Oklahoma Academic Standards (Infant)
| Main Criteria: Oklahoma Academic Standards | ||
| 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 | ||
| Oklahoma Academic Standards |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2010 |
| CONTENT STANDARD / COURSE | OK.AL. | APPROACHES TO LEARNING (Young Infant: 0-8 months) |
| STRAND / STANDARD | AL.1. | The child will demonstrate interest in learning through persistence and varying degrees of initiative, curiosity, sensory exploration and problem solving. |
| OBJECTIVE | AL.1.A. | The Baby May: Begin to show interest in exploring his/her environment. |
| SKILL / CONCEPT | AL.1.A.1. | Notice and show interest in and excitement with familiar objects, people and events. ReadyRosie Do You See Me? |
| SKILL / CONCEPT | AL.1.A.2. | React to new objects and sounds by becoming more quiet, more active or changing his/her facial expressions. ReadyRosie Snuggle Close |
| SKILL / CONCEPT | AL.1.A.3. | Gaze attentively at teachers talking to them during caregiving routines such as feeding and diaper changing. ReadyRosie That's My Name |
| SKILL / CONCEPT | AL.1.A.5. | Grasp, release, regrasp and rerelease an object. ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| CONTENT STANDARD / COURSE | OK.CS. | CREATIVE SKILLS (Young Infant: 0-8 months) |
| STRAND / STANDARD | CS.1. | The child will participate in activities that foster individual creativity. |
| OBJECTIVE | CS.1.A. | The Baby May: Respond to or show interest in sights and sounds in the environment. For example, familiar objects, routines, people, events and music. |
| SKILL / CONCEPT | CS.1.A.1. | Look at, smile or coo at faces and simple designs. ReadyRosie Do You See Me? |
| SKILL / CONCEPT | CS.1.A.2. | Focus on and respond to facial expression and voice tones. Respond to adults’ initiations of play activity by smiling, cooing. 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 STANDARD / COURSE | OK.LA. | COMMUNICATION SKILLS AND EARLY LITERACY (LANGUAGE ARTS) (Young Infant: 0-8 months) |
| STRAND / STANDARD | LA.1. | Receptive Language (Listening): The child will hear and respond to sounds in the environment. |
| OBJECTIVE | LA.1.A. | The Baby May: Demonstrate awareness of communication through listening and observing. |
| SKILL / CONCEPT | LA.1.A.2. | Turn to look at teacher’s face when he/she speaks or smiles in response to the teacher’s smile. ReadyRosie That's My Name |
| CONTENT STANDARD / COURSE | OK.LA. | COMMUNICATION SKILLS AND EARLY LITERACY (LANGUAGE ARTS) (Young Infant: 0-8 months) |
| STRAND / STANDARD | LA.2. | Expressive Language (Speaking/Vocabulary): The child will express needs, thoughts, and interests through gestures, sounds or words. |
| OBJECTIVE | LA.2.A. | The Baby May: Demonstrate increasing ability to express wants, needs, thoughts and feelings. |
| SKILL / CONCEPT | LA.2.A.2. | Communicate through facial expression or body movement: smiles, squeals, “mmmm” while sucking, etc. ReadyRosie Snuggle Close |
| CONTENT STANDARD / COURSE | OK.LA. | COMMUNICATION SKILLS AND EARLY LITERACY (LANGUAGE ARTS) (Young Infant: 0-8 months) |
| STRAND / STANDARD | LA.4. | Comprehension: The child will attach meaning to sounds, gestures, signs and words heard. |
| OBJECTIVE | LA.4.A. | The Baby May: Begin to respond to sounds in the environment. |
| SKILL / CONCEPT | LA.4.A.2. | Respond to familiar words or gestures. (For example: stops crying when teacher says “bottle” or smiles and laughs when told “mommy is here.”) ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| CONTENT STANDARD / COURSE | OK.LA. | COMMUNICATION SKILLS AND EARLY LITERACY (LANGUAGE ARTS) (Young Infant: 0-8 months) |
| STRAND / STANDARD | LA.5. | Pre-writing: The child will explore different tools that will lead to making random marks, scribbles and pictures. |
| OBJECTIVE | LA.5.A. | The Baby May: Begin to develop eye-hand coordination and intentional hand control. |
| SKILL / CONCEPT | LA.5.A.1. | Reach, grasp and put objects in his/her mouth. ReadyRosie Bath Time Fun |
| CONTENT STANDARD / COURSE | OK.MA. | MATHEMATICS (Young Infant: 0-8 months) |
| STRAND / STANDARD | MA.1. | The child will begin to develop an awareness of patterns in the environment. |
| OBJECTIVE | MA.1.A. | The Baby May: Demonstrate expectations for familiar sequences of event. |
| SKILL / CONCEPT | MA.1.A.1. | Focus on pictures and patterns. ReadyRosie Animal Noises |
| SKILL / CONCEPT | MA.1.A.2. | Kick feet, wave arms or smile. (For example: when bottle is seen in expectation of being fed.) ReadyRosie How do I get my child to______? |
| SKILL / CONCEPT | MA.1.A.3. | Pick up and mouth objects ReadyRosie Bath Time Fun |
| CONTENT STANDARD / COURSE | OK.MA. | MATHEMATICS (Young Infant: 0-8 months) |
| STRAND / STANDARD | MA.2. | Spatial Awareness/Geometry: Children become aware of themselves in relation to objects and structures around them. |
| OBJECTIVE | MA.2.A. | The Baby May: Experience differences in his/her location, his/her position and the position of objects in the environment. |
| SKILL / CONCEPT | MA.2.A.1. | Show a preference for how he/she is held by the caregiver. ReadyRosie Baby Massage Behavior is a form of communication Kicking Paper Piggy Toes Roll Over Snuggle Close Strong Legs Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| SKILL / CONCEPT | MA.2.A.2. | Extend his/her reach to kick or touch objects. ReadyRosie Bath Time Fun Kicking Paper Piggy Toes Roll Over Strong Legs Table Taps Touch and Taste |
| SKILL / CONCEPT | MA.2.A.3. | Feel the shape of objects. (For example: Wrap hands around the bottle during feeding). ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| CONTENT STANDARD / COURSE | OK.MA. | MATHEMATICS (Young Infant: 0-8 months) |
| STRAND / STANDARD | MA.3. | Number Sense: The child will begin to develop an awareness of quantity. |
| OBJECTIVE | MA.3.A. | The Baby May: Begin to explore objects in the environment, developing a foundation for number awareness. |
| SKILL / CONCEPT | MA.3.A.2. | Enjoy being read books that incorporate numbers and counting. ReadyRosie Table Taps |
| CONTENT STANDARD / COURSE | OK.PD. | PHYSICAL DEVELOPMENT (Young Infant: 0-8 months) |
| STRAND / STANDARD | PD.1. | Large Muscle Development – The child will participate in activities that involve large motor skills. |
| OBJECTIVE | PD.1.A. | The Baby May: Demonstrate basic movements. (For example: lifting and controlling head, developing abdominal muscles, moving arms and legs, rolling over, sitting with and without support and beginning creeping.) |
| SKILL / CONCEPT | PD.1.A.5. | Roll over. ReadyRosie Roll Over |
| SKILL / CONCEPT | PD.1.A.6. | Sit with support. ReadyRosie Supported Sitting |
| CONTENT STANDARD / COURSE | OK.PD. | PHYSICAL DEVELOPMENT (Young Infant: 0-8 months) |
| STRAND / STANDARD | PD.2. | The child will participate in activities that involve small motor skills. |
| OBJECTIVE | PD.2.A. | The Baby May: Demonstrate basic small muscle movements. |
| SKILL / CONCEPT | PD.2.A.1. | Start with tight fists leading to open fist. ReadyRosie Grasp and Grab Touch and Taste |
| SKILL / CONCEPT | PD.2.A.2. | Grasp and release whatever is put in hand. ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| SKILL / CONCEPT | PD.2.A.3. | Play with fingers and put them in mouth. ReadyRosie Bath Time Fun |
| SKILL / CONCEPT | PD.2.A.4. | Play with grasped objects. ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| SKILL / CONCEPT | PD.2.A.5. | Reach for and swipe at dangling objects. ReadyRosie Grasp and Grab Touch and Taste |
| SKILL / CONCEPT | PD.2.A.6. | Rake objects with hands. ReadyRosie Grasp and Grab Touch and Taste |
| CONTENT STANDARD / COURSE | OK.PD. | PHYSICAL DEVELOPMENT (Young Infant: 0-8 months) |
| STRAND / STANDARD | PD.3. | Child will participate in activities that require coordination of eye and hand movements. |
| OBJECTIVE | PD.3.A. | The Baby May: Begin to focus and follow objects with eyes, reach for and grasp objects. |
| SKILL / CONCEPT | PD.3.A.2. | Reach for and grasp objects. ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| SKILL / CONCEPT | PD.3.A.4. | Move objects from one hand to another. ReadyRosie Grasp and Grab Touch and Taste |
| CONTENT STANDARD / COURSE | OK.PD. | PHYSICAL DEVELOPMENT (Young Infant: 0-8 months) |
| STRAND / STANDARD | PD.4. | Child will participate in activities that require the development of self-help skills |
| OBJECTIVE | PD.4.A. | The Baby May: Begin to participate in self-help activities. |
| SKILL / CONCEPT | PD.4.A.4. | Begin to mouth and gum solid foods. ReadyRosie Lunchtime Language |
| CONTENT STANDARD / COURSE | OK.HS. | HEALTH AND SAFETY (Young Infant: 0-8 months) |
| STRAND / STANDARD | HS.1. | The child will participate in activities that promote health, safety and nutrition |
| OBJECTIVE | HS.1.A. | The Baby May: Become familiar with routines of health and safety practices, while relying on teachers to provide a safe environment. |
| SKILL / CONCEPT | HS.1.A.1. | Explore surroundings by reaching and seeking things to touch, grab, hold or put in his/her mouth. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| SKILL / CONCEPT | HS.1.A.2. | Respond to repetition and adult conversation and singing during caregiving routines. (For example: the child might relax during bathing, diapering, or feeding routines.) ReadyRosie Lunchtime Language |
| SKILL / CONCEPT | HS.1.A.3. | Show increasing interest in being fed, food and meal times (from recognizing breast or bottle to holding bottle or cup; from opening mouth for food to finger feeding, etc.). ReadyRosie Lunchtime Language |
| CONTENT STANDARD / COURSE | OK.SC. | SCIENCE (Young Infant: 0-8 months) |
| STRAND / STANDARD | SC.1. | The child will begin to demonstrate early scientific inquiry skills by questioning, exploring, problem solving, discovering and examining |
| OBJECTIVE | SC.1.A. | The Baby May: Use his/her senses to explore the environment |
| SKILL / CONCEPT | SC.1.A.2. | Feel different textures. ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| CONTENT STANDARD / COURSE | OK.SC. | SCIENCE (Young Infant: 0-8 months) |
| STRAND / STANDARD | SC.2. | The child will investigate objects with physical properties and basic concepts of the earth. |
| OBJECTIVE | SC.2.A. | The Baby May: Begin to notice the differences in physical characteristics of objects. |
| SKILL / CONCEPT | SC.2.A.2. | Use the five senses to experience physical properties of his/her environment. ReadyRosie Bath Time Fun Two on Me and You |
| CONTENT STANDARD / COURSE | OK.SED. | SOCIAL AND EMOTIONAL DEVELOPMENT (Young Infant: 0-8 months) |
| STRAND / STANDARD | SED.1. | The child will develop social skills and a sense of security through relationships with others who consistently meet his or her needs. |
| OBJECTIVE | SED.1.A. | The Baby May: Begin to form and maintain secure relationships with others. |
| SKILL / CONCEPT | SED.1.A.1. | Recognize, respond or react to familiar and unfamiliar adults. For example, accept physical contact and respond to cuddling or maintain eye contact during feeding and interaction with an adult. ReadyRosie Do You See Me? Grasp and Grab How can I make music part of our day? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| SKILL / CONCEPT | SED.1.A.2. | Show interest in others by smiling, squealing, rapid arm and leg movement or other movements. ReadyRosie Do You See Me? |
| SKILL / CONCEPT | SED.1.A.3. | Show awareness of feelings displayed by others by matching the facial expressions and smiling responsively. ReadyRosie Snuggle Close |
| CONTENT STANDARD / COURSE | OK.SED. | SOCIAL AND EMOTIONAL DEVELOPMENT (Young Infant: 0-8 months) |
| STRAND / STANDARD | SED.2. | The child will develop strategies to regulate emotions and behavior. |
| OBJECTIVE | SED.2.A. | The Baby May: Begin to develop the skills necessary to participate in a variety of settings. |
| SKILL / CONCEPT | SED.2.A.2. | Give cues to how they are responding to the environment. (For example: stop crying or kick legs in excitement when a familiar object is given to them, turn head and break eye contact when someone is in the space, frown, and/or arch back when there is too much noise, light or activity.) ReadyRosie Baby Massage Behavior is a form of communication Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Snuggle Close Tips for bonding with your baby What Comes after Two? Which Toy? You are your child's first teacher |
| SKILL / CONCEPT | SED.2.A.4. | Relax when rocked gently and then fall asleep when placed in crib. 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 |
| CONTENT STANDARD / COURSE | OK.SED. | SOCIAL AND EMOTIONAL DEVELOPMENT (Young Infant: 0-8 months) |
| STRAND / STANDARD | SED.3. | The child perceives self as a unique individual. |
| OBJECTIVE | SED.3.A. | The Baby May: Show awareness of self in voice, mirror image, and body. |
| SKILL / CONCEPT | SED.3.A.1. | Express needs by crying differently based on the need. (For example: cries vary in pitch, length and volume to indicate hunger, pain, etc.) ReadyRosie Behavior is a form of communication |
| SKILL / CONCEPT | SED.3.A.3. | Explore own body. For example, watch own hands in fascination and repeat body movements. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| SKILL / CONCEPT | SED.3.A.4. | Smile at mirror image even though he/she may not recognize it as an image of his/herself. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| Oklahoma Academic Standards |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2010 |
| CONTENT STANDARD / COURSE | OK.AL. | APPROACHES TO LEARNING (Mobile Infant: 6-18 months) |
| STRAND / STANDARD | AL.1. | The child will demonstrate interest in learning through persistence and varying degrees of initiative, curiosity, sensory exploration and problem solving. |
| OBJECTIVE | AL.1.A. | The Baby May: Increase attention span and persist in repetitive tasks. |
| SKILL / CONCEPT | AL.1.A.1. | Show persistence by dropping a toy or object and looking for it, wanting to hear the same song or story over and over again, or repeating the same activity. 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? |
| SKILL / CONCEPT | AL.1.A.2. | Use multiple senses at one time to explore objects by looking, touching, mouthing and banging. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| SKILL / CONCEPT | AL.1.A.4. | Explore spatial relationships by attempting to fit their body in boxes or tunnels, or finger into holes. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| SKILL / CONCEPT | AL.1.A.5. | Demonstrate interest in new experiences such as reaching out to touch rain or stopping play to watch a garbage truck. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| SKILL / CONCEPT | AL.1.A.6. | Pretend to do a task he/she has observed such as using a toy key to lock and unlock a door or feed a baby doll a bottle. ReadyRosie Bear Bath Tea Party |
| CONTENT STANDARD / COURSE | OK.CS. | CREATIVE SKILLS (Mobile Infant: 6-18 months) |
| STRAND / STANDARD | CS.1. | The child will participate in activities that foster individual creativity |
| OBJECTIVE | CS.1.A. | The Baby May: Begin to understand his/her world by using senses to explore and experience the environment |
| SKILL / CONCEPT | CS.1.A.1. | Delight in ability to produce sounds (smacks lips, squeals on purpose). Start to discover musical rhythm and create sounds by banging everyday objects. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| SKILL / CONCEPT | CS.1.A.2. | Respond to and show preference for familiar songs and tunes. May like to hear or sing the same tune over and over. 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? |
| SKILL / CONCEPT | CS.1.A.3. | Engage in imitation play, begin to fantasize and perform simple role-play (lift a cup to lips, pat stuffed animals). ReadyRosie Bear Bath |
| SKILL / CONCEPT | CS.1.A.5. | Participate in and enjoy a variety of tactile/sensory experiences such as water, textures, etc. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| CONTENT STANDARD / COURSE | OK.LA. | COMMUNICATION SKILLS AND EARLY LITERACY (LANGUAGE ARTS) (Mobile Infant: 6-18 months) |
| STRAND / STANDARD | LA.2. | Expressive Language (Speaking/Vocabulary): The child will express needs, thoughts, and interests through gestures, sounds or words. |
| OBJECTIVE | LA.2.A. | The Baby May: Demonstrate an increasing ability to communicate. |
| SKILL / CONCEPT | LA.2.A.1. | Point and babble with inflections similar to adult speech. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| SKILL / CONCEPT | LA.2.A.3. | Communicate with gestures. (For example: Baby Signs, American Sign Language or other familiar gestures such as wave bye-bye when prompted). ReadyRosie Snack Time Speech |
| CONTENT STANDARD / COURSE | OK.LA. | COMMUNICATION SKILLS AND EARLY LITERACY (LANGUAGE ARTS) (Mobile Infant: 6-18 months) |
| STRAND / STANDARD | LA.3. | Literacy (Print Awareness): The child will begin to recognize familiar faces, patterns, symbols and logos in the environment. |
| OBJECTIVE | LA.3.A. | The Baby May: Demonstrate an increasing awareness of familiar books, signs and symbols. |
| SKILL / CONCEPT | LA.3.A.1. | Make movements and sounds or words in response to pictures and books. (For example: the infant may use an open hand to pat favorite pictures or point to pictures in a book.) ReadyRosie Reading Emotions |
| SKILL / CONCEPT | LA.3.A.2. | Begin to recognize signs and symbols frequently seen by naming or pointing to logos and signs. ReadyRosie Check the Mail |
| CONTENT STANDARD / COURSE | OK.LA. | COMMUNICATION SKILLS AND EARLY LITERACY (LANGUAGE ARTS) (Mobile Infant: 6-18 months) |
| STRAND / STANDARD | LA.4. | Comprehension: The child will attach meaning to sounds, gestures, signs and words heard. |
| OBJECTIVE | LA.4.A. | The Baby May: Begin to follow simple directions and demonstrate understanding of home and/or English language. |
| SKILL / CONCEPT | LA.4.A.1. | Recognize familiar social games and routines. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| SKILL / CONCEPT | LA.4.A.2. | Respond to simple questions or requests. ReadyRosie Why should we tell family stories? |
| SKILL / CONCEPT | LA.4.A.3. | Point to objects, pictures and body parts as part of interactions with adults. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music Reading Emotions This or That |
| CONTENT STANDARD / COURSE | OK.LA. | COMMUNICATION SKILLS AND EARLY LITERACY (LANGUAGE ARTS) (Mobile Infant: 6-18 months) |
| STRAND / STANDARD | LA.5. | Pre-writing: The child will explore different tools that will lead to making random marks, scribbles and pictures. |
| OBJECTIVE | LA.5.A. | The Baby May: Continue to develop small (fine) motor skills and incorporate more large (gross) motor skills that are used in pre-writing. |
| SKILL / CONCEPT | LA.5.A.1. | Use his/her fingers/hand to grasp large crayon, marker or other tool with a whole fist and mark strokes, lines or scribbles randomly on paper and other surfaces. ReadyRosie Color with Me |
| SKILL / CONCEPT | LA.5.A.2. | Develop purposeful pincer grasp (uses thumb and forefinger to pick up items). ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| SKILL / CONCEPT | LA.5.A.3. | Develop midline skills such as holding large crayons and transferring them from one hand to the other. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| CONTENT STANDARD / COURSE | OK.MA. | MATHEMATICS (Mobile Infant: 6-18 months) |
| STRAND / STANDARD | MA.1. | The child will begin to develop an awareness of patterns in the environment. |
| OBJECTIVE | MA.1.A. | The Baby May: Begin to recognize similarities and differences, including familiar and unfamiliar people, objects and routines. |
| SKILL / CONCEPT | MA.1.A.1. | Show anticipation of daily events. (For example: may move toward the table after hand washing without the teacher’s instruction.) ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| SKILL / CONCEPT | MA.1.A.2. | Begin to be aware of differences between shapes, colors and textures. ReadyRosie Find a Match |
| SKILL / CONCEPT | MA.1.A.3. | Show preference for a special blanket, toy or activity. ReadyRosie Choosing Clothes This or That |
| CONTENT STANDARD / COURSE | OK.MA. | MATHEMATICS (Mobile Infant: 6-18 months) |
| STRAND / STANDARD | MA.3. | Number Sense: The child will begin to develop an awareness of quantity. |
| OBJECTIVE | MA.3.A. | The Baby May: Begin to show interest in characteristics of objects such as size or quantity. |
| SKILL / CONCEPT | MA.3.A.1. | Show an interest in singing in the environment and begin to participate in singing along to songs that include numbers and counting. 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? |
| SKILL / CONCEPT | MA.3.A.3. | Begin to use symbols, signs and language to show wanting “more.” ReadyRosie Build to Four Counting Counts Dump and Pick Up Little Hands, Big Plans |
| SKILL / CONCEPT | MA.3.A.4. | Match objects one to one. (For example: Put lids on containers.) ReadyRosie Build to Four Counting Counts |
| SKILL / CONCEPT | MA.3.A.5. | Begin to nest objects inside of one another ReadyRosie Big and Little Color Toys Find a Match |
| CONTENT STANDARD / COURSE | OK.PD. | PHYSICAL DEVELOPMENT (Mobile Infant: 6-18 months) |
| STRAND / STANDARD | PD.1. | Large Muscle Development – The child will participate in activities that involve large motor skills. |
| OBJECTIVE | PD.1.A. | The Baby May: Demonstrate basic locomotor movements. |
| SKILL / CONCEPT | PD.1.A.3. | Walk with assistance. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| SKILL / CONCEPT | PD.1.A.4. | Walk without support. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CONTENT STANDARD / COURSE | OK.PD. | PHYSICAL DEVELOPMENT (Mobile Infant: 6-18 months) |
| STRAND / STANDARD | PD.1. | Large Muscle Development – The child will participate in activities that involve large motor skills. |
| OBJECTIVE | PD.1.B. | The Baby May: Use large arm movements (non-locomotor). |
| SKILL / CONCEPT | PD.1.B.1. | Bang toys and objects on table or floor. ReadyRosie Bear Bath Tea Party |
| SKILL / CONCEPT | PD.1.B.2. | Throw balls or objects and move arms up or down with purpose. ReadyRosie Baby Basketball Kick With Me |
| CONTENT STANDARD / COURSE | OK.PD. | PHYSICAL DEVELOPMENT (Mobile Infant: 6-18 months) |
| STRAND / STANDARD | PD.2. | The child will participate in activities that involve small motor skills. |
| OBJECTIVE | PD.2.A. | The Baby May: Demonstrate increasing control of small muscles in hands. |
| SKILL / CONCEPT | PD.2.A.1. | Reach and successfully grab objects of interest. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| SKILL / CONCEPT | PD.2.A.2. | Pick up objects with thumb and forefinger (pincer grasp). ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| SKILL / CONCEPT | PD.2.A.3. | Use simple hand signs and gestures. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| CONTENT STANDARD / COURSE | OK.PD. | PHYSICAL DEVELOPMENT (Mobile Infant: 6-18 months) |
| STRAND / STANDARD | PD.3. | Child will participate in activities that require coordination of eye and hand movements. |
| OBJECTIVE | PD.3.A. | The Baby May: Begin to strengthen hand and eye coordination by making hand to object contact. |
| SKILL / CONCEPT | PD.3.A.1. | Put objects in containers, eventually matching shapes. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| SKILL / CONCEPT | PD.3.A.3. | Place simple knobbed puzzle pieces into puzzle frame. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| CONTENT STANDARD / COURSE | OK.PD. | PHYSICAL DEVELOPMENT (Mobile Infant: 6-18 months) |
| STRAND / STANDARD | PD.4. | Child will participate in activities that require the development of self-help skills. |
| OBJECTIVE | PD.4.A. | The Baby May: Demonstrate increased participation in self-help activities. |
| SKILL / CONCEPT | PD.4.A.2. | Indicate wants through gestures and vocalizations. ReadyRosie Behavior is a form of communication Snack Time Speech |
| CONTENT STANDARD / COURSE | OK.HS. | HEALTH AND SAFETY (Mobile Infant: 6-18 months) |
| STRAND / STANDARD | HS.1. | The child will participate in activities that promote health, safety and nutrition |
| OBJECTIVE | HS.1.A. | The Baby May: Show increasing awareness, imitate and begin to participate in health, safety and nutrition practices. |
| SKILL / CONCEPT | HS.1.A.1. | Begin food transitions, such as from breast milk or formula to milk or milk substitute; pureed or jar baby food to finger foods, etc. ReadyRosie Snack Time Speech |
| SKILL / CONCEPT | HS.1.A.3. | Participate in health and hygiene activities. (For example: offer hands to be washed, hold toothbrush for brushing teeth, mimic cleaning using a cloth to wipe table, etc.) ReadyRosie Brush, Baby, Brush |
| SKILL / CONCEPT | HS.1.A.4. | Become increasingly curious and mobile and explore his/her environment. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CONTENT STANDARD / COURSE | OK.SED. | SOCIAL AND EMOTIONAL DEVELOPMENT (Mobile Infant: 6-18 months) |
| STRAND / STANDARD | SED.1. | The child will develop social skills and a sense of security through relationships with others who consistently meet his or her needs. |
| OBJECTIVE | SED.1.A. | The Baby May: Continue to strengthen relationships with adults and begin to develop an interest in other children. |
| SKILL / CONCEPT | SED.1.A.1. | Engage in social games with familiar people through playful back and forth interactions. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| SKILL / CONCEPT | SED.1.A.2. | Show feelings of security with familiar adults. (For example: begin to explore but look back to teacher for reassurance, smile and go to familiar adults when they enter the room, and snuggle closer to a familiar adult when an unfamiliar person tries to hold him/her.) ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| SKILL / CONCEPT | SED.1.A.3. | Express self by using verbal and non-verbal cues, such as raising arms to show he/she wants to be picked up or held. ReadyRosie Behavior is a form of communication Snack Time Speech |
| CONTENT STANDARD / COURSE | OK.SED. | SOCIAL AND EMOTIONAL DEVELOPMENT (Mobile Infant: 6-18 months) |
| STRAND / STANDARD | SED.2. | The child will develop strategies to regulate emotions and behavior. |
| OBJECTIVE | SED.2.A. | The Baby May: Begin to recognize and respond to the emotional cues of self and others. |
| SKILL / CONCEPT | SED.2.A.1. | Show comfort in having the same routine. (For example: naptime, after lunch, changing a diaper, reading story, having a designated spot to sleep.) ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Look at the Book Reading Emotions Shoe Search Why should we tell family stories? |
| SKILL / CONCEPT | SED.2.A.2. | Try to self-comfort or cry and move toward an adult for comfort, expecting the adult will respond to needs. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CONTENT STANDARD / COURSE | OK.SED. | SOCIAL AND EMOTIONAL DEVELOPMENT (Mobile Infant: 6-18 months) |
| STRAND / STANDARD | SED.3. | The child perceives self as a unique individual. |
| OBJECTIVE | SED.3.A. | Show awareness of self in voice, mirror image, and body. |
| SKILL / CONCEPT | SED.3.A.1. | Express preferences. ReadyRosie Choosing Clothes This or That |
| SKILL / CONCEPT | SED.3.A.2. | Express emotions (verbal and nonverbal) that fit the situation. ReadyRosie Reading Emotions |
| SKILL / CONCEPT | SED.3.A.3. | Like to be in constant sight and hearing of adult. Will often return to teacher as a secure base when playing. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CONTENT STANDARD / COURSE | OK.SS. | SELF AND SOCIAL AWARENESS (Social Studies) (Mobile Infant: 6-18 months) |
| STRAND / STANDARD | SS.1. | The child will participate in play and activities that will help him/her learn about self and others while gaining an understanding of how individual roles make up the community. |
| OBJECTIVE | SS.1.A. | The Baby May: Begin to make connections and understand his/her association with other people, places/environments and regular routines. |
| SKILL / CONCEPT | SS.1.A.2. | Become familiar with routines, rituals and traditions relating to family and community culture. ReadyRosie Clap and Swing How can I communicate with my baby? How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search Swing Song Why is storytelling important? Why should we tell family stories? |
| Oklahoma Academic Standards |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2010 |
| CONTENT STANDARD / COURSE | OK.AL. | APPROACHES TO LEARNING (Toddler: 16-36 months) |
| STRAND / STANDARD | AL.1. | The child will demonstrate interest in learning through persistence and varying degrees of initiative, curiosity, sensory exploration and problem solving. |
| OBJECTIVE | AL.1.A. | The Toddler May: Explore relationships and the environment independently and with purpose. |
| SKILL / CONCEPT | AL.1.A.2. | Engage in pretend play around familiar events (a tea party, a trip to the store, etc.). Substitute objects and toys for real items such as using a block as food as they “prepare dinner.” ReadyRosie Banana Phonana Drum Patterns Recycled Play Tips for helping your child love reading Toy Car Wash Vroom! Vroom! |
| SKILL / CONCEPT | AL.1.A.3. | Seek and take pleasure in new skills, independence and appropriate risk-taking activities. (For example: climbing a ladder to the toddler slide, child may insist on “doing it myself” even if he or she needs assistance.) ReadyRosie Bear Hunt Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| SKILL / CONCEPT | AL.1.A.4. | Enjoy opportunities to use art materials in various ways. ReadyRosie Copy Me Recycled Play |
| SKILL / CONCEPT | AL.1.A.6. | Show curiosity by trying to figure out how something works, may try several strategies before finding the one that works, or may not find one that works. 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 STANDARD / COURSE | OK.CS. | CREATIVE SKILLS (Toddler: 16-36 months) |
| STRAND / STANDARD | CS.1. | The child will participate in activities that foster individual creativity |
| OBJECTIVE | CS.1.A. | The Toddler May: Begin to express thoughts and feelings through creative movement, music and dramatic activities. |
| SKILL / CONCEPT | CS.1.A.1. | Learn words to simple songs; participate in group singing activities for short periods of time; and move freely in response to music and change of tempo. 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? |
| SKILL / CONCEPT | CS.1.A.2. | Engage in spontaneous and imaginative play using a variety of materials to dramatize stories and experiences. Use objects for other than intended purposes (For example: block for phone). ReadyRosie Banana Phonana Drum Patterns Recycled Play Tips for helping your child love reading Toy Car Wash Vroom! Vroom! |
| SKILL / CONCEPT | CS.1.A.3. | Create art that represents people, objects and places. Tell about the art they created, what it is and what the action might be. (For example, marks on the page may represent their family). ReadyRosie Book Walk Copy Me Recycled Play Stuck on You |
| CONTENT STANDARD / COURSE | OK.LA. | COMMUNICATION SKILLS AND EARLY LITERACY (LANGUAGE ARTS) (Toddler: 16-36 months) |
| STRAND / STANDARD | LA.1. | Receptive Language (Listening): The child will hear and respond to sounds in the environment. |
| OBJECTIVE | LA.1.A. | The Toddler May: Begin to understand more requests and detailed statements that refer to positions in space, places, ideas, actions, people and feelings. |
| SKILL / CONCEPT | LA.1.A.1. | Recognize familiar songs and books. (For example: start to sing parts of a familiar song.) 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 STANDARD / COURSE | OK.LA. | COMMUNICATION SKILLS AND EARLY LITERACY (LANGUAGE ARTS) (Toddler: 16-36 months) |
| STRAND / STANDARD | LA.2. | Expressive Language (Speaking/Vocabulary): The child will express needs, thoughts, and interests through gestures, sounds or words |
| OBJECTIVE | LA.2.A. | The Toddler May: Demonstrate increasing ability to combine sounds and simple words to express meaning and to communicate. |
| SKILL / CONCEPT | LA.2.A.1. | Begin to combine two words, then use simple sentences, and expand sentence length as vocabulary increases. ReadyRosie Stuck on You Tell Me About It! Tempted to Talk |
| SKILL / CONCEPT | LA.2.A.2. | Use language to communicate with other children and adults throughout daily activities and may show frustration when not understood. ReadyRosie Behavior is a form of communication How should I handle temper tantrums? Tempted to Talk |
| SKILL / CONCEPT | LA.2.A.5. | Attempt to sing songs with words, and later sing phrases of 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? Ring Around the Rosie Why should I sing to my baby? |
| CONTENT STANDARD / COURSE | OK.LA. | COMMUNICATION SKILLS AND EARLY LITERACY (LANGUAGE ARTS) (Toddler: 16-36 months) |
| STRAND / STANDARD | LA.3. | Literacy (Print Awareness): The child will begin to recognize familiar faces, patterns, symbols and logos in the environment. |
| OBJECTIVE | LA.3.A. | The Toddler May: Demonstrate interest in and enjoyment of looking at books, participating in reading and telling stories. |
| SKILL / CONCEPT | LA.3.A.1. | Listen and look at pictures and print as teacher tells a story. Enjoy having the same book read several times; will carry the book or picture around and show it to others; mimic adult reading. ReadyRosie Why should we tell family stories? |
| SKILL / CONCEPT | LA.3.A.2. | Choose and/or view books independently. ReadyRosie Reading Routines for Early Readers |
| SKILL / CONCEPT | LA.3.A.3. | Start to recognize print and/or pictures in the environment. Recognize and say letter(s) in his/her name. ReadyRosie Paint your Name |
| SKILL / CONCEPT | LA.3.A.4. | Identify and talk about pictures in books. Say a phrase or word over and over from a book, finger-play or song. Begin to anticipate what happens next in the story. Pretend to write or type. ReadyRosie Copy Me 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? Paint your Name Ring Around the Rosie Secret Message Why should I sing to my baby? |
| CONTENT STANDARD / COURSE | OK.LA. | COMMUNICATION SKILLS AND EARLY LITERACY (LANGUAGE ARTS) (Toddler: 16-36 months) |
| STRAND / STANDARD | LA.4. | Comprehension: The child will attach meaning to sounds, gestures, signs and words heard. |
| OBJECTIVE | LA.4.A. | The Toddler May: Demonstrate understanding of the meaning of stories, social games, songs and poems; begin to understand more abstract ideas, feelings, positions in space; and begin to be involved in limited conversation. |
| SKILL / CONCEPT | LA.4.A.2. | Listen and respond to one and two-step directions, stories, rhymes or finger plays. ReadyRosie Why should we tell family stories? |
| SKILL / CONCEPT | LA.4.A.3. | Answer simple questions. ReadyRosie Nature Walk and Talk What Do We Do? |
| CONTENT STANDARD / COURSE | OK.LA. | COMMUNICATION SKILLS AND EARLY LITERACY (LANGUAGE ARTS) (Toddler: 16-36 months) |
| STRAND / STANDARD | LA.5. | Pre-writing: The child will explore different tools that will lead to making random marks, scribbles and pictures. |
| OBJECTIVE | LA.5.A. | The Toddler May: Continue to develop small (fine) motor and large (gross) motor skills that are used in pre-writing. |
| SKILL / CONCEPT | LA.5.A.1. | Hold a large crayon or writing tool with a whole fist grasp and scribble with increasing levels of control. ReadyRosie Copy Me Paint your Name Secret Message |
| SKILL / CONCEPT | LA.5.A.2. | Explore drawing, painting and writing as a way of communicating. ReadyRosie Copy Me Paint your Name Recycled Play Secret Message |
| SKILL / CONCEPT | LA.5.A.3. | Tell teacher about drawing. ReadyRosie Book Walk Copy Me Recycled Play Stuck on You |
| CONTENT STANDARD / COURSE | OK.MA. | MATHEMATICS (Toddler: 16-36 months) |
| STRAND / STANDARD | MA.1. | The child will begin to develop an awareness of patterns in the environment. |
| OBJECTIVE | MA.1.A. | The Toddler May: Begin to demonstrate an understanding of patterns in the environment. |
| SKILL / CONCEPT | MA.1.A.1. | Show interest in patterns in finger plays, nursery rhymes or songs. ReadyRosie Drum Patterns 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? |
| SKILL / CONCEPT | MA.1.A.2. | Recognize that things have special places and that like things are grouped together. ReadyRosie Nature Walk and Talk Toy Sort |
| SKILL / CONCEPT | MA.1.A.3. | Match objects to pictures. ReadyRosie Drum Patterns Fast, Slow Playdough Lengths |
| SKILL / CONCEPT | MA.1.A.4. | Recognize patterns. ReadyRosie Drum Patterns |
| CONTENT STANDARD / COURSE | OK.MA. | MATHEMATICS (Toddler: 16-36 months) |
| STRAND / STANDARD | MA.2. | Spatial Awareness/Geometry: Children become aware of themselves in relation to objects and structures around them |
| OBJECTIVE | MA.2.A. | The Toddler May: Explore materials and space by handling, building, moving and manipulating. |
| SKILL / CONCEPT | MA.2.A.2. | Begin to be aware that shapes have names. ReadyRosie Copy Me |
| SKILL / CONCEPT | MA.2.A.3. | Learn to manipulate his/her body in relation to people and objects around them. For example, the child might sit on another child, although having intentions to sit beside the other child. ReadyRosie Bear Hunt |
| CONTENT STANDARD / COURSE | OK.MA. | MATHEMATICS (Toddler: 16-36 months) |
| STRAND / STANDARD | MA.3. | Number Sense: The child will begin to develop an awareness of quantity. |
| OBJECTIVE | MA.3.A. | The Toddler May: Begin to develop an understanding of numbers, the counting process and making comparisons (measurement). |
| SKILL / CONCEPT | MA.3.A.2. | Connect language to concept and understand the differences in specific quantity and size. (For example: “more milk,” “two eyes,” and “He has more than me!”) ReadyRosie Blast Off Counting Collection Get Moving Snack Count |
| CONTENT STANDARD / COURSE | OK.PD. | PHYSICAL DEVELOPMENT (Toddler: 16-36 months) |
| STRAND / STANDARD | PD.1. | Large Muscle Development – The child will participate in activities that involve large motor skills. |
| OBJECTIVE | PD.1.A. | The Toddler May: Demonstrate beginning non-locomotor movements. |
| SKILL / CONCEPT | PD.1.A.1. | Sway or rock to music. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| SKILL / CONCEPT | PD.1.A.2. | Squat, stoop or bend. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| SKILL / CONCEPT | PD.1.A.3. | Reach for an object on tiptoes. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| SKILL / CONCEPT | PD.1.A.4. | Try to balance while standing on one foot. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| CONTENT STANDARD / COURSE | OK.PD. | PHYSICAL DEVELOPMENT (Toddler: 16-36 months) |
| STRAND / STANDARD | PD.1. | Large Muscle Development – The child will participate in activities that involve large motor skills. |
| OBJECTIVE | PD.1.B. | The Toddler May: Use large arm movements (non-locomotor). |
| SKILL / CONCEPT | PD.1.B.2. | Throw balls or objects. ReadyRosie Catch! |
| SKILL / CONCEPT | PD.1.B.3. | Use full arm motion to participate in sensory experiences. ReadyRosie Fast, Slow Playdough Lengths |
| CONTENT STANDARD / COURSE | OK.PD. | PHYSICAL DEVELOPMENT (Toddler: 16-36 months) |
| STRAND / STANDARD | PD.1. | Large Muscle Development – The child will participate in activities that involve large motor skills. |
| OBJECTIVE | PD.1.C. | The Toddler May: Demonstrate advancing balance, control and coordination. |
| SKILL / CONCEPT | PD.1.C.1. | Carry object while walking. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| SKILL / CONCEPT | PD.1.C.2. | Dance to music, including songs that direct movement. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| SKILL / CONCEPT | PD.1.C.3. | Jump off low objects. ReadyRosie Bear Hunt Get Moving |
| SKILL / CONCEPT | PD.1.C.5. | Stop and turn while running. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| SKILL / CONCEPT | PD.1.C.7. | Walk up and down low steps with assistance. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| CONTENT STANDARD / COURSE | OK.PD. | PHYSICAL DEVELOPMENT (Toddler: 16-36 months) |
| STRAND / STANDARD | PD.1. | Large Muscle Development – The child will participate in activities that involve large motor skills. |
| OBJECTIVE | PD.1.D. | The Toddler May: Demonstrate spatial awareness of whole body. |
| SKILL / CONCEPT | PD.1.D.1. | Become aware of how his/her body moves through space. ReadyRosie Bear Hunt |
| SKILL / CONCEPT | PD.1.D.2. | Walk backwards. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| CONTENT STANDARD / COURSE | OK.PD. | PHYSICAL DEVELOPMENT (Toddler: 16-36 months) |
| STRAND / STANDARD | PD.2. | The child will participate in activities that involve small motor skills. |
| OBJECTIVE | PD.2.A. | The Toddler May: Develop small muscle strength and develop coordination of hands and fingers. |
| SKILL / CONCEPT | PD.2.A.1. | Continue to use both hands together and show no strong preference for a dominant hand. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| SKILL / CONCEPT | PD.2.A.2. | Use hands to explore sensory materials. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| SKILL / CONCEPT | PD.2.A.3. | May begin to favor one hand over the other. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| SKILL / CONCEPT | PD.2.A.4. | Use hands to pound, poke, squeeze and build. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| SKILL / CONCEPT | PD.2.A.5. | Manipulate various art mediums. ReadyRosie Copy Me Drum Patterns Recycled Play Torn Paper Art Toy Car Wash |
| SKILL / CONCEPT | PD.2.A.6. | Begin to snip with safety scissors. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| SKILL / CONCEPT | PD.2.A.7. | Hold crayon, pencils and markers with thumb and finger. ReadyRosie Copy Me Recycled Play |
| SKILL / CONCEPT | PD.2.A.9. | Use both hands at the center of the body with increasing complexity. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| SKILL / CONCEPT | PD.2.A.10. | Exhibit increased control when using various tools and objects. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| SKILL / CONCEPT | PD.2.A.11. | Use items for building, stacking and fitting/connecting. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| CONTENT STANDARD / COURSE | OK.PD. | PHYSICAL DEVELOPMENT (Toddler: 16-36 months) |
| STRAND / STANDARD | PD.3. | Child will participate in activities that require coordination of eye and hand movements. |
| OBJECTIVE | PD.3.A. | The Toddler May: Demonstrate basic hand and eye coordination by making hand to object contact. |
| SKILL / CONCEPT | PD.3.A.1. | Play with interlocking toys. ReadyRosie Tips for helping your child love reading Torn Paper Art |
| SKILL / CONCEPT | PD.3.A.2. | Catch a rolling ball with both hands. ReadyRosie Catch! |
| SKILL / CONCEPT | PD.3.A.3. | Scribble spontaneously; begin to imitate marks. ReadyRosie Copy Me Paint your Name Secret Message |
| SKILL / CONCEPT | PD.3.A.4. | Sort various objects by size, color, and shape. ReadyRosie Drum Patterns Nature Walk and Talk Torn Paper Art Toy Car Wash Toy Sort |
| SKILL / CONCEPT | PD.3.A.5. | Begin fastening and unfastening. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| SKILL / CONCEPT | PD.3.A.8. | Use hands for simple finger plays. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| SKILL / CONCEPT | PD.3.A.10. | Use a tool to pound objects. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| SKILL / CONCEPT | PD.3.A.11. | Cutting with scissors. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| SKILL / CONCEPT | PD.3.A.12. | Use thumb and fingers to squeeze objects ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| CONTENT STANDARD / COURSE | OK.PD. | PHYSICAL DEVELOPMENT (Toddler: 16-36 months) |
| STRAND / STANDARD | PD.4. | Child will participate in activities that require the development of self-help skills |
| OBJECTIVE | PD.4.A. | The Toddler May: Demonstrate and improve self-help skills. |
| SKILL / CONCEPT | PD.4.A.1. | Undress/dress first with assistance and then independently. ReadyRosie T-Shirt Talk |
| SKILL / CONCEPT | PD.4.A.4. | Assist with simple tasks. ReadyRosie I Can Do It All By Myself |
| SKILL / CONCEPT | PD.4.A.5. | Care for body. ReadyRosie I Can Do It All By Myself |
| CONTENT STANDARD / COURSE | OK.HS. | HEALTH AND SAFETY (Toddler: 16-36 months) |
| STRAND / STANDARD | HS.1. | The child will participate in activities that promote health, safety and nutrition |
| OBJECTIVE | HS.1.A. | The Toddler May: Show increasing understanding of and initiate health and safety practices. |
| SKILL / CONCEPT | HS.1.A.1. | Show body awareness related to basic care routines (become quiet when placed on changing table; put brush/comb to hair; show discomfort when wet or soiled; may hide to have bowel movement, etc.). ReadyRosie Bear Hunt |
| SKILL / CONCEPT | HS.1.A.2. | Show interest in activities that promote health and begin to participate in care routines (wash and dry hands with adult assistance; put arms out when coat is being put on; participate in cleaning up a spill, etc.). ReadyRosie T-Shirt Talk |
| SKILL / CONCEPT | HS.1.A.5. | Eat independently using child-sized dishes and utensils and exhibit food preferences; may have periods of picky eating or increased appetite. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| SKILL / CONCEPT | HS.1.A.6. | Communicate nutrition-related information and show interest in dramatic play materials related to food and nutrition. ReadyRosie Banana Phonana Drum Patterns Hooray Parfait Little Chef Packing our Lunch Recycled Play Toy Car Wash Vroom! Vroom! |
| CONTENT STANDARD / COURSE | OK.SC. | SCIENCE (Toddler: 16-36 months) |
| STRAND / STANDARD | SC.1. | The child will begin to demonstrate early scientific inquiry skills by questioning, exploring, problem solving, discovering and examining. |
| OBJECTIVE | SC.1.A. | The Toddler May: Begin to develop scientific skills such as observing, comparing objects and exploring the environment. |
| SKILL / CONCEPT | SC.1.A.3. | Continue to use senses to discover. ReadyRosie Fast, Slow Playdough Lengths |
| CONTENT STANDARD / COURSE | OK.SED. | SOCIAL AND EMOTIONAL DEVELOPMENT (Toddler: 16-36 months) |
| STRAND / STANDARD | SED.1. | The child will develop social skills and a sense of security through relationships with others who consistently meet his or her needs. |
| OBJECTIVE | SED.1.A. | The Toddler May: Continue to develop social interaction skills and begin to show independence while maintaining strong attachments with caregivers. |
| SKILL / CONCEPT | SED.1.A.1. | Engage in solitary play, coloring, building or looking at picture books for a few minutes. ReadyRosie Book Chats Book Walk Copy Me Magazine Picture Walk Recycled Play Stop and Go Tips for helping your child love reading |
| SKILL / CONCEPT | SED.1.A.3. | Engage in brief social games that last a minute or two. ReadyRosie Catch! Ring Around the Rosie |
| SKILL / CONCEPT | SED.1.A.4. | Recognize familiar people in person or in a photograph. ReadyRosie Tips for storytelling: Story ideas |
| SKILL / CONCEPT | SED.1.A.5. | Express self verbally and non-verbally with gestures. May become frustrated when not understood. ReadyRosie Behavior is a form of communication How should I handle temper tantrums? Tempted to Talk |
| SKILL / CONCEPT | SED.1.A.6. | Respond to and initiate interaction with others. Smile or laugh in delight in response to others and show concern when others are hurting or crying. ReadyRosie How can I make music part of our day? |
| CONTENT STANDARD / COURSE | OK.SED. | SOCIAL AND EMOTIONAL DEVELOPMENT (Toddler: 16-36 months) |
| STRAND / STANDARD | SED.2. | The child will develop strategies to regulate emotions and behavior. |
| OBJECTIVE | SED.2.A. | The Toddler May: Continue to learn and accept limits while developing an “I can do it” attitude. |
| SKILL / CONCEPT | SED.2.A.1. | Show anxiety over separation from teacher, but may calm down once teacher has left. ReadyRosie How can I help my child with separation? |
| CONTENT STANDARD / COURSE | OK.SED. | SOCIAL AND EMOTIONAL DEVELOPMENT (Toddler: 16-36 months) |
| STRAND / STANDARD | SED.3. | The child perceives self as a unique individual. |
| OBJECTIVE | SED.3.A. | The Toddler May: Show behaviors that reflect child’s self-concept and begin to distinguish self from others. |
| SKILL / CONCEPT | SED.3.A.2. | Attempt to complete daily basic living tasks such as dressing, self-feeding, brushing teeth. ReadyRosie T-Shirt Talk |
| SKILL / CONCEPT | SED.3.A.4. | Recognize they are a separate person from others. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| CONTENT STANDARD / COURSE | OK.SS. | SELF AND SOCIAL AWARENESS (Social Studies) (Toddler: 16-36 months) |
| STRAND / STANDARD | SS.1. | The child will participate in play and activities that will help him/her learn about self and others while gaining an understanding of how individual roles make up the community. |
| OBJECTIVE | SS.1.A. | The Toddler May: Begin to understand and act upon social concepts (geography, civics, history and economics) and how those concepts impact his/her environment. |
| SKILL / CONCEPT | SS.1.A.3. | Begin to play cooperatively or wait his/her turn in a variety of settings, including sharing and practicing using manners such as saying “please” and “thank you,” etc. ReadyRosie Catch! Ring Around the Rosie |
| SKILL / CONCEPT | SS.1.A.7. | Begin to include representations of roads, bodies of water and buildings in his/her play. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |