North Carolina Standard Course of Study (Pre-K)
| Main Criteria: North Carolina Standard Course of Study | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grade: Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| North Carolina Standard Course of Study |
| Early Childhood Education |
| Grade: Ages 3-5 - Adopted: 2013 |
| CONTENT AREA / STRAND | NC.YP.APL. | Approaches to Play and Learning (APL) – Younger Preschoolers – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Curiosity, Information-Seeking, and Eagerness | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-1: | Children show curiosity and express interest in the world around them. |
| CLARIFYING OBJECTIVE | APL-1j: | Discover things that interest and amaze them and seek to share them with others. ReadyRosie Building Houses Celebrate Learning Family Talent Show Keep It Up My Age Shape Changers Sink or Swim Taking Turns Who has the Biggest Number? |
| CLARIFYING OBJECTIVE | APL-1k: | Communicate interest to others through verbal and nonverbal means (take teacher to the science center to see a new animal). ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CLARIFYING OBJECTIVE | APL-1l: | Show interest in a growing range of topics, ideas, and tasks. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT AREA / STRAND | NC.YP.APL. | Approaches to Play and Learning (APL) – Younger Preschoolers – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Curiosity, Information-Seeking, and Eagerness | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-2: | Children actively seek to understand the world around them. |
| CLARIFYING OBJECTIVE | APL-2i: | Ask questions about the people and things around them. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| CLARIFYING OBJECTIVE | APL-2j: | Use all available senses, tools, and a variety of strategies to explore the environment (drop objects in water to see if they sink or float). ReadyRosie Grocery Store Conversations |
| CLARIFYING OBJECTIVE | APL-2k: | Purposely try different ways of doing things to see what and how they work (adjust blocks used as a ramp to make a ball roll faster and farther). ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| CONTENT AREA / STRAND | NC.YP.APL. | Approaches to Play and Learning (APL) – Younger Preschoolers – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Play and Imagination | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-3: | Children engage in increasingly complex play. |
| CLARIFYING OBJECTIVE | APL-3n: | Talk to peers and share materials during play. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CLARIFYING OBJECTIVE | APL-3o: | Engage in make-believe play with imaginary objects. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| CLARIFYING OBJECTIVE | APL-3p: | Use language to begin and carry on play with others. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CLARIFYING OBJECTIVE | APL-3q: | Express knowledge of their everyday lives and culture through play (uses chopsticks to eat, pretends to fix hair the way his/her family styles hair). ReadyRosie Family Photos Family Talent Show Grandparent Storytime In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories Why should we tell family stories? |
| CONTENT AREA / STRAND | NC.YP.APL. | Approaches to Play and Learning (APL) – Younger Preschoolers – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Play and Imagination | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-4: | Children demonstrate creativity, imagination, and inventiveness. |
| CLARIFYING OBJECTIVE | APL-4h: | Offer new ideas about how to do or make things. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| CLARIFYING OBJECTIVE | APL-4i: | Add new actions, props, or dress-up items to pretend play. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| CLARIFYING OBJECTIVE | APL-4j: | Use materials (e.g., art materials, instruments, construction, writing implements) or actions to represent experiences or ideas in novel ways. 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 |
| CLARIFYING OBJECTIVE | APL-4k: | Experiment with language, musical sounds, and movement. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| CONTENT AREA / STRAND | NC.YP.APL. | Approaches to Play and Learning (APL) – Younger Preschoolers – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Risk-Taking, Problem-Solving, and Flexibility | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-5: | Children are willing to try new and challenging experiences. |
| CLARIFYING OBJECTIVE | APL-5l: | Choose to participate in an increasing variety of familiar and new experiences. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT AREA / STRAND | NC.YP.APL. | Approaches to Play and Learning (APL) – Younger Preschoolers – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Attentiveness, Effort, and Persistence | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-7: | Children demonstrate initiative. |
| CLARIFYING OBJECTIVE | APL-7h: | Show increasing independence and purpose when making choices (“I want to go to blocks.”). ReadyRosie Tips for helping your child love reading |
| CLARIFYING OBJECTIVE | APL-7i: | Express goals or plans and follow through on them (“I’m going to draw my house.”). ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| CONTENT AREA / STRAND | NC.YP.APL. | Approaches to Play and Learning (APL) – Younger Preschoolers – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Attentiveness, Effort, and Persistence | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-8: | Children maintain attentiveness and focus. |
| CLARIFYING OBJECTIVE | APL-8h: | Focus on age-appropriate activities for a short period of time, even with interruptions (continue working on a puzzle even though another child sitting nearby is laughing and talking). ReadyRosie Drumming Sounds |
| CLARIFYING OBJECTIVE | APL-8i: | Remain engaged in more complex activities that they have chosen. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CLARIFYING OBJECTIVE | APL-8j: | Maintain focus and return to an activity after a break. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT AREA / STRAND | NC.YP.APL. | Approaches to Play and Learning (APL) – Younger Preschoolers – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Attentiveness, Effort, and Persistence | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-9: | Children persist at challenging activities. |
| CLARIFYING OBJECTIVE | APL-9f: | When something does not work, try different ways to complete the task (when a block tower falls, try putting the blocks together in a different way to build the tower again). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns Tips for helping your child love reading |
| CLARIFYING OBJECTIVE | APL-9g: | Keep working to complete tasks, including those that are somewhat difficult. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT AREA / STRAND | NC.YP.ESD. | Emotional and Social Development (ESD) – Younger Preschoolers – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Developing a Sense of Self | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-1: | Children demonstrate a positive sense of self-identity and self-awareness. |
| CLARIFYING OBJECTIVE | ESD-1k: | Describe self (characteristics that can be seen, things they can do, things they like, and possessions). ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| CLARIFYING OBJECTIVE | ESD-1m: | Use own first and last name. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| CLARIFYING OBJECTIVE | ESD-1n: | Choose activities they like and name their favorite activities. ReadyRosie Book Selection Selecting Books Using a Menu to Order What's for Dinner? |
| CONTENT AREA / STRAND | NC.YP.ESD. | Emotional and Social Development (ESD) – Younger Preschoolers – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Developing a Sense of Self | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-2: | Children express positive feelings about themselves and confidence in what they can do. |
| CLARIFYING OBJECTIVE | ESD-2k: | Express positive feelings about themselves by showing and/or telling others about themselves, things they like, or things they have done. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| CLARIFYING OBJECTIVE | ESD-2l: | Express the belief that they can do many things. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| CLARIFYING OBJECTIVE | ESD-2m: | Try new activities and attempt new challenges. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT AREA / STRAND | NC.YP.ESD. | Emotional and Social Development (ESD) – Younger Preschoolers – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Developing a Sense of Self with Others | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-3: | Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs. |
| CLARIFYING OBJECTIVE | ESD-3m: | Seek out trusted teachers and caregivers as needed (for emotional support, physical assistance, social interaction, problem-solving, and approval). ReadyRosie Behavior is a form of communication How can I get my child to listen to me? How should I handle temper tantrums? You are your child's first teacher |
| CONTENT AREA / STRAND | NC.YP.ESD. | Emotional and Social Development (ESD) – Younger Preschoolers – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Developing a Sense of Self with Others | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-4: | Children form relationships and interact positively with other children. |
| CLARIFYING OBJECTIVE | ESD-4k: | Demonstrate social skills when interacting with other children (turn-taking, conflict resolution, sharing). ReadyRosie Building Houses Choosing the Right Voice Family Talent Show How can I stop my kids from fighting? Keep It Up Taking Turns Talking About Your Feelings Who has the Biggest Number? |
| CLARIFYING OBJECTIVE | ESD-4l: | Form and maintain friendships with a few other children. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CLARIFYING OBJECTIVE | ESD-4m: | Identify another child as a friend. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CLARIFYING OBJECTIVE | ESD-4n: | Approach other children easily, expecting positive interactions. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CLARIFYING OBJECTIVE | ESD-4o: | Show ease and comfort in their interactions with familiar children. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT AREA / STRAND | NC.YP.ESD. | Emotional and Social Development (ESD) – Younger Preschoolers – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Developing a Sense of Self with Others | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-5: | Children demonstrate the social and behavioral skills needed to successfully participate in groups. |
| CLARIFYING OBJECTIVE | ESD-5k: | Follow social rules, transitions, and routines that have been explained to them, with reminders and practice. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| CLARIFYING OBJECTIVE | ESD-5l: | Often make requests clearly and effectively. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| CLARIFYING OBJECTIVE | ESD-5m: | Show awareness that their actions affect others (move carefully around classmate’s block structure). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| CLARIFYING OBJECTIVE | ESD-5o: | Work to resolve conflicts effectively, with guidance and support. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| CLARIFYING OBJECTIVE | ESD-5p: | Notice and accept similarities and differences among all people, including people with disabilities and those from different cultures. ReadyRosie Family Photos Family Talent Show Funny Faces Grandparent Storytime If You're Happy & You Know It Talking About Your Feelings Thank You Note Why should we tell family stories? |
| CONTENT AREA / STRAND | NC.YP.ESD. | Emotional and Social Development (ESD) – Younger Preschoolers – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Learning about Feelings | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-6: | Children identify, manage, and express their feelings. |
| CLARIFYING OBJECTIVE | ESD-6l: | Express a range of emotions (happiness, sadness, fear, anger, disgust, tenderness, hostility, shame, guilt, satisfaction, and love) with their face, body, vocal sounds, and words. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| CLARIFYING OBJECTIVE | ESD-6m: | Use a variety of words or signs to express and manage feelings more clearly. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| CLARIFYING OBJECTIVE | ESD-6n: | Describe reasons for their feelings (“I’m sad because Grandma’s leaving.” “That makes me mad when you do that!”). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| CONTENT AREA / STRAND | NC.YP.ESD. | Emotional and Social Development (ESD) – Younger Preschoolers – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Learning about Feelings | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-7: | Children recognize and respond to the needs and feelings of others. |
| CLARIFYING OBJECTIVE | ESD-7j: | Try to comfort another child or an adult who is upset (bring a comfort object, pat the person on the back). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| CLARIFYING OBJECTIVE | ESD-7k: | Communicate concern for others (share a toy with someone who doesn’t have one, ask, “Are you OK?”). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| CLARIFYING OBJECTIVE | ESD-7m: | Show awareness that other people have different feelings (“I like raisins but he doesn’t.” “I’m scared on that ride but she isn’t.”). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| CONTENT AREA / STRAND | NC.YP.HPD. | Health and Physical Development (HPD) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Physical Health and Growth | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-1: | Children develop healthy eating habits. |
| CLARIFYING OBJECTIVE | HPD-1p: | Try new foods. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| CLARIFYING OBJECTIVE | HPD-1q: | Feed themselves with utensils independently. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| CONTENT AREA / STRAND | NC.YP.HPD. | Health and Physical Development (HPD) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Physical Health and Growth | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-2: | Children engage in active physical play indoors and outdoors. |
| CLARIFYING OBJECTIVE | HPD-2m: | Participate in simple games and other structured motor activities that enhance physical fitness (songs with movement, throwing and catching). ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| CONTENT AREA / STRAND | NC.YP.HPD. | Health and Physical Development (HPD) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Motor Development | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-4: | Children develop the large muscle control and abilities needed to move through and explore their environment. |
| CLARIFYING OBJECTIVE | HPD-4l: | Demonstrate strength and balance by managing uneven surfaces such as hills, ramps, and steps. ReadyRosie Follow the Leader |
| CLARIFYING OBJECTIVE | HPD-4m: | Refine movements and show generally good coordination (e.g., throwing and catching). ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| CLARIFYING OBJECTIVE | HPD-4n: | Use a variety of toys and equipment that enhance gross motor development (balls, slides, pedaling toys, assistive technology). ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| CLARIFYING OBJECTIVE | HPD-4o: | Move their bodies in space with good coordination (running, hopping in place, galloping). ReadyRosie Follow the Leader Jump to It Rock Toss |
| CONTENT AREA / STRAND | NC.YP.HPD. | Health and Physical Development (HPD) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Motor Development | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-5: | Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools. |
| CLARIFYING OBJECTIVE | HPD-5j: | Draw simple shapes and figures (square for block, circles). ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| CLARIFYING OBJECTIVE | HPD-5k: | Engage in activities that require hand-eye coordination (build with manipulatives, mold Play-Doh®, work puzzles with smaller pieces). 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 |
| CLARIFYING OBJECTIVE | HPD-5l: | Use tools that require strength, control, and dexterity of small muscles (forks, crayons, markers, safety scissors, and adapted tools). ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Grocery Store Conversations Jump Rope Letters Mirror, Mirror Putting Away the Groceries Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| CONTENT AREA / STRAND | NC.YP.HPD. | Health and Physical Development (HPD) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Self-Care | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-6: | Children develop awareness of their needs and the ability to communicate their needs. |
| CLARIFYING OBJECTIVE | HPD-6g: | Use words or sign language to ask for the things they need (food when hungry, drink when thirsty, go outdoors when they need to be physically active). ReadyRosie Behavior is a form of communication |
| CONTENT AREA / STRAND | NC.YP.HPD. | Health and Physical Development (HPD) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Self-Care | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-7: | Children develop independence in caring for themselves and their environment. |
| CLARIFYING OBJECTIVE | HPD-7j: | Use adaptive equipment, ask for help with positioning and movement, and/or participate in medical care routines as needed. ReadyRosie Who Should We Ask? |
| CLARIFYING OBJECTIVE | HPD-7m: | Serve food for them-selves. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| CLARIFYING OBJECTIVE | HPD-7o: | Name people who help children stay healthy. ReadyRosie Who Should We Ask? |
| CONTENT AREA / STRAND | NC.YP.HPD. | Health and Physical Development (HPD) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Safety Awareness | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-8: | Children develop awareness of basic safety rules and begin to follow them. |
| CLARIFYING OBJECTIVE | HPD-8i: | Know what their bodies can do, and play within their abilities to avoid injury to self or others. ReadyRosie Follow the Leader Jump to It My Address Rock Toss |
| CLARIFYING OBJECTIVE | HPD-8j: | Usually recognize and avoid objects and situations that might cause harm. ReadyRosie My Address |
| CLARIFYING OBJECTIVE | HPD-8k: | Usually follow basic safety rules. ReadyRosie My Address |
| CLARIFYING OBJECTIVE | HPD-8l: | Call a trusted adult when someone gets injured or is in an unsafe situation. ReadyRosie My Address |
| CONTENT AREA / STRAND | NC.YP.LDC. | Language Development and Communication (LDC) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-1: | Children understand communications from others. |
| CLARIFYING OBJECTIVE | LDC-1k: | Show understanding of increasingly complex sentences. ReadyRosie All Mixed Up Pantry Talk Description |
| CLARIFYING OBJECTIVE | LDC-1l: | With prompting and support, respond to requests for information or action. ReadyRosie Baby Photo Fun Color Word Sentences 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 Why should we tell family stories? Yesterday, Today, Tomorrow |
| CLARIFYING OBJECTIVE | LDC-1m: | Follow simple multistep directions with visual cues if needed. 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 / STRAND | NC.YP.LDC. | Language Development and Communication (LDC) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-2: | Children participate in conversations with peers and adults in one-on-one, small, and larger group interactions. |
| CLARIFYING OBJECTIVE | LDC-2j: | Initiate and carry on conversations, and ask questions about things that interest them. ReadyRosie Color Word Sentences If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| CLARIFYING OBJECTIVE | LDC-2k: | With prompting and support, make comments and ask questions related to the topic of discussion. ReadyRosie Color Word Sentences If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| CONTENT AREA / STRAND | NC.YP.LDC. | Language Development and Communication (LDC) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-3: | Children ask and answer questions in order to seek help, get information, or clarify something that is not understood. |
| CLARIFYING OBJECTIVE | LDC-3d: | Answer longer questions using more detail. ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| CLARIFYING OBJECTIVE | LDC-3e: | Use sentences or questions to ask for things (people, actions, objects, and pets) or gain information. ReadyRosie Color Word Sentences Family Photos Listening for Sounds Pantry Talk Description Phone Fun Who Should We Ask? |
| CONTENT AREA / STRAND | NC.YP.LDC. | Language Development and Communication (LDC) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-4: | Children speak audibly and express thoughts, feelings, and ideas clearly. |
| CLARIFYING OBJECTIVE | LDC-4h: | Communicate messages with expression, tone, and inflection appropriate to the situation. ReadyRosie Choosing the Right Voice |
| CONTENT AREA / STRAND | NC.YP.LDC. | Language Development and Communication (LDC) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-5: | Children describe familiar people, places, things, and events. |
| CLARIFYING OBJECTIVE | LDC-5d: | Talk to themselves and others about what they are “working on,” what they are doing, routines, and events of the day. ReadyRosie Putting Away the Groceries Table Riddles |
| CLARIFYING OBJECTIVE | LDC-5e: | Describe experiences and create or retell short narratives. ReadyRosie Putting Away the Groceries Table Riddles |
| CONTENT AREA / STRAND | NC.YP.LDC. | Language Development and Communication (LDC) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-6: | Children use most grammatical constructions of their home language well. |
| CLARIFYING OBJECTIVE | LDC-6g: | Communicate in longer sentences and use more conventional grammar in their home language (plurals, tenses, prepositions). ReadyRosie All Mixed Up Pantry Talk Description |
| CLARIFYING OBJECTIVE | LDC-6h: | Make grammatical errors that follow language rules (say, “mouse’s” instead of “mice”). ReadyRosie All Mixed Up |
| CONTENT AREA / STRAND | NC.YP.LDC. | Language Development and Communication (LDC) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-7: | Children respond to and use a growing vocabulary. |
| CLARIFYING OBJECTIVE | LDC-7k: | Repeat familiar songs, chants, or rhymes. 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? |
| CLARIFYING OBJECTIVE | LDC-7l: | Use more than one word for the same object and use words for parts of objects (e.g., dog, beagle, Rover; arm, leg). ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| CLARIFYING OBJECTIVE | LDC-7m: | Make up names for things using words they know (e.g., dog doctor for veterinarian). ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag Who Should We Ask? |
| CLARIFYING OBJECTIVE | LDC-7n: | Use many kinds of cues in the environment to figure out what words mean. 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 / STRAND | NC.YP.LDC. | Language Development and Communication (LDC) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Foundations for Reading | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-8: | Children develop interest in books and motivation to read. |
| CLARIFYING OBJECTIVE | LDC-8j: | Engage in reading behaviors independently (choose books, turn pages but not always in order, tell the story). ReadyRosie Chime In Color Word Sentences Funny Reading Reading Routines for Early Readers Reading the Grocery List Reading with Jack and Jill Stuffed Animal Sentences Stuffed Animal Stories Words on the Page |
| CLARIFYING OBJECTIVE | LDC-8l: | Listen to and discuss storybooks, simple information books, and poetry. ReadyRosie Getting Information from Pictures Just the Facts |
| CONTENT AREA / STRAND | NC.YP.LDC. | Language Development and Communication (LDC) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Foundations for Reading | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-9: | Children comprehend and use information presented in books and other print media. |
| CLARIFYING OBJECTIVE | LDC-9j: | With prompting and support, use books and other media that communicate information to learn about the world by looking at pictures, asking questions, and talking about the information. ReadyRosie Asking Wh- Questions Just the Facts Tips for helping your child love reading |
| CLARIFYING OBJECTIVE | LDC-9k: | Use their knowledge of the world (what things are, how things work) to make sense of stories and information texts. ReadyRosie Getting Information from Pictures Just the Facts |
| CLARIFYING OBJECTIVE | LDC-9l: | Relate personal experiences to events described in familiar books, with prompting and support. ReadyRosie Getting Information from Pictures Just the Facts Picture Walk Predictions |
| CLARIFYING OBJECTIVE | LDC-9m: | Ask questions about a story or the information in a book. ReadyRosie Asking Wh- Questions Think About It Tips for helping your child love reading |
| CLARIFYING OBJECTIVE | LDC-9n: | With prompting and support, discuss storybooks by responding to questions about what is happening and predicting what will happen next. ReadyRosie Asking Wh- Questions Book Bag Descriptions Book Selection Making Connections PreK Picture Walk Predictions Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Selecting Books Text to Self Connections Think About It Tips for helping your child love reading |
| CONTENT AREA / STRAND | NC.YP.LDC. | Language Development and Communication (LDC) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Foundations for Reading | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-10: | Children develop book knowledge and print awareness. |
| CLARIFYING OBJECTIVE | LDC-10h: | Hold a book upright while turning pages one by one front to back, but not always in order. 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 |
| CLARIFYING OBJECTIVE | LDC-10i: | With prompting and support, recognize print occurs in different forms and is used for a variety of functions (sign naming block structure, “message” on card for family member). 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 |
| CONTENT AREA / STRAND | NC.YP.LDC. | Language Development and Communication (LDC) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Foundations for Reading | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-11: | Children develop phonological awareness. |
| CLARIFYING OBJECTIVE | LDC-11f: | Participate in experiences with songs, poems, and books that have rhyme and wordplay, and learn words well enough to complete refrains and fill in missing words and sounds. 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? |
| CLARIFYING OBJECTIVE | LDC-11g: | Repeat rhythmic patterns in poems and songs using words, clapping, marching, and/or using instruments. 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? |
| CLARIFYING OBJECTIVE | LDC-11h: | Play with the sounds of language and begin to identify rhymes (make up silly-sounding words, repeat 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 |
| CONTENT AREA / STRAND | NC.YP.LDC. | Language Development and Communication (LDC) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Foundations for Reading | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-12: | Children begin to develop knowledge of the alphabet and the alphabetic principle. |
| CLARIFYING OBJECTIVE | LDC-12b: | Demonstrate an interest in learning the alphabet. ReadyRosie Alphabet Clapping Point the ABC Song |
| CLARIFYING OBJECTIVE | LDC-12c: | Recognize letters of the alphabet as a special category of print, different from pictures, shapes, and numerals. 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 |
| CLARIFYING OBJECTIVE | LDC-12d: | Recognize and name some letters of the alphabet, especially those in their own name. 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 |
| CONTENT AREA / STRAND | NC.YP.LDC. | Language Development and Communication (LDC) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Foundations for Writing | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-13: | Children use writing and other symbols to record information and communicate for a variety of purposes. |
| CLARIFYING OBJECTIVE | LDC-13c: | Represent thoughts and ideas through marks, scribbles, drawings, and paintings (draw a picture of something they did during the day, indicate what they want for lunch with a mark under the picture of the food they want). 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 |
| CLARIFYING OBJECTIVE | LDC-13e: | Engage in writing behaviors that imitate real-life situations (e.g., make marks to take food order during pretend restaurant play). ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| CONTENT AREA / STRAND | NC.YP.LDC. | Language Development and Communication (LDC) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Foundations for Writing | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-14: | Children use knowledge of letters in their attempts to write. |
| CLARIFYING OBJECTIVE | LDC-14a: | Begin to use letters and approximations of letters to write their name. ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| CLARIFYING OBJECTIVE | LDC-14b: | How they know that written words are made up of particular letters (point to the first letter of their own name, find the first letter of their own name in a list of letters). ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| CONTENT AREA / STRAND | NC.YP.LDC. | Language Development and Communication (LDC) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Foundations for Writing | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-15: | Children use writing skills and conventions. |
| CLARIFYING OBJECTIVE | LDC-15g: | Make marks they call “writing” that look different from drawings (vertical series of marks for a “grocery list,” horizontal line of marks for a “story”). 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 |
| CLARIFYING OBJECTIVE | LDC-15h: | Play with writing letters and make letter-like forms. ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| CONTENT AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Construction of Knowledge: Thinking and Reasoning | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-1: | Children use their senses to construct knowledge about the world around them. |
| CLARIFYING OBJECTIVE | CD-1h: | Explore objects, tools, and materials systematically to learn about their properties (weigh an object, observe something from the top of the object to the bottom). ReadyRosie Buying Oranges |
| CLARIFYING OBJECTIVE | CD-1i: | Express knowledge gathered through their senses using play, art, language, and other forms of representation. ReadyRosie Grocery Store Conversations |
| CLARIFYING OBJECTIVE | CD-1j: | Group familiar objects that go together (shoe and sock, brush and paint, hammer and nail). ReadyRosie How Many Can You Name? Silent Opposites Sort and Graph Leaves |
| CONTENT AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Construction of Knowledge: Thinking and Reasoning | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-2: | Children recall information and use it for new situations and problems. |
| CLARIFYING OBJECTIVE | CD-2o: | Recognize whether a picture or object is the same as or different from something they have seen before. ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| CLARIFYING OBJECTIVE | CD-2q: | Describe or act out a memory of a situation or action, with adult support. ReadyRosie Find My Number My Address Putting Away the Groceries Recalling What Happened in a Story Sink or Swim Table Riddles |
| CLARIFYING OBJECTIVE | CD-2s: | Introduce ideas or actions in play based on previous knowledge or experience. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| CLARIFYING OBJECTIVE | CD-2t: | Ask questions about why things happen and try to understand cause and effect. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| CONTENT AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Construction of Knowledge: Thinking and Reasoning | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-3: | Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisions. |
| CLARIFYING OBJECTIVE | CD-3f: | Use languages to identify pretend or fantasy situations (say, “Let’s pretend we’re going on a trip.” “That’s a pretend story.”). ReadyRosie Tips for helping your child love reading |
| CLARIFYING OBJECTIVE | CD-3g: | Use words like “think” and “know” to talk about thoughts and beliefs. ReadyRosie Comparing Vegetables Guess My Shape Pantry Sort 1 |
| CONTENT AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Creative Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-4: | Children demonstrate appreciation for different forms of artistic expression. |
| CLARIFYING OBJECTIVE | CD-4h: | Participate in, describe and ask questions about art, music, dance, drama, or other aesthetic experiences (describe dancers spinning round and round; talk about colors in a painting). ReadyRosie Grocery Store Conversations |
| CONTENT AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Creative Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-5: | Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance. |
| CLARIFYING OBJECTIVE | CD-5m: | Choose to participate and express themselves through a variety of creative experiences, such as art, music, movement, dance, and dramatic play. 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 |
| CLARIFYING OBJECTIVE | CD-5n: | Show creativity and imagination when using materials and assuming roles during pretend play. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Tips for helping your child love reading Toy Stories |
| CLARIFYING OBJECTIVE | CD-5o: | Explore the properties of art materials and use them with purpose to draw, paint, sculpt, and create in other ways. 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 AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Social Connections | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-6: | Children demonstrate knowledge of relationships and roles within their own families, homes, classrooms, and communities. |
| CLARIFYING OBJECTIVE | CD-6h: | Talk about close family members, name their relationships to each other, and describe family routines (“Marika is my sister.” “My grandma takes care of me at night.”). ReadyRosie My Address |
| CLARIFYING OBJECTIVE | CD-6i: | Adopt roles of family and community members during play, given support and realistic props. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 My Address Pretending Together Stuffed Animal Stories Toy Stories Who Should We Ask? |
| CLARIFYING OBJECTIVE | CD-6j: | Recognize and identify the roles of some community helpers (police, fire fighters, garbage collectors). ReadyRosie Who Should We Ask? |
| CONTENT AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Social Connections | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-7: | Children recognize that they are members of different groups (e.g., family, preschool class, cultural group). |
| CLARIFYING OBJECTIVE | CD-7d: | Identify self as a part of a specific family, preschool class, or other familiar group (e.g., point to picture and say, “That’s my family,” or “I’m in Ms. Emily’s class.”). ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| CONTENT AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Social Connections | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-8: | Children identify and demonstrate acceptance of similarities and differences between themselves and others. |
| CLARIFYING OBJECTIVE | CD-8d: | Show acceptance of people who are different from themselves as well as people who are similar. ReadyRosie Family Photos Family Talent Show Funny Faces Grandparent Storytime If You're Happy & You Know It Talking About Your Feelings Thank You Note Why should we tell family stories? |
| CLARIFYING OBJECTIVE | CD-8e: | Given support and guidance, explore different cultural practices during play and planned activities. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| CONTENT AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Social Connections | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-9: | Children explore concepts connected with their daily experiences in their community. |
| CLARIFYING OBJECTIVE | CD-9e: | With prompting and support, participate as a member of a democratic classroom community (vote for name of class pet, wait turn to paint when easels are full). ReadyRosie Choosing the Right Voice Taking Turns |
| CONTENT AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Mathematical Thinking and Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-10: | Children show understanding of numbers and quantities during play and other activities. |
| CLARIFYING OBJECTIVE | CD-10j: | Rote count in order to 10 with increasing accuracy. ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Counting Signs 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 May I Take your Order? More Grapes More than Ten Penny Drop Quick Dots Show Me Skipping Around Taking Inventory The Number Stays the Same |
| CLARIFYING OBJECTIVE | CD-10k: | Count up to 5 objects arranged in a line using one-to-one correspondence with increasing accuracy, and answer the question “How many?” 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? |
| CLARIFYING OBJECTIVE | CD-10l: | Compare visually two groups of objects that are obviously equal or unequal in quantity and communicate that they are the same or different, and which one has more (choose a plate with four cookies rather than a plate with one cookie). ReadyRosie Acorns and Pinecones Candy Sort and Graph Cereal Challenge I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Make a Tower of Ten More than Ten Sharing Goldfish Slap One More Snack Fractions Sort and Graph Leaves Sorting Laundry Who has the Biggest Number? |
| CLARIFYING OBJECTIVE | CD-10m: | Show they understand that adding objects to a group will make a bigger group, and taking away objects will make a smaller group. ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| CONTENT AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Mathematical Thinking and Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-11: | Children compare, sort, group, organize and measure objects and create patterns in their everyday environment. |
| CLARIFYING OBJECTIVE | CD-11h: | Compare the size or weight of two objects and identify which one is longer/taller/heavier than the other (“That rock is heavier than this one; I can’t lift it.” “A snake is longer than a worm.”). ReadyRosie Bookcase Problem Building Houses Buying Oranges Comparing Vegetables Leap Frog Measure Measuring the Table Near and Far |
| CLARIFYING OBJECTIVE | CD-11i: | Identify familiar objects as the same or different. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| CLARIFYING OBJECTIVE | CD-11j: | Sort familiar objects into categories with increasing accuracy (tools for woodworking and utensils for cooking; rectangle blocks on one shelf and square blocks on another shelf). ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry Tips for helping your child love reading |
| CLARIFYING OBJECTIVE | CD-11k: | Recognize simple repeating patterns and attempt to create them during play (repeat a movement pattern during a song, make a line of blocks in alternating colors). ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| CONTENT AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Mathematical Thinking and Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-12: | Children identify and use common shapes and concepts about position during play and other activities. |
| CLARIFYING OBJECTIVE | CD-12h: | Show they understand positions in space by using position words during play and by following directions from an adult (say, “Stand behind the chair.” “Put the ball in the box.”). ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Near and Far Race Car Transformations Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim Stuffed Animal Olympics Treasure Map |
| CLARIFYING OBJECTIVE | CD-12i: | Use 2- and 3-dimensional shapes to create pictures, designs, or structures. 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 |
| CLARIFYING OBJECTIVE | CD-12j: | Find shapes in the environment and describe them in their own words. ReadyRosie Buying Oranges |
| CONTENT AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Mathematical Thinking and Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-13: | Children use mathematical thinking to solve problems in their everyday environment. |
| CLARIFYING OBJECTIVE | CD-13b: | Seek answers to questions by using mathematical thinking during play and daily activities (determine who is taller by standing next to classmate; find two smaller blocks to replace larger block). ReadyRosie Acorns and Pinecones Cereal Challenge How Many Can I Grab? Make a Tower of Ten More than Ten Slap One More Tips for helping your child love reading Who has the Biggest Number? |
| CLARIFYING OBJECTIVE | CD-13c: | Use observation and counting (not always correctly) to find out how many things are needed during play and other daily activities (figure out how many spoons are needed for snack, find enough dolls so each person has one when playing in the dramatic play area). 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 |
| CLARIFYING OBJECTIVE | CD-13d: | Use drawing and concrete materials to represent mathematical ideas (draw many circles to show “lots of people,” put Popsicle® sticks in a pile to show the number of children who want crackers for snack). 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 |
| CONTENT AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Younger Preschoolers |
| STRAND / ESSENTIAL STANDARD | Scientific Exploration and Knowledge | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-15: | Children explore the world by observing, manipulating objects, asking questions, making predictions, and developing generalizations. |
| CLARIFYING OBJECTIVE | CD-15i: | Represent what they learn during scientific exploration through drawing, modeling, building, movement, or other methods. ReadyRosie Sink or Float |
| CLARIFYING OBJECTIVE | CD-15j: | Observe objects, materials, and phenomena and describe what they notice (temperature, texture, size, weight, color, etc.). ReadyRosie Buying Oranges Grocery Store Conversations Grocery Store Weights How Many Can I Grab? Sink or Float |
| CLARIFYING OBJECTIVE | CD-15k: | Ask questions to find out more about the natural world. ReadyRosie What's for Dinner? |
| CLARIFYING OBJECTIVE | CD-15l: | Use simple tools to investigate objects and materials, with guidance and support (magnifying glass, sifter, ramps for rolling balls and cars). ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| CONTENT AREA / STRAND | NC.OP.APL. | Approaches to Play and Learning (APL) – Older Preschoolers – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Curiosity, Information-Seeking, and Eagerness | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-1: | Children show curiosity and express interest in the world around them. |
| CLARIFYING OBJECTIVE | APL-1m: | Discover things that interest and amaze them and seek to share them with others. ReadyRosie Building Houses Celebrate Learning Family Talent Show Keep It Up My Age Shape Changers Sink or Swim Taking Turns Who has the Biggest Number? |
| CLARIFYING OBJECTIVE | APL-1n: | Communicate interest to others through verbal and nonverbal means (take teacher to the science center to see a new animal). ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CLARIFYING OBJECTIVE | APL-1o: | Show interest in a growing range of topics, ideas, and tasks. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CLARIFYING OBJECTIVE | APL-1p: | Demonstrate interest in mastering new skills (e.g., writing name, riding a bike, dance moves, building skills). ReadyRosie Celebrate Learning Detailed Drawing of a Face Making a Grocery List My Age Shape Changers Sink or Swim Taking Turns Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| CONTENT AREA / STRAND | NC.OP.APL. | Approaches to Play and Learning (APL) – Older Preschoolers – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Curiosity, Information-Seeking, and Eagerness | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-2: | Children actively seek to understand the world around them. |
| CLARIFYING OBJECTIVE | APL-2l: | Ask questions to find out more about the things that interest them, including questions about future events. ReadyRosie Asking Wh- Questions Color Word Sentences Listening for Sounds Phone Fun Think About It Tips for helping your child love reading |
| CONTENT AREA / STRAND | NC.OP.APL. | Approaches to Play and Learning (APL) – Older Preschoolers – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Play and Imagination | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-3: | Children engage in increasingly complex play. |
| CLARIFYING OBJECTIVE | APL-3r: | Develop and sustain more complex pretend play themes in cooperation with peers. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Tips for helping your child love reading Toy Stories |
| CLARIFYING OBJECTIVE | APL-3s: | Use more complex and varied language to share ideas and influence others during play. ReadyRosie Building Houses Family Talent Show Finding the Groceries How Many Can You Name? I Spy an Animal In My Pond, Part 1 In My Pond, Part 2 Keep It Up Mystery Bag Pretending Together Stuffed Animal Stories Taking Turns Toy Stories Who has the Biggest Number? |
| CLARIFYING OBJECTIVE | APL-3t: | Choose to use new knowledge and skills during play (add features to dramatic play scene related to class project, write list, build structure like displayed picture). ReadyRosie Tips for helping your child love reading |
| CLARIFYING OBJECTIVE | APL-3u: | Demonstrate their cultural values and “rules” through play (tells another child, “That’s not what mommies do.”). ReadyRosie Family Photos Family Talent Show Grandparent Storytime In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories Why should we tell family stories? |
| CONTENT AREA / STRAND | NC.OP.APL. | Approaches to Play and Learning (APL) – Older Preschoolers – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Play and Imagination | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-4: | Children demonstrate creativity, imagination, and inventiveness. |
| CLARIFYING OBJECTIVE | APL-4l: | Plan play scenarios (dramatic play, construction), and use or create a variety of props or tools to enact them. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Tips for helping your child love reading Toy Stories |
| CLARIFYING OBJECTIVE | APL-4o: | Make up stories, songs, or dances for fun during play. 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 / STRAND | NC.OP.APL. | Approaches to Play and Learning (APL) – Older Preschoolers – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Risk-Taking, Problem-Solving, and Flexibility | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-5: | Children are willing to try new and challenging experiences. |
| CLARIFYING OBJECTIVE | APL-5p: | Approach new experiences independently. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CLARIFYING OBJECTIVE | APL-5q: | Ask to participate in new experiences that they have observed or heard about. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CLARIFYING OBJECTIVE | APL-5r: | Independently seek new challenges. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT AREA / STRAND | NC.OP.APL. | Approaches to Play and Learning (APL) – Older Preschoolers – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Attentiveness, Effort, and Persistence | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-7: | Children demonstrate initiative. |
| CLARIFYING OBJECTIVE | APL-7h: | Show increasing independence and purpose when making choices (“I want to go to blocks.”). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns Tips for helping your child love reading |
| CLARIFYING OBJECTIVE | APL-7i: | Express goals or plans and follow through on them (“I’m going to draw my house.”). ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| CONTENT AREA / STRAND | NC.OP.APL. | Approaches to Play and Learning (APL) – Older Preschoolers – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Attentiveness, Effort, and Persistence | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-8: | Children maintain attentiveness and focus. |
| CLARIFYING OBJECTIVE | APL-8k: | Sometimes able to ignore irrelevant information when focusing on a task (sort multicolored wooden beads by shape). ReadyRosie Building Houses Candy Sort and Graph Celebrate Learning Finger Shapes Guess My Shape I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Mirror, Mirror My Age Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Sink or Swim Sort and Graph Leaves Sorting Laundry Taking Turns Ways to Cut a Sandwich |
| CLARIFYING OBJECTIVE | APL-8l: | Consistently remain engaged in self-directed activities. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT AREA / STRAND | NC.OP.APL. | Approaches to Play and Learning (APL) – Older Preschoolers – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Attentiveness, Effort, and Persistence | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-9: | Children persist at challenging activities. |
| CLARIFYING OBJECTIVE | APL-9h: | Seek help from others to complete a challenging activity (ask a teacher for help putting a puzzle away on a high shelf; ask a friend for help in naming an unfamiliar animal in a picture). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| CLARIFYING OBJECTIVE | APL-9i: | When something does not work, try different ways to complete the task (when a block tower falls, try putting the blocks together in a different way to build the tower again). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns Tips for helping your child love reading |
| CLARIFYING OBJECTIVE | APL-9j: | Plan and follow through on longer-term tasks (planting a seed and caring for the plant). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CLARIFYING OBJECTIVE | APL-9k: | Keep trying until a challenging activity is complete despite distractions or interruptions (multi-piece puzzle started before lunch and completed later). ReadyRosie Drumming Sounds |
| CONTENT AREA / STRAND | NC.OP.ESD. | Emotional and Social Development (ESD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Developing a Sense of Self | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-1: | Children demonstrate a positive sense of self-identity and self-awareness. |
| CLARIFYING OBJECTIVE | ESD-1o: | Describe themselves in concrete ways, with greater detail and accuracy (“My eyes are brown.” “I am tall.”). ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| CLARIFYING OBJECTIVE | ESD-1q: | Choose to spend more time on preferred activities, and express awareness of skills they are developing. ReadyRosie Book Selection Selecting Books Using a Menu to Order What's for Dinner? |
| CONTENT AREA / STRAND | NC.OP.ESD. | Emotional and Social Development (ESD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Developing a Sense of Self | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-2: | Children express positive feelings about themselves and confidence in what they can do. |
| CLARIFYING OBJECTIVE | ESD-2n: | Express positive feelings about themselves by showing and/or telling others about themselves, things they like, or things they have done. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| CLARIFYING OBJECTIVE | ESD-2o: | Express the belief that they can do many things. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| CLARIFYING OBJECTIVE | ESD-2p: | Stick with tasks even when they are challenging. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CLARIFYING OBJECTIVE | ESD-2q: | Express opinions about their abilities in different areas (“I’m a good friend.” I can run fast.” “I know all my letters!”). ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| CONTENT AREA / STRAND | NC.OP.ESD. | Emotional and Social Development (ESD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Developing a Sense of Self with Others | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-3: | Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs. |
| CLARIFYING OBJECTIVE | ESD-3q: | Seek out trusted teachers and caregivers as needed (for emotional support, physical assistance, social interaction, problem-solving, and approval). ReadyRosie Behavior is a form of communication How can I get my child to listen to me? How should I handle temper tantrums? You are your child's first teacher |
| CLARIFYING OBJECTIVE | ESD-3s: | Use language effectively to continue conversations with familiar adults and to influence their behavior (ask for help, ask an adult to do something). ReadyRosie Following Directions Grandparent Storytime How can I get my child to listen to me? How should I handle temper tantrums? Morning Message Phone Fun Talking About Your Feelings Who Should We Ask? |
| CONTENT AREA / STRAND | NC.OP.ESD. | Emotional and Social Development (ESD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Developing a Sense of Self with Others | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-4: | Children form relationships and interact positively with other children. |
| CLARIFYING OBJECTIVE | ESD-4p: | Demonstrate social skills when interacting with other children (turn-taking, conflict resolution, sharing). ReadyRosie Building Houses Choosing the Right Voice Family Talent Show How can I stop my kids from fighting? Keep It Up Taking Turns Talking About Your Feelings Who has the Biggest Number? |
| CLARIFYING OBJECTIVE | ESD-4q: | Form and maintain friendships with other children of diverse cultural backgrounds and abilities. ReadyRosie Building Houses Family Photos Family Talent Show Funny Faces Grandparent Storytime If You're Happy & You Know It Keep It Up Taking Turns Talking About Your Feelings Thank You Note Who has the Biggest Number? Why should we tell family stories? |
| CLARIFYING OBJECTIVE | ESD-4s: | Use language effectively to have conversations with other children and influence another child’s behavior (negotiates sharing a toy, plan how to build a block tower together). ReadyRosie Building Houses Color Word Sentences Family Talent Show If You're Happy & You Know It Keep It Up Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? Who has the Biggest Number? |
| CLARIFYING OBJECTIVE | ESD-4t: | Play and interact cooperatively with other children (work on project together, exchange ideas). ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT AREA / STRAND | NC.OP.ESD. | Emotional and Social Development (ESD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Developing a Sense of Self with Others | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-5: | Children demonstrate the social and behavioral skills needed to successfully participate in groups. |
| CLARIFYING OBJECTIVE | ESD-5q: | Follow social rules, transitions, and routines that have been explained to them. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| CLARIFYING OBJECTIVE | ESD-5r: | Make requests clearly and effectively most of the time. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| CLARIFYING OBJECTIVE | ESD-5s: | Balance their own needs with those of others in the group. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CLARIFYING OBJECTIVE | ESD-5t: | Anticipate consequences and plan ways to solve problems effectively, with guidance and support. 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 |
| CLARIFYING OBJECTIVE | ESD-5u: | Use a variety of strategies to solve problems and conflicts with increasing independence. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| CLARIFYING OBJECTIVE | ESD-5v: | Express respect and caring for all people, including people with disabilities and those from different cultures. ReadyRosie Family Photos Family Talent Show Funny Faces Grandparent Storytime If You're Happy & You Know It Talking About Your Feelings Thank You Note Why should we tell family stories? |
| CONTENT AREA / STRAND | NC.OP.ESD. | Emotional and Social Development (ESD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Learning about Feelings | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-6: | Children identify, manage, and express their feelings. |
| CLARIFYING OBJECTIVE | ESD-6o: | Express a range of emotions (happiness, sadness, fear, anger, disgust, tenderness, hostility, shame, guilt, satisfaction, and love) with their face, body, vocal sounds, and words. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| CLARIFYING OBJECTIVE | ESD-6p: | Independently manage and express feelings effectively most of the time. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| CLARIFYING OBJECTIVE | ESD-6q: | Use a larger vocabulary for talking about different feelings (“I’m frustrated with that puzzle!” “I’m excited about our trip.”). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| CLARIFYING OBJECTIVE | ESD-6r: | Give reasons for their feelings that may include thoughts and beliefs as well as outside events (“I’m happy because I wanted to win and I did.”). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| CONTENT AREA / STRAND | NC.OP.ESD. | Emotional and Social Development (ESD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Learning about Feelings | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-7: | Children recognize and respond to the needs and feelings of others. |
| CLARIFYING OBJECTIVE | ESD-7n: | Communicate understanding and empathy for others’ feelings. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| CLARIFYING OBJECTIVE | ESD-7o: | Show awareness that their behavior can affect the feelings of others (say, “I didn’t mean to scare you when I yelled.”). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| CLARIFYING OBJECTIVE | ESD-7p: | Choose to act in ways that show respect for others’ feelings and points of view most of the time with guidance and support (complement each other during play, work out conflicts, show respect for opinions expressed by others). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| CONTENT AREA / STRAND | NC.OP.HPD. | Health and Physical Development (HPD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Physical Health and Growth | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-1: | Children develop healthy eating habits. |
| CLARIFYING OBJECTIVE | HPD-1p: | Try new foods. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| CLARIFYING OBJECTIVE | HPD-1q: | Feed themselves with utensils independently. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| CONTENT AREA / STRAND | NC.OP.HPD. | Health and Physical Development (HPD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Physical Health and Growth | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-2: | Children engage in active physical play indoors and outdoors. |
| CLARIFYING OBJECTIVE | HPD-2q: | Participate in structured and unstructured motor activities that build strength, speed, flexibility, and coordination (red light, green light; chase; free play). ReadyRosie Follow the Leader |
| CONTENT AREA / STRAND | NC.OP.HPD. | Health and Physical Development (HPD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Motor Development | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-4: | Children develop the large muscle control and abilities needed to move through and explore their environment. |
| CLARIFYING OBJECTIVE | HPD-4p: | Coordinate movement of upper and lower body. ReadyRosie Follow the Leader |
| CLARIFYING OBJECTIVE | HPD-4q: | Perform complex movements smoothly (skipping, balancing on beams, hopping from one place to another). ReadyRosie Follow the Leader Jump to It Rock Toss |
| CLARIFYING OBJECTIVE | HPD-4r: | Move quickly through the environment and be able to stop (run fast, pedal fast). ReadyRosie Follow the Leader Jump to It Rock Toss |
| CLARIFYING OBJECTIVE | HPD-4s: | Show awareness of own body in relation to other people and objects while moving through space. ReadyRosie Follow the Leader Jump to It Rock Toss |
| CONTENT AREA / STRAND | NC.OP.HPD. | Health and Physical Development (HPD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Motor Development | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-5: | Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools. |
| CLARIFYING OBJECTIVE | HPD-5m: | Draw and write smaller figures with more detail (faces with features, letters, or letter-like forms). ReadyRosie Detailed Drawing of a Face Jump Rope Letters Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Silverware Alphabet Three Ways to Show a Number Using a Menu to Order Weekend News Writing Names with Shaving Cream |
| CLARIFYING OBJECTIVE | HPD-5n: | Engage in complex hand-eye coordination activities with a moderate degree of precision and control (fastens clothing, cut shapes, put together small pieces). 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 AREA / STRAND | NC.OP.HPD. | Health and Physical Development (HPD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Self-Care | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-6: | Children develop awareness of their needs and the ability to communicate their needs. |
| CLARIFYING OBJECTIVE | HPD-6i: | Use language to ask adults or peers specifically for the kind of help needed in a particular situation. ReadyRosie Behavior is a form of communication |
| CONTENT AREA / STRAND | NC.OP.HPD. | Health and Physical Development (HPD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Self-Care | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-7: | Children develop independence in caring for themselves and their environment. |
| CLARIFYING OBJECTIVE | HPD-7p: | Use adaptive equipment, ask for help with positioning and movement, and/or participate in medical care routines as needed. ReadyRosie Who Should We Ask? |
| CLARIFYING OBJECTIVE | HPD-7u: | Describe the value of good health practices (wash hands to get rid of germs, drink milk to build strong bones). ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| CONTENT AREA / STRAND | NC.OP.HPD. | Health and Physical Development (HPD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Safety Awareness | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-8: | Children develop awareness of basic safety rules and begin to follow them. |
| CLARIFYING OBJECTIVE | HPD-8m: | Avoid potentially dangerous behaviors. ReadyRosie My Address |
| CLARIFYING OBJECTIVE | HPD-8n: | Consistently recognize and avoid people, objects, substances, activities, and environments that might cause harm. ReadyRosie My Address |
| CLARIFYING OBJECTIVE | HPD-8o: | Independently follow basic safety rules. ReadyRosie My Address |
| CLARIFYING OBJECTIVE | HPD-8p: | Identify people who can help them in the community (police, firefighter, nurse). ReadyRosie Who Should We Ask? |
| CONTENT AREA / STRAND | NC.OP.LDC. | Language Development and Communication (LDC) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-1: | Children understand communications from others. |
| CLARIFYING OBJECTIVE | LDC-1n: | Show understanding of increasingly complex sentences. ReadyRosie All Mixed Up Pantry Talk Description |
| CLARIFYING OBJECTIVE | LDC-1o: | Respond to requests for information or action. ReadyRosie Baby Photo Fun Color Word Sentences 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 Why should we tell family stories? Yesterday, Today, Tomorrow |
| CLARIFYING OBJECTIVE | LDC-1p: | Follow more detailed multistep 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 / STRAND | NC.OP.LDC. | Language Development and Communication (LDC) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-2: | Children participate in conversations with peers and adults in one-on-one, small, and larger group interactions. |
| CLARIFYING OBJECTIVE | LDC-2m: | Initiate and carry on conversations that involve multiple back and forth communications or turns between the persons involved in the conversation. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| CLARIFYING OBJECTIVE | LDC-2n: | Initiate and participate in conversations related to interests of their own or the persons they are communicating with. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| CLARIFYING OBJECTIVE | LDC-2o: | Participate in a group discussion, making comments and asking questions related to the topic. ReadyRosie Color Word Sentences If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| CONTENT AREA / STRAND | NC.OP.LDC. | Language Development and Communication (LDC) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-3: | Children ask and answer questions in order to seek help, get information, or clarify something that is not understood. |
| CLARIFYING OBJECTIVE | LDC-3f: | Answer more complex questions with more explanation (“I didn’t like camping out because it rained.” “Emily is my friend because she’s nice to me.”). ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| CLARIFYING OBJECTIVE | LDC-3g: | Ask specific questions to learn more about their world, understand tasks, and solve problems. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| CONTENT AREA / STRAND | NC.OP.LDC. | Language Development and Communication (LDC) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-4: | Children speak audibly and express thoughts, feelings, and ideas clearly. |
| CLARIFYING OBJECTIVE | LDC-4j: | Use language and nonverbal cues to communicate thoughts, beliefs, feelings, and intentions. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| CLARIFYING OBJECTIVE | LDC-4l: | Speak clearly enough to be understood by most people. ReadyRosie Choosing the Right Voice |
| CONTENT AREA / STRAND | NC.OP.LDC. | Language Development and Communication (LDC) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-5: | Children describe familiar people, places, things, and events. |
| CLARIFYING OBJECTIVE | LDC-5f: | Describe experiences and create and/or retell longer narratives. ReadyRosie Putting Away the Groceries Table Riddles |
| CONTENT AREA / STRAND | NC.OP.LDC. | Language Development and Communication (LDC) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-6: | Children use most grammatical constructions of their home language well. |
| CLARIFYING OBJECTIVE | LDC-6i: | Speak in full sentences that are grammatically correct most of the time. ReadyRosie All Mixed Up Family Photos Pantry Talk Description Phone Fun Who Should We Ask? |
| CONTENT AREA / STRAND | NC.OP.LDC. | Language Development and Communication (LDC) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-7: | Children respond to and use a growing vocabulary. |
| CLARIFYING OBJECTIVE | LDC-7o: | Repeat familiar songs, chants, or rhymes. 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? |
| CLARIFYING OBJECTIVE | LDC-7p: | Use a growing vocabulary that includes many different kinds of words to express ideas clearly. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| CLARIFYING OBJECTIVE | LDC-7q: | Infer the meaning of different kinds of new words from the context in which they are used (for example, hear “sandals” and “boots” used to describe two pairs of shoes, and infer that the unfamiliar shoes must be sandals because they know that the other pair of shoes are boots). ReadyRosie Reading a Book for the Second Time |
| CONTENT AREA / STRAND | NC.OP.LDC. | Language Development and Communication (LDC) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Foundations for Reading | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-8: | Children develop interest in books and motivation to read. |
| CLARIFYING OBJECTIVE | LDC-8m: | Engage in reading behaviors independently with increased focus for longer periods of time. ReadyRosie Reading Routines for Early Readers |
| CLARIFYING OBJECTIVE | LDC-8n: | Use and share books and print in their play. ReadyRosie Tips for helping your child love reading |
| CLARIFYING OBJECTIVE | LDC-8o: | Listen to and discuss increasingly complex storybooks, information books, and poetry. ReadyRosie Getting Information from Pictures Just the Facts |
| CONTENT AREA / STRAND | NC.OP.LDC. | Language Development and Communication (LDC) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Foundations for Reading | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-9: | Children comprehend and use information presented in books and other print media. |
| CLARIFYING OBJECTIVE | LDC-9p: | Use informational texts and other media to learn about the world, and infer from illustrations, ask questions and talk about the information. ReadyRosie Asking Wh- Questions Color Word Sentences Getting Information from Pictures Just the Facts Listening for Sounds Phone Fun Tips for helping your child love reading |
| CLARIFYING OBJECTIVE | LDC-9q: | Use knowledge of the world to make sense of more challenging texts. ReadyRosie Getting Information from Pictures |
| CLARIFYING OBJECTIVE | LDC-9r: | Relate personal experiences to an increasing variety of events described in familiar and new books. ReadyRosie Getting Information from Pictures Just the Facts Picture Walk Predictions |
| CLARIFYING OBJECTIVE | LDC-9s: | Ask more focused and detailed questions about a story or the information in a book. ReadyRosie Asking Wh- Questions Think About It Tips for helping your child love reading |
| CLARIFYING OBJECTIVE | LDC-9t: | Discuss storybooks by responding to questions about what is happening and predicting what will happen next. ReadyRosie Asking Wh- Questions Book Bag Descriptions Book Selection Making Connections PreK Picture Walk Predictions Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Selecting Books Text to Self Connections Think About It Tips for helping your child love reading |
| CONTENT AREA / STRAND | NC.OP.LDC. | Language Development and Communication (LDC) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Foundations for Reading | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-10: | Children develop book knowledge and print awareness. |
| CLARIFYING OBJECTIVE | LDC-10k: | Hold a book upright while turning pages one by one from front to back. 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 |
| CLARIFYING OBJECTIVE | LDC-10l: | Recognize print in different forms for a variety of functions (writing message to friend, pointing to print and saying, “Those words tell the story.”). 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 |
| CLARIFYING OBJECTIVE | LDC-10n: | With prompting and support, run their finger under or over print as they pretend to read text. ReadyRosie Chime In Color Word Sentences Funny Reading Reading the Grocery List Reading with Jack and Jill Stuffed Animal Sentences Stuffed Animal Stories Tips for helping your child love reading Words on the Page |
| CLARIFYING OBJECTIVE | LDC-10o: | Demonstrate understanding of some basic print conventions (the concept of what a letter is, the concept of words, directionality of print). ReadyRosie Chime In Color Word Sentences Funny Reading 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 Reading with Jack and Jill Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Starting a Word Bank Stomp the Letter Stuffed Animal Sentences Stuffed Animal Stories Words on the Page Writing Names with Shaving Cream |
| CLARIFYING OBJECTIVE | LDC-10p: | Identify their name and the names of some friends when they see them in print. ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| CONTENT AREA / STRAND | NC.OP.LDC. | Language Development and Communication (LDC) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Foundations for Reading | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-11: | Children develop phonological awareness. |
| CLARIFYING OBJECTIVE | LDC-11i: | Enjoy rhymes and wordplay, and sometimes add their own variations. 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 |
| CLARIFYING OBJECTIVE | LDC-11j: | Repeat a variety of rhythmic patterns in poems and songs using words, clapping, marching, and/or instruments to repeat the rhythm or beat syllables. ReadyRosie Finish the Rhyme Frog Hopping Grocery Sack Syllables 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 Sequences of Sounds Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes Why should I sing to my baby? |
| CLARIFYING OBJECTIVE | LDC-11k: | Play with the sounds of language, identify a variety of rhymes, create some rhymes, and recognize the first sounds in some words. ReadyRosie Finish the Rhyme Hopping Rhyming Listen My Children Little Miss Muffet Role Play Making a Grocery List Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Signaling for Sounds Sliding to Nursery Rhymes Swinging to Sounds Thumbs Up, Thumbs Down Twinkle, Twinkle Rhymes |
| CLARIFYING OBJECTIVE | LDC-11l: | Associate sounds with specific words, such as awareness that different words begin with the same sound. ReadyRosie Listen My Children Making a Grocery List Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| CONTENT AREA / STRAND | NC.OP.LDC. | Language Development and Communication (LDC) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Foundations for Reading | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-12: | Children begin to develop knowledge of the alphabet and the alphabetic principle. |
| CLARIFYING OBJECTIVE | LDC-12e: | Demonstrate an interest in learning the alphabet. ReadyRosie Alphabet Clapping Point the ABC Song |
| CLARIFYING OBJECTIVE | LDC-12f: | Show they know that letters function to represent sounds in spoken words. ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| CLARIFYING OBJECTIVE | LDC-12g: | Recognize and name several letters of the alphabet, especially those in their own name and in the names of others who are important to them. 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 |
| CLARIFYING OBJECTIVE | LDC-12h: | Make some sound-to-letter matches, using letter name knowledge (notice the letter B with picture of ball and say, “Ball”; say, “ A-a-apple.”). ReadyRosie Frog Hopping Jump Rope Letters Letter Hunt Letter Sort Listen My Children Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| CLARIFYING OBJECTIVE | LDC-12i: | Associate sounds with the letters at the beginning of some words, such as awareness that two words begin with the same letter and the same sound. ReadyRosie Listen My Children Making a Grocery List Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| CONTENT AREA / STRAND | NC.OP.LDC. | Language Development and Communication (LDC) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Foundations for Writing | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-13: | Children use writing and other symbols to record information and communicate for a variety of purposes. |
| CLARIFYING OBJECTIVE | LDC-13f: | Represent thoughts and ideas in drawings and by writing letters or letter-like forms. ReadyRosie Detailed Drawing of a Face Jump Rope Letters Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Silverware Alphabet Three Ways to Show a Number Using a Menu to Order Weekend News Writing Names with Shaving Cream |
| CLARIFYING OBJECTIVE | LDC-13h: | Independently engage in writing behaviors for various purposes (e.g., write symbols or letters for names, use materials at writing center, write lists with symbols/letters in pretend play, write messages that include letters or symbols). 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 / STRAND | NC.OP.LDC. | Language Development and Communication (LDC) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Foundations for Writing | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-14: | Children use knowledge of letters in their attempts to write. |
| CLARIFYING OBJECTIVE | LDC-14c: | Use known letters and approximations of letters to write their own name and some familiar words. 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 |
| CLARIFYING OBJECTIVE | LDC-14d: | Try to connect the sounds in a spoken word with letters in the written word (write “M” and say, “This is Mommy.”). ReadyRosie Frog Hopping Jump Rope Letters Listen My Children Making a Grocery List Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| CONTENT AREA / STRAND | NC.OP.LDC. | Language Development and Communication (LDC) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Foundations for Writing | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-15: | Children use writing skills and conventions. |
| CLARIFYING OBJECTIVE | LDC-15j: | Imitate adult writing conventions that they have observed (write groups of letter-like forms separated by spaces, try to write on a line, press Enter key on computer after typing a series of “words”). 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 |
| CLARIFYING OBJECTIVE | LDC-15k: | Use some conventional letters in their writing. ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| CONTENT AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Construction of Knowledge: Thinking and Reasoning | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-1: | Children use their senses to construct knowledge about the world around them. |
| CLARIFYING OBJECTIVE | CD-1k: | Explore objects, tools, and materials systematically to learn about their properties (weigh an object, observe something from the top of the object to the bottom). ReadyRosie Buying Oranges |
| CLARIFYING OBJECTIVE | CD-1l: | Express knowledge gathered through their senses using play, art, language, and other forms of representation. ReadyRosie Grocery Store Conversations |
| CLARIFYING OBJECTIVE | CD-1n: | Organize and use information through matching, grouping, and sequencing. ReadyRosie How Many Can You Name? Silent Opposites Sort and Graph Leaves |
| CONTENT AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Construction of Knowledge: Thinking and Reasoning | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-2: | Children recall information and use it for new situations and problems. |
| CLARIFYING OBJECTIVE | CD-2v: | Describe past events in an organized way, including details or personal reactions. ReadyRosie Find My Number My Address Putting Away the Groceries Recalling What Happened in a Story Sink or Swim Table Riddles |
| CLARIFYING OBJECTIVE | CD-2x: | Introduce more elaborate or detailed ideas or actions into play based on previous knowledge or experience. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| CLARIFYING OBJECTIVE | CD-2y: | Try to reach logical conclusions (including conclusions regarding cause and effect) about familiar situations and materials, based on information gathered with their senses. ReadyRosie Grocery Store Conversations |
| CONTENT AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Construction of Knowledge: Thinking and Reasoning | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-3: | Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisions. |
| CLARIFYING OBJECTIVE | CD-3k: | Use language to describe their thinking processes with adult support. ReadyRosie Putting Away the Groceries Table Riddles |
| CONTENT AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Creative Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-4: | Children demonstrate appreciation for different forms of artistic expression. |
| CLARIFYING OBJECTIVE | CD-4j: | Participate in, describe and ask questions about art, music, dance, drama, or other aesthetic experiences (describe dancers spinning round and round; talk about colors in a painting). ReadyRosie Grocery Store Conversations |
| CONTENT AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Creative Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-5: | Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance. |
| CLARIFYING OBJECTIVE | CD-5r: | Choose to participate and express themselves through a variety of creative experiences, such as art, music, movement, dance, and dramatic play. 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 |
| CLARIFYING OBJECTIVE | CD-5s: | Plan and act out scenes based on books, stories, everyday life, and imagination. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| CLARIFYING OBJECTIVE | CD-5t: | Plan and complete artistic creations such as drawings, paintings, collages, and sculptures. 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 |
| CLARIFYING OBJECTIVE | CD-5u: | Recall and imitate different musical tones, rhythms, rhymes, and songs as they make music or participate in musical activities (clap previous beat to a new song). ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| CONTENT AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Social Connections | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-6: | Children demonstrate knowledge of relationships and roles within their own families, homes, classrooms, and communities. |
| CLARIFYING OBJECTIVE | CD-6l: | Adopt roles of a wide variety of family and community members during dramatic play, using props, language, and actions to add detail to their play. ReadyRosie My Address Who Should We Ask? |
| CLARIFYING OBJECTIVE | CD-6m: | Recognize and identify the roles of a wide variety of community helpers (police, fire fighters, garbage collectors, doctors, dentists). ReadyRosie Who Should We Ask? |
| CONTENT AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Social Connections | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-7: | Children recognize that they are members of different groups (e.g., family, preschool class, cultural group). |
| CLARIFYING OBJECTIVE | CD-7e: | Identify and express self as a part of several groups (e.g., family, preschool class, faith community). ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| CONTENT AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Social Connections | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-8: | Children identify and demonstrate acceptance of similarities and differences between themselves and others. |
| CLARIFYING OBJECTIVE | CD-8f: | Show acceptance of people who are different from themselves as well as people who are similar. ReadyRosie Family Photos Family Talent Show Funny Faces Grandparent Storytime If You're Happy & You Know It Talking About Your Feelings Thank You Note Why should we tell family stories? |
| CLARIFYING OBJECTIVE | CD-8h: | Show acceptance of different cultures through exploration of varying customs and traditions, past and present (how people dress, how people speak, food, music, art, etc.). ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| CONTENT AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Social Connections | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-9: | Children explore concepts connected with their daily experiences in their community. |
| CLARIFYING OBJECTIVE | CD-9i: | Show awareness of the basic needs all families have (food, shelter, clothing) and how needs are met (work, help each other). ReadyRosie Making a Grocery List |
| CLARIFYING OBJECTIVE | CD-9j: | Demonstrate positive social behaviors and take personal responsibility as a member of a group (share, take turns, follow rules, and take responsibility for classroom jobs). ReadyRosie Choosing the Right Voice How do I get my child to______? How should I handle temper tantrums? Taking Turns |
| CONTENT AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Mathematical Thinking and Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-10: | Children show understanding of numbers and quantities during play and other activities. |
| CLARIFYING OBJECTIVE | CD-10n: | Rote count in order to 20 with increasing accuracy. ReadyRosie How Many Can I Grab? Keep It Up Penny Drop Rub a Dub Counting |
| CLARIFYING OBJECTIVE | CD-10o: | Without counting, state the number of objects in a small collection (1-3) (when a friend holds up two fingers, look at her hand and say, “Two fingers” without counting). ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| CLARIFYING OBJECTIVE | CD-10p: | Count up to 10 objects arranged in a line using one-to-one correspondence with increasing accuracy, and answer the question “How many?” 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? |
| CLARIFYING OBJECTIVE | CD-10q: | Given a number 0-5, count out that many objects. 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 |
| CLARIFYING OBJECTIVE | CD-10r: | Compare the amount of items in small sets of objects (up to 5 objects) by matching or counting and use language such as “more than” and “less than” to describe the sets of objects. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Keep It Up Letter Sort Likely or Unlikely One Less One More Slap One More Sort and Graph Leaves Sorting Laundry Special Day Countdown Who has the Biggest Number? |
| CLARIFYING OBJECTIVE | C-10s: | Show they understand that putting two groups of objects together will make a bigger group and that a group of objects can be taken apart into smaller groups. ReadyRosie Keep It Up One Less One More Slap One More Special Day Countdown Who has the Biggest Number? |
| CLARIFYING OBJECTIVE | CD-10t: | Write numerals or number-like forms during play and daily activities. ReadyRosie Find My Number May I Take your Order? My Address Taking Inventory Three Ways to Show a Number |
| CLARIFYING OBJECTIVE | CD-10u: | Match numerals 1-5 to sets of objects, with guidance and support. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| CLARIFYING OBJECTIVE | CD-10v: | Recognize some numerals and attempt to write them during play and daily activities. 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 |
| CLARIFYING OBJECTIVE | CD-10w: | Show understanding of first, next, and last during play and daily activities (answer questions about who is first and last to slide down the slide; say, “The engine is first, and the caboose is last” when making a train). ReadyRosie First Place Under the Cup |
| CONTENT AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Mathematical Thinking and Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-11: | Children compare, sort, group, organize and measure objects and create patterns in their everyday environment. |
| CLARIFYING OBJECTIVE | CD-11n: | Directly compare more than two objects by size, length, or weight (“That rock is heavier than these others; I can’t lift it.” Look at three strings that are different lengths and select the longest string). ReadyRosie Bookcase Problem Building Houses Buying Oranges Comparing Vegetables Leap Frog Measure Measuring the Table Near and Far |
| CLARIFYING OBJECTIVE | CD-11o: | Put a few objects in order by length (arrange a group of 3 blocks in order from the shortest to the longest). ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry Tips for helping your child love reading |
| CLARIFYING OBJECTIVE | CD-11p: | Sort a group of objects (0-10) using one attribute (color, size, shape, quantity) with increasing accuracy (sort blocks by shape and place like-shaped blocks on the shelf; sort beads by color). ReadyRosie Building Houses Candy Sort and Graph Finger Shapes Guess My Shape I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Sort and Graph Leaves Sorting Laundry Tips for helping your child love reading Ways to Cut a Sandwich |
| CLARIFYING OBJECTIVE | CD-11q: | Duplicate and extend simple patterns using concrete objects (look at a pattern of beads and tell what bead comes next in the pattern). ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| CONTENT AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Mathematical Thinking and Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-12: | Children identify and use common shapes and concepts about position during play and other activities. |
| CLARIFYING OBJECTIVE | CD-12k: | Consistently use a variety of words for positions in space, and follow directions using these words. ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Near and Far Race Car Transformations Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim Stuffed Animal Olympics Treasure Map |
| CLARIFYING OBJECTIVE | CD-12l: | Use 2- and 3-dimensional shapes to represent real-world objects (say, “We are building a castle and we need a round block for the tunnel.” “I glued a circle and a square on my picture to make a house.”). ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Tips for helping your child love reading Ways to Cut a Sandwich |
| CLARIFYING OBJECTIVE | CD-12m: | Name basic shapes and describe their characteristics using descriptive and geometric attributes (“That’s a triangle; it’s pointy.” “It’s a circle because it’s round.”). 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 / STRAND | NC.YP.CD. | Cognitive Development (CD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Mathematical Thinking and Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-13: | Children use mathematical thinking to solve problems in their everyday environment. |
| CLARIFYING OBJECTIVE | CD-13e: | Seek answers to questions during play and daily activities using an increasing variety of mathematical strategies. ReadyRosie Find My Number Lily Pad Hop Magazine Number Hunt May I Take your Order? Numbers Everywhere Special Day Countdown Three Ways to Show a Number |
| CLARIFYING OBJECTIVE | CD-13f: | Use observation and counting with increasing accuracy to answer questions such as “How many do we need?” and “How many more do we need?” during play and other daily activities (count new children to see how many more plates are needed for snack; return extra drinks to cooler at picnic to arrive at the correct number). ReadyRosie Keep It Up One Less One More Slap One More Special Day Countdown Who has the Biggest Number? |
| CLARIFYING OBJECTIVE | CD-13g: | Use drawing and concrete materials to represent an increasing variety of mathematical ideas (draw shapes to represent pattern; stack different-colored blocks to represent classmates’ answers to a survey question). ReadyRosie Building Houses My Age Pantry Sort 1 Pantry Sort 2 Speedometer Math |
| CONTENT AREA / STRAND | NC.YP.CD. | Cognitive Development (CD) – Older Preschoolers |
| STRAND / ESSENTIAL STANDARD | Scientific Exploration and Knowledge | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-15: | Children explore the world by observing, manipulating objects, asking questions, making predictions, and developing generalizations. |
| CLARIFYING OBJECTIVE | CD-15n: | Represent what they learn during scientific exploration through drawing, modeling, building, movement, or other methods. ReadyRosie Sink or Float |
| CLARIFYING OBJECTIVE | CD-15o: | Ask questions and identify ways to find answers (look in a book, use the computer, try something and watch what happens). ReadyRosie What's for Dinner? |
| CLARIFYING OBJECTIVE | CD-15p: | Compare objects, materials, and phenomena by observing and describing their physical characteristics. ReadyRosie Candy Sort and Graph Grocery Store Weights I Spy an Animal Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| CLARIFYING OBJECTIVE | CD-15r: | Make and check predictions through observations and experimentation, with adult support and guidance. ReadyRosie Grocery Store Conversations Sink or Float |