New Hampshire College and Career Ready Standards (Pre-K)
| Main Criteria: New Hampshire College and Career Ready Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grade: Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| New Hampshire College and Career Ready Standards |
| Early Childhood Education |
| Grade: Ages 3-5 - Adopted: 2016 |
| STRAND / STANDARD | NH.30M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 30M.SED.1.1. | Self-esteem |
| EXPECTATION | 30M.SED.1.1.1. | Call attention to themselves in photographs or videos ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| STRAND / STANDARD | NH.30M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 30M.SED.1.2. | Self-confidence |
| EXPECTATION | 30M.SED.1.2.1. | Show independence and competence ReadyRosie Celebrate Learning Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It My Age Shape Changers Sink or Swim Taking Turns |
| STRAND / STANDARD | NH.30M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 30M.SED.1.3. | Social identity |
| EXPECTATION | 30M.SED.1.3.1. | Identify or point to characters that resemble themselves or their family members in books or magazines ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| STRAND / STANDARD | NH.30M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.SED.2. | Attachment |
| GRADE LEVEL EXPECTATION | 30M.SED.2.2. | Relationships with less familiar adults |
| EXPECTATION | 30M.SED.2.2.1. | Are more comfortable around unfamiliar adults ReadyRosie How can I help my child with separation? |
| STRAND / STANDARD | NH.30M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 30M.SED.3.1. | Relationships and social skills with peers |
| EXPECTATION | 30M.SED.3.1.1. | Begin to play cooperatively for brief periods with other children ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND / STANDARD | NH.30M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 30M.SED.3.2. | Recognition of others’ feelings |
| EXPECTATION | 30M.SED.3.2.1. | Begin to display empathy towards other children ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| STRAND / STANDARD | NH.30M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 30M.SED.3.3. | Behavioral regulation |
| EXPECTATION | 30M.SED.3.3.1. | Show increased self-regulation and awareness of how their actions affect others 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 / STANDARD | NH.30M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.SED.4. | Emotional Competence |
| GRADE LEVEL EXPECTATION | 30M.SED.4.1. | Emotional expression |
| EXPECTATION | 30M.SED.4.1.1. | Verbally relate their needs, wants, and feelings to others ReadyRosie Behavior is a form of communication Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| STRAND / STANDARD | NH.30M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.SED.4. | Emotional Competence |
| GRADE LEVEL EXPECTATION | 30M.SED.4.2. | Emotional Regulation |
| EXPECTATION | 30M.SED.4.2.1. | Begin using words to describe their feelings while still expressing strong emotions ReadyRosie Behavior is a form of communication Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| STRAND / STANDARD | NH.30M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.LD.1. | Listening Comprehension |
| GRADE LEVEL EXPECTATION | 30M.LD.1.1. | Receptive verbal communication |
| EXPECTATION | 30M.LD.1.1.1. | Respond to simple questions ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| STRAND / STANDARD | NH.30M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.LD.3. | Communication Concepts |
| GRADE LEVEL EXPECTATION | 30M.LD.3.1. | Pragmatics and social language |
| EXPECTATION | 30M.LD.3.1.1. | Can participate in simple conversational exchanges, usually with adults ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| STRAND / STANDARD | NH.30M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.LD.4. | Verbal Expression |
| GRADE LEVEL EXPECTATION | 30M.LD.4.1. | Vocabulary development |
| EXPECTATION | 30M.LD.4.1.1. | Correctly use a growing number of vocabulary words and show interest in new words (E.g. Liam knows that fast, quick, and speedy mean the same thing.) ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| STRAND / STANDARD | NH.30M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.LD.4. | Verbal Expression |
| GRADE LEVEL EXPECTATION | 30M.LD.4.2. | Expressive language or speaking |
| EXPECTATION | 30M.LD.4.2.1. | Use more connecting words, such as “and” or “then” ReadyRosie All Mixed Up |
| STRAND / STANDARD | NH.30M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 30M.EL.1.1. | Participation in language and literacy activities |
| EXPECTATION | 30M.EL.1.1.1. | Enjoy being read to and looking at books independently; may say familiar words and phrases while looking at the appropriate page (E.g. Kali, 33 months, sings along to the repetitious book, Brown Bear, Brown Bear, as her teacher reads it to her.) ReadyRosie Tips for helping your child love reading |
| STRAND / STANDARD | NH.30M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 30M.EL.1.2. | Narrative and story sense |
| EXPECTATION | 30M.EL.1.2.1. | Can react to dramatic elements of a story and may respond with predictions when asked, “What will happen next?” (E.g. Addison, 33 months, is able to predict what is hidden under the flap on a page of a familiar book.) ReadyRosie Book Selection Picture Walk Predictions Selecting Books Text to Self Connections |
| STRAND / STANDARD | NH.30M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 30M.EL.1.3. | Comprehension and interpretation |
| EXPECTATION | 30M.EL.1.3.1. | Ask for familiar books to be read in exactly the same way each time and know when sections are being skipped 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 / STANDARD | NH.30M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 30M.EL.1.4. | Interest in and appreciation of reading |
| EXPECTATION | 30M.EL.1.4.1. | Ask for familiar books to be read in exactly the same way each time and know when sections are being skipped 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 / STANDARD | NH.30M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 30M.EL.1.5. | Phonological awareness (which refers to understanding the sound structure of language such as sounds, rhymes, syllables and words) |
| EXPECTATION | 30M.EL.1.5.1. | Participate in chants and songs and books that rhyme ReadyRosie Finish the Rhyme Hopping Rhyming If You're Happy & You Know It Itsy Bitsy Spider Illustrations 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? |
| STRAND / STANDARD | NH.30M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 30M.EL.1.6. | Book awareness |
| EXPECTATION | 30M.EL.1.6.1. | Can turn the book to the first page for an adult to begin reading and close the book and say, “The end.” ReadyRosie Funny Reading |
| STRAND / STANDARD | NH.30M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.EL.2. | Emergent Writing |
| GRADE LEVEL EXPECTATION | 30M.EL.2.1. | Print and alphabet awareness |
| EXPECTATION | 30M.EL.2.1.1. | Point to print and ask, “What does that say?” or ask someone to write for them 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 / STANDARD | NH.30M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.EL.2. | Emergent Writing |
| GRADE LEVEL EXPECTATION | 30M.EL.2.2. | Interest in and emergent writing |
| EXPECTATION | 30M.EL.2.2.1. | Use their increased fine motor control to control the size and shape of their scribbles ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / STANDARD | NH.30M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-EN.1. | Number Operations |
| GRADE LEVEL EXPECTATION | 30M.CD-EN.1.1. | Concept of number, quantity, ways of representing numbers, one-to-one correspondence, and counting |
| EXPECTATION | 30M.CD-EN.1.1.1. | Begin to initiate one-to-one matching for four or fewer items 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? |
| STRAND / STANDARD | NH.30M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-EN.2. | Geometry and Spatial Sense |
| GRADE LEVEL EXPECTATION | 30M.CD-EN.2.1. | Shapes and their attributes, position, comparing and contrasting two or more objects, and distance |
| EXPECTATION | 30M.CD-EN.2.1.1. | Use comparison words and position words correctly ReadyRosie Bookcase Problem Finding the Groceries 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 |
| STRAND / STANDARD | NH.30M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-EN.4. | Patterns and Relationships |
| GRADE LEVEL EXPECTATION | 30M.CD-EN.4.1. | Recognizing or creating planned or random repetitions and comparisons |
| EXPECTATION | 30M.CD-EN.4.1.1. | Recognize simple patterns (E.g. Malik looks at the plastic animals on the shelf and says, “Mommy, baby, mommy, baby.”) ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| STRAND / STANDARD | NH.30M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-EN.5. | Data Collection and Analysis |
| GRADE LEVEL EXPECTATION | 30M.CD-EN.5.1. | Gathering, organizing, and analyzing information, and drawing conclusions to make sense of the world |
| EXPECTATION | 30M.CD-EN.5.1.1. | Notice that objects can be classified in different ways based on different attributes (E.g. Leo and Peter argue over whether to sort their vehicles by color or by size.) 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 / STANDARD | NH.30M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-EN.6. | Time and Sequence |
| GRADE LEVEL EXPECTATION | 30M.CD-EN.6.1. | Concept of time as it relates to daily routines, and sequencing of events |
| EXPECTATION | 30M.CD-EN.6.1.1. | Can anticipate what will happen next in daily routines ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STRAND / STANDARD | NH.30M.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-SSS.1. | Key Concepts |
| GRADE LEVEL EXPECTATION | 30M.CD-SSS.1.1. | Object permanence |
| EXPECTATION | 30M.CD-SSS.1.1.1. | Enjoy hiding games ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| STRAND / STANDARD | NH.30M.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-SSS.3. | Exploring the Social World |
| GRADE LEVEL EXPECTATION | 30M.CD-SSS.3.1. | Social conventions |
| EXPECTATION | 30M.CD-SSS.3.1.1. | Understand that certain rules and customs apply in some situations and not in others (E.g. Sam tells his baby sister, “No yelling in church.”) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STRAND / STANDARD | NH.30M.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-SSS.3. | Exploring the Social World |
| GRADE LEVEL EXPECTATION | 30M.CD-SSS.3.2. | Self, family, and community |
| EXPECTATION | 30M.CD-SSS.3.2.1. | Explore various roles in their home and classroom (E.g. Natalie tells James, 20 months old, that he is the baby and that she is going to be the mommy. She then begins acting out the role by giving him a bottle.) ReadyRosie My Address |
| STRAND / STANDARD | NH.30M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-AL.1. | Inquiry and Exploration |
| GRADE LEVEL EXPECTATION | 30M.CD-AL.1.1. | Curiosity and sensory exploration |
| EXPECTATION | 30M.CD-AL.1.1.1. | Continue to seek information through observation, exploration, and asking questions ReadyRosie Grocery Store Conversations Sink or Float What's for Dinner? |
| STRAND / STANDARD | NH.30M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-AL.2. | Reasoning and Problem Solving |
| GRADE LEVEL EXPECTATION | 30M.CD-AL.2.1. | Theories about the world and how things work (Reflection, critical thinking, and trial and error) |
| EXPECTATION | 30M.CD-AL.2.1.1. | Solve some problems without having to physically try out all possible solutions and may ask for help when needed ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND / STANDARD | NH.30M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | 30M.CD-AL.3.1. | Imitation, risk taking, and experimentation |
| EXPECTATION | 30M.CD-AL.3.1.1. | Take risks in big body play, expanding their physical abilities ReadyRosie Follow the Leader |
| STRAND / STANDARD | NH.30M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | 30M.CD-AL.3.2. | Creativity, imagination, and inventiveness |
| EXPECTATION | 30M.CD-AL.3.2.1. | Engage in more extended pretend play ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| STRAND / STANDARD | NH.30M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | 30M.CD-AL.3.3. | Sense of delight and humor |
| EXPECTATION | 30M.CD-AL.3.3.1. | Play exuberantly ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND / STANDARD | NH.30M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-AL.4. | Executive Function |
| GRADE LEVEL EXPECTATION | 30M.CD-AL.4.1. | Adaptability of thought processes, planning, and intentionality |
| EXPECTATION | 30M.CD-AL.4.1.1. | Plan their own simple activities and organize the materials they need ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| STRAND / STANDARD | NH.30M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-AL.4. | Executive Function |
| GRADE LEVEL EXPECTATION | 30M.CD-AL.4.2. | Working memory and focus and attention |
| EXPECTATION | 30M.CD-AL.4.2.1. | Can maintain attention on their choice of activity until they have achieved their goal (E.g. Cheng draws one more line on her picture and says, “All done,”) ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND / STANDARD | NH.30M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-AL.4. | Executive Function |
| GRADE LEVEL EXPECTATION | 30M.CD-AL.4.3. | Motivation, initiative, and persistence |
| EXPECTATION | 30M.CD-AL.4.3.1. | Demonstrate the motivation to master simple tasks ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND / STANDARD | NH.30M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-AL.5. | Symbolic Representation |
| GRADE LEVEL EXPECTATION | 30M.CD-AL.5.1. | Representational Process |
| EXPECTATION | 30M.CD-AL.5.1.1. | Understand that some signs in the community represent familiar places ReadyRosie Shopping for Clothes |
| STRAND / STANDARD | NH.30M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.PDH.1. | Body awareness and control |
| GRADE LEVEL EXPECTATION | 30M.PDH.1.1. | Spatial awareness |
| EXPECTATION | 30M.PDH.1.1.1. | Move their bodies through space with balance and control ReadyRosie Follow the Leader |
| STRAND / STANDARD | NH.30M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.PDH.1. | Body awareness and control |
| GRADE LEVEL EXPECTATION | 30M.PDH.1.2. | Development of the senses, orientation to stimuli, and sensory integration |
| EXPECTATION | 30M.PDH.1.2.1. | Begin to focus on important stimuli while ignoring extraneous stimuli ReadyRosie Grocery Store Conversations |
| STRAND / STANDARD | NH.30M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.PDH.2. | Large muscle development and coordination |
| GRADE LEVEL EXPECTATION | 30M.PDH.2.1. | Gross motor skills |
| EXPECTATION | 30M.PDH.2.1.1. | Purposefully explore with their whole body and use objects and equipment ReadyRosie Follow the Leader |
| STRAND / STANDARD | NH.30M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.PDH.3. | Small muscle development and coordination |
| GRADE LEVEL EXPECTATION | 30M.PDH.3.1. | Fine motor skills |
| EXPECTATION | 30M.PDH.3.1.1. | Use smaller manipulatives with ease 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 / STANDARD | NH.30M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.PDH.5. | Basic safety |
| GRADE LEVEL EXPECTATION | 30M.PDH.5.1. | Basic safety |
| EXPECTATION | 30M.PDH.5.1.1. | Show increasing awareness of health and safety practices ReadyRosie My Address |
| STRAND / STANDARD | NH.30M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | 30M.CE.1.1. | Invention and imagination |
| EXPECTATION | 30M.CE.1.1.1. | Use and play with a variety of media and materials for exploration and creative expression 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 / STANDARD | NH.30M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | 30M.CE.1.2. | Curiosity and interest |
| EXPECTATION | 30M.CE.1.2.1. | Show interest in a variety of materials and activities related to creative expression 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 / STANDARD | NH.30M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | 30M.CE.1.3. | Confidence |
| EXPECTATION | 30M.CE.1.3.1. | Ask adults to save or take pictures or videos of their artistic creation ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| STRAND / STANDARD | NH.30M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CE.2. | Appreciation of and response to the creations of others and the natural world |
| GRADE LEVEL EXPECTATION | 30M.CE.2.1. | Awareness and attention |
| EXPECTATION | 30M.CE.2.1.1. | Try to reproduce aspects of music, art, drama, dance, and natural phenomena they have witnessed (E.g. After watching a tap dancer, Reagan, Andrew, and Gabe recreate tap dancing.) 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 |
| STRAND / STANDARD | NH.30M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CE.2. | Appreciation of and response to the creations of others and the natural world |
| GRADE LEVEL EXPECTATION | 30M.CE.2.2. | Sense of joy and wonder |
| EXPECTATION | 30M.CE.2.2.1. | Exclaim enthusiastically in response to experiencing beauty indoors or outdoors (E.g. Ginny and her friends jump up and down shouting, “It’s a rainbow,” when they see a rainbow in the sprinkler.) ReadyRosie Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| STRAND / STANDARD | NH.3Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Three Years) |
| STANDARD / GLE | 3Y.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 3Y.SED.1.1. | Self-esteem |
| EXPECTATION | 3Y.SED.1.1.1. | Draw adult’s attention to their actions and creations (E.g. On the playground Luna keeps telling her father, “Watch me, watch me!”) ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| STRAND / STANDARD | NH.3Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Three Years) |
| STANDARD / GLE | 3Y.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 3Y.SED.1.2. | Self-confidence |
| EXPECTATION | 3Y.SED.1.2.1. | Begin to experiment with their own potential and show confidence in their own abilities ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| STRAND / STANDARD | NH.3Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Three Years) |
| STANDARD / GLE | 3Y.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 3Y.SED.1.3. | Social identity |
| EXPECTATION | 3Y.SED.1.3.1. | Continue to develop awareness of differences and their own gender and cultural identity (E.g. Delia says to her teacher, “I’m a girl, so I can be a mommy someday.”) ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| STRAND / STANDARD | NH.3Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Three Years) |
| STANDARD / GLE | 3Y.SED.2. | Attachment |
| GRADE LEVEL EXPECTATION | 3Y.SED.2.2. | Relationships with less familiar adults |
| EXPECTATION | 3Y.SED.2.2.1. | May initiate contact with unfamiliar adults, when familiar adults are nearby ReadyRosie How can I help my child with separation? |
| STRAND / STANDARD | NH.3Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Three Years) |
| STANDARD / GLE | 3Y.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 3Y.SED.3.1. | Relationships and social skills with peers |
| EXPECTATION | 3Y.SED.3.1.1. | Play cooperatively with other children and show preference for some children over others (E.g. Jose and Chris are playing together. When Martin comes over, Chris says, “No, go away.”) ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND / STANDARD | NH.3Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Three Years) |
| STANDARD / GLE | 3Y.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 3Y.SED.3.2. | Recognition of others’ feelings |
| EXPECTATION | 3Y.SED.3.2.1. | Begin to label others’ feelings and recognize reasons for those feelings ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| STRAND / STANDARD | NH.3Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Three Years) |
| STANDARD / GLE | 3Y.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 3Y.SED.3.3. | Behavioral regulation |
| EXPECTATION | 3Y.SED.3.3.1. | Follow classroom rules and routines with guidance ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STRAND / STANDARD | NH.3Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Three Years) |
| STANDARD / GLE | 3Y.SED.4. | Emotional Competence |
| GRADE LEVEL EXPECTATION | 3Y.SED.4.1. | Emotional expression |
| EXPECTATION | 3Y.SED.4.1.1. | Express their feelings verbally with greater frequency ReadyRosie Behavior is a form of communication Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| STRAND / STANDARD | NH.3Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Three Years) |
| STANDARD / GLE | 3Y.SED.4. | Emotional Competence |
| GRADE LEVEL EXPECTATION | 3Y.SED.4.2. | Emotional Regulation |
| EXPECTATION | 3Y.SED.4.2.1. | Begin to respond to an adult’s cues about regulating their emotions (E.g. At drop-off time, Sage begins to control his crying when his teacher says, “I know you’re sad, would you like to see what your friends are doing?”) ReadyRosie How should I handle temper tantrums? Talking About Your Feelings |
| STRAND / STANDARD | NH.3Y.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Three Years) |
| STANDARD / GLE | 3Y.LD.3. | Communication Concepts |
| GRADE LEVEL EXPECTATION | 3Y.LD.3.1. | Pragmatics and social language |
| EXPECTATION | 3Y.LD.3.1.1. | Begin to understand the rules for communication in different situations (E.g. Charlie whispers when dad explains that he needs to use a quiet voice when visiting grandpa in the hospital.) ReadyRosie Choosing the Right Voice |
| STRAND / STANDARD | NH.3Y.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Three Years) |
| STANDARD / GLE | 3Y.LD.4. | Verbal Expression |
| GRADE LEVEL EXPECTATION | 3Y.LD.4.1. | Vocabulary development |
| EXPECTATION | 3Y.LD.4.1.1. | Continue to build their vocabulary including more descriptive words ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag Putting Away the Groceries Table Riddles |
| STRAND / STANDARD | NH.3Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Three Years) |
| STANDARD / GLE | 3Y.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 3Y.EL.1.1. | Participation in language and literacy activities |
| EXPECTATION | 3Y.EL.1.1.1. | May describe what’s happening in the pictures while turning the pages in a familiar book ReadyRosie Funny Reading Tips for helping your child love reading |
| STRAND / STANDARD | NH.3Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Three Years) |
| STANDARD / GLE | 3Y.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 3Y.EL.1.2. | Narrative and story sense |
| EXPECTATION | 3Y.EL.1.2.1. | Relate or retell stories with more parts ReadyRosie Book Bag Descriptions Family Movie Night Family Photos My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures |
| STRAND / STANDARD | NH.3Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Three Years) |
| STANDARD / GLE | 3Y.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 3Y.EL.1.3. | Comprehension and interpretation |
| EXPECTATION | 3Y.EL.1.3.1. | Can ask and answer simple questions about 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 / STANDARD | NH.3Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Three Years) |
| STANDARD / GLE | 3Y.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 3Y.EL.1.4. | Interest in and appreciation of reading |
| EXPECTATION | 3Y.EL.1.4.1. | Say what they like about a favorite book ReadyRosie Asking Wh- Questions Just the Facts My Favorite Part Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Tips for helping your child love reading |
| STRAND / STANDARD | NH.3Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Three Years) |
| STANDARD / GLE | 3Y.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 3Y.EL.1.6. | Book awareness |
| EXPECTATION | 3Y.EL.1.6.1. | Understand proper handling of books to avoid damage and help repair books, with adult support ReadyRosie Funny Reading |
| STRAND / STANDARD | NH.3Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Three Years) |
| STANDARD / GLE | 3Y.EL.2. | Emergent Writing |
| GRADE LEVEL EXPECTATION | 3Y.EL.2.1. | Print and alphabet awareness |
| EXPECTATION | 3Y.EL.2.1.1. | Begin to recognize their own name and may notice words that start with the same letter as their own name ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| STRAND / STANDARD | NH.3Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Three Years) |
| STANDARD / GLE | 3Y.EL.2. | Emergent Writing |
| GRADE LEVEL EXPECTATION | 3Y.EL.2.2. | Interest in and emergent writing |
| EXPECTATION | 3Y.EL.2.2.1. | Begin to differentiate between drawing and writing, and their scribbles may look more like writing (E.g. After painting a picture, 3-year-old Isaiah makes a series of vertical lines, representing his name.) ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / STANDARD | NH.3Y.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Three Years) |
| STANDARD / GLE | 3Y.CD-EN.1. | Number Operations |
| GRADE LEVEL EXPECTATION | 3Y.CD-EN.1.1. | Concept of number, quantity, ways of representing numbers, one-to-one correspondence, and counting |
| EXPECTATION | 3Y.CD-EN.1.1.1. | Show an interest in counting 1 to 10, may hold up fingers to indicate quantity ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| STRAND / STANDARD | NH.3Y.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Three Years) |
| STANDARD / GLE | 3Y.CD-EN.2. | Geometry and Spatial Sense |
| GRADE LEVEL EXPECTATION | 3Y.CD-EN.2.1. | Shapes and their attributes, position, comparing and contrasting two or more objects, and distance |
| EXPECTATION | 3Y.CD-EN.2.1.1. | Explore and identify shapes in their environment and begin to notice attributes of shapes with adult help (E.g. Addy, 3 years old, says, “Look, my paper plate is a circle!”) ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| STRAND / STANDARD | NH.3Y.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Three Years) |
| STANDARD / GLE | 3Y.CD-EN.3. | Measurements |
| GRADE LEVEL EXPECTATION | 3Y.CD-EN.3.1. | Size, volume, quantity and other measurable qualities, and the tools to measure them |
| EXPECTATION | 3Y.CD-EN.3.1.1. | Use non-standard tools to measure, with adult assistance (E.g. Marla, Stacy, and Tim pass a lump of clay between them to see if it is bigger or smaller than each child’s hand.) ReadyRosie Bookcase Problem |
| STRAND / STANDARD | NH.3Y.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Three Years) |
| STANDARD / GLE | 3Y.CD-EN.4. | Patterns and Relationships |
| GRADE LEVEL EXPECTATION | 3Y.CD-EN.4.1. | Recognizing or creating planned or random repetitions and comparisons |
| EXPECTATION | 3Y.CD-EN.4.1.1. | Extend simple patterns ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| STRAND / STANDARD | NH.3Y.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Three Years) |
| STANDARD / GLE | 3Y.CD-EN.5. | Data Collection and Analysis |
| GRADE LEVEL EXPECTATION | 3Y.CD-EN.5.1. | Gathering, organizing, and analyzing information, and drawing conclusions to make sense of the world |
| EXPECTATION | 3Y.CD-EN.5.1.1. | Sort objects or people into subgroups by one attribute 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 / STANDARD | NH.3Y.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Three Years) |
| STANDARD / GLE | 3Y.CD-EN.6. | Time and Sequence |
| GRADE LEVEL EXPECTATION | 3Y.CD-EN.6.1. | Concept of time as it relates to daily routines, and sequencing of events |
| EXPECTATION | 3Y.CD-EN.6.1.1. | Can remember and describe daily sequence of events ReadyRosie Sequences of Sounds |
| STRAND / STANDARD | NH.3Y.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Three Years) |
| STANDARD / GLE | 3Y.CD-SSS.1. | Key Concepts |
| GRADE LEVEL EXPECTATION | 3Y.CD-SSS.1.1. | Object permanence |
| EXPECTATION | 3Y.CD-SSS.1.1.1. | Play simple memory games ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| STRAND / STANDARD | NH.3Y.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Three Years) |
| STANDARD / GLE | 3Y.CD-SSS.3. | Exploring the Social World |
| GRADE LEVEL EXPECTATION | 3Y.CD-SSS.3.1. | Social conventions |
| EXPECTATION | 3Y.CD-SSS.3.1.1. | Demonstrate and follow different customs in different settings ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| STRAND / STANDARD | NH.3Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Three Years) |
| STANDARD / GLE | 3Y.CD-AL.1. | Inquiry and Exploration |
| GRADE LEVEL EXPECTATION | 3Y.CD-AL.1.1. | Curiosity and sensory exploration |
| EXPECTATION | 3Y.CD-AL.1.1.1. | Persist in asking “Why?” ReadyRosie What's for Dinner? |
| STRAND / STANDARD | NH.3Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Three Years) |
| STANDARD / GLE | 3Y.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | 3Y.CD-AL.3.1. | Imitation, risk taking, and experimentation |
| EXPECTATION | 3Y.CD-AL.3.1.1. | Engage in pretend play that includes roles and experiences that they find challenging (E.g. After a visit to his doctor, Brent gives his doll a shot.) ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| STRAND / STANDARD | NH.3Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Three Years) |
| STANDARD / GLE | 3Y.CD-AL.4. | Executive Function |
| GRADE LEVEL EXPECTATION | 3Y.CD-AL.4.2. | Working memory and focus and attention |
| EXPECTATION | 3Y.CD-AL.4.2.1. | Can play simple memory games such as matching pictures on cards ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| STRAND / STANDARD | NH.3Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Three Years) |
| STANDARD / GLE | 3Y.CD-AL.5. | Symbolic Representation |
| GRADE LEVEL EXPECTATION | 3Y.CD-AL.5.1. | Representational Process |
| EXPECTATION | 3Y.CD-AL.5.1.1. | Are aware that some symbols represent words and numbers 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 / STANDARD | NH.3Y.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Three Years) |
| STANDARD / GLE | 3Y.PDH.1. | Body awareness and control |
| GRADE LEVEL EXPECTATION | 3Y.PDH.1.1. | Spatial awareness |
| EXPECTATION | 3Y.PDH.1.1.1. | Move with confidence and stability, coordinating movements to accomplish simple tasks (E.g. Outside on the playground, a small group of children play a game of Duck, Duck, Goose.) ReadyRosie Follow the Leader |
| STRAND / STANDARD | NH.3Y.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Three Years) |
| STANDARD / GLE | 3Y.PDH.2. | Large muscle development and coordination |
| GRADE LEVEL EXPECTATION | 3Y.PDH.2.1. | Gross motor skills |
| EXPECTATION | 3Y.PDH.2.1.1. | Show increased confidence in their ability to coordinate large muscles and interest in new ways to use large muscles ReadyRosie Follow the Leader |
| STRAND / STANDARD | NH.3Y.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Three Years) |
| STANDARD / GLE | 3Y.PDH.3. | Small muscle development and coordination |
| GRADE LEVEL EXPECTATION | 3Y.PDH.3.1. | Fine motor skills |
| EXPECTATION | 3Y.PDH.3.1.1. | Show increased confidence in ability to coordinate small muscles and interest in new ways to use small muscles 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 / STANDARD | NH.3Y.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Three Years) |
| STANDARD / GLE | 3Y.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | 3Y.CE.1.1. | Invention and imagination |
| EXPECTATION | 3Y.CE.1.1.1. | Create more elaborate three dimensional structures, songs, rhymes, and dances with a combination of materials ReadyRosie Finish the Rhyme Hopping Rhyming If You're Happy & You Know It Itsy Bitsy Spider Illustrations Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Tips for helping your child love reading Twinkle, Twinkle Rhymes Why should I sing to my baby? |
| STRAND / STANDARD | NH.3Y.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Three Years) |
| STANDARD / GLE | 3Y.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | 3Y.CE.1.2. | Curiosity and interest |
| EXPECTATION | 3Y.CE.1.2.1. | Ask how to produce a particular sound, visual image, or movement ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND / STANDARD | NH.3Y.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Three Years) |
| STANDARD / GLE | 3Y.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | 3Y.CE.1.3. | Confidence |
| EXPECTATION | 3Y.CE.1.3.1. | Show adults and peers what they can do or have created, including short individual performances or artistic creations ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| STRAND / STANDARD | NH.3Y.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Three Years) |
| STANDARD / GLE | 3Y.CE.2. | Appreciation of and response to the creations of others and the natural world |
| GRADE LEVEL EXPECTATION | 3Y.CE.2.2. | Sense of joy and wonder |
| EXPECTATION | 3Y.CE.2.2.1. | Use descriptive words to express their response to an aesthetic experience (E.g. Using his communication device, Mark tells Tory he really likes the colors in her painting.) ReadyRosie Grocery Store Conversations Putting Away the Groceries Table Riddles |
| STRAND / STANDARD | NH.4-5Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 4-5Y.SED.1.1. | Self-esteem |
| EXPECTATION | 4-5Y.SED.1.1.2. | Boast about what they know and can do (E.g. Quinn says, “I am really good at drawing rainbows.”) ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| STRAND / STANDARD | NH.4-5Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 4-5Y.SED.1.2. | Self-confidence |
| EXPECTATION | 4-5Y.SED.1.2.1. | Are confident, self-directed, purposeful and inventive in play ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND / STANDARD | NH.4-5Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 4-5Y.SED.1.3. | Social identity |
| EXPECTATION | 4-5Y.SED.1.3.1. | Notice differences and make comparisons between their physical characteristics and others’ and the way things are done in different settings (E.g. Consuela says “My abuela talks Spanish and my grandma talks English.”) ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| EXPECTATION | 4-5Y.SED.1.3.2. | Express or describe their own characteristics and preferences (E.g. Jacob only chooses brown sweatpants when clothes shopping with his mother.) ReadyRosie Book Selection Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Selecting Books Tips for storytelling: Story ideas Using a Menu to Order What's for Dinner? |
| STRAND / STANDARD | NH.4-5Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.SED.2. | Attachment |
| GRADE LEVEL EXPECTATION | 4-5Y.SED.2.1. | Relationships with primary caregivers and less familiar adults |
| EXPECTATION | 4-5Y.SED.2.1.1. | Interact easily with familiar adults, but may be hesitant to approach or respond to less familiar adults ReadyRosie Behavior is a form of communication How can I help my child with separation? You are your child's first teacher |
| EXPECTATION | 4-5Y.SED.2.1.2. | Seek adult help when needed for emotional support, physical assistance, social interaction, and approval ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXPECTATION | 4-5Y.SED.2.1.3. | Imitate familiar adults in culturally appropriate ways in everyday situations ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| STRAND / STANDARD | NH.4-5Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 4-5Y.SED.3.1. | Relationships and social skills with peers |
| EXPECTATION | 4-5Y.SED.3.1.1. | Approach others with expectations of positive interactions ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION | 4-5Y.SED.3.1.2. | Build skills needed to participate successfully as a member of a group, such as taking turns ReadyRosie Choosing the Right Voice Taking Turns |
| EXPECTATION | 4-5Y.SED.3.1.3. | Sustain interaction by cooperating, helping, sharing, and expressing interest, though they may need adult guidance ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION | 4-5Y.SED.3.1.4. | Develop friendships, sometimes based on shared interests or characteristics ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND / STANDARD | NH.4-5Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 4-5Y.SED.3.2. | Recognition of others’ feelings |
| EXPECTATION | 4-5Y.SED.3.2.1. | Begin to understand the reasons for others’ emotions and respond appropriately (E.g. Audrey says to a friend who is upset over not getting the toy she wanted during play, “You’ll get to play with it next time.”) ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| STRAND / STANDARD | NH.4-5Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 4-5Y.SED.3.3. | Behavioral regulation |
| EXPECTATION | 4-5Y.SED.3.3.1. | Begin to be able to stop undesirable behaviors on their own or with a gentle reminder (E.g. Xavier starts to grab Zach’s car, but stops himself and asks, “Can I use that when you’re done?”) 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 / STANDARD | NH.4-5Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.SED.4. | Emotional Competence |
| GRADE LEVEL EXPECTATION | 4-5Y.SED.4.1. | Emotional expression |
| EXPECTATION | 4-5Y.SED.4.1.1. | Demonstrate increasing competencies in recognizing and describing their own emotions ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| EXPECTATION | 4-5Y.SED.4.1.2. | Explore emotions in various ways (through play, art, music, and dance) ReadyRosie Detailed Drawing of a Face Funny Faces If You're Happy & You Know It In My Pond, Part 1 In My Pond, Part 2 May I Take your Order? Mirror, Mirror Pretending Together Shaving Cream Shapes Stuffed Animal Stories Talking About Your Feelings Three Ways to Show a Number Toy Stories Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / STANDARD | NH.4-5Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.SED.4. | Emotional Competence |
| GRADE LEVEL EXPECTATION | 4-5Y.SED.4.2. | Emotional Regulation |
| EXPECTATION | 4-5Y.SED.4.2.1. | May still have difficulty regulating strong emotions ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| EXPECTATION | 4-5Y.SED.4.2.2. | Increasingly use words instead of actions to express their emotions ReadyRosie Funny Faces If You're Happy & You Know It Putting Away the Groceries Table Riddles Talking About Your Feelings |
| STRAND / STANDARD | NH.4-5Y.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.LD.1. | Listening Comprehension |
| GRADE LEVEL EXPECTATION | 4-5Y.LD.1.1. | Receptive verbal communication |
| EXPECTATION | 4-5Y.LD.1.1.1. | Listen with understanding to stories, directions, and conversations ReadyRosie Color Word Sentences Follow My Design Follow the Leader Listening for Sounds Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Pantry Talk Description Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim Taking Turns |
| EXPECTATION | 4-5Y.LD.1.1.2. | Follow instructions that include a two or three step sequence of actions such as setting up a game or following a recipe 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 / STANDARD | NH.4-5Y.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.LD.3. | Communication Concepts |
| GRADE LEVEL EXPECTATION | 4-5Y.LD.3.1. | Pragmatics and social language |
| EXPECTATION | 4-5Y.LD.3.1.1. | Use language according to rules appropriate for the cultural context (may need adult help in recognizing appropriate cultural context) (E.g. 4-year-old Savannah asks her peer, “Can I please have the purple crayon?”) ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| EXPECTATION | 4-5Y.LD.3.1.2. | With adult support, can take turns in conversations and group discussions ReadyRosie Choosing the Right Voice Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| STRAND / STANDARD | NH.4-5Y.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.LD.4. | Verbal Expression |
| GRADE LEVEL EXPECTATION | 4-5Y.LD.4.1. | Vocabulary development |
| EXPECTATION | 4-5Y.LD.4.1.1. | Use increasingly complex and varied vocabulary and language ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| EXPECTATION | 4-5Y.LD.4.1.2. | Use words and phrases learned through conversations and being read to (E.g. 4-year-old Hazel says, “The end”, when she finishes her snack.) ReadyRosie Comparing Vegetables Finding the Groceries Following Directions Grocery Store Conversations How Many Can You Name? How can I help my child learn new words? I Spy an Animal I'm Thinking of an Animal Kitchen Labeling Mystery Bag Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| STRAND / STANDARD | NH.4-5Y.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.LD.4. | Verbal Expression |
| GRADE LEVEL EXPECTATION | 4-5Y.LD.4.2. | Expressive language or speaking |
| EXPECTATION | 4-5Y.LD.4.2.1. | Speak clearly enough to be understood ReadyRosie Choosing the Right Voice |
| EXPECTATION | 4-5Y.LD.4.2.2. | Use language for a variety of purposes, including communicating information (E.g. 5-year-old Sean shows his friends his new race car and they ask him questions about it and tell him stories about theirs.) ReadyRosie Baby Photo Fun Color Word Sentences Listening for Sounds Phone Fun Putting Away the Groceries Table Riddles Why should we tell family stories? Yesterday, Today, Tomorrow |
| EXPECTATION | 4-5Y.LD.4.2.3. | Ask questions and initiate and respond in conversations with others ReadyRosie Baby Photo Fun Color Word Sentences If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? Why should we tell family stories? Yesterday, Today, Tomorrow |
| STRAND / STANDARD | NH.4-5Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 4-5Y.EL.1.1. | Participation in language and literacy activities |
| EXPECTATION | 4-5Y.EL.1.1.2. | Ask for a story to be read and respond to stories told or read aloud ReadyRosie Itsy Bitsy Spider Illustrations |
| EXPECTATION | 4-5Y.EL.1.1.3. | Respond to adult questions about a book or 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 |
| EXPECTATION | 4-5Y.EL.1.1.4. | Ask questions about a book or story ReadyRosie Asking Wh- Questions Think About It Tips for helping your child love reading |
| EXPECTATION | 4-5Y.EL.1.1.5. | Make connections between a book or story to personal experiences (E.g. Irena points to a picture of a dog and says, “I have a dog like this, only bigger and my dog never chews shoes”.) ReadyRosie Getting Information from Pictures Just the Facts Picture Walk Predictions |
| STRAND / STANDARD | NH.4-5Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 4-5Y.EL.1.2. | Narrative and story sense |
| EXPECTATION | 4-5Y.EL.1.2.1. | Guess what will happen next in a story using pictures as a guide ReadyRosie Book Selection Picture Walk Predictions Selecting Books Text to Self Connections |
| STRAND / STANDARD | NH.4-5Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 4-5Y.EL.1.3. | Comprehension and interpretation |
| EXPECTATION | 4-5Y.EL.1.3.2. | Use their own words to retell a simple familiar story while looking at a book 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 |
| EXPECTATION | 4-5Y.EL.1.3.3. | Retell information from a book (E.g. 5 year old Mac tells his Papa that Tyrannosaurus Rex runs as fast as a horse.) ReadyRosie Book Bag Descriptions Family Movie Night Family Photos My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures |
| STRAND / STANDARD | NH.4-5Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 4-5Y.EL.1.4. | Interest in and appreciation of reading |
| EXPECTATION | 4-5Y.EL.1.4.1. | Select favorite books, authors, or illustrators ReadyRosie Tips for helping your child love reading |
| STRAND / STANDARD | NH.4-5Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 4-5Y.EL.1.5. | Phonological awareness (which refers to understanding the sound structure of language such as sounds, rhymes, syllables and words) |
| EXPECTATION | 4-5Y.EL.1.5.1. | Listen to and recognize different sounds in rhymes, songs, and familiar words (E.g. When the teacher sings, “Willaby wallaby Wecca an elephant sat on...”, Becca shouts, “Becca!”) ReadyRosie Finish the Rhyme Hopping Rhyming If You're Happy & You Know It Itsy Bitsy Spider Illustrations 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? |
| EXPECTATION | 4-5Y.EL.1.5.2. | Play with sounds of spoken language including letter sounds, rhymes, and words (E.g. Ray says, “My name rhymes with play.”) ReadyRosie Finish the Rhyme Frog Hopping Hopping Rhyming Listen My Children Little Miss Muffet Role Play Reading the Grocery List Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Searching for Sounds at the Store Shopping for Clothes Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| EXPECTATION | 4-5Y.EL.1.5.3. | Can distinguish the beginning sounds of some words ReadyRosie Making a Grocery List Thumbs Up, Thumbs Down |
| STRAND / STANDARD | NH.4-5Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 4-5Y.EL.1.6. | Book awareness |
| EXPECTATION | 4-5Y.EL.1.6.1. | Identify parts of books such as cover, first page, and title ReadyRosie Funny Reading |
| EXPECTATION | 4-5Y.EL.1.6.2. | Understand that print carries a message 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 / STANDARD | NH.4-5Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.EL.2. | Emergent Writing |
| GRADE LEVEL EXPECTATION | 4-5Y.EL.2.1. | Print and alphabet awareness |
| EXPECTATION | 4-5Y.EL.2.1.1. | Recognize some letters in the alphabet, especially those in their own name (E.g. While putting her things away in her cubby, 4-year-old Azlyn notices other children’s names on their cubbies. She exclaims, “Hey, Autumn starts the same as me!”) ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Morning Message 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 |
| EXPECTATION | 4-5Y.EL.2.1.2. | Begin to associate sounds with words or letters ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| EXPECTATION | 4-5Y.EL.2.1.3. | Understand that specific symbols are used to communicate in writing 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 / STANDARD | NH.4-5Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.EL.2. | Emergent Writing |
| GRADE LEVEL EXPECTATION | 4-5Y.EL.2.2. | Interest in and emergent writing |
| EXPECTATION | 4-5Y.EL.2.2.1. | Understand that writing is a way of communicating ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| EXPECTATION | 4-5Y.EL.2.2.2. | Use scribbles, shapes, pictures, or dictation to represent thoughts or ideas 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 |
| EXPECTATION | 4-5Y.EL.2.2.3. | Engage in writing using letter-like symbols to make letters or words ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| EXPECTATION | 4-5Y.EL.2.2.4. | Begin to copy or write their own name ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| STRAND / STANDARD | NH.4-5Y.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-EN.1. | Number Operations |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-EN.1.1. | Concept of number, quantity, ways of representing numbers, one-to-one correspondence, and counting |
| EXPECTATION | 4-5Y.CD-EN.1.1.1. | Develop progressively more complex knowledge and skills about numbers, in the following sequence: |
| INDICATOR | 4-5Y.CD-EN.1.1.1.a. | Identify by sight how many are in a small group of up to 3 items ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| INDICATOR | 4-5Y.CD-EN.1.1.1.b. | Demonstrate understanding of one-to-one correspondence 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 | 4-5Y.CD-EN.1.1.1.c. | Recognize that the last number used in counting is the same as the total (E.g. Leila counts four cars and when the teacher asks her, “How many cars do you have?” she answers, “Four.”) 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 | 4-5Y.CD-EN.1.1.1.d. | Count objects in two different collections (up to ten in each) to determine which is the larger one ReadyRosie Acorns and Pinecones Adding Ice Block Tower 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? Keep It Up More than Ten Show Me Taking Inventory |
| INDICATOR | 4-5Y.CD-EN.1.1.1.e. | Can answer the question “What comes after...” a number without having to recount (E.g. When asked, “What comes after five,” Sawyer says, “Six,” without having to count up from one.) 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 | 4-5Y.CD-EN.1.1.1.f. | Change small collections of objects by combining or removing objects and then counting to determine how many they have (E.g. Avery counts out three blocks, then adds two more, and counts all of the blocks and says, “I have five blocks.”) 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 |
| STRAND / STANDARD | NH.4-5Y.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-EN.1. | Number Operations |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-EN.1.1. | Concept of number, quantity, ways of representing numbers, one-to-one correspondence, and counting |
| EXPECTATION | 4-5Y.CD-EN.1.1.2. | While many children move through all of the steps of this sequence by five years old, others may still be only partially through this sequence by that age. |
| INDICATOR | 4-5Y.CD-EN.1.1.2.a. | Begin to recognize and attempt to write numerals up 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 / STANDARD | NH.4-5Y.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-EN.2. | Geometry and Spatial Sense |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-EN.2.1. | Shapes and their attributes, position, comparing and contrasting two or more objects, and distance |
| EXPECTATION | 4-5Y.CD-EN.2.1.1. | Use words that show understanding of order and position of objects ReadyRosie Bookcase Problem Finding the Groceries 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 |
| EXPECTATION | 4-5Y.CD-EN.2.1.2. | Identify and name common shapes 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 |
| EXPECTATION | 4-5Y.CD-EN.2.1.3. | Describes basic features of shapes (E.g. Finnley says, “This triangle has three sides and this square has four sides.”) ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| EXPECTATION | 4-5Y.CD-EN.2.1.4. | Compare the shape of two objects (E.g. Reanna draws two round shapes and says, “This one is an oval and this one is a circle.”) ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| STRAND / STANDARD | NH.4-5Y.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-EN.3. | Measurements |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-EN.3.1. | Size, volume, quantity and other measurable qualities, and the tools to measure them |
| EXPECTATION | 4-5Y.CD-EN.3.1.1. | Recognize that objects can be measured by height, length, weight, and volume (E.g. Palo makes a stack of unifix cubes next to his friend and says, “You’re 40 cubes tall.”) ReadyRosie Bookcase Problem Building Houses Buying Oranges Comparing Vegetables Fill Up the Cup Leap Frog Measure Making Trail Mix Measuring the Table Near and Far Strawberries for a Picnic |
| EXPECTATION | 4-5Y.CD-EN.3.1.2. | Make comparison such as bigger or smaller between two groups of 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 |
| EXPECTATION | 4-5Y.CD-EN.3.1.3. | Recognize that time is measured in units (E.g. John asks how many more minutes he can stay outside.) ReadyRosie Which Takes Longer? |
| STRAND / STANDARD | NH.4-5Y.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-EN.4. | Patterns and Relationships |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-EN.4.1. | Recognizing or creating planned or random repetitions and comparisons |
| EXPECTATION | 4-5Y.CD-EN.4.1.1. | Order or sequence several objects based on one characteristic ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| EXPECTATION | 4-5Y.CD-EN.4.1.2. | Begin creating simple patterns with familiar objects (E.g. Max places the blocks in rows of long, short, long, short, etc.) ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| STRAND / STANDARD | NH.4-5Y.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-EN.5. | Data Collection and Analysis |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-EN.5.1. | Gathering, organizing, and analyzing information, drawing conclusions to make sense of the world |
| EXPECTATION | 4-5Y.CD-EN.5.1.1. | Sort objects and count and compare the groups formed (E.g. Carlo says, “There are 3 brown teddy bears and 4 black teddy bears.”) 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 |
| STRAND / STANDARD | NH.4-5Y.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-SSS.1. | Key Concepts |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-SSS.1.1. | Object permanence and representational/symbolic thought |
| EXPECTATION | 4-5Y.CD-SSS.1.1.1. | Talk about things or people that are not present ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| EXPECTATION | 4-5Y.CD-SSS.1.1.2. | Use a variety of forms (drawings, block structures, movement, and other materials) to represent their ideas and feelings ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / STANDARD | NH.4-5Y.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-SSS.3. | Exploring the Social World |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-SSS.3.1. | Social conventions (Rules and expectations, authority and governance) |
| EXPECTATION | 4-5Y.CD-SSS.3.1.2. | Participate in developing classroom rules ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| EXPECTATION | 4-5Y.CD-SSS.3.1.3. | Practice culturally appropriate social conventions (E.g. Satori uses chopsticks when eating meals at home.) ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| STRAND / STANDARD | NH.4-5Y.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-SSS.3. | Exploring the Social World |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-SSS.3.2. | Self, family, and community (Culture, ethical and human issues) |
| EXPECTATION | 4-5Y.CD-SSS.3.2.1. | Know basic personal information ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| EXPECTATION | 4-5Y.CD-SSS.3.2.2. | Are aware of own family relationships and show curiosity about others’ families ReadyRosie My Address |
| EXPECTATION | 4-5Y.CD-SSS.3.2.3. | Notice similarities and differences in people, families, and social groups ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| EXPECTATION | 4-5Y.CD-SSS.3.2.4. | Recognize some people, places, and occupations in their communities ReadyRosie Who Should We Ask? |
| EXPECTATION | 4-5Y.CD-SSS.3.2.5. | Act out family roles and occupations in dramatic play ReadyRosie My Address |
| EXPECTATION | 4-5Y.CD-SSS.3.2.6. | Show interest in issues of friendship and fairness ReadyRosie Building Houses Family Talent Show Funny Faces If You're Happy & You Know It Keep It Up Taking Turns Talking About Your Feelings Thank You Note Who has the Biggest Number? |
| STRAND / STANDARD | NH.4-5Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-AL.1. | Inquiry and Exploration |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-AL.1.1. | Conjecture, scientific inquiry process, curiosity, and sensory exploration |
| EXPECTATION | 4-5Y.CD-AL.1.1.1. | Observe, wonder, and/or ask questions, make guesses, and explore hypotheses ReadyRosie Acorns and Pinecones Grocery Store Conversations Measure your Steps Sink or Float Strawberries for a Picnic What's for Dinner? |
| EXPECTATION | 4-5Y.CD-AL.1.1.2. | Use senses and tools/technology to aid in investigation ReadyRosie Grocery Store Conversations |
| STRAND / STANDARD | NH.4-5Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-AL.2. | Reasoning and Problem Solving |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-AL.2.1. | Theories about the world and how things work, reflection, critical thinking, and trial and error |
| EXPECTATION | 4-5Y.CD-AL.2.1.1. | Talk about own ideas, predictions, and plans, building on prior experiences either self-initiated or guided by adults ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| EXPECTATION | 4-5Y.CD-AL.2.1.2. | Can figure out more than one solution to a problem if the first one doesn’t work (E.g. In trying to get a ball down from the tree, Marlow first throws a shoe to get it down and when that doesn’t work, gets a rake to try to poke it down.) ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND / STANDARD | NH.4-5Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-AL.3. | Cooperative Learning |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-AL.3.1. | Cooperative learning |
| EXPECTATION | 4-5Y.CD-AL.3.1.1. | Work with others to plan or problem solve toward a shared goal and can describe the reasons for their shared decisions (E.g. Aaron, Chuck, and Jill make a complex track for a train and discuss how sharp curves make trains derail.) ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| STRAND / STANDARD | NH.4-5Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-AL.4. | Play |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-AL.4.1. | Imitation, risk taking, experimentation, spontaneous learning, and play with others |
| EXPECTATION | 4-5Y.CD-AL.4.1.1. | Co-create elaborate pretend play with other children, including scenarios with multiple roles, ideas, and co-negotiated rules ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| EXPECTATION | 4-5Y.CD-AL.4.1.2. | Engage in pretend play with others to explore and understand life experience and roles ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| STRAND / STANDARD | NH.4-5Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-AL.4. | Play |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-AL.4.2. | Sense of delight and humor |
| EXPECTATION | 4-5Y.CD-AL.4.2.1. | Show delight in all aspects of play from planning to describing the experience ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND / STANDARD | NH.4-5Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-AL.4. | Play |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-AL.4.3. | Creativity, imagination, and inventiveness |
| EXPECTATION | 4-5Y.CD-AL.4.3.2. | Create games that continue to evolve as they plan ReadyRosie Celebrate Learning In My Pond, Part 1 In My Pond, Part 2 Pretending Together Setting Summer Learning Goals Stuffed Animal Stories Toy Stories |
| EXPECTATION | 4-5Y.CD-AL.4.3.3. | Pretend to be characters from stories, books, television shows, movies, or their own invention ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| STRAND / STANDARD | NH.4-5Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-AL.5. | Executive Function |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-AL.5.1. | Adaptability of thought processes, planning, and intentionality |
| EXPECTATION | 4-5Y.CD-AL.5.1.1. | Begin to show ability to adapt their plans when they can’t follow through with their original idea ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| EXPECTATION | 4-5Y.CD-AL.5.1.2. | Can adapt their plan to include other children with adult guidance ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| EXPECTATION | 4-5Y.CD-AL.5.1.3. | Can engage in increasingly complex planning (E.g. The 4-year-olds create very complex rules for the game they are playing on the playground.) ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| STRAND / STANDARD | NH.4-5Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-AL.5. | Executive Function |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-AL.5.2. | Working memory and focus and attention |
| EXPECTATION | 4-5Y.CD-AL.5.2.1. | Pay attention to and remember details ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| EXPECTATION | 4-5Y.CD-AL.5.2.2. | Keep track of more than one thing at a time ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| EXPECTATION | 4-5Y.CD-AL.5.2.3. | Stay focused for longer periods of time on activities that interest them and return to those activities ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND / STANDARD | NH.4-5Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-AL.5. | Executive Function |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-AL.5.3. | Motivation, initiative, and persistence |
| EXPECTATION | 4-5Y.CD-AL.5.3.2. | Take the initiative carrying out their own plans and persist until the goal is achieved ReadyRosie Celebrate Learning My Age Setting Summer Learning Goals Shape Changers Sink or Swim Taking Turns |
| EXPECTATION | 4-5Y.CD-AL.5.3.3. | May get frustrated if they cannot carry out their goals to the level of mastery they desire ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| STRAND / STANDARD | NH.4-5Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-AL.6. | Symbolic Representation |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-AL.6.1. | Representational Process |
| EXPECTATION | 4-5Y.CD-AL.6.1.1. | Use objects to represent other objects in their pretend play (E.g. Hadley and Kayla build an elaborate castle using couch cushions and blankets.) ReadyRosie Tips for helping your child love reading |
| EXPECTATION | 4-5Y.CD-AL.6.1.2. | Understand that symbols on pictographs and bar graphs indicate quantity (E.g. Chethan puts a sticker on the class graph to show that he has a cat at home and remarks, “More children have a dog at home than a cat.”) 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 / STANDARD | NH.4-5Y.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.PDH.1. | Body Awareness and Control |
| GRADE LEVEL EXPECTATION | 4-5Y.PDH.1.1. | Spatial awareness, development of the senses, orientation to stimuli, sensory integration, physical fitness, knowledge for participation in physical education |
| EXPECTATION | 4-5Y.PDH.1.1.2. | Continue to develop their ability to move their body in space and control their bodily movements (E.g. Tanya maneuvers her wheelchair up a ramp and around a corner to join her friends.) ReadyRosie Follow the Leader Jump to It Rock Toss |
| EXPECTATION | 4-5Y.PDH.1.1.3. | Increasingly use eye-hand coordination to perform a variety of tasks 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 / STANDARD | NH.4-5Y.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.PDH.2. | Large Muscle Development and Coordination |
| GRADE LEVEL EXPECTATION | 4-5Y.PDH.2.1. | Gross motor skills |
| EXPECTATION | 4-5Y.PDH.2.1.1. | Continue to develop large muscle control and coordination to play more complex games and/or perform more controlled actions (E.g. Juanita, 5 years old, tosses a stone on the hopscotch game, hops on one foot through two squares and then jumps on two feet to complete the game.) ReadyRosie Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| EXPECTATION | 4-5Y.PDH.2.1.2. | Increase their strength, balance, flexibility, and stamina ReadyRosie Follow the Leader |
| STRAND / STANDARD | NH.4-5Y.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.PDH.3. | Small Muscle Development and Coordination |
| GRADE LEVEL EXPECTATION | 4-5Y.PDH.3.1. | Fine motor skills |
| EXPECTATION | 4-5Y.PDH.3.1.1. | Continue to develop small muscle control and coordination (E.g. 4-year-old Emily uses her index finger and her thumb to form the clay into animal like shapes.) 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 / STANDARD | NH.4-5Y.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.PDH.4. | Nutrition |
| GRADE LEVEL EXPECTATION | 4-5Y.PDH.4.1. | Nutrition |
| EXPECTATION | 4-5Y.PDH.4.1.1. | Recognize and eat a variety of nutritious foods ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| EXPECTATION | 4-5Y.PDH.4.1.2. | When asked, are able to name nutritious alternatives ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| STRAND / STANDARD | NH.4-5Y.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CE.1. | Exploration and Creation of Artistic Works |
| GRADE LEVEL EXPECTATION | 4-5Y.CE.1.1. | Invention and imagination |
| EXPECTATION | 4-5Y.CE.1.1.1. | Act out elaborate pretend play scenarios with objects, create representational and abstract art, and play with musical instruments individually and with peers ReadyRosie Detailed Drawing of a Face In My Pond, Part 1 In My Pond, Part 2 May I Take your Order? Mirror, Mirror Pretending Together Shaving Cream Shapes Stuffed Animal Stories Three Ways to Show a Number Toy Stories Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / STANDARD | NH.4-5Y.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CE.1. | Exploration and Creation of Artistic Works |
| GRADE LEVEL EXPECTATION | 4-5Y.CE.1.2. | Curiosity and interest |
| EXPECTATION | 4-5Y.CE.1.2.1. | Show interest in learning new skills related to art, music, dance, and drama (E.g. Doug asks his teacher to show him how to play more chords on the guitar.) ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| EXPECTATION | 4-5Y.CE.1.2.2. | Participate in experiences in art, music, creative movement, drama, and dance 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 / STANDARD | NH.4-5Y.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CE.1. | Exploration and Creation of Artistic Works |
| GRADE LEVEL EXPECTATION | 4-5Y.CE.1.3. | Confidence |
| EXPECTATION | 4-5Y.CE.1.3.1. | Display or perform for others and/or talk about what they have made or done ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |