Nebraska Core Academic Content Standards (Pre-K)
| Main Criteria: Nebraska Core Academic Content Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grade: Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| Nebraska Core Academic Content Standards |
| Early Childhood Education |
| Grade: Ages 3-5 - Adopted: 2018 |
| CONTENT STANDARD | NE.3-4.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| STRAND | Self Concept | |
| INDICATOR | 3-4.SE.01. | Develops self-awareness and sense of self |
| STRAND | 3-4.SE.01.a. | Refers to self by first and last name and identifies some personal characteristics (e.g., gender, hair color) ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| STRAND | 3-4.SE.01.b. | Introduces self and family members to others ReadyRosie Tips for storytelling: Story ideas |
| STRAND | 3-4.SE.01.c. | Describes themselves in terms of basic preferences ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| STRAND | 3-4.SE.01.e. | Shows growing independence in a range of activities, routines, and tasks ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT STANDARD | NE.3-4.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| STRAND | Self Control | |
| INDICATOR | 3-4.SE.02. | Manages emotions with increasing independence |
| STRAND | 3-4.SE.02.a. | Recognizes and describes a wide range of feelings including the primary emotions ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| STRAND | 3-4.SE.02.c. | Follows simple program rules, routines, and directions with few reminders ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STRAND | 3-4.SE.02.d. | Shows awareness and responds appropriately to the feelings of others ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| CONTENT STANDARD | NE.3-4.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| STRAND | Cooperation and Prosocial Behavior | |
| INDICATOR | 3-4.SE.03. | Develops foundational skills to support cooperation and prosocial behavior |
| STRAND | 3-4.SE.03.a. | Seeks out other children with whom to play ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND | 3-4.SE.03.b. | Waits to take turn in an activity ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND | 3-4.SE.03.c. | Demonstrates understanding of sharing ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND | 3-4.SE.03.d. | Uses appropriate communication skills to initiate or join classroom activities ReadyRosie How can I stop my kids from fighting? |
| STRAND | 3-4.SE.03.e. | Shows empathy for physically hurt or emotionally upset child ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| STRAND | 3-4.SE.03.f. | Increases use of language skills instead of physical force to resolve conflicts ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| CONTENT STANDARD | NE.3-4.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| STRAND | Social Relationships | |
| INDICATOR | 3-4.SE.04. | Shows interest in, interacts with, and develops personal relationships with others |
| STRAND | 3-4.SE.04.a. | Responds to adults’ questions ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| STRAND | 3-4.SE.04.b. | Shares by taking turns with materials and toys with other children ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND | 3-4.SE.04.c. | Engages in cooperative play with others (may require adult guidance) ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND | 3-4.SE.04.e. | Suggests solutions to conflicts with adult guidance and support ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| STRAND | 3-4.SE.04.f. | Uses words to express anger, such as “I don’t like it when you push me!” or “That makes me mad!” ReadyRosie How should I handle temper tantrums? Talking About Your Feelings |
| CONTENT STANDARD | NE.3-4.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| STRAND | Knowledge of Families and Communities | |
| INDICATOR | 3-4.SE.05. | Develops a sense of belonging to family, community, and other groups |
| STRAND | 3-4.SE.05.b. | Sees self as a family member and identifies his/her role within the family ReadyRosie My Address |
| STRAND | 3-4.SE.05.c. | Reads/looks at books and writes/dictates/shares or dramatizes stories about families/events ReadyRosie My Address |
| CONTENT STANDARD | NE.3-4.AL. | APPROACHES TO LEARNING |
| STRAND | Initiative and Curiosity | |
| INDICATOR | 3-4.AL.01. | Develops foundational skills that support initiative, self-direction, and curiosity as a learner |
| STRAND | 3-4.AL.01.a. | Shows willingness to listen to a new song or story ReadyRosie My Favorite Part Reading a Book for the Second Time Why should we tell family stories? |
| STRAND | 3-4.AL.01.d. | Selects items/objects from a variety of choices and comes up with ideas about ways to use them constructively ReadyRosie Tips for helping your child love reading |
| STRAND | 3-4.AL.01.e. | Works to complete tasks with increasing independence – starts an art project and asks to continue it the next day ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT STANDARD | NE.3-4.AL. | APPROACHES TO LEARNING |
| STRAND | Sensory Exploration, Reasoning, and Problem Solving | |
| INDICATOR | 3-4.AL.02. | Demonstrates active inquiry, persistence, problem identification, and application of knowledge to new situations |
| STRAND | 3-4.AL.02.c. | Uses objects to represent real items in pretend play (e.g., cardboard box as car, sets up a “grocery store” using blocks/other classroom items) ReadyRosie Tips for helping your child love reading |
| STRAND | 3-4.AL.02.e. | Describes and explains reasoning for classifying and sorting different items ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| CONTENT STANDARD | NE.3-4.HP. | HEALTH AND PHYSICAL DEVELOPMENT |
| STRAND | Fine (Small) Motor Skills | |
| INDICATOR | 3-4.HP.01. | Uses finger and hand control to operate and use small objects demonstrating fine motor coordination |
| STRAND | 3-4.HP.01.b. | Manages large buttons ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| STRAND | 3-4.HP.01.c. | Handles small objects, such as stringing small beads and pegboard pegs, with growing skill ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| STRAND | 3-4.HP.01.e. | Pulls caps off markers and puts them back on firmly ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| STRAND | 3-4.HP.01.f. | Opens and closes lids on a container 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 |
| CONTENT STANDARD | NE.3-4.HP. | HEALTH AND PHYSICAL DEVELOPMENT |
| STRAND | Gross (Large) Motor Skills | |
| INDICATOR | 3-4.HP.02. | Child demonstrates effective and efficient use of large muscles for movement, position, and to explore the environment |
| STRAND | 3-4.HP.02.a. | Walks and runs around obstacles and corners ReadyRosie Follow the Leader |
| STRAND | 3-4.HP.02.b. | Gallops or hops ReadyRosie Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| STRAND | 3-4.HP.02.c. | Balances on one foot ReadyRosie Follow the Leader |
| STRAND | 3-4.HP.02.d. | Pretends to be various jumping or crawling creatures (e.g., rabbit, frog, kangaroo, lizard) ReadyRosie Follow the Leader Frog Hopping Hopping Rhyming In My Pond, Part 1 In My Pond, Part 2 Jump to It Leap Frog Measure Lily Pad Hop Pretending Together Stomp the Letter Stuffed Animal Stories Toy Stories |
| STRAND | 3-4.HP.02.e. | Throws large bean bags or ball with some accuracy ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| STRAND | 3-4.HP.02.g. | Develops spatial awareness and may enjoy activities such as crawling through tunnels, simple obstacle courses, or under tables ReadyRosie Follow the Leader |
| CONTENT STANDARD | NE.3-4.HP. | HEALTH AND PHYSICAL DEVELOPMENT |
| STRAND | Health and Safety Practices | |
| INDICATOR | 3-4.HP.03. | Child develops an awareness and understanding of health, physical activity, and safety |
| STRAND | 3-4.HP.03.f. | Communicates to peers and adults when seeing dangerous behaviors ReadyRosie My Address |
| CONTENT STANDARD | NE.3-4.HP. | HEALTH AND PHYSICAL DEVELOPMENT |
| STRAND | Nutrition | |
| INDICATOR | 3-4.HP.04. | Develops healthy eating habits and exhibits increasing independence in eating abilities |
| STRAND | 3-4.HP.04.b. | Uses dramatic play and learning experiences to gain awareness of various food sources and how they’re prepared ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| STRAND | 3-4.HP.04.c. | Expresses hunger and satiety verbally and uses descriptive vocabulary for food preferences ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| CONTENT STANDARD | NE.3-4.LL. | LANGUAGE AND LITERACY |
| STRAND | Listening and Understanding | |
| INDICATOR | 3-4.LL.01. | Demonstrates continual growth in understanding increasingly complex and varied vocabulary |
| STRAND | 3-4.LL.01.a. | Listens to others and responds to feelings and expressed ideas ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| STRAND | 3-4.LL.01.b. | Demonstrates understanding of the meaning of stories, songs, and poems ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| STRAND | 3-4.LL.01.c. | Follows single, multistep, and complex directions in order. At first with adult support and later on their own ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| STRAND | 3-4.LL.01.d. | Listens to stories that are read aloud, and shows understanding through body language, pointing to pictures, or retelling the story ReadyRosie All About My Day Book Bag Descriptions Family Movie Night Family Photos Grandparent Storytime I Remember When Making Trail Mix 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 Why should we tell family stories? |
| CONTENT STANDARD | NE.3-4.LL. | LANGUAGE AND LITERACY |
| STRAND | Speaking and Communicating | |
| INDICATOR | 3-4.LL.02. | Develops foundational skills to communicate effectively for a variety of purposes |
| STRAND | 3-4.LL.02.a. | Greets and initiates interactions with adults and peers ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND | 3-4.LL.02.b. | Uses sentences that include two or more separate ideas using new vocabulary that has been introduced ReadyRosie Family Photos Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag Pantry Talk Description Phone Fun Who Should We Ask? |
| STRAND | 3-4.LL.02.c. | Understands different rules for using language and variation in voice level ReadyRosie Choosing the Right Voice |
| STRAND | 3-4.LL.02.e. | Uses some question words and some prepositions ReadyRosie Little Miss Muffet Role Play |
| STRAND | 3-4.LL.02.f. | Speaks clearly, or uses alternative communication methods, to be understood by unfamiliar listeners ReadyRosie Choosing the Right Voice |
| STRAND | 3-4.LL.02.j. | Demonstrates an emerging understanding of basic grammar rules, overgeneralization of grammar rules is common ReadyRosie All Mixed Up |
| CONTENT STANDARD | NE.3-4.LL. | LANGUAGE AND LITERACY |
| STRAND | Phonological Awareness | |
| INDICATOR | 3-4.LL.03. | Demonstrates knowledge of phonological awareness |
| STRAND | 3-4.LL.03.a. | Shows enjoyment of rhymes and alliteration 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 Signaling for Sounds Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| STRAND | 3-4.LL.03.b. | Listens to two words and determines whether or not they rhyme 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 |
| STRAND | 3-4.LL.03.c. | Notices that several words or names begin with the same sound ReadyRosie Making a Grocery List Thumbs Up, Thumbs Down |
| STRAND | 3-4.LL.03.d. | Claps hands for each syllable in words ReadyRosie Frog Hopping Grocery Sack Syllables Sequences of Sounds |
| STRAND | 3-4.LL.03.e. | Recognizes rhyming words in songs, chants or poems 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 |
| STRAND | 3-4.LL.03.f. | Identifies when initial sounds in words are the same (e.g., pumpkin, puppet) ReadyRosie Making a Grocery List Thumbs Up, Thumbs Down |
| STRAND | 3-4.LL.03.g. | Distinguishes individual words in a sentence ReadyRosie Looking for Letters in Ads Reading with Jack and Jill Starting a Word Bank Words on the Page |
| CONTENT STANDARD | NE.3-4.LL. | LANGUAGE AND LITERACY |
| STRAND | Book Knowledge and Appreciation | |
| INDICATOR | 3-4.LL.04. | Demonstrates interest in and appreciation of reading-related activities |
| STRAND | 3-4.LL.04.a. | Demonstrates interest in and appreciation of reading-related activities ReadyRosie Tips for helping your child love reading |
| STRAND | 3-4.LL.04.b. | Relates events in story to own knowledge and experience ReadyRosie Getting Information from Pictures Just the Facts Picture Walk Predictions |
| STRAND | 3-4.LL.04.c. | Begins to sequence, predict, and retell a story (e.g., tells about the story from the pictures) ReadyRosie All About My Day Book Bag Descriptions Book Selection Family Movie Night Family Photos Grandparent Storytime Itsy Bitsy Spider Illustrations My Favorite Part Picture Walk Predictions Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Selecting Books Text to Self Connections Tips for helping your child love reading Tips for storytelling: Using gestures Toy Stories |
| STRAND | 3-4.LL.04.d. | Asks people to read stories, signs, and notes 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? |
| STRAND | 3-4.LL.04.e. | Understands that print carries meaning 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 |
| STRAND | 3-4.LL.04.f. | Answers questions about a story that has been read or repeats parts of the story 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 |
| STRAND | 3-4.LL.04.g. | Chooses a favorite book ReadyRosie Tips for helping your child love reading |
| STRAND | 3-4.LL.04.i. | Demonstrates an interest in different types of literature (e.g., nonfiction, poetry) ReadyRosie Getting Information from Pictures Just the Facts |
| CONTENT STANDARD | NE.3-4.LL. | LANGUAGE AND LITERACY |
| STRAND | Print Awareness and Early Writing | |
| INDICATOR | 3-4.LL.05. | Conveys meaning through drawing, letters, and words |
| STRAND | 3-4.LL.05.a. | Shows an awareness of print as a form of meaningful communication (e.g., asks people to read notes, signs) 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 |
| STRAND | 3-4.LL.05.b. | Shows an interest in early writing ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| STRAND | 3-4.LL.05.c. | Uses scribbles, shapes, or pictures to represent specific thoughts, ideas, stories ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| STRAND | 3-4.LL.05.d. | Copies simple lines and shapes ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND | 3-4.LL.05.e. | Writes some letter-like forms and letters with adult support ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| STRAND | 3-4.LL.05.f. | Identifies his/her writing as distinct from his/her drawing 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 |
| STRAND | 3-4.LL.05.g. | Labels a drawing with several randomly placed, letter-like shapes ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| STRAND | 3-4.LL.05.h. | Recognizes that the letters of the alphabet are a special category of visual graphics that can be named 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 |
| STRAND | 3-4.LL.05.i. | Shows awareness of letters (sings ABC song, recognizes letter(s) from own name) ReadyRosie Alphabet Clapping Morning Message Name Game Point the ABC Song Writing Names with Shaving Cream |
| STRAND | 3-4.LL.05.j. | Creates writing with the intent of communicating (e.g., makes a pretend list) ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| STRAND | 3-4.LL.05.k. | “Reads” familiar environmental print (e.g., logos, signs) ReadyRosie Shopping for Clothes |
| STRAND | 3-4.LL.05.l. | Recognize the letters in their own name ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| CONTENT STANDARD | NE.3-4.M. | MATHEMATICS |
| STRAND | Number and Operations | |
| INDICATOR | 3-4.M.01. | Demonstrates awareness of quantity, counting, and numeric competencies |
| STRAND | 3-4.M.01.a. | Counts to 10 by ones with minimal prompting ReadyRosie Apple Pie Counting Signs Domino Match-Up Fruit Salad How Many Can I Grab? How Many Steps to Bed? How Old Are You? May I Take your Order? More Grapes Penny Drop Quick Dots Show Me Skipping Around Taking Inventory The Number Stays the Same |
| STRAND | 3-4.M.01.b. | Accurately counts quantities of objects up to 10, using one-to-one-correspondence ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Candy Sort and Graph Counting Signs Decorating Cupcakes Domino Match-Up 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 May I Take your Order? Measure your Steps More Grapes Penny Drop Quick Dots Show Me Skipping Around Taking Inventory The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| STRAND | 3-4.M.01.c. | Compares groups of up to 5 objects ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| STRAND | 3-4.M.01.d. | Represents addition and subtraction by manipulating up to 5 objects (e.g., “3 blue pegs, 2 yellow pegs, 5 pegs altogether”; “I have four carrot sticks. I’m eating one. Now I have 3.”) ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| CONTENT STANDARD | NE.3-4.M. | MATHEMATICS |
| STRAND | Geometry and Spatial Sense | |
| INDICATOR | 3-4.M.02. | Develops understanding of geometric shapes and spatial relationships |
| STRAND | 3-4.M.02.a. | Responds to and uses spatial words ReadyRosie Bookcase Problem Race Car Transformations Shape Changers Stuffed Animal Olympics Treasure Map |
| STRAND | 3-4.M.02.b. | Recognizes and names simple shapes in various sizes and positions ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| STRAND | 3-4.M.02.c. | Combines different shapes to make representations or patterns ReadyRosie Building Houses Finger Shapes Guess My Shape Making Patterns Mirror, Mirror My Age Pantry Sort 1 Pantry Sort 2 Setting the Table Shape Changers Shape Hunt Shaving Cream Shapes Sound Patterns Speedometer Math The Fence Problem Ways to Cut a Sandwich |
| STRAND | 3-4.M.02.d. | Demonstrates an understanding of math concepts and vocabulary through representations such as movement, drawing, and building ReadyRosie Bookcase Problem Race Car Transformations Shape Changers Stuffed Animal Olympics Treasure Map |
| CONTENT STANDARD | NE.3-4.M. | MATHEMATICS |
| STRAND | Patterns and Measurement | |
| INDICATOR | 3-4.M.03. | Demonstrates awareness of routines, predictable patterns, and attributes that can be measured |
| STRAND | 3-4.M.03.a. | Identifies, describes, and extends simple patterns started by adult ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| STRAND | 3-4.M.03.b. | Sorts, orders, patterns, and classifies objects by non-measurable (e.g., color, texture, type of material) and measurable attributes (length, height, weight) ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| STRAND | 3-4.M.03.e. | Represents the length of an immovable object (e.g., bench on a playground) using a third object (e.g., child’s arms, string, stick) ReadyRosie Bookcase Problem |
| STRAND | 3-4.M.03.f. | Recognizes size of space (“This paper will let me make a big picture”) ReadyRosie How Many Can I Grab? |
| CONTENT STANDARD | NE.3-4.M. | MATHEMATICS |
| STRAND | Data Analysis | |
| INDICATOR | 3-4.M.04. | Develops foundational skills in learning to understand concepts of classification, data collection, organization, and description |
| STRAND | 3-4.M.04.a. | Graphs real objects or pictures of objects as a way to organize information ReadyRosie Dino Dig Sort and Graph Leaves |
| STRAND | 3-4.M.04.b. | Participates in recording specific information about self (e.g., favorite color, ice cream, or other topic of interest) ReadyRosie Dino Dig Sort and Graph Leaves |
| STRAND | 3-4.M.04.c. | Describes and analyzes information from simple graphs ReadyRosie Dino Dig Sort and Graph Leaves |
| CONTENT STANDARD | NE.3-4.S. | SCIENCE |
| STRAND | Scientific Knowledge | |
| INDICATOR | 3-4.S.01. | Demonstrates a basic awareness and use of scientific concepts |
| STRAND | 3-4.S.01.b. | Provides simple verbal or signed descriptions of observed phenomenon ReadyRosie Sink or Float |
| STRAND | 3-4.S.01.d. | Describes or represents a series of events in the correct sequence ReadyRosie Sink or Float |
| STRAND | 3-4.S.01.e. | Begins to use scientific vocabulary ReadyRosie Grocery Store Weights I'm Thinking of an Animal Mystery Bag Strawberries for a Picnic |
| CONTENT STANDARD | NE.3-4.S. | SCIENCE |
| STRAND | Scientific Skills and Methods | |
| INDICATOR | 3-4.S.02. | Develops foundational skills in learning and understanding about the world through exploration and investigation |
| STRAND | 3-4.S.02.d. | Begins to sequence, predict, and retell a story (e.g., tells about the story from the pictures) ReadyRosie Book Bag Descriptions Book Selection Family Movie Night Family Photos Itsy Bitsy Spider Illustrations My Favorite Part Picture Walk Predictions Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Selecting Books Text to Self Connections Tips for helping your child love reading Tips for storytelling: Using gestures Toy Stories |
| CONTENT STANDARD | NE.3-4.CA. | CREATIVE ARTS |
| STRAND | Music | |
| INDICATOR | 3-4.CA.01. | Develops foundational skills to support creative expression through voice, instruments, and objects |
| STRAND | 3-4.CA.01.b. | Imitates or spontaneously sings an entire verse of a song ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| CONTENT STANDARD | NE.3-4.CA. | CREATIVE ARTS |
| STRAND | Visual Art | |
| INDICATOR | 3-4.CA.02. | Develops foundational skills that support creative expression through the process, production, and appreciation of visual art forms |
| STRAND | 3-4.CA.02.a. | Demonstrates self-expression with art materials ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND | 3-4.CA.02.b. | Creates work that requires some planning ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND | 3-4.CA.02.c. | Draws or paints images with a few details ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND | 3-4.CA.02.d. | Can work independently ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND | 3-4.CA.02.e. | Uses materials to build and create a three-dimensional structure to represent another item (blocks become a castle, clay becomes a snake) ReadyRosie Tips for helping your child love reading |
| CONTENT STANDARD | NE.3-4.CA. | CREATIVE ARTS |
| STRAND | Movement | |
| INDICATOR | 3-4.CA.03. | Develops foundational skills that support creative expression through movement |
| STRAND | 3-4.CA.03.a. | Shows creativity using his/her body (dance, march, hop, jump, sway, clap, snap, stomp, twist, turn) ReadyRosie Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| CONTENT STANDARD | NE.3-4.CA. | CREATIVE ARTS |
| STRAND | Dramatic Play | |
| INDICATOR | 3-4.CA.04. | Expresses creativity using puppetry, storytelling, dance, plays, and theater |
| STRAND | 3-4.CA.04.d. | Talks to and plays with pretend friends, stuffed animals and other toys ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| CONTENT STANDARD | NE.4-5.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| STRAND | Self Concept | |
| INDICATOR | 4-5.SE.01. | Develops self-awareness and sense of self |
| STRAND | 4-5.SE.01.b. | Expresses ideas for activities and initiates discussions ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND | 4-5.SE.01.c. | Actively engages in activities and interactions with adults and peers ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND | 4-5.SE.01.d. | Discusses their own actions and efforts ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| STRAND | 4-5.SE.01.e. | Uses positive words to describe self ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| CONTENT STANDARD | NE.4-5.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| STRAND | Self Control | |
| INDICATOR | 4-5.SE.02. | Manages emotions with increasing independence |
| STRAND | 4-5.SE.02.a. | Empathizes with feelings of others (e.g., tries to comfort a sad friend) ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| STRAND | 4-5.SE.02.b. | Describes emotions to trusted adult and peers ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| STRAND | 4-5.SE.02.c. | Manages impulses and feelings (e.g., takes three deep breaths, uses calming words, pulls self out of play to go to “safe spot” to relax, uses expressive activities) ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| STRAND | 4-5.SE.02.e. | Attempts to solve problems with other children independently, by negotiation, or other socially acceptable means ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| STRAND | 4-5.SE.02.f. | Participates in daily routine without being asked ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| CONTENT STANDARD | NE.4-5.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| STRAND | Cooperation and Prosocial Behavior | |
| INDICATOR | 4-5.SE.03. | Develops foundational skills to support cooperation and prosocial behavior |
| STRAND | 4-5.SE.03.a. | Attempts to solve problems with other children independently, by negotiation, or other socially acceptable means ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| STRAND | 4-5.SE.03.b. | Recognizes how actions affect others and accepts consequences for own actions ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| STRAND | 4-5.SE.03.c. | Engages in cooperative group play ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND | 4-5.SE.03.d. | Accepts guidance and direction from a variety of familiar adults ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND | 4-5.SE.03.e. | Follows basic rules and routines for play and group participation ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT STANDARD | NE.4-5.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| STRAND | Social Relationships | |
| INDICATOR | 4-5.SE.04. | Shows interest in, interacts with, and develops personal relationships with others |
| STRAND | 4-5.SE.04.a. | Develops close friendships with one or two children as well as plays with many children ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND | 4-5.SE.04.b. | Notices who is absent from circle time and asks about it, showing concern for others ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| STRAND | 4-5.SE.04.c. | Initiates conversations with adults and other children ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| STRAND | 4-5.SE.04.d. | Accepts and requests guidance from adults ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND | 4-5.SE.04.e. | Knows how to join a group of playing children ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND | 4-5.SE.04.f. | Engages in sustained periods of cooperative play ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT STANDARD | NE.4-5.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| STRAND | Knowledge of Families and Communities | |
| INDICATOR | 4-5.SE.05. | Develops a sense of belonging to family, community, and other groups |
| STRAND | 4-5.SE.05.a. | Recognizes a variety of jobs and the work associated with them ReadyRosie My Address |
| STRAND | 4-5.SE.05.c. | Identifies self as being a part of different groups (e.g., family, community, culture, preschool) ReadyRosie Family Photos Family Talent Show Grandparent Storytime My Address Why should we tell family stories? |
| CONTENT STANDARD | NE.4-5.AL. | APPROACHES TO LEARNING |
| STRAND | Initiative and Curiosity | |
| INDICATOR | 4-5.AL.01. | Develops foundational skills that support initiative, self-direction, and curiosity as a learner |
| STRAND | 4-5.AL.01.a. | Alters behavior with verbal reminder or nonverbal signal from adult ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND | 4-5.AL.01.b. | Follows and responds positively to directions from adult (e.g., gets and brings carpet square to meeting area for story time) ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| STRAND | 4-5.AL.01.c. | Accepts suggestions from other children during play ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT STANDARD | NE.4-5.AL. | APPROACHES TO LEARNING |
| STRAND | Sensory Exploration, Reasoning, and Problem Solving | |
| INDICATOR | 4-5.AL.02. | Demonstrates active inquiry, persistence, problem identification, and application of knowledge to new situations |
| STRAND | 4-5.AL.02.a. | Uses symbols/images/objects to represent something not present ReadyRosie Tips for helping your child love reading |
| STRAND | 4-5.AL.02.c. | Recalls and reflects on experiences and information, and interprets or draws conclusions based on the information (e.g., tells teacher during clean up at school about matching spoons at home after washing dishes) ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| CONTENT STANDARD | NE.4-5.HP. | HEALTH AND PHYSICAL DEVELOPMENT |
| STRAND | Fine (Small) Motor Skills | |
| INDICATOR | 4-5.HP.01. | Uses finger and hand control to operate and use small objects demonstrating fine motor coordination |
| STRAND | 4-5.HP.01.a. | Uses scissors to cut out shapes with moderate levels of precision and control ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| STRAND | 4-5.HP.01.b. | Draws letter like forms ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| STRAND | 4-5.HP.01.d. | Uses tripod grasp to hold and manipulate writing and art tools ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND | 4-5.HP.01.e. | Uses coordinated movements to complete complex tasks such as cutting along a line, pouring, or buttoning 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 |
| CONTENT STANDARD | NE.4-5.HP. | HEALTH AND PHYSICAL DEVELOPMENT |
| STRAND | Gross (Large) Motor Skills | |
| INDICATOR | 4-5.HP.02. | Child demonstrates effective and efficient use of large muscles for movement, position, and to explore the environment |
| STRAND | 4-5.HP.02.a. | Jumps on two feet over small objects with some control ReadyRosie Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| STRAND | 4-5.HP.02.b. | Jumps for distance and/or height ReadyRosie Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| STRAND | 4-5.HP.02.c. | Combines large muscle movements with equipment (e.g., swinging, using a slide, riding a tricycle, or bouncing a ball) ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| STRAND | 4-5.HP.02.d. | Engages in activities that involve climbing, swinging, rolling, spinning, jumping, tumbling, or being upside down ReadyRosie Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| STRAND | 4-5.HP.02.e. | Walks up and down stairs using alternating feet ReadyRosie Follow the Leader |
| CONTENT STANDARD | NE.4-5.HP. | HEALTH AND PHYSICAL DEVELOPMENT |
| STRAND | Health and Safety Practices | |
| INDICATOR | 4-5.HP.03. | Child develops an awareness and understanding of health, physical activity, and safety |
| STRAND | 4-5.HP.03.b. | Recognizes the importance of doctor and dentist visits as a necessary and positive experience ReadyRosie Who Should We Ask? |
| STRAND | 4-5.HP.03.d. | Understands and explains that some practices may be personally dangerous (e.g., playing near streets and/or ditches, smoking, playing with matches or lighters) ReadyRosie My Address |
| STRAND | 4-5.HP.03.e. | Identifies adults that can help in dangerous situations (e.g., parents, teachers, police officers) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND | 4-5.HP.03.g. | Exhibits independence in toileting and other personal care tasks, such as teeth brushing, washing hands, blowing nose, dressing ReadyRosie Rub a Dub Counting |
| CONTENT STANDARD | NE.4-5.HP. | HEALTH AND PHYSICAL DEVELOPMENT |
| STRAND | Nutrition | |
| INDICATOR | 4-5.HP.04. | Develops healthy eating habits and exhibits increasing independence in eating abilities |
| STRAND | 4-5.HP.04.a. | Accepts a wider variety of foods with various textures and flavors ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| STRAND | 4-5.HP.04.c. | Identifies food sources and is able to distinguish more or less healthy foods ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| STRAND | 4-5.HP.04.d. | Develops understanding that eating healthy foods is important and they give them the energy to grow, think, and play ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| STRAND | 4-5.HP.04.e. | States food preferences, but is willing to try most new foods ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| CONTENT STANDARD | NE.4-5.LL. | LANGUAGE AND LITERACY |
| STRAND | Listening and Understanding | |
| INDICATOR | 4-5.LL.01. | Demonstrates continual growth in understanding increasingly complex and varied vocabulary |
| STRAND | 4-5.LL.01.a. | Retells 2-3 key events from a well-known story 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 |
| STRAND | 4-5.LL.01.b. | Demonstrates understanding of home and/or English languages during social interactions, program directions, and activities ReadyRosie Comparing Vegetables Following Directions Grocery Store Conversations How can I help my child learn new words? I'm Thinking of an Animal Kitchen Labeling Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| CONTENT STANDARD | NE.4-5.LL. | LANGUAGE AND LITERACY |
| STRAND | Speaking and Communicating | |
| INDICATOR | 4-5.LL.02. | Develops foundational skills to communicate effectively for a variety of purposes |
| STRAND | 4-5.LL.02.b. | Follows agreed upon rules for discussions ReadyRosie Choosing the Right Voice Taking Turns |
| STRAND | 4-5.LL.02.d. | Uses many frequently occurring prepositions ReadyRosie Little Miss Muffet Role Play |
| STRAND | 4-5.LL.02.e. | Begins to use new words and phrases acquired through conversations and exposures to texts ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| STRAND | 4-5.LL.02.f. | Uses increasingly longer and more complex sentences to communicate ideas ReadyRosie Family Photos Pantry Talk Description Phone Fun Who Should We Ask? |
| STRAND | 4-5.LL.02.g. | Changes word tense to indicate time ReadyRosie What Did I Do? |
| STRAND | 4-5.LL.02.h. | Uses language to share ideas and gain information ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| STRAND | 4-5.LL.02.i. | Uses language for a variety of purposes (role playing, rhyming, using props, describing feelings, telling jokes, conversing) ReadyRosie Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Putting Away the Groceries Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Table Riddles Twinkle, Twinkle Rhymes |
| STRAND | 4-5.LL.02.j. | Maintains a topic of conversation through multiple exchanges ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| CONTENT STANDARD | NE.4-5.LL. | LANGUAGE AND LITERACY |
| STRAND | Phonological Awareness | |
| INDICATOR | 4-5.LL.03. | Demonstrates knowledge of phonological awareness |
| STRAND | 4-5.LL.03.a. | Makes rhymes to simple words 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 |
| STRAND | 4-5.LL.03.c. | Able to distinguish and count syllables in words ReadyRosie Frog Hopping Grocery Sack Syllables Sequences of Sounds |
| STRAND | 4-5.LL.03.d. | Isolates the initial sound in some words ReadyRosie Making a Grocery List Thumbs Up, Thumbs Down |
| STRAND | 4-5.LL.03.e. | Produces rhyming words or words that have same initial sound ReadyRosie Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Making a Grocery List Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Thumbs Up, Thumbs Down Twinkle, Twinkle Rhymes |
| STRAND | 4-5.LL.03.f. | Progresses in listening and telling differences in phonemes ReadyRosie Color Word Sentences Thumbs Up, Thumbs Down |
| STRAND | 4-5.LL.03.g. | Isolates beginning and ending sounds of printed or spoken words ReadyRosie Making a Grocery List Thumbs Up, Thumbs Down |
| CONTENT STANDARD | NE.4-5.LL. | LANGUAGE AND LITERACY |
| STRAND | Book Knowledge and Appreciation | |
| INDICATOR | 4-5.LL.04. | Demonstrates interest in and appreciation of reading-related activities |
| STRAND | 4-5.LL.04.a. | Utilizes books as a source of information ReadyRosie Who Should We Ask? |
| STRAND | 4-5.LL.04.b. | Identifies main components of a story (major plot points) ReadyRosie Toy Stories |
| STRAND | 4-5.LL.04.c. | Asks people to read stories, signs, or notes 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? |
| STRAND | 4-5.LL.04.d. | Knows how to care for books ReadyRosie Funny Reading |
| STRAND | 4-5.LL.04.e. | Shows knowledge of basic print conventions when “reading” picture books ReadyRosie Tips for helping your child love reading |
| STRAND | 4-5.LL.04.f. | Pretends to read book titles/simple stories ReadyRosie Tips for helping your child love reading |
| STRAND | 4-5.LL.04.g. | Knows specific words related to books such as author and illustrator ReadyRosie Funny Reading |
| CONTENT STANDARD | NE.4-5.LL. | LANGUAGE AND LITERACY |
| STRAND | Print Awareness and Early Writing | |
| INDICATOR | 4-5.LL.05. | Conveys meaning through drawing, letters, and words |
| STRAND | 4-5.LL.04.a. | Recognizes writing as a way of communicating for a variety of purposes (e.g., giving information, sharing stories, or giving an opinion) ReadyRosie Making a Grocery List Using a Menu to Order |
| STRAND | 4-5.LL.04.b. | Identifies some letters and numbers and progresses in the identification of letters 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 |
| STRAND | 4-5.LL.04.c. | Uses pretend writing in play as a purposeful activity ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| STRAND | 4-5.LL.04.d. | Recognizes and/or writes own name on artwork or possessions ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| STRAND | 4-5.LL.04.e. | Progressively uses drawing, scribbling, letter-like form, and letters to intentionally convey meaning ReadyRosie Detailed Drawing of a Face Jump Rope Letters Making a Grocery List Silverware Alphabet Thank You Note Using a Menu to Order Weekend News Writing Names with Shaving Cream |
| STRAND | 4-5.LL.04.f. | Recognizes that letters of the alphabet have distinct sound(s) associated with them 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 |
| STRAND | 4-5.LL.04.g. | Attends to the beginning letters in sounds and words ReadyRosie 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 Thumbs Up, Thumbs Down Writing Names with Shaving Cream |
| STRAND | 4-5.LL.04.h. | Recognizably writes a majority of letters in their name ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| STRAND | 4-5.LL.04.i. | Copies environmental print from signs/labels posted around room ReadyRosie Detailed Drawing of a Face Making a Grocery List Shopping for Clothes Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| STRAND | 4-5.LL.04.j. | Makes some letter-sound connections (e.g., identifies letters and associates the correct sounds with letters) ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| STRAND | 4-5.LL.04.k. | May use invented spelling consisting of salient or beginning sounds to write words (e.g., B for ball or L for elevator) ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Thumbs Up, Thumbs Down Using a Menu to Order Writing Names with Shaving Cream |
| CONTENT STANDARD | NE.4-5.M. | MATHEMATICS |
| STRAND | Number and Operations | |
| INDICATOR | 4-5.M.01. | Demonstrates awareness of quantity, counting, and numeric competencies |
| STRAND | 4-5.M.01.a. | Begins to subitize small quantities of up to 3 or 4 objects ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| STRAND | 4-5.M.01.b. | Counts verbally or signs to 20 by ones ReadyRosie How Many Can I Grab? Keep It Up Penny Drop Rub a Dub Counting |
| STRAND | 4-5.M.01.c. | Knows that written numbers are symbols for number quantities and, with support, begins to write numbers from 0 to 10 ReadyRosie Find My Number Fruit Salad Magazine Number Hunt May I Take your Order? My Address Numbers Everywhere Taking Inventory Three Ways to Show a Number |
| STRAND | 4-5.M.01.d. | Understands cardinality ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| CONTENT STANDARD | NE.4-5.M. | MATHEMATICS |
| STRAND | Geometry and Spatial Sense | |
| INDICATOR | 4-5.M.02. | Develops understanding of geometric shapes and spatial relationships |
| STRAND | 4-5.M.02.a. | Uses accurate terms to name and describe some two-dimensional shapes (e.g., circle, square, triangle) and begins to use accurate terms to name and describe some three-dimensional shapes (e.g., sphere, cylinder, cube) ReadyRosie Bookcase Problem Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Race Car Transformations Shape Changers Shape Hunt Shaving Cream Shapes Stuffed Animal Olympics Treasure Map Ways to Cut a Sandwich |
| STRAND | 4-5.M.02.b. | Analyzes, compares, and sorts two- and three-dimensional shapes and objects in different sizes ReadyRosie Building Houses Finger Shapes Guess My Shape How Many Can I Grab? Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| STRAND | 4-5.M.02.c. | Creates and builds shapes from components ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| CONTENT STANDARD | NE.4-5.M. | MATHEMATICS |
| STRAND | Patterns and Measurement | |
| INDICATOR | 4-5.M.03. | Demonstrates awareness of routines, predictable patterns, and attributes that can be measured |
| STRAND | 4-5.M.03.a. | Compares (e.g., which container holds more) and orders (e.g., shortest to longest) up to 5 objects according to measurable attributes ReadyRosie Candy Sort and Graph Fill Up the Cup I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Making Trail Mix Sort and Graph Leaves Sorting Laundry Strawberries for a Picnic |
| STRAND | 4-5.M.03.d. | Recognizes/identifies patterns in the environment ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| STRAND | 4-5.M.03.e. | Completes (i.e., fill in missing part) or extends (i.e., continue) given repeating patterns ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| STRAND | 4-5.M.03.f. | Completes or extends patterns without adult assistance ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| STRAND | 4-5.M.03.g. | Begins to create and describe own patterns ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| STRAND | 4-5.M.03.h. | Begins to translate patterns through other representations (e.g., connects “tall/short” fence pattern to another AB pattern in the classroom) ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| CONTENT STANDARD | NE.4-5.M. | MATHEMATICS |
| STRAND | Data Analysis | |
| INDICATOR | 4-5.M.04. | Develops foundational skills in learning to understand concepts of classification, data collection, organization, and description |
| STRAND | 4-5.M.04.a. | Engages in tasks that involves collecting information and creating a strategy to show the data (e.g., Adult asks group of children their favorite color, graphing responses – 5 like orange, 3 like purple) ReadyRosie Dino Dig Sort and Graph Leaves What's for Dinner? |
| STRAND | 4-5.M.04.b. | Participates in group tasks that involve identifying which graph represents “more” or “less” or “the same” ReadyRosie Acorns and Pinecones Cereal Challenge Dino Dig Make a Tower of Ten More than Ten Sharing Goldfish Slap One More Snack Fractions Sort and Graph Leaves Who has the Biggest Number? |
| STRAND | 4-5.M.04.c. | Makes inferences from graphic examples (e.g., Most of us like red apples, no one likes green apples) ReadyRosie Dino Dig Sort and Graph Leaves |
| STRAND | 4-5.M.04.d. | Draws simple maps of the learning environment, neighborhood, or other relevant places ReadyRosie My Address |
| CONTENT STANDARD | NE.4-5.S. | SCIENCE |
| STRAND | Scientific Knowledge | |
| INDICATOR | 4-5.S.01. | Demonstrates a basic awareness and use of scientific concepts |
| STRAND | 4-5.S.01.a. | Shows interest in measurement of time, length, distance, weight ReadyRosie Buying Oranges |
| STRAND | 4-5.S.01.c. | Uses scientific practice words (e.g., observe, experiment, compare) ReadyRosie Grocery Store Conversations Sink or Float |
| STRAND | 4-5.S.01.f. | Uses non-adult sources to gather information (e.g., reference books) ReadyRosie Who Should We Ask? |
| CONTENT STANDARD | NE.4-5.S. | SCIENCE |
| STRAND | Scientific Skills and Methods | |
| INDICATOR | 4-5.S.02. | Develops foundational skills in learning and understanding about the world through exploration and investigation |
| STRAND | 4-5.S.02.a. | Makes observations, asks questions, predicts, draws conclusions, explains, and tries things out to see what will happen ReadyRosie Grocery Store Conversations Sink or Float |
| STRAND | 4-5.S.02.d. | Communicates results of an investigation ReadyRosie Sink or Float |
| STRAND | 4-5.S.02.e. | Begins to distinguish evidence from opinion ReadyRosie Sink or Float |
| CONTENT STANDARD | NE.4-5.CA. | CREATIVE ARTS |
| STRAND | Music | |
| INDICATOR | 4-5.CA.01. | Develops foundational skills to support creative expression through voice, instruments, and objects |
| STRAND | 4-5.CA.01.a. | Sings songs that use the voice in a variety of ways ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| STRAND | 4-5.CA.01.c. | Describes feelings and reactions in response to diverse musical genres and styles ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| STRAND | 4-5.CA.01.e. | Vocalizes and uses instruments in more complex music/songs ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| CONTENT STANDARD | NE.4-5.CA. | CREATIVE ARTS |
| STRAND | Visual Art | |
| INDICATOR | 4-5.CA.02. | Develops foundational skills that support creative expression through the process, production, and appreciation of visual art forms |
| STRAND | 4-5.CA.02.a. | Drawing becomes better defined and more detailed ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND | 4-5.CA.02.b. | Develops growing ability to plan, work independently and cooperatively, and demonstrate care and persistence in a variety of art ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |