Oklahoma Academic Standards (Pre-K)
| Main Criteria: Oklahoma Academic Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Early Childhood Education, Health and PE, Language Arts, Mathematics | ||
| Grades: Pre K, Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| Oklahoma Academic Standards |
| Early Childhood Education |
| Grade: Ages 3-5 - Adopted: 2010 |
| CONTENT STANDARD / COURSE | OK.AL. | APPROACHES TO LEARNING (Ages 3-5) |
| STRAND / STANDARD | AL.1. | The child demonstrates positive attitudes, habits, and learning styles. |
| OBJECTIVE | AL.1.A. | Demonstrates an eagerness and interest in learning. |
| SKILL / CONCEPT | AL.1.A.1. | Chooses to participate in a variety of activities, tasks, and play areas. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SKILL / CONCEPT | AL.1.A.2. | Demonstrates eagerness and interest through questioning and adding ideas. ReadyRosie Celebrate Learning Color Word Sentences Listening for Sounds My Age Phone Fun Shape Changers Sink or Swim Taking Turns |
| SKILL / CONCEPT | AL.1.A.3. | Enters into cooperative play with other children. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT STANDARD / COURSE | OK.AL. | APPROACHES TO LEARNING (Ages 3-5) |
| STRAND / STANDARD | AL.1. | The child demonstrates positive attitudes, habits, and learning styles. |
| OBJECTIVE | AL.1.B. | Develops and expands listening skills. |
| SKILL / CONCEPT | AL.1.B.1. | Follows simple oral directions. ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| CONTENT STANDARD / COURSE | OK.AL. | APPROACHES TO LEARNING (Ages 3-5) |
| STRAND / STANDARD | AL.1. | The child demonstrates positive attitudes, habits, and learning styles. |
| OBJECTIVE | AL.1.C. | Demonstrates self-direction and independence. |
| SKILL / CONCEPT | AL.1.C.1. | Makes choices and stays with an activity for a reasonable length of time once a choice is made. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SKILL / CONCEPT | AL.1.C.2. | Uses toilet independently; washes hands unassisted; blows nose when reminded; dresses self for outdoor play with assistance. ReadyRosie Rub a Dub Counting |
| SKILL / CONCEPT | AL.1.C.3. | Follows routines upon entering and leaving the play space, playground, learning centers, etc. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| CONTENT STANDARD / COURSE | OK.AL. | APPROACHES TO LEARNING (Ages 3-5) |
| STRAND / STANDARD | AL.1. | The child demonstrates positive attitudes, habits, and learning styles. |
| OBJECTIVE | AL.1.D. | Demonstrates increasing ability to set goals and develop and follow through on plans. |
| SKILL / CONCEPT | AL.1.D.1. | Increases ability to organize themselves and materials. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| SKILL / CONCEPT | AL.1.D.2. | Increases understanding of a task as a series of steps. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| SKILL / CONCEPT | AL.1.D.3. | Follows through to complete tasks and activities. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT STANDARD / COURSE | OK.AL. | APPROACHES TO LEARNING (Ages 3-5) |
| STRAND / STANDARD | AL.1. | The child demonstrates positive attitudes, habits, and learning styles. |
| OBJECTIVE | AL.1.F. | Understands, accepts, and follows rules and routines. |
| SKILL / CONCEPT | AL.1.F.1. | Begins to show self-control by following rules. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How do I get my child to______? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| SKILL / CONCEPT | AL.1.F.2. | Begins to accept consequences of behavior. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| SKILL / CONCEPT | AL.1.F.3. | Begins to show greater ability to control intense feelings (e.g., anger). ReadyRosie How should I handle temper tantrums? Talking About Your Feelings |
| CONTENT STANDARD / COURSE | OK.AL. | APPROACHES TO LEARNING (Ages 3-5) |
| STRAND / STANDARD | AL.1. | The child demonstrates positive attitudes, habits, and learning styles. |
| OBJECTIVE | AL.1.H. | Recognizes and solves problems through active exploration, including trial and error, and interactions and discussions with peers and adults. |
| SKILL / CONCEPT | AL.1.H.1. | Enjoys actively exploring materials and displays a curiosity and a desire to participate in activities. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SKILL / CONCEPT | AL.1.H.2. | During exploration, engages in conversations with others regarding the materials. Applies previously learned information to new situations. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| CONTENT STANDARD / COURSE | OK.CS. | CREATIVE SKILLS (Ages 3-5) |
| STRAND / STANDARD | CS.1. | The child participates in activities that foster individual creativity. |
| OBJECTIVE | CS.1.A. | Participates with increasing interest and enjoyment in a variety of creative activities, including listening, singing, finger play, games and performances. |
| SKILL / CONCEPT | CS.1.A.1. | Participates freely in music activities. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| SKILL / CONCEPT | CS.1.A.2. | Enjoys singing games, dramatizing songs and dancing/moving to music. ReadyRosie If You're Happy & You Know It In My Pond, Part 1 In My Pond, Part 2 Itsy Bitsy Spider Illustrations Pretending Together Sliding to Nursery Rhymes Stuffed Animal Stories Toy Stories Why should I sing to my baby? |
| CONTENT STANDARD / COURSE | OK.CS. | CREATIVE SKILLS (Ages 3-5) |
| STRAND / STANDARD | CS.1. | The child participates in activities that foster individual creativity. |
| OBJECTIVE | CS.1.B. | Thinks of new uses for familiar materials. |
| SKILL / CONCEPT | CS.1.B.1. | Shows creativity and imagination in play with materials and props. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| SKILL / CONCEPT | CS.1.B.2. | Uses objects as symbols for other things. ReadyRosie Tips for helping your child love reading |
| CONTENT STANDARD / COURSE | OK.CS. | CREATIVE SKILLS (Ages 3-5) |
| STRAND / STANDARD | CS.1. | The child participates in activities that foster individual creativity. |
| OBJECTIVE | CS.1.C. | Engages in spontaneous and imaginative play using a variety of materials to dramatize stories and experiences. |
| SKILL / CONCEPT | CS.1.C.1. | Participates in dramatic play themes that become more involved and complex. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| SKILL / CONCEPT | CS.1.C.2. | Assumes various roles in dramatic play situations. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| CONTENT STANDARD / COURSE | OK.CS. | CREATIVE SKILLS (Ages 3-5) |
| STRAND / STANDARD | CS.1. | The child participates in activities that foster individual creativity. |
| OBJECTIVE | CS.1.D. | Works creatively using a variety of self expressive materials and tools to creatively convey ideas. |
| SKILL / CONCEPT | CS.1.D.1. | Explores and manipulates art media (e.g., crayons, paint, clay, markers) to create original work. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| SKILL / CONCEPT | CS.1.D.2. | Shares ideas about personal artwork. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Putting Away the Groceries Shaving Cream Shapes Table Riddles Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| SKILL / CONCEPT | CS.1.D.3. | Uses materials (e.g., small figures, puppets, dolls, and props) to recreate or dramatize stories, moods, experiences and situations. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| CONTENT STANDARD / COURSE | OK.CS. | CREATIVE SKILLS (Ages 3-5) |
| STRAND / STANDARD | CS.1. | The child participates in activities that foster individual creativity. |
| OBJECTIVE | CS.1.F. | Expresses thoughts and feelings through creative movement. |
| SKILL / CONCEPT | CS.1.F.1. | Uses movement to express feelings, understand and interpret experiences. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| SKILL / CONCEPT | CS.1.F.2. | Enjoys dramatizing songs and games and moving to music. ReadyRosie If You're Happy & You Know It In My Pond, Part 1 In My Pond, Part 2 Itsy Bitsy Spider Illustrations Pretending Together Sliding to Nursery Rhymes Stuffed Animal Stories Toy Stories Why should I sing to my baby? |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.1. | ORAL LANGUAGE: Listening – The child will listen for information and for pleasure. |
| OBJECTIVE | LA.1.A. | Listens with interest to stories read aloud. |
| SKILL / CONCEPT | LA.1.A.1. | Shows enjoyment of books and stories and discussion of them. ReadyRosie Asking Wh- Questions Grandparent Storytime I Remember When Just the Facts Making Trail Mix My Favorite Part Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Tips for helping your child love reading Why should we tell family stories? |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.1. | ORAL LANGUAGE: Listening – The child will listen for information and for pleasure. |
| OBJECTIVE | LA.1.B. | Understands and follows oral direction. |
| SKILL / CONCEPT | LA.1.B.1. | Listens, understands and follows simple spoken directions, symbols or sign language. ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.2. | ORAL LANGUAGE: Speaking – The child will express ideas or opinions in group or individual settings. |
| OBJECTIVE | LA.2.A. | Uses language or sign language for a variety of purposes (e.g., expressing needs and interests). |
| SKILL / CONCEPT | LA.2.A.1. | Uses words, pictures to communicate needs such as hunger, cold, and tiredness. ReadyRosie Behavior is a form of communication |
| SKILL / CONCEPT | LA.2.A.2. | Expresses ideas in complete sentences such as “I want to play with the blocks.” ReadyRosie Baby Photo Fun Making Connections PreK Zoo in My Room |
| SKILL / CONCEPT | LA.2.A.3. | Names objects instead of pointing. ReadyRosie Comparing Vegetables Guess My Shape Pantry Sort 1 |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.2. | ORAL LANGUAGE: Speaking – The child will express ideas or opinions in group or individual settings. |
| OBJECTIVE | LA.2.B. | Recalls and repeats simple poems, rhymes, and songs. |
| SKILL / CONCEPT | LA.2.B.1. | Participates in singing, reciting poems and saying and acting out finger plays. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.2. | ORAL LANGUAGE: Speaking – The child will express ideas or opinions in group or individual settings. |
| OBJECTIVE | LA.2.C. | Uses sentences of increasing length (three or more words) and grammatical complexity in everyday speech. |
| SKILL / CONCEPT | LA.2.C.1. | Uses longer, more complex sentences. ReadyRosie Family Photos Pantry Talk Description Phone Fun Who Should We Ask? |
| SKILL / CONCEPT | LA.2.C.2. | For ELL children, makes progress in communicating and using English while maintaining home language. ReadyRosie Baby Photo Fun Making Connections PreK Zoo in My Room |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.2. | ORAL LANGUAGE: Speaking – The child will express ideas or opinions in group or individual settings. |
| OBJECTIVE | LA.2.D. | Shares simple personal narrative. |
| SKILL / CONCEPT | LA.2.D.1. | Tells stories about themselves and can focus on favorite or memorable part in correct sequence. ReadyRosie All About My Day |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.2. | ORAL LANGUAGE: Speaking – The child will express ideas or opinions in group or individual settings. |
| OBJECTIVE | LA.2.E. | Participates actively in conversations. Examples: |
| SKILL / CONCEPT | LA.2.E.1. | Carries on conversations with children and adults. ReadyRosie Color Word Sentences Following Directions Grandparent Storytime If You're Happy & You Know It Morning Message Pantry Talk Description Phone Fun Taking Turns Talking About Your Feelings Who Should We Ask? |
| SKILL / CONCEPT | LA.2.E.2. | Follows conversational rules such as staying on topic, taking turns, speaking and listening, and speaking at appropriate volume and intensity. ReadyRosie Choosing the Right Voice Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.3. | LITERACY: Print Awareness – The child will understand the characteristics of written language. |
| OBJECTIVE | LA.3.A. | Demonstrates increasing awareness of concepts of print. |
| SKILL / CONCEPT | LA.3.A.1. | Recognizes name in print. ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| SKILL / CONCEPT | LA.3.A.2. | Uses scribbles, shapes, and letter-like symbols to write or represent words or ideas. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| SKILL / CONCEPT | LA.3.A.3. | Begins to print letters in own name. ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.3. | LITERACY: Print Awareness – The child will understand the characteristics of written language. |
| OBJECTIVE | LA.3.B. | Identifies the front cover and back cover of a book. |
| SKILL / CONCEPT | LA.3.B.1. | Recognizes favorite books by their cover. ReadyRosie Funny Reading |
| SKILL / CONCEPT | LA.3.B.2. | Correctly names the front and back covers of a book. ReadyRosie Funny Reading |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.3. | LITERACY: Print Awareness – The child will understand the characteristics of written language. |
| OBJECTIVE | LA.3.C. | Follows book from left to right and from top to bottom on the printed page. |
| SKILL / CONCEPT | LA.3.C.1. | Holds book right side up and begins at the front. ReadyRosie Funny Reading |
| SKILL / CONCEPT | LA.3.C.2. | Begins to develop awareness that print moves from left to right, top to bottom and front to back. ReadyRosie Chime In Color Word Sentences Funny Reading Reading the Grocery List Reading with Jack and Jill Stuffed Animal Sentences Stuffed Animal Stories Words on the Page |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.3. | LITERACY: Print Awareness – The child will understand the characteristics of written language. |
| OBJECTIVE | LA.3.D. | Shows increasing awareness of print in classroom, home and community settings. |
| SKILL / CONCEPT | LA.3.D.1. | Identifies letters, words and signs in the environment. ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Looking for Letters in Ads Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Reading with Jack and Jill Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Starting a Word Bank Stomp the Letter Words on the Page Writing Names with Shaving Cream |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.3. | LITERACY: Print Awareness – The child will understand the characteristics of written language. |
| OBJECTIVE | LA.3.E. | Begins to recognize the relationship or connection between spoken and written words by following the print as it is read aloud. |
| SKILL / CONCEPT | LA.3.E.1. | Imitates teacher’s behavior of tracking print when using big books. ReadyRosie Chime In Color Word Sentences Funny Reading Reading the Grocery List Reading with Jack and Jill Stuffed Animal Sentences Stuffed Animal Stories Words on the Page |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.3. | LITERACY: Print Awareness – The child will understand the characteristics of written language. |
| OBJECTIVE | LA.3.F. | Understands that print carries a message by recognizing labels, signs, and other print forms in the environment. |
| SKILL / CONCEPT | LA.3.F.1. | Understands certain, signs, labels, and print forms have certain meanings. For example: a stop sign means stop, a child’s name on a cubby means the cubby belongs to the child and the name on the front of an envelope means the letter inside is to that person. ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.3. | LITERACY: Print Awareness – The child will understand the characteristics of written language. |
| OBJECTIVE | LA.3.G. | Develops growing understanding of the different functions of forms of print (e.g., signs, letters, newspapers, lists, messages, and menus). |
| SKILL / CONCEPT | LA.3.G.1. | Begins to demonstrate an interest in using writing for a purpose. For example: listing lunch foods, writing a note to mom, or creating a map with labels. ReadyRosie Making a Grocery List Using a Menu to Order |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.3. | LITERACY: Print Awareness – The child will understand the characteristics of written language. |
| OBJECTIVE | LA.3.H. | Begins to understand some basic print conventions (e.g., the concept that letters are grouped to form words and that words are separated by spaces). |
| SKILL / CONCEPT | LA.3.H.1. | Uses known letters or approximation of letters to represent written language. ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.3. | LITERACY: Print Awareness – The child will understand the characteristics of written language. |
| OBJECTIVE | LA.3.I. | Role plays reading. |
| SKILL / CONCEPT | LA.3.I.1. | Shares books and engages in pretend-reading with other children. ReadyRosie Tips for helping your child love reading |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.4. | LITERACY: Phonological Awareness – The child will demonstrate the ability to work with rhymes, words, syllables, and onsets and rimes. |
| OBJECTIVE | LA.4.A. | Begins to hear, identify, and make oral rhymes (e.g., “The pig has a wig”). |
| SKILL / CONCEPT | LA.4.A.1. | Begins to recognize matching sounds and rhymes in familiar words, games, stories, songs and poems. ReadyRosie Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Making a Grocery List Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Thumbs Up, Thumbs Down Twinkle, Twinkle Rhymes |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.4. | LITERACY: Phonological Awareness – The child will demonstrate the ability to work with rhymes, words, syllables, and onsets and rimes. |
| OBJECTIVE | LA.4.B. | Shows increasing ability to hear, identify, and work with syllables in spoken words (e.g., “I can clap the parts in my name: An-drew”). |
| SKILL / CONCEPT | LA.4.B.1. | Begins to hear and discriminate separate syllables in words. ReadyRosie Frog Hopping Grocery Sack Syllables Sequences of Sounds |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.5. | LITERACY: Phonemic Awareness – The child will demonstrate the ability to hear, identify, and manipulate individual sounds in spoken words. |
| OBJECTIVE | LA.5.A. | Shows increasing ability to discriminate, identify and work with individual phonemes in spoken words (e.g., “The first sound in sun is /s/”). |
| SKILL / CONCEPT | LA.5.A.1. | Hears the difference between similar sounding words (e.g., coat and goat, three and free). ReadyRosie Listen My Children Signaling for Sounds Swinging to Sounds |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.5. | LITERACY: Phonemic Awareness – The child will demonstrate the ability to hear, identify, and manipulate individual sounds in spoken words. |
| OBJECTIVE | LA.5.B. | Recognizes which words in a set of words begin with the same sound (e.g., “Bell, bike, and boy all have /b/ at the beginning”). |
| SKILL / CONCEPT | LA.5.B.1. | Hears beginning sounds in familiar words. ReadyRosie Listen My Children Signaling for Sounds Swinging to Sounds |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.6. | LITERACY: Letter Knowledge and Early Word Recognition (Phonics) – The child will demonstrate the ability to apply sound-symbol relationships. |
| OBJECTIVE | LA.6.A. | Recognizes own name in print. |
| SKILL / CONCEPT | LA.6.A.1. | Recognizes and selects his or her name from a list. ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.6. | LITERACY: Letter Knowledge and Early Word Recognition (Phonics) – The child will demonstrate the ability to apply sound-symbol relationships. |
| OBJECTIVE | LA.6.B. | Demonstrates awareness or knowledge of letters of the English language, especially letters from own name. |
| SKILL / CONCEPT | LA.6.B.1. | Identifies some letters of the alphabet in random order. ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| SKILL / CONCEPT | LA.6.B.2. | Recognizes that letters are different from words. ReadyRosie Looking for Letters in Ads Reading with Jack and Jill Starting a Word Bank Words on the Page |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.6. | LITERACY: Letter Knowledge and Early Word Recognition (Phonics) – The child will demonstrate the ability to apply sound-symbol relationships. |
| OBJECTIVE | LA.6.C. | Begins to recognize the sound association for some letters. |
| SKILL / CONCEPT | LA.6.C.1. | Identifies the sounds letters make in his or her name. ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.6. | LITERACY: Letter Knowledge and Early Word Recognition (Phonics) – The child will demonstrate the ability to apply sound-symbol relationships. |
| OBJECTIVE | LA.6.D. | Knows that letters of the alphabet are a special category of visual graphics that can be individually named. |
| SKILL / CONCEPT | LA.6.D.1. | Identifies and picks out the letters in his or her name from an alphabet chart. ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.7. | LITERACY: Vocabulary – The child will develop and expand knowledge of words and word meanings to increase vocabulary. |
| OBJECTIVE | LA.7.A. | Shows a steady increase in listening and speaking vocabulary. |
| SKILL / CONCEPT | LA.7.A.1. | Uses new words that have been introduced by the teacher from a list. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.7. | LITERACY: Vocabulary – The child will develop and expand knowledge of words and word meanings to increase vocabulary. |
| OBJECTIVE | LA.7.B. | Understands and follows oral directions (e.g., use of position words: under, above, through). |
| SKILL / CONCEPT | LA.7.B.1. | Follows simple two or three step directions. ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.7. | LITERACY: Vocabulary – The child will develop and expand knowledge of words and word meanings to increase vocabulary. |
| OBJECTIVE | LA.7.C. | Links new learning experiences and vocabulary to what is already known about a topic. |
| SKILL / CONCEPT | LA.7.C.1. | Incorporates words and phrases from learning experiences and stories into play. ReadyRosie Comparing Vegetables Finding the Groceries Following Directions Grocery Store Conversations How Many Can You Name? How can I help my child learn new words? I Spy an Animal I'm Thinking of an Animal Kitchen Labeling Mystery Bag Pantry Talk Description Predicting Vocabulary Reading a Book for the Second Time Silent Opposites Sink or Float Take Away Think About It |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.8. | LITERACY: Comprehension – The child will associate meaning and understanding with reading. |
| OBJECTIVE | LA.8.A. | Begin to use pre-reading skills and strategies (e.g., connecting prior knowledge to text, making predictions about text and using picture clues). |
| SKILL / CONCEPT | LA.8.A.1. | Looks at pictures in books and predicts what will happen next. ReadyRosie Book Selection Picture Walk Predictions Selecting Books Text to Self Connections Tips for helping your child love reading |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.8. | LITERACY: Comprehension – The child will associate meaning and understanding with reading. |
| OBJECTIVE | LA.8.C. | Remembers and articulates some sequences of events. |
| SKILL / CONCEPT | LA.8.C.1. | Retells information from a story in sequence. ReadyRosie All About My Day Book Bag Descriptions Family Movie Night Family Photos Grandparent Storytime Itsy Bitsy Spider Illustrations My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures Toy Stories |
| SKILL / CONCEPT | LA.8.C.2. | Tells stories with beginning, middle and end. ReadyRosie All About My Day Itsy Bitsy Spider Illustrations Toy Stories |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.8. | LITERACY: Comprehension – The child will associate meaning and understanding with reading. |
| OBJECTIVE | LA.8.D. | Connects information and events to real-life experiences. |
| SKILL / CONCEPT | LA.8.D.1. | Child talks about personal experiences that come to mind when they are read a story. ReadyRosie Getting Information from Pictures Just the Facts Picture Walk Predictions |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.8. | LITERACY: Comprehension – The child will associate meaning and understanding with reading. |
| OBJECTIVE | LA.8.E. | Demonstrates understanding of literal meaning of story being told through questions and comments. |
| SKILL / CONCEPT | LA.8.E.1. | Shows interest in story by making comments and asking questions. ReadyRosie Asking Wh- Questions Think About It Tips for helping your child love reading |
| SKILL / CONCEPT | LA.8.E.2. | Identifies the main events in a story, the characters, and where it takes place. ReadyRosie Making Connections PreK Text to Self Connections Toy Stories |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.9. | WRITING: Writing Process – The child will use the “writing process” to express thoughts and feelings. |
| OBJECTIVE | LA.9.A. | Develops understanding that writing is a way of communicating for a variety of purposes. |
| SKILL / CONCEPT | LA.9.A.1. | Uses writing tools and paper to “write” words or stories. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.9. | WRITING: Writing Process – The child will use the “writing process” to express thoughts and feelings. |
| OBJECTIVE | LA.9.B. | Progresses from using scribbles, shapes, or pictures to represent ideas to using letter-like symbols, or writing familiar words such as their own name. |
| SKILL / CONCEPT | LA.9.B.1. | Scribbles some letter-like symbols and some letters in writing. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| SKILL / CONCEPT | LA.9.B.2. | Writes own name or familiar words. ReadyRosie Making a Grocery List Using a Menu to Order |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.9. | WRITING: Writing Process – The child will use the “writing process” to express thoughts and feelings. |
| OBJECTIVE | LA.9.C. | Participates in writing opportunities. |
| SKILL / CONCEPT | LA.9.C.1. | Uses writing materials to make shapes, squiggles, and letters. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| SKILL / CONCEPT | LA.9.C.2. | Writes something and asks someone else to read it. ReadyRosie Making a Grocery List Using a Menu to Order |
| CONTENT STANDARD / COURSE | OK.LA. | LANGUAGE ARTS (Ages 3-5) |
| STRAND / STANDARD | LA.9. | WRITING: Writing Process – The child will use the “writing process” to express thoughts and feelings. |
| OBJECTIVE | LA.9.D. | Begins to remember and repeat stories and experiences through drawing and dictation. |
| SKILL / CONCEPT | LA.9.D.1. | Tells others about intended meaning of drawings and writings. ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Putting Away the Groceries Shaving Cream Shapes Table Riddles Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| CONTENT STANDARD / COURSE | OK.MA. | MATHEMATICS (Ages 3-5) |
| STRAND / STANDARD | MA.1. | Patterns – The child will sort and classify objects and analyze simple patterns. |
| OBJECTIVE | MA.1.A. | Sorts and groups objects into a set and explains verbally what the objects have in common (e.g., color, size, shape). |
| SKILL / CONCEPT | MA.1.A.1. | Sorts objects into groups by a certain characteristic and begins to explain how the grouping was done. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| SKILL / CONCEPT | MA.1.A.2. | Describes or recognizes similarities and differences between objects. ReadyRosie Building Houses Finger Shapes Grocery Store Conversations Guess My Shape How Many Can I Grab? Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| CONTENT STANDARD / COURSE | OK.MA. | MATHEMATICS (Ages 3-5) |
| STRAND / STANDARD | MA.1. | Patterns – The child will sort and classify objects and analyze simple patterns. |
| OBJECTIVE | MA.1.B. | Recognizes patterns, can repeat them, and explain them verbally (red, black, red, black, red, black). |
| SKILL / CONCEPT | MA.1.B.1. | Continues a simple pattern such as arranging blue and yellow pegs in alternating order. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| SKILL / CONCEPT | MA.1.B.2. | Describes patterns. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| CONTENT STANDARD / COURSE | OK.MA. | MATHEMATICS (Ages 3-5) |
| STRAND / STANDARD | MA.2. | Number Sense – The child will understand the relationship between numbers and quantities. |
| OBJECTIVE | MA.2.A. | Begins to associate number concepts, vocabulary, quantities, and written numerals in meaningful ways. |
| SKILL / CONCEPT | MA.2.A.1. | Begins to recognize numerals. ReadyRosie Fruit Salad Magazine Number Hunt Numbers Everywhere |
| SKILL / CONCEPT | MA.2.A.2. | Puts two objects by the number two, three objects by the number three and so forth. ReadyRosie Domino Match-Up Find My Number How Many in a Set? Lily Pad Hop Magazine Number Hunt May I Take your Order? More Grapes Numbers Everywhere Quick Dots Show Me Slap One More Special Day Countdown Three Ways to Show a Number |
| SKILL / CONCEPT | MA.2.A.3. | Compares and recognizes items that are more, less or the same in size. ReadyRosie Acorns and Pinecones Cereal Challenge How Many Can I Grab? Make a Tower of Ten More than Ten Sharing Goldfish Slap One More Snack Fractions Who has the Biggest Number? |
| CONTENT STANDARD / COURSE | OK.MA. | MATHEMATICS (Ages 3-5) |
| STRAND / STANDARD | MA.2. | Number Sense – The child will understand the relationship between numbers and quantities. |
| OBJECTIVE | MA.2.B. | Begins to make use of one-to-one correspondence in counting objects and matching groups of objects. |
| SKILL / CONCEPT | MA.2.B.1. | Counts objects in a one-to-one correspondence. ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Candy Sort and Graph Counting Signs Decorating Cupcakes Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up Lily Pad Hop Measure your Steps More than Ten Penny Drop Show Me Taking Inventory The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| CONTENT STANDARD / COURSE | OK.MA. | MATHEMATICS (Ages 3-5) |
| STRAND / STANDARD | MA.2. | Number Sense – The child will understand the relationship between numbers and quantities. |
| OBJECTIVE | MA.2.C. | Develops increasing ability to count in sequence to ten. |
| SKILL / CONCEPT | MA.2.C.1. | Counts from one to ten. ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| CONTENT STANDARD / COURSE | OK.MA. | MATHEMATICS (Ages 3-5) |
| STRAND / STANDARD | MA.2. | Number Sense – The child will understand the relationship between numbers and quantities. |
| OBJECTIVE | MA.2.D. | Counts objects in a set one-by-one from one through five |
| SKILL / CONCEPT | MA.2.D.1. | Counts objects from one through five. ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| CONTENT STANDARD / COURSE | OK.MA. | MATHEMATICS (Ages 3-5) |
| STRAND / STANDARD | MA.2. | Number Sense – The child will understand the relationship between numbers and quantities. |
| OBJECTIVE | MA.2.E. | Identifies and creates sets of objects one through five. |
| SKILL / CONCEPT | MA.2.E.1. | Creates a set of five objects by counting them out. ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| CONTENT STANDARD / COURSE | OK.MA. | MATHEMATICS (Ages 3-5) |
| STRAND / STANDARD | MA.2. | Number Sense – The child will understand the relationship between numbers and quantities. |
| OBJECTIVE | MA.2.F. | Identifies numerals one through five. |
| SKILL / CONCEPT | MA.2.F.1. | Names numerals one through five. ReadyRosie Crazy Counting How Many Steps to Bed? How Old Are You? Magazine Number Hunt Rub a Dub Counting |
| CONTENT STANDARD / COURSE | OK.MA. | MATHEMATICS (Ages 3-5) |
| STRAND / STANDARD | MA.2. | Number Sense – The child will understand the relationship between numbers and quantities. |
| OBJECTIVE | MA.2.G. | Recognizes the numerical value of sets of objects through five. |
| SKILL / CONCEPT | MA.2.G.1. | Name “how many” are in a group of up to five (or more) objects. ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| CONTENT STANDARD / COURSE | OK.MA. | MATHEMATICS (Ages 3-5) |
| STRAND / STANDARD | MA.3. | Geometry and Spatial Sense – The child will identify common geometric shapes and explore the relationship of objects in the environment. |
| OBJECTIVE | MA.3.A. | Begins to recognize, describe, compare, and name common shapes (e.g., circle, square, triangle and rectangle). |
| SKILL / CONCEPT | MA.3.A.1. | Names and describes shapes in the environment. ReadyRosie Buying Oranges |
| SKILL / CONCEPT | MA.3.A.2. | Groups objects according to their shape and size. ReadyRosie Buying Oranges Candy Sort and Graph How Many Can I Grab? I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| CONTENT STANDARD / COURSE | OK.MA. | MATHEMATICS (Ages 3-5) |
| STRAND / STANDARD | MA.3. | Geometry and Spatial Sense – The child will identify common geometric shapes and explore the relationship of objects in the environment. |
| OBJECTIVE | MA.3.B. | Builds an increasing understanding of directionality, order and position of objects and words (e.g., on, under, above). |
| SKILL / CONCEPT | MA.3.B.1. | Uses words that indicate where things are in space (e.g., “beside,” “inside,” “over,” “under,” etc.) ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Race Car Transformations Stuffed Animal Olympics Treasure Map |
| CONTENT STANDARD / COURSE | OK.MA. | MATHEMATICS (Ages 3-5) |
| STRAND / STANDARD | MA.4. | Measurement – The child will explore the concepts of nonstandard and standard measurement. |
| OBJECTIVE | MA.4.B. | Compares objects according to observable attributes (e.g., long, longer, longest; short, shorter, shortest; big, bigger, biggest; small, smaller, smallest; small, medium, large). |
| SKILL / CONCEPT | MA.4.B.1. | Begins to order, compare and describe objects. ReadyRosie Bookcase Problem Building Houses Candy Sort and Graph Comparing Vegetables How Many Can I Grab? I Spy a Coin I Spy an Animal Leap Frog Measure Letter Sort Likely or Unlikely Measuring the Table Near and Far Sort and Graph Leaves Sorting Laundry |
| SKILL / CONCEPT | MA.4.B.2. | Can identify which object is the longest, shortest, biggest, or smallest. ReadyRosie Bookcase Problem Building Houses Candy Sort and Graph Comparing Vegetables How Many Can I Grab? I Spy a Coin I Spy an Animal Leap Frog Measure Letter Sort Likely or Unlikely Measuring the Table Near and Far Sort and Graph Leaves Sorting Laundry |
| CONTENT STANDARD / COURSE | OK.MA. | MATHEMATICS (Ages 3-5) |
| STRAND / STANDARD | MA.4. | Measurement – The child will explore the concepts of nonstandard and standard measurement. |
| OBJECTIVE | MA.4.C. | Compares and orders objects in graduated order (e.g., shortest to tallest, thinnest to thickest). |
| SKILL / CONCEPT | MA.4.C.1. | Places objects in graduated order. ReadyRosie Bookcase Problem Building Houses Candy Sort and Graph Comparing Vegetables I Spy a Coin I Spy an Animal Leap Frog Measure Letter Sort Likely or Unlikely Measuring the Table Near and Far Sort and Graph Leaves Sorting Laundry |
| CONTENT STANDARD / COURSE | OK.MA. | MATHEMATICS (Ages 3-5) |
| STRAND / STANDARD | MA.5. | Data Analysis – The child will collect and analyze data in a group setting. |
| OBJECTIVE | MA.5.A. | Begins to use numbers and counting as a means for solving problems and measuring quantity. |
| SKILL / CONCEPT | MA.5.A.1. | Comparing groups, counts the number of items in each group to determine if there are more, less or the same (equivalent sets). ReadyRosie Acorns and Pinecones Cereal Challenge Domino Match-Up How Many in a Set? Make a Tower of Ten More Grapes More than Ten Quick Dots Sharing Goldfish Show Me Slap One More Snack Fractions Three Ways to Show a Number Who has the Biggest Number? |
| CONTENT STANDARD / COURSE | OK.MA. | MATHEMATICS (Ages 3-5) |
| STRAND / STANDARD | MA.5. | Data Analysis – The child will collect and analyze data in a group setting. |
| OBJECTIVE | MA.5.B. | Develops growing abilities to collect, describe, and record information through a variety of means, including discussion, drawings, maps, charts, and graphs. |
| SKILL / CONCEPT | MA.5.B.1. | Participates in discussions, creates and uses real and pictorial graphs, maps, photographs and charts. ReadyRosie Dino Dig Sort and Graph Leaves |
| CONTENT STANDARD / COURSE | OK.MA. | MATHEMATICS (Ages 3-5) |
| STRAND / STANDARD | MA.5. | Data Analysis – The child will collect and analyze data in a group setting. |
| OBJECTIVE | MA.5.C. | Describes similarities and differences between objects. |
| SKILL / CONCEPT | MA.5.C.1. | Describes the characteristics of objects that are similar (i.e., they both have round edges and are red) and different (this one is soft and that one is prickly). ReadyRosie Cereal Challenge |
| CONTENT STANDARD / COURSE | OK.HS. | HEALTH, SAFETY AND PHYSICAL DEVELOPMENT (Ages 3-5) |
| STRAND / STANDARD | HS.1. | Large Motor Skill Development – The child will participate in activities that involve large motor skills. |
| OBJECTIVE | HS.1.A. | Demonstrates basic locomotor movements (e.g., galloping, hopping, jumping, running, sliding, riding tricycles, pulling wagons, pushing wheelbarrows). |
| SKILL / CONCEPT | HS.1.A.1. | Shows increasing confidence in movements such as running, jumping, sliding, pushing, hopping and pulling. Moves toward skipping, galloping and riding. ReadyRosie Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| CONTENT STANDARD / COURSE | OK.HS. | HEALTH, SAFETY AND PHYSICAL DEVELOPMENT (Ages 3-5) |
| STRAND / STANDARD | HS.1. | Large Motor Skill Development – The child will participate in activities that involve large motor skills. |
| OBJECTIVE | HS.1.B. | Demonstrates body and space awareness to move and stop with control over speed and direction. |
| SKILL / CONCEPT | HS.1.B.2. | Moves within a space with defined boundaries. ReadyRosie Follow the Leader Jump to It Rock Toss |
| SKILL / CONCEPT | HS.1.B.3. | Runs easily and stops quickly. ReadyRosie Follow the Leader |
| SKILL / CONCEPT | HS.1.B.4. | Controls body and can change movement, speed and direction. ReadyRosie Follow the Leader |
| CONTENT STANDARD / COURSE | OK.HS. | HEALTH, SAFETY AND PHYSICAL DEVELOPMENT (Ages 3-5) |
| STRAND / STANDARD | HS.1. | Large Motor Skill Development – The child will participate in activities that involve large motor skills. |
| OBJECTIVE | HS.1.C. | Demonstrates non-locomotor movements (e.g., bending, pulling, pushing, stretching, swaying, swinging, turning, twisting). |
| SKILL / CONCEPT | HS.1.C.1. | Moves while standing in place. ReadyRosie Follow the Leader |
| SKILL / CONCEPT | HS.1.C.2. | Identifies and reproduces non-locomotor movements when asked. ReadyRosie Follow the Leader |
| CONTENT STANDARD / COURSE | OK.HS. | HEALTH, SAFETY AND PHYSICAL DEVELOPMENT (Ages 3-5) |
| STRAND / STANDARD | HS.1. | Large Motor Skill Development – The child will participate in activities that involve large motor skills. |
| OBJECTIVE | HS.1.D. | Demonstrates increasing abilities to coordinate movements in throwing, catching, kicking, bouncing balls, and using the slide and swing. |
| SKILL / CONCEPT | HS.1.D.1. | Throws and kicks a ball. Begins to catch and bounce a ball with two hands. ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| SKILL / CONCEPT | HS.1.D.2. | Swings with assistance. ReadyRosie Follow the Leader |
| CONTENT STANDARD / COURSE | OK.HS. | HEALTH, SAFETY AND PHYSICAL DEVELOPMENT (Ages 3-5) |
| STRAND / STANDARD | HS.1. | Large Motor Skill Development – The child will participate in activities that involve large motor skills. |
| OBJECTIVE | HS.1.F. | Develops coordination and balance through a variety of activities. |
| SKILL / CONCEPT | HS.1.F.1. | Begins to gain coordination through participation in physical activities. ReadyRosie Follow the Leader |
| SKILL / CONCEPT | HS.1.F.2. | Can balance. ReadyRosie Follow the Leader |
| CONTENT STANDARD / COURSE | OK.HS. | HEALTH, SAFETY AND PHYSICAL DEVELOPMENT (Ages 3-5) |
| STRAND / STANDARD | HS.2. | Small Motor Skill Development – The child will participate in activities that involve small motor skills. |
| OBJECTIVE | HS.2.A. | Demonstrates increased fine muscle control (e.g., using pegs, beads, pattern blocks, crayons, pencils, paint brushes, finger paint, scissors, glue, and a variety of puzzles). |
| SKILL / CONCEPT | HS.2.A.1. | Controls small muscles to complete tasks. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| SKILL / CONCEPT | HS.2.A.2. | Uses small muscles for self-help skills. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| CONTENT STANDARD / COURSE | OK.HS. | HEALTH, SAFETY AND PHYSICAL DEVELOPMENT (Ages 3-5) |
| STRAND / STANDARD | HS.3. | Health-Enhancing Activity Development – The child will participate in health-enhancing activities for the development of lifetime health and fitness. |
| OBJECTIVE | HS.3.A. | Progresses in physical growth, strength, stamina and flexibility. |
| SKILL / CONCEPT | HS.3.A.1. | Demonstrates increasing ability to lift and carry heavier items, run farther and successfully navigate playground equipment. ReadyRosie Follow the Leader |
| CONTENT STANDARD / COURSE | OK.HS. | HEALTH, SAFETY AND PHYSICAL DEVELOPMENT (Ages 3-5) |
| STRAND / STANDARD | HS.3. | Health-Enhancing Activity Development – The child will participate in health-enhancing activities for the development of lifetime health and fitness. |
| OBJECTIVE | HS.3.B. | Understands that healthy bodies require rest, exercise, and good nutrition. |
| SKILL / CONCEPT | HS.3.B.1. | Participates in a variety of activities leading to an understanding of nutrition, exercise and proper rest. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| SKILL / CONCEPT | HS.3.B.2. | Begins to recognize and select healthy foods, exercise and rest activities. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| CONTENT STANDARD / COURSE | OK.HS. | HEALTH, SAFETY AND PHYSICAL DEVELOPMENT (Ages 3-5) |
| STRAND / STANDARD | HS.3. | Health-Enhancing Activity Development – The child will participate in health-enhancing activities for the development of lifetime health and fitness. |
| OBJECTIVE | HS.3.C. | Shows growing independence in following routine healthy behaviors (e.g., hygiene, nutrition and personal care when eating, dressing, washing hands, brushing teeth, and toileting). |
| SKILL / CONCEPT | HS.3.C.1. | Increasingly takes care of self when eating, dressing, toileting, and washing hands. ReadyRosie Grocery Store Conversations Putting Away the Groceries Rub a Dub Counting |
| CONTENT STANDARD / COURSE | OK.HS. | HEALTH, SAFETY AND PHYSICAL DEVELOPMENT (Ages 3-5) |
| STRAND / STANDARD | HS.3. | Health-Enhancing Activity Development – The child will participate in health-enhancing activities for the development of lifetime health and fitness. |
| OBJECTIVE | HS.3.D. | Builds awareness and ability to follow basic health and safety rules. |
| SKILL / CONCEPT | HS.3.D.1. | Utilizes appropriate safety procedures for home, school, outdoors, playground, vehicles, bicycles, etc. ReadyRosie My Address |
| CONTENT STANDARD / COURSE | OK.SC. | SCIENCE (Ages 3-5) |
| STRAND / STANDARD | SC.1. | Science Processes and Inquiry – The child will investigate and experiment with objects to discover information. |
| OBJECTIVE | SC.1.A. | Develops increasing abilities to classify, compare, and contrast objects, events and experiences. |
| SKILL / CONCEPT | SC.1.A.2. | Identifies similarities and differences in objects. ReadyRosie Candy Sort and Graph Grocery Store Weights I Spy an Animal Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| SKILL / CONCEPT | SC.1.A.3. | Tells stories about what he or she experiences. ReadyRosie Candy Sort and Graph Grocery Store Weights I Spy an Animal Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| CONTENT STANDARD / COURSE | OK.SC. | SCIENCE (Ages 3-5) |
| STRAND / STANDARD | SC.1. | Science Processes and Inquiry – The child will investigate and experiment with objects to discover information. |
| OBJECTIVE | SC.1.B. | Selects and becomes familiar with simple scientific tools (e.g., magnifying glass, magnet). |
| SKILL / CONCEPT | SC.1.B.2. | Describes the use of scientific tools. (For weighing, making bigger, measuring, collecting, etc.) ReadyRosie Buying Oranges Grocery Store Weights |
| CONTENT STANDARD / COURSE | OK.SC. | SCIENCE (Ages 3-5) |
| STRAND / STANDARD | SC.1. | Science Processes and Inquiry – The child will investigate and experiment with objects to discover information. |
| OBJECTIVE | SC.1.D. | Asks questions, makes predictions, and communicates observations orally and/or in drawings. |
| SKILL / CONCEPT | SC.1.D.1. | Verbalizes what he or she sees and expects to happen. ReadyRosie Sink or Float |
| SKILL / CONCEPT | SC.1.D.2. | Shows interest by asking questions. ReadyRosie What's for Dinner? |
| CONTENT STANDARD / COURSE | OK.SC. | SCIENCE (Ages 3-5) |
| STRAND / STANDARD | SC.2. | Physical – The child will investigate and describe objects that can be sorted in terms of physical properties. |
| OBJECTIVE | SC.2.A. | Develops an awareness of the sensory attributes of objects according to taste, smell, hearing, touch, and sight. |
| SKILL / CONCEPT | SC.2.A.1. | Uses senses to explore environment and can describe differences. ReadyRosie Grocery Store Conversations |
| CONTENT STANDARD / COURSE | OK.SC. | SCIENCE (Ages 3-5) |
| STRAND / STANDARD | SC.2. | Physical – The child will investigate and describe objects that can be sorted in terms of physical properties. |
| OBJECTIVE | SC.2.B. | Develops an awareness of the properties of some objects (e.g., float-sink, heavy-light, rough-smooth, hard-soft, magnetic-nonmagnetic, solid-liquid, wet-dry). |
| SKILL / CONCEPT | SC.2.B.2. | Makes comparisons among observed objects. ReadyRosie Candy Sort and Graph Grocery Store Weights I Spy an Animal Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| CONTENT STANDARD / COURSE | OK.SC. | SCIENCE (Ages 3-5) |
| STRAND / STANDARD | SC.4. | Earth/Space – The child will investigate and observe the basic concepts of the Earth. |
| OBJECTIVE | SC.4.B. | Develops an awareness of daily weather (e.g., sunny, cloudy, rainy, snowy, windy, hot, warm, cold). |
| SKILL / CONCEPT | SC.4.B.1. | Uses words such as cloudy, sunny, windy, etc., to identify daily weather conditions. ReadyRosie Grocery Store Weights I'm Thinking of an Animal Mystery Bag Strawberries for a Picnic |
| CONTENT STANDARD / COURSE | OK.SPS. | SOCIAL AND PERSONAL SKILLS (Ages 3-5) |
| STRAND / STANDARD | SPS.1. | The child will participate in activities to develop the skills necessary for working and interacting with others. |
| OBJECTIVE | SPS.1.A. | Plays, works and interacts easily with one or more children and/or adults. |
| SKILL / CONCEPT | SPS.1.A2. | Engages in conversations with children and adults. ReadyRosie Following Directions Grandparent Storytime Morning Message Phone Fun Talking About Your Feelings Who Should We Ask? |
| CONTENT STANDARD / COURSE | OK.SPS. | SOCIAL AND PERSONAL SKILLS (Ages 3-5) |
| STRAND / STANDARD | SPS.1. | The child will participate in activities to develop the skills necessary for working and interacting with others. |
| OBJECTIVE | SPS.1.B. | Begins to develop relationships with others. |
| SKILL / CONCEPT | SPS.1.B.1. | Chooses to work and play with other children. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| SKILL / CONCEPT | SPS.1.B.2. | Initiates interaction with others. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT STANDARD / COURSE | OK.SPS. | SOCIAL AND PERSONAL SKILLS (Ages 3-5) |
| STRAND / STANDARD | SPS.1. | The child will participate in activities to develop the skills necessary for working and interacting with others. |
| OBJECTIVE | SPS.1.C. | Recognizes the feelings of others and responds appropriately. |
| SKILL / CONCEPT | SPS.1.C.1. | Expresses care and understanding for the feelings of others. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| CONTENT STANDARD / COURSE | OK.SPS. | SOCIAL AND PERSONAL SKILLS (Ages 3-5) |
| STRAND / STANDARD | SPS.1. | The child will participate in activities to develop the skills necessary for working and interacting with others. |
| OBJECTIVE | SPS.1.D. | Develops confidence and stands up for own rights. |
| SKILL / CONCEPT | SPS.1.D.1. | Attempts new tasks with enthusiasm. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT STANDARD / COURSE | OK.SPS. | SOCIAL AND PERSONAL SKILLS (Ages 3-5) |
| STRAND / STANDARD | SPS.1. | The child will participate in activities to develop the skills necessary for working and interacting with others. |
| OBJECTIVE | SPS.1.E. | Shows respect for others and their property. |
| SKILL / CONCEPT | SPS.1.E.1. | Treats other children respectfully and uses care with their property. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| CONTENT STANDARD / COURSE | OK.SPS. | SOCIAL AND PERSONAL SKILLS (Ages 3-5) |
| STRAND / STANDARD | SPS.1. | The child will participate in activities to develop the skills necessary for working and interacting with others. |
| OBJECTIVE | SPS.1.F. | Recognizes and expresses own feelings and responds appropriately. |
| SKILL / CONCEPT | SPS.1.F.1. | Deals with feelings in age appropriate way. ReadyRosie Funny Faces Talking About Your Feelings |
| SKILL / CONCEPT | SPS.1.F.2. | Uses words or pictures to identify and label some of his or her own feelings and needs. ReadyRosie Behavior is a form of communication Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| CONTENT STANDARD / COURSE | OK.SPS. | SOCIAL AND PERSONAL SKILLS (Ages 3-5) |
| STRAND / STANDARD | SPS.1. | The child will participate in activities to develop the skills necessary for working and interacting with others. |
| OBJECTIVE | SPS.1.G. | Develops increasing abilities to give and take in interactions; to take turns in games or using materials; and to interact without being overly submissive or directive. |
| SKILL / CONCEPT | SPS.1.G.1. | Shares equipment/materials and takes turns in activities. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT STANDARD / COURSE | OK.SPS. | SOCIAL AND PERSONAL SKILLS (Ages 3-5) |
| STRAND / STANDARD | SPS.1. | The child will participate in activities to develop the skills necessary for working and interacting with others. |
| OBJECTIVE | SPS.1.H. | Works independently and/or cooperatively to solve problems or resolve conflicts. |
| SKILL / CONCEPT | SPS.1.H.1. | Uses words and strategies for resolving conflicts and solving problems. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| CONTENT STANDARD / COURSE | OK.SPS. | SOCIAL AND PERSONAL SKILLS (Ages 3-5) |
| STRAND / STANDARD | SPS.1. | The child will participate in activities to develop the skills necessary for working and interacting with others. |
| OBJECTIVE | SPS.1.I. | Seeks assistance from adult when appropriate. |
| SKILL / CONCEPT | SPS.1.I.1. | Attempts to solve problem before asking for assistance from teacher. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| CONTENT STANDARD / COURSE | OK.SPS. | SOCIAL AND PERSONAL SKILLS (Ages 3-5) |
| STRAND / STANDARD | SPS.1. | The child will participate in activities to develop the skills necessary for working and interacting with others. |
| OBJECTIVE | SPS.1.J. | Demonstrates emerging awareness and respect for culture, ethnicity, abilities and disabilities. |
| SKILL / CONCEPT | SPS.1.J.1. | Develops successful relationships with others in the home, family and learning environment. ReadyRosie Building Houses Family Talent Show Keep It Up My Address Taking Turns Who has the Biggest Number? |
| SKILL / CONCEPT | SPS.1.J.2. | Treats everyone with respect and dignity. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| SKILL / CONCEPT | SPS.1.J.3. | Understands and values similarities and differences among people. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| SKILL / CONCEPT | SPS.1.J.4. | Notices differences in skin color, eyes, hair, language, and culture. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| CONTENT STANDARD / COURSE | OK.SPS. | SOCIAL AND PERSONAL SKILLS (Ages 3-5) |
| STRAND / STANDARD | SPS.2. | The child will develop the skills necessary for participating in a variety of settings. |
| OBJECTIVE | SPS.2.A. | States his/her full name, age, and name of parent or guardian. |
| SKILL / CONCEPT | SPS.2.A.1. | Gives personal information such as name and age. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| SKILL / CONCEPT | SPS.2.A.2. | Names significant family members. ReadyRosie Tips for storytelling: Story ideas |
| CONTENT STANDARD / COURSE | OK.SS. | SOCIAL STUDIES (Ages 3-5) |
| STRAND / STANDARD | SS.1. | Civics – The child will exhibit traits of good citizenship. |
| OBJECTIVE | SS.1.B. | Recognizes the importance of his/her role as a member of the family, the class and the community. |
| SKILL / CONCEPT | SS.1.B.1. | Identifies self as a member of a family, community, and school class or caring group. ReadyRosie My Address |
| SKILL / CONCEPT | SS.1.B.2. | Creates representations of home, school, or community through drawings or block constructions. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| CONTENT STANDARD / COURSE | OK.SS. | SOCIAL STUDIES (Ages 3-5) |
| STRAND / STANDARD | SS.1. | Civics – The child will exhibit traits of good citizenship. |
| OBJECTIVE | SS.1.C. | Listens to others while in large and small groups. |
| SKILL / CONCEPT | SS.1.C.1. | Takes turns listening and speaking. ReadyRosie Choosing the Right Voice Taking Turns |
| CONTENT STANDARD / COURSE | OK.SS. | SOCIAL STUDIES (Ages 3-5) |
| STRAND / STANDARD | SS.1. | Civics – The child will exhibit traits of good citizenship. |
| OBJECTIVE | SS.1.D. | Shows respect for others and their property. |
| SKILL / CONCEPT | SS.1.D.1. | Treats other children respectfully and uses care with their property. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| CONTENT STANDARD / COURSE | OK.SS. | SOCIAL STUDIES (Ages 3-5) |
| STRAND / STANDARD | SS.1. | Civics – The child will exhibit traits of good citizenship. |
| OBJECTIVE | SS.1.F. | Recognizes patriotic symbols and activities (e.g., American Flag). |
| SKILL / CONCEPT | SS.1.F.1. | Recognizes the American and/or Tribal flag, and other symbols. ReadyRosie Shopping for Clothes |
| CONTENT STANDARD / COURSE | OK.SS. | SOCIAL STUDIES (Ages 3-5) |
| STRAND / STANDARD | SS.3. | The child will discuss how children in various communities and cultures are alike and different. |
| OBJECTIVE | SS.3.B. | Explores how children are unique as to languages, food, clothing, transportation, and customs. |
| SKILL / CONCEPT | SS.3.B.1. | Talks about how different people have differences in language, food, clothing, transportation, and customs. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| CONTENT STANDARD / COURSE | OK.SS. | SOCIAL STUDIES (Ages 3-5) |
| STRAND / STANDARD | SS.3. | The child will discuss how children in various communities and cultures are alike and different. |
| OBJECTIVE | SS.3.C. | Explores how families and communities build “traditions.” |
| SKILL / CONCEPT | SS.3.C.1. | Shares family and community traditions. ReadyRosie Why is storytelling important? |
| CONTENT STANDARD / COURSE | OK.SS. | SOCIAL STUDIES (Ages 3-5) |
| STRAND / STANDARD | SS.4. | Geography – The child will explore various careers. |
| OBJECTIVE | SS.4.B. | Identifies various school and community personnel. |
| SKILL / CONCEPT | SS.4.B.1. | Names school personnel such as principal or director, teacher, secretary, custodian, cook, etc. ReadyRosie Who Should We Ask? |
| SKILL / CONCEPT | SS.4.B.2. | Names community personnel such as police officer, firefighter, doctor, mail carrier, farmer, restaurant worker, etc. ReadyRosie Who Should We Ask? |
| CONTENT STANDARD / COURSE | OK.SS. | SOCIAL STUDIES (Ages 3-5) |
| STRAND / STANDARD | SS.4. | Geography – The child will explore various careers. |
| OBJECTIVE | SS.4.C. | Develops an awareness of money being needed to purchase things. |
| SKILL / CONCEPT | SS.4.C.1. | Imitates paying for items and services during dramatic play. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Making a Grocery List Pretending Together Stuffed Animal Stories Toy Stories |
| Oklahoma Academic Standards |
| Health and PE |
| Grade: Pre K - Adopted: 2016 |
| CONTENT STANDARD / COURSE | OK.HE.2. | Health |
| STRAND / STANDARD | 1.2. | Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
| OBJECTIVE | 1.2.1. | Identify that healthy behaviors affect personal health (e.g., healthy eating, adequate sleep, physical activity, positive peer interactions). ReadyRosie Brushing Your Teeth |
| CONTENT STANDARD / COURSE | OK.HE.2. | Health |
| STRAND / STANDARD | 2.2. | Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. |
| OBJECTIVE | 2.2.2. | Identify what the school can do to support personal health practices and behaviors. ReadyRosie How do I get my child to______? |
| CONTENT STANDARD / COURSE | OK.HE.2. | Health |
| STRAND / STANDARD | 4.2. | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| OBJECTIVE | 4.2.2. | Demonstrate listening skills to enhance health. ReadyRosie Sink or Swim |
| CONTENT STANDARD / COURSE | OK.HE.2. | Health |
| STRAND / STANDARD | 6.2. | Students will demonstrate the ability to use goal-setting skills to enhance health. |
| OBJECTIVE | 6.2.1. | Identify a short-term personal health goal and take action toward achieving the goal. ReadyRosie Setting Summer Learning Goals |
| OBJECTIVE | 6.2.2. | Identify who can help when assistance is needed to achieve a personal health goal. ReadyRosie Setting Summer Learning Goals |
| CONTENT STANDARD / COURSE | OK.HE.2. | Health |
| STRAND / STANDARD | 7.2. | Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. |
| OBJECTIVE | 7.2.1. | Demonstrate healthy practices and behaviors to maintain or improve personal health. ReadyRosie Brushing Your Teeth |
| OBJECTIVE | 7.2.2. | Demonstrate behaviors that avoid or reduce health risks. ReadyRosie Brushing Your Teeth |
| CONTENT STANDARD / COURSE | OK.HE.2. | Health |
| STRAND / STANDARD | 8.2. | Students will demonstrate the ability to advocate for personal, family and community health. |
| OBJECTIVE | 8.2.1. | Make requests to promote personal health (e.g., requesting healthy foods and drinks, avoiding second hand smoke, use of personal safety equipment, proper hygiene). ReadyRosie Rub a Dub Counting |
| CONTENT STANDARD / COURSE | OK.HE.2. | Health |
| STRAND / STANDARD | 1.2. | Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
| OBJECTIVE | 1.2.1. | Identify that healthy behaviors affect personal health (e.g., healthy eating, adequate sleep, physical activity, positive peer interactions). ReadyRosie Brushing Your Teeth |
| CONTENT STANDARD / COURSE | OK.HE.2. | Health |
| STRAND / STANDARD | 2.2. | Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. |
| OBJECTIVE | 2.2.2. | Identify what the school can do to support personal health practices and behaviors. ReadyRosie How do I get my child to______? |
| CONTENT STANDARD / COURSE | OK.HE.2. | Health |
| STRAND / STANDARD | 4.2. | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| OBJECTIVE | 4.2.2. | Demonstrate listening skills to enhance health. ReadyRosie Sink or Swim |
| CONTENT STANDARD / COURSE | OK.HE.2. | Health |
| STRAND / STANDARD | 6.2. | Students will demonstrate the ability to use goal-setting skills to enhance health. |
| OBJECTIVE | 6.2.1. | Identify a short-term personal health goal and take action toward achieving the goal. ReadyRosie Setting Summer Learning Goals |
| OBJECTIVE | 6.2.2. | Identify who can help when assistance is needed to achieve a personal health goal. ReadyRosie Setting Summer Learning Goals |
| CONTENT STANDARD / COURSE | OK.HE.2. | Health |
| STRAND / STANDARD | 7.2. | Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. |
| OBJECTIVE | 7.2.1. | Demonstrate healthy practices and behaviors to maintain or improve personal health. ReadyRosie Brushing Your Teeth |
| OBJECTIVE | 7.2.2. | Demonstrate behaviors that avoid or reduce health risks. ReadyRosie Brushing Your Teeth |
| CONTENT STANDARD / COURSE | OK.HE.2. | Health |
| STRAND / STANDARD | 8.2. | Students will demonstrate the ability to advocate for personal, family and community health. |
| OBJECTIVE | 8.2.1. | Make requests to promote personal health (e.g., requesting healthy foods and drinks, avoiding second hand smoke, use of personal safety equipment, proper hygiene). ReadyRosie Rub a Dub Counting |
| CONTENT STANDARD / COURSE | OK.PE.PreK-K. | Physical Education |
| STRAND / STANDARD | S1. | Demonstrates competency in a variety of motor skills and movement patterns. |
| OBJECTIVE | S1.E1. | Locomotor - Hopping, galloping, running, sliding, skipping, leaping |
| SKILL / CONCEPT | S1.E1.1. | Performs locomotor skills (hopping, galloping, running, sliding, skipping, leaping) while maintaining balance. ReadyRosie Hopping Rhyming |
| CONTENT STANDARD / COURSE | OK.PE.PreK-K. | Physical Education |
| STRAND / STANDARD | S1. | Demonstrates competency in a variety of motor skills and movement patterns. |
| OBJECTIVE | S1.E3. | Locomotor - Jumping and landing, horizontal |
| SKILL / CONCEPT | S1.E3.1. | Performs jumping and landing actions with balance. ReadyRosie Hopping Rhyming |
| CONTENT STANDARD / COURSE | OK.PE.PreK-K. | Physical Education |
| STRAND / STANDARD | S1. | Demonstrates competency in a variety of motor skills and movement patterns. |
| OBJECTIVE | S1.E4. | Locomotor - Jumping and landing, vertical |
| SKILL / CONCEPT | S1.E4.1. | Performs jumping and landing actions with balance. ReadyRosie Hopping Rhyming |
| CONTENT STANDARD / COURSE | OK.PE.PreK-K. | Physical Education |
| STRAND / STANDARD | S1. | Demonstrates competency in a variety of motor skills and movement patterns. |
| OBJECTIVE | S1.E13. | Manipulatives - Throwing; underhand and overhand |
| SKILL / CONCEPT | S1.E13.1. | Throws underhand and overhand with opposite foot forward. Pre-K: Throws underhand and overhand without opposition. ReadyRosie Rhyming Toss |
| CONTENT STANDARD / COURSE | OK.PE.PreK-K. | Physical Education |
| STRAND / STANDARD | S4. | Exhibits responsible personal and social behavior that respects self and others. |
| OBJECTIVE | S4.E1. | Personal Responsibility |
| SKILL / CONCEPT | S4.E1.1. | Follows directions in group settings (e.g., safe behaviors, following rules). ReadyRosie How do I get my child to______? Sink or Swim |
| CONTENT STANDARD / COURSE | OK.PE.PreK-K. | Physical Education |
| STRAND / STANDARD | S4. | Exhibits responsible personal and social behavior that respects self and others. |
| OBJECTIVE | S4.E4. | Working with Others |
| SKILL / CONCEPT | S4.E4.1. | Shares equipment and space with others. ReadyRosie Clap and Count |
| CONTENT STANDARD / COURSE | OK.PE.PreK-K. | Physical Education |
| STRAND / STANDARD | S4. | Exhibits responsible personal and social behavior that respects self and others. |
| OBJECTIVE | S4.E5. | Rules and Etiquette |
| SKILL / CONCEPT | S4.E5.1. | Recognizes the established protocols for class activities. ReadyRosie How do I get my child to______? Sink or Swim |
| CONTENT STANDARD / COURSE | OK.PE.PreK-K. | Physical Education |
| STRAND / STANDARD | S5. | Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. |
| OBJECTIVE | S5.E4. | Self-expression and Enjoyment - Social Interaction |
| SKILL / CONCEPT | S5.E4.1. | Demonstrates socially acceptable conflict resolution skills. ReadyRosie How can I stop my kids from fighting? |
| Oklahoma Academic Standards |
| Language Arts |
| Grade: Pre K - Adopted: 2016 |
| CONTENT STANDARD / COURSE | OK.PK.1. | Speaking and Listening - Students will speak and listen effectively in a variety of situations including, but not limited to, responses to reading and writing. |
| STRAND / STANDARD | PK.1.R. | Reading - Students will develop and apply effective communication skills through speaking and active listening. |
| OBJECTIVE | PK.1.R.1. | Students will actively listen and speak using agreed-upon rules with guidance and support. ReadyRosie Choosing the Right Voice Taking Turns |
| OBJECTIVE | PK.1.R.2. | Students will begin to ask and answer questions about information presented orally or through text or other media with guidance and support. ReadyRosie Book Bag Descriptions Getting Information from Pictures Just the Facts Making Trail Mix Reading a Book for the Second Time Recalling What Happened in a Story What's for Dinner? Who Should We Ask? |
| OBJECTIVE | PK.1.R.4. | Students will follow simple oral directions. ReadyRosie Follow My Design Follow the Leader Following Directions Mirror, Mirror Sequences of Sounds Shopping for Clothes |
| CONTENT STANDARD / COURSE | OK.PK.1. | Speaking and Listening - Students will speak and listen effectively in a variety of situations including, but not limited to, responses to reading and writing. |
| STRAND / STANDARD | PK.1.W. | Writing - Students will develop and apply effective communication skills through speaking and active listening to create individual and group projects and presentations. |
| OBJECTIVE | PK.1.W.1. | Students will begin to orally describe personal interests or tell stories to classmates with guidance and support. ReadyRosie Grandparent Storytime Pantry Talk Description Pretending Together Putting Away the Groceries Table Riddles Yesterday, Today, Tomorrow Zoo in My Room |
| CONTENT STANDARD / COURSE | OK.PK.2RF. | Reading Foundations - Students will develop foundational skills for future reading success by working with sounds, letters, and text. |
| STRAND / STANDARD | PK.2.PA. | Phonological Awareness - Phonological awareness is the ability to recognize, think about, and manipulate sounds in spoken language without using text. |
| OBJECTIVE | PK.2.PA.1. | Students will distinguish spoken words in a sentence with guidance and support. ReadyRosie Color Word Sentences Sentence Segmenting Words on the Page |
| OBJECTIVE | PK.2.PA.2. | Students will recognize spoken words that rhyme. ReadyRosie Hopping Rhyming Little Bo Peep Substitutions Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| OBJECTIVE | PK.2.PA.3. | Students will begin to recognize syllables in spoken words (e.g., sunshine= sun + shine). ReadyRosie Frog Hopping Grocery Sack Syllables |
| OBJECTIVE | PK.2.PA.4. | Students will begin to isolate initial and final sounds in spoken words. ReadyRosie Listen My Children Reading the Grocery List Searching for Sounds at the Store Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| OBJECTIVE | PK.2.PA.6. | Students will combine onsets and rimes to form familiar one syllable spoken words with pictorial support (e.g., /c/ + at = cat). ReadyRosie Drumming Sounds Echo Game Frog Hopping Lazy Letters Sequences of Sounds |
| CONTENT STANDARD / COURSE | OK.PK.2RF. | Reading Foundations - Students will develop foundational skills for future reading success by working with sounds, letters, and text. |
| STRAND / STANDARD | PK.2.PC. | Print Concepts - Students will demonstrate their understanding of the organization and basic features of print, including book handling skills and the understanding that printed materials provide information and tell stories. |
| OBJECTIVE | PK.2.PC.1. | Students will write the majority of the letters in their first name and some uppercase and lowercase letters with guidance and support. ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet |
| OBJECTIVE | PK.2.PC.2. | Students will understand that print carries a message by recognizing labels, signs, and other print in the environment with guidance and support. ReadyRosie Kitchen Labeling My Address Shopping for Clothes |
| OBJECTIVE | PK.2.PC.3. | Students will begin to demonstrate correct book orientation and identify the front and back covers of a book. ReadyRosie Funny Reading |
| OBJECTIVE | PK.2.PC.4. | Students will recognize that written words are made up of letters and are separated by spaces with guidance and support. ReadyRosie Kitchen Labeling Words on the Page |
| OBJECTIVE | PK.2.PC.5. | Students will begin to understand that print moves from top to bottom, left to right, and front to back. ReadyRosie Chime In Funny Reading Reading with Jack and Jill Words on the Page |
| CONTENT STANDARD / COURSE | OK.PK.2RF. | Reading Foundations - Students will develop foundational skills for future reading success by working with sounds, letters, and text. |
| STRAND / STANDARD | PK.2.PWS. | Phonics and Word Study - Students will decode and read words in context and isolation by applying phonics and word analysis skills. |
| OBJECTIVE | PK.2.PWS.1. | Students will name the majority of the letters in their first name and many uppercase and lowercase letters with guidance and support. ReadyRosie Letter Hunt Letter Sort Looking for Letters in Ads Making Letter Soup Making a Grocery List Morning Message Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| OBJECTIVE | PK.2.PWS.2. | Students will produce some sounds represented by letters with guidance and support. ReadyRosie Making a Grocery List |
| CONTENT STANDARD / COURSE | OK.PK.2RF. | Reading Foundations - Students will develop foundational skills for future reading success by working with sounds, letters, and text. |
| STRAND / STANDARD | PK.2.F. | Fluency - Students will recognize high-frequency words and read grade-level text smoothly and accurately, with expression that connotes comprehension. |
| OBJECTIVE | PK.2.F.1. | Students will read first name in print. ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| CONTENT STANDARD / COURSE | OK.PK.2RW. | Reading and Writing Process - Students will use a variety of recursive reading and writing processes. |
| STRAND / STANDARD | PK.2.R. | Reading - Students will read and comprehend increasingly complex literary and informational texts. |
| OBJECTIVE | PK.2.R.1. | Students will begin to retell or reenact major events from a read-aloud with guidance and support to recognize the main idea. ReadyRosie All About My Day Funny Faces Just the Facts My Favorite Part Recalling What Happened in a Story Retelling the Story |
| CONTENT STANDARD / COURSE | OK.PK.2RW. | Reading and Writing Process - Students will use a variety of recursive reading and writing processes. |
| STRAND / STANDARD | PK.2.W. | Writing - Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing. |
| OBJECTIVE | PK.2.W.1. | Students will begin to express themselves through drawing, dictating, and emergent writing. ReadyRosie Detailed Drawing of a Face Itsy Bitsy Spider Illustrations Making a Grocery List Stuffed Animal Stories Thank You Note Using a Menu to Order |
| CONTENT STANDARD / COURSE | OK.PK.3. | Critical Reading and Writing - Students will apply critical thinking skills to reading and writing. |
| STRAND / STANDARD | PK.3.R. | Reading - Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives. |
| OBJECTIVE | PK.3.R.1. | Students will describe the role of an author and illustrator, telling how they contribute to a story, with guidance and support. ReadyRosie Funny Reading |
| OBJECTIVE | PK.3.R.2. | Students will describe characters in a story with guidance and support. ReadyRosie Making Connections PreK |
| OBJECTIVE | PK.3.R.3. | Students will tell what is happening in a picture or illustration with guidance and support. ReadyRosie Picture Walk Predictions Retelling the Story |
| OBJECTIVE | PK.3.R.4. | Students will ask and answer basic questions (e.g., who, what, where, and when) about texts during shared reading or other text experiences with guidance and support. ReadyRosie Book Bag Descriptions Just the Facts Making Trail Mix Reading a Book for the Second Time Recalling What Happened in a Story |
| CONTENT STANDARD / COURSE | OK.PK.3. | Critical Reading and Writing - Students will apply critical thinking skills to reading and writing. |
| STRAND / STANDARD | PK.3.W. | Writing - Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice. |
| OBJECTIVE | PK.3.W.1. | Students will use drawing, labeling, and dictating to express thoughts and ideas with guidance and support. ReadyRosie Detailed Drawing of a Face Itsy Bitsy Spider Illustrations Making a Grocery List Stuffed Animal Stories Thank You Note Using a Menu to Order |
| CONTENT STANDARD / COURSE | OK.PK.4. | Vocabulary - Students will expand their working vocabularies to effectively communicate and understand texts. |
| STRAND / STANDARD | PK.4.R. | Reading - Students will expand academic, domain-appropriate, grade-level vocabularies through reading, word study, and class discussion. |
| OBJECTIVE | PK.4.R.1. | Students will acquire new academic, content-specific, grade-level vocabulary and relate new words to prior knowledge with guidance and support. ReadyRosie Think About It |
| OBJECTIVE | PK.4.R.3. | Students will name and sort familiar objects into categories based on common attributes with guidance and support. ReadyRosie Grocery Store Conversations How Many Can You Name? |
| CONTENT STANDARD / COURSE | OK.PK.8. | Independent Reading and Writing - Students will read and write for a variety of purposes including, but not limited to, academic and personal. |
| STRAND / STANDARD | PK.8.R. | Reading - Students will read independently for a variety of purposes and for extended periods of time. Students will select appropriate texts for specific purposes. |
| OBJECTIVE | PK.8.R.1. | Students will demonstrate interest in books during read-alouds and shared reading, and interact independently with books. ReadyRosie Book Selection Chime In Making a Grocery List Reading Routines for Early Readers Reading with Jack and Jill |
| CONTENT STANDARD / COURSE | OK.PK.8. | Independent Reading and Writing - Students will read and write for a variety of purposes including, but not limited to, academic and personal. |
| STRAND / STANDARD | PK.8.W. | Writing - Students will write independently for extended periods of time. Students will vary their modes of expression to suit audience and task. |
| OBJECTIVE | PK.8.W.1. | Students will express their ideas through a combination of drawing and emergent writing with guidance and support. ReadyRosie Detailed Drawing of a Face Itsy Bitsy Spider Illustrations Stuffed Animal Stories Using a Menu to Order |
| Oklahoma Academic Standards |
| Mathematics |
| Grade: Pre K - Adopted: 2016 |
| CONTENT STANDARD / COURSE | OK.PK.N. | Number & Operations (N) |
| STRAND / STANDARD | PK.N.1. | Know number names and count in sequence. |
| OBJECTIVE | PK.N.1.1. | Count aloud forward in sequence by 1s to 20. ReadyRosie Counting Signs How Many in a Set? How Old Are You? One Less One More Skipping Around |
| OBJECTIVE | PK.N.1.2. | Recognize and name written numerals 0-10. ReadyRosie Find My Number Magazine Number Hunt Numbers Everywhere |
| CONTENT STANDARD / COURSE | OK.PK.N. | Number & Operations (N) |
| STRAND / STANDARD | PK.N.2. | Count to tell the number of objects. |
| OBJECTIVE | PK.N.2.1. | Identify the number of objects, up to 10, in a row or column. ReadyRosie Domino Match-Up How Many Feet? How Many in a Set? Quick Dots Show Me Slap One More Who has the Biggest Number? |
| OBJECTIVE | PK.N.2.2. | Use one-to-one correspondence in counting objects and matching groups of objects. ReadyRosie Adding Ice Apple Pie Block Tower Counting Signs Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? More Grapes More than Ten Penny Drop The Number Stays the Same Three Little Animals Three Ways to Show a Number |
| OBJECTIVE | PK.N.2.3. | Understand the last numeral spoken, when counting aloud, tells how many total objects are in a set. ReadyRosie Domino Match-Up How Many Feet? How Many in a Set? Quick Dots Show Me Slap One More Who has the Biggest Number? |
| OBJECTIVE | PK.N.2.4. | Count up to 5 items in a scattered configuration; not in a row or column. ReadyRosie Adding Ice Counting Signs How Many Can I Grab? How Many Feet? How Many in a Set? How Old Are You? More than Ten One Less One More Skipping Around Three Little Animals |
| CONTENT STANDARD / COURSE | OK.PK.N. | Number & Operations (N) |
| STRAND / STANDARD | PK.N.3. | Compare sets using number. |
| OBJECTIVE | PK.N.3.1. | Compare two sets of 1-5 objects using comparative language such as same, more, or fewer. ReadyRosie Acorns and Pinecones Cereal Challenge How Many Steps to Bed? Make a Tower of Ten More than Ten Sharing a Meal Slap One More Sort and Graph Leaves Who has the Biggest Number? |
| CONTENT STANDARD / COURSE | OK.PK.A. | Algebraic Reasoning & Algebra (A) |
| STRAND / STANDARD | PK.A.1. | Recognize, duplicate, and extend patterns. |
| OBJECTIVE | PK.A.1.1. | Sort and group up to 5 objects into a set based upon characteristics such as color, size, and shape and explain verbally what the objects have in common. ReadyRosie Candy Sort and Graph Dino Dig I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| OBJECTIVE | PK.A.1.2. | Recognize, duplicate, and extend repeating patterns involving manipulatives, sound, movement, and other contexts. ReadyRosie Making Patterns Sound Patterns The Fence Problem |
| CONTENT STANDARD / COURSE | OK.PK.GM. | Geometry & Measurement (GM) |
| STRAND / STANDARD | PK.GM.1. | Identify common shapes. |
| OBJECTIVE | PK.GM.1.1. | Identify circles, squares, rectangles, and triangles by pointing to the shape when given the name. ReadyRosie Finger Shapes Guess My Shape Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| CONTENT STANDARD / COURSE | OK.PK.GM. | Geometry & Measurement (GM) |
| STRAND / STANDARD | PK.GM.2. | Describe and compare measureable attributes. |
| OBJECTIVE | PK.GM.2.1. | Identify measurable attributes of objects. Describe them as little, big, long, short, tall, heavy, light, or other age appropriate vocabulary. ReadyRosie Bookcase Problem Fill Up the Cup Grocery Store Weights How Many Can I Grab? Leap Frog Measure Measuring the Table Near and Far |
| OBJECTIVE | PK.GM.2.2. | Directly compare two objects with a common measurable attribute using words such as longer/shorter; heavier/lighter; or taller/shorter. ReadyRosie Bookcase Problem Fill Up the Cup Grocery Store Weights How Many Can I Grab? Leap Frog Measure Measuring the Table Near and Far |
| OBJECTIVE | PK.GM.2.3. | Sort objects into sets by one or more attributes. ReadyRosie Candy Sort and Graph Dino Dig I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| CONTENT STANDARD / COURSE | OK.PK.D. | Data & Probability (D) |
| STRAND / STANDARD | PK.D.1. | Collect and organize categorical data. |
| OBJECTIVE | PK.D.1.1. | Collect and organize information about objects and events in the environment. ReadyRosie How Many Feet? I Spy a Coin |