New Jersey Student Learning Standards (Pre-K)
| Main Criteria: New Jersey Student Learning Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grade: Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| New Jersey Student Learning Standards |
| Early Childhood Education |
| Grade: Ages 3-5 - Adopted: 2013 |
| CONTENT AREA / STANDARD | NJ.0. | SOCIAL/EMOTIONAL DEVELOPMENT |
| STRAND | 0.1. | Children demonstrate self-confidence. |
| CONTENT STATEMENT | 0.1.1. | Express individuality by making independent decisions about which materials to use. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT STATEMENT | 0.1.2. | Express ideas for activities and initiate discussions. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| CONTENT STATEMENT | 0.1.3. | Actively engage in activities and interactions with teachers and peers. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| CONTENT STATEMENT | 0.1.4. | Discuss their own actions and efforts. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| CONTENT AREA / STANDARD | NJ.0. | SOCIAL/EMOTIONAL DEVELOPMENT |
| STRAND | 0.2. | Children demonstrate self-direction. |
| CONTENT STATEMENT | 0.2.1. | Make independent choices and plans from a broad range of diverse interest centers. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT STATEMENT | 0.2.2. | Demonstrate self-help skills (e.g., clean up, pour juice, use soap when washing hands, put away belongings). ReadyRosie Fill Up the Cup Making Trail Mix Strawberries for a Picnic |
| CONTENT STATEMENT | 0.2.3. | Move through classroom routines and activities with minimal teacher direction and transition easily from one activity to the next. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| CONTENT STATEMENT | 0.2.4. | Attend to tasks for a period of time. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT STATEMENT | Attend to tasks for a period of time. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT AREA / STANDARD | NJ.0. | SOCIAL/EMOTIONAL DEVELOPMENT |
| STRAND | 0.3. | Children identify and express feelings. |
| CONTENT STATEMENT | 0.3.1. | Recognize and describe a wide range of feelings, including sadness, anger, fear, and happiness. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| CONTENT STATEMENT | 0.3.2. | Empathize with feelings of others (e.g., get a blanket for a friend and comfort him/her when he/she feels sad). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| CONTENT STATEMENT | 0.3.3. | Channel impulses and negative feelings, such as anger (e.g., taking three deep breaths, using calming words, pulling self out of play to go to “safe spot” to relax, expressive activities). ReadyRosie How should I handle temper tantrums? Talking About Your Feelings |
| CONTENT AREA / STANDARD | NJ.0. | SOCIAL/EMOTIONAL DEVELOPMENT |
| STRAND | 0.4. | Children exhibit positive interactions with other children and adults. |
| CONTENT STATEMENT | 0.4.1. | Engage appropriately with peers and teachers in classroom activities. ReadyRosie Building Houses Family Talent Show How can I stop my kids from fighting? Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT STATEMENT | 0.4.2. | Demonstrate socially acceptable behavior for teachers and peers (e.g., give hugs, get a tissue, sit next to a friend/teacher, and hold hands). ReadyRosie How can I stop my kids from fighting? |
| CONTENT STATEMENT | 0.4.4. | Respect the rights of others (e.g., “This painting belongs to Carlos.”). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| CONTENT STATEMENT | 0.4.5. | Express needs verbally or nonverbally to teacher and peers without being aggressive (e.g., “I don’t like it when you call me dummy. Stop!”). ReadyRosie Behavior is a form of communication Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| CONTENT STATEMENT | 0.4.6. | Demonstrate verbal or nonverbal problem-solving skills without being aggressive (e.g., talk about a problem and related feelings and negotiate solutions). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| CONTENT AREA / STANDARD | NJ.0. | SOCIAL/EMOTIONAL DEVELOPMENT |
| STRAND | 0.5. | Children exhibit pro-social behaviors. |
| CONTENT STATEMENT | 0.5.3. | Demonstrate how to enter into play when a group of children are already involved in play. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT STATEMENT | 0.5.4. | Take turns. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT STATEMENT | 0.5.5. | Demonstrate understanding the concept of sharing by attempting to share. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT AREA / STANDARD | NJ.1. | VISUAL AND PERFORMING ARTS |
| STRAND | 1.1. | Children express themselves through and develop an appreciation of creative movement and dance. |
| CONTENT STATEMENT | 1.1.4. | Define and maintain personal space, concentration, and focus during creative movement/dance performances. ReadyRosie Follow the Leader Jump to It Rock Toss |
| CONTENT AREA / STANDARD | NJ.1. | VISUAL AND PERFORMING ARTS |
| STRAND | 1.2. | Children express themselves through and develop an appreciation of music. |
| CONTENT STATEMENT | 1.2.1. | Sing a variety of songs with expression, independently and with others. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| CONTENT STATEMENT | 1.2.3. | Clap or sing songs with repetitive phrases and rhythmic patterns. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| CONTENT STATEMENT | 1.2.4. | Listen to, imitate, and improvise sounds, patterns, or songs. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| CONTENT AREA / STANDARD | NJ.1. | VISUAL AND PERFORMING ARTS |
| STRAND | 1.3. | Children express themselves through and develop an appreciation of dramatic play and storytelling. |
| CONTENT STATEMENT | 1.3.1. | Play roles observed through life experiences (e.g., mom/dad, baby, firefighter, police officer, doctor, and mechanic). ReadyRosie Who Should We Ask? |
| CONTENT STATEMENT | 1.3.7. | Describe feelings and reactions and make increasingly informed responses to stories and dramatic performances. ReadyRosie Asking Wh- Questions Itsy Bitsy Spider Illustrations 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 |
| CONTENT AREA / STANDARD | NJ.1. | VISUAL AND PERFORMING ARTS |
| STRAND | 1.4. | Children express themselves through and develop an appreciation of the visual arts (e.g., painting, sculpting, and drawing). |
| CONTENT STATEMENT | 1.4.1. | Demonstrate the safe and appropriate use and care of art materials and tools. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| CONTENT STATEMENT | 1.4.2. | Create two- and three-dimensional works of art while exploring color, line, shape, form, texture, and space. 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 |
| CONTENT STATEMENT | 1.4.4. | Demonstrate a growing ability to represent experiences, thoughts, and ideas through a variety of age-appropriate materials and visual art media using memory, observation, and imagination. 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 |
| CONTENT STATEMENT | 1.4.6. | Create more recognizable representations as eye-hand coordination and fine-motor skills develop. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| CONTENT STATEMENT | 1.4.7. | Describe feelings and reactions and make increasingly thoughtful observations in response to a variety of culturally diverse works of art and objects in the everyday world. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| CONTENT AREA / STANDARD | NJ.2. | HEALTH, SAFETY, AND PHYSICAL EDUCATION |
| STRAND | 2.1. | Children develop self-help and personal hygiene skills. |
| CONTENT STATEMENT | 2.1.2. | Demonstrate emerging self-help skills (e.g., developing independence when pouring, serving, and using utensils and when dressing and brushing teeth). ReadyRosie Fill Up the Cup Making Trail Mix Strawberries for a Picnic |
| CONTENT AREA / STANDARD | NJ.2. | HEALTH, SAFETY, AND PHYSICAL EDUCATION |
| STRAND | 2.2. | Children begin to develop the knowledge and skills necessary to make nutritious food choices. |
| CONTENT STATEMENT | 2.2.1. | Explore foods and food groups (e.g., compare and contrast foods representative of various cultures by taste, color, texture, smell, and shape). ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| CONTENT STATEMENT | 2.2.2. | Develop awareness of nutritious food choices (e.g., participate in classroom cooking activities, hold conversations with knowledgeable adults about daily nutritious meal and snack offerings). ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| CONTENT AREA / STANDARD | NJ.2. | HEALTH, SAFETY, AND PHYSICAL EDUCATION |
| STRAND | 2.3. | Children begin to develop an awareness of potential hazards in their environment. |
| CONTENT STATEMENT | 2.3.1. | Use safe practices indoors and out (e.g., wear bike helmets, walk in the classroom, understand how to participate in emergency drills, and understand why car seats and seat belts are used). ReadyRosie My Address |
| CONTENT STATEMENT | 2.3.2. | Develop an awareness of warning symbols and their meaning (e.g., red light, stop sign, poison symbol, etc.). ReadyRosie My Address |
| CONTENT AREA / STANDARD | NJ.2. | HEALTH, SAFETY, AND PHYSICAL EDUCATION |
| STRAND | 2.4. | Children develop competence and confidence in activities that require gross- and fine-motor skills. |
| CONTENT STATEMENT | 2.4.1. | Develop and refine gross-motor skills (e.g., hopping, galloping, jumping, running, and marching). ReadyRosie Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| CONTENT STATEMENT | 2.4.2. | Develop and refine fine-motor skills (e.g., complete gradually more complex puzzles, use smaller-sized manipulatives during play, and use a variety of writing instruments in a conventional matter). ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| CONTENT STATEMENT | 2.4.3. | Use objects and props to develop spatial and coordination skills (e.g., throw and catch balls and Frisbees, twirl a hula-hoop about the hips, walk a balance beam, lace different sized beads, and button and unbutton). ReadyRosie Follow the Leader Jump to It Rhyming Toss Rock Toss The Number Stays the Same |
| CONTENT AREA / STANDARD | NJ.ELA. | ENGLISH LANGUAGE ARTS |
| STRAND | RL.PK. | Reading: Literature |
| CONTENT STATEMENT | Key Ideas and Details | |
| CUMULATIVE PROGRESS INDICATOR | RL.PK.1. | With prompting and support, ask and answer key elements in a familiar story or poem. ReadyRosie Asking Wh- Questions Book Bag Descriptions 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 |
| CUMULATIVE PROGRESS INDICATOR | RL.PK.2. | With prompting and support, retell familiar stories or poems. 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 |
| CUMULATIVE PROGRESS INDICATOR | RL.PK.3. | With prompting and support, identify characters, settings, and major events in a familiar story. ReadyRosie Making Connections PreK Text to Self Connections Toy Stories |
| CONTENT AREA / STANDARD | NJ.ELA. | ENGLISH LANGUAGE ARTS |
| STRAND | RL.PK. | Reading: Literature |
| CONTENT STATEMENT | Craft and Structure | |
| CUMULATIVE PROGRESS INDICATOR | RL.PK.4. | With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud. ReadyRosie Asking Wh- Questions 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 Why should we tell family stories? |
| CUMULATIVE PROGRESS INDICATOR | RL.PK.6. | With prompting and support, identify the role of author and illustrator in telling the story. ReadyRosie Funny Reading |
| CONTENT AREA / STANDARD | NJ.ELA. | ENGLISH LANGUAGE ARTS |
| STRAND | RL.PK. | Reading: Literature |
| CONTENT STATEMENT | Integration of Knowledge and Ideas | |
| CUMULATIVE PROGRESS INDICATOR | RL.PK.7. | With prompting and support, using a familiar storybook, tell how the illustrations support the story. ReadyRosie Picture Walk Predictions Retelling the Story |
| CUMULATIVE PROGRESS INDICATOR | RL.PK.9. | With prompting and support using a familiar storybook, tell how adventures and experiences of characters are alike and how they are different. ReadyRosie Making Connections PreK Text to Self Connections |
| CONTENT AREA / STANDARD | NJ.ELA. | ENGLISH LANGUAGE ARTS |
| STRAND | RL.PK. | Reading: Literature |
| CONTENT STATEMENT | Range of Reading and Level of Text Complexity | |
| CUMULATIVE PROGRESS INDICATOR | RL.PK.10. | Actively participate in read aloud experiences using age appropriate literature in individual, small and large groups. ReadyRosie Asking Wh- Questions 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 |
| CONTENT AREA / STANDARD | NJ.ELA. | ENGLISH LANGUAGE ARTS |
| STRAND | RL.PK. | Reading: Informational Text |
| CONTENT STATEMENT | Key Ideas and Details | |
| CUMULATIVE PROGRESS INDICATOR | RI.PK.1. | With prompting and support, ask and answer questions about key elements in a familiar text. ReadyRosie Asking Wh- Questions Book Bag Descriptions Getting Information from Pictures Think About It Tips for helping your child love reading |
| CUMULATIVE PROGRESS INDICATOR | RI.PK.3. | With prompting and support, make a connection between pieces of essential information in a familiar text. ReadyRosie Getting Information from Pictures Just the Facts |
| CONTENT AREA / STANDARD | NJ.ELA. | ENGLISH LANGUAGE ARTS |
| STRAND | RL.PK. | Reading: Informational Text |
| CONTENT STATEMENT | Craft and Structure | |
| CUMULATIVE PROGRESS INDICATOR | RI.PK.5. | Identify the front and back cover of a book. ReadyRosie Funny Reading |
| CONTENT AREA / STANDARD | NJ.ELA. | ENGLISH LANGUAGE ARTS |
| STRAND | RL.PK. | Reading: Informational Text |
| CONTENT STATEMENT | Range of Reading and Level of Text Complexity | |
| CUMULATIVE PROGRESS INDICATOR | RI.PK.10. | Actively participate in read aloud experiences using age appropriate information books individually and in small and large groups. ReadyRosie Just the Facts Tips for helping your child love reading |
| CONTENT AREA / STANDARD | NJ.ELA. | ENGLISH LANGUAGE ARTS |
| STRAND | RF.PK. | Reading: Foundational Skills |
| CONTENT STATEMENT | Print Concepts | |
| CUMULATIVE PROGRESS INDICATOR | RF.PK.1. | Begin to demonstrate understanding of basic features of print. |
| INDICATOR | RF.PK.1.a. | Follow words from left to right, top to bottom, page by page. ReadyRosie Chime In Color Word Sentences Funny Reading Reading the Grocery List Reading with Jack and Jill Stuffed Animal Sentences Stuffed Animal Stories Words on the Page |
| INDICATOR | RF.PK.1.b. | Recognize that spoken words can be written and read. ReadyRosie Funny Reading Kitchen Labeling Stuffed Animal Sentences |
| INDICATOR | RF.PK.1.c. | Recognize that words are separated by spaces. ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Sentence Segmenting Shopping for Clothes Starting a Word Bank Stuffed Animal Stories Words on the Page |
| INDICATOR | RF.PK.1.d. | Recognize and name many upper and lower case letters of the alphabet. ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Looking for Letters in Ads 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 |
| CONTENT AREA / STANDARD | NJ.ELA. | ENGLISH LANGUAGE ARTS |
| STRAND | RF.PK. | Reading: Foundational Skills |
| CONTENT STATEMENT | Phonological Awareness | |
| CUMULATIVE PROGRESS INDICATOR | RF.PK.2. | Demonstrate understanding of spoken words and begin to understand syllables and sounds (phonemes). |
| INDICATOR | RF.PK.2.a. | Recognize and produce simple rhyming words. ReadyRosie Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| INDICATOR | RF.PK.2.b. | Segment syllables in spoken words by clapping out the number of syllables. ReadyRosie Frog Hopping Grocery Sack Syllables Sequences of Sounds |
| INDICATOR | RF.PK.2.c. | Identify many initial sounds of familiar words. ReadyRosie Listen My Children Making a Grocery List Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| CONTENT AREA / STANDARD | NJ.ELA. | ENGLISH LANGUAGE ARTS |
| STRAND | RF.PK. | Reading: Foundational Skills |
| CONTENT STATEMENT | Phonics and Word Recognition | |
| CUMULATIVE PROGRESS INDICATOR | RF.PK.3. | Demonstrate an understanding of beginning phonics and word skills. |
| INDICATOR | RF.PK.3.a. | Associates many letters (consonants and vowels as ready) with their names and their most frequent sounds. ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| INDICATOR | RF.PK.3.c. | Recognize their name in print as well as other familiar print in the environment. ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| CONTENT AREA / STANDARD | NJ.ELA. | ENGLISH LANGUAGE ARTS |
| STRAND | RF.PK. | Reading: Foundational Skills |
| CONTENT STATEMENT | Fluency | |
| CUMULATIVE PROGRESS INDICATOR | RF.PK.4. | Begin to engage in a variety of texts with purpose and understanding. ReadyRosie Getting Information from Pictures Just the Facts Reading Routines for Early Readers |
| CONTENT AREA / STANDARD | NJ.ELA. | ENGLISH LANGUAGE ARTS |
| STRAND | W.PK. | Writing |
| CONTENT STATEMENT | Text Types and Purposes | |
| CUMULATIVE PROGRESS INDICATOR | W.PK.1. | Use a combination of drawings, dictation, scribble writing, letter-strings, or invented spelling to share a preference or opinion during play or other activities. ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Name Game Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| CUMULATIVE PROGRESS INDICATOR | W.PK.2. | Use a combination of drawings, dictation, scribble writing, letter-strings, or invented spelling to share information during play or other activities. ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Name Game Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| CONTENT AREA / STANDARD | NJ.ELA. | ENGLISH LANGUAGE ARTS |
| STRAND | W.PK. | Writing |
| CONTENT STATEMENT | Production and Distribution of Writing | |
| CUMULATIVE PROGRESS INDICATOR | W.PK.5. | With guidance and support, share a drawing with dictation, scribble-writing, letter-strings, or invented spelling to describe an event real or imagined. ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Name Game Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| CONTENT AREA / STANDARD | NJ.ELA. | ENGLISH LANGUAGE ARTS |
| STRAND | W.PK. | Writing |
| CONTENT STATEMENT | Research to Build and Present Knowledge | |
| CUMULATIVE PROGRESS INDICATOR | W.PK.7. | With guidance and support, participate in shared research and shared writing projects. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| CUMULATIVE PROGRESS INDICATOR | W.PK.8. | With guidance and support, recall information from experience or familiar topic to answer a question. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| CONTENT AREA / STANDARD | NJ.ELA. | ENGLISH LANGUAGE ARTS |
| STRAND | SL.PK. | Speaking and Listening |
| CONTENT STATEMENT | Comprehension and Collaboration | |
| CUMULATIVE PROGRESS INDICATOR | SL.PK.1. | Participate in conversations and interactions with peers and adults individually and in small and large groups. |
| INDICATOR | SL.PK.1.a. | Follow-agreed upon rules for discussions during group interactions. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| INDICATOR | SL.PK.1.b. | Continue a conversation through several back and forth exchanges. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| CONTENT AREA / STANDARD | NJ.ELA. | ENGLISH LANGUAGE ARTS |
| STRAND | SL.PK. | Speaking and Listening |
| CONTENT STATEMENT | Comprehension and Collaboration | |
| CUMULATIVE PROGRESS INDICATOR | SL.PK.2. | Ask and answer questions about a text or other information read aloud or presented orally. ReadyRosie Asking Wh- Questions 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 Why should we tell family stories? |
| CUMULATIVE PROGRESS INDICATOR | SL.PK.3. | Ask and answer questions to seek help, get information, or follow directions. ReadyRosie Baby Photo Fun 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 Phone Fun Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim Why should we tell family stories? Yesterday, Today, Tomorrow |
| CONTENT AREA / STANDARD | NJ.ELA. | ENGLISH LANGUAGE ARTS |
| STRAND | SL.PK. | Speaking and Listening |
| CONTENT STATEMENT | Presentation of Knowledge and Ideas | |
| CUMULATIVE PROGRESS INDICATOR | SL.PK.4. | Begin to describe familiar people, places, things, and events and sometimes with detail. ReadyRosie Putting Away the Groceries Table Riddles |
| CUMULATIVE PROGRESS INDICATOR | SL.PK.6. | With guidance and support, speak audibly and express thoughts, feelings, and ideas. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| CONTENT AREA / STANDARD | NJ.ELA. | ENGLISH LANGUAGE ARTS |
| STRAND | L.PK. | Language |
| CONTENT STATEMENT | Conventions of Standard English | |
| CUMULATIVE PROGRESS INDICATOR | L.PK.1. | Begin to understand the conventions of standard English grammar when speaking during interactions and activities. |
| INDICATOR | L.PK.1.a. | Print many alphabet letters. ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| INDICATOR | L.PK.1.b. | Use frequently occurring nouns and verbs. ReadyRosie All Mixed Up |
| INDICATOR | L.PK.1.d. | Understand and use question words (e.g., who, what, where, when, why, how). ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| INDICATOR | L.PK.1.e. | Use frequently occurring prepositions (e.g., to, from, in, out, on, off, for, by, with). ReadyRosie Little Miss Muffet Role Play |
| INDICATOR | L.PK.1.f. | Begin to speak in complete sentences. ReadyRosie All Mixed Up Family Photos Pantry Talk Description Phone Fun Who Should We Ask? |
| INDICATOR | L.PK.1.g. | Understands and can follow simple multi-step directions. 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 |
| CONTENT AREA / STANDARD | NJ.ELA. | ENGLISH LANGUAGE ARTS |
| STRAND | L.PK. | Language |
| CONTENT STATEMENT | Conventions of Standard English | |
| CUMULATIVE PROGRESS INDICATOR | L.PK.2. | Begin to understand the simple conventions of standard English grammar during reading and writing experiences throughout the day. |
| INDICATOR | L.PK.2.c. | Attempt to write a letter or letters by using scribble-writing, letter-like forms, letter-strings, and invented spelling during writing activities throughout the day. ReadyRosie Detailed Drawing of a Face Jump Rope Letters Making a Grocery List Silverware Alphabet Thank You Note Using a Menu to Order Weekend News Writing Names with Shaving Cream |
| CONTENT AREA / STANDARD | NJ.ELA. | ENGLISH LANGUAGE ARTS |
| STRAND | L.PK. | Language |
| CONTENT STATEMENT | Vocabulary Acquisition and Use | |
| CUMULATIVE PROGRESS INDICATOR | L.PK.5. | With guidance and support, explore word relationships. |
| INDICATOR | L.PK.5.a. | Begin to sort familiar objects (e.g., sort a collection of plastic animals into groups: dogs, tigers, and bears). ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| INDICATOR | L.PK.5.b. | Begin to understand opposites of simple and familiar words. ReadyRosie Comparing Vegetables Silent Opposites What's the Opposite? |
| INDICATOR | L.PK.5.c. | Identify real-life connections between words and their use (e.g., “Tell me the name of a place in the classroom that is noisy or quiet.”). ReadyRosie Comparing Vegetables Following Directions Grocery Store Conversations How can I help my child learn new words? I'm Thinking of an Animal Kitchen Labeling Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| CONTENT AREA / STANDARD | NJ.ELA. | ENGLISH LANGUAGE ARTS |
| STRAND | L.PK. | Language |
| CONTENT STATEMENT | Vocabulary Acquisition and Use | |
| CUMULATIVE PROGRESS INDICATOR | L.PK.6. | Use words and phrases acquired through conversations, activities and read aloud. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| CONTENT AREA / STANDARD | NJ.4. | MATHEMATICS |
| STRAND | 4.1. | Children begin to demonstrate an understanding of number and counting. |
| CONTENT STATEMENT | 4.1.1. | Count to 20 by ones with minimal prompting. ReadyRosie How Many Can I Grab? Keep It Up Penny Drop Rub a Dub Counting |
| CONTENT STATEMENT | 4.1.2. | Recognize and name one-digit written numbers up to 10 with minimal prompting. ReadyRosie Fruit Salad Magazine Number Hunt Numbers Everywhere |
| CONTENT STATEMENT | 4.1.3. | Know that written numbers are symbols for number quantities and, with support, begin to write numbers from 0 to 10. ReadyRosie Crazy Counting Find My Number Fruit Salad How Many Steps to Bed? How Old Are You? Magazine Number Hunt May I Take your Order? My Address Numbers Everywhere Rub a Dub Counting Taking Inventory Three Ways to Show a Number |
| CONTENT AREA / STANDARD | NJ.4. | MATHEMATICS |
| STRAND | 4.1. | Children begin to demonstrate an understanding of number and counting. |
| CONTENT STATEMENT | 4.1.4. | Understand the relationship between numbers and quantities (i.e., the last word stated when counting tells “how many”): |
| CUMULATIVE PROGRESS INDICATOR | 4.1.4.a. | Accurately counts quantities of objects up to 10, using one-to one-correspondence, and accurately count as many as 5 objects in a scattered configuration. ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Candy Sort and Graph Counting Signs Decorating Cupcakes Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up Lily Pad Hop May I Take your Order? Measure your Steps More Grapes More than Ten Penny Drop Quick Dots Show Me Skipping Around Taking Inventory The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| CUMULATIVE PROGRESS INDICATOR | 4.1.4.b. | Arrange and count different kinds of objects to demonstrate understanding of the consistency of quantities (i.e., “5” is constant, whether it is a group of 5 people, 5 blocks or 5 pencils). ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Candy Sort and Graph Counting Signs Decorating Cupcakes Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up Lily Pad Hop May I Take your Order? Measure your Steps More Grapes More than Ten Penny Drop Quick Dots Show Me Skipping Around Taking Inventory The Number Stays the Same Three Ways to Show a Number Tips for helping your child love reading Under the Cup What's for Dinner? |
| CUMULATIVE PROGRESS INDICATOR | 4.1.4.c. | Instantly recognize, without counting, small quantities of up to 3 or 4 objects (i.e., subitize). ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Candy Sort and Graph Counting Signs Decorating Cupcakes Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up Lily Pad Hop May I Take your Order? Measure your Steps More Grapes More than Ten Penny Drop Quick Dots Show Me Skipping Around Taking Inventory The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| CONTENT AREA / STANDARD | NJ.4. | MATHEMATICS |
| STRAND | 4.1. | Children begin to demonstrate an understanding of number and counting. |
| CONTENT STATEMENT | 4.1.5. | Use one to one correspondence to solve problems by matching sets (e.g., getting just enough straws to distribute for each juice container on the table) and comparing amounts (e.g., collecting the number of cubes needed to fill the spaces in a muffin tin with one cube each). 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? |
| CONTENT STATEMENT | 4.1.6. | Compare groups of up to 5 objects (e.g., beginning to use terms such as “more,” “less,” “same”). ReadyRosie Acorns and Pinecones Cereal Challenge Make a Tower of Ten More than Ten Slap One More Who has the Biggest Number? |
| CONTENT AREA / STANDARD | NJ.4. | MATHEMATICS |
| STRAND | 4.2. | Children demonstrate an initial understanding of numerical operations. |
| CONTENT STATEMENT | 4.2.1. | Represent addition and subtraction by manipulating up to 5 objects: |
| CUMULATIVE PROGRESS INDICATOR | 4.2.1.a. | Putting together and adding to (e.g., “3 blue pegs, 2 yellow pegs, 5 pegs altogether.”). ReadyRosie Decorating Cupcakes How Many Feet? In My Pond, Part 1 Make a Tower of Ten One More Packing for Our Trip Rock Toss |
| CUMULATIVE PROGRESS INDICATOR | 4.2.1.b. | Taking apart and taking from (“I have four carrot sticks. I’m eating one. Now I have 3.”). ReadyRosie All Done Checkout Countdown In My Pond, Part 2 One Less Three Little Animals |
| CONTENT AREA / STANDARD | NJ.4. | MATHEMATICS |
| STRAND | 4.3. | Children begin to conceptualize measurable attributes of objects. |
| CONTENT STATEMENT | 4.3.1. | Sort, order, pattern, and classify objects by non-measurable (e.g., color, texture, type of material) and measurable attributes (e.g., length, capacity, height). ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Making Patterns My Age Setting the Table Sort and Graph Leaves Sorting Laundry Sound Patterns Speedometer Math The Fence Problem |
| CONTENT STATEMENT | 4.3.2. | Begin to use appropriate vocabulary to demonstrate awareness of the measurable attributes of length, area, weight and capacity of everyday objects (e.g., long, short, tall, light, heavy, full). ReadyRosie Bookcase Problem Building Houses Buying Oranges Comparing Vegetables Fill Up the Cup Grocery Store Weights Leap Frog Measure Making Trail Mix Measuring the Table Near and Far Strawberries for a Picnic |
| CONTENT STATEMENT | 4.3.3. | Compare (e.g., which container holds more) and order (e.g., shortest to longest) up to 5 objects according to measurable attributes. ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Leap Frog Measure Measuring the Table Near and Far |
| CONTENT AREA / STANDARD | NJ.4. | MATHEMATICS |
| STRAND | 4.4. | Children develop spatial and geometric sense. |
| CONTENT STATEMENT | 4.4.1. | Respond to and use positional words (e.g., in, under, between, down, behind). 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 |
| CONTENT STATEMENT | 4.4.2. | Use accurate terms to name and describe some two-dimensional shapes and begin to use accurate terms to name and describe some three-dimensional shapes (e.g., circle, square, triangle, sphere, cylinder, cube, side point, angle). ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| CONTENT AREA / STANDARD | NJ.4. | MATHEMATICS |
| STRAND | 4.4. | Children develop spatial and geometric sense. |
| CONTENT STATEMENT | 4.4.3. | Manipulate, compare and discuss the attributes of: |
| CUMULATIVE PROGRESS INDICATOR | 4.4.3.a. | Two-dimensional shapes (e.g., use two dimensional shapes to make designs, patterns and pictures by manipulating materials such as paper shapes, puzzle pieces, tangrams; construct shapes from materials such as straws; match identical shapes; sort shapes based on rules [something that makes them alike/different]; describe shapes by sides/angles; use pattern blocks to compose/decompose shapes when making and taking apart compositions of several shapes). ReadyRosie Building Houses Pantry Sort 1 Pantry Sort 2 |
| CUMULATIVE PROGRESS INDICATOR | 4.4.3.b. | Three-dimensional shapes by building with blocks and with other materials having height, width and depth (e.g., unit blocks, hollow blocks, attribute blocks, boxes, empty food containers, plastic pipe). ReadyRosie Building Houses Pantry Sort 1 Pantry Sort 2 Tips for helping your child love reading |
| CONTENT AREA / STANDARD | NJ.5. | SCIENCE |
| STRAND | 5.1. | Children develop inquiry skills. |
| CONTENT STATEMENT | 5.1.1. | Display curiosity about science objects, materials, activities, and longer-term investigations in progress (e.g., ask who, what, when, where, why, and how questions during sensory explorations, experimentation, and focused inquiry). ReadyRosie What's for Dinner? |
| CONTENT STATEMENT | 5.1.2. | Observe, question, predict, and investigate materials, objects, and phenomena during classroom activities indoors and outdoors and during any longer-term investigations in progress. Seek answers to questions and test predictions using simple experiments or research media (e.g., cracking a nut to look inside; putting a toy car in water to determine whether it sinks). ReadyRosie Acorns and Pinecones Measure your Steps Strawberries for a Picnic What's for Dinner? |
| CONTENT STATEMENT | 5.1.4. | Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions. ReadyRosie Acorns and Pinecones Measure your Steps Strawberries for a Picnic What's for Dinner? |
| CONTENT AREA / STANDARD | NJ.5. | SCIENCE |
| STRAND | 5.2. | Children observe and investigate matter and energy. |
| CONTENT STATEMENT | 5.2.1. | Observe, manipulate, sort, and describe objects and materials (e.g., water, sand, clay, paint, glue, various types of blocks, collections of objects, simple household items that can be taken apart, or objects made of wood, metal, or cloth) in the classroom and outdoor environment based on size, shape, color, texture, and weight. ReadyRosie Candy Sort and Graph Grocery Store Weights I Spy an Animal Likely or Unlikely Sort and Graph Leaves Sorting Laundry Tips for helping your child love reading |
| CONTENT AREA / STANDARD | NJ.5. | SCIENCE |
| STRAND | 5.3. | Children observe and investigate living things. |
| CONTENT STATEMENT | 5.3.4. | Observe and record change over time and cycles of change that affect living things (e.g., monitoring the life cycle of a plant, using children’s baby photographs to discuss human change and growth, using unit blocks to record the height of classroom plants). ReadyRosie Tips for helping your child love reading |
| CONTENT AREA / STANDARD | NJ.6. | SOCIAL STUDIES, FAMILY, AND LIFE SKILLS |
| STRAND | 6.1. | Children identify unique characteristics of themselves, their families, and others. |
| CONTENT STATEMENT | 6.1.1. | Describe characteristics of oneself, one’s family, and others. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| CONTENT STATEMENT | 6.1.2. | Demonstrate an understanding of family roles and traditions. ReadyRosie My Address Why is storytelling important? |
| CONTENT STATEMENT | 6.1.3. | Express individuality and cultural diversity (e.g., through dramatic play). ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| CONTENT AREA / STANDARD | NJ.6. | SOCIAL STUDIES, FAMILY, AND LIFE SKILLS |
| STRAND | 6.2. | Children become contributing members of the classroom community. |
| CONTENT STATEMENT | 6.2.1. | Demonstrate understanding of rules by following most classroom routines. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| CONTENT STATEMENT | 6.2.2. | Demonstrates responsibility by initiating simple classroom tasks and jobs. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| CONTENT AREA / STANDARD | NJ.6. | SOCIAL STUDIES, FAMILY, AND LIFE SKILLS |
| STRAND | 6.4. | Children develop an awareness of the cultures within their classroom and their community. |
| CONTENT STATEMENT | 6.4.1. | Learn about and respect other cultures within the classroom and community. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| CONTENT AREA / STANDARD | NJ.7. | WORLD LANGUAGES |
| STRAND | 7.1. | Children know that people use different languages (including sign language) to communicate, and will express simple greetings, words, and phrases in a language other than their own. |
| CONTENT STATEMENT | 7.1.1. | Acknowledge that a language other than their own is being spoken or used (e.g., in a story, rhyme, or song). ReadyRosie Pantry Talk Description |
| CONTENT AREA / STANDARD | NJ.9. | APPROACHES TO LEARNING |
| STRAND | 9.1. | Children demonstrate initiative, engagement, and persistence. |
| CONTENT STATEMENT | 9.1.1. | Make plans and decisions to actively engage in learning (e.g., two children greet each other as they arrive to school and decide that they will finish counting all the bottle caps they collected during choice time.) ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT STATEMENT | 9.1.2. | Show curiosity and initiative by choosing to explore a variety of activities and experiences with a willingness to try new challenges (e.g., choosing harder and harder puzzles). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT STATEMENT | 9.1.3. | Focus attention on tasks and experiences, despite interruptions or distractions (e.g., working hard on a drawing even when children nearby are playing a game). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT STATEMENT | 9.1.4. | Show persistence when faced with challenging tasks and uncertainty, seeking and accepting help when appropriate (e.g., saying to a friend, ‘This is hard. Can you help me figure it out?). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT STATEMENT | 9.1.5. | Bring a teacher-directed or self-initiated task, activity or project to completion (e.g., showing the teacher, “Look—I finished it all by myself!”). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT STATEMENT | Bring a teacher-directed or self-initiated task, activity or project to completion (e.g., showing the teacher, “Look—I finished it all by myself!”). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT AREA / STANDARD | NJ.9. | APPROACHES TO LEARNING |
| STRAND | 9.2. | Children show creativity and imagination. |
| CONTENT STATEMENT | 9.2.1. | Show flexibility in approaching tasks by being open to new ideas (i.e., doesn’t cling to one approach to a task, but is willing to experiment and to risk trying out a new idea or approach). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT STATEMENT | 9.2.2. | Use the imagination to solve problems, use materials, role play, write stories, move the body, or create works of art (e.g., create pretend spinach out of torn green construction paper to serve for dinner). ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| CONTENT STATEMENT | 9.2.3. | Use multiple means of communication to creatively express thoughts, ideas, and feelings (e.g., sing a song and act out the story of the life cycle of a butterfly). ReadyRosie Funny Faces If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Talking About Your Feelings Why should I sing to my baby? |
| CONTENT AREA / STANDARD | NJ.9. | APPROACHES TO LEARNING |
| STRAND | 9.3. | Children identify and solve problems. |
| CONTENT STATEMENT | 9.3.2. | Use varied strategies to seek or recall information and to find answers (e.g., questioning, trial and error, testing, building on ideas, finding resources, drawing, or thinking aloud). ReadyRosie Color Word Sentences Detailed Drawing of a Face Listening for Sounds May I Take your Order? Mirror, Mirror Phone Fun Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| CONTENT STATEMENT | 9.3.3. | Predict what will happen next based on prior experience and knowledge and test the prediction for accuracy (e.g., raising the height of the ramp to see if the ball will roll farther than when the ramp was lower). ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| CONTENT AREA / STANDARD | NJ.9. | APPROACHES TO LEARNING |
| STRAND | 9.4. | Children apply what they have learned to new situations. |
| CONTENT STATEMENT | 9.4.1. | Use prior knowledge to understand new experiences or a problem in a new context (e.g., after learning about snakes, children make comparisons when finding a worm on the playground). ReadyRosie Baby Photo Fun Celebrate Learning Making Connections PreK My Age Shape Changers Sink or Swim Taking Turns Zoo in My Room |
| CONTENT STATEMENT | 9.4.2. | Make connections between ideas, concepts, and subjects (e.g., children take pictures from a field trip or nature walk, and use them to write and illustrate classroom books). ReadyRosie Baby Photo Fun Making Connections PreK Zoo in My Room |
| CONTENT STATEMENT | 9.4.3. | Demonstrate understanding of what others think and feel through words or actions (e.g., children act out a story that the teacher has told them, mirroring the characters’ emotions). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |