North Dakota Academic Content Standards (Infant)

Main Criteria: North Carolina Standard Course of Study
Secondary Criteria: ReadyRosie
Subject: Early Childhood Education
Grades: Ages Birth to 12 months, Ages 13 to 24 months, Ages 25 to 36 months
Correlation Options: Show Correlated

North Carolina Standard Course of Study
Early Childhood Education
Grade: Ages Birth to 12 months - Adopted: 2013
CONTENT AREA / STRAND NC.APL.Approaches to Play and Learning (APL) – Infants
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-1a:Show interest in others (smile or gaze at caregiver, make sounds or move body when other person is near).

ReadyRosie
Do You See Me?
CLARIFYING OBJECTIVE APL-1b:Show interest in themselves (watch own hands, play with own feet).

ReadyRosie
Kicking Paper
Piggy Toes
Roll Over
Strong Legs
CLARIFYING OBJECTIVE APL-1c:React to new sights, sounds, tastes, smells, and touches (stick out tongue at first solid food, turn head quickly when door slams).

ReadyRosie
Bath Time Fun
Table Taps
Touch and Taste
CONTENT AREA / STRAND NC.APL.Approaches to Play and Learning (APL) – Infants
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-2a:Explore the indoor and outdoor environment using all available senses—smell, hear, see, feel and taste.

ReadyRosie
Bath Time Fun
Table Taps
Touch and Taste
CLARIFYING OBJECTIVE APL-2b:With appropriate supports, move toward interesting people, sounds, objects, and activities.

ReadyRosie
Do You See Me?
CONTENT AREA / STRAND NC.APL.Approaches to Play and Learning (APL) – Infants
STRAND / ESSENTIAL STANDARD Curiosity, Information-Seeking, and Eagerness
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE APL-3:Children engage in increasingly complex play.
CLARIFYING OBJECTIVE APL-3a:Show interest in other children playing (watch, turn toward).

ReadyRosie
Do You See Me?
CLARIFYING OBJECTIVE APL-3b:Imitate sounds, facial expressions, or gestures (cover face with hands, hands up for “so big”).

ReadyRosie
Snuggle Close
CLARIFYING OBJECTIVE APL-3c:Play with simple objects, using them to make sounds and other interesting results.

ReadyRosie
Do You See Me?
Kicking Paper
Touch and Taste
Which Toy?
CLARIFYING OBJECTIVE APL-3d:Begin to participate in give-and-take exchanges of sounds and gestures (“serve and return”).

ReadyRosie
Grasp and Grab
How can I make music part of our day?
Me in the Mirror
Sing to Your Baby
Snuggle Close
Tummy Talk
Two on Me and You
Which Toy?
CONTENT AREA / STRAND NC.APL.Approaches to Play and Learning (APL) – Infants
STRAND / ESSENTIAL STANDARD Curiosity, Information-Seeking, and Eagerness
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE APL-4:Children demonstrate creativity, imagination, and inventiveness.
CLARIFYING OBJECTIVE APL-4b:Try a familiar action with a new object or person (try to bounce a block, wave bye-bye to a toy, and make a sound to get a new adult’s attention).

ReadyRosie
Do You See Me?
Kicking Paper
Touch and Taste
Which Toy?
CLARIFYING OBJECTIVE APL-4c:React to unexpected events with laughter and interest.

ReadyRosie
Do You See Me?
Kicking Paper
Touch and Taste
Which Toy?
CONTENT AREA / STRAND NC.APL.Approaches to Play and Learning (APL) – Infants
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-5a:Explore new experiences both indoors and outdoors (toys, foods, people, spaces) with support of a familiar trusted adult.

ReadyRosie
How can I get my child to listen to me?
CLARIFYING OBJECTIVE APL-5b:Try to do things that are hard for them (stretch to reach toy, work to crawl or walk, try to capture tiny crumb with pincer grasp).

ReadyRosie
Do You See Me?
Kicking Paper
Touch and Taste
Which Toy?
CLARIFYING OBJECTIVE APL-5c:Look to adult for cues and when reassured, proceed.

ReadyRosie
How can I get my child to listen to me?
CONTENT AREA / STRAND NC.APL.Approaches to Play and Learning (APL) – Infants
STRAND / ESSENTIAL STANDARD Risk-Taking, Problem-Solving, and Flexibility
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE APL-6:Children use a variety of strategies to solve problems.
CLARIFYING OBJECTIVE APL-6a:Try one or two strategies to get what they want (make noise, move or reach toward things, reject unwanted item).

ReadyRosie
Do You See Me?
Supported Standing
CLARIFYING OBJECTIVE APL-6b:Try a familiar action in a new activity (hit a button on a new toy, try to open a visitor’s purse).

ReadyRosie
Do You See Me?
Supported Standing
CLARIFYING OBJECTIVE APL-6c:Use trial and error to get something done, get what they want, or solve simple problems.

ReadyRosie
Do You See Me?
Supported Standing
CONTENT AREA / STRAND NC.APL.Approaches to Play and Learning (APL) – Infants
STRAND / ESSENTIAL STANDARD Attentiveness, Effort, and Persistence
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE APL-7:Children demonstrate initiative.
CLARIFYING OBJECTIVE APL-7b:Independently explore the different qualities of an object (notice the sound of a rattle, and then be drawn to the “feel” of it, exploring it with mouth or hand).

ReadyRosie
Bath Time Fun
Do You See Me?
Kicking Paper
Table Taps
Touch and Taste
Which Toy?
CONTENT AREA / STRAND NC.APL.Approaches to Play and Learning (APL) – Infants
STRAND / ESSENTIAL STANDARD Attentiveness, Effort, and Persistence
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE APL-8:Children maintain attentiveness and focus.
CLARIFYING OBJECTIVE APL-8a:Focus and attend to people and things around them.

ReadyRosie
Do You See Me?
CLARIFYING OBJECTIVE APL-8b:Repeat interesting actions over and over (push button to make toy pop up).

ReadyRosie
Bath Time Fun
Kicking Paper
CLARIFYING OBJECTIVE APL-8c:Notice when the expected does not happen.

ReadyRosie
Do You See Me?
Kicking Paper
Touch and Taste
Which Toy?
CONTENT AREA / STRAND NC.APL.Approaches to Play and Learning (APL) – Infants
STRAND / ESSENTIAL STANDARD Attentiveness, Effort, and Persistence
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE APL-9:Children persist at challenging activities.
CLARIFYING OBJECTIVE APL-9a:Try over and over to make things happen (make sounds to get attention, work to get to something that is out of reach).

ReadyRosie
Bath Time Fun
Kicking Paper
CONTENT AREA / STRAND NC.ESD.Emotional and Social Development (ESD) – Infants
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-1a:Show awareness of their bodies (study own hands and feet moving; use hands, mouth, and eyes in coordination to explore their bodies).

ReadyRosie
Kicking Paper
Piggy Toes
Roll Over
Strong Legs
CONTENT AREA / STRAND NC.ESD.Emotional and Social Development (ESD) – Infants
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-2a:Show they expect results from their actions (repeat loud noise to gain attention, hit toy over and over to produce sound).

ReadyRosie
Bath Time Fun
Kicking Paper
CONTENT AREA / STRAND NC.ESD.Emotional and Social Development (ESD) – Infants
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-3a:Enjoy being held, cuddled, and talked to by familiar adults.

ReadyRosie
Baby Massage
Behavior is a form of communication
Snuggle Close
Tips for bonding with your baby
What Comes after Two?
You are your child's first teacher
CLARIFYING OBJECTIVE ESD-3b:Recognize and reach out to familiar people.

ReadyRosie
Do You See Me?
CLARIFYING OBJECTIVE ESD-3c:Seek to be near their caregivers; stop crying when they come near.

ReadyRosie
Baby Massage
Behavior is a form of communication
Snuggle Close
Tips for bonding with your baby
What Comes after Two?
You are your child's first teacher
CLARIFYING OBJECTIVE ESD-3d:Show signs of separation anxiety when a familiar caregiver leaves.

ReadyRosie
Baby Massage
Behavior is a form of communication
Snuggle Close
Tips for bonding with your baby
What Comes after Two?
You are your child's first teacher
CLARIFYING OBJECTIVE ESD-3e:Make eye contact with others.

ReadyRosie
Do You See Me?
Me in the Mirror
Pattern Play
Self Talk
Sing to Your Baby
Which Toy?
CLARIFYING OBJECTIVE ESD-3f:Imitate sounds, facial expressions, or gestures they see other people do (peek-a-boo, hands up for “so big”).

ReadyRosie
Grasp and Grab
How can I make music part of our day?
Me in the Mirror
Sing to Your Baby
Snuggle Close
Tummy Talk
Two on Me and You
Which Toy?
CONTENT AREA / STRAND NC.ESD.Emotional and Social Development (ESD) – Infants
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-4a:Notice other infants and children (look at them, turn in other’s direction, reach for them, and touch them).

ReadyRosie
Do You See Me?
CONTENT AREA / STRAND NC.HPD.Health and Physical Development (HPD) – Infants
STRAND / ESSENTIAL STANDARD Physical Health and Growth
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE HPD-1:Children develop healthy eating habits.
CLARIFYING OBJECTIVE HPD-1a:Show interest in feeding routines.

ReadyRosie
Lunchtime Language
CLARIFYING OBJECTIVE HPD-1b:Help with feeding themselves (eat finger foods, hold bottle.

ReadyRosie
Lunchtime Language
CLARIFYING OBJECTIVE HPD-1c:Show hunger or fullness using actions, sounds, or words (cry or search for food, turn away when full).

ReadyRosie
Lunchtime Language
CLARIFYING OBJECTIVE HPD-1d:Show food preferences.

ReadyRosie
Lunchtime Language
CLARIFYING OBJECTIVE HPD-1e:Respond to different textures of food in their mouth (wait for the next bite, spit out food, turn head away).

ReadyRosie
Bath Time Fun
CLARIFYING OBJECTIVE HPD-1f:Eat different kinds of food such as liquids, pureed or soft foods, and finely chopped food.

ReadyRosie
Lunchtime Language
CONTENT AREA / STRAND NC.HPD.Health and Physical Development (HPD) – Infants
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-2a:Engage in physically active movements (spending time on their tummy, repeating actions, kicking, waving arms, rolling over).

ReadyRosie
Roll Over
Tummy Talk
CONTENT AREA / STRAND NC.HPD.Health and Physical Development (HPD) – Infants
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-4b:Maintain upright posture when sitting and standing.

ReadyRosie
Supported Sitting
CLARIFYING OBJECTIVE HPD-4c:Move in and out of various positions by rolling, pushing up, and pulling to stand.

ReadyRosie
Roll Over
Supported Standing
Up, Down
CLARIFYING OBJECTIVE HPD-4d:Move from place to place as their abilities allow (squirm, roll, scoot, crawl, cruise, or walk).

ReadyRosie
Kicking Paper
Piggy Toes
Roll Over
Strong Legs
CONTENT AREA / STRAND NC.HPD.Health and Physical Development (HPD) – Infants
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-5a:Use both hands to swipe at, reach for, grasp, hold, shake, and release objects.

ReadyRosie
Bath Time Fun
Grasp and Grab
Table Taps
Touch and Taste
CLARIFYING OBJECTIVE HPD-5b:Transfer objects from one hand to the other.

ReadyRosie
Grasp and Grab
Touch and Taste
CLARIFYING OBJECTIVE HPD-5c:Use a pincer grasp to pick up an object with finger and thumb.

ReadyRosie
Bath Time Fun
Grasp and Grab
Table Taps
Touch and Taste
CONTENT AREA / STRAND NC.HPD.Health and Physical Development (HPD) – Infants
STRAND / ESSENTIAL STANDARD Self-Care
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE HPD-7:Children develop independence in caring for themselves and their environment.
CLARIFYING OBJECTIVE HPD-7b:Show interest and assist in routines (open mouth for milk or spoon, raise arms for dressing).

ReadyRosie
Lunchtime Language
CONTENT AREA / STRAND NC.HPD.Health and Physical Development (HPD) – Infants
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-8a:Show trust in familiar caregivers (calm down with adult help, make eye contact with caregivers).

ReadyRosie
Do You See Me?
Me in the Mirror
Pattern Play
Self Talk
Sing to Your Baby
Which Toy?
CONTENT AREA / STRAND NC.LDC.Language Development and Communication (LDC) – Infants
STRAND / ESSENTIAL STANDARD Learning to Communicate
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE LDC-1:Children understand communications from others.
CLARIFYING OBJECTIVE LDC-1b:Show interest in voices, and focus on speech directed at them.

ReadyRosie
Lunchtime Language
Self Talk
Tummy Talk
CLARIFYING OBJECTIVE LDC-1c:Respond to different tones in speech directed at them.

ReadyRosie
Lunchtime Language
Self Talk
Tummy Talk
CONTENT AREA / STRAND NC.LDC.Language Development and Communication (LDC) – Infants
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-2a:Respond differently to facial expressions and tones of voice.

ReadyRosie
Snuggle Close
Tips for storytelling: Using your voice
CLARIFYING OBJECTIVE LDC-2b:Pay brief attention to the same object the caregiver is looking at.

ReadyRosie
Lunchtime Language
Self Talk
Tummy Talk
CLARIFYING OBJECTIVE LDC-2c:Engage in turn taking during social and vocal play with adults and other children (babbling, imitating facial expressions, repeating sounds from languages they hear).

ReadyRosie
Snuggle Close
CONTENT AREA / STRAND NC.LDC.Language Development and Communication (LDC) – Infants
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-4b:Make different sounds for different purposes (whimper when wet, cry loudly when hungry).

ReadyRosie
Behavior is a form of communication
CLARIFYING OBJECTIVE LDC-4c:“Jabber” and pretend to talk using many sounds or signs from the languages used around them.

ReadyRosie
Lunchtime Language
CONTENT AREA / STRAND NC.LDC.Language Development and Communication (LDC) – Infants
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-6a:Make different sounds for different purposes (whimper when wet, cry loudly when hungry).

ReadyRosie
Behavior is a form of communication
CLARIFYING OBJECTIVE LDC-6b:“Jabber” and pretend to talk using many sounds or signs from the languages used around them to communicate.

ReadyRosie
Lunchtime Language
CONTENT AREA / STRAND NC.LDC.Language Development and Communication (LDC) – Infants
STRAND / ESSENTIAL STANDARD Learning to Communicate
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE LDC-7:Children respond to and use a growing vocabulary.
CLARIFYING OBJECTIVE LDC-7a:Make specific sounds, facial expressions, and/or gestures for certain people and objects.

ReadyRosie
Snuggle Close
CLARIFYING OBJECTIVE LDC-7c:Recognize spoken or signed words for common items.

ReadyRosie
How can I help my child learn new words?
Lunchtime Language
CONTENT AREA / STRAND NC.LDC.Language Development and Communication (LDC) – Infants
STRAND / ESSENTIAL STANDARD Foundations for Reading
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE LDC-8:Children develop interest in books and motivation to read.
CLARIFYING OBJECTIVE LDC-8a:Pat and chew on tactile books.

ReadyRosie
Grasp and Grab
Touch and Taste
CLARIFYING OBJECTIVE LDC-8b:Look at pictures of faces and simple objects.

ReadyRosie
Animal Noises
CLARIFYING OBJECTIVE LDC-8c:Listen to simple and repetitive books, stories, and songs.

ReadyRosie
How can I communicate with my baby?
How can I make music part of our day?
I can't sing. How can I sing to my baby?
Itsy Bitsy Spider Motions
Piggy Toes
Sing to Your Baby
Why should I sing to my baby?
CONTENT AREA / STRAND NC.LDC.Language Development and Communication (LDC) – Infants
STRAND / ESSENTIAL STANDARD Foundations for Reading
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE LDC-10:Children develop book knowledge and print awareness.
CLARIFYING OBJECTIVE LDC-10b:Look at pictures while cuddling with caregiver.

ReadyRosie
Animal Noises
CONTENT AREA / STRAND NC.LDC.Language Development and Communication (LDC) – Infants
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-12a:Emerging

ReadyRosie
Grocery List
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Infants
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-1a:Discover different shapes, sizes and textures by exploring (put toys in mouth, crawl over pillows, and pick up large objects).

ReadyRosie
Bath Time Fun
Table Taps
Touch and Taste
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Infants
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-2b:Respond differently to familiar vs. unfamiliar people, objects, and situations (reach for new interesting toy instead of old familiar toy; move toward familiar caregiver but hide head on parent’s shoulder when new person comes near).

ReadyRosie
Baby Massage
Behavior is a form of communication
Do You See Me?
Kicking Paper
Snuggle Close
Tips for bonding with your baby
Touch and Taste
What Comes after Two?
Which Toy?
You are your child's first teacher
CLARIFYING OBJECTIVE CD-2c:Anticipate routine events (smile, wave arms and legs, move toward adult holding bottle).

ReadyRosie
Baby Massage
Behavior is a form of communication
How do I get my child to______?
Snuggle Close
Tips for bonding with your baby
What Comes after Two?
You are your child's first teacher
CLARIFYING OBJECTIVE CD-2d:Repeat an action to make something happen again (makes sounds when music stops, bounce up and down to get adult to continue “horsey ride”).

ReadyRosie
Bath Time Fun
Kicking Paper
CLARIFYING OBJECTIVE CD-2e:Observe and imitate sounds, movements, and facial expressions, including things they have seen in the past or in other places.

ReadyRosie
Snuggle Close
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Infants
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-3b:Show awareness of another person’s intentions by establishing joint attention (look at an object, then at caregiver, and back at object).

ReadyRosie
That's My Name
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Infants
STRAND / ESSENTIAL STANDARD Creative Expression
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE CD-4:Children demonstrate appreciation for different forms of artistic expression.
CLARIFYING OBJECTIVE CD-4a:Show wonder or fascination with objects, activities, or experiences (gaze at an object, become quiet or vocal when they hear lullabies, show bodily excitement when they hear music).

ReadyRosie
Animal Noises
CLARIFYING OBJECTIVE CD-4b:Hold, touch, and experience different textures (fuzzy blanket, smooth skin, rough carpet).

ReadyRosie
Bath Time Fun
Table Taps
Touch and Taste
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Infants
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-5c:Make a variety of sounds with simple instruments, toys, and their own voice.

ReadyRosie
How can I communicate with my baby?
How can I make music part of our day?
I can't sing. How can I sing to my baby?
Itsy Bitsy Spider Motions
Piggy Toes
Sing to Your Baby
Why should I sing to my baby?
CLARIFYING OBJECTIVE CD-5d:Express themselves by moving their bodies (wave arms when excited, hug soft toy).

ReadyRosie
I can't sing. How can I sing to my baby?
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Infants
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-6a:Intently observe actions of children, adults, pets, and objects nearby.

ReadyRosie
Do You See Me?
CLARIFYING OBJECTIVE CD-6b:Seek parents, siblings, caregivers, and teachers for play and for meeting needs.

ReadyRosie
Grasp and Grab
How can I get my child to listen to me?
How can I make music part of our day?
Me in the Mirror
Sing to Your Baby
Snuggle Close
Tummy Talk
Two on Me and You
Which Toy?
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Infants
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-7a:Show a clear preference for familiar people.

ReadyRosie
That's My Name
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Infants
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-11a:Discover objects of different sizes by exploring (put toys in mouth, pick up large objects).

ReadyRosie
Bath Time Fun
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Infants
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-12a:Discover different shapes by exploring (put blocks in mouth, roll balls).

ReadyRosie
Bath Time Fun
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Infants
STRAND / ESSENTIAL STANDARD Scientific Exploration and Knowledge
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE CD-14:Children observe and describe characteristics of living things and the physical world.
CLARIFYING OBJECTIVE CD-14a:Observe and explore natural phenomena indoors and outdoors, using all senses (rub hands over grass, lift face to feel wind, pat family dog, and splash water).

ReadyRosie
Bath Time Fun
Table Taps
Touch and Taste
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Infants
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-15a:Gather information through sight, hearing, taste, smell, and touch.

ReadyRosie
Bath Time Fun
Table Taps
Touch and Taste
CLARIFYING OBJECTIVE CD-15b:Use multiple senses to focus intently on objects, displays, materials, or events.

ReadyRosie
Bath Time Fun
Two on Me and You

North Carolina Standard Course of Study
Early Childhood Education
Grade: Ages 13 to 24 months - Adopted: 2013
CONTENT AREA / STRAND NC.APL.Approaches to Play and Learning (APL) – Younger Toddlers
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-1d:Imitate what others are doing.

ReadyRosie
Bear Bath
Tea Party
CLARIFYING OBJECTIVE APL-1e:Show curiosity about their surroundings (with pointing, facial expressions, words).

ReadyRosie
Build to Four
Buried Treasure
Can You Find Me?
Check the Mail
Take Along Toy
Tube Chute
Walk the Line
CONTENT AREA / STRAND NC.APL.Approaches to Play and Learning (APL) – Younger Toddlers
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-2c:Initiate activities that interest them and try to get others involved.

ReadyRosie
Build to Four
Buried Treasure
Can You Find Me?
Check the Mail
Kick With Me
Little Hands, Big Plans
Take Along Toy
Tea Party
Tube Chute
Walk the Line
CLARIFYING OBJECTIVE APL-2d:Use toys and other objects to make things happen (kick a ball; push a button on a toy).

ReadyRosie
Build to Four
Buried Treasure
Can You Find Me?
Check the Mail
Take Along Toy
Tube Chute
Walk the Line
CONTENT AREA / STRAND NC.APL.Approaches to Play and Learning (APL) – Younger Toddlers
STRAND / ESSENTIAL STANDARD Play and Imagination
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE APL-3:Children engage in increasingly complex play.
CLARIFYING OBJECTIVE APL-3e:Play alongside other children, sometimes imitating their actions.

ReadyRosie
Bear Bath
Tea Party
CLARIFYING OBJECTIVE APL-3f:Imitate adult actions with objects, first with real objects and then with objects that are used to represent another object (talk on phone, feed doll, and use a chair as pretend car).

ReadyRosie
Bear Bath
Tea Party
CLARIFYING OBJECTIVE APL-3g:Take turns in simple games (pat-a-cake, peek-a-boo).

ReadyRosie
Bear Bath
Tea Party
CLARIFYING OBJECTIVE APL-3h:Offer toys and objects to others.

ReadyRosie
Bear Bath
Kick With Me
Little Hands, Big Plans
Tea Party
CONTENT AREA / STRAND NC.APL.Approaches to Play and Learning (APL) – Younger Toddlers
STRAND / ESSENTIAL STANDARD Play and Imagination
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE APL-4:Children demonstrate creativity, imagination, and inventiveness.
CLARIFYING OBJECTIVE APL-4d:Do new things with familiar objects or combine them in unusual ways (use a dress-up boa as a snake, pound a drum with a plastic bottle, tries to stack bears).

ReadyRosie
Bear Bath
Tea Party
CONTENT AREA / STRAND NC.APL.Approaches to Play and Learning (APL) – Younger Toddlers
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-5d:Try unfamiliar experiences and interact with new people, with a familiar adult nearby.

ReadyRosie
Build to Four
Buried Treasure
Can You Find Me?
Check the Mail
Take Along Toy
Tube Chute
Walk the Line
CLARIFYING OBJECTIVE APL-5f:Show interest in toys that offer a challenge and try to work them.

ReadyRosie
Bear Bath
Build to Four
Buried Treasure
Can You Find Me?
Dump and Pick Up
Tea Party
CONTENT AREA / STRAND NC.APL.Approaches to Play and Learning (APL) – Younger Toddlers
STRAND / ESSENTIAL STANDARD Risk-Taking, Problem-Solving, and Flexibility
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE APL-6:Children use a variety of strategies to solve problems.
CLARIFYING OBJECTIVE APL-6d:Try one or two strategies to get what they want or solve a problem (try giving a peer an alternate toy to get a toy from him/her; try to put a ball in a box—if it will not fit, gets a bigger box).

ReadyRosie
Build to Four
Buried Treasure
Can You Find Me?
Dump and Pick Up
CLARIFYING OBJECTIVE APL-6e:Use available resources to accomplish a goal or solve a problem (push a stool to a counter to reach for something).

ReadyRosie
Build to Four
Buried Treasure
Can You Find Me?
Dump and Pick Up
CLARIFYING OBJECTIVE APL-6f:After unsuccessful attempt to solve a problem, ask for help from an adult (point, gesture, and speak).

ReadyRosie
Build to Four
Buried Treasure
Can You Find Me?
Dump and Pick Up
CLARIFYING OBJECTIVE APL-6g:Vary actions on purpose to solve a problem (bang, then turn shape to fit in sorter; shake handle, then pull, to open a drawer).

ReadyRosie
Build to Four
Buried Treasure
Can You Find Me?
Dump and Pick Up
CONTENT AREA / STRAND NC.APL.Approaches to Play and Learning (APL) – Younger Toddlers
STRAND / ESSENTIAL STANDARD Attentiveness, Effort, and Persistence
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE APL-8:Children maintain attentiveness and focus.
CLARIFYING OBJECTIVE APL-8d:Focus on self-selected activity for a short period of time (decide to play in the sandbox and stay there for a couple of minutes).

ReadyRosie
Build to Four
Buried Treasure
Can You Find Me?
Check the Mail
Take Along Toy
Tube Chute
Walk the Line
CLARIFYING OBJECTIVE APL-8e:Focus on an interesting activity or interaction shared with adults for a short period of time.

ReadyRosie
Build to Four
Buried Treasure
Can You Find Me?
Check the Mail
Take Along Toy
Tube Chute
Walk the Line
CONTENT AREA / STRAND NC.APL.Approaches to Play and Learning (APL) – Younger Toddlers
STRAND / ESSENTIAL STANDARD Attentiveness, Effort, and Persistence
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE APL-9:Children persist at challenging activities.
CLARIFYING OBJECTIVE APL-9b:Keep trying to accomplish tasks that they are not able to do immediately (put on a jacket; engage a busy adult in play).

ReadyRosie
Build to Four
Buried Treasure
Can You Find Me?
Check the Mail
Take Along Toy
Tube Chute
Walk the Line
CONTENT AREA / STRAND NC.ESD.Emotional and Social Development (ESD) – Younger Toddlers
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-1e:Show awareness of specific body parts.

ReadyRosie
Flying with Mom
Head, Shoulders, Knees and Toes
Kick With Me
Point and Learn
Pop Go the Bubbles
Walk the Line
CONTENT AREA / STRAND NC.ESD.Emotional and Social Development (ESD) – Younger Toddlers
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-2f:Bring others things they like or show them things they have done.

ReadyRosie
Happy Birthday to You
Point and Learn
This or That
CONTENT AREA / STRAND NC.ESD.Emotional and Social Development (ESD) – Younger Toddlers
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-3g:Show preference for and emotional connection with adults who take care of them on a regular basis (“check in” with caregiver while playing, greet family member with big hug, seek out caregiver when upset or uncertain, exhibit anxiety when adult leaves).

ReadyRosie
Behavior is a form of communication
Tips for bonding with your baby
You are your child's first teacher
CLARIFYING OBJECTIVE ESD-3h:Offer toys and objects to familiar adults.

ReadyRosie
Choosing Clothes
How can I make music part of our day?
Move to to the Music
This or That
CONTENT AREA / STRAND NC.ESD.Emotional and Social Development (ESD) – Younger Toddlers
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-4c:Enjoy playing alongside other children.

ReadyRosie
Kick With Me
Little Hands, Big Plans
Tea Party
CLARIFYING OBJECTIVE ESD-4d:Imitate actions of older siblings and playmates.

ReadyRosie
Bear Bath
Tea Party
CLARIFYING OBJECTIVE ESD-4e:Offer toys and objects to other children.

ReadyRosie
Kick With Me
Little Hands, Big Plans
Tea Party
CONTENT AREA / STRAND NC.ESD.Emotional and Social Development (ESD) – Younger Toddlers
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-5a:Use gestures, sounds, objects, or words to get another person to do something (bring box to adult to be opened, make noise to get someone to look).

ReadyRosie
Choosing Clothes
How can I make music part of our day?
Move to to the Music
This or That
CLARIFYING OBJECTIVE ESD-5b:Follow simple directions some of the time.

ReadyRosie
Choosing Clothes
Talk and Play
CLARIFYING OBJECTIVE ESD-5c:Control impulses some of the time (look at forbidden object and say, “No, no,” allow adult to direct them to a different activity).

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
Is my child overscheduled?
CONTENT AREA / STRAND NC.ESD.Emotional and Social Development (ESD) – Younger Toddlers
STRAND / ESSENTIAL STANDARD Learning about Feelings
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE ESD -6:Children identify, manage, and express their feelings.
CLARIFYING OBJECTIVE ESD-6d:Express a range of emotions (happiness, sadness, fear and anger) with their face, body, and voice.

ReadyRosie
Reading Emotions
CLARIFYING OBJECTIVE ESD-6e:Use body language, facial expression, and sometimes words to communicate feelings (clap when happy, pout and hunch shoulders when sad, shout “Wee!” when excited).

ReadyRosie
Reading Emotions
CLARIFYING OBJECTIVE ESD-6f:Separate from parent or main caregiver without being overcome by stress.

ReadyRosie
Behavior is a form of communication
Tips for bonding with your baby
You are your child's first teacher
CLARIFYING OBJECTIVE ESD-6g:Find comfort and calm down in a familiar setting or with a familiar person.

ReadyRosie
Behavior is a form of communication
Tips for bonding with your baby
You are your child's first teacher
CONTENT AREA / STRAND NC.ESD.Emotional and Social Development (ESD) – Younger Toddlers
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-7e:Match their tone and emotions to that of others during interactions.

ReadyRosie
Choosing Clothes
How can I make music part of our day?
Move to to the Music
This or That
CONTENT AREA / STRAND NC.HPD.Health and Physical Development (HPD) – Younger Toddlers
STRAND / ESSENTIAL STANDARD Physical Health and Growth
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE HPD-1:Children develop healthy eating habits.
CLARIFYING OBJECTIVE HPD-1g:Try new foods.

ReadyRosie
Snack Time Speech
CLARIFYING OBJECTIVE HPD-1h:Feed themselves with some assistance (may use hands, utensils or cups).

ReadyRosie
Snack Time Speech
CLARIFYING OBJECTIVE HPD-1i:Ask for or accept food when hungry.

ReadyRosie
Snack Time Speech
CLARIFYING OBJECTIVE HPD-1j:Eat enough to meet nutritional needs, even when amount or type of food varies over time (eat a lot at one meal and little at the next, show interest in many foods but no interest in others).

ReadyRosie
Snack Time Speech
CLARIFYING OBJECTIVE HPD-1k:Eat a variety of small pieces of age-appropriate table foods.

ReadyRosie
Snack Time Speech
CONTENT AREA / STRAND NC.HPD.Health and Physical Development (HPD) – Younger Toddlers
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-2g:Develop strength and stamina as they use large muscles and participate in physical activity for longer periods of time.

ReadyRosie
Baby Basketball
CONTENT AREA / STRAND NC.HPD.Health and Physical Development (HPD) – Younger Toddlers
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-4g:Move through the world with more independence (crawl, cruise, walk, run, use therapeutic walker).

ReadyRosie
Flying with Mom
Head, Shoulders, Knees and Toes
Kick With Me
Point and Learn
Pop Go the Bubbles
Walk the Line
CONTENT AREA / STRAND NC.HPD.Health and Physical Development (HPD) – Younger Toddlers
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-5d:Use hands to manipulate objects (stack two or three large blocks, pick up or roll a ball).

ReadyRosie
Baby Basketball
Kick With Me
CLARIFYING OBJECTIVE HPD-5e:Use hands and eyes together (put together and take apart toys, feed themselves finger foods, fill containers).

ReadyRosie
Bear Bath
Tea Party
CONTENT AREA / STRAND NC.HPD.Health and Physical Development (HPD) – Younger Toddlers
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-6d:Use objects and follow routines that are comforting (get their blanket and lie down where they usually sleep, pick out favorite book to be read before lunch).

ReadyRosie
How do I get my child to______?
How should I handle temper tantrums?
Let's Get Dressed
Shoe Search
CONTENT AREA / STRAND NC.HPD.Health and Physical Development (HPD) – Younger Toddlers
STRAND / ESSENTIAL STANDARD Self-Care
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE HPD-7:Children develop independence in caring for themselves and their environment.
CLARIFYING OBJECTIVE HPD-7c:Cooperate and help with care routines and cleanup (mouth-care, hand-washing, diapering, dressing, bathing).

ReadyRosie
Brush, Baby, Brush
CONTENT AREA / STRAND NC.LDC.Language Development (LDC) – Younger Toddlers
STRAND / ESSENTIAL STANDARD Learning to Communicate
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE LDC-1:Children understand communications from others.
CLARIFYING OBJECTIVE LDC-1e:Respond to others by using words or signs.

ReadyRosie
Choosing Clothes
Point and Learn
Rhyme and Ride
Swing Song
Talk and Play
CLARIFYING OBJECTIVE LDC-1f:Respond to gestures, facial expressions, tone of voice, and some words that show emotions.

ReadyRosie
Tips for storytelling: Using your voice
CLARIFYING OBJECTIVE LDC-1g:Follow simple directions and/or visual cues (“Put your pillow on the mat.” “Please sit by me.”).

ReadyRosie
Choosing Clothes
Talk and Play
CONTENT AREA / STRAND NC.LDC.Language Development (LDC) – Younger Toddlers
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-2f:Use movement or behavior to initiate interaction with another person.

ReadyRosie
Choosing Clothes
How can I make music part of our day?
Move to to the Music
This or That
CONTENT AREA / STRAND NC.LDC.Language Development (LDC) – Younger Toddlers
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-3a:Respond to simple statements and questions about pictures, play, people, and things that are happening.

ReadyRosie
Why should we tell family stories?
CONTENT AREA / STRAND NC.LDC.Language Development (LDC) – Younger Toddlers
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-4e:Expect others to understand them and show frustration, often through their behavior, if not understood.

ReadyRosie
Behavior is a form of communication
How should I handle temper tantrums?
Snack Time Speech
CONTENT AREA / STRAND NC.LDC.Language Development (LDC) – Younger Toddlers
STRAND / ESSENTIAL STANDARD Learning to Communicate
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE LDC-5:Children describe familiar people, places, things, and events.
CLARIFYING OBJECTIVE LDC-5a:Act out familiar scenes and events, and imitate familiar people.

ReadyRosie
Bear Bath
Tea Party
CONTENT AREA / STRAND NC.LDC.Language Development (LDC) – Younger Toddlers
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-6d:Use a few words to communicate (make requests and ask questions).

ReadyRosie
Behavior is a form of communication
Snack Time Speech
CONTENT AREA / STRAND NC.LDC.Language Development (LDC) – Younger Toddlers
STRAND / ESSENTIAL STANDARD Learning to Communicate
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE LDC-7:Children respond to and use a growing vocabulary.
CLARIFYING OBJECTIVE LDC-7d:Show steady increase in words used (e.g., name family members and familiar objects).

ReadyRosie
Big and Little
Color Toys
Find a Match
Grocery Store I Spy
Point and Learn
Talk and Play
CLARIFYING OBJECTIVE LDC-7e:Imitate parts of familiar songs, chants, or rhymes.

ReadyRosie
Clap and Swing
Happy Birthday to You
How can I communicate with my baby?
How can I make music part of our day?
I can't sing. How can I sing to my baby?
Itsy Bitsy Spider Motions
Move While you Sing
Move to to the Music
Rhyme and Ride
Swing Song
Where is Thumbkin?
Why should I sing to my baby?
CLARIFYING OBJECTIVE LDC-7f:Respond to simple words and phrases that they hear often.

ReadyRosie
Choosing Clothes
Point and Learn
Rhyme and Ride
Swing Song
Talk and Play
CLARIFYING OBJECTIVE LDC-7g:Use several words to make requests (e.g., “done,” “wannit,” “please”) as well as to label people and objects.

ReadyRosie
Behavior is a form of communication
Snack Time Speech
CONTENT AREA / STRAND NC.LDC.Language Development (LDC) – Younger Toddlers
STRAND / ESSENTIAL STANDARD Foundations for Reading
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE LDC-8:Children develop interest in books and motivation to read.
CLARIFYING OBJECTIVE LDC-8d:Engage in reading behaviors independently (choose books, turn pages (but not always in order, tell the story).

ReadyRosie
Reading Routines for Early Readers
CLARIFYING OBJECTIVE LDC-8f:Listen to simple and repetitive books, stories, and songs for a brief period of time.

ReadyRosie
Clap and Swing
Happy Birthday to You
How can I communicate with my baby?
How can I make music part of our day?
I can't sing. How can I sing to my baby?
Itsy Bitsy Spider Motions
Look at the Book
Move While you Sing
Move to to the Music
Reading Emotions
Rhyme and Ride
Swing Song
Where is Thumbkin?
Why should I sing to my baby?
Why should we tell family stories?
CONTENT AREA / STRAND NC.LDC.Language Development (LDC) – Younger Toddlers
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-9a:Listen to and repeat parts of simple and repetitive books, stories, songs, and finger plays.

ReadyRosie
Clap and Swing
Happy Birthday to You
How can I communicate with my baby?
How can I make music part of our day?
I can't sing. How can I sing to my baby?
Itsy Bitsy Spider Motions
Look at the Book
Move While you Sing
Move to to the Music
Reading Emotions
Rhyme and Ride
Swing Song
Where is Thumbkin?
Why should I sing to my baby?
Why should we tell family stories?
CLARIFYING OBJECTIVE LDC-9b:Allow entire short book to be “read” with willingness to look at most pages.

ReadyRosie
Look at the Book
Reading Emotions
Why should we tell family stories?
CONTENT AREA / STRAND NC.LDC.Language Development (LDC) – Younger Toddlers
STRAND / ESSENTIAL STANDARD Foundations for Reading
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE LDC-10:Children develop book knowledge and print awareness.
CLARIFYING OBJECTIVE LDC-10c:Turn pages (but not always in the right order); point to and label pictures in books; sometimes treat pictures as real (licking a picture of ice cream, rubbing “fur” of a cat in a book).

ReadyRosie
Look at the Book
Reading Emotions
CLARIFYING OBJECTIVE LDC-10d:Identify some environmental print and logos (favorite cereal box, a sign for a familiar store).

ReadyRosie
Check the Mail
CONTENT AREA / STRAND NC.LDC.Language Development (LDC) – Younger Toddlers
STRAND / ESSENTIAL STANDARD Foundations for Reading
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE LDC-11:Children develop phonological awareness.
CLARIFYING OBJECTIVE LDC-11b:Focus on and enjoy playing with repetitive sounds, words, rhymes, and gestures.

ReadyRosie
Clap and Swing
Itsy Bitsy Spider Motions
Rhyme and Ride
Swing Song
Where is Thumbkin?
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Younger Toddlers
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-1d:Explore space with their bodies (fit self into large box, crawl under table, climb over low walls).

ReadyRosie
Flying with Mom
Head, Shoulders, Knees and Toes
Kick With Me
Point and Learn
Pop Go the Bubbles
Walk the Line
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Younger Toddlers
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-2f:Search in several places where an object has been hidden recently.

ReadyRosie
Big and Little
Buried Treasure
Shoe Search
CLARIFYING OBJECTIVE CD-2g:Notice a change in familiar objects, places, or events (frown at parent with a new haircut, look for furniture that was moved).

ReadyRosie
Big and Little
Buried Treasure
Shoe Search
CLARIFYING OBJECTIVE CD-2h:Perform routine events and use familiar objects in appropriate ways (carry clean diaper to changing table, talk on phone, “water” plants with pitcher).

ReadyRosie
Big and Little
Buried Treasure
How do I get my child to______?
How should I handle temper tantrums?
Let's Get Dressed
Shoe Search
CLARIFYING OBJECTIVE CD-2i:Imitate behaviors they have seen in the past or in other places.

ReadyRosie
Bear Bath
Big and Little
Buried Treasure
Shoe Search
Tea Party
CLARIFYING OBJECTIVE CD-2j:Identify objects and people in pictures by pointing or looking.

ReadyRosie
Reading Emotions
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Younger Toddlers
STRAND / ESSENTIAL STANDARD Creative Expression
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE CD-4:Children demonstrate appreciation for different forms of artistic expression.
CLARIFYING OBJECTIVE CD-4c:Show interest or pleasure in response to images, objects, and music (say, “Aaah” and reach for a brightly colored picture, look at or reach toward fluttering leaves).

ReadyRosie
Reading Emotions
CLARIFYING OBJECTIVE CD-4d:Participate in and explore all possible media (use finger paint, glue scraps of paper on another paper, dance to music).

ReadyRosie
I can't sing. How can I sing to my baby?
Move While you Sing
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Younger Toddlers
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-5e:Use hats and clothes for dress-up make-believe.

ReadyRosie
Bear Bath
Tea Party
CLARIFYING OBJECTIVE CD-5h:Move to music in their own way.

ReadyRosie
I can't sing. How can I sing to my baby?
Move While you Sing
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Younger Toddlers
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-6c:Imitate routine actions of their caregivers (rock a baby doll; push a lawnmower, “read” a magazine).

ReadyRosie
Bear Bath
Tea Party
CLARIFYING OBJECTIVE CD-6d:Know whom they can go to for help (regular caregiver vs. visitor, parent vs. neighbor).

ReadyRosie
Behavior is a form of communication
How can I get my child to listen to me?
How should I handle temper tantrums?
Tips for bonding with your baby
You are your child's first teacher
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Younger Toddlers
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-10d:Use words or actions that show understanding of the concepts of “more” and “all” (ask for more food, stop asking for more blocks when told they have “all” of the blocks).

ReadyRosie
Build to Four
Counting Counts
Dump and Pick Up
Little Hands, Big Plans
CLARIFYING OBJECTIVE CD-10e:Recognize the difference between two small sets of objects (6 or under) that include a different number of objects (point to which set of crayons has more).

ReadyRosie
Big and Little
Color Toys
Find a Match
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Younger Toddlers
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-11b:Participate in activities that compare the size and weight of objects.

ReadyRosie
Big and Little
Color Toys
Find a Match
CLARIFYING OBJECTIVE CD-11c:Show awareness of different categories during play (put balls in a box and dolls in a bed; give one friend all the cars and another friend all of the trucks when playing in the block area).

ReadyRosie
Big and Little
Color Toys
Find a Match
Tea Party
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Younger Toddlers
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-12c:Explore space with their bodies (fit self into large box, crawl under table, climb over low walls).

ReadyRosie
Flying with Mom
Head, Shoulders, Knees and Toes
Kick With Me
Point and Learn
Pop Go the Bubbles
Walk the Line
CLARIFYING OBJECTIVE CD-12d:Put basic shapes into a shape sorter using trial and error.

ReadyRosie
Big and Little
Color Toys
Find a Match

North Carolina Standard Course of Study
Early Childhood Education
Grade: Ages 25 to 36 months - Adopted: 2013
CONTENT AREA / STRAND NC.APL.Approaches to Play and Learning (APL) – Older Toddlers
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-1g:Discover things that interest and amaze them and seek to share them with others.

ReadyRosie
Catch!
Ring Around the Rosie
CLARIFYING OBJECTIVE APL-1i:Watch what others are doing and often try to participate.

ReadyRosie
Catch!
Ring Around the Rosie
CONTENT AREA / STRAND NC.APL.Approaches to Play and Learning (APL) – Older Toddlers
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-2f:Seek more information about people and their surroundings (“study” an object carefully, stare for long moments, and become absorbed in figuring out a situation).

ReadyRosie
Nature Walk and Talk
What Do We Do?
CLARIFYING OBJECTIVE APL-2g:Use their whole body to learn (get mud or paint on themselves from head to toe, fit themselves into a big, empty box).

ReadyRosie
Counting Collection
Fast, Slow
I Can Do It All By Myself
Nature Walk and Talk
Nesting Bowls
What Do We Do?
CLARIFYING OBJECTIVE APL-2h:Communicate what they want to do or know using gestures, facial expressions, or words (ask “What dat?”).

ReadyRosie
Nature Walk and Talk
What Do We Do?
CONTENT AREA / STRAND NC.APL.Approaches to Play and Learning (APL) – Older Toddlers
STRAND / ESSENTIAL STANDARD Play and Imagination
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE APL-3:Children engage in increasingly complex play.
CLARIFYING OBJECTIVE APL-3i:Try to involve other children in play.

ReadyRosie
Catch!
Ring Around the Rosie
CLARIFYING OBJECTIVE APL-3j:Make believe, pretend, and act out familiar life scenes, sometimes using objects to represent something else (a shoe becomes a phone).

ReadyRosie
Banana Phonana
Drum Patterns
Recycled Play
Tips for helping your child love reading
Toy Car Wash
Vroom! Vroom!
CLARIFYING OBJECTIVE APL-3l:Communicate about what is happening during pretend play (“He eating,” point to a picture on a communication board when feeding a toy baby with a spoon; “Now go work,” after putting on shoes and necktie).

ReadyRosie
Banana Phonana
Book Walk
Drum Patterns
Recycled Play
Stuck on You
Toy Car Wash
Vroom! Vroom!
CONTENT AREA / STRAND NC.APL.Approaches to Play and Learning (APL) – Older Toddlers
STRAND / ESSENTIAL STANDARD Play and Imagination
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE APL-4:Children demonstrate creativity, imagination, and inventiveness.
CLARIFYING OBJECTIVE APL-4e:Do new things with familiar objects or combine them in unusual ways (use a dress-up boa as a snake, pound a drum with a plastic bottle, tries to stack bears).

ReadyRosie
Banana Phonana
Drum Patterns
Recycled Play
Tips for helping your child love reading
Toy Car Wash
Vroom! Vroom!
CLARIFYING OBJECTIVE APL-4f:Pretend to be somebody or something other than themselves.

ReadyRosie
Banana Phonana
Drum Patterns
Recycled Play
Toy Car Wash
Vroom! Vroom!
CLARIFYING OBJECTIVE APL-4g:Pretend one object is really something different (use Legos® as food while stirring a pot).

ReadyRosie
Tips for helping your child love reading
CONTENT AREA / STRAND NC.APL.Approaches to Play and Learning (APL) – Older Toddlers
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-5g:Explore freely without a familiar adult nearby.

ReadyRosie
Nature Walk and Talk
What Do We Do?
CLARIFYING OBJECTIVE APL-5i:Approach a challenge with confidence (try to lift a heavy object, work on a difficult puzzle, “I can do it.”).

ReadyRosie
Counting Collection
Drum Patterns
Fast, Slow
Hooray Parfait
I Can Do It All By Myself
Nature Walk and Talk
Nesting Bowls
Playdough Lengths
Stop and Go
What Do We Do?
Which Lid?
CLARIFYING OBJECTIVE APL-5j:Want to do things their own way (say “Me do it!”, push an adult’s hand away if the person is trying to help).

ReadyRosie
Counting Collection
Drum Patterns
Fast, Slow
Hooray Parfait
I Can Do It All By Myself
Nature Walk and Talk
Nesting Bowls
Playdough Lengths
Stop and Go
What Do We Do?
Which Lid?
CONTENT AREA / STRAND NC.APL.Approaches to Play and Learning (APL) – Older Toddlers
STRAND / ESSENTIAL STANDARD Risk-Taking, Problem-Solving, and Flexibility
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE APL-6:Children use a variety of strategies to solve problems.
CLARIFYING OBJECTIVE APL-6h:Try a variety of strategies to get what they want or solve a problem.

ReadyRosie
Counting Collection
Drum Patterns
Fast, Slow
Hooray Parfait
I Can Do It All By Myself
Nature Walk and Talk
Nesting Bowls
Playdough Lengths
Stop and Go
What Do We Do?
Which Lid?
CLARIFYING OBJECTIVE APL-6i:Use language to obtain help to solve a problem (tell adults, “My car broke.”).

ReadyRosie
Drum Patterns
Fast, Slow
Hooray Parfait
Nesting Bowls
Playdough Lengths
Stop and Go
What Do We Do?
Which Lid?
CLARIFYING OBJECTIVE APL-6j:Use materials in new ways to explore and solve problems (bring a big spoon to the sand table when all of the shovels are in use, pile blocks on a towel and drag them across the floor when there are too many to carry).

ReadyRosie
Drum Patterns
Fast, Slow
Hooray Parfait
Nesting Bowls
Playdough Lengths
Stop and Go
What Do We Do?
Which Lid?
CONTENT AREA / STRAND NC.APL.Approaches to Play and Learning (APL) – Older Toddlers
STRAND / ESSENTIAL STANDARD Attentiveness, Effort, and Persistence
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE APL-7:Children demonstrate initiative.
CLARIFYING OBJECTIVE APL-7e:Select and carry out activities (choose to set the table; gather play dishes and food, and then feed the dolls).

ReadyRosie
Counting Collection
Fast, Slow
I Can Do It All By Myself
Nature Walk and Talk
Nesting Bowls
What Do We Do?
CLARIFYING OBJECTIVE APL-7f:Show increasing interest in performing tasks independently (put on jacket and tries to zip it up).

ReadyRosie
Counting Collection
Fast, Slow
I Can Do It All By Myself
Nature Walk and Talk
Nesting Bowls
T-Shirt Talk
What Do We Do?
CONTENT AREA / STRAND NC.APL.Approaches to Play and Learning (APL) – Older Toddlers
STRAND / ESSENTIAL STANDARD Attentiveness, Effort, and Persistence
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE APL-8:Children maintain attentiveness and focus.
CLARIFYING OBJECTIVE APL-8f:Focus on a person or a hands-on activity for a short period of time (participate in singing a song, stay focused long enough to build a block tower).

ReadyRosie
Counting Collection
Fast, Slow
How can I communicate with my baby?
How can I make music part of our day?
I Can Do It All By Myself
I can't sing. How can I sing to my baby?
Nature Walk and Talk
Nesting Bowls
Ring Around the Rosie
Tips for helping your child love reading
Torn Paper Art
What Do We Do?
Why should I sing to my baby?
CLARIFYING OBJECTIVE APL-8g:Keep working on interesting activities with other things going on around them.

ReadyRosie
Counting Collection
Fast, Slow
I Can Do It All By Myself
Nature Walk and Talk
Nesting Bowls
What Do We Do?
CONTENT AREA / STRAND NC.APL.Approaches to Play and Learning (APL) – Older Toddlers
STRAND / ESSENTIAL STANDARD Attentiveness, Effort, and Persistence
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE APL-9:Children persist at challenging activities.
CLARIFYING OBJECTIVE APL-9c:Seek help from others to complete a challenging activity.

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
CLARIFYING OBJECTIVE APL-9d:Keep working on an activity even after setbacks (block structure collapses, puzzle piece does not fit).

ReadyRosie
Counting Collection
Fast, Slow
I Can Do It All By Myself
Nature Walk and Talk
Nesting Bowls
Tips for helping your child love reading
Torn Paper Art
What Do We Do?
CONTENT AREA / STRAND NC.ESD.Emotional and Social Development (ESD) – Older Toddlers
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-2h:Explore the environment independently to satisfy their own interests (seek out toy or favorite materials).

ReadyRosie
Nature Walk and Talk
What Do We Do?
CLARIFYING OBJECTIVE ESD-2j:Attempt to reach goals without help from others (push adult away, say “Me do it myself!”).

ReadyRosie
Counting Collection
Fast, Slow
I Can Do It All By Myself
Nature Walk and Talk
Nesting Bowls
What Do We Do?
CONTENT AREA / STRAND NC.ESD.Emotional and Social Development (ESD) – Older Toddlers
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-3i:Form close relationships with their primary caregivers and other familiar adults.

ReadyRosie
Behavior is a form of communication
Tips for bonding with your baby
You are your child's first teacher
CLARIFYING OBJECTIVE ESD-3j:Seek help from trusted adults when upset (when fearful or having difficulty with something).

ReadyRosie
Behavior is a form of communication
Tips for bonding with your baby
You are your child's first teacher
CLARIFYING OBJECTIVE ESD-3k:Are less likely to get upset when primary caregiver is with them.

ReadyRosie
Behavior is a form of communication
Tips for bonding with your baby
You are your child's first teacher
CLARIFYING OBJECTIVE ESD-3l:Use words to influence caregivers’ behavior (ask for help, talk about something they want the adult to do).

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
CONTENT AREA / STRAND NC.ESD.Emotional and Social Development (ESD) – Older Toddlers
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-4f:Show affection or preference for particular children (spontaneously hug, want to play, call other child a friend).

ReadyRosie
Catch!
Ring Around the Rosie
CLARIFYING OBJECTIVE ESD-4g:Remember and use names of familiar playmates.

ReadyRosie
Catch!
Ring Around the Rosie
CLARIFYING OBJECTIVE ESD-4h:Use appropriate words to influence playmates’ behavior (“Play with me.” “Stop hitting me.”).

ReadyRosie
Catch!
I Am Unique
Ring Around the Rosie
Tell Me About It!
CLARIFYING OBJECTIVE ESD-4i:Participate in play with other children.

ReadyRosie
Catch!
Ring Around the Rosie
CLARIFYING OBJECTIVE ESD-4j:Show positive emotion and turn taking with familiar playmates (agree to chase each other, watch and imitate each other’s play with toys).

ReadyRosie
Catch!
Ring Around the Rosie
CONTENT AREA / STRAND NC.ESD.Emotional and Social Development (ESD) – Older Toddlers
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-5e: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-5g:Evaluate their own and others’ actions as right or wrong (pointing out another child is climbing on the table).

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
Is my child overscheduled?
CLARIFYING OBJECTIVE ESD-5j:Accept “no” without getting overly upset.

ReadyRosie
Nesting Bowls
CONTENT AREA / STRAND NC.ESD.Emotional and Social Development (ESD) – Older Toddlers
STRAND / ESSENTIAL STANDARD Learning about Feelings
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE ESD-6:Children identify, manage, and express their feelings.
CLARIFYING OBJECTIVE ESD-6i:Communicate to make needs known.

ReadyRosie
Behavior is a form of communication
Tempted to Talk
CLARIFYING OBJECTIVE ESD-6j:Manage emotions and control impulses with guidance and support (Say “I don’t like that!” instead of hitting; wait by door instead of running ahead when excited to go out).

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
Is my child overscheduled?
CLARIFYING OBJECTIVE ESD-6k:Display emotional outbursts less often.

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
Is my child overscheduled?
CONTENT AREA / STRAND NC.HPD.Health and Physical Development (HPD) – Older Toddlers
STRAND / ESSENTIAL STANDARD Physical Health and Growth
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE HPD-1:Children develop healthy eating habits.
CLARIFYING OBJECTIVE HPD-1l:Try new foods.

ReadyRosie
Hooray Parfait
Little Chef
Packing our Lunch
CLARIFYING OBJECTIVE HPD-1m:Feeds themselves using utensils and hands.

ReadyRosie
Hooray Parfait
Little Chef
Packing our Lunch
CLARIFYING OBJECTIVE HPD-1n:Accept or refuse food depending on their appetite and personal preference (make food choices at a meal, leave unwanted food on plate, and ask for seconds of favorite food).

ReadyRosie
Hooray Parfait
Little Chef
Packing our Lunch
CLARIFYING OBJECTIVE HPD-1o:Notice and talk about food preferences, textures, temperatures, and tastes (crunchy crackers, warm soup, sweet apples).

ReadyRosie
Hooray Parfait
Little Chef
Packing our Lunch
CONTENT AREA / STRAND NC.HPD.Health and Physical Development (HPD) – Older Toddlers
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-2h:Develop strength and stamina by spending moderate periods of time playing vigorously.

ReadyRosie
Bear Hunt
Get Moving
CLARIFYING OBJECTIVE HPD-2i:Show satisfaction with new active skills and strengths (ask others to watch them, say, “I’m big and strong!”).

ReadyRosie
Bear Hunt
Get Moving
CLARIFYING OBJECTIVE HPD-2j:With guidance and support, transition from active to quiet activities.

ReadyRosie
Bear Hunt
Get Moving
CONTENT AREA / STRAND NC.HPD.Health and Physical Development (HPD) – Older Toddlers
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-4h:Move their arms and legs to complete a task (kick, jump, step, pedal, push away).

ReadyRosie
Bear Hunt
Get Moving
CLARIFYING OBJECTIVE HPD-4i:Move through the world with a variety of movements and with increasing independence (run, jump, pedal).

ReadyRosie
Bear Hunt
Get Moving
CLARIFYING OBJECTIVE HPD-4j:Use familiar objects that encourage large motor movements (riding toys, crawl tubes, large ball in basket, slide).

ReadyRosie
Bear Hunt
CLARIFYING OBJECTIVE HPD-4k:Perform actions smoothly with balance, strength, and coordination (dance, bend over to pick up a toy, reach up high on a shelf, and walk up and down steps).

ReadyRosie
Bear Hunt
Get Moving
I can't sing. How can I sing to my baby?
Ring Around the Rosie
Stop and Go
CONTENT AREA / STRAND NC.HPD.Health and Physical Development (HPD) – Older Toddlers
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-5h:Use hands and eyes together with a moderate degree of control (complete puzzles, thread beads with large holes, use shape sorters).

ReadyRosie
Drum Patterns
Nesting Bowls
Torn Paper Art
Toy Car Wash
CLARIFYING OBJECTIVE HPD-5i:Use tools that require finger and hand control (large paintbrush, measuring cups, switches, and shovel).

ReadyRosie
Drum Patterns
Torn Paper Art
Toy Car Wash
CONTENT AREA / STRAND NC.HPD.Health and Physical Development (HPD) – Older Toddlers
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-6e: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
Tempted to Talk
CONTENT AREA / STRAND NC.HPD.Health and Physical Development (HPD) – Older Toddlers
STRAND / ESSENTIAL STANDARD Self-Care
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE HPD-7:Children develop independence in caring for themselves and their environment.
CLARIFYING OBJECTIVE HPD-7f:Initiate self-care routines and complete with guidance (put on some clothes, undress, throw away paper towel, begin to show an interest in toileting).

ReadyRosie
T-Shirt Talk
CLARIFYING OBJECTIVE HPD-7h:Help with meal and snack routines.

ReadyRosie
Hooray Parfait
Little Chef
Packing our Lunch
CONTENT AREA / STRAND NC.HPD.Health and Physical Development (HPD) – Older Toddlers
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-8g:Increase self-control over their impulses (reminds self not to touch something; wait for adult vs. running ahead).

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
Is my child overscheduled?
CONTENT AREA / STRAND NC.LDC.Language Development and Communication (LDC) – Older Toddlers
STRAND / ESSENTIAL STANDARD Learning to Communicate
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE LDC-1:Children understand communications from others.
CLARIFYING OBJECTIVE LDC-1i:Respond to gestures, facial expressions, tone of voice, and some words that show emotions.

ReadyRosie
Tips for storytelling: Using your voice
CONTENT AREA / STRAND NC.LDC.Language Development and Communication (LDC) – Older Toddlers
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-2g:Engage in short dialogues of a few turns.

ReadyRosie
Stuck on You
Tell Me About It!
CLARIFYING OBJECTIVE LDC-2h:Ask questions or use verbal or nonverbal cues to initiate communication with another.

ReadyRosie
Nature Walk and Talk
What Do We Do?
CONTENT AREA / STRAND NC.LDC.Language Development and Communication (LDC) – Older Toddlers
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-3b:Answer simple questions (“What is she doing?” “What happened to the bear in the story?”).

ReadyRosie
T-Shirt Talk
Why should we tell family stories?
CLARIFYING OBJECTIVE LDC-3c:Use simple sentences or questions to ask for things (e.g., people, actions, objects, and pets) or gain information.

ReadyRosie
Nature Walk and Talk
Stuck on You
Tell Me About It!
Tempted to Talk
What Do We Do?
CONTENT AREA / STRAND NC.LDC.Language Development and Communication (LDC) – Older Toddlers
STRAND / ESSENTIAL STANDARD Learning to Communicate
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE LDC-5:Children describe familiar people, places, things, and events.
CLARIFYING OBJECTIVE LDC-5b:Talk to themselves and others about what they are “working on,” what they are doing, routines, and events of the day.

ReadyRosie
Book Walk
Stuck on You
CLARIFYING OBJECTIVE LDC-5c:Use dramatic play to act out familiar scenes and events, and imitate familiar people.

ReadyRosie
Banana Phonana
CONTENT AREA / STRAND NC.LDC.Language Development and Communication (LDC) – Older Toddlers
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-6e:Communicate in short sentences that follow the word order of their home language.

ReadyRosie
Stuck on You
Tell Me About It!
Tempted to Talk
CONTENT AREA / STRAND NC.LDC.Language Development and Communication (LDC) – Older Toddlers
STRAND / ESSENTIAL STANDARD Learning to Communicate
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE LDC-7:Children respond to and use a growing vocabulary.
CLARIFYING OBJECTIVE LDC-7h:Use new words each day and have a word for almost all familiar people, objects, actions, and conditions (hot, rainy, sleepy).

ReadyRosie
Magazine Picture Walk
Stuck on You
Toy Sort
CLARIFYING OBJECTIVE LDC-7i:Participate in or repeat familiar songs, chants, or rhymes.

ReadyRosie
How can I communicate with my baby?
How can I make music part of our day?
I can't sing. How can I sing to my baby?
Ring Around the Rosie
Why should I sing to my baby?
CLARIFYING OBJECTIVE LDC-7j:Show they understand many new vocabulary words and a variety of concepts (big and little, in and out).

ReadyRosie
How can I help my child learn new words?
Magazine Picture Walk
One, Two, Moo
Stuck on You
CONTENT AREA / STRAND NC.LDC.Language Development and Communication (LDC) – Older Toddlers
STRAND / ESSENTIAL STANDARD Foundations for Reading
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE LDC-8:Children develop interest in books and motivation to read.
CLARIFYING OBJECTIVE LDC-8h:Engage in reading behaviors independently (choose books, turn pages but not always in order, tell the story).

ReadyRosie
Reading Routines for Early Readers
CLARIFYING OBJECTIVE LDC-8i:Listen for short periods of time to storybooks, informational books stories, poetry, songs and finger plays.

ReadyRosie
How can I communicate with my baby?
How can I make music part of our day?
I can't sing. How can I sing to my baby?
Ring Around the Rosie
Why should I sing to my baby?
CONTENT AREA / STRAND NC.LDC.Language Development and Communication (LDC) – Older Toddlers
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-9f:Begin to relate personal experiences to events described in familiar books.

ReadyRosie
Bring Me the Book
CLARIFYING OBJECTIVE LDC-9g:Answer simple questions about stories.

ReadyRosie
Reading Routines for Early Readers
Tips for helping your child love reading
CONTENT AREA / STRAND NC.LDC.Language Development and Communication (LDC) – Older Toddlers
STRAND / ESSENTIAL STANDARD Foundations for Reading
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE LDC-11:Children develop phonological awareness.
CLARIFYING OBJECTIVE LDC-11c:Participate in rhyming games.

ReadyRosie
Ring Around the Rosie
CLARIFYING OBJECTIVE LDC-11e:Participate in experiences using rhythmic patterns in poems and songs using words, clapping, marching, and/or using instruments.

ReadyRosie
How can I communicate with my baby?
How can I make music part of our day?
I can't sing. How can I sing to my baby?
Ring Around the Rosie
Why should I sing to my baby?
CONTENT AREA / STRAND NC.LDC.Language Development and Communication (LDC) – Older Toddlers
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-13b:Pretend to write in ways that mimic adult writing (e.g., scribble on paper while sitting with caregiver who is writing, hold phone to ear and make marks with pencil).

ReadyRosie
Copy Me
Paint your Name
Secret Message
CONTENT AREA / STRAND NC.LDC.Language Development and Communication (LDC) – Older Toddlers
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:EMERGING

ReadyRosie
Copy Me
Paint your Name
Secret Message
CONTENT AREA / STRAND NC.LDC.Language Development and Communication (LDC) – Older Toddlers
STRAND / ESSENTIAL STANDARD Foundations for Writing
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE LDC-15:Children use writing skills and conventions.
CLARIFYING OBJECTIVE LDC-15c:Explore a variety of tools that can be used for writing.

ReadyRosie
Copy Me
Paint your Name
Secret Message
CLARIFYING OBJECTIVE LDC-15d:Scribble and/or imitate an adult’s marks with markers, crayons, paints, etc.

ReadyRosie
Copy Me
Paint your Name
Secret Message
CLARIFYING OBJECTIVE LDC-15e:Transition from holding a crayon or marker in their fist to holding it between thumb and forefinger.

ReadyRosie
Copy Me
Paint your Name
Secret Message
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Older Toddlers
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-1e:Explore objects and materials physically to learn about their properties.

ReadyRosie
Nature Walk and Talk
What Do We Do?
CLARIFYING OBJECTIVE CD-1f:Experiment with safe tools to learn how they work (wooden hammer with pegs, sifter, and funnel).

ReadyRosie
Drum Patterns
Hooray Parfait
Toy Car Wash
CLARIFYING OBJECTIVE CD-1g:Express knowledge gathered through their senses through play (imitate something they have seen an adult do, show they understand how to sort by sorting toys as they are playing).

ReadyRosie
Banana Phonana
Drum Patterns
Recycled Play
Toy Car Wash
Vroom! Vroom!
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Older Toddlers
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-2l:Show they remember people, objects, and events (tell about them, act them out, and point out similar happenings).

ReadyRosie
Banana Phonana
Book Walk
Stuck on You
CLARIFYING OBJECTIVE CD-2n:Choose objects to represent something else with similar features during play (block for cell phone, large sheet for tent).

ReadyRosie
Tips for helping your child love reading
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Older Toddlers
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-3e:Talk about what they and other people want or like.

ReadyRosie
Behavior is a form of communication
I Am Unique
Tell Me About It!
Tempted to Talk
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Older Toddlers
STRAND / ESSENTIAL STANDARD Creative Expression
ESSENTIAL STANDARD / CLARIFYING OBJECTIVE CD-4:Children demonstrate appreciation for different forms of artistic expression.
CLARIFYING OBJECTIVE CD-4f:Participate in and describe art, music, dance, drama, or other aesthetic experiences (describe dancers spinning round and round; talk about colors in a painting).

ReadyRosie
I can't sing. How can I sing to my baby?
Ring Around the Rosie
Toy Sort
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Older Toddlers
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-5i:Recreate familiar scenes using play materials, language, and actions.

ReadyRosie
Banana Phonana
CLARIFYING OBJECTIVE CD-5j:Experiment and create art with clay, crayons, markers, paint, and collage materials.

ReadyRosie
Tips for helping your child love reading
Torn Paper Art
CLARIFYING OBJECTIVE CD-5k:Make up simple nonsense songs, sign, chant, and dance (sing “la-la-la-la” on two pitches, twirl around and fall down, “march” by lifting knees high).

ReadyRosie
How can I communicate with my baby?
How can I make music part of our day?
I can't sing. How can I sing to my baby?
Ring Around the Rosie
Why should I sing to my baby?
CLARIFYING OBJECTIVE CD-5l:Express ideas and feelings through music, movement, and dance.

ReadyRosie
I can't sing. How can I sing to my baby?
Ring Around the Rosie
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Older Toddlers
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-7c:Put self into categories based on age, gender, and physical characteristics (“I’m a girl.” “I have long hair.”).

ReadyRosie
I Am Unique
I Can Do It All By Myself
Tell Me About It!
Tips for storytelling: Story ideas
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Older Toddlers
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-8b:Describe people who are similar and different based on characteristics such as age, gender, and other physical characteristics.

ReadyRosie
I Am Unique
I Can Do It All By Myself
Tell Me About It!
Tips for storytelling: Story ideas
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Older Toddlers
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-9a:Use play to communicate what they know about their community (pretend to go to the store, pretend to be a police person).

ReadyRosie
Banana Phonana
Drum Patterns
Recycled Play
Toy Car Wash
Vroom! Vroom!
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Older Toddlers
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-10g:Attempt to chant or recite numbers, but not necessarily in the correct order.

ReadyRosie
Blast Off
Magazine Problem Solving
One, Two, Moo
Packing our Lunch
Snack Count
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Older Toddlers
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-11d:Group objects into categories (cars with cars, plates separated from cups).

ReadyRosie
Nature Walk and Talk
Toy Sort
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Older Toddlers
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-12f:Name or match a few shapes.

ReadyRosie
Copy Me
CLARIFYING OBJECTIVE CD-12g:Stack or line up blocks that are the same shape.

ReadyRosie
Copy Me
CONTENT AREA / STRAND NC.CD.Cognitive Development (CD) – Older Toddlers
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-13a:Use observation and emerging counting skills (1, 2, 3) during play and other daily activities.

ReadyRosie
Blast Off
Magazine Problem Solving
One, Two, Moo
Packing our Lunch
Snack Count