New York State Learning Standards and Core Curriculum (Pre-K)
| Main Criteria: New York State Learning Standards and Core Curriculum | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Health and PE, Language Arts, Mathematics, Science | ||
| Grade: Pre K | ||
| Correlation Options: Show Correlated | ||
| New York State Learning Standards and Core Curriculum |
| Language Arts |
| Grade: Pre K - Adopted: 2011 |
| STRAND / DOMAIN / UNIFYING THEME | NY.CC.RL.PK. | Reading Standards for Literature |
| CATEGORY / CLUSTER / KEY IDEA | Key Ideas and Details | |
| STANDARD / CONCEPTUAL UNDERSTANDING | RL.PK.1. | With prompting and support, ask and answer about key details in a text. ReadyRosie Book Bag Descriptions Reading a Book for the Second Time Recalling What Happened in a Story |
| STANDARD / CONCEPTUAL UNDERSTANDING | RL.PK.2. | With prompting and support, retell familiar stories. ReadyRosie My Favorite Part Recalling What Happened in a Story Retelling the Story |
| STANDARD / CONCEPTUAL UNDERSTANDING | RL.PK.3. | With prompting and support, ask and answer questions about characters and major events in a story. ReadyRosie Making Connections PreK Toy Stories |
| STRAND / DOMAIN / UNIFYING THEME | NY.CC.RL.PK. | Reading Standards for Literature |
| CATEGORY / CLUSTER / KEY IDEA | Craft and Structure | |
| STANDARD / CONCEPTUAL UNDERSTANDING | RL.PK.4. | Exhibit curiosity and interest in learning new vocabulary (e.g., ask questions about unfamiliar vocabulary). ReadyRosie Book Bag Descriptions |
| STANDARD / CONCEPTUAL UNDERSTANDING | RL.PK.6. | With prompting and support, can describe the role of an author and illustrator. ReadyRosie Funny Reading |
| STRAND / DOMAIN / UNIFYING THEME | NY.CC.RL.PK. | Reading Standards for Literature |
| CATEGORY / CLUSTER / KEY IDEA | Integration of Knowledge and Ideas | |
| STANDARD / CONCEPTUAL UNDERSTANDING | RL.PK.7. | With prompting and support, students will engage in a picture walk to make connections between self, illustrations, and the story. ReadyRosie Picture Walk Predictions Retelling the Story |
| STRAND / DOMAIN / UNIFYING THEME | NY.CC.RL.PK. | Reading Standards for Literature |
| CATEGORY / CLUSTER / KEY IDEA | Research to Build and Present Knowledge | |
| STANDARD / CONCEPTUAL UNDERSTANDING | RL.PK.10. | Actively engage in group reading activities with purpose and understanding. ReadyRosie Asking Wh- Questions |
| STRAND / DOMAIN / UNIFYING THEME | NY.CC.RL.PK. | Reading Standards for Literature |
| CATEGORY / CLUSTER / KEY IDEA | Responding to Literature | |
| STANDARD / CONCEPTUAL UNDERSTANDING | RL.PK.11. | With prompting and support, make connections between self, text, and the world around them (text, media, social interaction). ReadyRosie Funny Reading Picture Walk Predictions |
| STRAND / DOMAIN / UNIFYING THEME | NY.CC.RI.PK. | Reading Standards for Informational Text |
| CATEGORY / CLUSTER / KEY IDEA | Key Ideas and Details | |
| STANDARD / CONCEPTUAL UNDERSTANDING | RI.PK.1. | With prompting and support, ask and answer questions about details in a text. ReadyRosie Book Bag Descriptions Just the Facts Making Trail Mix |
| STRAND / DOMAIN / UNIFYING THEME | NY.CC.RI.PK. | Reading Standards for Informational Text |
| CATEGORY / CLUSTER / KEY IDEA | Craft and Structure | |
| STANDARD / CONCEPTUAL UNDERSTANDING | RI.PK.4. | Exhibit curiosity and interest in learning new vocabulary (e.g., ask questions about unfamiliar vocabulary). ReadyRosie Think About It |
| STANDARD / CONCEPTUAL UNDERSTANDING | RI.PK.5. | Identify the front cover, back cover; displays correct orientation of book, page turning skills. ReadyRosie Funny Reading |
| STANDARD / CONCEPTUAL UNDERSTANDING | RI.PK.6. | With prompting and support, can describe the role of an author and illustrator. ReadyRosie Funny Reading |
| STRAND / DOMAIN / UNIFYING THEME | NY.CC.RI.PK. | Reading Standards for Informational Text |
| CATEGORY / CLUSTER / KEY IDEA | Integration of Knowledge and Ideas | |
| STANDARD / CONCEPTUAL UNDERSTANDING | RI.PK.7. | With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g. what person, place, thing or idea in the text an illustration depicts). ReadyRosie Picture Walk Predictions Retelling the Story |
| STANDARD / CONCEPTUAL UNDERSTANDING | RI.PK.9. | With prompting and support, identify basic similarities and differences between two texts on the same topic (e.g. illustrations, descriptions or procedures). ReadyRosie Picture Walk Predictions Retelling the Story |
| STRAND / DOMAIN / UNIFYING THEME | NY.CC.RF.PK. | Reading Standards: Foundational Skills |
| CATEGORY / CLUSTER / KEY IDEA | Print Concepts | |
| STANDARD / CONCEPTUAL UNDERSTANDING | RF.PK.1. | Demonstrate understanding of the organization and basic features of print. |
| EXPECTATION / CONTENT SPECIFICATION | RF.PK.1.a. | Follow words from left to right, top to bottom, and page by page. ReadyRosie Chime In Funny Reading My Address Reading with Jack and Jill Words on the Page |
| EXPECTATION / CONTENT SPECIFICATION | RF.PK.1.c. | Understand that words are separated by spaces in print. ReadyRosie Color Word Sentences Sentence Segmenting Words on the Page |
| EXPECTATION / CONTENT SPECIFICATION | RF.PK.1.d. | Recognize and name some upper /lowercase letters of the alphabet, especially those in own name. ReadyRosie Letter Hunt Letter Sort Looking for Letters in Ads Making Letter Soup Making a Grocery List Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| EXPECTATION / CONTENT SPECIFICATION | RF.PK.1.e. | Recognize that letters are grouped to form words. ReadyRosie Kitchen Labeling Words on the Page |
| STRAND / DOMAIN / UNIFYING THEME | NY.CC.RF.PK. | Reading Standards: Foundational Skills |
| CATEGORY / CLUSTER / KEY IDEA | Phonological Awareness | |
| STANDARD / CONCEPTUAL UNDERSTANDING | RF.PK.2. | Demonstrate an emerging understanding of spoken words, syllables and sounds (phonemes). |
| EXPECTATION / CONTENT SPECIFICATION | RF.PK.2.a. | Engage in language play (e.g. alliterative language, rhyming, sound patterns). ReadyRosie Hopping Rhyming Little Bo Peep Substitutions Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| EXPECTATION / CONTENT SPECIFICATION | RF.PK.2.b. | Recognize and match words that rhyme. ReadyRosie Hopping Rhyming Little Bo Peep Substitutions Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| EXPECTATION / CONTENT SPECIFICATION | RF.PK.2.c. | Demonstrate awareness of relationship between sounds and letters. ReadyRosie Making a Grocery List |
| EXPECTATION / CONTENT SPECIFICATION | RF.PK.2.d. | With support and prompting, isolate and pronounce the initial sounds in words. ReadyRosie Listen My Children Reading the Grocery List Searching for Sounds at the Store Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| STRAND / DOMAIN / UNIFYING THEME | NY.CC.RF.PK. | Reading Standards: Foundational Skills |
| CATEGORY / CLUSTER / KEY IDEA | Phonics and Word Recognition | |
| STANDARD / CONCEPTUAL UNDERSTANDING | RF.PK.3. | Demonstrate emergent phonics and word analysis skills. |
| EXPECTATION / CONTENT SPECIFICATION | RF.PK.3.a. | With prompting and support, demonstrate one-to-one letter-sound correspondence by producing the primary sound of some consonants. ReadyRosie Lazy Letters Making a Grocery List |
| EXPECTATION / CONTENT SPECIFICATION | RF.PK.3.b. | Recognizes own name and common signs and labels in the environment. ReadyRosie Kitchen Labeling Shopping for Clothes |
| STRAND / DOMAIN / UNIFYING THEME | NY.CC.RF.PK. | Reading Standards: Foundational Skills |
| CATEGORY / CLUSTER / KEY IDEA | Fluency | |
| STANDARD / CONCEPTUAL UNDERSTANDING | RF.PK.4. | Displays emergent reading behaviors with purpose and understanding (e.g., pretend reading). ReadyRosie Chime In Making a Grocery List Reading with Jack and Jill |
| STRAND / DOMAIN / UNIFYING THEME | NY.CC.W.PK. | Writing Standards |
| CATEGORY / CLUSTER / KEY IDEA | Text Types and Purposes | |
| STANDARD / CONCEPTUAL UNDERSTANDING | W.PK.1. | With prompting and support, use a combination of drawing, dictating, or writing to express an opinion about a book or topic (e.g., I like.... because...) ReadyRosie Thank You Note |
| STANDARD / CONCEPTUAL UNDERSTANDING | W.PK.3. | With prompting and support, use a combination of drawing, dictating, or writing to narrate a single event and provide a reaction to what happened. ReadyRosie Tips for storytelling: Using gestures Weekend News Why is storytelling important? Why should we tell family stories? |
| STRAND / DOMAIN / UNIFYING THEME | NY.CC.W.PK. | Writing Standards |
| CATEGORY / CLUSTER / KEY IDEA | Research to Build and Present Knowledge | |
| STANDARD / CONCEPTUAL UNDERSTANDING | W.PK.7. | With guidance and support, participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). ReadyRosie Stuffed Animal Stories |
| STRAND / DOMAIN / UNIFYING THEME | NY.CC.W.PK. | Writing Standards |
| CATEGORY / CLUSTER / KEY IDEA | Responding to Literature | |
| STANDARD / CONCEPTUAL UNDERSTANDING | W.PK.11. | Create and present a poem, dramatization, art work, or personal response to a particular author or theme studied in class, with prompting and support as needed. ReadyRosie Act It Out Asking Wh- Questions Tips for helping your child love reading Toy Stories |
| STRAND / DOMAIN / UNIFYING THEME | NY.CC.SL.PK. | Speaking and Listening Standards |
| CATEGORY / CLUSTER / KEY IDEA | Comprehension and Collaboration | |
| STANDARD / CONCEPTUAL UNDERSTANDING | SL.PK.2. | With guidance and support, confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. ReadyRosie Asking Wh- Questions Family Movie Night Stuffed Animal Stories |
| STANDARD / CONCEPTUAL UNDERSTANDING | SL.PK.3. | With guidance and support, ask and answer questions in order to seek help, get information, or clarify something that is not understood. ReadyRosie Reading a Book for the Second Time Recalling What Happened in a Story What's for Dinner? Who Should We Ask? |
| STRAND / DOMAIN / UNIFYING THEME | NY.CC.SL.PK. | Speaking and Listening Standards |
| CATEGORY / CLUSTER / KEY IDEA | Presentation of Knowledge and Ideas | |
| STANDARD / CONCEPTUAL UNDERSTANDING | SL.PK.4. | Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. ReadyRosie Grandparent Storytime Pantry Talk Description Pretending Together Putting Away the Groceries Table Riddles Yesterday, Today, Tomorrow Zoo in My Room |
| STANDARD / CONCEPTUAL UNDERSTANDING | SL.PK.5. | Add drawings or other visual displays to descriptions as desired to provide additional detail. ReadyRosie Grandparent Storytime Pantry Talk Description Pretending Together Putting Away the Groceries Table Riddles Yesterday, Today, Tomorrow Zoo in My Room |
| STANDARD / CONCEPTUAL UNDERSTANDING | SL.PK.6. | Demonstrate an emergent ability to express thoughts, feelings and ideas. ReadyRosie Choosing the Right Voice |
| STRAND / DOMAIN / UNIFYING THEME | NY.CC.L.PK. | Language Standards |
| CATEGORY / CLUSTER / KEY IDEA | Conventions of Standard English | |
| STANDARD / CONCEPTUAL UNDERSTANDING | L.PK.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| EXPECTATION / CONTENT SPECIFICATION | L.PK.1.a. | Print some upper- and lowercase letters.(e.g. letters in their name). ReadyRosie Jump Rope Letters Making a Grocery List |
| EXPECTATION / CONTENT SPECIFICATION | L.PK.1.d. | Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). ReadyRosie What's for Dinner? Who Should We Ask? |
| EXPECTATION / CONTENT SPECIFICATION | L.PK.1.e. | In speech, use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). ReadyRosie Follow the Leader Little Miss Muffet Role Play Stuffed Animal Olympics |
| STRAND / DOMAIN / UNIFYING THEME | NY.CC.L.PK. | Language Standards |
| CATEGORY / CLUSTER / KEY IDEA | Conventions of Standard English | |
| STANDARD / CONCEPTUAL UNDERSTANDING | L.PK.2. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| EXPECTATION / CONTENT SPECIFICATION | L.PK.2.b. | Attempt to write a letter or letters to represent a word. ReadyRosie Jump Rope Letters Making a Grocery List |
| STRAND / DOMAIN / UNIFYING THEME | NY.CC.L.PK. | Language Standards |
| CATEGORY / CLUSTER / KEY IDEA | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPTUAL UNDERSTANDING | L.PK.5. | With guidance and support, explore word relationships and nuances in word meanings. |
| EXPECTATION / CONTENT SPECIFICATION | L.PK.5.a. | Sort common objects into categories (e.g., shapes, foods) for understanding of the concepts the categories represent. ReadyRosie Grocery Store Conversations How Many Can You Name? |
| EXPECTATION / CONTENT SPECIFICATION | L.PK.5.b. | Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites ( e.g., up, down, stop, go, in, out). ReadyRosie Silent Opposites What's the Opposite? |
| STRAND / DOMAIN / UNIFYING THEME | NY.CC.L.PK. | Language Standards |
| CATEGORY / CLUSTER / KEY IDEA | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPTUAL UNDERSTANDING | L.PK.6. | With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to texts. ReadyRosie Grocery Store Conversations How can I help my child learn new words? I'm Thinking of an Animal Mystery Bag Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| New York State Learning Standards and Core Curriculum |
| Mathematics |
| Grade: Pre K - Adopted: 2017 |
| STRAND / DOMAIN / UNIFYING THEME | NY-PK.CC. | Counting and Cardinality |
| CATEGORY / CLUSTER / KEY IDEA | Know number names and the count sequence. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-PK.CC.1. | Count to 20. ReadyRosie Counting Signs How Many in a Set? How Old Are You? One Less One More Skipping Around |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-PK.CC.2. | Represent a number of objects (0 - 5), with a written numeral 0–5 (with 0 representing a count of no objects). ReadyRosie May I Take your Order? Taking Inventory Three Ways to Show a Number |
| STRAND / DOMAIN / UNIFYING THEME | NY-PK.CC. | Counting and Cardinality |
| CATEGORY / CLUSTER / KEY IDEA | Count to tell the number of objects. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-PK.CC.3. | Understand the relationship between numbers and quantities to 10; connect counting to cardinality. ReadyRosie Apple Pie Block Tower Counting Signs Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? More Grapes Penny Drop The Number Stays the Same Three Ways to Show a Number |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-PK.CC.3a. | When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (1:1 correspondence) ReadyRosie Adding Ice Apple Pie Block Tower Counting Signs Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? More Grapes More than Ten Penny Drop The Number Stays the Same Three Little Animals Three Ways to Show a Number |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-PK.CC.3b. | Explore and develop the concept that the last number name said tells the number of objects counted, (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted. ReadyRosie Apple Pie Block Tower Counting Signs Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? More Grapes Penny Drop The Number Stays the Same Three Ways to Show a Number |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-PK.CC.4a. | Answer counting questions using as many as 10 objects arranged in a line, a rectangular array, and a circle. Answer counting questions using as many as 5 objects in a scattered configuration. ReadyRosie Adding Ice Candy Sort and Graph How Many Can I Grab? How Many Feet? I Spy an Animal Lily Pad Hop More than Ten My Age Three Little Animals |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-PK.CC.4b. | Given a number from 1–10, count out that many objects. ReadyRosie Adding Ice Counting Signs How Many Can I Grab? How Many Feet? How Many in a Set? How Old Are You? More than Ten One Less One More Skipping Around Three Little Animals |
| STRAND / DOMAIN / UNIFYING THEME | NY-PK.CC. | Counting and Cardinality |
| CATEGORY / CLUSTER / KEY IDEA | Compare numbers. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-PK.CC.5. | Recognize whether the number of objects in one group is more than, fewer than, or equal to (the same as) the number of objects in another group. Note: Include groups with up to five objects. ReadyRosie Acorns and Pinecones Adding Ice Cereal Challenge How Many Steps to Bed? Make a Tower of Ten More than Ten Sharing a Meal Slap One More Sort and Graph Leaves Who has the Biggest Number? |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-PK.CC.6. | Identify “first” and “last” related to order or position. ReadyRosie First Place Under the Cup |
| STRAND / DOMAIN / UNIFYING THEME | NY-PK.OA. | Operations & Algebraic Thinking |
| CATEGORY / CLUSTER / KEY IDEA | Understand addition as adding to, and understand subtraction as taking from. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-PK.OA.1. | Explore addition and subtraction by using objects, fingers, and responding to real world situations. ReadyRosie All Done Decorating Cupcakes In My Pond, Part 1 In My Pond, Part 2 Packing for Our Trip Three Little Animals |
| STRAND / DOMAIN / UNIFYING THEME | NY-PK.OA. | Operations & Algebraic Thinking |
| CATEGORY / CLUSTER / KEY IDEA | Understand simple patterns. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-PK.OA.2. | Duplicate and extend simple patterns using concrete objects. ReadyRosie Making Patterns Sound Patterns The Fence Problem |
| STRAND / DOMAIN / UNIFYING THEME | NY-PK.MD. | Measurement & Data |
| CATEGORY / CLUSTER / KEY IDEA | Describe and compare measurable attributes. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-PK.MD.1. | Identify measurable attributes of objects, such as length or weight, and describe them using appropriate vocabulary. ReadyRosie Bookcase Problem Grocery Store Weights Leap Frog Measure Near and Far |
| STRAND / DOMAIN / UNIFYING THEME | NY-PK.MD. | Measurement & Data |
| CATEGORY / CLUSTER / KEY IDEA | Sort objects and count the number of objects in each category. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-PK.MD.2. | Sort objects into categories; count the objects in each category. Note: Limit category counts to be less than or equal to 10. ReadyRosie Candy Sort and Graph Dino Dig I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| STRAND / DOMAIN / UNIFYING THEME | NY-PK.G. | Geometry |
| CATEGORY / CLUSTER / KEY IDEA | Identify and describe shapes (squares, circles, triangles, and rectangles). | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-PK.G.1. | Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as top, bottom, up, down, above, below, in front of, behind, over, under, and next to. ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Mirror, Mirror Near and Far Stuffed Animal Olympics Treasure Map |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-PK.G.2. | Name shapes regardless of size. ReadyRosie Finger Shapes Guess My Shape Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| STRAND / DOMAIN / UNIFYING THEME | NY-PK.G. | Geometry |
| CATEGORY / CLUSTER / KEY IDEA | Analyze, compare, and sort objects. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-PK.G.3. | Analyze, compare, and sort two- and three-dimensional objects using informal language to describe their similarities, differences, and other attributes. ReadyRosie Candy Sort and Graph Dino Dig I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-PK.G.4. | Create and build shapes from components. ReadyRosie Shape Changers Ways to Cut a Sandwich |