Missouri Learning Standards (Infant)
| Main Criteria: Missouri Learning Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grades: Ages Birth to 12 months, Ages 13 to 24 months, Ages 25 to 36 months | ||
| Correlation Options: Show Correlated | ||
| Missouri Learning Standards |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2013 |
| STRAND: BIG IDEA / STANDARD | MO.I. | Approaches to Learning |
| CONCEPT: GLE / BENCHMARK | I.A. | Approaches to Learning |
| GLE / COMPONENT | I.A.1. | Shows curiosity |
| INDICATOR / PROFICIENCY | I.A.1.b. | Shows interest in learning new things ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STRAND: BIG IDEA / STANDARD | MO.I. | Approaches to Learning |
| CONCEPT: GLE / BENCHMARK | I.A. | Approaches to Learning |
| GLE / COMPONENT | I.A.3. | Exhibits creativity and inventiveness |
| INDICATOR / PROFICIENCY | I.A.3.a. | Tries new ways of doing things ReadyRosie Do You See Me? Kicking Paper Supported Standing Touch and Taste Which Toy? |
| STRAND: BIG IDEA / STANDARD | MO.I. | Approaches to Learning |
| CONCEPT: GLE / BENCHMARK | I.A. | Approaches to Learning |
| GLE / COMPONENT | I.A.4. | Shows confidence |
| INDICATOR / PROFICIENCY | I.A.4.b. | Views self as competent and has a positive self-image ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STRAND: BIG IDEA / STANDARD | MO.I. | Approaches to Learning |
| CONCEPT: GLE / BENCHMARK | I.A. | Approaches to Learning |
| GLE / COMPONENT | I.A.5. | Displays persistence |
| INDICATOR / PROFICIENCY | I.A.5.a. | Sustains attention to a task or activity appropriate for his or her age ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| INDICATOR / PROFICIENCY | I.A.5.b. | Pursues challenges ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STRAND: BIG IDEA / STANDARD | MO.I. | Approaches to Learning |
| CONCEPT: GLE / BENCHMARK | I.A. | Approaches to Learning |
| GLE / COMPONENT | I.A.6. | Uses problem-solving skills |
| INDICATOR / PROFICIENCY | I.A.6.a. | Tries to solve problems ReadyRosie Do You See Me? Kicking Paper Supported Standing Touch and Taste Which Toy? |
| STRAND: BIG IDEA / STANDARD | MO.II. | Social and Emotional Development |
| CONCEPT: GLE / BENCHMARK | II.A. | Knowledge of Self |
| GLE / COMPONENT | II.A.2. | Manages feelings and behavior |
| INDICATOR / PROFICIENCY | II.A.2.b. | Participates in care and learning routines ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STRAND: BIG IDEA / STANDARD | MO.II. | Social and Emotional Development |
| CONCEPT: GLE / BENCHMARK | II.B. | Knowledge of Others |
| GLE / COMPONENT | II.B.1. | Builds relationships |
| INDICATOR / PROFICIENCY | II.B.1.a. | Develops secure attachment relationships with caregivers ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STRAND: BIG IDEA / STANDARD | MO.III. | Physical Development, Health and Safety |
| CONCEPT: GLE / BENCHMARK | III.A. | Physical Development |
| GLE / COMPONENT | III.A.2. | Uses Fine Motor Skills with Purpose and Control |
| INDICATOR / PROFICIENCY | III.A.2.a. | Uses fingers and hands to accomplish fine motor tasks ReadyRosie Grasp and Grab Touch and Taste |
| INDICATOR / PROFICIENCY | III.A.2.c. | Exhibits coordination of facial muscles ReadyRosie Snuggle Close |
| STRAND: BIG IDEA / STANDARD | MO.III. | Physical Development, Health and Safety |
| CONCEPT: GLE / BENCHMARK | III.A. | Physical Development |
| GLE / COMPONENT | III.A.3. | Responds to Sensory Input to Function in the Environment |
| INDICATOR / PROFICIENCY | III.A.3.a. | Exhibits sensory awareness ReadyRosie Bath Time Fun Two on Me and You |
| INDICATOR / PROFICIENCY | III.A.3.b. | Exhibits body awareness ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| STRAND: BIG IDEA / STANDARD | MO.III. | Physical Development, Health and Safety |
| CONCEPT: GLE / BENCHMARK | III.C. | Safety |
| GLE / COMPONENT | III.C.1. | Practices safe behaviors |
| INDICATOR / PROFICIENCY | III.C.1.a. | Engages an adult for help ReadyRosie How can I get my child to listen to me? |
| STRAND: BIG IDEA / STANDARD | MO.IV. | Language and Literacy |
| CONCEPT: GLE / BENCHMARK | XXX. | Communication and Language |
| GLE / COMPONENT | IV.A. | Symbolic Development |
| INDICATOR / PROFICIENCY | IV.A.1. | Represents feelings and ideas in a variety of ways |
| INDICATOR | IV.A.1.c. | Represents feelings and ideas through music ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| STRAND: BIG IDEA / STANDARD | MO.IV. | Language and Literacy |
| CONCEPT: GLE / BENCHMARK | XXX. | Communication and Language |
| GLE / COMPONENT | IV.B. | Listening and Understanding (Receptive Language) |
| INDICATOR / PROFICIENCY | IV.B.1. | Listens for different purposes |
| INDICATOR | IV.B.1.b. | Listens to sounds in the environment ReadyRosie Bath Time Fun Two on Me and You |
| STRAND: BIG IDEA / STANDARD | MO.IV. | Language and Literacy |
| CONCEPT: GLE / BENCHMARK | XXX. | Communication and Language |
| GLE / COMPONENT | IV.C. | Speaking (Expressive Language) |
| INDICATOR / PROFICIENCY | IV.C.1. | Uses language to communicate |
| INDICATOR | IV.C.1.b. | Communicates, verbally, or with gestures in home language ReadyRosie Lunchtime Language |
| STRAND: BIG IDEA / STANDARD | MO.IV. | Language and Literacy |
| CONCEPT: GLE / BENCHMARK | XXX. | Communication and Language |
| GLE / COMPONENT | IV.C. | Speaking (Expressive Language) |
| INDICATOR / PROFICIENCY | IV.C.2. | Develops and expands vocabulary |
| INDICATOR | IV.C.2.a. | Learns new words ReadyRosie How can I help my child learn new words? |
| INDICATOR | IV.C.2.b. | Communicates, verbally, or with signs, in home language ReadyRosie Lunchtime Language |
| STRAND: BIG IDEA / STANDARD | MO.IV. | Language and Literacy |
| CONCEPT: GLE / BENCHMARK | XXX. | Literacy |
| GLE / COMPONENT | IV.D. | Reading |
| INDICATOR / PROFICIENCY | IV.D.1. | Applies early reading skills |
| INDICATOR | IV.D.1.a. | Shows interest in books ReadyRosie Animal Noises Reading Routines for Early Readers |
| STRAND: BIG IDEA / STANDARD | MO.IV. | Language and Literacy |
| CONCEPT: GLE / BENCHMARK | XXX. | Literacy |
| GLE / COMPONENT | IV.D. | Reading |
| INDICATOR / PROFICIENCY | IV.D.3. | Attends to sounds in language (phonological awareness) |
| INDICATOR | IV.D.3.a. | Shows interest in sounds of language and those in the environment ReadyRosie Grocery List |
| STRAND: BIG IDEA / STANDARD | MO.V. | Mathematics |
| CONCEPT: GLE / BENCHMARK | V.A. | Counting and Cardinality |
| GLE / COMPONENT | V.A.1. | Uses number to show quantity |
| INDICATOR / PROFICIENCY | V.A.1.a. | Shows interest in counting and quantity ReadyRosie Table Taps |
| INDICATOR / PROFICIENCY | V.A.1.b. | Participates in experiences that involve counting ReadyRosie Table Taps |
| STRAND: BIG IDEA / STANDARD | MO.VIII. | Expressive Arts |
| CONCEPT: GLE / BENCHMARK | VIII.A. | Music and Movement |
| GLE / COMPONENT | VIII.A.2. | Explores music and movement |
| INDICATOR / PROFICIENCY | VIII.A.2.a. | Explores and experiments with a range of media through sensory exploration and using whole body ReadyRosie I can't sing. How can I sing to my baby? |
| INDICATOR / PROFICIENCY | VIII.A.2.b. | Uses the body to create sounds, move to music and express oneself ReadyRosie I can't sing. How can I sing to my baby? |
| Missouri Learning Standards |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2013 |
| STRAND: BIG IDEA / STANDARD | MO.I. | Approaches to Learning |
| CONCEPT: GLE / BENCHMARK | I.A. | Approaches to Learning |
| GLE / COMPONENT | I.A.1. | Shows curiosity |
| INDICATOR / PROFICIENCY | I.A.1.a. | Expresses interest in people ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| INDICATOR / PROFICIENCY | I.A.1.b. | Shows interest in learning new things ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STRAND: BIG IDEA / STANDARD | MO.I. | Approaches to Learning |
| CONCEPT: GLE / BENCHMARK | I.A. | Approaches to Learning |
| GLE / COMPONENT | I.A.2. | Takes initiative |
| INDICATOR / PROFICIENCY | I.A.2.a. | Initiates interactions with others ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| STRAND: BIG IDEA / STANDARD | MO.I. | Approaches to Learning |
| CONCEPT: GLE / BENCHMARK | I.A. | Approaches to Learning |
| GLE / COMPONENT | I.A.3. | Exhibits creativity and inventiveness |
| INDICATOR / PROFICIENCY | I.A.3.a. | Tries new ways of doing things ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Dump and Pick Up Take Along Toy Tube Chute Walk the Line |
| STRAND: BIG IDEA / STANDARD | MO.I. | Approaches to Learning |
| CONCEPT: GLE / BENCHMARK | I.A. | Approaches to Learning |
| GLE / COMPONENT | I.A.4. | Shows confidence |
| INDICATOR / PROFICIENCY | I.A.4.a. | Expresses his or her own ideas and opinions ReadyRosie Happy Birthday to You Point and Learn This or That |
| INDICATOR / PROFICIENCY | I.A.4.b. | Views self as competent and has a positive self-image ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STRAND: BIG IDEA / STANDARD | MO.I. | Approaches to Learning |
| CONCEPT: GLE / BENCHMARK | I.A. | Approaches to Learning |
| GLE / COMPONENT | I.A.5. | Displays persistence |
| INDICATOR / PROFICIENCY | I.A.5.a. | Sustains attention to a task or activity appropriate for his or her age ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| INDICATOR / PROFICIENCY | I.A.5.b. | Pursues challenges ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STRAND: BIG IDEA / STANDARD | MO.I. | Approaches to Learning |
| CONCEPT: GLE / BENCHMARK | I.A. | Approaches to Learning |
| GLE / COMPONENT | I.A.6. | Uses problem-solving skills |
| INDICATOR / PROFICIENCY | I.A.6.a. | Tries to solve problems ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Dump and Pick Up Take Along Toy Tube Chute Walk the Line |
| STRAND: BIG IDEA / STANDARD | MO.II. | Social and Emotional Development |
| CONCEPT: GLE / BENCHMARK | II.A. | Knowledge of Self |
| GLE / COMPONENT | II.A.2. | Manages feelings and behavior |
| INDICATOR / PROFICIENCY | II.A.2.b. | Participates in care and learning routines ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| INDICATOR / PROFICIENCY | II.A.2.c. | Expresses feelings and emotions ReadyRosie Reading Emotions |
| STRAND: BIG IDEA / STANDARD | MO.II. | Social and Emotional Development |
| CONCEPT: GLE / BENCHMARK | II.B. | Knowledge of Others |
| GLE / COMPONENT | II.B.1. | Builds relationships |
| INDICATOR / PROFICIENCY | II.B.1.a. | Develops secure attachment relationships with caregivers ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| INDICATOR / PROFICIENCY | II.B.1.b. | Develops relationships with others ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| STRAND: BIG IDEA / STANDARD | MO.III. | Physical Development, Health and Safety |
| CONCEPT: GLE / BENCHMARK | III.A. | Physical Development |
| GLE / COMPONENT | III.A.1. | Uses Gross Motor Skills with Purpose and Collaboration |
| INDICATOR / PROFICIENCY | III.A.1.a. | Controls body movements ReadyRosie Baby Basketball |
| INDICATOR / PROFICIENCY | III.A.1.b. | Uses large muscle movement to manipulate objects ReadyRosie Baby Basketball |
| INDICATOR / PROFICIENCY | III.A.1.c. | Moves from one point to another ReadyRosie Baby Basketball |
| STRAND: BIG IDEA / STANDARD | MO.III. | Physical Development, Health and Safety |
| CONCEPT: GLE / BENCHMARK | III.A. | Physical Development |
| GLE / COMPONENT | III.A.2. | Uses Fine Motor Skills with Purpose and Control |
| INDICATOR / PROFICIENCY | III.A.2.a. | Uses fingers and hands to accomplish fine motor tasks ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STRAND: BIG IDEA / STANDARD | MO.III. | Physical Development, Health and Safety |
| CONCEPT: GLE / BENCHMARK | III.A. | Physical Development |
| GLE / COMPONENT | III.A.3. | Responds to Sensory Input to Function in the Environment |
| INDICATOR / PROFICIENCY | III.A.3.a. | Exhibits sensory awareness ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| INDICATOR / PROFICIENCY | III.A.3.b. | Exhibits body awareness ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| STRAND: BIG IDEA / STANDARD | MO.III. | Physical Development, Health and Safety |
| CONCEPT: GLE / BENCHMARK | III.C. | Safety |
| GLE / COMPONENT | III.C.1. | Practices safe behaviors |
| INDICATOR / PROFICIENCY | III.C.1.a. | Engages an adult for help ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND: BIG IDEA / STANDARD | MO.IV. | Language and Literacy |
| CONCEPT: GLE / BENCHMARK | XXX. | Communication and Language |
| GLE / COMPONENT | IV.A. | Symbolic Development |
| INDICATOR / PROFICIENCY | IV.A.1. | Represents feelings and ideas in a variety of ways |
| INDICATOR | IV.A.1.a. | Represents feelings and ideas through pretend play ReadyRosie Bear Bath Tea Party |
| INDICATOR | IV.A.1.c. | Represents feelings and ideas through music ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| STRAND: BIG IDEA / STANDARD | MO.IV. | Language and Literacy |
| CONCEPT: GLE / BENCHMARK | XXX. | Communication and Language |
| GLE / COMPONENT | IV.B. | Listening and Understanding (Receptive Language) |
| INDICATOR / PROFICIENCY | IV.B.1. | Listens for different purposes |
| INDICATOR | IV.B.1.b. | Listens to sounds in the environment ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| STRAND: BIG IDEA / STANDARD | MO.IV. | Language and Literacy |
| CONCEPT: GLE / BENCHMARK | XXX. | Communication and Language |
| GLE / COMPONENT | IV.C. | Speaking (Expressive Language) |
| INDICATOR / PROFICIENCY | IV.C.1. | Uses language to communicate |
| INDICATOR | IV.C.1.b. | Communicates, verbally, or with gestures in home language ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Snack Time Speech Talk and Play |
| STRAND: BIG IDEA / STANDARD | MO.IV. | Language and Literacy |
| CONCEPT: GLE / BENCHMARK | XXX. | Communication and Language |
| GLE / COMPONENT | IV.C. | Speaking (Expressive Language) |
| INDICATOR / PROFICIENCY | IV.C.2. | Develops and expands vocabulary |
| INDICATOR | IV.C.2.a. | Learns new words ReadyRosie How can I help my child learn new words? |
| INDICATOR | IV.C.2.b. | Communicates, verbally, or with signs, in home language ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Snack Time Speech Talk and Play |
| STRAND: BIG IDEA / STANDARD | MO.IV. | Language and Literacy |
| CONCEPT: GLE / BENCHMARK | XXX. | Literacy |
| GLE / COMPONENT | IV.D. | Reading |
| INDICATOR / PROFICIENCY | IV.D.1. | Applies early reading skills |
| INDICATOR | IV.D.1.a. | Shows interest in books ReadyRosie Look at the Book Reading Emotions Reading Routines for Early Readers |
| STRAND: BIG IDEA / STANDARD | MO.IV. | Language and Literacy |
| CONCEPT: GLE / BENCHMARK | XXX. | Literacy |
| GLE / COMPONENT | IV.E. | Writing |
| INDICATOR / PROFICIENCY | IV.E.1. | Uses writing as a means of expression/communication |
| INDICATOR | IV.E.1.a. | Experiments with writing tools and materials ReadyRosie Color with Me |
| STRAND: BIG IDEA / STANDARD | MO.VIII. | Expressive Arts |
| CONCEPT: GLE / BENCHMARK | VIII.A. | Music and Movement |
| GLE / COMPONENT | VIII.A.2. | Explores music and movement |
| INDICATOR / PROFICIENCY | VIII.A.2.a. | Explores and experiments with a range of media through sensory exploration and using whole body ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| INDICATOR / PROFICIENCY | VIII.A.2.b. | Uses the body to create sounds, move to music and express oneself ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| STRAND: BIG IDEA / STANDARD | MO.VIII. | Expressive Arts |
| CONCEPT: GLE / BENCHMARK | VIII.B. | Visual Arts |
| GLE / COMPONENT | VIII.B.2. | Explores visual arts |
| INDICATOR / PROFICIENCY | VIII.B.2.a. | Explores and experiments with a range of media through sensory exploration and using whole body ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| STRAND: BIG IDEA / STANDARD | MO.VIII. | Expressive Arts |
| CONCEPT: GLE / BENCHMARK | VIII.C. | Drama |
| GLE / COMPONENT | VIII.C.2. | Explores dramatic arts |
| INDICATOR / PROFICIENCY | VIII.C.2.a. | Explores and experiments with a range of media through sensory exploration and using whole body ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| INDICATOR / PROFICIENCY | VIII.C.2.b. | Expresses self through physical action and sound ReadyRosie Bear Bath |
| INDICATOR / PROFICIENCY | VIII.C.2.d. | Begins to make-believe by pretending ReadyRosie Bear Bath Tea Party |
| Missouri Learning Standards |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2013 |
| STRAND: BIG IDEA / STANDARD | MO.I. | Approaches to Learning |
| CONCEPT: GLE / BENCHMARK | I.A. | Approaches to Learning |
| GLE / COMPONENT | I.A.1. | Shows curiosity |
| INDICATOR / PROFICIENCY | I.A.1.a. | Expresses interest in people ReadyRosie Catch! Ring Around the Rosie |
| INDICATOR / PROFICIENCY | I.A.1.b. | Shows interest in learning new things ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STRAND: BIG IDEA / STANDARD | MO.I. | Approaches to Learning |
| CONCEPT: GLE / BENCHMARK | I.A. | Approaches to Learning |
| GLE / COMPONENT | I.A.2. | Takes initiative |
| INDICATOR / PROFICIENCY | I.A.2.a. | Initiates interactions with others ReadyRosie Catch! Ring Around the Rosie |
| STRAND: BIG IDEA / STANDARD | MO.I. | Approaches to Learning |
| CONCEPT: GLE / BENCHMARK | I.A. | Approaches to Learning |
| GLE / COMPONENT | I.A.3. | Exhibits creativity and inventiveness |
| INDICATOR / PROFICIENCY | I.A.3.a. | Tries new ways of doing things ReadyRosie Counting Collection Drum Patterns Fast, Slow Hooray Parfait I Can Do It All By Myself Nature Walk and Talk Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| STRAND: BIG IDEA / STANDARD | MO.I. | Approaches to Learning |
| CONCEPT: GLE / BENCHMARK | I.A. | Approaches to Learning |
| GLE / COMPONENT | I.A.4. | Shows confidence |
| INDICATOR / PROFICIENCY | I.A.4.b. | Views self as competent and has a positive self-image ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STRAND: BIG IDEA / STANDARD | MO.I. | Approaches to Learning |
| CONCEPT: GLE / BENCHMARK | I.A. | Approaches to Learning |
| GLE / COMPONENT | I.A.5. | Displays persistence |
| INDICATOR / PROFICIENCY | I.A.5.a. | Sustains attention to a task or activity appropriate for his or her age ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| INDICATOR / PROFICIENCY | I.A.5.b. | Pursues challenges ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STRAND: BIG IDEA / STANDARD | MO.I. | Approaches to Learning |
| CONCEPT: GLE / BENCHMARK | I.A. | Approaches to Learning |
| GLE / COMPONENT | I.A.6. | Uses problem-solving skills |
| INDICATOR / PROFICIENCY | I.A.6.a. | Tries to solve problems ReadyRosie Counting Collection Drum Patterns Fast, Slow Hooray Parfait I Can Do It All By Myself Nature Walk and Talk Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| STRAND: BIG IDEA / STANDARD | MO.II. | Social and Emotional Development |
| CONCEPT: GLE / BENCHMARK | II.A. | Knowledge of Self |
| GLE / COMPONENT | II.A.1. | Exhibits self-awareness and self-confidence |
| INDICATOR / PROFICIENCY | II.A.1.a. | Differentiates self from others ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| STRAND: BIG IDEA / STANDARD | MO.II. | Social and Emotional Development |
| CONCEPT: GLE / BENCHMARK | II.A. | Knowledge of Self |
| GLE / COMPONENT | II.A.2. | Manages feelings and behavior |
| INDICATOR / PROFICIENCY | II.A.2.b. | Participates in care and learning routines ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STRAND: BIG IDEA / STANDARD | MO.II. | Social and Emotional Development |
| CONCEPT: GLE / BENCHMARK | II.B. | Knowledge of Others |
| GLE / COMPONENT | II.B.1. | Builds relationships |
| INDICATOR / PROFICIENCY | II.B.1.a. | Develops secure attachment relationships with caregivers ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| INDICATOR / PROFICIENCY | II.B.1.b. | Develops relationships with others ReadyRosie Catch! Ring Around the Rosie |
| STRAND: BIG IDEA / STANDARD | MO.III. | Physical Development, Health and Safety |
| CONCEPT: GLE / BENCHMARK | III.A. | Physical Development |
| GLE / COMPONENT | III.A.2. | Uses Fine Motor Skills with Purpose and Control |
| INDICATOR / PROFICIENCY | III.A.2.a. | Uses fingers and hands to accomplish fine motor tasks ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| STRAND: BIG IDEA / STANDARD | MO.III. | Physical Development, Health and Safety |
| CONCEPT: GLE / BENCHMARK | III.A. | Physical Development |
| GLE / COMPONENT | III.A.3. | Responds to Sensory Input to Function in the Environment |
| INDICATOR / PROFICIENCY | III.A.3.a. | Exhibits sensory awareness ReadyRosie Fast, Slow Playdough Lengths |
| INDICATOR / PROFICIENCY | III.A.3.b. | Exhibits body awareness ReadyRosie Bear Hunt |
| STRAND: BIG IDEA / STANDARD | MO.III. | Physical Development, Health and Safety |
| CONCEPT: GLE / BENCHMARK | III.B. | Health and Self-Care |
| GLE / COMPONENT | III.B.1. | Practices healthy behaviors |
| INDICATOR / PROFICIENCY | III.B.1.a. | Participates in healthy care routines with adults ReadyRosie I Can Do It All By Myself |
| STRAND: BIG IDEA / STANDARD | MO.III. | Physical Development, Health and Safety |
| CONCEPT: GLE / BENCHMARK | III.C. | Safety |
| GLE / COMPONENT | III.C.1. | Practices safe behaviors |
| INDICATOR / PROFICIENCY | III.C.1.a. | Engages an adult for help ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND: BIG IDEA / STANDARD | MO.IV. | Language and Literacy |
| CONCEPT: GLE / BENCHMARK | XXX. | Communication and Language |
| GLE / COMPONENT | IV.A. | Symbolic Development |
| INDICATOR / PROFICIENCY | IV.A.1. | Represents feelings and ideas in a variety of ways |
| INDICATOR | IV.A.1.a. | Represents feelings and ideas through pretend play ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| INDICATOR | IV.A.1.c. | Represents feelings and ideas through music ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| STRAND: BIG IDEA / STANDARD | MO.IV. | Language and Literacy |
| CONCEPT: GLE / BENCHMARK | XXX. | Communication and Language |
| GLE / COMPONENT | IV.B. | Listening and Understanding (Receptive Language) |
| INDICATOR / PROFICIENCY | IV.B.1. | Listens for different purposes |
| INDICATOR | IV.B.1.a. | Listens to others ReadyRosie Stuck on You Tell Me About It! |
| INDICATOR | IV.B.1.b. | Listens to sounds in the environment ReadyRosie Fast, Slow Playdough Lengths |
| STRAND: BIG IDEA / STANDARD | MO.IV. | Language and Literacy |
| CONCEPT: GLE / BENCHMARK | XXX. | Communication and Language |
| GLE / COMPONENT | IV.C. | Speaking (Expressive Language) |
| INDICATOR / PROFICIENCY | IV.C.1. | Uses language to communicate |
| INDICATOR | IV.C.1.b. | Communicates, verbally, or with gestures in home language ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| STRAND: BIG IDEA / STANDARD | MO.IV. | Language and Literacy |
| CONCEPT: GLE / BENCHMARK | XXX. | Communication and Language |
| GLE / COMPONENT | IV.C. | Speaking (Expressive Language) |
| INDICATOR / PROFICIENCY | IV.C.2. | Develops and expands vocabulary |
| INDICATOR | IV.C.2.a. | Learns new words ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You |
| INDICATOR | IV.C.2.b. | Communicates, verbally, or with signs, in home language ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| STRAND: BIG IDEA / STANDARD | MO.IV. | Language and Literacy |
| CONCEPT: GLE / BENCHMARK | XXX. | Literacy |
| GLE / COMPONENT | IV.D. | Reading |
| INDICATOR / PROFICIENCY | IV.D.1. | Applies early reading skills |
| INDICATOR | IV.D.1.a. | Shows interest in books ReadyRosie Book Chats Book Walk Bring Me the Book Magazine Picture Walk Reading Routines for Early Readers Stop and Go Tips for helping your child love reading |
| STRAND: BIG IDEA / STANDARD | MO.IV. | Language and Literacy |
| CONCEPT: GLE / BENCHMARK | XXX. | Literacy |
| GLE / COMPONENT | IV.E. | Writing |
| INDICATOR / PROFICIENCY | IV.E.1. | Uses writing as a means of expression/communication |
| INDICATOR | IV.E.1.a. | Experiments with writing tools and materials ReadyRosie Copy Me Paint your Name Secret Message |
| STRAND: BIG IDEA / STANDARD | MO.V. | Mathematics |
| CONCEPT: GLE / BENCHMARK | V.A. | Counting and Cardinality |
| GLE / COMPONENT | V.A.1. | Uses number to show quantity |
| INDICATOR / PROFICIENCY | V.A.1.a. | Shows interest in counting and quantity ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| INDICATOR / PROFICIENCY | V.A.1.b. | Participates in experiences that involve counting ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| STRAND: BIG IDEA / STANDARD | MO.VII. | Understanding the World |
| CONCEPT: GLE / BENCHMARK | VII.A. | Family |
| GLE / COMPONENT | VII.A.1. | Explores family |
| INDICATOR / PROFICIENCY | VII.A.1.a. | Recognizes and is interested in family ReadyRosie Tips for storytelling: Story ideas |
| STRAND: BIG IDEA / STANDARD | MO.VII. | Understanding the World |
| CONCEPT: GLE / BENCHMARK | VII.B. | People and Communities |
| GLE / COMPONENT | VII.B.1. | Shows interest in people and the community |
| INDICATOR / PROFICIENCY | VII.B.1.a. | Recognizes and is interested in other supportive people ReadyRosie Tips for storytelling: Story ideas |
| STRAND: BIG IDEA / STANDARD | MO.VIII. | Expressive Arts |
| CONCEPT: GLE / BENCHMARK | VIII.A. | Music and Movement |
| GLE / COMPONENT | VIII.A.2. | Explores music and movement |
| INDICATOR / PROFICIENCY | VIII.A.2.a. | Explores and experiments with a range of media through sensory exploration and using whole body ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| INDICATOR / PROFICIENCY | VIII.A.2.b. | Uses the body to create sounds, move to music and express oneself ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| STRAND: BIG IDEA / STANDARD | MO.VIII. | Expressive Arts |
| CONCEPT: GLE / BENCHMARK | VIII.B. | Visual Arts |
| GLE / COMPONENT | VIII.B.1. | Shows interest in visual arts |
| INDICATOR / PROFICIENCY | VIII.B.1.a. | Shows visual interest and engagement in surroundings ReadyRosie Copy Me Recycled Play |
| STRAND: BIG IDEA / STANDARD | MO.VIII. | Expressive Arts |
| CONCEPT: GLE / BENCHMARK | VIII.B. | Visual Arts |
| GLE / COMPONENT | VIII.B.2. | Explores visual arts |
| INDICATOR / PROFICIENCY | VIII.B.2.a. | Explores and experiments with a range of media through sensory exploration and using whole body ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| INDICATOR / PROFICIENCY | VIII.B.2.b. | Shows an interest in mark making or creative art ReadyRosie Copy Me Recycled Play |
| STRAND: BIG IDEA / STANDARD | MO.VIII. | Expressive Arts |
| CONCEPT: GLE / BENCHMARK | VIII.C. | Drama |
| GLE / COMPONENT | VIII.C.2. | Explores dramatic arts |
| INDICATOR / PROFICIENCY | VIII.C.2.a. | Explores and experiments with a range of media through sensory exploration and using whole body ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| INDICATOR / PROFICIENCY | VIII.C.2.b. | Expresses self through physical action and sound ReadyRosie Banana Phonana |
| INDICATOR / PROFICIENCY | VIII.C.2.c. | Begins to use representation to communicate ReadyRosie Copy Me Recycled Play |
| INDICATOR / PROFICIENCY | VIII.C.2.d. | Begins to make-believe by pretending ReadyRosie Banana Phonana Drum Patterns Recycled Play Tips for helping your child love reading Toy Car Wash Vroom! Vroom! |