReadyRosie Brush, Baby, Brush |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The toddler develops skills that will become healthy practices for life. | |
| STANDARD / CONCEPT / SKILL | PW.OT. | Older Toddlers (22-33 months) |
| INDICATOR | PW44. | The older toddler participates in physical care routines. |
| EXPECTATION | PW44.3. | Brush his teeth by himself. ReadyRosie Brush, Baby, Brush |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The toddler develops skills that will become healthy practices for life. | |
| STANDARD / CONCEPT / SKILL | PW.OT. | Older Toddlers (22-33 months) |
| INDICATOR | PW45. | The older toddler develops self-help skills. |
| EXPECTATION | PW45.2. | Use words to express choice of food. ReadyRosie Snack Time Speech |
| FOCUS / COURSE | MA.PW. | Physical Health and Well Being Development Guidelines |
| STRAND | Learning Guideline: The toddler develops sensorimotor skills (children use their senses: sight, hearing, smell, taste and touch, to guide and integrate their interactions.) | |
| STANDARD / CONCEPT / SKILL | PW.YT. | Young Toddlers (12-24 months) |
| INDICATOR | PW52. | The young toddler will show increased integration of sensory stimulation. |
| EXPECTATION | PW52.1. | Explore the environment with mouth and hands. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| FOCUS / COURSE | MA.AL. | Approaches to Learning Guidelines |
| STRAND | Learning Guideline: The toddler shows eagerness and curiosity as a learner. | |
| STANDARD / CONCEPT / SKILL | AL.YT. | Young Toddlers (12-24 months) |
| INDICATOR | AL11. | The young toddler expands his exploration of the environment. |
| EXPECTATION | AL11.1. | Begin to explore the environment independently. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| EXPECTATION | AL11.3. | Seek to learn new skills. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXPECTATION | AL11.4. | Start his own activities. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| FOCUS / COURSE | MA.AL. | Approaches to Learning Guidelines |
| STRAND | Learning Guideline: The toddler shows eagerness and curiosity as a learner. | |
| STANDARD / CONCEPT / SKILL | AL.YT. | Young Toddlers (12-24 months) |
| INDICATOR | AL12. | The young toddler shows curiosity in new and familiar objects. |
| EXPECTATION | AL12.1. | Begin to use facial expressions to show excitement. ReadyRosie Reading Emotions |
| EXPECTATION | AL12.2. | Point to unfamiliar objects and look to educators to explain what it is. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXPECTATION | AL12.3. | Try new art materials such as play dough or finger painting. ReadyRosie Itsy Bitsy Spider Motions |
| EXPECTATION | AL12.4. | Start to show more intentionality in their play. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| FOCUS / COURSE | MA.AL. | Approaches to Learning Guidelines |
| STRAND | Learning Guideline: The toddler shows eagerness and curiosity as a learner. | |
| STANDARD / CONCEPT / SKILL | AL.OT. | Older Toddlers (22-33 months) |
| INDICATOR | AL13. | The older toddler expands his exploration of the environment. |
| EXPECTATION | AL13.1. | Become more confident in his ability to explore independently. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXPECTATION | AL13.3. | Imitate adult activities such as reading a magazine or helping to set the table. ReadyRosie Bear Bath Tea Party |
| FOCUS / COURSE | MA.AL. | Approaches to Learning Guidelines |
| STRAND | Learning Guideline: The toddler shows eagerness and curiosity as a learner. | |
| STANDARD / CONCEPT / SKILL | AL.OT. | Older Toddlers (22-33 months) |
| INDICATOR | AL14. | The older toddler shows curiosity in new and familiar objects. |
| EXPECTATION | AL14.1. | Seek more information about people and things around them i.e. study an object carefully. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXPECTATION | AL14.2. | Use familiar objects in new ways i.e. may develop an interest in sorting and patterns. ReadyRosie Big and Little Color Toys Find a Match |
| EXPECTATION | AL14.4. | Show pleasure in accomplishments. ReadyRosie Happy Birthday to You Point and Learn This or That |
| EXPECTATION | AL14.5. | Talk about what they want to do. ReadyRosie Choosing Clothes This or That |
| FOCUS / COURSE | MA.AL. | Approaches to Learning Guidelines |
| STRAND | Learning Guideline: The toddler becomes intentional and persistent in their learning and discovery. | |
| STANDARD / CONCEPT / SKILL | AL.YT. | Young Toddlers (12-24 months) |
| INDICATOR | AL15. | The young toddler attends for longer periods of time and persists at preferred activities. |
| EXPECTATION | AL15.1. | Enjoy hearing the same music and making the same movements over and over again. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| EXPECTATION | AL15.3. | Request to hear the same book repeatedly. ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| EXPECTATION | AL15.4. | Persist at puzzles, shape sorters, pegboards until he finishes the task. ReadyRosie Big and Little Color Toys Find a Match |
| EXPECTATION | AL15.5. | Keep trying even when something doesn’t work. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| FOCUS / COURSE | MA.AL. | Approaches to Learning Guidelines |
| STRAND | Learning Guideline: The toddler becomes intentional and persistent in their learning and discovery. | |
| STANDARD / CONCEPT / SKILL | AL.YT. | Young Toddlers (12-24 months) |
| INDICATOR | AL16. | The young toddler begins to take risks. |
| EXPECTATION | AL16.1. | Use trial and error to solve a problem. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| EXPECTATION | AL16.2. | Begin to interact with new people. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| EXPECTATION | AL16.4. | Take on challenges i.e. a new game with new rules; a toy that takes a new skill to operate. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| FOCUS / COURSE | MA.AL. | Approaches to Learning Guidelines |
| STRAND | Learning Guideline: The toddler becomes intentional and persistent in their learning and discovery. | |
| STANDARD / CONCEPT / SKILL | AL.OT. | Older Toddlers (22-33 months) |
| INDICATOR | AL17. | The older toddler attends for longer periods of time and persists at preferred activities. |
| EXPECTATION | AL17.1. | Work longer to fulfill a goal i.e. put on shoes, complete a puzzle. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXPECTATION | AL17.2. | Spend longer periods of time working with one educator. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXPECTATION | AL17.3. | Keep working on activities even if he encounters problems. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXPECTATION | AL17.4. | Work on tasks in “busy” environments. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXPECTATION | AL17.6. | Want to complete activities. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| FOCUS / COURSE | MA.AL. | Approaches to Learning Guidelines |
| STRAND | Learning Guideline: The toddler becomes intentional and persistent in their learning and discovery. | |
| STANDARD / CONCEPT / SKILL | AL.OT. | Older Toddlers (22-33 months) |
| INDICATOR | AL18. | The older toddler begins to take risks. |
| EXPECTATION | AL18.1. | Show confidence in their own abilities “me do it!” ReadyRosie Happy Birthday to You Point and Learn This or That |
| EXPECTATION | AL18.2. | Try many different ways of doing things in order to reach a goal. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Dump and Pick Up Take Along Toy Tube Chute Walk the Line |
| EXPECTATION | AL18.3. | Develop new interests. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXPECTATION | AL18.4. | Seek help from others. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| Massachusetts Curriculum Frameworks |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2015 |
| FOCUS / COURSE | MA.SEL. | Social and Emotional Learning |
| STRAND | SEL1: | The child will be able to recognize, identify, and express his/her emotions. |
| STANDARD / CONCEPT / SKILL | SEL.PK. | By the end of Preschool, a child may… |
| INDICATOR | SEL1.2. | Begin to develop a rich vocabulary related to emotions/feelings. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| INDICATOR | SEL1.3. | Express a range of emotions appropriately through gestures, actions, drawing, or language, with modeling and support. ReadyRosie Copy Me Recycled Play |
| INDICATOR | SEL1.4. | Demonstrate beginning understanding of connection between feelings and behaviors (e.g., “If..., then...”). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| FOCUS / COURSE | MA.SEL. | Social and Emotional Learning |
| STRAND | SEL1: | The child will be able to recognize, identify, and express his/her emotions. |
| STANDARD / CONCEPT / SKILL | SEL.K. | By the end of Kindergarten, a child may… |
| INDICATOR | SEL1.7. | Express and share own feelings in a variety of ways (e.g., through speaking, writing, drawing, dramatization). ReadyRosie Banana Phonana Copy Me Recycled Play |
| FOCUS / COURSE | MA.SEL. | Social and Emotional Learning |
| STRAND | SEL2: | The child will demonstrate accurate self-perception. |
| STANDARD / CONCEPT / SKILL | SEL.PK. | By the end of Preschool, a child may… |
| INDICATOR | SEL2.1. | Identify some personal characteristics such as physical features, abilities, preferences, interests, gender (e.g., “I am/I can…”). ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| INDICATOR | SEL2.2. | Know some important information about self (e.g., first and last name, parents’/guardians’ names). ReadyRosie Tips for storytelling: Story ideas |
| INDICATOR | SEL2.3. | Show recognition of self as a unique individual (i.e., some things that distinguish him/her from others). ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| INDICATOR | SEL2.5. | Demonstrate or express personal preferences and explain the reason for the choice. ReadyRosie I Am Unique Tell Me About It! |
| FOCUS / COURSE | MA.SEL. | Social and Emotional Learning |
| STRAND | SEL2: | The child will demonstrate accurate self-perception. |
| STANDARD / CONCEPT / SKILL | SEL.K. | By the end of Kindergarten, a child may… |
| INDICATOR | SEL2.6. | Describe multiple personal characteristics realistically (e.g., physical characteristics, abilities/skills, interests, preferences). ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| INDICATOR | SEL2.7. | Share information about self with others, and recognize when sharing information is not appropriate (e.g., recognize family or cultural norms about sharing information). ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| INDICATOR | SEL2.8. | Compare/differentiate own physical characteristics, preferences, thoughts, and feelings from those of others (e.g., “I have brown eyes, she has blue eyes;” “I like X; he likes Y”). ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| INDICATOR | SEL2.9. | Demonstrate awareness and appreciation of self as part of a family, culture/ethnicity, language, community, or group. ReadyRosie Book Walk How can I communicate with my baby? I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas Why should we tell family stories? |
| INDICATOR | SEL2.10. | Explain the rationale for one preference/choice over another (e.g., “I need to do more work on my project in the art center,” “I like milk better than juice.”) ReadyRosie I Am Unique Tell Me About It! |
| FOCUS / COURSE | MA.SEL. | Social and Emotional Learning |
| STRAND | SEL3: | The child will demonstrate self-efficacy (confidence/competence). |
| STANDARD / CONCEPT / SKILL | SEL.PK. | By the end of Preschool, a child may… |
| INDICATOR | SEL3.3. | Attempt to use skills for daily living. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| INDICATOR | SEL3.4. | Demonstrate reasonable confidence and/or caution in approaching new experiences. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| FOCUS / COURSE | MA.SEL. | Social and Emotional Learning |
| STRAND | SEL3: | The child will demonstrate self-efficacy (confidence/competence). |
| STANDARD / CONCEPT / SKILL | SEL.K. | By the end of Kindergarten, a child may… |
| INDICATOR | SEL3.9. | Independently use skills for daily living with confidence and competence. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| FOCUS / COURSE | MA.SEL. | Social and Emotional Learning |
| STRAND | SEL4: | The child will demonstrate impulse control and stress management. |
| STANDARD / CONCEPT / SKILL | SEL.PK. | By the end of Preschool, a child may… |
| INDICATOR | SEL4.1. | With support, use strategies to manage intense or difficult feelings (e.g., pounding clay, taking a deep breath, drawing a picture). ReadyRosie Copy Me Recycled Play Tips for helping your child love reading Torn Paper Art |
| INDICATOR | SEL4.2. | With support, begin to regulate impulses (e.g., communicate wants/needs; wait for something he/she wants). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| INDICATOR | SEL4.3. | Identify challenging situations and use positive skills to deal with them (e.g., recognize that everyone makes mistakes). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| INDICATOR | SEL4.6. | Make changes in thinking or actions. (e.g., implement suggestions from adult or peer, substitute materials, etc.). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| FOCUS / COURSE | MA.SEL. | Social and Emotional Learning |
| STRAND | SEL4: | The child will demonstrate impulse control and stress management. |
| STANDARD / CONCEPT / SKILL | SEL.K. | By the end of Kindergarten, a child may… |
| INDICATOR | SEL4.7. | Independently use coping strategies to manage intense or difficult feelings or decrease levels of distress (e.g., separating self, counting to ten, etc.). ReadyRosie How should I handle temper tantrums? |
| INDICATOR | SEL4.8. | Manage, regulate, and communicate wants/needs (e.g., use strategies to help delay gratification, such as choosing an alternative). ReadyRosie Behavior is a form of communication How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Tempted to Talk |
| INDICATOR | SEL4.9. | Analyze challenging situations and identify healthy ways to address them (e.g., strategies for handling mistakes such as erasing, correcting, starting over, etc.). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| FOCUS / COURSE | MA.SEL. | Social and Emotional Learning |
| STRAND | SEL6: | The child will recognize diversity and demonstrate respect for others. |
| STANDARD / CONCEPT / SKILL | SEL.PK. | By the end of Preschool, a child may… |
| INDICATOR | SEL6.1. | Demonstrate awareness of commonalities and differences among people (e.g., gender, race, ability/disability, language, family structure). ReadyRosie Book Walk How can I communicate with my baby? Why should we tell family stories? |
| INDICATOR | SEL6.2. | Demonstrate interest in or curiosity about others’ families, languages, and cultures. ReadyRosie Book Walk How can I communicate with my baby? Why should we tell family stories? |
| INDICATOR | SEL6.6. | With support, balance own needs with others’ needs (e.g., sharing materials, asking for a turn). ReadyRosie Catch! Ring Around the Rosie |
| FOCUS / COURSE | MA.SEL. | Social and Emotional Learning |
| STRAND | SEL6: | The child will recognize diversity and demonstrate respect for others. |
| STANDARD / CONCEPT / SKILL | SEL.K. | By the end of Kindergarten, a child may… |
| INDICATOR | SEL6.7. | Acknowledge and identify commonalities and differences among people (e.g., race, culture, language, abilities, etc.). ReadyRosie Book Walk How can I communicate with my baby? Why should we tell family stories? |
| INDICATOR | SEL6.8. | Communicate differences in families, languages, and cultures, in positive ways. ReadyRosie Book Walk How can I communicate with my baby? Why should we tell family stories? |
| INDICATOR | SEL6.10. | Accept the validity of others’ perspectives, ideas, and motivations (i.e., they are not “wrong,” just different). ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| INDICATOR | SEL6.12. | Independently balance own needs with needs of others (e.g., sharing, dividing materials, giving up an object, moving to make space for another). ReadyRosie Catch! Ring Around the Rosie |
| FOCUS / COURSE | MA.SEL. | Social and Emotional Learning |
| STRAND | SEL7: | The child will demonstrate the ability to communicate with others in a variety of ways. |
| STANDARD / CONCEPT / SKILL | SEL.PK. | By the end of Preschool, a child may… |
| INDICATOR | SEL7.1. | Engage in meaningful communication or conversations with other children throughout the day (including home language or alternative communication systems as needed). ReadyRosie Stuck on You Tell Me About It! |
| FOCUS / COURSE | MA.SEL. | Social and Emotional Learning |
| STRAND | SEL7: | The child will demonstrate the ability to communicate with others in a variety of ways. |
| STANDARD / CONCEPT / SKILL | SEL.K. | By the end of Kindergarten, a child may… |
| INDICATOR | SEL7.4. | Initiate and engage in multiple and reciprocal communications or conversations with other children throughout the day (including home language or alternative communication systems as needed). ReadyRosie Stuck on You Tell Me About It! |
| FOCUS / COURSE | MA.SEL. | Social and Emotional Learning |
| STRAND | SEL8: | The child will engage socially, and build relationships with other children and with adults. |
| STANDARD / CONCEPT / SKILL | SEL.PK. | By the end of Preschool, a child may… |
| INDICATOR | SEL8.1. | Engage in interactions with other children much of the time. ReadyRosie Catch! Ring Around the Rosie |
| INDICATOR | SEL8.2. | Develop one or more special, nurturing friendships (e.g., seek out one or more particular children). ReadyRosie Catch! Ring Around the Rosie |
| INDICATOR | SEL8.3. | Demonstrate trusting, caring relationships with one or more adults in the early education and care setting. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| INDICATOR | SEL8.4. | Use play with others to explore and practice social roles and relationships (e.g., assume various roles in dramatic play). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| FOCUS / COURSE | MA.SEL. | Social and Emotional Learning |
| STRAND | SEL8: | The child will engage socially, and build relationships with other children and with adults. |
| STANDARD / CONCEPT / SKILL | SEL.K. | By the end of Kindergarten, a child may… |
| INDICATOR | SEL8.5. | Initiate, expand, and maintain interactions with other children most of the time (e.g., invent/set up activities). ReadyRosie Catch! Ring Around the Rosie |
| INDICATOR | SEL8.6. | Form and maintain increasingly closer and more nurturing friendships (e.g., show loyalty, demonstrate concern for needs/wants of particular children). ReadyRosie Catch! Ring Around the Rosie |
| INDICATOR | SEL8.7. | Demonstrate trusting, caring relationships with more than one adult in the program and school community. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| INDICATOR | SEL8.8. | Use play with others to practice and extend understanding of social roles and relationships (e.g., create and enact more complex dramatizations using dialogue and/or props). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| FOCUS / COURSE | MA.SEL. | Social and Emotional Learning |
| STRAND | SEL9: | The child will demonstrate the ability to manage conflict. |
| STANDARD / CONCEPT / SKILL | SEL.PK. | By the end of Preschool, a child may… |
| INDICATOR | SEL9.1. | Recognize the existence of a social conflict (e.g., acknowledge/identify a conflict). ReadyRosie How can I stop my kids from fighting? |
| INDICATOR | SEL9.2. | Use beginning negotiation skills (e.g., state own position/perspective with rationale). ReadyRosie How can I stop my kids from fighting? |
| INDICATOR | SEL9.3. | Seek advice or assistance from peers and/or adults to resolve conflict, when appropriate (e.g., listen to guidance; talk through conflict; develop solutions). ReadyRosie How can I get my child to listen to me? How can I stop my kids from fighting? How should I handle temper tantrums? |
| INDICATOR | SEL9.5. | With support, consider prevention strategies for interpersonal conflicts. ReadyRosie How can I stop my kids from fighting? |
| FOCUS / COURSE | MA.SEL. | Social and Emotional Learning |
| STRAND | SEL9: | The child will demonstrate the ability to manage conflict. |
| STANDARD / CONCEPT / SKILL | SEL.K. | By the end of Kindergarten, a child may… |
| INDICATOR | SEL9.6. | Recognize and act on conflict situations in a positive manner most of the time (e.g., explain situation with objectivity; listen to others’ perspectives or solutions). ReadyRosie How can I stop my kids from fighting? |
| INDICATOR | SEL9.7. | Be able to listen to and acknowledge another’s perspective and rationale (e.g., explain/restate understanding of another person’s perspective). ReadyRosie How can I stop my kids from fighting? |
| INDICATOR | SEL9.8. | Distinguish when it is appropriate to seek adult help and when conflict can be managed by peers. ReadyRosie How can I stop my kids from fighting? |
| INDICATOR | SEL9.9. | Be able to initiate and engage in compromise or bargaining strategies to seek a middle ground or a mutually satisfactory outcome (e.g., use if/then statements, concessions, etc.). ReadyRosie How can I stop my kids from fighting? |
| INDICATOR | SEL9.10. | Identify some strategies for preventing interpersonal conflicts. ReadyRosie How can I stop my kids from fighting? |
| FOCUS / COURSE | MA.SEL. | Social and Emotional Learning |
| STRAND | SEL10: | The child will demonstrate the ability to seek help and offer help. |
| STANDARD / CONCEPT / SKILL | SEL.PK. | By the end of Preschool, a child may… |
| INDICATOR | SEL10.1. | Recognize when assistance is needed (e.g., when frustration level is reached). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATOR | SEL10.2. | Identify external supports (e.g., a trusted adult; how/where to get help and support). ReadyRosie Behavior is a form of communication How can I get my child to listen to me? How should I handle temper tantrums? Tips for bonding with your baby You are your child's first teacher |
| INDICATOR | SEL10.3. | Ask for help from adults and identify support needed. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATOR | SEL10.5. | Recognize when another needs help. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| FOCUS / COURSE | MA.SEL. | Social and Emotional Learning |
| STRAND | SEL10: | The child will demonstrate the ability to seek help and offer help. |
| STANDARD / CONCEPT / SKILL | SEL.K. | By the end of Kindergarten, a child may… |
| INDICATOR | SEL10.6. | Often attempt reasonably challenging tasks independently before requesting assistance. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| INDICATOR | SEL10.7. | Describe and use appropriate strategies for seeking assistance (e.g., big problem vs. small problem). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATOR | SEL10.8. | Ask for assistance from adults in socially acceptable ways. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| FOCUS / COURSE | MA.SEL. | Social and Emotional Learning |
| STRAND | SEL11: | The child will demonstrate beginning personal, social, and ethical responsibility. |
| STANDARD / CONCEPT / SKILL | SEL.PK. | By the end of Preschool, a child may… |
| INDICATOR | SEL11.1. | Demonstrate beginning understanding of reasons for rules (benefits to self and others). ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| INDICATOR | SEL11.2. | Understand and follow rules, limits, and expectations with prompting/assistance. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| FOCUS / COURSE | MA.SEL. | Social and Emotional Learning |
| STRAND | SEL11: | The child will demonstrate beginning personal, social, and ethical responsibility. |
| STANDARD / CONCEPT / SKILL | SEL.K. | By the end of Kindergarten, a child may… |
| INDICATOR | SEL11.4. | Communicate reasons for rules (benefits to self and others). ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| INDICATOR | SEL11.5. | Understand and follow rules, limits, and expectations with minimal prompting/assistance. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| FOCUS / COURSE | MA.SEL. | Social and Emotional Learning |
| STRAND | SEL12: | The child will demonstrate the ability to reflect on and evaluate the results of his or her actions and decisions. |
| STANDARD / CONCEPT / SKILL | SEL.PK. | By the end of Preschool, a child may… |
| INDICATOR | SEL12.2. | Understand what a problem is (e.g., define/describe examples of a social/ethical problem). ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| INDICATOR | SEL12.3. | With support, discuss and identify possible solutions for a social/ethical problem. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| INDICATOR | SEL12.5. | Recognize negative peer pressure (e.g., when peer suggestions are in conflict with rules or appropriateness). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| INDICATOR | SEL12.6. | Recognize teasing/bullying and seek support from an adult. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| FOCUS / COURSE | MA.SEL. | Social and Emotional Learning |
| STRAND | SEL12: | The child will demonstrate the ability to reflect on and evaluate the results of his or her actions and decisions. |
| STANDARD / CONCEPT / SKILL | SEL.K. | By the end of Kindergarten, a child may… |
| INDICATOR | SEL12.8. | Identify and communicate a social/ethical problem (e.g., describe and report a problem). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| INDICATOR | SEL12.11. | Resist negative peer pressure (e.g., refuse to participate in peer actions that are in conflict with rules or appropriateness). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| INDICATOR | SEL12.12. | Take steps to stop teasing/bullying and/or deal with it effectively (e.g., speaking up; seeking support from an adult). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| FOCUS / COURSE | MA.APL. | Approaches to Play and Learning |
| STRAND | APL1: | The child will demonstrate initiative, self-direction, and independence. |
| STANDARD / CONCEPT / SKILL | APL.PK. | By the end of Preschool, a child may… |
| INDICATOR | APL1.2. | Demonstrate eagerness to learn about a range of topics, ideas, and tasks. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| INDICATOR | APL1.3. | Demonstrate willingness to try new or challenging experiences. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| FOCUS / COURSE | MA.APL. | Approaches to Play and Learning |
| STRAND | APL1: | The child will demonstrate initiative, self-direction, and independence. |
| STANDARD / CONCEPT / SKILL | APL.K. | By the end of Kindergarten, a child may… |
| INDICATOR | APL1.7. | Demonstrate eagerness to learn about and participate in a variety of topics, ideas, and tasks, and explore these interests in depth. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| INDICATOR | APL1.8. | Independently seek new experiences and attempt increasingly complex challenges (physically, cognitively, or socially). ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| FOCUS / COURSE | MA.APL. | Approaches to Play and Learning |
| STRAND | APL2: | The child will demonstrate eagerness and curiosity as a learner. |
| STANDARD / CONCEPT / SKILL | APL.PK. | By the end of Preschool, a child may… |
| INDICATOR | APL2.1. | With support and modeling, ask “what” and “how” questions to gain information about familiar and unfamiliar events and phenomena. ReadyRosie Nature Walk and Talk What Do We Do? |
| INDICATOR | APL2.2. | Try new sensory and other experiences (e.g., explore, examine, and experiment with materials, constructions, nature). ReadyRosie Fast, Slow Playdough Lengths |
| INDICATOR | APL2.4. | Use a variety of learning approaches, such as observing, imitating, asking questions, hands-on investigation ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| FOCUS / COURSE | MA.APL. | Approaches to Play and Learning |
| STRAND | APL2: | The child will demonstrate eagerness and curiosity as a learner. |
| STANDARD / CONCEPT / SKILL | APL.K. | By the end of Kindergarten, a child may… |
| INDICATOR | APL2.6. | Try a wide range of new experiences (e.g., materials, tasks, academic or physical skills), both independently and with peers or adults. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| INDICATOR | APL2.8. | Describe or demonstrate how he/she likes to learn best (e.g., observing, imitating, asking questions, hands-on investigation). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| FOCUS / COURSE | MA.APL. | Approaches to Play and Learning |
| STRAND | APL3: | The child will be able to maintain focus and attention, and persist in efforts to complete a task. |
| STANDARD / CONCEPT / SKILL | APL.PK. | By the end of Preschool, a child may… |
| INDICATOR | APL3.1. | With support, maintain concentration on a task or activity for short periods of time, until completed. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| INDICATOR | APL3.2. | With support, resist distraction and maintain attention to a task or activity (e.g., stories read aloud, demonstrations, different activities occurring simultaneously). ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| INDICATOR | APL3.3. | With support, continue with or return to activities after distractions or interruptions. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| INDICATOR | APL3.4. | Maintain focus on a topic during a conversation or discussions. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls Stuck on You Tell Me About It! What Do We Do? |
| INDICATOR | APL3.5. | With support, cope with some frustration or disappointment. ReadyRosie How should I handle temper tantrums? |
| INDICATOR | APL3.6. | Work with purpose, determination, and enjoyment on self-chosen tasks. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| FOCUS / COURSE | MA.APL. | Approaches to Play and Learning |
| STRAND | APL3: | The child will be able to maintain focus and attention, and persist in efforts to complete a task. |
| STANDARD / CONCEPT / SKILL | APL.K. | By the end of Kindergarten, a child may… |
| INDICATOR | APL3.7. | Independently maintain focus on a project for a sustained period of time, until completed. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| INDICATOR | APL3.8. | Resist distraction and maintain attention to a task or activity (e.g., teacher instruction, multiple activities occurring simultaneously) with minimal support. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| INDICATOR | APL3.9. | Continue with or return to activities despite distractions or interruptions. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| INDICATOR | APL3.10. | Contribute to discussions, holding in mind both the topic of discussion and the contributions of others. ReadyRosie Stuck on You Tell Me About It! |
| INDICATOR | APL3.11. | Independently persist in spite of frustration or disappointment. ReadyRosie Counting Collection Fast, Slow How should I handle temper tantrums? I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| INDICATOR | APL3.12. | Work to complete projects to own satisfaction based on personal standards of quality or completion (“good enough” or “finished”). ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| FOCUS / COURSE | MA.APL. | Approaches to Play and Learning |
| STRAND | APL4: | The child will demonstrate creativity in thinking and use of materials. |
| STANDARD / CONCEPT / SKILL | APL.PK. | By the end of Preschool, a child may… |
| INDICATOR | APL4.1. | Use materials, tools, information, and experiences in new and different ways. ReadyRosie Copy Me Drum Patterns Hooray Parfait Recycled Play Secret Message Toy Car Wash |
| INDICATOR | APL4.2. | Begin to recognize the difference between pretend/fantasy situations and reality with adult support (e.g., what could/could not happen in real life?). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| INDICATOR | APL4.4. | Use imagination to express an idea or concept. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| INDICATOR | APL4.5. | Express ideas through art, music, movement, drama. ReadyRosie Banana Phonana Copy Me How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Recycled Play Ring Around the Rosie Why should I sing to my baby? |
| FOCUS / COURSE | MA.APL. | Approaches to Play and Learning |
| STRAND | APL4: | The child will demonstrate creativity in thinking and use of materials. |
| STANDARD / CONCEPT / SKILL | APL.K. | By the end of Kindergarten, a child may… |
| INDICATOR | APL4.6. | Use materials, tools, information, and experiences to express ideas or convey meaning in new and different ways. ReadyRosie Copy Me Drum Patterns Hooray Parfait Recycled Play Secret Message Toy Car Wash |
| INDICATOR | APL4.7. | Describe or represent the difference between fantasy situations and reality. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| INDICATOR | APL4.9. | Use imagination and other materials to produce new ideas. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| INDICATOR | APL4.10. | Combine materials and equipment to express ideas through various creative arts. ReadyRosie Copy Me Recycled Play |
| FOCUS / COURSE | MA.APL. | Approaches to Play and Learning |
| STRAND | APL5: | The child will cooperate with others in play and learning. |
| STANDARD / CONCEPT / SKILL | APL.PK. | By the end of Preschool, a child may… |
| INDICATOR | APL5.1. | Suggest and listen to ideas for play with others (e.g., block play, puppets, games). ReadyRosie Catch! Ring Around the Rosie |
| INDICATOR | APL5.2. | Plan and negotiate play with another child (e.g., roles/responsibilities each child will assume). ReadyRosie Catch! Ring Around the Rosie |
| INDICATOR | APL5.3. | Begin to use cooperative strategies in play with others (e.g., sharing materials, taking turns, listening to the needs of others). ReadyRosie Catch! Ring Around the Rosie |
| INDICATOR | APL5.6. | Share his/her processes with adults or other children (e.g., demonstrating, explaining, or representing what he/she did). ReadyRosie Book Walk Stuck on You |
| FOCUS / COURSE | MA.APL. | Approaches to Play and Learning |
| STRAND | APL5: | The child will cooperate with others in play and learning. |
| STANDARD / CONCEPT / SKILL | APL.K. | By the end of Kindergarten, a child may… |
| INDICATOR | APL5.7. | Suggest and listen to ideas for play with others (e.g., board games, playground games, role play). ReadyRosie Banana Phonana Bear Hunt Get Moving |
| INDICATOR | APL5.8. | Collaborate and negotiate play with two or more children (e.g., who will go first, roles each participant will play, assuming various responsibilities). ReadyRosie Catch! Ring Around the Rosie |
| INDICATOR | APL5.10. | Use cooperative learning strategies to accomplish a task or solve a problem (e.g., brainstorming ideas or steps, identifying resources, designating/accepting responsibilities, co-constructing processes to be used, sharing knowledge or discoveries). ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| INDICATOR | APL5.12. | Explain (or represent) how cooperative strategies facilitated the process for accomplishing a task or solving a problem. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait How can I stop my kids from fighting? Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| FOCUS / COURSE | MA.APL. | Approaches to Play and Learning |
| STRAND | APL6: | The child will seek multiple solutions to a question, task, or problem. |
| STANDARD / CONCEPT / SKILL | APL.PK. | By the end of Preschool, a child may… |
| INDICATOR | APL6.1. | Recognize and try to solve problems using a variety of methods (e.g., trial and error, discussion with others). ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| INDICATOR | APL6.2. | Think of possible solutions and identify one to put into action. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| INDICATOR | APL6.5. | Make multiple attempts to solve problems. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| FOCUS / COURSE | MA.APL. | Approaches to Play and Learning |
| STRAND | APL6: | The child will seek multiple solutions to a question, task, or problem. |
| STANDARD / CONCEPT / SKILL | APL.K. | By the end of Kindergarten, a child may… |
| INDICATOR | APL6.7. | Identify pros and cons of possible solutions, then select and implement one. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| INDICATOR | APL6.10. | Try different solutions when the first attempt does not work. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| FOCUS / COURSE | MA.APL. | Approaches to Play and Learning |
| STRAND | APL7: | The child will demonstrate organizational skills. |
| STANDARD / CONCEPT / SKILL | APL.PK. | By the end of Preschool, a child may… |
| INDICATOR | APL7.1. | With support, organize materials appropriately (e.g., put things away; sort materials by categories such as color, shape). ReadyRosie Copy Me Nature Walk and Talk Toy Sort |
| INDICATOR | APL7.2. | Develop organizational routines with reminders (e.g., check cubby or personal space for take-home materials and projects to share with families). ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| INDICATOR | APL7.4. | Recognize the daily schedule, follow program routines, and identify what comes next. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| FOCUS / COURSE | MA.APL. | Approaches to Play and Learning |
| STRAND | APL7: | The child will demonstrate organizational skills. |
| STANDARD / CONCEPT / SKILL | APL.K. | By the end of Kindergarten, a child may… |
| INDICATOR | APL7.7. | Independently carry out organizational routines (e.g., gather personal belongings at end of day). ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| INDICATOR | APL7.9. | Demonstrate awareness of the weekly schedule (e.g., specials, half days, etc.); anticipate and prepare for coming events. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| FOCUS / COURSE | MA.APL. | Approaches to Play and Learning |
| STRAND | APL8: | The child will be able to retain and recall information. |
| STANDARD / CONCEPT / SKILL | APL.K. | By the end of Kindergarten, a child may… |
| INDICATOR | APL8.8. | Apply prior knowledge to new situations, relationships, and problem solving. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| Grade: Ages 25 to 36 months - Adopted: 2003 |
| FOCUS / COURSE | MA.ELA. | Guiding Preschool Learning in English Language Arts |
| STRAND | ELA.LA. | Language |
| STANDARD / CONCEPT / SKILL | 1.1. | Observe and use appropriate ways of interacting in a group (taking turns in talking; listening to peers; waiting until someone is finished; asking questions and waiting for an answer; gaining the floor in appropriate ways). |
| INDICATOR | 1.1.1. | Interact with other children and adults in small groups through informal activities and everyday routines. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| INDICATOR | 1.1.2. | Participate in activities that generate response (e.g., fingerplays, songs, action games). ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| FOCUS / COURSE | MA.ELA. | Guiding Preschool Learning in English Language Arts |
| STRAND | ELA.LA. | Language |
| STANDARD / CONCEPT / SKILL | 1.2. | Participate actively in discussions, listen to the ideas of others, and ask and answer relevant questions. |
| INDICATOR | 1.2.1. | Engage in meaningful conversations and discussions with peers and with adults, one-on-one, or in small groups. ReadyRosie Stuck on You Tell Me About It! |
| INDICATOR | 1.2.2. | Share their ideas and experiences in small groups (e.g., express what they know or want to learn about a topic). ReadyRosie Stuck on You Tell Me About It! |
| INDICATOR | 1.2.3. | Ask questions to further understanding (e.g., “Where did the snow go when it melted?”) or about daily routines (e.g., “What’s for lunch?” “ Can we play outside today?”) ReadyRosie Nature Walk and Talk What Do We Do? |
| INDICATOR | 1.2.4. | Respond to teachers’ conversation-starters such as “I’m trying to make a snake out of play dough”; “You picked up a blue truck;” “I wonder…; I wish… .” ReadyRosie Playdough Lengths Stuck on You Tell Me About It! |
| FOCUS / COURSE | MA.ELA. | Guiding Preschool Learning in English Language Arts |
| STRAND | ELA.LA. | Language |
| STANDARD / CONCEPT / SKILL | 1.3. | Communicate personal experiences or interests. |
| INDICATOR | 1.3.1. | Describe experiences to adults or other children in informal conversations. ReadyRosie Book Walk Stuck on You |
| INDICATOR | 1.3.2. | Create representations (e.g., drawings, paintings, constructions) about their ideas and describe them to others. ReadyRosie Book Walk Copy Me Recycled Play Stuck on You Tips for helping your child love reading Torn Paper Art |
| INDICATOR | 1.3.3. | Complete open-ended questions or statements on a topic (e.g., “The last time I went to the beach, I… .”) ReadyRosie T-Shirt Talk Why should we tell family stories? |
| INDICATOR | 1.3.5. | After sharing information, children discuss what they remember best about what was said. ReadyRosie Book Walk Stuck on You |
| INDICATOR | 1.3.6. | Describe or represent daily activities as a way of reviewing or reflecting (e.g., explain why they selected a particular activity area, what they did in that area, and how materials were used). ReadyRosie Book Walk Stuck on You |
| INDICATOR | 1.3.7. | Express what they might do differently the next time an activity is visited. ReadyRosie Book Walk Stuck on You |
| INDICATOR | 1.3.8. | Share information about what children learned with others (peers/adults). ReadyRosie Book Walk Stuck on You |
| FOCUS / COURSE | MA.ELA. | Guiding Preschool Learning in English Language Arts |
| STRAND | ELA.LA. | Language |
| STANDARD / CONCEPT / SKILL | 1.4. | Engage in play experiences that involve naming and sorting common words into various classifications using general and specific language. |
| INDICATOR | 1.4.1. | Select an object from a collection of common items, identify it, then use specific words to describe it (e.g., in terms of color, shape, size, use). ReadyRosie Copy Me Toy Sort |
| INDICATOR | 1.4.4. | Examine familiar objects closely, then more closely, adding descriptors with increasing detail (e.g., a child’s shoe; a flower). ReadyRosie Book Walk Stuck on You |
| INDICATOR | 1.4.6. | Play guessing games in which children use descriptors (“I’m thinking of something round.”). ReadyRosie Book Walk Stuck on You |
| FOCUS / COURSE | MA.ELA. | Guiding Preschool Learning in English Language Arts |
| STRAND | ELA.LA. | Language |
| STANDARD / CONCEPT / SKILL | 1.5. | Listen to and use formal and informal language. |
| INDICATOR | 1.5.1. | Use new vocabulary introduced through book reading in their play. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| INDICATOR | 1.5.2. | Listen to stories and poems that use formal and informal language. ReadyRosie Why should we tell family stories? |
| INDICATOR | 1.5.4. | Respond to and/or dramatize different voices for different characters from familiar stories. ReadyRosie Banana Phonana |
| FOCUS / COURSE | MA.ELA. | Guiding Preschool Learning in English Language Arts |
| STRAND | ELA.RL. | Reading & Literature |
| STANDARD / CONCEPT / SKILL | 1.6. | Listen to a wide variety of age appropriate literature read aloud. |
| INDICATOR | 1.6.1. | Explore a wide variety of printed materials about subjects that interest children (e.g., storybooks, picture dictionaries, factual and informational books such as books about science, and books that relate to families and cultures), with texts of varying levels of difficulty. ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| INDICATOR | 1.6.2. | Listen to age-appropriate stories read aloud frequently and repeatedly. ReadyRosie Why should we tell family stories? |
| INDICATOR | 1.6.4. | Use a listening center with books on tape and matching print books. ReadyRosie Family Movie Night |
| INDICATOR | 1.6.8. | Pretend to read by pointing with a finger while reciting text. ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| FOCUS / COURSE | MA.ELA. | Guiding Preschool Learning in English Language Arts |
| STRAND | ELA.RL. | Reading & Literature |
| STANDARD / CONCEPT / SKILL | 1.7. | Develop familiarity with the forms of alphabet letters, awareness of print, and letter forms. |
| INDICATOR | 1.7.3. | Explore letters through sensory experiences (e.g., trace letters made of sandpaper, rice; use alphabet cookie cutters, alphabet stamps, or pasta alphabets). ReadyRosie Fast, Slow Paint your Name Playdough Lengths |
| INDICATOR | 1.7.4. | Create letters with materials such as finger paint, string, yarn, clay, pipe cleaners. ReadyRosie Tips for helping your child love reading Torn Paper Art |
| INDICATOR | 1.7.5. | Listen to and explore alphabet books and alphabet puzzles in which children can see and compare letters and distinguish one from another. ReadyRosie Nesting Bowls |
| INDICATOR | 1.7.8. | Take home the words of familiar songs, rhymes, fingerplays printed out. ReadyRosie Ring Around the Rosie |
| FOCUS / COURSE | MA.ELA. | Guiding Preschool Learning in English Language Arts |
| STRAND | ELA.RL. | Reading & Literature |
| STANDARD / CONCEPT / SKILL | 1.8. | Listen to, identify, and manipulate language sounds to develop auditory discrimination and phonemic awareness. |
| INDICATOR | 1.8.5. | Fill in rhyming words in stories, poems and songs (e.g., make up new words to the song Down by the Bay… did you ever see a moose kissing a goose). ReadyRosie Ring Around the Rosie |
| INDICATOR | 1.8.7. | Use finger plays, games, poems, and stories that include rhyme and alliteration to develop an awareness of differences in spoken words, syllables, and sounds. ReadyRosie Ring Around the Rosie |
| FOCUS / COURSE | MA.ELA. | Guiding Preschool Learning in English Language Arts |
| STRAND | ELA.RL. | Reading & Literature |
| STANDARD / CONCEPT / SKILL | 1.10. | Engage actively in read-aloud activities by asking questions, offering ideas, predicting or retelling important parts of a story or informational book. |
| INDICATOR | 1.10.1. | Retell a familiar book from memory or based on the illustrations. ReadyRosie Family Movie Night Tips for helping your child love reading Tips for storytelling: Using gestures |
| INDICATOR | 1.10.4. | Act out a story through flannel board, puppets, or dramatic play with props. ReadyRosie Banana Phonana |
| INDICATOR | 1.10.5. | Describe or represent (e.g., through drawings, constructions) what children remember after listening to an informational book. ReadyRosie Book Walk Copy Me Recycled Play Stuck on You Why should we tell family stories? |
| INDICATOR | 1.10.6. | Respond appropriately to teachers’ questions about stories. ReadyRosie Reading Routines for Early Readers Tips for helping your child love reading |
| INDICATOR | 1.10.7. | Listen to stories without illustrations (e.g., chapter books read aloud during rest time) to give children the opportunity to “make pictures in their minds.” ReadyRosie Why should we tell family stories? |
| FOCUS / COURSE | MA.ELA. | Guiding Preschool Learning in English Language Arts |
| STRAND | ELA.RL. | Reading & Literature |
| STANDARD / CONCEPT / SKILL | 1.11. | Listen to several books by the same author or using the same illustrator. |
| INDICATOR | 1.11.6. | Take home a class-made book, and describe the story and illustrations to family members. ReadyRosie Book Walk Stuck on You |
| FOCUS / COURSE | MA.ELA. | Guiding Preschool Learning in English Language Arts |
| STRAND | ELA.RL. | Reading & Literature |
| STANDARD / CONCEPT / SKILL | 1.12. | Listen to, recite, sing, and dramatize a variety of age-appropriate literature. |
| INDICATOR | 1.12.1. | Recite, sing, or retell fairy tales, Mother Goose rhymes, poetry, myths. ReadyRosie Family Movie Night How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Tips for helping your child love reading Tips for storytelling: Using gestures Why should I sing to my baby? |
| INDICATOR | 1.12.7. | Retell information from a class-made book. ReadyRosie Family Movie Night Tips for helping your child love reading Tips for storytelling: Using gestures |
| INDICATOR | 1.12.8. | Predict what a book is about from the illustrations. ReadyRosie Tips for helping your child love reading |
| INDICATOR | 1.12.9. | Describe or represent the main idea of a story (e.g., verbally or through drawings). ReadyRosie Copy Me Recycled Play |
| INDICATOR | 1.12.10. | Sing traditional lullabies. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| INDICATOR | 1.12.11. | Use predictable terms such as “Once upon a time…” or “They lived happily ever after” in retelling or dramatizing traditional literature. ReadyRosie Family Movie Night Tips for helping your child love reading Tips for storytelling: Using gestures |
| INDICATOR | 1.12.12. | Use dialogue from familiar stories in dramatic play (e.g., “Who’s been sleeping in my bed?”). ReadyRosie Banana Phonana |
| FOCUS / COURSE | MA.ELA. | Guiding Preschool Learning in English Language Arts |
| STRAND | ELA.RL. | Reading & Literature |
| STANDARD / CONCEPT / SKILL | 1.13. | Relate themes and information in books to personal experiences. |
| INDICATOR | 1.13.1. | Compare events in books to their own experiences. ReadyRosie Bring Me the Book |
| INDICATOR | 1.13.3. | Offer verbal or pictorial evidence from a book to support understanding. ReadyRosie Reading Routines for Early Readers |
| FOCUS / COURSE | MA.ELA. | Guiding Preschool Learning in English Language Arts |
| STRAND | ELA.RL. | Reading & Literature |
| STANDARD / CONCEPT / SKILL | 1.14. | Recognize and supply rhythm and rhyme in poetry. |
| INDICATOR | 1.14.1. | Listen to books/poems that include repetitive/rhythmic elements. ReadyRosie Ring Around the Rosie Why should we tell family stories? |
| INDICATOR | 1.14.3. | Respond to auditory patterns in poems and stories, songs (e.g., clap out the patterns). ReadyRosie Drum Patterns |
| INDICATOR | 1.14.4. | Contribute real or nonsense words that fit rhythm and rhymes in poems, songs, nursery rhymes. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| FOCUS / COURSE | MA.ELA. | Guiding Preschool Learning in English Language Arts |
| STRAND | ELA.RL. | Reading & Literature |
| STANDARD / CONCEPT / SKILL | 1.15. | Listen to, recognize, and use a broad vocabulary of sensory words. |
| INDICATOR | 1.15.1. | Listen to age-appropriate stories, poems, and songs that suggest mood and/or create visual images, or that are rich in descriptive vocabulary (e.g., “mud is very ooey gooey”). ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? Why should we tell family stories? |
| INDICATOR | 1.15.2. | Participate in a wide variety of sensory experiences that reinforce sensory vocabulary (e.g., fluffy shaving cream, sticky glue). ReadyRosie Fast, Slow Playdough Lengths |
| INDICATOR | 1.15.3. | Describe everyday experiences using sensory language (e.g., “the play dough felt sticky;” “the cotton is soft;” “the sandpaper is scratchy”). ReadyRosie Book Walk Fast, Slow Playdough Lengths Stuck on You |
| INDICATOR | 1.15.4. | Share children’s perceptions about sensory experiences using descriptive vocabulary and generate a story for the newsletter to share with families. ReadyRosie Book Walk Fast, Slow Playdough Lengths Stuck on You |
| FOCUS / COURSE | MA.ELA. | Guiding Preschool Learning in English Language Arts |
| STRAND | ELA.C. | Composition |
| STANDARD / CONCEPT / SKILL | 1.16. | Use their own words or illustrations to describe their experiences, tell imaginative stories, or communicate information about a topic of interest. |
| INDICATOR | 1.16.1. | Draw pictures or use letters or phonetically spelled words to tell a story or give information. ReadyRosie Copy Me Paint your Name Recycled Play |
| INDICATOR | 1.16.6. | Use computers and age-appropriate software as writing tools (e.g., preschool word processing programs that allow children to produce enlarged print, hear what they have written, use the mouse to draw, or make scribbles to accompany their drawings). ReadyRosie Copy Me Paint your Name Recycled Play Secret Message |
| FOCUS / COURSE | MA.ELA. | Guiding Preschool Learning in English Language Arts |
| STRAND | ELA.C. | Composition |
| STANDARD / CONCEPT / SKILL | 1.18. | Use emergent writing skills to make letters in many settings and for many purposes. |
| INDICATOR | 1.18.1. | Use a wide range of materials that encourage writing behaviors including portable chalkboards, easels, dry-erase boards, magnetic boards, alphabet blocks, letter tiles, an alphabet pocket chart, pencils, markers, chalk, colored pencils, crayons, blank books, paper, stamps, envelopes. ReadyRosie Copy Me Secret Message |
| INDICATOR | 1.18.3. | Develop physical skills such as hand strength and coordination needed to grasp and control writing tools (e.g., use hole punchers, squeeze water out of sponges). ReadyRosie Copy Me Secret Message |
| INDICATOR | 1.18.4. | Engage in sensory experiences such as making letters in sand, with finger paint, or tracing over sandpaper letters. ReadyRosie Paint your Name |
| INDICATOR | 1.18.5. | Receive guidance from adults in appropriate formation of letters (if requested by children). ReadyRosie Paint your Name |
| FOCUS / COURSE | MA.ELA. | Guiding Preschool Learning in English Language Arts |
| STRAND | ELA.C. | Composition |
| STANDARD / CONCEPT / SKILL | 1.19. | Arrange events in order when dictating a story. |
| INDICATOR | 1.19.1. | Verbally describe or represent through drawings, paintings, or models the sequence in which events in stories took place (e.g., What happened first? Next? Last?). ReadyRosie Copy Me Recycled Play |
| INDICATOR | 1.19.2. | Contribute to group discussions about meaningful events in order to compose a story or article for a newsletter. ReadyRosie Stuck on You Tell Me About It! |
| FOCUS / COURSE | MA.ELA. | Guiding Preschool Learning in English Language Arts |
| STRAND | ELA.C. | Composition |
| STANDARD / CONCEPT / SKILL | 1.20. | Generate questions and gather information to answer their questions in various ways. |
| INDICATOR | 1.20.3. | Describe something learned about a topic (e.g., butterflies, frogs, snow) verbally or through representations. ReadyRosie Book Walk Stuck on You |
| INDICATOR | 1.20.4. | Create, display, and describe representations of their investigations through drawings, paintings, photographs, constructions, and stories. ReadyRosie Copy Me Recycled Play |
| INDICATOR | 1.20.5. | Formulate questions with teacher support to begin to learn the difference between questions and statements. ReadyRosie Nature Walk and Talk What Do We Do? |
| FOCUS / COURSE | MA.MA. | Guiding Preschool Learning in Mathematics |
| STRAND | MA.NS. | Number Sense |
| STANDARD / CONCEPT / SKILL | 2.1. | Listen to and say the names of numbers in meaningful contexts. |
| INDICATOR | 2.1.1. | Play games and listen to stories and poems that contain numbers and counting sequences. ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| INDICATOR | 2.1.3. | Count concrete objects for a meaningful purpose (e.g., three crackers for snack; two eyes to glue on the bunny; three steps down to the playground). ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| INDICATOR | 2.1.4. | Follow visual or rebus recipes (e.g., for making play dough or cookies). ReadyRosie Playdough Lengths |
| FOCUS / COURSE | MA.MA. | Guiding Preschool Learning in Mathematics |
| STRAND | MA.NS. | Number Sense |
| STANDARD / CONCEPT / SKILL | 2.2. | Connect many kinds/quantities of concrete objects and actions to numbers. |
| INDICATOR | 2.2.1. | Arrange and count a variety of different kinds of objects to explore the consistency of quantities (e.g., to build understanding of what “3” looks like, whether you are counting blocks, beads or pinecones). ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| INDICATOR | 2.2.2. | Participate in fingerplays and action rhymes that associate number concepts with concrete actions (e.g., Five Little Monkeys Jumping on the Bed). ReadyRosie Blast Off Drum Patterns Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| INDICATOR | 2.2.3. | Use concrete objects, actions, or drawings to represent quantities (e.g., jump two times; stack four unit blocks; string three beads, hold up two fingers, get three blocks on request). ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| FOCUS / COURSE | MA.MA. | Guiding Preschool Learning in Mathematics |
| STRAND | MA.NS. | Number Sense |
| STANDARD / CONCEPT / SKILL | 2.4. | Use concrete objects to solve simple addition and subtraction problems using comparative language (more than, fewer than, same number of). |
| INDICATOR | 2.4.2. | Sing songs and do fingerplays that involve adding and taking away (e.g., Two Little Blackbirds). ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| INDICATOR | 2.4.3. | Use pictorial recipes and discuss how many more cups of cups of flour need to be added to the cookie dough. ReadyRosie Blast Off |
| FOCUS / COURSE | MA.MA. | Guiding Preschool Learning in Mathematics |
| STRAND | MA.NS. | Number Sense |
| STANDARD / CONCEPT / SKILL | 2.6. | Examine, manipulate, and identify familiar U.S. coins (penny, nickel, dime, quarter) in play activities. |
| INDICATOR | 2.6.1. | Create a grocery store or shoe store in the dramatic play area and use play money to pay for items. ReadyRosie Banana Phonana |
| INDICATOR | 2.6.3. | Separate coins by color and size. ReadyRosie Toy Sort |
| FOCUS / COURSE | MA.MA. | Guiding Preschool Learning in Mathematics |
| STRAND | MA.PR. | Patterns & Relations |
| STANDARD / CONCEPT / SKILL | 2.7. | Explore and describe a wide variety of concrete objects by their attributes. |
| INDICATOR | 2.7.1. | Describe the size, shape, color, and texture of everyday materials such as pasta, rocks, shells, unit blocks, attribute blocks, parquetry blocks, crackers. ReadyRosie Copy Me Toy Sort |
| INDICATOR | 2.7.2. | Play games that include identifying (pointing to, selecting, or naming) a specified object from a group of objects (e.g., lotto, concentration cards). ReadyRosie Drum Patterns |
| INDICATOR | 2.7.3. | Listen to and use words that describe the characteristics of objects (e.g., big, small, tall, short, narrow, thick, thin, deep, shallow, round, flat, straight, crooked, heavy, light). ReadyRosie Nature Walk and Talk Toy Sort |
| FOCUS / COURSE | MA.MA. | Guiding Preschool Learning in Mathematics |
| STRAND | MA.PR. | Patterns & Relations |
| STANDARD / CONCEPT / SKILL | 2.8. | Sort, categorize, or classify objects by more than one attribute. |
| INDICATOR | 2.8.1. | Sort parquetry blocks or string beads by size, shape, color, or texture (e.g., big circles/small circles; blue squares/blue circles; big yellow squares/small yellow squares). ReadyRosie Copy Me Nature Walk and Talk Toy Sort |
| FOCUS / COURSE | MA.MA. | Guiding Preschool Learning in Mathematics |
| STRAND | MA.PR. | Patterns & Relations |
| STANDARD / CONCEPT / SKILL | 2.9. | Recognize, describe, reproduce, extend, create, and compare repeating patterns of concrete materials. |
| INDICATOR | 2.9.1. | Repeat clapping or drumbeat patterns. ReadyRosie Drum Patterns |
| INDICATOR | 2.9.2. | Use pattern cards to reproduce patterns with concrete objects such as beads, colored cubes, mosaic tiles with pattern cards. ReadyRosie Drum Patterns |
| INDICATOR | 2.9.3. | Find patterns in their everyday environment (plaid, stripes, checks on clothing, floors or walls). ReadyRosie Drum Patterns |
| INDICATOR | 2.9.4. | Repeat a pattern/sequence in a variety of ways (e.g., an ABAB pattern with stickers, blocks, or stamps). ReadyRosie Drum Patterns |
| INDICATOR | 2.9.5. | Manipulate objects in and out of patterns. ReadyRosie Drum Patterns |
| INDICATOR | 2.9.6. | Recognize and predict word patterns in familiar rhythms, music or stories. ReadyRosie Drum Patterns |
| FOCUS / COURSE | MA.MA. | Guiding Preschool Learning in Mathematics |
| STRAND | MA.SSS. | Shapes & Spatial Sense |
| STANDARD / CONCEPT / SKILL | 2.10. | Investigate and identify materials of various shapes, using appropriate language. |
| INDICATOR | 2.10.1. | Sort parquetry blocks by one or more attributes. ReadyRosie Nature Walk and Talk Toy Sort |
| INDICATOR | 2.10.2. | Place unit blocks on top of their silhouettes. ReadyRosie Copy Me |
| INDICATOR | 2.10.3. | Feel and describe parquetry blocks, then try to identify them without looking. ReadyRosie Copy Me |
| INDICATOR | 2.10.4. | Eat snacks cut in various shapes; cut cookie dough into basic shapes. ReadyRosie Copy Me |
| INDICATOR | 2.10.5. | Create/represent shapes (e.g., using popsicle sticks, pipe cleaners, unit blocks). ReadyRosie Copy Me |
| INDICATOR | 2.10.6. | Find examples of basic shapes such as circle, square, triangle, and rectangle in the environment (e.g., go on a “shape walk” indoors or outdoors to find examples of basic shapes in buildings, in the classroom, in nature). ReadyRosie Copy Me |
| INDICATOR | 2.10.7. | Locate individual objects in pictures composed of overlapping shapes or find shapes in magazine illustrations, picture books (e.g., I Spy books). ReadyRosie Copy Me |
| FOCUS / COURSE | MA.MA. | Guiding Preschool Learning in Mathematics |
| STRAND | MA.SSS. | Shapes & Spatial Sense |
| STANDARD / CONCEPT / SKILL | 2.11. | Explore and identify space, direction, movement, relative position, and size using body movement and concrete objects. |
| INDICATOR | 2.11.2. | Move their bodies in space by following verbal instructions through an obstacle course (e.g., crawl under the table, walk around the jungle gym; jump over the block). ReadyRosie Bear Hunt Get Moving Which Lid? |
| INDICATOR | 2.11.3. | Follow or use directional language related to daily routines and activities or in dance recordings (e.g., “Put your hands up, down, over your head.”). ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie Which Lid? |
| INDICATOR | 2.11.4. | Locate objects based on directional words (e.g., it’s next to the ball; under the basket). ReadyRosie Which Lid? |
| INDICATOR | 2.11.5. | Play with puzzles of increasing complexity as skills develop. ReadyRosie Copy Me Nesting Bowls |
| INDICATOR | 2.11.6. | Figure out how much space is needed for a task (e.g., to build a construction using large interlocking panels, or whether two children can fit inside a cardboard box). ReadyRosie Bear Hunt |
| INDICATOR | 2.11.7. | Identify shapes in different orientations (a triangle is still a triangle even though it’s turned in different directions). ReadyRosie Copy Me |
| FOCUS / COURSE | MA.MA. | Guiding Preschool Learning in Mathematics |
| STRAND | MA.SSS. | Shapes & Spatial Sense |
| STANDARD / CONCEPT / SKILL | 2.12. | Listen to and use comparative words to describe the relationships of objects to one another. |
| INDICATOR | 2.12.1. | Compare and describe objects according to a single attribute (e.g., which is bigger, smaller, taller, longer, shorter, same length, wider, narrower, thicker, thinner, deeper, shallower, lighter, heavier, holds less, or holds the same amount). ReadyRosie Nature Walk and Talk Toy Sort |
| INDICATOR | 2.12.3. | Make objects of play dough and compare their size. ReadyRosie Playdough Lengths Tips for helping your child love reading Torn Paper Art |
| FOCUS / COURSE | MA.MA. | Guiding Preschool Learning in Mathematics |
| STRAND | MA.M. | Measurement |
| STANDARD / CONCEPT / SKILL | 2.14. | Use nonstandard units to measure length, weight, and amount of content in familiar objects. |
| INDICATOR | 2.14.5. | Compare the length of two play dough snakes or the height of two block towers using their hands. ReadyRosie Playdough Lengths Tips for helping your child love reading Torn Paper Art |
| FOCUS / COURSE | MA.MA. | Guiding Preschool Learning in Mathematics |
| STRAND | MA.DCA. | Data Collection & Analysis |
| STANDARD / CONCEPT / SKILL | 2.15. | Organize and draw conclusions from facts they have collected. |
| INDICATOR | 2.15.1. | Construct simple graphs and charts to describe concrete materials (e.g., after sorting leaves, children create a graph illustrating the various kinds of leaves, marking the number of leaves in each category, and describing how they sorted the leaves). ReadyRosie Blast Off Magazine Problem Solving Nature Walk and Talk One, Two, Moo Packing our Lunch Snack Count Toy Sort |
| INDICATOR | 2.15.2. | Take part in creating and discussing surveys (e.g., survey children’s food preferences to decide what snack to serve, with children placing marks on graphs indicating their choice). ReadyRosie Nature Walk and Talk Toy Sort |
| FOCUS / COURSE | MA.STE. | Guiding Preschool Learning in Science and Technology/Engineering |
| STRAND | STE.IS. | Inquiry Skills |
| STANDARD / CONCEPT / SKILL | 3.1. | Ask and seek out answers to questions about objects and events with the assistance of interested adults. |
| INDICATOR | 3.1.1. | Conduct simple investigations, with guidance about what to look for or compare (e.g., a leaf hunt using samples of leaves to find others that are the same shape/color). ReadyRosie Copy Me Toy Sort |
| FOCUS / COURSE | MA.STE. | Guiding Preschool Learning in Science and Technology/Engineering |
| STRAND | STE.IS. | Inquiry Skills |
| STANDARD / CONCEPT / SKILL | 3.2. | Make predictions about changes in materials or objects based on past experience. |
| INDICATOR | 3.2.1. | Predict “what will happen if. . .” (e.g., if play dough is left uncovered overnight; if soap is added to the water table; if the pumpkin is left in the classroom for a month). ReadyRosie Playdough Lengths |
| FOCUS / COURSE | MA.STE. | Guiding Preschool Learning in Science and Technology/Engineering |
| STRAND | STE.IS. | Inquiry Skills |
| STANDARD / CONCEPT / SKILL | 3.3. | Identify and use simple tools appropriately to extend observations. |
| INDICATOR | 3.3.5. | Use eye droppers to add food color to water and mix colors. ReadyRosie Toy Sort |
| FOCUS / COURSE | MA.STE. | Guiding Preschool Learning in Science and Technology/Engineering |
| STRAND | STE.IS. | Inquiry Skills |
| STANDARD / CONCEPT / SKILL | 3.4. | Record observations and share ideas through simple forms of representation such as drawings. |
| INDICATOR | 3.4.1. | Create representations to illustrate what they learned about materials or the environment (e.g., create a collage, construction or mural showing which objects floated and which sank). ReadyRosie Tips for helping your child love reading Torn Paper Art |
| INDICATOR | 3.4.2. | Help create charts to describe collections of materials (e.g., leaves from various trees, beach rocks) in terms of color, shape, size. ReadyRosie Copy Me Toy Sort |
| INDICATOR | 3.4.3. | Draw their own interpretations of materials observed (e.g., the details in a shell or flower). ReadyRosie Copy Me Recycled Play |
| FOCUS / COURSE | MA.STE. | Guiding Preschool Learning in Science and Technology/Engineering |
| STRAND | STE.ESS. | Earth and Space Sciences |
| STANDARD / CONCEPT / SKILL | 3.5. | Compare and contrast natural materials such as water, rocks, soil, and living organisms using descriptive language. |
| INDICATOR | 3.5.4. | Make wet sand constructions or mud pies. ReadyRosie Tips for helping your child love reading Torn Paper Art |
| FOCUS / COURSE | MA.STE. | Guiding Preschool Learning in Science and Technology/Engineering |
| STRAND | STE.ESS. | Earth and Space Sciences |
| STANDARD / CONCEPT / SKILL | 3.7. | Identify the characteristics of local weather based on first-hand observations. |
| INDICATOR | 3.7.1. | Walk in the rain, wind, snow, and fog, and use all the senses to describe sensations. ReadyRosie Fast, Slow Playdough Lengths |
| INDICATOR | 3.7.4. | Listen to non-fiction books and scientifically accurate fictional stories related to weather. ReadyRosie Why should we tell family stories? |
| FOCUS / COURSE | MA.STE. | Guiding Preschool Learning in Science and Technology/Engineering |
| STRAND | STE.ESS. | Earth and Space Sciences |
| STANDARD / CONCEPT / SKILL | 3.8. | Explore sunlight and shadows and describe the effects of the sun or sunlight. |
| INDICATOR | 3.8.2. | Observe colors created by sunlight through a prism hung in the window. ReadyRosie Toy Sort |
| INDICATOR | 3.8.6. | Trace the outline of their shadows at different times of the day and observe changes. ReadyRosie Copy Me Recycled Play |
| FOCUS / COURSE | MA.STE. | Guiding Preschool Learning in Science and Technology/Engineering |
| STRAND | STE.ESS. | Earth and Space Sciences |
| STANDARD / CONCEPT / SKILL | 3.9. | Observe and describe or represent scientific phenomena meaningful to children’s lives that have a repeating pattern (e.g., day and night). |
| INDICATOR | 3.9.1. | Represent their observations of day and night through drawings, paintings, collage. ReadyRosie Copy Me Recycled Play Tips for helping your child love reading Torn Paper Art |
| FOCUS / COURSE | MA.STE. | Guiding Preschool Learning in Science and Technology/Engineering |
| STRAND | STE.LTE. | Living Things & Their Environment |
| STANDARD / CONCEPT / SKILL | 3.15. | Use their senses of sight, hearing, touch, smell, and taste to explore their environment using sensory vocabulary. |
| INDICATOR | 3.15.4. | Listen to age-appropriate books related to the senses such as My Five Senses by Aliki. ReadyRosie Fast, Slow Playdough Lengths |
| INDICATOR | 3.15.6. | Play in a sensory table filled with various materials (e.g., sand, water, snow, ice, mud, “oobleck”). ReadyRosie Fast, Slow Playdough Lengths |
| FOCUS / COURSE | MA.STE. | Guiding Preschool Learning in Science and Technology/Engineering |
| STRAND | STE.LTE. | Living Things & Their Environment |
| STANDARD / CONCEPT / SKILL | 3.16. | Observe and describe seasonal changes in plants, animals and their personal lives. |
| INDICATOR | 3.16.4. | Dress up in a variety of seasonal clothing in the dramatic play area. ReadyRosie T-Shirt Talk |
| FOCUS / COURSE | MA.STE. | Guiding Preschool Learning in Science and Technology/Engineering |
| STRAND | STE.PS. | The Physical Sciences |
| STANDARD / CONCEPT / SKILL | 3.18. | Manipulate a wide variety of familiar and unfamiliar objects to observe, describe, and compare their properties using appropriate language. |
| INDICATOR | 3.18.1. | Describe the attributes of common objects (e.g., size, shape, color, weight, texture). ReadyRosie Copy Me |
| INDICATOR | 3.18.2. | Sort, group, or classify objects in meaningful ways based on one or more properties. ReadyRosie Nature Walk and Talk Toy Sort |
| INDICATOR | 3.18.3. | Match familiar objects to their outlines or make crayon rubbings and identify them. ReadyRosie Copy Me Recycled Play |
| INDICATOR | 3.18.4. | Make a “big book” about shapes and textures using materials such as feathers, metallic paper, leather. ReadyRosie Copy Me |
| FOCUS / COURSE | MA.STE. | Guiding Preschool Learning in Science and Technology/Engineering |
| STRAND | STE.PS. | The Physical Sciences |
| STANDARD / CONCEPT / SKILL | 3.19. | Explore, describe, and compare the properties of liquids and solids found in children’s daily environment. |
| INDICATOR | 3.19.1. | Manipulate and describe materials such as water, sand, clay, play dough. ReadyRosie Playdough Lengths Tips for helping your child love reading Torn Paper Art |
| INDICATOR | 3.19.2. | Explore ways materials can be changed by freezing/melting; dissolving (e.g., sugar crystals or gelatin in water); combining materials (e.g., earth + water = mud); physical force (e.g., pushing, pulling, pounding, stretching materials such as play dough or clay). ReadyRosie Playdough Lengths |
| FOCUS / COURSE | MA.STE. | Guiding Preschool Learning in Science and Technology/Engineering |
| STRAND | STE.PS. | The Physical Sciences |
| STANDARD / CONCEPT / SKILL | 3.20. | Investigate and describe or demonstrate various ways that objects can move. |
| INDICATOR | 3.20.2. | Use body movement to explore and label various positions/motions by (e.g., dancing, creative movement, and playground activities). ReadyRosie Bear Hunt Get Moving I can't sing. How can I sing to my baby? Ring Around the Rosie |
| INDICATOR | 3.20.4. | Respond to oral and visual cues (e.g., move your arms back and forth, slowly/quickly). ReadyRosie Bear Hunt |
| FOCUS / COURSE | MA.STE. | Guiding Preschool Learning in Science and Technology/Engineering |
| STRAND | STE.PS. | The Physical Sciences |
| STANDARD / CONCEPT / SKILL | 3.22. | Experiment with a variety of objects to determine when the objects can stand and ways that objects can be balanced. |
| INDICATOR | 3.22.3. | Use body movement to explore balance (e.g., using a balance beam or board). ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| FOCUS / COURSE | MA.STE. | Guiding Preschool Learning in Science and Technology/Engineering |
| STRAND | STE.TE. | Technology & Engineering |
| STANDARD / CONCEPT / SKILL | 3.26. | Observe and describe ways that animals, birds, and insects use various parts of their bodies to accomplish certain tasks and compare them to ways people would accomplish a similar task. |
| INDICATOR | 3.26.2. | Act out animal behaviors (e.g., the way a bird or squirrel eats nuts/seeds; the way a dog laps water). ReadyRosie Banana Phonana |
| FOCUS / COURSE | MA.HSS. | Guiding Preschool Learning in History and Social Science |
| STRAND | 4.1. | Discuss and identify the order of daily routines. |
| STANDARD / CONCEPT / SKILL | 4.1.1. | Describe what comes first, next, and last in meaningful contexts such as daily routines (e.g., “First we wash our hands; then we sit down; then we open our snacks.” “First we have circle; then choice time; then snacks.”). ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STANDARD / CONCEPT / SKILL | 4.1.2. | Use photographs as sequencing cards to describe children’s own daily routines and events such as field trips (describing what came first, next, last). ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| FOCUS / COURSE | MA.HSS. | Guiding Preschool Learning in History and Social Science |
| STRAND | 4.2. | Discuss and use vocabulary related to time in relevant activities. |
| STANDARD / CONCEPT / SKILL | 4.2.1. | Create timelines to represent events in meaningful experiences using words related to time (e.g., now, long ago, before, after, morning, afternoon, night, today, tomorrow, yesterday, last or next week, month, year) along with drawings, photographs or objects. ReadyRosie Copy Me Recycled Play |
| STANDARD / CONCEPT / SKILL | 4.2.2. | Count down days to an event with concrete materials such as removing a link on a paper chain. ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| STANDARD / CONCEPT / SKILL | 4.2.4. | Look at photographs of their parents and grandparents as children. ReadyRosie Tips for storytelling: Story ideas |
| FOCUS / COURSE | MA.HSS. | Guiding Preschool Learning in History and Social Science |
| STRAND | 4.3. | Identify and describe cause and effect as they relate to personal experiences and age-appropriate stories. |
| STANDARD / CONCEPT / SKILL | 4.3.3. | Describe how personal experiences/events might have had different outcomes through dramatization, puppetry, representations. ReadyRosie Banana Phonana |
| STANDARD / CONCEPT / SKILL | 4.3.4. | Listen to age-appropriate stories that describe the consequences of choices by the characters (happy, unhappy, unexpected) and talk about or dramatize how outcomes might have been different. ReadyRosie Banana Phonana Why should we tell family stories? |
| STANDARD / CONCEPT / SKILL | 4.3.5. | Predict a range of possible outcomes to real events or those in stories based on changes in conditions/decisions (“what might happen if…?”). ReadyRosie Tips for helping your child love reading |
| FOCUS / COURSE | MA.HSS. | Guiding Preschool Learning in History and Social Science |
| STRAND | 4.4. | Engage in activities that build understanding of words for location and direction. |
| STANDARD / CONCEPT / SKILL | 4.4.2. | Listen to and use locational terms in body movement activities (e.g., up, down, near, far, left, right, straight, back, behind, in front of, beside, above, below, between). ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| STANDARD / CONCEPT / SKILL | 4.4.3. | Participate in a variety of experiences that build/reinforce concepts related to directionality (e.g., manipulating blocks/vehicles on a “road rug” or class-made map; moving their bodies through obstacle courses). ReadyRosie Bear Hunt |
| FOCUS / COURSE | MA.HSS. | Guiding Preschool Learning in History and Social Science |
| STRAND | 4.6. | Discuss examples of rules, fairness, personal responsibilities, and authority in their own experiences and in stories read to them. |
| STANDARD / CONCEPT / SKILL | 4.6.1. | Talk about why we need classroom and playground rules. ReadyRosie Bear Hunt How do I get my child to______? How should I handle temper tantrums? |
| STANDARD / CONCEPT / SKILL | 4.6.3. | Talk about the consequences of negative behavior. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STANDARD / CONCEPT / SKILL | 4.6.4. | Discuss why there may be different rules in different places (e.g., school rules may be different from rules at home). ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| STANDARD / CONCEPT / SKILL | 4.6.7. | Discuss what could happen when children are not considerate of one another when such situations arise. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| FOCUS / COURSE | MA.HSS. | Guiding Preschool Learning in History and Social Science |
| STRAND | 4.7. | Talk about the qualities we value in a person’s character such as honesty, courage, courtesy, willingness to work hard, kindness, fairness, trustworthiness, self-discipline, loyalty, and personal responsibility. |
| STANDARD / CONCEPT / SKILL | 4.7.1. | Listen to and discuss age appropriate stories with characters that make a difference to others, or situations in which characters take care of each other. ReadyRosie Book Chats Bring Me the Book Reading Routines for Early Readers Tips for helping your child love reading |
| STANDARD / CONCEPT / SKILL | 4.7.2. | Discuss alternative outcomes of stories if the characters had different traits (e.g., honesty/dishonesty). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STANDARD / CONCEPT / SKILL | 4.7.4. | Engage in dramatic play to act out their ideas, understandings, and personal experiences related to human character and relationships. ReadyRosie Banana Phonana |
| FOCUS / COURSE | MA.HSS. | Guiding Preschool Learning in History and Social Science |
| STRAND | 4.9. | Discuss roles and responsibilities of family or community members who promote the welfare and safety of children and adults. |
| STANDARD / CONCEPT / SKILL | 4.9.1. | Talk about and dramatize roles of family members (e.g., create a chart listing each child’s family members, and the jobs each person does such as shopping, cooking, cleaning, reading bedtime stories, washing clothes, taking out the trash, mowing the lawn, etc.). ReadyRosie Banana Phonana |
| STANDARD / CONCEPT / SKILL | 4.9.3. | Set up dramatic play area with uniforms and accessories (e.g., hats, lunch boxes, brief cases, boots, tool kits) that promote community roles such as firefighter, postal worker, librarian. ReadyRosie Banana Phonana |
| FOCUS / COURSE | MA.HSS. | Guiding Preschool Learning in History and Social Science |
| STRAND | 4.11. | Observe, discuss, and dramatize basic economic concepts such as buying and selling, producing, and consuming. |
| STANDARD / CONCEPT / SKILL | 4.11.3. | Create/dramatize roles that include money, buying and selling (e.g., set up a store, restaurant, doctor’s office, hair salon with accessories such as play money, cash register, order/receipt book; forms; old checkbooks/credit cards, telephones). ReadyRosie Banana Phonana |
| FOCUS / COURSE | MA.HSS. | Guiding Preschool Learning in History and Social Science |
| STRAND | 4.13. | Observe or listen to important American symbols including the American flag and its colors and shapes; the melody of the national anthem; the picture and name of the current President, and the words of the Pledge of Allegiance. |
| STANDARD / CONCEPT / SKILL | 4.13.1. | Play games that build recognition of colors and shapes in the flag. ReadyRosie Toy Sort |
| STANDARD / CONCEPT / SKILL | 4.13.3. | Sing songs about the flag; march while holding the flag. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| STANDARD / CONCEPT / SKILL | 4.13.4. | Use red, white and blue paint or crayons to make representations of the American flag. ReadyRosie Toy Sort |
| FOCUS / COURSE | MA.HE. | Guiding Preschool Learning in Health Education |
| STRAND | HE.PD. | Physical Development |
| STANDARD / CONCEPT / SKILL | 5.1. | Listen to and use appropriate language describing the names and functions of parts of the human body. |
| INDICATOR | 5.1.2. | Make representations such as drawings, paintings, collages about parts of the body. ReadyRosie Copy Me Recycled Play |
| INDICATOR | 5.1.3. | Create life-size drawings of their own bodies and label various parts. ReadyRosie Copy Me Recycled Play |
| INDICATOR | 5.1.5. | Listen to age-appropriate books that use the scientific names of some parts of the body and various body systems. ReadyRosie Why should we tell family stories? |
| FOCUS / COURSE | MA.HE. | Guiding Preschool Learning in Health Education |
| STRAND | HE.PD. | Physical Development |
| STANDARD / CONCEPT / SKILL | 5.2. | Build body awareness, strength, and coordination through locomotion activities. |
| INDICATOR | 5.2.1. | Use various locomotor skills (walking, running, galloping) to move from one place to another (e.g., across the mat; across the playground). ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| INDICATOR | 5.2.2. | Balance like a flamingo or crane standing on one leg. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| INDICATOR | 5.2.3. | Jump in a series of “baby”, “giant”, “elephant” steps or frog hops; pretend to be various jumping creatures (rabbit, kangaroo, frog, grasshopper); jump to music or the beat of a tambourine; jump along footprints cut out of contact paper. ReadyRosie Bear Hunt Get Moving I can't sing. How can I sing to my baby? Ring Around the Rosie Stop and Go |
| INDICATOR | 5.2.4. | Hop on one leg then the other, or move forward with their hops. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| INDICATOR | 5.2.5. | Combine large muscle movements with equipment (e.g., riding a tricycle, using a slide or swings). ReadyRosie Bear Hunt |
| INDICATOR | 5.2.6. | Respond to movement challenges (e.g., move across the mat backwards, then find 5 or 6 different way to move across it; walk around holding a beanbag on their head, shoulder, elbow). ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| INDICATOR | 5.2.7. | Engage in activities that involve rocking, swinging, rolling, spinning, jumping, being turned upside-down (research indicates that such stimulation is critical to attention, memory, and sensory development). ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| FOCUS / COURSE | MA.HE. | Guiding Preschool Learning in Health Education |
| STRAND | HE.PD. | Physical Development |
| STANDARD / CONCEPT / SKILL | 5.3. | Discuss various aids and accommodations used by people for the activities of daily life. |
| INDICATOR | 5.3.2. | Listen to age-appropriate stories about people with disabilities. ReadyRosie Why should we tell family stories? |
| INDICATOR | 5.3.4. | Role play some conditions that require aids and accommodations and discover the difference in using materials and equipment. ReadyRosie Banana Phonana |
| FOCUS / COURSE | MA.HE. | Guiding Preschool Learning in Health Education |
| STRAND | HE.PD. | Physical Development |
| STANDARD / CONCEPT / SKILL | 5.4. | Build awareness of directionality and position in space. |
| INDICATOR | 5.4.2. | Maneuver through obstacle courses (e.g., go up the steps, slide down the slide, go around the cube, through the tunnel). ReadyRosie Bear Hunt Get Moving |
| INDICATOR | 5.4.3. | Move and place objects in various positions (e.g., “put the ball beside the box; over your head; under your legs”). ReadyRosie Catch! |
| INDICATOR | 5.4.4. | Move their bodies at various levels (high/low) and pathways (straight, curve, zigzag), for example, stand and walk on a balance board or beam, or walk along a zigzag or curved chalk line outdoors. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| INDICATOR | 5.4.5. | Throw and catch objects (catching is more difficult) such as beanbags, rings, balls of yarn, sponge balls of varying size); aim at a target (basket, hoop, carton). ReadyRosie Catch! |
| FOCUS / COURSE | MA.HE. | Guiding Preschool Learning in Health Education |
| STRAND | HE.PD. | Physical Development |
| STANDARD / CONCEPT / SKILL | 5.5. | Use both sides of the body to strengthen bilateral coordination. |
| INDICATOR | 5.5.1. | Jump with both feet over a line or over a “river” created with two pieces of masking tape (the obstacle can be made progressively wider as children gain skill. ReadyRosie Bear Hunt Get Moving |
| INDICATOR | 5.5.2. | Jump over a block or other raised object. ReadyRosie Bear Hunt Get Moving |
| INDICATOR | 5.5.3. | Lift objects with both hands. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| INDICATOR | 5.5.4. | Push a wheelbarrow or doll buggy with both arms. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| INDICATOR | 5.5.5. | Use both arms simultaneously to draw big circles on a blackboard. ReadyRosie Copy Me Recycled Play |
| INDICATOR | 5.5.6. | Carry things with both arms (e.g., a tray full of paper cups, an armful of leaves). ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| FOCUS / COURSE | MA.HE. | Guiding Preschool Learning in Health Education |
| STRAND | HE.PD. | Physical Development |
| STANDARD / CONCEPT / SKILL | 5.6. | Alternate the left and right sides of the body and cross the midline of the body. |
| INDICATOR | 5.6.1. | Walk, run, crawl and creep (e.g., pretend to be worms, snakes, lizards, beetles, caterpillars or alligators from familiar stories; crawl to the beat of music). ReadyRosie Bear Hunt Get Moving I can't sing. How can I sing to my baby? Ring Around the Rosie Stop and Go |
| INDICATOR | 5.6.2. | Climb steps, low ladders, cargo nets, and climbers using alternating movements of legs and arms. ReadyRosie Bear Hunt Get Moving |
| INDICATOR | 5.6.3. | Progress along an overhead ladder or pedal a tricycle. ReadyRosie Bear Hunt Get Moving |
| INDICATOR | 5.6.4. | Bounce a ball with each hand or transfer objects from one hand to the other repeatedly (e.g., a ball or beanbag). ReadyRosie Catch! |
| INDICATOR | 5.6.5. | Use sweeping motions that extend from one shoulder to the other (e.g., paint at an easel, draw on a large chalkboard). ReadyRosie Bear Hunt Copy Me Recycled Play |
| INDICATOR | 5.6.6. | Follow a path of criss-cross footprint patterns. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| INDICATOR | 5.6.7. | Transfer objects between two containers placed at opposite sides of the body. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| FOCUS / COURSE | MA.HE. | Guiding Preschool Learning in Health Education |
| STRAND | HE.PD. | Physical Development |
| STANDARD / CONCEPT / SKILL | 5.8. | Strengthen hand grasp and flexibility. |
| INDICATOR | 5.8.1. | Use a hand hole punch on materials of increasing thickness to punch as many holes as they are able; try to constantly better their own record. Move to heavier weight paper as strength increases. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| INDICATOR | 5.8.2. | Manipulate modeling materials of varying consistency (e.g., play dough, clay, plasticine® or Theraplast®). ReadyRosie Drum Patterns Playdough Lengths Tips for helping your child love reading Torn Paper Art Toy Car Wash |
| INDICATOR | 5.8.4. | Use a plant sprayer to spray plants or mix water with food coloring to spray snow. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| INDICATOR | 5.8.5. | Pinch clothespins and bulldog clips of various strengths around a paper plate. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| INDICATOR | 5.8.6. | Use a garlic press to force play dough through the grate. ReadyRosie Playdough Lengths Tips for helping your child love reading Torn Paper Art |
| FOCUS / COURSE | MA.HE. | Guiding Preschool Learning in Health Education |
| STRAND | HE.PD. | Physical Development |
| STANDARD / CONCEPT / SKILL | 5.9. | Use thumb/forefinger in pincer grasp. |
| INDICATOR | 5.9.1. | Place small objects into a container one by one (e.g., cotton balls, miniature pompoms, Cheerios®, beans, small marshmallows). ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| INDICATOR | 5.9.2. | Use tweezers, strawberry hullers to pick up objects. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| INDICATOR | 5.9.3. | Place small pegs in a pegboard. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| INDICATOR | 5.9.4. | Create designs with stickers, Colorforms® ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| INDICATOR | 5.9.5. | Use eyedroppers to squeeze drops of colored water onto absorbent paper or coffee filters. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| INDICATOR | 5.9.6. | Draw with small pieces of crayon or chalk. ReadyRosie Copy Me Recycled Play |
| INDICATOR | 5.9.7. | Roll play dough into tiny balls (peas) using only the finger tips. ReadyRosie Playdough Lengths |
| FOCUS / COURSE | MA.HE. | Guiding Preschool Learning in Health Education |
| STRAND | HE.PD. | Physical Development |
| STANDARD / CONCEPT / SKILL | 5.10. | Use a variety of tools and materials to build grasp-and-release skill. |
| INDICATOR | 5.10.1. | Use tongs, barbecue tools to move objects from one container to another. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| INDICATOR | 5.10.8. | Cut materials with a range of resistance (e.g., tissue paper, wallpaper, fabric, cardboard). ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| INDICATOR | 5.10.9. | Go through a progressive series of cutting skills including unstructured snipping (e.g., snipping pieces of plastic straws or strips of paper); cutting within a “track,” and cutting on a line and stopping at a marked point. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| FOCUS / COURSE | MA.HE. | Guiding Preschool Learning in Health Education |
| STRAND | HE.PD. | Physical Development |
| STANDARD / CONCEPT / SKILL | 5.11. | Build finger dexterity. |
| INDICATOR | 5.11.1. | Flip coins from “heads” to “tails.” ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| INDICATOR | 5.11.2. | Link paper clips to make necklaces. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| INDICATOR | 5.11.3. | Use dressing frames (snapping, buttoning, zipping). ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| INDICATOR | 5.11.4. | String beads, straw segments, paper clips, Cheerios®. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| INDICATOR | 5.11.5. | Manipulate keys in locks of varying sizes. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| INDICATOR | 5.11.6. | Use one finger at a time in fingerplays (e.g., Where is Thumbkin?). ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| INDICATOR | 5.11.7. | Create puppet shows with finger puppets. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| INDICATOR | 5.11.9. | Use thumb and forefinger to spin a top. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| FOCUS / COURSE | MA.HE. | Guiding Preschool Learning in Health Education |
| STRAND | HE.PD. | Physical Development |
| STANDARD / CONCEPT / SKILL | 5.12. | Use eye-hand coordination, visual perception and tracking, and visual motor skills in play activities. |
| INDICATOR | 5.12.2. | Play with a pounding board, typewriter, or keyboard. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| INDICATOR | 5.12.3. | Trace around simple stencils and templates. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| INDICATOR | 5.12.4. | Use lacing cards or do simple weaving. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| INDICATOR | 5.12.7. | Follow a left-right movement using an Etch-a-Sketch®; dry-erase board, sand, paints. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| INDICATOR | 5.12.8. | Follow simple mazes using crayons or markers from a left start point to a right end point. As skills increase, more complex mazes can weave from left to right or curve. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| FOCUS / COURSE | MA.HE. | Guiding Preschool Learning in Health Education |
| STRAND | HE.PD. | Physical Development |
| STANDARD / CONCEPT / SKILL | 5.13. | Discuss nutritious meals and snacks and the difference between junk food and healthy food. |
| INDICATOR | 5.13.1. | Grow vegetables in a garden. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| INDICATOR | 5.13.2. | Have a food-tasting party with samples of a wide variety of nutritious foods, especially those that may be unfamiliar at home, or “snacks” from other cultures. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| INDICATOR | 5.13.3. | Help to prepare a variety of healthy snacks and meals, and talk about ingredients (e.g., apple sauce, waffles, fruit salad, sandwiches, cranberry relish, scrambled eggs, vegetable soup). ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| INDICATOR | 5.13.5. | Talk about the nutritional value of various foods (i.e., milk is good for strong bones and teeth, vegetables provide vitamins, breads a cereals provide fiber) and the relationship between a healthy diet and overall health and fitness. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| INDICATOR | 5.13.6. | Use replicas of healthy foods in the dramatic play area with themes of cooking, grocery store, or restaurant. ReadyRosie Banana Phonana Hooray Parfait Little Chef Packing our Lunch |
| INDICATOR | 5.13.7. | Create a recipe book including foods made in class and favorite recipes shared by families. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| FOCUS / COURSE | MA.HE. | Guiding Preschool Learning in Health Education |
| STRAND | HE.PD. | Physical Development |
| STANDARD / CONCEPT / SKILL | 5.14. | Practice personal hygiene and safety measures. |
| INDICATOR | 5.14.1. | Follow consistent routines regarding washing hands and utensils before and after preparing food and eating. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| INDICATOR | 5.14.2. | Talk about health and safety rules regarding food preparation and eating (e.g., not sharing food or utensils; not sneezing/coughing near food). ReadyRosie Hooray Parfait I Can Do It All By Myself Little Chef Packing our Lunch |
| INDICATOR | 5.14.3. | Learn how to use cutting tools safely. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| INDICATOR | 5.14.4. | Help to clean surfaces before and after eating with appropriate cleaning solutions. ReadyRosie Hooray Parfait I Can Do It All By Myself Little Chef Packing our Lunch |
| FOCUS / COURSE | MA.HE. | Guiding Preschool Learning in Health Education |
| STRAND | HE.SEH. | Social & Emotional Health |
| STANDARD / CONCEPT / SKILL | 5.16. | Recognize and describe or represent emotions such as happiness, surprise, anger, fear, sadness. |
| INDICATOR | 5.16.1. | Listen to/discuss books about emotions and respond to situations in stories in that evoke emotions (e.g., “How is he feeling?”) ReadyRosie Book Chats Bring Me the Book Reading Routines for Early Readers Tips for helping your child love reading |
| INDICATOR | 5.16.4. | Talk about ways to express emotions without harming themselves, others, or property (e.g., dancing or exercising until out of breath; using pounding toys; manipulating play dough, talking to an adult). ReadyRosie I can't sing. How can I sing to my baby? Playdough Lengths Ring Around the Rosie Tips for helping your child love reading Torn Paper Art |
| INDICATOR | 5.16.5. | Create drawings, paintings, collage, a class book about emotions. ReadyRosie Copy Me Recycled Play |
| INDICATOR | 5.16.6. | Use stories, fingerplays, and songs to illustrate emotions (e.g., sing “If you’re happy and you know it” including “angry, scared, sad,” suggesting gestures/expressions to illustrate feelings). ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| INDICATOR | 5.16.7. | Act out powerful emotions (fear, anger) through dramatic play. ReadyRosie Banana Phonana |
| FOCUS / COURSE | MA.HE. | Guiding Preschool Learning in Health Education |
| STRAND | HE.SEH. | Social & Emotional Health |
| STANDARD / CONCEPT / SKILL | 5.17. | Talk about ways to solve or prevent problems and discuss situations that illustrate that actions have consequences. |
| INDICATOR | 5.17.1. | Use a variety of methods (e.g., dramatization, painting, collage, and narrative) to represent solutions to everyday problems (“What could you do if...?”). ReadyRosie Banana Phonana Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| INDICATOR | 5.17.2. | Listen to stories that illustrate negotiation and conflict resolution strategies (e.g., Best Friends Think Alike by Lynn Reiser; Hot Hippo by Mwenye Hadithi). ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? Why should we tell family stories? |
| INDICATOR | 5.17.3. | Retell stories of how they successfully solved a problem. ReadyRosie Drum Patterns Family Movie Night Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go Tips for helping your child love reading Tips for storytelling: Using gestures What Do We Do? Which Lid? |
| INDICATOR | 5.17.4. | Predict possible consequences of their own actions or decisions in everyday situations or the actions/decisions of characters in stories. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| FOCUS / COURSE | MA.HE. | Guiding Preschool Learning in Health Education |
| STRAND | HE.SEH. | Social & Emotional Health |
| STANDARD / CONCEPT / SKILL | 5.18. | Talk about how people can be helpful/hurtful to one another. |
| INDICATOR | 5.18.1. | Listen to age appropriate stories about relationships, helpful/hurtful words or actions. ReadyRosie Why should we tell family stories? |
| INDICATOR | 5.18.3. | Act out what can be done if someone hurts your feelings. ReadyRosie Banana Phonana |
| FOCUS / COURSE | MA.HE. | Guiding Preschool Learning in Health Education |
| STRAND | HE.SEH. | Social & Emotional Health |
| STANDARD / CONCEPT / SKILL | 5.19. | Practice independence and self-help skills. |
| INDICATOR | 5.19.1. | Take care of their own needs with the support of adults (e.g., wash hands independently at accessible sinks; handle toileting; dress/undress themselves; hang up clothing). ReadyRosie I Can Do It All By Myself T-Shirt Talk |
| INDICATOR | 5.19.3. | Manipulate fasteners commonly found on clothing (e.g., buttons, snaps, zippers, laces). ReadyRosie Drum Patterns T-Shirt Talk Torn Paper Art Toy Car Wash |
| FOCUS / COURSE | MA.HE. | Guiding Preschool Learning in Health Education |
| STRAND | HE.SEH. | Social & Emotional Health |
| STANDARD / CONCEPT / SKILL | 5.20. | Describe members of their family and discuss what parents do for their children to keep them safe and healthy. |
| INDICATOR | 5.20.1. | Create representations of family members and their roles (e.g., family portrait, collage, chart). ReadyRosie Copy Me Recycled Play Tips for storytelling: Story ideas |
| INDICATOR | 5.20.2. | Use vocabulary related to titles of various family members (e.g., aunt, uncle, sister, brother, grandmother, grandfather, grandson, grand-daughter, cousin). ReadyRosie Tips for storytelling: Story ideas |
| INDICATOR | 5.20.3. | Use props and costumes to act out family roles individually or in small groups in dramatic play. ReadyRosie Banana Phonana |
| INDICATOR | 5.20.5. | Listen to stories about all types of families. ReadyRosie Why should we tell family stories? |
| FOCUS / COURSE | MA.HE. | Guiding Preschool Learning in Health Education |
| STRAND | HE.SEH. | Social & Emotional Health |
| STANDARD / CONCEPT / SKILL | 5.21. | Discuss strategies to prevent injury and illness, control the spread of disease, and promote cleanliness. |
| INDICATOR | 5.21.3. | Dramatize dressing appropriately for the weather (e.g., choosing what to wear on a rainy day/snowy day from a box filled with various items of clothing). ReadyRosie T-Shirt Talk |
| INDICATOR | 5.21.5. | Discuss risks, consequences and prevention strategies related to health and safety (e.g., if you go to sleep late, you’ll be tired; if you don’t wear your coat you’ll be cold; if you run in a crowded space you may bump into something and get hurt; using sunscreen, taking vitamins, using rubber gloves). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| FOCUS / COURSE | MA.HE. | Guiding Preschool Learning in Health Education |
| STRAND | HE.SEH. | Social & Emotional Health |
| STANDARD / CONCEPT / SKILL | 5.22. | Talk about the common symptoms of illness and injury and what they should do when they hurt or don’t feel well. |
| INDICATOR | 5.22.1. | Listen to age-appropriate stories about illness, doctors, hospitals. ReadyRosie Why should we tell family stories? |
| INDICATOR | 5.22.2. | Dramatize experiences related to illness and health care (e.g., set up a hospital or doctor’s office with props including stethoscope, forms, bandages). ReadyRosie Banana Phonana |
| INDICATOR | 5.22.4. | Role play through puppets, dolls. ReadyRosie Banana Phonana |
| FOCUS / COURSE | MA.HE. | Guiding Preschool Learning in Health Education |
| STRAND | HE.SEH. | Social & Emotional Health |
| STANDARD / CONCEPT / SKILL | 5.23. | Discuss tooth care and dental health including brushing, flossing, and healthy foods. |
| INDICATOR | 5.23.2. | Create a chart of foods that build healthy teeth. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| INDICATOR | 5.23.4. | Listen to stories about teeth, losing teeth. ReadyRosie Why should we tell family stories? |
| FOCUS / COURSE | MA.HE. | Guiding Preschool Learning in Health Education |
| STRAND | HE.SEH. | Social & Emotional Health |
| STANDARD / CONCEPT / SKILL | 5.24. | Discuss rules for safety in a variety of settings including fire safety, weapons safety, bus safety, seat belt use, playground safety, as well as safety at home and in the community. |
| INDICATOR | 5.24.6. | Role play safe play behavior in various situations. ReadyRosie Banana Phonana |
| FOCUS / COURSE | MA.HE. | Guiding Preschool Learning in Health Education |
| STRAND | HE.SEH. | Social & Emotional Health |
| STANDARD / CONCEPT / SKILL | 5.25. | Talk and listen to stories about safe, unsafe, and inappropriate touch and ways to protect themselves. |
| INDICATOR | 5.25.5. | Listen to age-appropriate stories about unsafe/inappropriate touch. ReadyRosie Why should we tell family stories? |
| FOCUS / COURSE | MA.HE. | Guiding Preschool Learning in Health Education |
| STRAND | HE.SEH. | Social & Emotional Health |
| STANDARD / CONCEPT / SKILL | 5.26. | Talk about what to do when someone gets hurt and the rules for universal precautions (do not touch body fluids; wash hands after touching body fluids). |
| INDICATOR | 5.26.1. | Role play how to wash hands. ReadyRosie Banana Phonana |
| FOCUS / COURSE | MA.AR. | Guiding Preschool Learning in the Arts |
| STRAND | AR.MD. | Movement & Dance |
| STANDARD / CONCEPT / SKILL | 6.1. | Explore activities and vocabulary related to movement, balance, strength, and flexibility. |
| INDICATOR | 6.1.1. | Experiment with locomotor movements that move the body from one place to another including crawling, creeping, walking, running, jumping, hopping, galloping, sliding, rolling, climbing). ReadyRosie Bear Hunt Get Moving I can't sing. How can I sing to my baby? Ring Around the Rosie Stop and Go |
| INDICATOR | 6.1.2. | Try out non-locomotor movements while standing, sitting, kneeling, or lying (e.g., bending, turning, twisting, rolling, stretching, shaking, curling, swinging, rocking, swaying). ReadyRosie Bear Hunt Get Moving I can't sing. How can I sing to my baby? Ring Around the Rosie Stop and Go |
| INDICATOR | 6.1.3. | Walk on a low balance board or a real or imaginary tightrope (e.g., a line of masking tape, string or chalk on the floor or playground), and as skills increase try moving sideways, backwards. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| INDICATOR | 6.1.4. | Push, pull, or lift heavy objects or equipment (e.g., a wagon, wheelbarrow). ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| INDICATOR | 6.1.5. | Use large outdoor equipment (e.g., climb a ladder or jungle gym, hang from a trapeze). ReadyRosie Bear Hunt |
| FOCUS / COURSE | MA.AR. | Guiding Preschool Learning in the Arts |
| STRAND | AR.MD. | Movement & Dance |
| STANDARD / CONCEPT / SKILL | 6.2. | Respond to a variety of musical rhythms through body movement. |
| INDICATOR | 6.2.1. | Move to many different styles of instrumental music (e.g., classical, jazz, country and western, disco, swing, rhythm and blues). ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| INDICATOR | 6.2.2. | Play “statues” and “freeze” when the music stops. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| INDICATOR | 6.2.3. | Explore contrasts in force (hard/soft; strong/light) such as stamping, clapping, tapping feet; moving softly “like a feather floating;” being stiff like robots or floppy like rag dolls. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| FOCUS / COURSE | MA.AR. | Guiding Preschool Learning in the Arts |
| STRAND | AR.MD. | Movement & Dance |
| STANDARD / CONCEPT / SKILL | 6.3. | Participate in simple sequences of movements and dance to various kinds of music. |
| INDICATOR | 6.3.1. | Imitate simple (2 or 3 step) movement sequences (e.g., “tap, tap, tap your foot, clap, clap clap your hands”). ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| INDICATOR | 6.3.2. | Change one part of a simple movement sequence (e.g., from tap, tap, clap to tap, tap, stamp). ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| INDICATOR | 6.3.3. | Sing songs that contain sequences of body motions (e.g., Head, Shoulders, Knees and Toes). ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| INDICATOR | 6.3.4. | Play traditional games and dances (e.g., Loobie Loo, Hokey Pokey). ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| FOCUS / COURSE | MA.AR. | Guiding Preschool Learning in the Arts |
| STRAND | AR.MD. | Movement & Dance |
| STANDARD / CONCEPT / SKILL | 6.4. | Express themselves freely through movement. |
| INDICATOR | 6.4.1. | Move to music at their own pace and style. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| INDICATOR | 6.4.2. | Invent original ideas through dance, movement, or games such as What Can You Do Punchinello? or challenges such as “Shake something–shake something different.” ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| INDICATOR | 6.4.3. | Invent various ways to move from one point to another (e.g., across the mat or playground). ReadyRosie Bear Hunt I can't sing. How can I sing to my baby? Ring Around the Rosie |
| FOCUS / COURSE | MA.AR. | Guiding Preschool Learning in the Arts |
| STRAND | AR.MD. | Movement & Dance |
| STANDARD / CONCEPT / SKILL | 6.5. | Use props to explore space and movement. |
| INDICATOR | 6.5.1. | Use balls, hoops or beanbags to explore the concepts of over, under, around, in front of, behind. ReadyRosie Bear Hunt Catch! |
| INDICATOR | 6.5.2. | Use carpet squares, hoops, masking tape to limit personal space and move around without touching others. ReadyRosie Bear Hunt |
| INDICATOR | 6.5.3. | Explore how far can they reach up/down, side to side, in front of and behind them. How many ways can they move their arms in their space? ReadyRosie Bear Hunt |
| INDICATOR | 6.5.4. | Experiment with various ways to move scarves, streamers, or ribbons (e.g., moving them in small/large circles, swinging, zig-zag, making various shapes in the air, etc.). ReadyRosie Bear Hunt |
| INDICATOR | 6.5.5. | Jump in and out of hoops; step in spaces of a ladder placed on the floor. ReadyRosie Bear Hunt Get Moving |
| FOCUS / COURSE | MA.AR. | Guiding Preschool Learning in the Arts |
| STRAND | AR.MD. | Movement & Dance |
| STANDARD / CONCEPT / SKILL | 6.6. | Act out ways that movement and dance can show feelings or convey meaning. |
| INDICATOR | 6.6.1. | Express emotions (e.g., tapping feet or clapping hands like they’re happy, angry). ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| INDICATOR | 6.6.2. | Act out various objects, animals, or characters in various conditions (e.g., moving like a snake, spider, turtle, cat, elephant, frog, dinosaur, a bowl of jello; a very cold person; a leaf in the wind; a washing machine, an egg beater, a magical elf). ReadyRosie Banana Phonana Bear Hunt |
| INDICATOR | 6.6.3. | Listen or move to music that evokes emotion and talk about how it makes them feel (e.g., The Sorceror’s Apprentice, Carmen). ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| FOCUS / COURSE | MA.AR. | Guiding Preschool Learning in the Arts |
| STRAND | AR.MU. | Music |
| STANDARD / CONCEPT / SKILL | 6.8. | Sing a variety of songs within children’s vocal range, independently and with others. |
| INDICATOR | 6.8.1. | Sing songs with clear, easy melodies. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| INDICATOR | 6.8.2. | Sing fingerplays (e.g., Eensy Weensy Spider, Two Little Blackbirds, Where is Thumbkin?). ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| INDICATOR | 6.8.3. | Sing independently while music is being played (e.g., during center times and free time). ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| INDICATOR | 6.8.4. | Listen to and sing many nursery rhymes, lullabies, and songs from around the world. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? Why should we tell family stories? |
| INDICATOR | 6.8.5. | Sing in groups that allow children to respond individually (e.g., good morning songs). ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| FOCUS / COURSE | MA.AR. | Guiding Preschool Learning in the Arts |
| STRAND | AR.MU. | Music |
| STANDARD / CONCEPT / SKILL | 6.9. | Sing expressively. |
| INDICATOR | 6.9.1. | Use soft and loud voices at appropriate times when singing. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| INDICATOR | 6.9.2. | Sing chants, action songs and songs that use intonation to set the mood (e.g., If You’re Happy, The Wheels on the Bus, Five Little Pumpkins). ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| INDICATOR | 6.9.3. | Sing songs that have personal meaning (e.g., songs about their names, body parts, clothes, feelings, animal songs and home and family, songs to celebrate special events and occasions). ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| INDICATOR | 6.9.4. | Sing songs that use gestures to illustrate or substitute for words (e.g., Grey Squirrel, Six Little Ducks). ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| FOCUS / COURSE | MA.AR. | Guiding Preschool Learning in the Arts |
| STRAND | AR.MU. | Music |
| STANDARD / CONCEPT / SKILL | 6.10. | Sing songs with repetitive phrases and rhythmic patterns. |
| INDICATOR | 6.10.1. | Sing songs with dominant rhythm patterns, repetition and nonsense syllables (e.g., Miss Mary Mack, Wibbledy Wobbly Wee). ReadyRosie Drum Patterns How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| INDICATOR | 6.10.2. | Sing songs with rhythmic body movements (e.g., finger plays, Head Shoulders, Knees and Toes, London Bridge is Falling Down). ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| INDICATOR | 6.10.3. | Sing call-and-response songs (e.g., Did You Feed My Cow? Yes, M’am). ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| FOCUS / COURSE | MA.AR. | Guiding Preschool Learning in the Arts |
| STRAND | AR.MU. | Music |
| STANDARD / CONCEPT / SKILL | 6.11. | Listen to various kinds of instrumental music and explore a variety of melody and rhythmic instruments. |
| INDICATOR | 6.11.4. | Invite parents and other visitors to demonstrate music, instruments, and dances from various cultures. ReadyRosie How can I communicate with my baby? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should we tell family stories? |
| FOCUS / COURSE | MA.AR. | Guiding Preschool Learning in the Arts |
| STRAND | AR.MU. | Music |
| STANDARD / CONCEPT / SKILL | 6.12. | Play instruments using different beats, tempos, dynamics, and interpretation. |
| INDICATOR | 6.12.1. | Play instruments while marching to various tempos and dynamics (fast/slow, loud/soft; e.g., March of the Toys from Babes in Toyland, marches by John Phillip Sousa). ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| INDICATOR | 6.12.2. | Imitate simple melodic or rhythmic patterns (e.g., use rhythm sticks, wood blocks or tambourines to keep time with a music with a strong beat such as march or samba). ReadyRosie Drum Patterns |
| INDICATOR | 6.12.3. | Use guided imagery to imitate sounds or a musical beat (e.g., what would a frog jumping sound like? a rabbit hopping? a clock ticking?). ReadyRosie Drum Patterns |
| FOCUS / COURSE | MA.AR. | Guiding Preschool Learning in the Arts |
| STRAND | AR.MU. | Music |
| STANDARD / CONCEPT / SKILL | 6.13. | Listen to, imitate, and improvise sounds, patterns, or songs. |
| INDICATOR | 6.13.1. | Create responses to call-and-response songs (e.g., Little Sir Echo, Old MacDonald, Wheels on the Bus, What Do the Elephants Say Today, Down By the Bay). ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| INDICATOR | 6.13.2. | Listen and imitate sounds (e.g., recordings of environmental sounds such as a squeaking door, a door bell, howling wind, a babbling brook) with voice, body, or musical instruments. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| INDICATOR | 6.13.3. | Make up songs about their experiences or make up new words to familiar songs. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| FOCUS / COURSE | MA.AR. | Guiding Preschool Learning in the Arts |
| STRAND | AR.TA. | Theatre Arts |
| STANDARD / CONCEPT / SKILL | 6.14. | Listen to storytellers and watch puppet shows. |
| INDICATOR | 6.14.1. | Listen to visiting storytellers. ReadyRosie Why should we tell family stories? |
| INDICATOR | 6.14.2. | Talk about the characters in puppet shows and what each one said or did. ReadyRosie Banana Phonana |
| INDICATOR | 6.14.3. | Listen to stories in small and large groups, and tell stories to each other. ReadyRosie Why should we tell family stories? |
| FOCUS / COURSE | MA.AR. | Guiding Preschool Learning in the Arts |
| STRAND | AR.TA. | Theatre Arts |
| STANDARD / CONCEPT / SKILL | 6.15. | Use dramatic play, costumes, and props to pretend to be someone else. |
| INDICATOR | 6.15.1. | Retell or act out stories or folktales through dramatic play, puppets, flannel board. ReadyRosie Banana Phonana Family Movie Night Tips for helping your child love reading Tips for storytelling: Using gestures |
| INDICATOR | 6.15.2. | Create a character based on stories or through improvisation. ReadyRosie Banana Phonana |
| INDICATOR | 6.15.3. | Play out roles with dolls, prop boxes, costumes (e.g., picnic items; post office material: stamp pads, envelopes, crayons, pencils; supermarket items: cash register, play money, grocery boxes). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| INDICATOR | 6.15.4. | Role play characters from familiar songs, stories and nursery rhymes (e.g., Three Bears, The Three Little Pigs, Humpty Dumpty). ReadyRosie Banana Phonana |
| FOCUS / COURSE | MA.AR. | Guiding Preschool Learning in the Arts |
| STRAND | AR.TA. | Theatre Arts |
| STANDARD / CONCEPT / SKILL | 6.16. | Create characters through physical movement, gesture, sound, speech, and facial expressions. |
| INDICATOR | 6.16.1. | Pantomime various characters using body movement, facial expression and gestures. ReadyRosie Banana Phonana |
| INDICATOR | 6.16.3. | Use movement, gesture, voice and facial expressions to convey characteristics or roles of a character (e.g., pretend to be a cook, doctor, ballet dancer, lion, bear, butterfly). ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| INDICATOR | 6.16.4. | Act out dialogue from familiar stories (e.g., “Who’s been sleeping in my bed?” “Little pig, let me come in, I’ll huff and I’ll puff... “) using dramatic play, puppets. ReadyRosie Banana Phonana |
| INDICATOR | 6.16.5. | Make up dialogue in dramatic play (e.g., act out a grocery store clerk saying, “It will cost 10 cents.”). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| FOCUS / COURSE | MA.AR. | Guiding Preschool Learning in the Arts |
| STRAND | AR.TA. | Theatre Arts |
| STANDARD / CONCEPT / SKILL | 6.17. | Create scenarios, props, and settings for dramatizations and dramatic play. |
| INDICATOR | 6.17.1. | Play with other children in dramatic play (e.g., decide who will play various roles). ReadyRosie Banana Phonana Catch! Drum Patterns Recycled Play Ring Around the Rosie Toy Car Wash Vroom! Vroom! |
| INDICATOR | 6.17.2. | Act out familiar rhymes in pairs or small groups (e.g., Five Little Monkeys; Little Sally Walker). ReadyRosie Banana Phonana |
| INDICATOR | 6.17.7. | Discuss and create settings of stories (e.g., a farm using blocks and models of people and animals in the block area; the cottage of The Three Bears in the kitchen area). ReadyRosie Banana Phonana |
| INDICATOR | 6.17.8. | Arrange furniture to create specific effects for scenes (e.g., set chairs in rows with aisles to recreate a bus or plane; arrange dramatic play area to represent a hospital, grocery store.) ReadyRosie Banana Phonana |
| FOCUS / COURSE | MA.AR. | Guiding Preschool Learning in the Arts |
| STRAND | AR.VA. | Visual Arts |
| STANDARD / CONCEPT / SKILL | 6.18. | Explore a variety of age-appropriate materials and media to create two- and three-dimensional artwork. |
| INDICATOR | 6.18.3. | Use found materials to create collages (e.g., feathers, buttons, wool fabric, steel wool, recycled materials). ReadyRosie Tips for helping your child love reading Torn Paper Art |
| INDICATOR | 6.18.4. | Construct assemblages using wood, glue, and other three-dimensional materials. ReadyRosie Tips for helping your child love reading Torn Paper Art |
| INDICATOR | 6.18.5. | Make sculptures out of play dough, clay, or plasticine. ReadyRosie Playdough Lengths Tips for helping your child love reading Torn Paper Art |
| INDICATOR | 6.18.6. | Make impressions in clay or play dough with common objects (e.g., clothespins, pine cones, shells). ReadyRosie Playdough Lengths Tips for helping your child love reading Torn Paper Art |
| INDICATOR | 6.18.7. | Play with various kinds of modeling materials including play dough, clay, plasticine, pipe cleaners and wire to construct shapes/objects (e.g., twisting, coiling, wrapping). ReadyRosie Playdough Lengths Tips for helping your child love reading Torn Paper Art |
| INDICATOR | 6.18.8. | Experiment with combining various materials and media. ReadyRosie Tips for helping your child love reading Torn Paper Art |
| INDICATOR | 6.18.9. | Listen to and use appropriate vocabulary related to materials (e.g., clay, wire, fabric, yarn, watercolor, tempera, crayon, chalk) and techniques (e.g., collage, painting, drawing, building, sculpture). ReadyRosie Copy Me Recycled Play Tips for helping your child love reading Torn Paper Art |
| FOCUS / COURSE | MA.AR. | Guiding Preschool Learning in the Arts |
| STRAND | AR.VA. | Visual Arts |
| STANDARD / CONCEPT / SKILL | 6.19. | Observe the safe and appropriate use and care of art materials. |
| INDICATOR | 6.19.2. | Take responsibility for caring for various art media respectfully (e.g., make sure lids are on play dough, paint and paste containers securely to prevent evaporation; replace caps on markers). ReadyRosie Playdough Lengths |
| FOCUS / COURSE | MA.AR. | Guiding Preschool Learning in the Arts |
| STRAND | AR.VA. | Visual Arts |
| STANDARD / CONCEPT / SKILL | 6.20. | Explore and experiment with wet and dry media in a variety of colors including black and white. |
| INDICATOR | 6.20.1. | Listen to and use the names of primary and secondary colors including black and white in various media (e.g., tempera, fingerpaint, watercolors, crayons, markers, chalks). ReadyRosie Copy Me Recycled Play Toy Sort |
| INDICATOR | 6.20.2. | Combine primary colors to discover secondary colors using tempera, watercolors, or food coloring. ReadyRosie Toy Sort |
| INDICATOR | 6.20.3. | Paint with black and white and combine them with other colors to achieve shades of light and dark. ReadyRosie Toy Sort |
| INDICATOR | 6.20.4. | Use various media of a single color and compare the effects in each medium. ReadyRosie Toy Sort |
| INDICATOR | 6.20.5. | Create tissue paper collages by cutting, pasting and overlapping paper of various colors. ReadyRosie Tips for helping your child love reading Torn Paper Art Toy Sort |
| FOCUS / COURSE | MA.AR. | Guiding Preschool Learning in the Arts |
| STRAND | AR.VA. | Visual Arts |
| STANDARD / CONCEPT / SKILL | 6.21. | Explore how color can convey mood and emotion. |
| INDICATOR | 6.21.1. | Talk about how different colors make them feel. ReadyRosie Toy Sort |
| FOCUS / COURSE | MA.AR. | Guiding Preschool Learning in the Arts |
| STRAND | AR.VA. | Visual Arts |
| STANDARD / CONCEPT / SKILL | 6.22. | Explore various types of lines in artwork and in nature. |
| INDICATOR | 6.22.1. | Draw lines of various sizes (e.g., thin, thick, straight, crooked, curved) using a variety of sizes of paint brushes, markers and crayons and chalk. ReadyRosie Copy Me Recycled Play |
| FOCUS / COURSE | MA.AR. | Guiding Preschool Learning in the Arts |
| STRAND | AR.VA. | Visual Arts |
| STANDARD / CONCEPT / SKILL | 6.23. | Experiment with the use of texture in artwork. |
| INDICATOR | 6.23.1. | Use a single texture theme to create collages (e.g., soft, hard, fuzzy, rough, smooth, shiny). ReadyRosie Tips for helping your child love reading Torn Paper Art |
| INDICATOR | 6.23.2. | Create collages using materials of various textures (e.g., pieces of sand paper, fake fur, velvet, mylar, hard plastic, cotton balls). ReadyRosie Tips for helping your child love reading Torn Paper Art |
| INDICATOR | 6.23.4. | Make crayon rubbings by placing shapes or textures under paper and rubbing over the surface. ReadyRosie Copy Me Recycled Play |
| FOCUS / COURSE | MA.AR. | Guiding Preschool Learning in the Arts |
| STRAND | AR.VA. | Visual Arts |
| STANDARD / CONCEPT / SKILL | 6.24. | Use basic shapes and forms of different sizes to create artwork. |
| INDICATOR | 6.24.1. | Create artwork with a theme of circles, squares or triangles or using natural forms. ReadyRosie Copy Me Recycled Play |
| INDICATOR | 6.24.2. | Print with sponges cut into shapes or objects that are circles, squares and triangles. ReadyRosie Copy Me |
| INDICATOR | 6.24.3. | Paint on easel paper cut into basic shapes. ReadyRosie Copy Me |
| INDICATOR | 6.24.4. | Use shapes as a starting point in a drawing or design (e.g., “What can you make with a circle? A triangle?”) ReadyRosie Copy Me Recycled Play |
| FOCUS / COURSE | MA.AR. | Guiding Preschool Learning in the Arts |
| STRAND | AR.VA. | Visual Arts |
| STANDARD / CONCEPT / SKILL | 6.25. | Explore concepts of pattern and symmetry in the environment and artwork. |
| INDICATOR | 6.25.1. | Look at books that illustrate patterns and symmetry. ReadyRosie Drum Patterns |
| INDICATOR | 6.25.3. | Create patterns using shape stickers. ReadyRosie Copy Me Drum Patterns |
| INDICATOR | 6.25.4. | Explore quilts and observe patterns; then create a class quilt on a mural using shapes/strips of patterned or colored paper. ReadyRosie Copy Me Drum Patterns Toy Sort |
| FOCUS / COURSE | MA.AR. | Guiding Preschool Learning in the Arts |
| STRAND | AR.VA. | Visual Arts |
| STANDARD / CONCEPT / SKILL | 6.26. | Create artwork from memory or imagination. |
| INDICATOR | 6.26.1. | Create drawings, sculptures (e.g., of their pet or of an animal they saw in a zoo). ReadyRosie Copy Me Recycled Play Tips for helping your child love reading Torn Paper Art |
| INDICATOR | 6.26.2. | Create props for use in imaginary play or performance (e.g., wings, magic wands, snakes). ReadyRosie Banana Phonana |
| INDICATOR | 6.26.3. | Illustrate a story. ReadyRosie Copy Me Recycled Play |
| INDICATOR | 6.26.4. | Draw a picture documenting what they did at school. ReadyRosie Copy Me Recycled Play |
| FOCUS / COURSE | MA.AR. | Guiding Preschool Learning in the Arts |
| STRAND | AR.VA. | Visual Arts |
| STANDARD / CONCEPT / SKILL | 6.27. | Choose artwork for display in the classroom, school or community or for a personal book, class book or portfolio, and explain why they chose it. |
| INDICATOR | 6.27.1. | Create personal books of their artwork (e.g., photographs of their art in process, actual examples of their artwork). ReadyRosie Copy Me Recycled Play |
| INDICATOR | 6.27.2. | Work collaboratively to create art work for display (e.g., mural, large fence painting, table top crayon rubbing). ReadyRosie Copy Me Recycled Play |
| INDICATOR | 6.27.4. | Describe elements of their artwork using words for color, line, textures and shapes with teacher prompts (e.g., “Tell me about your painting, sculpture, building...”). ReadyRosie Copy Me Toy Sort |