Massachusetts Curriculum Frameworks (Pre-K)
| Main Criteria: Massachusetts Curriculum Frameworks | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Early Childhood Education, Health and PE, Language Arts, Mathematics, Science | ||
| Grades: Pre K, Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| Massachusetts Curriculum Frameworks |
| Early Childhood Education |
| Grade: Ages 3-5 - 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 | SEL1.1. | Recognize and label basic emotions (e.g., happiness, sadness, anger, fear, surprise) and associate them with words, facial expressions, and/or gestures. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| INDICATOR | SEL1.2. | Begin to develop a rich vocabulary related to emotions/feelings. ReadyRosie Finding the Groceries Funny Faces How Many Can You Name? I Spy an Animal If You're Happy & You Know It Mystery Bag Talking About Your Feelings |
| INDICATOR | SEL1.3. | Express a range of emotions appropriately through gestures, actions, drawing, or language, with modeling and support. ReadyRosie Detailed Drawing of a Face Funny Faces If You're Happy & You Know It May I Take your Order? Mirror, Mirror Shaving Cream Shapes Talking About Your Feelings Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | SEL1.4. | Demonstrate beginning understanding of connection between feelings and behaviors (e.g., “If..., then...”). ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| 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 | SEL1.5. | Label basic emotions and recognize some complex emotions, and associate them with facial expressions, body language, and behaviors (e.g., pride, embarrassment, frustration, nervousness, loneliness). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| INDICATOR | SEL1.6. | Use richer and more specific vocabulary related to the nuances of emotions (e.g., happy=ecstatic, glad, joyful, elated, delighted, pleased, etc.). ReadyRosie Comparing Vegetables Funny Faces Guess My Shape If You're Happy & You Know It Pantry Sort 1 Talking About Your Feelings |
| INDICATOR | SEL1.7. | Express and share own feelings in a variety of ways (e.g., through speaking, writing, drawing, dramatization). ReadyRosie Detailed Drawing of a Face Funny Faces If You're Happy & You Know It Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Talking About Your Feelings Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | SEL1.8. | With support, describe reasons for own feelings and situations that cause them (stimuli/provocations). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| 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 Book Selection Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? I Remember When If You're Happy & You Know It Selecting Books Tips for storytelling: Story ideas Using a Menu to Order What's for Dinner? |
| 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 Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| INDICATOR | SEL2.4. | Identify personal and family structures (show awareness of themselves as belonging to one or more groups). ReadyRosie My Address |
| INDICATOR | SEL2.5. | Demonstrate or express personal preferences and explain the reason for the choice. ReadyRosie Book Selection Selecting Books Using a Menu to Order What's for Dinner? |
| 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 Book Selection Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? I Remember When If You're Happy & You Know It Selecting Books Tips for storytelling: Story ideas Using a Menu to Order What's for Dinner? |
| 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 Family Photos Family Talent Show Grandparent Storytime My Address 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 Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? 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 Detailed Drawing of a Face Family Photos Family Talent Show Grandparent Storytime How Many Feet? 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 Book Selection Selecting Books Using a Menu to Order What's for Dinner? |
| 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 | SEL3.1. | Show confidence in own ability to accomplish tasks and satisfaction in completion. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| INDICATOR | SEL3.2. | Show pleasure in mastery of skills or tasks. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| INDICATOR | SEL3.3. | Attempt to use skills for daily living. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | SEL3.4. | Demonstrate reasonable confidence and/or caution in approaching new experiences. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | SEL3.5. | Speak out for, or take appropriate action to defend self or meet own needs/rights. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| 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 | SEL3.7. | Display confidence in personal competencies, and satisfaction with results of own work (e.g., make positive statements about self). ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| INDICATOR | SEL3.8. | Appropriately share successful mastery of skills or tasks with others. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| INDICATOR | SEL3.9. | Independently use skills for daily living with confidence and competence. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | SEL3.10. | Demonstrate confidence in own abilities as well as realistic perception of limitations (e.g., challenges or areas in which he/she might need assistance). ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| INDICATOR | SEL3.11. | Express independent thoughts, defend ideas, and take appropriate action to defend own rights. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| 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 Detailed Drawing of a Face Funny Faces May I Take your Order? Mirror, Mirror Shaving Cream Shapes Talking About Your Feelings Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | SEL4.2. | With support, begin to regulate impulses (e.g., communicate wants/needs; wait for something he/she wants). ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| INDICATOR | SEL4.3. | Identify challenging situations and use positive skills to deal with them (e.g., recognize that everyone makes mistakes). ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| INDICATOR | SEL4.4. | Adjust/modulate behaviors appropriately in familiar settings with some reminders (e.g., indoor/outdoor). ReadyRosie Choosing the Right Voice |
| 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? Talking About Your Feelings |
| INDICATOR | SEL4.8. | Manage, regulate, and communicate wants/needs (e.g., use strategies to help delay gratification, such as choosing an alternative). ReadyRosie All Done Behavior is a form of communication Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| INDICATOR | 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 All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| INDICATOR | SEL4.10. | Adjust/modulate behaviors (voice level, body movement, etc.) appropriate to various settings with minimal support (e.g., library, hallways, auditorium, bus, cafeteria, etc.). ReadyRosie Choosing the Right Voice |
| FOCUS / COURSE | MA.SEL. | Social and Emotional Learning |
| STRAND | SEL5: | The child will display empathetic characteristics. |
| STANDARD / CONCEPT / SKILL | SEL.PK. | By the end of Preschool, a child may… |
| INDICATOR | SEL5.1. | Begin to recognize that different people may have different emotional reactions. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | SEL5.3. | Respond to another’s emotions and needs (e.g., give comfort; report to an adult). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | SEL5.4. | With support (e.g., what will happen if…?), begin to anticipate others’ feelings and responses. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | SEL5.5. | Show kindness or regard for other people or for other living things much of the time. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| FOCUS / COURSE | MA.SEL. | Social and Emotional Learning |
| STRAND | SEL5: | The child will display empathetic characteristics. |
| STANDARD / CONCEPT / SKILL | SEL.K. | By the end of Kindergarten, a child may… |
| INDICATOR | SEL5.6. | Distinguish others’ feelings and begin to speculate on why they might be different from his or her own. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | SEL5.7. | Recognize, label, and connect with others’ expression of feelings (e.g., explain reasons/causes). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | SEL5.8. | Respond to another’s emotions and needs (e.g., share a similar personal experience; advocate for someone; relinquish an object or turn for another). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | SEL5.9. | Predict others’ feelings, responses, and behavior, and make decisions accordingly. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | SEL5.10. | Show kindness or regard for others or for other living things most of the time. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| 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 Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| INDICATOR | SEL6.2. | Demonstrate interest in or curiosity about others’ families, languages, and cultures. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| INDICATOR | SEL6.3. | Begin to understand that different people have different abilities. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | SEL6.4. | Begin to understand that different people may have different ideas, desires, and perspectives. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | SEL6.5. | With some support, show respect for others by using social conventions (e.g., saying “please/thank you”; listening when others speak). ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| INDICATOR | SEL6.6. | With support, balance own needs with others’ needs (e.g., sharing materials, asking for a turn). ReadyRosie Building Houses Choosing the Right Voice Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| 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 Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| INDICATOR | SEL6.8. | Communicate differences in families, languages, and cultures, in positive ways. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| INDICATOR | SEL6.9. | Identify and appreciate the abilities, skills, and qualities of others. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | SEL6.10. | Accept the validity of others’ perspectives, ideas, and motivations (i.e., they are not “wrong,” just different). ReadyRosie Family Photos Family Talent Show Funny Faces Grandparent Storytime If You're Happy & You Know It Talking About Your Feelings Thank You Note Why should we tell family stories? |
| INDICATOR | SEL6.11. | Show respect for others by using social conventions (e.g., raising hand to speak, taking turns, respecting authority). ReadyRosie Choosing the Right Voice Funny Faces If You're Happy & You Know It Taking Turns Talking About Your Feelings Thank You Note |
| 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 Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| 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 Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| INDICATOR | SEL7.2. | Engage in meaningful communication or conversations with adults in the program (including home language or alternative communication systems as needed). ReadyRosie Following Directions Grandparent Storytime Morning Message Phone Fun Talking About Your Feelings Who Should We Ask? |
| INDICATOR | SEL7.3. | With support, listen or demonstrate attention when others talk (or communicate in non-verbal ways that have been taught, such as gestures, sign language) ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| 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 Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| INDICATOR | SEL7.5. | Initiate and engage in substantive/focused communication or conversations with adults in the program (including home language or alternative communication systems as needed). ReadyRosie Following Directions Grandparent Storytime Morning Message Phone Fun Talking About Your Feelings Who Should We Ask? |
| INDICATOR | SEL7.6. | Listen or demonstrate attention and respond when peers or adults talk (or communicate in non-verbal ways such as sign language, gestures, body language). ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| 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 Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | SEL8.2. | Develop one or more special, nurturing friendships (e.g., seek out one or more particular children). ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| 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 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 In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| 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 Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| 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 Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| 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 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 In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| 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? Talking About Your Feelings |
| INDICATOR | SEL9.2. | Use beginning negotiation skills (e.g., state own position/perspective with rationale). ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| 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? Talking About Your Feelings |
| INDICATOR | SEL9.5. | With support, consider prevention strategies for interpersonal conflicts. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| 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? Talking About Your Feelings |
| 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? Talking About Your Feelings |
| 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? Talking About Your Feelings |
| 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? Talking About Your Feelings |
| INDICATOR | SEL9.10. | Identify some strategies for preventing interpersonal conflicts. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| 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? 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 Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| 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 | SEL12.5. | Recognize negative peer pressure (e.g., when peer suggestions are in conflict with rules or appropriateness). ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| INDICATOR | SEL12.6. | Recognize teasing/bullying and seek support from an adult. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| 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 All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| INDICATOR | SEL12.11. | Resist negative peer pressure (e.g., refuse to participate in peer actions that are in conflict with rules or appropriateness). ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| INDICATOR | SEL12.12. | Take steps to stop teasing/bullying and/or deal with it effectively (e.g., speaking up; seeking support from an adult). ReadyRosie Funny Faces How can I get my child to listen to me? How should I handle temper tantrums? If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| 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 Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | APL1.3. | Demonstrate willingness to try new or challenging experiences. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | APL1.4. | Begin to plan, set goals, and make decisions, with assistance (e.g., describe what he/she intends to do in an activity area, with whom, and under what circumstances). ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| INDICATOR | APL1.5. | With support, use a variety of resources to explore materials and ideas. ReadyRosie Who Should We Ask? |
| 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 | APL1.6. | Consider diverse personal interests and goals, and select among them. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| 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 Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | APL1.8. | Independently seek new experiences and attempt increasingly complex challenges (physically, cognitively, or socially). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | APL1.9. | Engage in planning, goal-setting, and decisions with some assistance (e.g., decide with whom to work and play, and under what circumstances; describe steps to reaching goals, and processes/materials to be used). ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| INDICATOR | APL1.10. | Independently use a variety of resources to find answers to questions, to solve problems, or to create. ReadyRosie Who Should We Ask? |
| 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 Color Word Sentences Listening for Sounds Phone Fun |
| INDICATOR | APL2.2. | Try new sensory and other experiences (e.g., explore, examine, and experiment with materials, constructions, nature). ReadyRosie Grocery Store Conversations |
| INDICATOR | APL2.3. | With support, seek information from a variety of sources, such as books, experts, observations. ReadyRosie Grocery Store Conversations Sink or Float |
| INDICATOR | APL2.4. | Use a variety of learning approaches, such as observing, imitating, asking questions, hands-on investigation ReadyRosie Grocery Store Conversations In My Pond, Part 1 In My Pond, Part 2 Pretending Together Sink or Float Stuffed Animal Stories Toy Stories What's for Dinner? |
| 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 | APL2.5. | Ask “why” questions about unknown future events and phenomena, as well as about the here and now (e.g., how, what if). ReadyRosie What's for Dinner? |
| 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 Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | APL2.7. | With support, seek information from a variety of sources, such as books, the Internet, experts, and observations. ReadyRosie Grocery Store Conversations Sink or Float |
| INDICATOR | APL2.8. | Describe or demonstrate how he/she likes to learn best (e.g., observing, imitating, asking questions, hands-on investigation). ReadyRosie Grocery Store Conversations In My Pond, Part 1 In My Pond, Part 2 Pretending Together Sink or Float Stuffed Animal Stories Toy Stories What's for Dinner? |
| 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 Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| 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 Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | APL3.3. | With support, continue with or return to activities after distractions or interruptions. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | APL3.4. | Maintain focus on a topic during a conversation or discussions. ReadyRosie Celebrate Learning Color Word Sentences If You're Happy & You Know It My Age Pantry Talk Description Phone Fun Shape Changers Sink or Swim Taking Turns Who Should We Ask? |
| INDICATOR | APL3.5. | With support, cope with some frustration or disappointment. ReadyRosie How should I handle temper tantrums? Talking About Your Feelings |
| INDICATOR | APL3.6. | Work with purpose, determination, and enjoyment on self-chosen tasks. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| 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 Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| 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 Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | APL3.9. | Continue with or return to activities despite distractions or interruptions. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | APL3.10. | Contribute to discussions, holding in mind both the topic of discussion and the contributions of others. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| INDICATOR | APL3.11. | Independently persist in spite of frustration or disappointment. ReadyRosie Celebrate Learning How should I handle temper tantrums? My Age Shape Changers Sink or Swim Taking Turns Talking About Your Feelings |
| INDICATOR | APL3.12. | Work to complete projects to own satisfaction based on personal standards of quality or completion (“good enough” or “finished”). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| 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 Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| 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 In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| INDICATOR | APL4.4. | Use imagination to express an idea or concept. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| INDICATOR | APL4.5. | Express ideas through art, music, movement, drama. ReadyRosie Detailed Drawing of a Face If You're Happy & You Know It Itsy Bitsy Spider Illustrations May I Take your Order? Mirror, Mirror Shaving Cream Shapes Sliding to Nursery Rhymes Three Ways to Show a Number Using a Menu to Order Why should I sing to my baby? Writing Names with Shaving Cream |
| 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 Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | APL4.7. | Describe or represent the difference between fantasy situations and reality. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| INDICATOR | APL4.9. | Use imagination and other materials to produce new ideas. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| INDICATOR | APL4.10. | Combine materials and equipment to express ideas through various creative arts. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| 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 Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | APL5.2. | Plan and negotiate play with another child (e.g., roles/responsibilities each child will assume). ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| 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 Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | APL5.6. | Share his/her processes with adults or other children (e.g., demonstrating, explaining, or representing what he/she did). ReadyRosie Putting Away the Groceries Table Riddles |
| 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 | APL5.8. | Collaborate and negotiate play with two or more children (e.g., who will go first, roles each participant will play, assuming various responsibilities). ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | APL5.12. | Explain (or represent) how cooperative strategies facilitated the process for accomplishing a task or solving a problem. ReadyRosie How can I stop my kids from fighting? |
| 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 | APL6.4. | With support, formulate and test hypotheses, and draw connections to previous experiences and information. ReadyRosie Acorns and Pinecones Measure your Steps Strawberries for a Picnic |
| 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 | APL6.9. | With support, formulate and test hypotheses, make inferences, and draw connections to previous experiences and information. ReadyRosie Acorns and Pinecones Measure your Steps Strawberries for a Picnic |
| 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 Candy Sort and Graph Finger Shapes Grocery Store Conversations Guess My Shape I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Sort and Graph Leaves Sorting Laundry Ways to Cut a Sandwich |
| 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.PK. | By the end of Preschool, a child may… |
| INDICATOR | APL8.2. | Recall visual items/cues. ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| INDICATOR | APL8.3. | Recall auditory cues and comments. ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| INDICATOR | APL8.4. | Use prior knowledge to predict and ask questions. ReadyRosie What's for Dinner? |
| 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 | APL8.5. | Relate past experiences with details. ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| INDICATOR | APL8.6. | Use intentional strategies to support visual memory (e.g., focusing on specific details, spatial placement). ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| INDICATOR | APL8.7. | Recall and relate auditory information. ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| Grade: Ages 3-5 - 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 If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| INDICATOR | 1.1.4. | Use a system for taking turns and developing listening skills (e.g., passing a ball around the circle). ReadyRosie Choosing the Right Voice Taking Turns |
| INDICATOR | 1.1.5. | Respond to social cues appropriately (signaled by eye contact, tone, pitch, volume, body language). ReadyRosie Choosing the Right Voice |
| 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 Color Word Sentences Following Directions Grandparent Storytime If You're Happy & You Know It Morning Message Pantry Talk Description Phone Fun Taking Turns Talking About Your Feelings Who Should We Ask? |
| 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 Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| 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 Color Word Sentences Listening for Sounds Phone Fun What's for Dinner? |
| 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 Color Word Sentences If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| 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 Putting Away the Groceries Table Riddles |
| INDICATOR | 1.3.2. | Create representations (e.g., drawings, paintings, constructions) about their ideas and describe them to others. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Putting Away the Groceries Shaving Cream Shapes Table Riddles Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| 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 Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| INDICATOR | 1.3.4. | Plan, make choices and decisions, and communicate them. ReadyRosie I'm Thinking of an Animal Mystery Bag Pantry Talk Description Pretending Together Weekend News Yesterday, Today, Tomorrow |
| INDICATOR | 1.3.5. | After sharing information, children discuss what they remember best about what was said. ReadyRosie Putting Away the Groceries Table Riddles |
| 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 Putting Away the Groceries Table Riddles |
| INDICATOR | 1.3.7. | Express what they might do differently the next time an activity is visited. ReadyRosie Putting Away the Groceries Table Riddles |
| INDICATOR | 1.3.8. | Share information about what children learned with others (peers/adults). ReadyRosie Putting Away the Groceries Table Riddles |
| 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 Finger Shapes Grocery Store Conversations Guess My Shape How Many Can I Grab? Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| INDICATOR | 1.4.2. | Generate collections of words that can be used to describe categories of words (e.g., footwear could include sneakers, shoes, boots, sandals, socks, slippers). ReadyRosie How Many Can You Name? Silent Opposites Sort and Graph Leaves |
| INDICATOR | 1.4.3. | Look at illustrations to gain clues to the meaning of new or confusing words. ReadyRosie Picture Walk Predictions Reading a Book for the Second Time Retelling the Story |
| 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 Putting Away the Groceries Table Riddles |
| INDICATOR | 1.4.5. | Use a feely box or texture board to name, sort, and categorize various objects. ReadyRosie How Many Can You Name? Silent Opposites Sort and Graph Leaves |
| INDICATOR | 1.4.6. | Play guessing games in which children use descriptors (“I’m thinking of something round.”). ReadyRosie Putting Away the Groceries Table Riddles |
| INDICATOR | 1.4.8. | Hear new words introduced at the beginning of a story or activity, and reviewed at the end. ReadyRosie Reading a Book for the Second Time |
| 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 Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| INDICATOR | 1.5.2. | Listen to stories and poems that use formal and informal language. ReadyRosie My Favorite Part Reading a Book for the Second Time Why should we tell family stories? |
| INDICATOR | 1.5.4. | Respond to and/or dramatize different voices for different characters from familiar stories. ReadyRosie Choosing the Right Voice |
| INDICATOR | 1.5.5. | Listen to models of appropriate and correct language by adults (appropriate sentence structure, grammar, syntax). ReadyRosie All Mixed Up |
| 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 Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| INDICATOR | 1.6.2. | Listen to age-appropriate stories read aloud frequently and repeatedly. ReadyRosie Grandparent Storytime I Remember When Making Trail Mix My Favorite Part Reading a Book for the Second Time Why should we tell family stories? |
| INDICATOR | 1.6.3. | Identify favorite books by their cover. ReadyRosie Funny Reading |
| INDICATOR | 1.6.4. | Use a listening center with books on tape and matching print books. ReadyRosie Family Movie Night Getting Information from Pictures Just the Facts |
| INDICATOR | 1.6.5. | Handle books respectfully and appropriately, holding them right-side-up and turning pages one at a time from front to back. ReadyRosie Funny Reading |
| INDICATOR | 1.6.7. | Use “big books” and take part in turning pages. ReadyRosie Funny Reading |
| INDICATOR | 1.6.8. | Pretend to read by pointing with a finger while reciting text. ReadyRosie 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 | 1.7.1. | See alphabet letters displayed at children’s eye level. ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| INDICATOR | 1.7.2. | Examine upper and lower case letter shapes by their spatial features (e.g., a lower case “a” can appear differently) using laminated alphabet letters printed in various fonts, alphabet sorting boxes, alphabet books. ReadyRosie Jump Rope Letters Letter Hunt Looking for Letters in Ads Name Game Shopping for Clothes Stomp the Letter |
| 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 Grocery Store Conversations Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Making a Grocery List Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Weekend News Writing Names with Shaving Cream |
| INDICATOR | 1.7.4. | Create letters with materials such as finger paint, string, yarn, clay, pipe cleaners. ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Tips for helping your child love reading Writing Names with Shaving Cream |
| 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 Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| INDICATOR | 1.7.6. | Observe print (or Braille as appropriate) in everyday activities and routines including labels on objects and materials; captions on children’s projects or photographs of children’s activities; nametags on cubbies and coat hooks. ReadyRosie Shopping for Clothes |
| INDICATOR | 1.7.7. | Dictate words to tell a story (to build awareness that words can be put together to make sentences). ReadyRosie Color Word Sentences Reading with Jack and Jill Sentence Segmenting Starting a Word Bank Words on the Page |
| INDICATOR | 1.7.8. | Take home the words of familiar songs, rhymes, fingerplays printed out. ReadyRosie Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| INDICATOR | 1.7.9. | Associate pictorial symbols with objects or actions (e.g., picture recipes; rebus stories). ReadyRosie Picture Walk Predictions Retelling the Story |
| INDICATOR | 1.7.10. | Observe adults, teachers, and family members using print to gain meaning and understanding. ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories |
| INDICATOR | 1.7.11. | Use alphabet stamps, magnetic letters, alphabet blocks. ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| 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 | 1.8.2. | Break words into syllables (e.g., clap or tap them out with rhythm instruments). ReadyRosie Frog Hopping Grocery Sack Syllables Sequences of Sounds |
| INDICATOR | 1.8.3. | Repeat and manipulate sequences of phonemes using phonological memory (e.g., “bo-be-ba”). ReadyRosie Lazy Letters Little Bo Peep Substitutions |
| INDICATOR | 1.8.4. | Find pictures or think of words that begin with a specific initial sound. ReadyRosie Making a Grocery List Thumbs Up, Thumbs Down |
| 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 Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| INDICATOR | 1.8.6. | Play with phoneme substitution (changing the first sound in a word) for example, singing Zee-Zi-Ziddly-I-O instead of Fee-Fi-Fiddly-I-O. ReadyRosie Lazy Letters Little Bo Peep Substitutions Making a Grocery List Thumbs Up, Thumbs Down |
| 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 Finish the Rhyme Frog Hopping Grocery Sack Syllables Hopping Rhyming Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sequences of Sounds Signaling for Sounds Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| INDICATOR | 1.8.8. | For older 4 year olds: Count phonemes (e.g., determine that the word “bat” has three sounds). Phonemes are the smallest units of spoken language (e.g., there are three phonemes in man–m/a/n– and four phonemes in enough–/e/n/u/f). ReadyRosie Drumming Sounds Echo Game Lazy Letters Sequences of Sounds |
| FOCUS / COURSE | MA.ELA. | Guiding Preschool Learning in English Language Arts |
| STRAND | ELA.RL. | Reading & Literature |
| STANDARD / CONCEPT / SKILL | 1.9. | Link letters with sounds in play activities. |
| INDICATOR | 1.9.1. | Compare the similarities in sounds of words and letters. ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| INDICATOR | 1.9.2. | Listen to letters matched with sounds in meaningful contexts (e.g., “Look, the word on your shoe starts with N – Nike, just like your name, Nicholas.”). ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| INDICATOR | 1.9.3. | Play guessing games using letter sounds (“I spy something that begins with rrrrrrr.”). ReadyRosie Making a Grocery List Thumbs Up, Thumbs Down |
| INDICATOR | 1.9.4. | Select alphabet letters that match with their sounds (“Find the letter that says “mmmmm.”). ReadyRosie Frog Hopping Jump Rope Letters Letter Hunt Letter Sort Listen My Children Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| INDICATOR | 1.9.5. | Hear specific letter sounds in the beginning, middle, and at the end of words. ReadyRosie Making a Grocery List Thumbs Up, Thumbs Down |
| 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 All About My Day Book Bag Descriptions Family Movie Night Family Photos Grandparent Storytime My Favorite Part Picture Walk Predictions Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures |
| INDICATOR | 1.10.2. | Arrange illustrations of key incidents from the story in order of what happened first, next. ReadyRosie All About My Day Itsy Bitsy Spider Illustrations Picture Walk Predictions Retelling the Story Toy Stories |
| INDICATOR | 1.10.3. | Make inferences about characters’ motivations. ReadyRosie Baby Photo Fun Book Selection Just the Facts Making Connections PreK Reading a Book for the Second Time Recalling What Happened in a Story Selecting Books Text to Self Connections |
| INDICATOR | 1.10.4. | Act out a story through flannel board, puppets, or dramatic play with props. ReadyRosie Act It Out Toy Stories |
| INDICATOR | 1.10.5. | Describe or represent (e.g., through drawings, constructions) what children remember after listening to an informational book. ReadyRosie Detailed Drawing of a Face Grandparent Storytime I Remember When Making Trail Mix May I Take your Order? Mirror, Mirror Putting Away the Groceries Shaving Cream Shapes Table Riddles Three Ways to Show a Number Using a Menu to Order Why should we tell family stories? Writing Names with Shaving Cream |
| INDICATOR | 1.10.6. | Respond appropriately to teachers’ questions about stories. ReadyRosie Asking Wh- Questions Book Bag Descriptions Getting Information from Pictures Making Connections PreK Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Think About It Tips for helping your child love reading |
| INDICATOR | 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 Grandparent Storytime I Remember When Making Trail Mix My Favorite Part Reading a Book for the Second Time 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 | 1.11.4. | Recognize the name or work of particular author or illustrator. ReadyRosie Funny Reading |
| INDICATOR | 1.11.5. | Make inferences about important characters, settings, or events in stories. ReadyRosie Baby Photo Fun Book Selection Just the Facts Making Connections PreK Reading a Book for the Second Time Recalling What Happened in a Story Selecting Books Text to Self Connections Toy Stories |
| INDICATOR | 1.11.6. | Take home a class-made book, and describe the story and illustrations to family members. ReadyRosie Picture Walk Predictions Putting Away the Groceries Retelling the Story Table Riddles |
| 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 Book Bag Descriptions Family Movie Night Family Photos If You're Happy & You Know It Itsy Bitsy Spider Illustrations Little Bo Peep Substitutions Little Miss Muffet Role Play My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Rhyming with Jack and Jill Sliding to Nursery Rhymes Tips for helping your child love reading Tips for storytelling: Using gestures Twinkle, Twinkle Rhymes Why should I sing to my baby? |
| INDICATOR | 1.12.3. | Compare a factual book with a fictional story (e.g., a scientific book about metamorphosis and Eric Carle’s, The Very Hungry Caterpillar). ReadyRosie Compare and Contrast Questions |
| INDICATOR | 1.12.5. | Make a list of all the important facts children recall after listening to a book or story read aloud. ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| INDICATOR | 1.12.7. | Retell information from a class-made book. ReadyRosie All About My Day Book Bag Descriptions Family Movie Night Family Photos Grandparent Storytime My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures |
| INDICATOR | 1.12.8. | Predict what a book is about from the illustrations. ReadyRosie Book Selection Picture Walk Predictions Retelling the Story Selecting Books Text to Self Connections 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 Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 1.12.10. | Sing traditional lullabies. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes 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 Act It Out Book Bag Descriptions Family Movie Night Family Photos My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures Toy Stories |
| 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 Getting Information from Pictures Just the Facts Picture Walk Predictions |
| 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 Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play My Favorite Part Reading a Book for the Second Time Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes Why should we tell family stories? |
| INDICATOR | 1.14.2. | Listen to and recite Mother Goose and other nursery rhymes. ReadyRosie Little Bo Peep Substitutions Little Miss Muffet Role Play Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| INDICATOR | 1.14.3. | Respond to auditory patterns in poems and stories, songs (e.g., clap out the patterns). ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| INDICATOR | 1.14.4. | Contribute real or nonsense words that fit rhythm and rhymes in poems, songs, nursery rhymes. ReadyRosie Finish the Rhyme Hopping Rhyming If You're Happy & You Know It Itsy Bitsy Spider Illustrations Little Bo Peep Substitutions Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes 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 If You're Happy & You Know It Itsy Bitsy Spider Illustrations My Favorite Part Reading a Book for the Second Time Sliding to Nursery Rhymes 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 Grocery Store Conversations |
| 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 Grocery Store Conversations Putting Away the Groceries Table Riddles |
| 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 Grocery Store Conversations Putting Away the Groceries Table Riddles |
| 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 Detailed Drawing of a Face Jump Rope Letters Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Silverware Alphabet Three Ways to Show a Number Using a Menu to Order Weekend News Writing Names with Shaving Cream |
| 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 Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| FOCUS / COURSE | MA.ELA. | Guiding Preschool Learning in English Language Arts |
| STRAND | ELA.C. | Composition |
| STANDARD / CONCEPT / SKILL | 1.17. | Add details or make changes to published or class-made stories. |
| INDICATOR | 1.17.1. | Expand ideas or details to make a group story more complex. ReadyRosie Stuffed Animal Stories Weekend News |
| INDICATOR | 1.17.3. | Describe how events might turn out differently with changes in circumstances. ReadyRosie Stuffed Animal Stories Weekend News |
| 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 | 1.18.2. | Include writing as an integral part of daily activities (e.g., signs, name cards, grocery lists, menus, greeting cards, messages, recipes). ReadyRosie Making a Grocery List Using a Menu to Order |
| INDICATOR | 1.18.4. | Engage in sensory experiences such as making letters in sand, with finger paint, or tracing over sandpaper letters. ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| INDICATOR | 1.18.5. | Receive guidance from adults in appropriate formation of letters (if requested by children). ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| 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 Detailed Drawing of a Face Itsy Bitsy Spider Illustrations May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Toy Stories Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 1.19.2. | Contribute to group discussions about meaningful events in order to compose a story or article for a newsletter. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| INDICATOR | 1.19.3. | Arrange illustrations or photographs of personal experiences in sequence. ReadyRosie All About My Day |
| 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 | 1.20.2. | Work with teachers to find logical sources for the information they need (e.g., reading a fictional story about a spider, consulting non-fiction books, then investigating real spider webs through direct observation). ReadyRosie Getting Information from Pictures Grocery Store Conversations Just the Facts Sink or Float |
| INDICATOR | 1.20.3. | Describe something learned about a topic (e.g., butterflies, frogs, snow) verbally or through representations. ReadyRosie Putting Away the Groceries Table Riddles |
| INDICATOR | 1.20.4. | Create, display, and describe representations of their investigations through drawings, paintings, photographs, constructions, and stories. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 1.20.5. | Formulate questions with teacher support to begin to learn the difference between questions and statements. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| 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 Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Find My Number Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up Lily Pad Hop Magazine Number Hunt May I Take your Order? More than Ten Numbers Everywhere Show Me Special Day Countdown Taking Inventory Three Ways to Show a Number |
| INDICATOR | 2.1.2. | Use concrete objects to practice one-to-one correspondence (e.g., say the name of objects while placing an object in each space in an egg carton; distributing a musical instrument to each child in a group; putting pegs in each hole of a pegboard). ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Candy Sort and Graph Counting Signs Decorating Cupcakes Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Lily Pad Hop Measure your Steps Penny Drop The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| 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 Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| INDICATOR | 2.1.4. | Follow visual or rebus recipes (e.g., for making play dough or cookies). ReadyRosie Find My Number Lily Pad Hop Magazine Number Hunt May I Take your Order? Numbers Everywhere Special Day Countdown Three Ways to Show a Number |
| INDICATOR | 2.1.5. | Point to numbers displayed in the preschool setting (e.g., labels on objects, projects, activity areas; children’s bus numbers, children’s ages). ReadyRosie Fruit Salad Magazine Number Hunt Numbers Everywhere |
| 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 Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up Magazine Number Hunt More than Ten Numbers Everywhere Show Me Taking Inventory |
| 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 Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| 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 Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Find My Number Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up Lily Pad Hop Magazine Number Hunt May I Take your Order? More than Ten Numbers Everywhere Show Me Special Day Countdown Taking Inventory Three Ways to Show a Number |
| FOCUS / COURSE | MA.MA. | Guiding Preschool Learning in Mathematics |
| STRAND | MA.NS. | Number Sense |
| STANDARD / CONCEPT / SKILL | 2.3. | Use positional language and ordinal numbers (first, second, third) in everyday activities. |
| INDICATOR | 2.3.1. | Place concrete objects such as nesting or stacking cups, boxes, or dolls in a row and identify their position as first, second, third. ReadyRosie First Place Under the Cup |
| INDICATOR | 2.3.2. | Arrange materials in order (seriate) from small to large; short to long, etc. ReadyRosie How Many Can I Grab? |
| INDICATOR | 2.3.3. | Use ordinal numbers and positional words (e.g., before/after; first, second, third) to describe the order of daily activities. ReadyRosie Bookcase Problem Finding the Groceries First Place Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Race Car Transformations Stuffed Animal Olympics Treasure Map Under the Cup |
| INDICATOR | 2.3.4. | Arrange illustrations from a story or photographs of class events or daily routines in sequence. ReadyRosie How Many Can I Grab? Picture Walk Predictions Retelling the Story |
| 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 | 2.4.1. | Distribute and compare concrete objects in meaningful ways (e.g., which bucket has more rocks in it; how many more napkins are needed for everyone at the table). ReadyRosie Acorns and Pinecones Cereal Challenge Make a Tower of Ten More than Ten Slap One More Who has the Biggest Number? |
| INDICATOR | 2.4.2. | Sing songs and do fingerplays that involve adding and taking away (e.g., Two Little Blackbirds). ReadyRosie Decorating Cupcakes How Many Feet? If You're Happy & You Know It In My Pond, Part 1 Itsy Bitsy Spider Illustrations Make a Tower of Ten One More Packing for Our Trip Rock Toss Sliding to Nursery Rhymes 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 Keep It Up One Less One More Slap One More Special Day Countdown Who has the Biggest Number? |
| INDICATOR | 2.4.4. | Make pictorial menus or shopping lists; identify the amount the amount of money needed to “buy products” in various play areas. ReadyRosie I Spy a Coin |
| INDICATOR | 2.4.5. | Figure out how many blocks they have altogether when they join two sets or how many blocks are needed to make two towers the same size. ReadyRosie Decorating Cupcakes How Many Feet? In My Pond, Part 1 Make a Tower of Ten One More Packing for Our Trip Rock Toss |
| FOCUS / COURSE | MA.MA. | Guiding Preschool Learning in Mathematics |
| STRAND | MA.NS. | Number Sense |
| STANDARD / CONCEPT / SKILL | 2.5. | Observe and manipulate concrete examples of whole and half. |
| INDICATOR | 2.5.1. | Cut food into two equal parts for snacks. ReadyRosie Acorns and Pinecones Make a Tower of Ten Sharing Goldfish Snack Fractions Who has the Biggest Number? |
| INDICATOR | 2.5.2. | Match whole objects to similar objects that have been broken or cut in half. ReadyRosie Sharing a Meal Snack Fractions |
| INDICATOR | 2.5.3. | Divide a set of objects into two equal parts (e.g., two for you and two for me). ReadyRosie Acorns and Pinecones Make a Tower of Ten Sharing Goldfish Snack Fractions Who has the Biggest Number? |
| 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 I Spy a Coin |
| INDICATOR | 2.6.2. | Listen to age appropriate books about money and identify the coins. ReadyRosie I Spy a Coin |
| INDICATOR | 2.6.3. | Separate coins by color and size. ReadyRosie Grocery Store Conversations How Many Can I Grab? I Spy a Coin |
| 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 Finger Shapes Grocery Store Conversations Guess My Shape How Many Can I Grab? Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| 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 Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| 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 Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| 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 Candy Sort and Graph Finger Shapes Grocery Store Conversations Guess My Shape How Many Can I Grab? I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Sort and Graph Leaves Sorting Laundry Ways to Cut a Sandwich |
| 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 | 2.9.2. | Use pattern cards to reproduce patterns with concrete objects such as beads, colored cubes, mosaic tiles with pattern cards. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| INDICATOR | 2.9.3. | Find patterns in their everyday environment (plaid, stripes, checks on clothing, floors or walls). ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| INDICATOR | 2.9.4. | Repeat a pattern/sequence in a variety of ways (e.g., an ABAB pattern with stickers, blocks, or stamps). ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| INDICATOR | 2.9.5. | Manipulate objects in and out of patterns. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| INDICATOR | 2.9.6. | Recognize and predict word patterns in familiar rhythms, music or stories. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| 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 Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| INDICATOR | 2.10.2. | Place unit blocks on top of their silhouettes. ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| INDICATOR | 2.10.3. | Feel and describe parquetry blocks, then try to identify them without looking. ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| INDICATOR | 2.10.4. | Eat snacks cut in various shapes; cut cookie dough into basic shapes. ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| INDICATOR | 2.10.5. | Create/represent shapes (e.g., using popsicle sticks, pipe cleaners, unit blocks). ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| 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 Buying Oranges Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| 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 Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| 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 | 2.11.1. | Illustrate position and relative distance among objects/locations using classroom materials or outdoor equipment (e.g., up, down, high, low, above, below, in front of, behind, beside, near, far, next to, apart, together). ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Leap Frog Measure Little Miss Muffet Role Play Measuring the Table Mirror, Mirror Near and Far Race Car Transformations Stuffed Animal Olympics Treasure Map |
| 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 Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Rock Toss Stomp the Letter Stuffed Animal Olympics |
| 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 Stuffed Animal Olympics |
| INDICATOR | 2.11.4. | Locate objects based on directional words (e.g., it’s next to the ball; under the basket). ReadyRosie Stuffed Animal Olympics |
| INDICATOR | 2.11.5. | Play with puzzles of increasing complexity as skills develop. ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| 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 Follow the Leader Jump to It Rock Toss |
| INDICATOR | 2.11.7. | Identify shapes in different orientations (a triangle is still a triangle even though it’s turned in different directions). ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| 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 Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| INDICATOR | 2.12.2. | Measure sand, water, or rice using a variety of containers and compare the amounts. ReadyRosie Fill Up the Cup Making Trail Mix Strawberries for a Picnic |
| INDICATOR | 2.12.3. | Make objects of play dough and compare their size. ReadyRosie How Many Can I Grab? Tips for helping your child love reading |
| INDICATOR | 2.12.4. | Build structures with blocks and compare their length or height. ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Leap Frog Measure Measuring the Table Near and Far |
| INDICATOR | 2.12.5. | String beads and compare the length of two necklaces. ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Leap Frog Measure Measuring the Table Near and Far |
| INDICATOR | 2.12.6. | Use simple balance scales to compare the weight of classroom materials. ReadyRosie Buying Oranges |
| INDICATOR | 2.12.7. | Compare the size of various everyday objects (e.g., put various people’s shoes side by side to see which is longest). ReadyRosie How Many Can I Grab? |
| FOCUS / COURSE | MA.MA. | Guiding Preschool Learning in Mathematics |
| STRAND | MA.M. | Measurement |
| STANDARD / CONCEPT / SKILL | 2.13. | Use estimation in meaningful ways and follow up by verifying the accuracy of estimations. |
| INDICATOR | 2.13.1. | Estimate how many steps it will take to cross the room or the sandbox; how many small containers it will take to fill a larger one, how many mosaic tiles it will take to fill the board; which cup contains more beans. ReadyRosie How Many Can I Grab? |
| INDICATOR | 2.13.2. | Experiment to verify whether their estimates were accurate. ReadyRosie How Many Can I Grab? |
| 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 | 2.14.1. | Measure the circumference of a pumpkin or watermelon using a piece of string. ReadyRosie Bookcase Problem |
| INDICATOR | 2.14.2. | Measure the length of a table using their hands. ReadyRosie Bookcase Problem |
| INDICATOR | 2.14.3. | Measure the width of the sandbox with footsteps. ReadyRosie Bookcase Problem |
| INDICATOR | 2.14.4. | Measure a child’s height using large cardboard blocks. ReadyRosie Bookcase Problem |
| INDICATOR | 2.14.5. | Compare the length of two play dough snakes or the height of two block towers using their hands. ReadyRosie Bookcase Problem Tips for helping your child love reading |
| INDICATOR | 2.14.6. | Compare the capacity of two different containers in the sand or water table. ReadyRosie Fill Up the Cup Making Trail Mix Strawberries for a Picnic |
| 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 Acorns and Pinecones Adding Ice Block Tower Candy Sort and Graph Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? I Spy a Coin I Spy an Animal Keep It Up Letter Sort Likely or Unlikely More than Ten Show Me Sort and Graph Leaves Sorting Laundry Taking Inventory |
| 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 Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| 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 Finger Shapes Grocery Store Conversations Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| INDICATOR | 3.1.3. | Answer “what if” type questions (e.g., what will happen if materials are mixed together?). ReadyRosie What's for Dinner? |
| 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 Grocery Store Conversations |
| 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 |
| 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 Finger Shapes Grocery Store Conversations Guess My Shape How Many Can I Grab? Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| INDICATOR | 3.4.3. | Draw their own interpretations of materials observed (e.g., the details in a shell or flower). ReadyRosie Detailed Drawing of a Face Grocery Store Conversations May I Take your Order? Mirror, Mirror Shaving Cream Shapes Sink or Float Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| 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 |
| 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 Grocery Store Conversations |
| INDICATOR | 3.7.3. | Record observations about weather (e.g., create charts to show the number of snowy, sunny, cloudy days; amount of snow). ReadyRosie Grocery Store Conversations Sink or Float |
| INDICATOR | 3.7.4. | Listen to non-fiction books and scientifically accurate fictional stories related to weather. ReadyRosie Grandparent Storytime I Remember When Making Trail Mix 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 Grocery Store Conversations |
| INDICATOR | 3.8.6. | Trace the outline of their shadows at different times of the day and observe changes. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| 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 Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 3.9.2. | Sort familiar objects according to day/night (e.g., do you wear pajamas at night or in the daytime?) ReadyRosie How Many Can You Name? Silent Opposites Sort and Graph Leaves |
| INDICATOR | 3.9.3. | Observe and identify the differences between night and day based on what children see in the sky. ReadyRosie Grocery Store Conversations Sink or Float |
| 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 Grocery Store Conversations |
| INDICATOR | 3.15.6. | Play in a sensory table filled with various materials (e.g., sand, water, snow, ice, mud, “oobleck”). ReadyRosie Grocery Store Conversations |
| 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 Finger Shapes Guess My Shape How Many Can I Grab? Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| INDICATOR | 3.18.2. | Sort, group, or classify objects in meaningful ways based on one or more properties. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| INDICATOR | 3.18.3. | Match familiar objects to their outlines or make crayon rubbings and identify them. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 3.18.4. | Make a “big book” about shapes and textures using materials such as feathers, metallic paper, leather. ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| 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 Tips for helping your child love reading |
| 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 Follow the Leader Jump to It Rock Toss |
| INDICATOR | 3.20.4. | Respond to oral and visual cues (e.g., move your arms back and forth, slowly/quickly). ReadyRosie Follow the Leader Jump to It Rock Toss |
| 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 | 3.22.1. | Play with various kinds of blocks (e.g., foam, cardboard, wood, hollow, waffle blocks, building panels) to make constructions of various sizes. ReadyRosie How Many Can I Grab? |
| INDICATOR | 3.22.3. | Use body movement to explore balance (e.g., using a balance beam or board). ReadyRosie Follow the Leader |
| FOCUS / COURSE | MA.STE. | Guiding Preschool Learning in Science and Technology/Engineering |
| STRAND | STE.TE. | Technology & Engineering |
| STANDARD / CONCEPT / SKILL | 3.23. | Explore and describe a wide variety of natural and man-made materials through sensory experiences. |
| INDICATOR | 3.23.4. | Express hypotheses about why certain materials are/are not appropriate for making various objects (e.g., “What is the table made of? Why is it made of wood and not styrofoam?”). ReadyRosie Acorns and Pinecones Measure your Steps Strawberries for a Picnic |
| 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? |
| STANDARD / CONCEPT / SKILL | 4.1.3. | Arrange illustrations from familiar stories in order of occurrence. ReadyRosie All About My Day Itsy Bitsy Spider Illustrations Picture Walk Predictions Retelling the Story Toy Stories |
| 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 Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| 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 Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| 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 | 4.3.4. | 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 Making Connections PreK My Favorite Part Reading a Book for the Second Time Text to Self Connections 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 Book Selection Picture Walk Predictions Selecting Books Text to Self Connections 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 Follow the Leader |
| 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 Follow the Leader Jump to It Rock Toss |
| STANDARD / CONCEPT / SKILL | 4.4.4. | Talk about and dramatize ways they travel from one place to another (e.g., a bus, car, train, or plane trip with road maps, photographs or brochures of places to visit, souvenirs). ReadyRosie My Address |
| FOCUS / COURSE | MA.HSS. | Guiding Preschool Learning in History and Social Science |
| STRAND | 4.5. | Construct and describe simple maps of their immediate neighborhood. |
| STANDARD / CONCEPT / SKILL | 4.5.1. | Create representations of their classroom, school building, playground, neighborhood, home (e.g., simple maps, three-dimensional models, photographic displays, chalk drawings on the playground, block buildings). ReadyRosie My Address |
| STANDARD / CONCEPT / SKILL | 4.5.3. | Use toy vehicles to follow their own maps and describe the features (e.g., “Can you drive to the post office? The fruit stand? What do you see along the way?”). ReadyRosie My Address |
| STANDARD / CONCEPT / SKILL | 4.5.4. | Identify common signs and symbols (e.g., traffic signs, street signs. traffic lights, street and highway markers) and discuss their purpose. ReadyRosie Shopping for Clothes |
| 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 How do I get my child to______? How should I handle temper tantrums? |
| STANDARD / CONCEPT / SKILL | 4.6.2. | Take part in developing group goals and rules (e.g., how they will get ready for a walking field trip, what needs to happen at clean-up time). ReadyRosie Celebrate Learning Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It Setting Summer Learning Goals |
| STANDARD / CONCEPT / SKILL | 4.6.3. | Talk about the consequences of negative behavior. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| 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 Brushing Your Teeth How do I get my child to______? How should I handle temper tantrums? Packing for Our Trip Reading Routines for Early Readers |
| STANDARD / CONCEPT / SKILL | 4.6.5. | Discuss who are appropriate authority figures in various settings. ReadyRosie Who Should We Ask? |
| STANDARD / CONCEPT / SKILL | 4.6.7. | Discuss what could happen when children are not considerate of one another when such situations arise. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| 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 Asking Wh- Questions Funny Faces If You're Happy & You Know It My Favorite Part Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Talking About Your Feelings Thank You Note 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 All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Making Connections PreK Sink or Swim Taking Turns Text to Self Connections |
| 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 Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| 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 My Address |
| STANDARD / CONCEPT / SKILL | 4.9.2. | Visit or be visited by community helpers such as police officers, firefighters, doctors, dentists, etc. ReadyRosie Who Should We Ask? |
| 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 Who Should We Ask? |
| STANDARD / CONCEPT / SKILL | 4.9.4. | Contribute to class-made books or lists of facts about various community roles and responsibilities. ReadyRosie Who Should We Ask? |
| 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 | 4.11.1. | Make purchases at a store (e.g., foods for a cooking project; paper goods for snacks). ReadyRosie Making a Grocery List |
| 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 Making a Grocery List |
| STANDARD / CONCEPT / SKILL | 4.11.4. | Give examples of how family members, friends, or acquaintances use money directly or indirectly (e.g., credit card or check) to acquire things they need/want. ReadyRosie Making a Grocery List |
| STANDARD / CONCEPT / SKILL | 4.11.5. | Listen to age-appropriate stories that relate to economic concepts (e.g., Jack & the Beanstalk; Uh-Oh It’s Mama’s Birthday; A Chair for My Mother; Epomynandes). ReadyRosie Making a Grocery List |
| STANDARD / CONCEPT / SKILL | 4.11.7. | Conserve materials and goods in meaningful ways (e.g., save paper scraps to use in new projects; use collections of recycled materials for collage and construction). ReadyRosie Making a Grocery List |
| 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 Grocery Store Conversations |
| STANDARD / CONCEPT / SKILL | 4.13.3. | Sing songs about the flag; march while holding the flag. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes 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 Grocery Store Conversations |
| 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 Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 5.1.3. | Create life-size drawings of their own bodies and label various parts. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| 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 Grandparent Storytime I Remember When Making Trail Mix 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 Follow the Leader |
| INDICATOR | 5.2.2. | Balance like a flamingo or crane standing on one leg. ReadyRosie Follow the Leader |
| 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 Follow the Leader |
| INDICATOR | 5.2.4. | Hop on one leg then the other, or move forward with their hops. ReadyRosie Follow the Leader |
| 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 Follow the Leader Jump to It Rock Toss |
| 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 Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Rock Toss Stomp the Letter |
| 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 Grandparent Storytime I Remember When Making Trail Mix My Favorite Part Reading a Book for the Second Time Why should we tell family stories? |
| FOCUS / COURSE | MA.HE. | Guiding Preschool Learning in Health Education |
| STRAND | HE.PD. | Physical Development |
| STANDARD / CONCEPT / SKILL | 5.4. | Build awareness of directionality and position in space. |
| 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 Rhyming Toss Rock Toss The Number Stays the Same |
| 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 Follow the Leader |
| 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 Rhyming Toss Rock Toss The Number Stays the Same |
| 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 Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| INDICATOR | 5.5.2. | Jump over a block or other raised object. ReadyRosie Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| INDICATOR | 5.5.3. | Lift objects with both hands. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| INDICATOR | 5.5.4. | Push a wheelbarrow or doll buggy with both arms. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| INDICATOR | 5.5.5. | Use both arms simultaneously to draw big circles on a blackboard. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 5.5.6. | Carry things with both arms (e.g., a tray full of paper cups, an armful of leaves). ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| 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 Follow the Leader Jump to It Rock Toss |
| 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 Rhyming Toss Rock Toss The Number Stays the Same |
| 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 Detailed Drawing of a Face Follow the Leader Jump to It May I Take your Order? Mirror, Mirror Rock Toss Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 5.6.6. | Follow a path of criss-cross footprint patterns. ReadyRosie Follow the Leader |
| INDICATOR | 5.6.7. | Transfer objects between two containers placed at opposite sides of the body. ReadyRosie Follow the Leader Jump to It Rock Toss |
| FOCUS / COURSE | MA.HE. | Guiding Preschool Learning in Health Education |
| STRAND | HE.PD. | Physical Development |
| STANDARD / CONCEPT / SKILL | 5.7. | Build upper body strength and stability to gain controlled movement of shoulders. |
| INDICATOR | 5.7.2. | Pour water, sand, etc. from a plastic milk jug, pitcher or watering can into several smaller containers (within child’s strength limitation). ReadyRosie Fill Up the Cup Making Trail Mix Strawberries for a Picnic |
| 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 Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| INDICATOR | 5.8.2. | Manipulate modeling materials of varying consistency (e.g., play dough, clay, plasticine® or Theraplast®). ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Tips for helping your child love reading Writing Names with Shaving Cream |
| INDICATOR | 5.8.4. | Use a plant sprayer to spray plants or mix water with food coloring to spray snow. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| INDICATOR | 5.8.5. | Pinch clothespins and bulldog clips of various strengths around a paper plate. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| INDICATOR | 5.8.6. | Use a garlic press to force play dough through the grate. ReadyRosie Tips for helping your child love reading |
| 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 Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| INDICATOR | 5.9.2. | Use tweezers, strawberry hullers to pick up objects. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| INDICATOR | 5.9.3. | Place small pegs in a pegboard. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| INDICATOR | 5.9.4. | Create designs with stickers, Colorforms® ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| INDICATOR | 5.9.5. | Use eyedroppers to squeeze drops of colored water onto absorbent paper or coffee filters. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| INDICATOR | 5.9.6. | Draw with small pieces of crayon or chalk. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| 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 Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| INDICATOR | 5.10.8. | Cut materials with a range of resistance (e.g., tissue paper, wallpaper, fabric, cardboard). ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| INDICATOR | 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 Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| 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 Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| INDICATOR | 5.11.2. | Link paper clips to make necklaces. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| INDICATOR | 5.11.3. | Use dressing frames (snapping, buttoning, zipping). ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| INDICATOR | 5.11.4. | String beads, straw segments, paper clips, Cheerios®. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| INDICATOR | 5.11.5. | Manipulate keys in locks of varying sizes. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| INDICATOR | 5.11.6. | Use one finger at a time in fingerplays (e.g., Where is Thumbkin?). ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| INDICATOR | 5.11.7. | Create puppet shows with finger puppets. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| INDICATOR | 5.11.9. | Use thumb and forefinger to spin a top. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| 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 Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| INDICATOR | 5.12.3. | Trace around simple stencils and templates. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| INDICATOR | 5.12.4. | Use lacing cards or do simple weaving. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| INDICATOR | 5.12.7. | Follow a left-right movement using an Etch-a-Sketch®; dry-erase board, sand, paints. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| INDICATOR | 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 Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| 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 Grocery Store Conversations Putting Away the Groceries |
| 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 Grocery Store Conversations Putting Away the Groceries |
| 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 Grocery Store Conversations Putting Away the Groceries |
| 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 Grocery Store Conversations Putting Away the Groceries |
| INDICATOR | 5.13.6. | Use replicas of healthy foods in the dramatic play area with themes of cooking, grocery store, or restaurant. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| INDICATOR | 5.13.7. | Create a recipe book including foods made in class and favorite recipes shared by families. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| 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 Grocery Store Conversations Putting Away the Groceries Rub a Dub Counting |
| 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 Grocery Store Conversations Putting Away the Groceries |
| INDICATOR | 5.14.3. | Learn how to use cutting tools safely. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| INDICATOR | 5.14.4. | Help to clean surfaces before and after eating with appropriate cleaning solutions. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| 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 Asking Wh- Questions Funny Faces If You're Happy & You Know It Just the Facts My Favorite Part Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Talking About Your Feelings Tips for helping your child love reading |
| INDICATOR | 5.16.2. | Identify emotions in photographs of children and adults. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| INDICATOR | 5.16.3. | Reflect on personal experiences that evoked strong emotions. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| 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 Following Directions Funny Faces Grandparent Storytime If You're Happy & You Know It Morning Message Phone Fun Talking About Your Feelings Tips for helping your child love reading Who Should We Ask? |
| INDICATOR | 5.16.5. | Create drawings, paintings, collage, a class book about emotions. ReadyRosie Detailed Drawing of a Face Funny Faces If You're Happy & You Know It May I Take your Order? Mirror, Mirror Shaving Cream Shapes Talking About Your Feelings Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| 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 Funny Faces If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Talking About Your Feelings Why should I sing to my baby? |
| 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 | 5.17.2. | 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 My Favorite Part Reading a Book for the Second Time Why should we tell family stories? |
| INDICATOR | 5.17.3. | Retell stories of how they successfully solved a problem. ReadyRosie All About My Day Book Bag Descriptions Family Movie Night Family Photos Grandparent Storytime My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures |
| INDICATOR | 5.17.4. | Predict possible consequences of their own actions or decisions in everyday situations or the actions/decisions of characters in stories. ReadyRosie All Done Book Selection Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Making Connections PreK Picture Walk Predictions Selecting Books Sink or Swim Taking Turns Text to Self Connections |
| INDICATOR | 5.17.5. | Talk about things they have seen that scare them (e.g., danger, conflict, or violence in the home, school, or community) and where they can go for assistance (e.g., counselors, neighbors, law enforcement, clergy, and members of faith-based groups. ReadyRosie Who Should We Ask? |
| 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 Funny Faces Grandparent Storytime I Remember When If You're Happy & You Know It Making Trail Mix My Favorite Part Reading a Book for the Second Time Talking About Your Feelings Thank You Note Why should we tell family stories? |
| INDICATOR | 5.18.3. | Act out what can be done if someone hurts your feelings. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| INDICATOR | 5.18.4. | Predict what might happen next in various situations. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| 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 Rub a Dub Counting |
| INDICATOR | 5.19.2. | Serve themselves snacks and meals (e.g., count out certain number of crackers; pour liquids into cups from small lidded pitchers). ReadyRosie Fill Up the Cup Making Trail Mix Strawberries for a Picnic |
| INDICATOR | 5.19.3. | Manipulate fasteners commonly found on clothing (e.g., buttons, snaps, zippers, laces). ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| 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 Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for storytelling: Story ideas Using a Menu to Order Writing Names with Shaving Cream |
| 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 My Address |
| INDICATOR | 5.20.4. | Identify things parents do for their children in stories and personal experience. ReadyRosie My Address |
| INDICATOR | 5.20.5. | Listen to stories about all types of families. ReadyRosie Grandparent Storytime I Remember When Making Trail Mix My Favorite Part Reading a Book for the Second Time Why should we tell family stories? |
| 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 | 5.21.1. | Listen to stories about germs and disease, immunization, preventive doctor’s visits. ReadyRosie Who Should We Ask? |
| INDICATOR | 5.21.4. | Talk about or invite a health care practitioner to talk about illness, and strategies/habits for disease prevention (e.g., covering mouth/nose when sneezing and coughing, disposing of tissues properly; taking medicines, visiting the doctor, immunizations). ReadyRosie Who Should We Ask? |
| 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 All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? My Address Sink or Swim Taking Turns |
| 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 Grandparent Storytime I Remember When Making Trail Mix My Favorite Part Reading a Book for the Second Time Who Should We Ask? 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 Who Should We Ask? |
| INDICATOR | 5.22.3. | Make a get-well kit or card for a sick or injured friend or relative. ReadyRosie Funny Faces If You're Happy & You Know It Making a Grocery List Talking About Your Feelings Thank You Note Using a Menu to Order |
| 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 | 5.23.1. | Invite a dentist or dental hygienist to visit the program or visiting a dentist’s office to see a demonstration of tooth brushing and tooth care. ReadyRosie Who Should We Ask? |
| INDICATOR | 5.23.2. | Create a chart of foods that build healthy teeth. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| INDICATOR | 5.23.4. | Listen to stories about teeth, losing teeth. ReadyRosie Grandparent Storytime I Remember When Making Trail Mix My Favorite Part Reading a Book for the Second Time Why should we tell family stories? |
| 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 | 5.24.1. | Visit or be visited by safety officials to explain safety rules in various situations. ReadyRosie My Address Who Should We Ask? |
| INDICATOR | 5.24.2. | Share stories about when children have been hurt and what could have been done to prevent it. ReadyRosie My Address |
| INDICATOR | 5.24.5. | Explore ways to reduce hazards and avoid accidents in the classroom, on the playground, at home and in the community (e.g., shopping cart safety; Halloween safety, around bodies of water). ReadyRosie My Address |
| INDICATOR | 5.24.6. | Role play safe play behavior in various situations. ReadyRosie My Address |
| INDICATOR | 5.24.7. | Dramatize what to do and who to go to for help in case of a fire or an accident (e.g., stop, drop, and roll). ReadyRosie Who Should We Ask? |
| INDICATOR | 5.24.8. | Make a mural or chart of things that are and are not safe to touch. ReadyRosie My Address |
| 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 | 5.25.4. | Develop a “support system” for help or information (e.g., parents, relatives, teachers, counselors, clergy, police). ReadyRosie Who Should We Ask? |
| INDICATOR | 5.25.5. | Listen to age-appropriate stories about unsafe/inappropriate touch. ReadyRosie Grandparent Storytime I Remember When Making Trail Mix My Favorite Part Reading a Book for the Second Time Why should we tell family stories? |
| 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 Rub a Dub Counting |
| INDICATOR | 5.26.3. | Visit nurse’s office for demonstration of simple first aid procedures (e.g., boo-boo bunny, ice pack). ReadyRosie Who Should We Ask? |
| 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 Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| 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 Follow the Leader |
| 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 Follow the Leader |
| INDICATOR | 6.1.4. | Push, pull, or lift heavy objects or equipment (e.g., a wagon, wheelbarrow). ReadyRosie Follow the Leader |
| 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 | 6.3.3. | Sing songs that contain sequences of body motions (e.g., Head, Shoulders, Knees and Toes). ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| 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 | 6.4.3. | Invent various ways to move from one point to another (e.g., across the mat or playground). ReadyRosie Follow the Leader Jump to It Rock Toss |
| 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 Follow the Leader Jump to It Rhyming Toss Rock Toss The Number Stays the Same |
| INDICATOR | 6.5.2. | Use carpet squares, hoops, masking tape to limit personal space and move around without touching others. ReadyRosie Follow the Leader Jump to It Rock Toss |
| 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 Follow the Leader Jump to It Rock Toss |
| 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 Follow the Leader Jump to It Rock Toss |
| INDICATOR | 6.5.5. | Jump in and out of hoops; step in spaces of a ladder placed on the floor. ReadyRosie Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| 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 Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| 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 Follow the Leader Jump to It Rock Toss |
| 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 Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| 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 If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes 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 If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes 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 If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes 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 Family Photos Family Talent Show Grandparent Storytime If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes 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 If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes 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 If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes 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 Funny Faces If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Talking About Your Feelings 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 Funny Faces If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Talking About Your Feelings 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 If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes 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 If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes 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 If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes 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 If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes 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 Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| 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 If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes 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 If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes 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 If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes 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 My Favorite Part Reading a Book for the Second Time 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 Making Connections PreK Text to Self Connections |
| INDICATOR | 6.14.3. | Listen to stories in small and large groups, and tell stories to each other. ReadyRosie My Favorite Part Reading a Book for the Second Time 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 Book Bag Descriptions Family Movie Night Family Photos My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures |
| INDICATOR | 6.15.2. | Create a character based on stories or through improvisation. ReadyRosie Making Connections PreK Text to Self Connections |
| 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 In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| 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 Making Connections PreK Text to Self Connections |
| 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 Making Connections PreK Text to Self Connections |
| INDICATOR | 6.16.2. | Use various kinds of puppets to experiment with ways to express different characteristics (e.g., hold it in different ways, experiment with different voices, movements). ReadyRosie Choosing the Right Voice |
| 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 Making Connections PreK Text to Self Connections |
| 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 In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| 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 Building Houses Family Talent Show In My Pond, Part 1 In My Pond, Part 2 Keep It Up Pretending Together Stuffed Animal Stories Taking Turns Toy Stories Who has the Biggest Number? |
| INDICATOR | 6.17.2. | Act out familiar rhymes in pairs or small groups (e.g., Five Little Monkeys; Little Sally Walker). ReadyRosie Little Bo Peep Substitutions Little Miss Muffet Role Play Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| 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 |
| INDICATOR | 6.18.4. | Construct assemblages using wood, glue, and other three-dimensional materials. ReadyRosie Tips for helping your child love reading |
| INDICATOR | 6.18.5. | Make sculptures out of play dough, clay, or plasticine. ReadyRosie Tips for helping your child love reading |
| INDICATOR | 6.18.6. | Make impressions in clay or play dough with common objects (e.g., clothespins, pine cones, shells). ReadyRosie Tips for helping your child love reading |
| 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 Tips for helping your child love reading |
| INDICATOR | 6.18.8. | Experiment with combining various materials and media. ReadyRosie Tips for helping your child love reading |
| 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 Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| 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 Detailed Drawing of a Face Grocery Store Conversations May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 6.20.2. | Combine primary colors to discover secondary colors using tempera, watercolors, or food coloring. ReadyRosie Grocery Store Conversations |
| INDICATOR | 6.20.3. | Paint with black and white and combine them with other colors to achieve shades of light and dark. ReadyRosie Grocery Store Conversations |
| INDICATOR | 6.20.4. | Use various media of a single color and compare the effects in each medium. ReadyRosie Grocery Store Conversations |
| INDICATOR | 6.20.5. | Create tissue paper collages by cutting, pasting and overlapping paper of various colors. ReadyRosie Grocery Store Conversations Tips for helping your child love reading |
| 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 Funny Faces Grocery Store Conversations If You're Happy & You Know It Talking About Your Feelings |
| INDICATOR | 6.21.2. | Paint to music that evokes various moods using a variety of colors. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| 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 Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| 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 |
| 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 |
| INDICATOR | 6.23.4. | Make crayon rubbings by placing shapes or textures under paper and rubbing over the surface. ReadyRosie Detailed Drawing of a Face Finger Shapes Guess My Shape May I Take your Order? Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Ways to Cut a Sandwich Writing Names with Shaving Cream |
| 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 Detailed Drawing of a Face Finger Shapes Guess My Shape May I Take your Order? Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Ways to Cut a Sandwich Writing Names with Shaving Cream |
| INDICATOR | 6.24.2. | Print with sponges cut into shapes or objects that are circles, squares and triangles. ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| INDICATOR | 6.24.3. | Paint on easel paper cut into basic shapes. ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| 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 Detailed Drawing of a Face Finger Shapes Guess My Shape May I Take your Order? Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Ways to Cut a Sandwich Writing Names with Shaving Cream |
| 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 Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| INDICATOR | 6.25.3. | Create patterns using shape stickers. ReadyRosie Finger Shapes Guess My Shape Making Patterns Mirror, Mirror My Age Setting the Table Shape Changers Shape Hunt Shaving Cream Shapes Sound Patterns Speedometer Math The Fence Problem Ways to Cut a Sandwich |
| 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 Finger Shapes Grocery Store Conversations Guess My Shape Making Patterns Mirror, Mirror My Age Setting the Table Shape Changers Shape Hunt Shaving Cream Shapes Sound Patterns Speedometer Math The Fence Problem Ways to Cut a Sandwich |
| 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 Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 6.26.3. | Illustrate a story. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 6.26.4. | Draw a picture documenting what they did at school. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| 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 Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 6.27.2. | Work collaboratively to create art work for display (e.g., mural, large fence painting, table top crayon rubbing). ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| 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 Finger Shapes Grocery Store Conversations Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| Massachusetts Curriculum Frameworks |
| Health and PE |
| Grade: Pre K - Adopted: 1999 |
| FOCUS / COURSE | MA.2. | Physical Activity and Fitness: Students will, by repeated practice, acquire and refine a variety of manipulative, locomotor, and non-locomotor movement skills, and will utilize principles of training and conditioning, will learn biomechanics and exercise physiology, and will apply the concept of wellness to their lives. |
| STRAND | 2.7. | Personal and Social Competency: Demonstrate responsible personal and social conduct used in physical activity settings. ReadyRosie Clap and Count How do I get my child to______? Sink or Swim |
| FOCUS / COURSE | MA.3. | Nutrition: Students will gain the knowledge and skills to select a diet that supports health and reduces the risk of illness and future chronic diseases. |
| STRAND | 3.6. | Safe and Adequate Food Supply: Describe personal hygiene and safety measures used in preparing foods. ReadyRosie Rub a Dub Counting |
| FOCUS / COURSE | MA.5. | Mental Health: Students will acquire knowledge about emotions and physical health, the management of emotions, personality and character development, and social awareness; and will learn skills to promote self-acceptance, make decisions, and cope with stress, including suicide prevention. |
| STRAND | 5.5. | Decision Making: Explain and practice a model for decision-making that includes gathering information, predicting outcomes, listing advantages and disadvantages, identifying moral implications, and evaluating decisions. ReadyRosie Talking About Your Feelings |
| FOCUS / COURSE | MA.7. | Interpersonal Relationships: Students will learn that relationships with others are an integral part of the human life experience and the factors that contribute to healthy interpersonal relationships, and will acquire skills to enhance and make many of these relationships more fulfilling through commitment and communication. |
| STRAND | 7.1. | Communication: Explain why communication is essential in human relationships and identify people from whom children can learn how to communicate, such as family members, friends, community members, and members of faith-based groups. ReadyRosie Talking About Your Feelings |
| STRAND | 7.2. | Communication: Apply both verbal and non-verbal communication skills to develop positive relationships and improve the social environment of the school. ReadyRosie Clap and Count Talking About Your Feelings |
| FOCUS / COURSE | MA.8. | Disease Prevention and Control: Students will learn the signs, causes, and treatment of chronic and communicable diseases, and will gain skills related to health promotion, disease prevention, and health maintenance. |
| STRAND | 8.4. | Health Maintenance: Identify tooth functions and causes of tooth health and decay, and apply proper dental health skills (such as choosing healthy tooth snacks, brushing, flossing). ReadyRosie Brushing Your Teeth |
| FOCUS / COURSE | MA.11. | Violence Prevention: Students will learn how their actions affect others, will understand the power that positive character traits can have in violence prevention, will gain skills to report incidents of violence and hurtful behavior to adults in the school and community, will avoid engaging in violence, and will identify constructive alternatives to violence, including how to discourage others from engaging in violence. |
| STRAND | 11.3. | Alternatives: Differentiate between one's personal rights and those of others and use communication and problem-solving to set personal boundaries, resolve conflicts, and develop positive relationships. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| Massachusetts Curriculum Frameworks |
| Language Arts |
| Grade: Pre K - Adopted: 2017 |
| FOCUS / COURSE | MA.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STRAND | Key Ideas and Details | |
| STANDARD / CONCEPT / SKILL | CCRA.R.1. | Read closely to determine what a text states explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from a text. ReadyRosie Baby Photo Fun Making Connections PreK Reading a Book for the Second Time Recalling What Happened in a Story |
| STANDARD / CONCEPT / SKILL | CCRA.R.3. | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. ReadyRosie Making Connections PreK Toy Stories |
| FOCUS / COURSE | MA.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STRAND | Craft and Structure | |
| STANDARD / CONCEPT / SKILL | CCRA.R.4. | Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. ReadyRosie Think About It |
| FOCUS / COURSE | MA.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STRAND | Integration of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | CCRA.R.9. | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. ReadyRosie Compare and Contrast Questions |
| FOCUS / COURSE | MA.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STRAND | Range of Reading and Level of Text Complexity | |
| STANDARD / CONCEPT / SKILL | CCRA.R.10. | Independently and proficiently read and comprehend complex literary and informational texts. ReadyRosie Book Selection Reading Routines for Early Readers |
| FOCUS / COURSE | MA.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STRAND | Text Types and Purposes | |
| STANDARD / CONCEPT / SKILL | CCRA.W.3. | Write narratives to develop experiences or events using effective literary techniques, well-chosen details, and well-structured sequences. ReadyRosie Tips for storytelling: Using gestures Weekend News Why is storytelling important? Why should we tell family stories? |
| FOCUS / COURSE | MA.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STRAND | Production and Distribution of Writing | |
| STANDARD / CONCEPT / SKILL | CCRA.W.4. | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ReadyRosie Tips for storytelling: Using your voice |
| STANDARD / CONCEPT / SKILL | CCRA.W.6. | Use technology to produce and publish writing and to interact and collaborate with others. ReadyRosie Stuffed Animal Stories |
| FOCUS / COURSE | MA.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STRAND | Range of Writing | |
| STANDARD / CONCEPT / SKILL | CCRA.W.10. | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ReadyRosie Thank You Note |
| FOCUS / COURSE | MA.CCRA.L. | College and Career Readiness Anchor Standards for Language |
| STRAND | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPT / SKILL | CCRA.L.6. | Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge. ReadyRosie Guess My Shape Think About It |
| FOCUS / COURSE | MA.RL.PK. | Pre-K Reading Standards for Literature [RL] |
| STRAND | Key Ideas and Details | |
| STANDARD / CONCEPT / SKILL | RL.PK.1. | With prompting and support, ask and answer questions about a story or poem read aloud. ReadyRosie Book Bag Descriptions Reading a Book for the Second Time Recalling What Happened in a Story |
| STANDARD / CONCEPT / SKILL | RL.PK.2. | With prompting and support, retell a sequence of events from a story read aloud. ReadyRosie My Favorite Part Recalling What Happened in a Story Retelling the Story |
| STANDARD / CONCEPT / SKILL | RL.PK.3. | With prompting and support, act out characters and events from a story or poem read aloud. ReadyRosie Funny Faces Making Connections PreK Toy Stories |
| FOCUS / COURSE | MA.RL.PK. | Pre-K Reading Standards for Literature [RL] |
| STRAND | Craft and Structure | |
| STANDARD / CONCEPT / SKILL | RL.PK.4. | With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud. (See pre-kindergarten Language Standards 4–6 on applying knowledge of vocabulary to reading.) ReadyRosie Book Bag Descriptions Reading a Book for the Second Time Recalling What Happened in a Story |
| STANDARD / CONCEPT / SKILL | RL.PK.6. | With prompting and support, “read” the illustrations in a picture book by describing a character or place depicted, or by telling how a sequence of events unfolds. ReadyRosie Itsy Bitsy Spider Illustrations Making Connections PreK Picture Walk Predictions Retelling the Story |
| FOCUS / COURSE | MA.RL.PK. | Pre-K Reading Standards for Literature [RL] |
| STRAND | Integration of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | RL.PK.7. | With prompting and support, make predictions about what happens next in a picture book after examining and discussing the illustrations. ReadyRosie Book Selection Picture Walk Predictions Predicting Vocabulary Retelling the Story Selecting Books |
| STANDARD / CONCEPT / SKILL | RL.PK.9. | With prompting and support, make connections between a story or poem and their own experiences. ReadyRosie Funny Reading Picture Walk Predictions |
| FOCUS / COURSE | MA.RL.PK. | Pre-K Reading Standards for Literature [RL] |
| STRAND | Range of Reading and Level of Text Complexity | |
| STANDARD / CONCEPT / SKILL | RL.PK.10. | Listen actively as an individual and as a member of a group to a variety of age-appropriate literature read aloud. ReadyRosie Stuffed Animal Stories |
| FOCUS / COURSE | MA.RI.PK. | Pre-K Reading Standards for Informational Text [RI] |
| STRAND | Key Ideas and Details | |
| STANDARD / CONCEPT / SKILL | RI.PK.1. | With prompting and support, ask and answer questions about an informational text read aloud. ReadyRosie Book Bag Descriptions Getting Information from Pictures Just the Facts Making Trail Mix |
| STANDARD / CONCEPT / SKILL | RI.PK.2. | With prompting and support, recall important facts from an informational text after hearing it read aloud. ReadyRosie All About My Day Just the Facts |
| STANDARD / CONCEPT / SKILL | RI.PK.3. | With prompting and support, represent or act out concepts learned from hearing an informational text read aloud (e.g., make a skyscraper out of blocks after listening to a book about cities or, following a read-aloud on animals, show how an elephant’s gait differs from a bunny’s hop). ReadyRosie Funny Faces |
| FOCUS / COURSE | MA.RI.PK. | Pre-K Reading Standards for Informational Text [RI] |
| STRAND | Craft and Structure | |
| STANDARD / CONCEPT / SKILL | RI.PK.4. | With prompting and support, ask and answer questions about unfamiliar words in an informational text read aloud. (See pre-kindergarten Language Standards 4–6 on applying knowledge of vocabulary to reading.) ReadyRosie Book Bag Descriptions Getting Information from Pictures Just the Facts Making Trail Mix |
| FOCUS / COURSE | MA.RI.PK. | Pre-K Reading Standards for Informational Text [RI] |
| STRAND | Integration of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | RI.PK.9. | With prompting and support, identify several books on a favorite topic or several books by a favorite author or illustrator. ReadyRosie Book Selection Reading Routines for Early Readers |
| FOCUS / COURSE | MA.RI.PK. | Pre-K Reading Standards for Informational Text [RI] |
| STRAND | Range of Reading and Level of Text Complexity | |
| STANDARD / CONCEPT / SKILL | RI.PK.10. | Listen actively as an individual and as a member of a group to a variety of age-appropriate informational texts read aloud. ReadyRosie Stuffed Animal Stories |
| FOCUS / COURSE | MA.RF.PK. | Pre-K Reading Standards for Foundational Skills [RF] |
| STRAND | Print Concepts | |
| STANDARD / CONCEPT / SKILL | RF.PK.1. | With guidance and support, demonstrate understanding of the organization and basic features of printed and written text: books, words, letters, and the alphabet. |
| INDICATOR | RF.PK.1.a. | Handle books respectfully and appropriately, holding them right-side-up and turning pages one at a time from front to back. ReadyRosie Chime In Funny Reading Reading with Jack and Jill Words on the Page |
| INDICATOR | RF.PK.1.d. | Recognize and name some uppercase letters of the alphabet and the lowercase letters in their own name. ReadyRosie Letter Hunt Letter Sort Looking for Letters in Ads Morning Message Name Game Reading the Grocery List Searching for Sounds at the Store Stomp the Letter Writing Names with Shaving Cream |
| FOCUS / COURSE | MA.RF.PK. | Pre-K Reading Standards for Foundational Skills [RF] |
| STRAND | Print Concepts | |
| STANDARD / CONCEPT / SKILL | RF.PK.2. | With guidance and support, demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| INDICATOR | RF.PK.2.a. | With guidance and support, recognize and produce rhyming words (e.g., identify words that rhyme with /cat/ such as /bat/ and /sat/). ReadyRosie Hopping Rhyming Little Bo Peep Substitutions Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| INDICATOR | RF.PK.2.b. | With guidance and support, segment words in a simple sentence by clapping and naming the number of words in the sentence. ReadyRosie Color Word Sentences Sentence Segmenting Words on the Page |
| INDICATOR | RF.PK.2.c. | Identify the initial sound of a spoken word and, with guidance and support, generate several other words that have the same initial sound. ReadyRosie Listen My Children Reading the Grocery List Searching for Sounds at the Store Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| FOCUS / COURSE | MA.RF.PK. | Pre-K Reading Standards for Foundational Skills [RF] |
| STRAND | Phonics and Word Recognition | |
| STANDARD / CONCEPT / SKILL | RF.PK.3. | Demonstrate beginning understanding of phonics and word analysis skills. |
| INDICATOR | RF.PK.3.a. | Link an initial sound to a picture of an object that begins with that sound and, with guidance and support, to the corresponding printed letter (e.g., link the initial sound /b/ to a picture of a ball and, with support, to a printed or written “B”). ReadyRosie Listen My Children Reading the Grocery List Searching for Sounds at the Store Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| INDICATOR | RF.PK.3.c. | Recognize their own name and familiar common signs and labels (e.g., STOP). ReadyRosie Kitchen Labeling Morning Message Name Game Shopping for Clothes Writing Names with Shaving Cream |
| FOCUS / COURSE | MA.W.PK. | Pre-K Writing Standards [W] |
| STRAND | Text Types and Purposes | |
| STANDARD / CONCEPT / SKILL | W.PK.1. | Dictate words to express a preference or opinion about a topic (e.g., “I would like to go to the fire station to see the truck and meet the firemen.”). ReadyRosie Making a Grocery List Stuffed Animal Stories Thank You Note Using a Menu to Order |
| STANDARD / CONCEPT / SKILL | W.PK.2. | Use a combination of dictating and drawing to supply information about a topic. ReadyRosie Detailed Drawing of a Face Itsy Bitsy Spider Illustrations Making a Grocery List Stuffed Animal Stories Thank You Note Using a Menu to Order |
| STANDARD / CONCEPT / SKILL | W.PK.3. | Use a combination of dictating and drawing to tell a story. ReadyRosie Detailed Drawing of a Face Itsy Bitsy Spider Illustrations Making a Grocery List Stuffed Animal Stories Thank You Note Using a Menu to Order |
| FOCUS / COURSE | MA.SL.PK. | Pre-K Speaking and Listening Standards [SL] |
| STRAND | Comprehension and Collaboration | |
| STANDARD / CONCEPT / SKILL | SL.PK.1. | Participate in collaborative conversations with diverse partners during daily routines and play. |
| INDICATOR | SL.PK.1.a. | Observe and use appropriate ways of interacting in a group (e.g., taking turns in talking, listening to peers, waiting to speak until another person is finished talking, asking questions and waiting for an answer, gaining the floor in appropriate ways). ReadyRosie Choosing the Right Voice Taking Turns What's for Dinner? Who Should We Ask? |
| FOCUS / COURSE | MA.SL.PK. | Pre-K Speaking and Listening Standards [SL] |
| STRAND | Comprehension and Collaboration | |
| STANDARD / CONCEPT / SKILL | SL.PK.2. | Recall information for short periods of time and retell, act out, or represent information from a text read aloud, a recording, or a video (e.g., watch a video about birds and their habitats and make drawings or constructions of birds and their nests). ReadyRosie Detailed Drawing of a Face Funny Faces Itsy Bitsy Spider Illustrations Stuffed Animal Stories Using a Menu to Order |
| STANDARD / CONCEPT / SKILL | SL.PK.3. | Ask and answer questions in order to seek help, get information, or clarify something that is not understood. ReadyRosie What's for Dinner? Who Should We Ask? |
| FOCUS / COURSE | MA.SL.PK. | Pre-K Speaking and Listening Standards [SL] |
| STRAND | Presentation of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | SL.PK.4. | Describe personal experiences; tell stories. ReadyRosie Grandparent Storytime Pantry Talk Description Pretending Together Putting Away the Groceries Table Riddles Yesterday, Today, Tomorrow Zoo in My Room |
| STANDARD / CONCEPT / SKILL | SL.PK.6. | Speak audibly and express thoughts, feelings, and ideas. ReadyRosie Choosing the Right Voice |
| FOCUS / COURSE | MA.L.PK. | Pre-K Language Standards [L] |
| STRAND | Conventions of Standard English | |
| STANDARD / CONCEPT / SKILL | L.PK.1. | Demonstrate command of the conventions of standard English grammar and usage when speaking. |
| INDICATOR | Sentence Structure and Meaning | |
| EXPECTATION | L.PK.1.a. | Demonstrate the ability to speak in complete sentences and to form questions using frequently occurring nouns, verbs, question words, and prepositions; name and use in context numbers 0–10 (see pre-kindergarten mathematics standards for Counting and Cardinality). ReadyRosie All Mixed Up I'm Thinking of an Animal What's for Dinner? Who Should We Ask? |
| FOCUS / COURSE | MA.L.PK. | Pre-K Language Standards [L] |
| STRAND | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPT / SKILL | L.PK.5. | With guidance and support from adults, explore word relationships and nuances in word meanings. |
| INDICATOR | L.PK.5.a. | Demonstrate understanding of concepts by sorting common objects into categories (e.g., sort objects by color, shape, texture). ReadyRosie Grocery Store Conversations How Many Can You Name? |
| INDICATOR | L.PK.5.c. | Apply words learned in classroom activities to real-life examples (e.g., name places in school that are fun, quiet, or noisy). ReadyRosie Grocery Store Conversations How can I help my child learn new words? I'm Thinking of an Animal Mystery Bag Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| FOCUS / COURSE | MA.L.PK. | Pre-K Language Standards [L] |
| STRAND | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPT / SKILL | L.PK.6. | Use words and phrases acquired through conversations, listening to books read aloud, activities, and play. ReadyRosie Grocery Store Conversations How can I help my child learn new words? I'm Thinking of an Animal Mystery Bag Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| Massachusetts Curriculum Frameworks |
| Mathematics |
| Grade: Pre K - Adopted: 2017 |
| FOCUS / COURSE | MA.MP. | Mathematical Practice |
| STRAND | MP.4. | Model with mathematics. ReadyRosie Decorating Cupcakes |
| FOCUS / COURSE | MA.PK.CC. | Counting and Cardinality |
| STRAND | PK.CC.A. | Know number names and the counting sequence. |
| STANDARD / CONCEPT / SKILL | PK.CC.A.1. | Listen to and say the names of numbers in meaningful contexts. ReadyRosie Crazy Counting Find My Number How Old Are You? Lily Pad Hop Numbers Everywhere Rub a Dub Counting |
| STANDARD / CONCEPT / SKILL | PK.CC.A.2. | Recognize and name written numerals 0–10. ReadyRosie Crazy Counting Find My Number How Old Are You? Lily Pad Hop Numbers Everywhere Rub a Dub Counting |
| FOCUS / COURSE | MA.PK.CC. | Counting and Cardinality |
| STRAND | PK.CC.B. | Count to tell the number of objects. |
| STANDARD / CONCEPT / SKILL | PK.CC.B.3. | Understand the relationships between numerals and quantities up to 10. ReadyRosie Adding Ice Candy Sort and Graph I Spy an Animal Lily Pad Hop My Age |
| FOCUS / COURSE | MA.PK.CC. | Counting and Cardinality |
| STRAND | PK.CC.C. | Compare numbers. |
| STANDARD / CONCEPT / SKILL | PK.CC.C.4. | Count many kinds of concrete objects and actions up to ten, using one-to-one correspondence, and accurately count as many as seven things in a scattered configuration. Recognize the “one more,” “one less” patterns. ReadyRosie Adding Ice How Many Can I Grab? How Many Feet? Three Little Animals |
| STANDARD / CONCEPT / SKILL | PK.CC.C.5. | Use comparative language, such as more/less than, equal to, to compare and describe collections of objects. ReadyRosie Adding Ice Sort and Graph Leaves |
| FOCUS / COURSE | MA.PK.OA. | Operations and Algebraic Thinking |
| STRAND | PK.OA.A. | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. |
| STANDARD / CONCEPT / SKILL | PK.OA.A.1. | Use concrete objects to model real-world addition (putting together) and subtraction (taking away) problems up through five. ReadyRosie All Done Decorating Cupcakes In My Pond, Part 1 In My Pond, Part 2 Packing for Our Trip Three Little Animals |
| FOCUS / COURSE | MA.PK.MD. | Measurement and Data |
| STRAND | PK.MD.A. | Describe and compare measurable attributes. |
| STANDARD / CONCEPT / SKILL | PK.MD.A.1. | Recognize the attributes of length, area, weight, and capacity of everyday objects using appropriate vocabulary (e.g., long, short, tall, heavy, light, big, small, wide, narrow). ReadyRosie Bookcase Problem Fill Up the Cup Grocery Store Weights Leap Frog Measure Making Trail Mix Near and Far Strawberries for a Picnic |
| STANDARD / CONCEPT / SKILL | PK.MD.A.2. | Compare the attributes of length and weight for two objects, including longer/shorter, same length; heavier/lighter, same weight; holds more/less, holds the same amount. ReadyRosie Bookcase Problem Fill Up the Cup Grocery Store Weights How Many Can I Grab? Leap Frog Measure Measuring the Table Near and Far |
| FOCUS / COURSE | MA.PK.MD. | Measurement and Data |
| STRAND | PK.MD.B. | Classify objects and count the number of objects in each category. |
| STANDARD / CONCEPT / SKILL | PK.MD.B.3. | Sort, categorize, and classify objects by more than one attribute. ReadyRosie Candy Sort and Graph Dino Dig I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| FOCUS / COURSE | MA.PK.MD. | Measurement and Data |
| STRAND | PK.MD.C. | Work with money. |
| STANDARD / CONCEPT / SKILL | PK.MD.C.4. | Recognize that certain objects are coins and that dollars and coins represent money. ReadyRosie I Spy a Coin |
| FOCUS / COURSE | MA.PK.G. | Geometry |
| STRAND | PK.G.A. | Identify and describe shapes (squares, circles, triangles, rectangles). |
| STANDARD / CONCEPT / SKILL | PK.G.A.1. | Identify relative positions of objects in space, and use appropriate language (e.g., beside, inside, next to, close to, above, below, apart). ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Mirror, Mirror Near and Far Stuffed Animal Olympics Treasure Map |
| STANDARD / CONCEPT / SKILL | PK.G.A.2. | Identify various two-dimensional shapes using appropriate language. ReadyRosie Finger Shapes Guess My Shape Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| FOCUS / COURSE | MA.PK.G. | Geometry |
| STRAND | PK.G.B. | Analyze, compare, create, and compose shapes. |
| STANDARD / CONCEPT / SKILL | PK.G.B.3. | Create and represent three-dimensional shapes (ball/sphere, square box/cube, tube/cylinder) using various manipulative materials (such as Popsicle sticks, blocks, pipe cleaners, pattern blocks). ReadyRosie Building Houses Pantry Sort 1 Pantry Sort 2 |
| Massachusetts Curriculum Frameworks |
| Science |
| Grade: Pre K - Adopted: 2016 |
| FOCUS / COURSE | MA.PreK-LS. | Pre-K: Life Science |
| STRAND | LS1. | From Molecules to Organisms: Structures and Processes |
| STANDARD / CONCEPT / SKILL | PreK-LS1-1(MA). | Compare, using descriptions and drawings, the external body parts of animals (including humans) and plants and explain functions of some of the observable body parts. ReadyRosie I'm Thinking of an Animal |
| FOCUS / COURSE | MA.PreK-PS. | Pre-K: Physical Sciences |
| STRAND | PS1. | Matter and Its Interactions |
| STANDARD / CONCEPT / SKILL | PreK-PS1-2(MA). | Investigate natural and human-made objects to describe, compare, sort, and classify objects based on observable physical characteristics, uses, and whether something is manufactured or occurs in nature. ReadyRosie Sink or Float |