Oregon Academic Content Standards (Infant)
| Main Criteria: Oregon Academic Content 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 | ||
| Oregon Academic Content Standards |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2017 |
| STANDARD / CONTENT AREA | HS.ATL.B-9. | Approaches to Learning (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL AND BEHAVIORAL SELF-REGULATION | |
| BENCHMARK / STRAND | IT-ATL1. | Child manages feelings and emotions with support of familiar adults. |
| EXPECTATION / BENCHMARK | IT-ATL1.1. | Engages with familiar adults for calming and comfort, to focus attention, and to share joy. 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 |
| STANDARD / CONTENT AREA | HS.ATL.B-9. | Approaches to Learning (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL AND BEHAVIORAL SELF-REGULATION | |
| BENCHMARK / STRAND | IT-ATL2. | Child manages actions and behavior with support of familiar adults. |
| EXPECTATION / BENCHMARK | IT-ATL2.1. | Responds to attentive caregiving by quieting or calming down, such as when being fed or being comforted during moments of physical distress. 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 |
| STANDARD / CONTENT AREA | HS.ATL.B-9. | Approaches to Learning (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| BENCHMARK / STRAND | IT-ATL3. | Child maintains focus and sustains attention with support. |
| EXPECTATION / BENCHMARK | IT-ATL3.1. | Develops some ability to filter out distracting sensory stimuli in order to focus on and attend to important people or objects in the environment with support. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STANDARD / CONTENT AREA | HS.ATL.B-9. | Approaches to Learning (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| BENCHMARK / STRAND | IT-ATL4. | Child develops the ability to show persistence in actions and behavior. |
| EXPECTATION / BENCHMARK | IT-ATL4.1. | Shows increasing ability to continue interactions with familiar adults or toys for more than just a brief time. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STANDARD / CONTENT AREA | HS.ATL.B-9. | Approaches to Learning (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| BENCHMARK / STRAND | IT-ATL5. | Child demonstrates the ability to be flexible in actions and behavior. |
| EXPECTATION / BENCHMARK | IT-ATL5.1. | Shows repetitive patterns in actions or behaviors but sometimes tries more than one approach to solving a problem or engaging someone in interaction. ReadyRosie Do You See Me? Supported Standing |
| STANDARD / CONTENT AREA | HS.ATL.B-9. | Approaches to Learning (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: INITIATIVE AND CURIOSITY | |
| BENCHMARK / STRAND | IT-ATL6. | Child demonstrates emerging initiative in interactions, experiences, and explorations. |
| EXPECTATION / BENCHMARK | IT-ATL6.1. | Initiates interactions with familiar adults through expressions, actions, or behaviors. 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? |
| STANDARD / CONTENT AREA | HS.ATL.B-9. | Approaches to Learning (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: INITIATIVE AND CURIOSITY | |
| BENCHMARK / STRAND | IT-ATL7. | Child shows interest in and curiosity about objects, materials, or events. |
| EXPECTATION / BENCHMARK | IT-ATL7.1. | Shows excitement when engaged in learning, such as smiling at an adult, laughing after batting at a mobile, or knocking over a toy. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STANDARD / CONTENT AREA | HS.ATL.B-9. | Approaches to Learning (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: CREATIVITY | |
| BENCHMARK / STRAND | IT-ATL8. | Child uses creativity to increase understanding and learning. |
| EXPECTATION / BENCHMARK | IT-ATL8.1. | Uses a variety of ways to interact with other people. Modifies expressions, actions, or behaviors based on responses of others. 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? |
| STANDARD / CONTENT AREA | HS.SE.B-9. | Social and Emotional Development (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH ADULTS | |
| BENCHMARK / STRAND | IT-SE1. | Child develops expectations of consistent, positive interactions through secure relationships with familiar adults. |
| EXPECTATION / BENCHMARK | IT-SE1.1. | Interacts in predictable ways with familiar adults. Responds positively to familiar adults’ efforts to help with stressful moments. ReadyRosie Grasp and Grab How can I get my child to listen to me? How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| STANDARD / CONTENT AREA | HS.SE.B-9. | Social and Emotional Development (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH ADULTS | |
| BENCHMARK / STRAND | IT-SE2. | Child uses expectations learned through repeated experiences in primary relationships to develop relationships with other adults. |
| EXPECTATION / BENCHMARK | IT-SE2.1. | Shows recognition of familiar adults by turning head toward familiar voice, smiling, reaching, or quieting when held. May avoid or withdraw from unfamiliar adults. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STANDARD / CONTENT AREA | HS.SE.B-9. | Social and Emotional Development (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH ADULTS | |
| BENCHMARK / STRAND | IT-SE3. | Child learns to use adults as a resource to meet needs. |
| EXPECTATION / BENCHMARK | IT-SE3.1. | Communicates needs to familiar adults by using a variety of behaviors, such as, crying, looking, smiling, pointing, dropping, reaching, or banging objects. 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 |
| STANDARD / CONTENT AREA | HS.SE.B-9. | Social and Emotional Development (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN | |
| BENCHMARK / STRAND | IT-SE4. | Child shows interest in, interacts with, and develops personal relationships with other children. |
| EXPECTATION / BENCHMARK | IT-SE4.1. | Looks at attentively, touches or explores another child’s face. Shows recognition of familiar children through actions or behaviors, such as smiling, reaching, touching, or making sounds directed to the child. ReadyRosie Do You See Me? |
| STANDARD / CONTENT AREA | HS.SE.B-9. | Social and Emotional Development (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN | |
| BENCHMARK / STRAND | IT-SE5. | Child imitates and engages in play with other children. |
| EXPECTATION / BENCHMARK | IT-SE5.1. | Responds to another child’s actions or sounds during play with a toy by watching attentively, touching the other child, or reaching for or taking the toy. ReadyRosie Do You See Me? |
| STANDARD / CONTENT AREA | HS.SE.B-9. | Social and Emotional Development (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL FUNCTIONING | |
| BENCHMARK / STRAND | IT-SE6. | Child learns to express a range of emotions. |
| EXPECTATION / BENCHMARK | IT-SE6.1. | Expresses feelings of comfort, discomfort, enjoyment, fear, surprise, anger, or unhappiness by crying, smiling, laughing or through facial expressions, body movements or gestures, often to elicit a response from a familiar adult. ReadyRosie Snuggle Close |
| STANDARD / CONTENT AREA | HS.SE.B-9. | Social and Emotional Development (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL FUNCTIONING | |
| BENCHMARK / STRAND | IT-SE7. | Child recognizes and interprets emotions of others with the support of familiar adults. |
| EXPECTATION / BENCHMARK | IT-SE7.1. | Attends with interest when others show they are happy, sad, or fearful by their facial expressions, voices, or actions. ReadyRosie Do You See Me? |
| STANDARD / CONTENT AREA | HS.SE.B-9. | Social and Emotional Development (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL FUNCTIONING | |
| BENCHMARK / STRAND | IT-SE9. | Child manages emotions with the support of familiar adults. |
| EXPECTATION / BENCHMARK | IT-SE9.1. | Quiets or stops crying when held and gently rocked or talked to by a familiar adult. 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 |
| STANDARD / CONTENT AREA | HS.SE.B-9. | Social and Emotional Development (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING | |
| BENCHMARK / STRAND | IT-SE10. | Child shows awareness about self and how to connect with others. |
| EXPECTATION / BENCHMARK | IT-SE10.1. | Learns about self by exploring hands, feet, body, and movement. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| STANDARD / CONTENT AREA | HS.SE.B-9. | Social and Emotional Development (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING | |
| BENCHMARK / STRAND | IT-SE11. | Child understands some characteristics of self and others. |
| EXPECTATION / BENCHMARK | IT-SE11.1. | Listens and responds by quieting, smiling or cooing when name is said to child or when it is used in conversation with a familiar adult. ReadyRosie That's My Name |
| STANDARD / CONTENT AREA | HS.SE.B-9. | Social and Emotional Development (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING | |
| BENCHMARK / STRAND | IT-SE12. | Child shows confidence in own abilities through relationships with others. |
| EXPECTATION / BENCHMARK | IT-SE12.1. | Participates in back-and-forth social interactions through facial expressions, sounds, gestures, and responding to the actions of others. 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? |
| STANDARD / CONTENT AREA | HS.SE.B-9. | Social and Emotional Development (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING | |
| BENCHMARK / STRAND | IT-SE13. | Child develops a sense of belonging through relationships with others. |
| EXPECTATION / BENCHMARK | IT-SE13.1. | Shows awareness of familiar routines by behaviors, such as opening mouth for feeding or lifting arms to be picked up. ReadyRosie How do I get my child to______? |
| STANDARD / CONTENT AREA | HS.LC.B-9. | Language and Communication (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: ATTENDING AND UNDERSTANDING | |
| BENCHMARK / STRAND | IT-LC1. | Child attends to, understands, and responds to communication and language from others. |
| EXPECTATION / BENCHMARK | IT-LC1.1. | Attends to verbal and non-verbal communication by turning toward or looking at a person. Participates in reciprocal interactions by exchanging facial expressions and language sounds with familiar adults. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| STANDARD / CONTENT AREA | HS.LC.B-9. | Language and Communication (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: ATTENDING AND UNDERSTANDING | |
| BENCHMARK / STRAND | IT-LC2. | Child learns from communication and language experiences with others. |
| EXPECTATION / BENCHMARK | IT-LC2.1. | Pays attention when familiar adults talk or sign about objects, people, or events during face-to-face interactions by changing focus, making eye contact, or looking at people or objects. ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Which Toy? |
| STANDARD / CONTENT AREA | HS.LC.B-9. | Language and Communication (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMMUNICATING AND SPEAKING | |
| BENCHMARK / STRAND | IT-LC3. | Child communicates needs and wants non-verbally and by using language. |
| EXPECTATION / BENCHMARK | IT-LC3.1. | Learns how to use different means of communication to signal distress or discomfort, solicit help, and to communicate interests and needs to others. ReadyRosie Behavior is a form of communication |
| STANDARD / CONTENT AREA | HS.LC.B-9. | Language and Communication (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMMUNICATING AND SPEAKING | |
| BENCHMARK / STRAND | IT-LC4. | Child uses non-verbal communication and language to engage others in interaction. |
| EXPECTATION / BENCHMARK | IT-LC4.1. | Uses facial expressions, including smiling, or uses gestures or sounds, such as cooing or babbling, to engage familiar adults in social interaction. 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? |
| STANDARD / CONTENT AREA | HS.LC.B-9. | Language and Communication (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMMUNICATING AND SPEAKING | |
| BENCHMARK / STRAND | IT-LC5. | Child uses increasingly complex language in conversation with others. |
| EXPECTATION / BENCHMARK | IT-LC5.1. | Explores sounds common in many languages, such as “ma-ma” or “ba-ba. ReadyRosie Lunchtime Language |
| STANDARD / CONTENT AREA | HS.LC.B-9. | Language and Communication (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMMUNICATING AND SPEAKING | |
| BENCHMARK / STRAND | IT-LC6. | Child initiates non-verbal communication and language to learn and gain information. |
| EXPECTATION / BENCHMARK | IT-LC6.1. | Takes turns in nonverbal conversations by using facial expressions, sounds, gestures or signs to initiate or respond to communication. ReadyRosie Lunchtime Language Snuggle Close |
| STANDARD / CONTENT AREA | HS.LC.B-9. | Language and Communication (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: VOCABULARY | |
| BENCHMARK / STRAND | IT-LC7. | Child understands an increasing number of words used in communication with others. |
| EXPECTATION / BENCHMARK | IT-LC7.1. | Looks at familiar people, animals or objects when they are named such as mama, puppy, or ball. ReadyRosie Animal Noises Bath Time Fun Self Talk |
| STANDARD / CONTENT AREA | HS.LC.B-9. | Language and Communication (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: VOCABULARY | |
| BENCHMARK / STRAND | IT-LC8. | Child uses an increasing number of words in communication and conversation with others. |
| EXPECTATION / BENCHMARK | IT-LC8.1. | May use signs or verbalizations for familiar people or objects. ReadyRosie Lunchtime Language |
| STANDARD / CONTENT AREA | HS.LC.B-9. | Language and Communication (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT LITERACY | |
| BENCHMARK / STRAND | IT-LC9. | Child attends to, repeats, and uses some rhymes, phrases, or refrains from stories or songs. |
| EXPECTATION / BENCHMARK | IT-LC9.1. | Listens and attends to culturally and linguistically familiar words or signs in rhymes or songs. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Lunchtime Language Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| STANDARD / CONTENT AREA | HS.LC.B-9. | Language and Communication (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT LITERACY | |
| BENCHMARK / STRAND | IT-LC11. | Child recognizes pictures and some symbols, signs, or words. |
| EXPECTATION / BENCHMARK | IT-LC11.1. | Looks at pictures of familiar people, animals, or objects while an adult points at and/or names the person, animal, or object. ReadyRosie Animal Noises |
| STANDARD / CONTENT AREA | HS.LC.B-9. | Language and Communication (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT LITERACY | |
| BENCHMARK / STRAND | IT-LC12. | Child comprehends meaning from pictures and stories. |
| EXPECTATION / BENCHMARK | IT-LC12.1. | Looks at picture books and listens to an adult talk about pictures in a book. ReadyRosie Animal Noises |
| STANDARD / CONTENT AREA | HS.C.B-9. | Cognition (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EXPLORATION AND DISCOVERY | |
| BENCHMARK / STRAND | IT-C1. | Child actively explores people and objects to understand self, others, and objects. |
| EXPECTATION / BENCHMARK | IT-C1.1. | Uses the senses and a variety of actions to examine people and objects, such as mouthing, touching, shaking or dropping. ReadyRosie Bath Time Fun Table Taps Touch and Taste Two on Me and You |
| STANDARD / CONTENT AREA | HS.C.B-9. | Cognition (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EXPLORATION AND DISCOVERY | |
| BENCHMARK / STRAND | IT-C2. | Child uses understanding of causal relationships to act on social and physical environments. |
| EXPECTATION / BENCHMARK | IT-C2.1. | Repeats an action to make things happen or to get an adult to repeat an action, such as dropping a toy from the high chair repeatedly and waiting for an adult to pick it up. ReadyRosie Bath Time Fun Kicking Paper |
| STANDARD / CONTENT AREA | HS.C.B-9. | Cognition (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: MEMORY | |
| BENCHMARK / STRAND | IT-C3. | Child recognizes differences between familiar and unfamiliar people, objects, actions, or events. |
| EXPECTATION / BENCHMARK | IT-C3.1. | Recognizes familiar people by their faces or voices. Learns to distinguish between familiar and unfamiliar people. ReadyRosie Do You See Me? |
| STANDARD / CONTENT AREA | HS.C.B-9. | Cognition (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: MEMORY | |
| BENCHMARK / STRAND | IT-C4. | Child recognizes the stability of people and objects in the environment. |
| EXPECTATION / BENCHMARK | IT-C4.1. | Shows awareness that people and objects still exist when they are out of sight or sound range. May turn head or crawl towards a parent or other familiar adult who leaves the room. 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 |
| STANDARD / CONTENT AREA | HS.C.B-9. | Cognition (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: MEMORY | |
| BENCHMARK / STRAND | IT-C5. | Child uses memories as a foundation for more complex actions and thoughts. |
| EXPECTATION / BENCHMARK | IT-C5.1. | Shows excitement with a toy or other object that was played with days earlier. Anticipates familiar actions or routines, such as getting picked up or being fed. ReadyRosie Animal Noises How do I get my child to______? Reading Routines for Early Readers What Comes after Two? |
| STANDARD / CONTENT AREA | HS.C.B-9. | Cognition (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: REASONING AND PROBLEM SOLVING | |
| BENCHMARK / STRAND | IT-C6. | Child learns to use a variety of strategies in solving problems. |
| EXPECTATION / BENCHMARK | IT-C6.1. | Engages in simple repeated actions to reach a goal, such as trying to get whole hand and then fingers or thumb in mouth. ReadyRosie Do You See Me? Supported Standing |
| STANDARD / CONTENT AREA | HS.C.B-9. | Cognition (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: REASONING AND PROBLEM SOLVING | |
| BENCHMARK / STRAND | IT-C7. | Child uses reasoning and planning ahead to solve problems. |
| EXPECTATION / BENCHMARK | IT-C7.1. | Uses own actions or movements to solve simple problems, such as rolling to the side to reach an object or kicking to make something move. ReadyRosie Roll Over |
| STANDARD / CONTENT AREA | HS.C.B-9. | Cognition (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT MATHEMATICAL THINKING | |
| BENCHMARK / STRAND | IT-C8. | Child develops sense of number and quantity. |
| EXPECTATION / BENCHMARK | IT-C8.1. | Attends to quantity in play with objects, such as reaching or looking for more than one object. ReadyRosie Table Taps Two on Me and You |
| STANDARD / CONTENT AREA | HS.PMP.B-9. | Perceptual, Motor, and Physical Development (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: PERCEPTION | |
| BENCHMARK / STRAND | IT-PMP1. | Child uses perceptual information to understand objects, experiences, and interactions. |
| EXPECTATION / BENCHMARK | IT-PMP1.1. | Uses perceptual information to organize basic understanding of objects when given opportunities to observe, handle, and use objects, including recognizing differences in texture and how things feel. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| STANDARD / CONTENT AREA | HS.PMP.B-9. | Perceptual, Motor, and Physical Development (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: GROSS MOTOR | |
| BENCHMARK / STRAND | IT-PMP3. | Child demonstrates effective and efficient use of large muscles for movement and position. |
| EXPECTATION / BENCHMARK | IT-PMP3.1. | Explores new body positions and movements, such as rolling over, sitting, crawling, hitting or kicking at objects to achieve goals. ReadyRosie Roll Over |
| STANDARD / CONTENT AREA | HS.PMP.B-9. | Perceptual, Motor, and Physical Development (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: GROSS MOTOR | |
| BENCHMARK / STRAND | IT-PMP4. | Child demonstrates effective and efficient use of large muscles to explore the environment. |
| EXPECTATION / BENCHMARK | IT-PMP4.1. | Uses each new posture (raising head, rolling onto back, sitting) to learn new ways to explore the environment. For example, sits up to be able to reach for or hold objects. ReadyRosie Roll Over Supported Sitting |
| STANDARD / CONTENT AREA | HS.PMP.B-9. | Perceptual, Motor, and Physical Development (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: GROSS MOTOR | |
| BENCHMARK / STRAND | IT-PMP5. | Child uses sensory information and body awareness to understand how their body relates to the environment. |
| EXPECTATION / BENCHMARK | IT-PMP5.1. | Responds to sounds and sights in the environment by orienting head or body to understand the information in the event. For example, a young infant will turn towards an adult and re-position their body to be picked up. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| STANDARD / CONTENT AREA | HS.PMP.B-9. | Perceptual, Motor, and Physical Development (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: FINE MOTOR | |
| BENCHMARK / STRAND | IT-PMP6. | Child coordinates hand and eye movements to perform actions. |
| EXPECTATION / BENCHMARK | IT-PMP6.1. | Coordinates hands and eyes when reaching for and holding stable or moving objects. ReadyRosie Grasp and Grab Touch and Taste |
| STANDARD / CONTENT AREA | HS.PMP.B-9. | Perceptual, Motor, and Physical Development (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: FINE MOTOR | |
| BENCHMARK / STRAND | IT-PMP7. | Child uses hands for exploration, play, and daily routines. |
| EXPECTATION / BENCHMARK | IT-PMP7.1. | Uses single actions to explore shape, size, texture, or weight of objects, such as turning an object over or around, or dropping or pushing away an object. ReadyRosie Grasp and Grab Touch and Taste |
| STANDARD / CONTENT AREA | HS.PMP.B-9. | Perceptual, Motor, and Physical Development (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: FINE MOTOR | |
| BENCHMARK / STRAND | IT-PMP8. | Child adjusts reach and grasp to use tools. |
| EXPECTATION / BENCHMARK | IT-PMP8.1. | Uses increasingly refined grasps, matching the grasp to the task, such as using an index finger and thumb to pick up pieces of cereal or using the whole hand to bang objects together. ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| STANDARD / CONTENT AREA | HS.PMP.B-9. | Perceptual, Motor, and Physical Development (Birth to 9 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: HEALTH, SAFETY, AND NUTRITION | |
| BENCHMARK / STRAND | IT-PMP11. | Child demonstrates increasing interest in engaging in healthy eating habits and making nutritious food choices. |
| EXPECTATION / BENCHMARK | IT-PMP11.1. | Emerging ReadyRosie Lunchtime Language |
| Oregon Academic Content Standards |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2017 |
| STANDARD / CONTENT AREA | HS.ATL.8-18. | Approaches to Learning (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL AND BEHAVIORAL SELF-REGULATION | |
| BENCHMARK / STRAND | IT-ATL2. | Child manages actions and behavior with support of familiar adults. |
| EXPECTATION / BENCHMARK | IT-ATL2.1. | Looks to familiar adults for assistance and guidance with actions and behavior. May try to calm self by sucking on fingers or thumb when overly excited or distressed. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STANDARD / CONTENT AREA | HS.ATL.8-18. | Approaches to Learning (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| BENCHMARK / STRAND | IT-ATL3. | Child maintains focus and sustains attention with support. |
| EXPECTATION / BENCHMARK | IT-ATL3.1. | Shows increasing ability to attend to people, objects and activities in order to extend or complete an activity, or to join others in a common focus. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STANDARD / CONTENT AREA | HS.ATL.8-18. | Approaches to Learning (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| BENCHMARK / STRAND | IT-ATL4. | Child develops the ability to show persistence in actions and behavior. |
| EXPECTATION / BENCHMARK | IT-ATL4.1. | Shows willingness to repeat attempts to communicate or to repeat actions to solve a problem even when encountering difficulties. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| STANDARD / CONTENT AREA | HS.ATL.8-18. | Approaches to Learning (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| BENCHMARK / STRAND | IT-ATL5. | Child demonstrates the ability to be flexible in actions and behavior. |
| EXPECTATION / BENCHMARK | IT-ATL5.1. | Shows ability to shift focus in order to attend to something else, participate in a new activity or try a new approach to solving a problem. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up Walk the Line |
| STANDARD / CONTENT AREA | HS.ATL.8-18. | Approaches to Learning (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: INITIATIVE AND CURIOSITY | |
| BENCHMARK / STRAND | IT-ATL6. | Child demonstrates emerging initiative in interactions, experiences, and explorations. |
| EXPECTATION / BENCHMARK | IT-ATL6.1. | Points to desired people, objects or places, and initiates actions, such as looking for a favorite toy or bringing a book to an adult to read. Actively resists actions or items not wanted. ReadyRosie Choosing Clothes This or That |
| STANDARD / CONTENT AREA | HS.ATL.8-18. | Approaches to Learning (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: INITIATIVE AND CURIOSITY | |
| BENCHMARK / STRAND | IT-ATL7. | Child shows interest in and curiosity about objects, materials, or events. |
| EXPECTATION / BENCHMARK | IT-ATL7.1. | Approaches new events, experiences with others, or materials with interest and curiosity, such as intently listening to a new song or examining new toys or materials. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STANDARD / CONTENT AREA | HS.ATL.8-18. | Approaches to Learning (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: CREATIVITY | |
| BENCHMARK / STRAND | IT-ATL8. | Child uses creativity to increase understanding and learning. |
| EXPECTATION / BENCHMARK | IT-ATL8.1. | Finds new things to do with familiar, everyday objects, such as using a cooking pot for a hat or a spoon as a drumstick. ReadyRosie Bear Bath Tea Party |
| STANDARD / CONTENT AREA | HS.ATL.8-18. | Approaches to Learning (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: CREATIVITY | |
| BENCHMARK / STRAND | IT-ATL9. | Child shows imagination in play and interactions with others. |
| EXPECTATION / BENCHMARK | IT-ATL9.1. | Uses sounds, gestures, signs, or words playfully through songs, finger plays, or games. ReadyRosie Bear Bath 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 Tea Party Where is Thumbkin? Why should I sing to my baby? |
| STANDARD / CONTENT AREA | HS.SE.8-18. | Social and Emotional Development (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH ADULTS | |
| BENCHMARK / STRAND | IT-SE1. | Child develops expectations of consistent, positive interactions through secure relationships with familiar adults. |
| EXPECTATION / BENCHMARK | IT-SE1.1. | Looks to familiar adults for emotional support and encouragement. Reacts or may become distressed when separated from familiar adults. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STANDARD / CONTENT AREA | HS.SE.8-18. | Social and Emotional Development (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH ADULTS | |
| BENCHMARK / STRAND | IT-SE2. | Child uses expectations learned through repeated experiences in primary relationships to develop relationships with other adults. |
| EXPECTATION / BENCHMARK | IT-SE2.1. | Moves or stays close to familiar adults for emotional security when unfamiliar adult approaches. May look at familiar adults to gauge comfort level with unfamiliar adult. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STANDARD / CONTENT AREA | HS.SE.8-18. | Social and Emotional Development (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH ADULTS | |
| BENCHMARK / STRAND | IT-SE3. | Child learns to use adults as a resource to meet needs. |
| EXPECTATION / BENCHMARK | IT-SE3.1. | Looks to or seeks help from familiar adults, such as taking the adult’s hand and leading them to something the child wants or needs. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STANDARD / CONTENT AREA | HS.SE.8-18. | Social and Emotional Development (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN | |
| BENCHMARK / STRAND | IT-SE4. | Child shows interest in, interacts with, and develops personal relationships with other children. |
| EXPECTATION / BENCHMARK | IT-SE4.1. | Participates in simple back-and-forth interactions with another child. Interacts with a few children on a regular basis, knows some of their names likes or dislikes. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| STANDARD / CONTENT AREA | HS.SE.8-18. | Social and Emotional Development (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN | |
| BENCHMARK / STRAND | IT-SE5. | Child imitates and engages in play with other children. |
| EXPECTATION / BENCHMARK | IT-SE5.1. | Participates in simple imitation games, such as making similar sounds or running after another child. Plays next to other children with similar toys or materials. ReadyRosie Bear Bath Kick With Me Little Hands, Big Plans Tea Party |
| STANDARD / CONTENT AREA | HS.SE.8-18. | Social and Emotional Development (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL FUNCTIONING | |
| BENCHMARK / STRAND | IT-SE6. | Child learns to express a range of emotions. |
| EXPECTATION / BENCHMARK | IT-SE6.1. | Expresses feelings of comfort, discomfort, enjoyment, fear, surprise, anger, or unhappiness by crying, smiling, laughing or through facial expressions, body movements or gestures, often to elicit a response from a familiar adult. ReadyRosie Reading Emotions |
| STANDARD / CONTENT AREA | HS.SE.8-18. | Social and Emotional Development (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL FUNCTIONING | |
| BENCHMARK / STRAND | IT-SE7. | Child recognizes and interprets emotions of others with the support of familiar adults. |
| EXPECTATION / BENCHMARK | IT-SE7.1. | Responds to others’ emotional expressions, often by sharing an emotional reaction, such as smiling when an adult smiles or showing excitement when other children are excited. ReadyRosie Reading Emotions |
| STANDARD / CONTENT AREA | HS.SE.8-18. | Social and Emotional Development (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL FUNCTIONING | |
| BENCHMARK / STRAND | IT-SE8. | Child expresses care and concern towards others. |
| EXPECTATION / BENCHMARK | IT-SE8.1. | Looks sad or concerned when another child is crying or upset. May seek adult’s help or offer something, such as a blanket, food, or a soft toy. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STANDARD / CONTENT AREA | HS.SE.8-18. | Social and Emotional Development (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL FUNCTIONING | |
| BENCHMARK / STRAND | IT-SE9. | Child manages emotions with the support of familiar adults. |
| EXPECTATION / BENCHMARK | IT-SE9.1. | Looks to or seeks comfort when distressed and accepts reassurance from a familiar adult, or engages in self-comforting behaviors, such as sucking on fingers or thumb to calm self when upset or in new situations. ReadyRosie Behavior is a form of communication How should I handle temper tantrums? Tips for bonding with your baby You are your child's first teacher |
| STANDARD / CONTENT AREA | HS.SE.8-18. | Social and Emotional Development (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING | |
| BENCHMARK / STRAND | IT-SE10. | Child shows awareness about self and how to connect with others. |
| EXPECTATION / BENCHMARK | IT-SE10.1. | Experiments with use of hands and body, discovering new capacities and how movement and gestures can be used to relate to others. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| STANDARD / CONTENT AREA | HS.SE.8-18. | Social and Emotional Development (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING | |
| BENCHMARK / STRAND | IT-SE11. | Child understands some characteristics of self and others. |
| EXPECTATION / BENCHMARK | IT-SE11.1. | Responds by looking or coming when called by name. Pays attention when others notice what the child is able to do. ReadyRosie Happy Birthday to You Point and Learn This or That |
| STANDARD / CONTENT AREA | HS.SE.8-18. | Social and Emotional Development (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING | |
| BENCHMARK / STRAND | IT-SE12. | Child shows confidence in own abilities through relationships with others. |
| EXPECTATION / BENCHMARK | IT-SE12.1. | Expresses desires and preferences. Seeks to draw adult’s attention to objects of interest or new physical skills and attends to adult’s responses. ReadyRosie Choosing Clothes This or That |
| STANDARD / CONTENT AREA | HS.SE.8-18. | Social and Emotional Development (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING | |
| BENCHMARK / STRAND | IT-SE13. | Child develops a sense of belonging through relationships with others. |
| EXPECTATION / BENCHMARK | IT-SE13.1. | Anticipates familiar routines or activities, such as getting shoes when it is time to go outside or watching for a parent when it is time to go home. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| STANDARD / CONTENT AREA | HS.LC.8-18. | Language and Communication (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: ATTENDING AND UNDERSTANDING | |
| BENCHMARK / STRAND | IT-LC1. | Child attends to, understands, and responds to communication and language from others. |
| EXPECTATION / BENCHMARK | IT-LC1.1. | Shows understanding of the meaning of familiar caregivers’ verbal and non-verbal communication and responds with facial expressions, gestures, words or actions, such as looking at people or objects being referred to. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| STANDARD / CONTENT AREA | HS.LC.8-18. | Language and Communication (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMMUNICATING AND SPEAKING | |
| BENCHMARK / STRAND | IT-LC3. | Child communicates needs and wants non-verbally and by using language. |
| EXPECTATION / BENCHMARK | IT-LC3.1. | Uses a variety of ways to communicate interests, needs and wants, such as saying or making a sign for “More” when eating. ReadyRosie Behavior is a form of communication Snack Time Speech |
| STANDARD / CONTENT AREA | HS.LC.8-18. | Language and Communication (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMMUNICATING AND SPEAKING | |
| BENCHMARK / STRAND | IT-LC4. | Child uses non-verbal communication and language to engage others in interaction. |
| EXPECTATION / BENCHMARK | IT-LC4.1. | Repeats actions or single words to initiate or maintain social interactions with other children or adults, such as clapping hands or calling a name to get someone’s attention. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| STANDARD / CONTENT AREA | HS.LC.8-18. | Language and Communication (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMMUNICATING AND SPEAKING | |
| BENCHMARK / STRAND | IT-LC5. | Child uses increasingly complex language in conversation with others. |
| EXPECTATION / BENCHMARK | IT-LC5.1. | Initiates and participates in conversations by babbling and using gestures, such as showing or giving, or by using words or signs. Communicates mainly about objects, actions, and events happening in the here and now. ReadyRosie Snack Time Speech |
| STANDARD / CONTENT AREA | HS.LC.8-18. | Language and Communication (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMMUNICATING AND SPEAKING | |
| BENCHMARK / STRAND | IT-LC6. | Child initiates non-verbal communication and language to learn and gain information. |
| EXPECTATION / BENCHMARK | IT-LC6.1. | Asks simple questions using gestures, such as pointing, signs or words with variations in pitch and intonation. ReadyRosie Snack Time Speech Why should we tell family stories? |
| STANDARD / CONTENT AREA | HS.LC.8-18. | Language and Communication (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: VOCABULARY | |
| BENCHMARK / STRAND | IT-LC7. | Child understands an increasing number of words used in communication with others. |
| EXPECTATION / BENCHMARK | IT-LC7.1. | Looks or points at a person or object that has been named, follows simple directions, and responds appropriately to the meaning of words or signs. ReadyRosie Big and Little Choosing Clothes Find a Match Point and Learn Rhyme and Ride Snack Time Speech Swing Song Talk and Play |
| STANDARD / CONTENT AREA | HS.LC.8-18. | Language and Communication (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: VOCABULARY | |
| BENCHMARK / STRAND | IT-LC8. | Child uses an increasing number of words in communication and conversation with others. |
| EXPECTATION / BENCHMARK | IT-LC8.1. | Imitates new words or signs and uses some words or signs for naming or making simple one-word requests, such as saying or signing “milk” when asking for a drink. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Snack Time Speech Talk and Play |
| STANDARD / CONTENT AREA | HS.LC.8-18. | Language and Communication (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT LITERACY | |
| BENCHMARK / STRAND | IT-LC9. | Child attends to, repeats, and uses some rhymes, phrases, or refrains from stories or songs. |
| EXPECTATION / BENCHMARK | IT-LC9.1. | Says a few words of culturally and linguistically familiar rhymes and repetitive refrains in stories or songs. 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? Why should we tell family stories? |
| STANDARD / CONTENT AREA | HS.LC.8-18. | Language and Communication (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT LITERACY | |
| BENCHMARK / STRAND | IT-LC10. | Child handles books and relates them to their stories or information. |
| EXPECTATION / BENCHMARK | IT-LC10.1. | Holds books, turns pages, looks at the pictures and uses sounds, signs, or words to identify actions or objects in a book. ReadyRosie Look at the Book Reading Emotions Reading Routines for Early Readers Snack Time Speech |
| STANDARD / CONTENT AREA | HS.LC.8-18. | Language and Communication (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT LITERACY | |
| BENCHMARK / STRAND | IT-LC11. | Child recognizes pictures and some symbols, signs, or words. |
| EXPECTATION / BENCHMARK | IT-LC11.1. | Points at, signs, or says name of, or talks about animals, people, or objects in photos, pictures, or drawings. ReadyRosie Reading Emotions Snack Time Speech |
| STANDARD / CONTENT AREA | HS.LC.8-18. | Language and Communication (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT LITERACY | |
| BENCHMARK / STRAND | IT-LC12. | Child comprehends meaning from pictures and stories. |
| EXPECTATION / BENCHMARK | IT-LC12.1. | Points at pictures in a book, making sounds or saying words and interacting with an adult reading a book. ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| STANDARD / CONTENT AREA | HS.LC.8-18. | Language and Communication (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT LITERACY | |
| BENCHMARK / STRAND | IT-LC13. | Child makes marks and uses them to represent objects or actions. |
| EXPECTATION / BENCHMARK | IT-LC13.1. | Makes marks on a paper with a large crayon or marker to explore writing materials. ReadyRosie Color with Me |
| STANDARD / CONTENT AREA | HS.C.8-18. | Cognition (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EXPLORATION AND DISCOVERY | |
| BENCHMARK / STRAND | IT-C1. | Child actively explores people and objects to understand self, others, and objects. |
| EXPECTATION / BENCHMARK | IT-C1.1. | Acts intentionally to achieve a goal or when manipulating an object, such as trying to get an adult to do something or trying different ways to reach a toy under a table. ReadyRosie Bear Bath Tea Party |
| STANDARD / CONTENT AREA | HS.C.8-18. | Cognition (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EXPLORATION AND DISCOVERY | |
| BENCHMARK / STRAND | IT-C2. | Child uses understanding of causal relationships to act on social and physical environments. |
| EXPECTATION / BENCHMARK | IT-C2.1. | Engages in purposeful actions to cause things to happen, such as making splashes in a puddle or rolling a ball to knock over a tower. ReadyRosie Baby Basketball Dump and Pick Up Kick With Me |
| STANDARD / CONTENT AREA | HS.C.8-18. | Cognition (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: MEMORY | |
| BENCHMARK / STRAND | IT-C3. | Child recognizes differences between familiar and unfamiliar people, objects, actions, or events. |
| EXPECTATION / BENCHMARK | IT-C3.1. | Remembers actions of familiar adults, the usual location of familiar objects, and parts of familiar routines. Notices and responds to new people, objects, or materials in the environment. ReadyRosie Big and Little Buried Treasure How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| STANDARD / CONTENT AREA | HS.C.8-18. | Cognition (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: MEMORY | |
| BENCHMARK / STRAND | IT-C4. | Child recognizes the stability of people and objects in the environment. |
| EXPECTATION / BENCHMARK | IT-C4.1. | Searches for hidden or missing people or objects in the place they were last seen or found. May wait and watch at a door or window for the return of a family member. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STANDARD / CONTENT AREA | HS.C.8-18. | Cognition (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: MEMORY | |
| BENCHMARK / STRAND | IT-C5. | Child uses memories as a foundation for more complex actions and thoughts. |
| EXPECTATION / BENCHMARK | IT-C5.1. | Remembers how to use objects or materials from previous experience. Anticipates routines or events by taking action, such as going to the table when it is time to eat. ReadyRosie Big and Little Buried Treasure How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| STANDARD / CONTENT AREA | HS.C.8-18. | Cognition (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: REASONING AND PROBLEM SOLVING | |
| BENCHMARK / STRAND | IT-C6. | Child learns to use a variety of strategies in solving problems. |
| EXPECTATION / BENCHMARK | IT-C6.1. | Explores how to make something happen again or how something works by doing actions over and over again, such as repeatedly filling a container and emptying it out. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| STANDARD / CONTENT AREA | HS.C.8-18. | Cognition (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: REASONING AND PROBLEM SOLVING | |
| BENCHMARK / STRAND | IT-C7. | Child uses reasoning and planning ahead to solve problems. |
| EXPECTATION / BENCHMARK | IT-C7.1. | Tries different solutions to everyday problems until discovering one that works. May try the same strategy multiple times even if it is not working. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| STANDARD / CONTENT AREA | HS.C.8-18. | Cognition (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT MATHEMATICAL THINKING | |
| BENCHMARK / STRAND | IT-C8. | Child develops sense of number and quantity. |
| EXPECTATION / BENCHMARK | IT-C8.1. | Uses a few basic words to refer to change in the amount of objects, such as asking for “more” or saying “all gone” when a plate is empty. ReadyRosie Build to Four Counting Counts Dump and Pick Up Little Hands, Big Plans |
| STANDARD / CONTENT AREA | HS.C.8-18. | Cognition (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT MATHEMATICAL THINKING | |
| BENCHMARK / STRAND | IT-C9. | Child uses spatial awareness to understand objects and their movement in space. |
| EXPECTATION / BENCHMARK | IT-C9.1. | Explores how things fit together, how they fit with other things, and how they move through space, such as a ball thrown under a table. ReadyRosie Kick With Me |
| STANDARD / CONTENT AREA | HS.C.8-18. | Cognition (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT MATHEMATICAL THINKING | |
| BENCHMARK / STRAND | IT-C10. | Child uses matching and sorting of objects or people to understand similar and different characteristics. |
| EXPECTATION / BENCHMARK | IT-C10.1. | Matches objects by similar or related characteristics, such as matching shapes with openings in a shape-sorting box or by putting a toy bottle with a baby doll. ReadyRosie Big and Little Color Toys Find a Match Tea Party |
| STANDARD / CONTENT AREA | HS.C.8-18. | Cognition (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: IMITATION AND SYMBOLIC REPRESENTATION AND PLAY | |
| BENCHMARK / STRAND | IT-C11. | Child observes and imitates sounds, words, gestures, actions, and behaviors. |
| EXPECTATION / BENCHMARK | IT-C11.1. | Imitates what other people did earlier, such as wiping up a spill or closing a door. ReadyRosie Bear Bath Tea Party |
| STANDARD / CONTENT AREA | HS.C.8-18. | Cognition (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: IMITATION AND SYMBOLIC REPRESENTATION AND PLAY | |
| BENCHMARK / STRAND | IT-C12. | Child uses objects or symbols to represent something else. |
| EXPECTATION / BENCHMARK | IT-C12.1. | Uses toy objects in ways similar to the real objects they represent, such as talking on a toy phone. ReadyRosie Bear Bath Tea Party |
| STANDARD / CONTENT AREA | HS.C.8-18. | Cognition (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: IMITATION AND SYMBOLIC REPRESENTATION AND PLAY | |
| BENCHMARK / STRAND | IT-C13. | Child uses pretend play to increase understanding of culture, environment, and experiences. |
| EXPECTATION / BENCHMARK | IT-C13.1. | Imitates everyday actions of others, such as pretending to feed a doll or stuffed toy. ReadyRosie Bear Bath Tea Party |
| STANDARD / CONTENT AREA | HS.PMP.8-18. | Perceptual, Motor, and Physical Development (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: PERCEPTION | |
| BENCHMARK / STRAND | IT-PMP1. | Child uses perceptual information to understand objects, experiences, and interactions. |
| EXPECTATION / BENCHMARK | IT-PMP1.1. | Uses perceptual information about properties of objects in matching and associating them with each other through play and interaction with an adult, such as using a play bottle to feed a baby doll. ReadyRosie Baby Basketball Bear Bath Choosing Clothes Flying with Mom How can I make music part of our day? Move to to the Music Pop Go the Bubbles Take Along Toy Tea Party This or That Walk the Line |
| STANDARD / CONTENT AREA | HS.PMP.8-18. | Perceptual, Motor, and Physical Development (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: PERCEPTION | |
| BENCHMARK / STRAND | IT-PMP2. | Child uses perceptual information in directing own actions, experiences, and interactions. |
| EXPECTATION / BENCHMARK | IT-PMP2.1. | Uses depth perception, scans for obstacles, and makes a plan on how to move based on that information while learning to crawl, walk, or move in another way. ReadyRosie Baby Basketball Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Take Along Toy Walk the Line |
| STANDARD / CONTENT AREA | HS.PMP.8-18. | Perceptual, Motor, and Physical Development (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: GROSS MOTOR | |
| BENCHMARK / STRAND | IT-PMP3. | Child demonstrates effective and efficient use of large muscles for movement and position. |
| EXPECTATION / BENCHMARK | IT-PMP3.1. | Moves from crawling to cruising to walking, learning new muscle coordination for each new skill, and how to manage changing ground surfaces. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| STANDARD / CONTENT AREA | HS.PMP.8-18. | Perceptual, Motor, and Physical Development (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: GROSS MOTOR | |
| BENCHMARK / STRAND | IT-PMP4. | Child demonstrates effective and efficient use of large muscles to explore the environment. |
| EXPECTATION / BENCHMARK | IT-PMP4.1. | Uses body position, balance, and especially movement to explore and examine materials, activities, and spaces. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| STANDARD / CONTENT AREA | HS.PMP.8-18. | Perceptual, Motor, and Physical Development (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: GROSS MOTOR | |
| BENCHMARK / STRAND | IT-PMP5. | Child uses sensory information and body awareness to understand how their body relates to the environment. |
| EXPECTATION / BENCHMARK | IT-PMP5.1. | Shows awareness as an accomplished crawler or walker of new challenges or dangers in the environment, such as steep inclines or drop-offs. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| STANDARD / CONTENT AREA | HS.PMP.8-18. | Perceptual, Motor, and Physical Development (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: FINE MOTOR | |
| BENCHMARK / STRAND | IT-PMP6. | Child coordinates hand and eye movements to perform actions. |
| EXPECTATION / BENCHMARK | IT-PMP6.1. | Uses hand-eye coordination for more complex actions, such as releasing objects into a container, or stacking cups, rings or blocks, or picking up pieces of food one by one. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STANDARD / CONTENT AREA | HS.PMP.8-18. | Perceptual, Motor, and Physical Development (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: FINE MOTOR | |
| BENCHMARK / STRAND | IT-PMP7. | Child uses hands for exploration, play, and daily routines. |
| EXPECTATION / BENCHMARK | IT-PMP7.1. | Explores properties of objects and materials by using various hand actions, such as pulling at them, picking them up to examine them, pointing to learn their names, turning knobs on objects, or turning pages in a board book. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Look at the Book Take Along Toy Tube Chute |
| STANDARD / CONTENT AREA | HS.PMP.8-18. | Perceptual, Motor, and Physical Development (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: FINE MOTOR | |
| BENCHMARK / STRAND | IT-PMP8. | Child adjusts reach and grasp to use tools. |
| EXPECTATION / BENCHMARK | IT-PMP8.1. | Extends reach by using simple tools, such as a pull string, stick, or rake to pull a distant object closer. ReadyRosie Big, Little Helper Take Along Toy |
| STANDARD / CONTENT AREA | HS.PMP.8-18. | Perceptual, Motor, and Physical Development (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: HEALTH, SAFETY, AND NUTRITION | |
| BENCHMARK / STRAND | IT-PMP9. | Child demonstrates healthy behaviors with increasing independence as part of everyday routines. |
| EXPECTATION / BENCHMARK | IT-PMP9.1. | Anticipates and cooperates in daily routines, such as washing hands, blowing nose, or holding a toothbrush with assistance from adults. ReadyRosie Brush, Baby, Brush |
| STANDARD / CONTENT AREA | HS.PMP.8-18. | Perceptual, Motor, and Physical Development (8 to 18 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: HEALTH, SAFETY, AND NUTRITION | |
| BENCHMARK / STRAND | IT-PMP11. | Child demonstrates increasing interest in engaging in healthy eating habits and making nutritious food choices. |
| EXPECTATION / BENCHMARK | IT-PMP11.1. | Shows interest in new foods that are offered. ReadyRosie Snack Time Speech |
| Oregon Academic Content Standards |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2017 |
| STANDARD / CONTENT AREA | HS.ATL.16-36. | Approaches to Learning (16-36 months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL AND BEHAVIORAL SELF-REGULATION | |
| BENCHMARK / STRAND | IT-ATL1. | Child manages feelings and emotions with support of familiar adults. |
| EXPECTATION / BENCHMARK | IT-ATL1.1. | Uses various strategies to help manage strong emotions, such as removing oneself from the situation, covering eyes or ears, or seeking support from a familiar adult. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STANDARD / CONTENT AREA | HS.ATL.16-36. | Approaches to Learning (16-36 months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL AND BEHAVIORAL SELF-REGULATION | |
| BENCHMARK / STRAND | IT-ATL2. | Child manages actions and behavior with support of familiar adults. |
| EXPECTATION / BENCHMARK | IT-ATL2.1. | Begins to manage and adjust actions and behavior with the guidance of familiar adults using words or signs such as “Stop” or “No” during conflict with a peer instead of hitting. Let’s the adult know when they are hungry or tired. ReadyRosie Behavior is a form of communication How can I stop my kids from fighting? Tempted to Talk |
| STANDARD / CONTENT AREA | HS.ATL.16-36. | Approaches to Learning (16-36 months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| BENCHMARK / STRAND | IT-ATL3. | Child maintains focus and sustains attention with support. |
| EXPECTATION / BENCHMARK | IT-ATL3.1. | Participates in activities and experiences with people, objects, or materials that require attention and common focus. ReadyRosie Counting Collection Fast, Slow How can I stop my kids from fighting? I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STANDARD / CONTENT AREA | HS.ATL.16-36. | Approaches to Learning (16-36 months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| BENCHMARK / STRAND | IT-ATL4. | Child develops the ability to show persistence in actions and behavior. |
| EXPECTATION / BENCHMARK | IT-ATL4.1. | Shows increasing ability to stay engaged when working towards a goal or solving a problem. Often tries different strategies until successful. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| STANDARD / CONTENT AREA | HS.ATL.16-36. | Approaches to Learning (16-36 months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| BENCHMARK / STRAND | IT-ATL5. | Child demonstrates the ability to be flexible in actions and behavior. |
| EXPECTATION / BENCHMARK | IT-ATL5.1. | Modifies actions or behavior in social situations, daily routines, and problem solving, such as playing quietly when asked or adjusting to changes in schedule. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| STANDARD / CONTENT AREA | HS.ATL.16-36. | Approaches to Learning (16-36 months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: INITIATIVE AND CURIOSITY | |
| BENCHMARK / STRAND | IT-ATL6. | Child demonstrates emerging initiative in interactions, experiences, and explorations. |
| EXPECTATION / BENCHMARK | IT-ATL6.1. | Prepares for or starts some activities without being directed by others, such as getting ready for the next activity or bringing a ball to a new child at the playground. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STANDARD / CONTENT AREA | HS.ATL.16-36. | Approaches to Learning (16-36 months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: INITIATIVE AND CURIOSITY | |
| BENCHMARK / STRAND | IT-ATL7. | Child shows interest in and curiosity about objects, materials, or events. |
| EXPECTATION / BENCHMARK | IT-ATL7.1. | Participates in new experiences, asks questions, and experiments with new things or materials, such as collecting leaves and pinecones in the fall. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STANDARD / CONTENT AREA | HS.ATL.16-36. | Approaches to Learning (16-36 months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: CREATIVITY | |
| BENCHMARK / STRAND | IT-ATL8. | Child uses creativity to increase understanding and learning. |
| EXPECTATION / BENCHMARK | IT-ATL8.1. | Combines objects or materials in new and unexpected ways. Shows delight in creating something new. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STANDARD / CONTENT AREA | HS.ATL.16-36. | Approaches to Learning (16-36 months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: CREATIVITY | |
| BENCHMARK / STRAND | IT-ATL9. | Child shows imagination in play and interactions with others. |
| EXPECTATION / BENCHMARK | IT-ATL9.1. | Uses imagination to explore possible uses of objects and materials. Engages in pretend or make-believe play with other children. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STANDARD / CONTENT AREA | HS.SED.16-36. | Social and Emotional Development (16-36 months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH ADULT | |
| BENCHMARK / STRAND | IT-SE1. | Child develops expectations of consistent, positive interactions through secure relationships with familiar adults. |
| EXPECTATION / BENCHMARK | IT-SE1.1. | Engages in positive interactions in a wide variety of situations with familiar adults. Looks to or seeks familiar adults for comfort when distressed or tired. ReadyRosie Behavior is a form of communication How can I make music part of our day? Tips for bonding with your baby You are your child's first teacher |
| STANDARD / CONTENT AREA | HS.SED.16-36. | Social and Emotional Development (16-36 months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH ADULT | |
| BENCHMARK / STRAND | IT-SE2. | Child uses expectations learned through repeated experiences in primary relationships to develop relationships with other adults. |
| EXPECTATION / BENCHMARK | IT-SE2.1. | Often watches from a distance or waits for reassurance from familiar adult before approaching someone new. May engage in positive interactions when meeting new people, such as sharing a book with a visitor. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STANDARD / CONTENT AREA | HS.SED.16-36. | Social and Emotional Development (16-36 months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH ADULT | |
| BENCHMARK / STRAND | IT-SE3. | Child learns to use adults as a resource to meet needs. |
| EXPECTATION / BENCHMARK | IT-SE3.1. | Asks familiar adult for help or assistance when encountering difficult asks or situations. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STANDARD / CONTENT AREA | HS.SED.16-36. | Social and Emotional Development (16-36 months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN | |
| BENCHMARK / STRAND | IT-SE4. | Child shows interest in, interacts with, and develops personal relationships with other children. |
| EXPECTATION / BENCHMARK | IT-SE4.1. | Seeks out other children for social interaction including initiating contact and responding to others. Develops friendships and engages in more elaborate play with friends. ReadyRosie Catch! Ring Around the Rosie |
| STANDARD / CONTENT AREA | HS.SED.16-36. | Social and Emotional Development (16-36 months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN | |
| BENCHMARK / STRAND | IT-SE5. | Child imitates and engages in play with other children. |
| EXPECTATION / BENCHMARK | IT-SE5.1. | Joins in play with other children by sometimes taking turns or doing joint activities with a common goal, such as building block structures with others or pretending to eat together. ReadyRosie Catch! Ring Around the Rosie |
| STANDARD / CONTENT AREA | HS.SED.16-36. | Social and Emotional Development (16-36 months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL FUNCTIONING | |
| BENCHMARK / STRAND | IT-SE7. | Child recognizes and interprets emotions of others with the support of familiar adults. |
| EXPECTATION / BENCHMARK | IT-SE7.1. | Shows understanding of some emotional expressions of others by labeling the emotions, asking questions about them, or responding in appropriate nonverbal ways. ReadyRosie Nature Walk and Talk What Do We Do? |
| STANDARD / CONTENT AREA | HS.SED.16-36. | Social and Emotional Development (16-36 months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL FUNCTIONING | |
| BENCHMARK / STRAND | IT-SE9. | Child manages emotions with the support of familiar adults. |
| EXPECTATION / BENCHMARK | IT-SE9.1. | Shows developing ability to cope with stress or strong emotions by using strategies, such as getting a familiar toy or blanket or seeking contact with a familiar adult. ReadyRosie Behavior is a form of communication How should I handle temper tantrums? Tips for bonding with your baby You are your child's first teacher |
| STANDARD / CONTENT AREA | HS.SED.16-36. | Social and Emotional Development (16-36 months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING | |
| BENCHMARK / STRAND | IT-SE10. | Child shows awareness about self and how to connect with others. |
| EXPECTATION / BENCHMARK | IT-SE10.1. | Shows awareness of own thoughts, feelings, and preferences as well as those of others. Uses different words or signs to refer to self and others. ReadyRosie I Am Unique Tell Me About It! |
| STANDARD / CONTENT AREA | HS.SED.16-36. | Social and Emotional Development (16-36 months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING | |
| BENCHMARK / STRAND | IT-SE11. | Child understands some characteristics of self and others. |
| EXPECTATION / BENCHMARK | IT-SE11.1. | Identifies obvious physical similarities and differences between self and others. Compares characteristics of self and others. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| STANDARD / CONTENT AREA | HS.SED.16-36. | Social and Emotional Development (16-36 months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING | |
| BENCHMARK / STRAND | IT-SE12. | Child shows confidence in own abilities through relationships with others. |
| EXPECTATION / BENCHMARK | IT-SE12.1. | Contributes own ideas, skills, and abilities to activities and experiences with adults and other children. May call attention to new skills and abilities or seek to do things by self, such as putting on own jacket or pouring juice out of a small pitcher. ReadyRosie I Can Do It All By Myself Tell Me About It! |
| STANDARD / CONTENT AREA | HS.LC.16-36. | Language and Communication (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: ATTENDING AND UNDERSTANDING | |
| BENCHMARK / STRAND | IT-LC1. | Child attends to, understands, and responds to communication and language from others. |
| EXPECTATION / BENCHMARK | IT-LC1.1. | Shows recognition of words, phrases, and simple sentences. Participates in conversations in ways that show understanding by following comments or suggestions with actions or behavior. ReadyRosie Stuck on You Tell Me About It! |
| STANDARD / CONTENT AREA | HS.LC.16-36. | Language and Communication (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: ATTENDING AND UNDERSTANDING | |
| BENCHMARK / STRAND | IT-LC2. | Child learns from communication and language experiences with others. |
| EXPECTATION / BENCHMARK | IT-LC2.1. | Participates in increasingly complex and lengthy periods of joint attention with adults. Shows interest, understanding, or enjoyment when participating in language activities, such as demonstrating understanding of objects’ functions and uses, or when joining in games, songs, rhymes, or stories 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? Why should we tell family stories? |
| STANDARD / CONTENT AREA | HS.LC.16-36. | Language and Communication (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMMUNICATING AND SPEAKING | |
| BENCHMARK / STRAND | IT-LC3. | Child communicates needs and wants non-verbally and by using language. |
| EXPECTATION / BENCHMARK | IT-LC3.1. | Combines words or signs from one or more languages into phrases and sentences to communicate needs, wants, or ideas, such as “More milk,” “I want juice,” “Mas leche,” or “Quiero juice.” ReadyRosie Behavior is a form of communication Stuck on You Tell Me About It! Tempted to Talk |
| STANDARD / CONTENT AREA | HS.LC.16-36. | Language and Communication (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMMUNICATING AND SPEAKING | |
| BENCHMARK / STRAND | IT-LC4. | Child uses non-verbal communication and language to engage others in interaction. |
| EXPECTATION / BENCHMARK | IT-LC4.1. | Uses words, signs, phrases, or simple sentences to initiate, continue, or extend conversations with others about feelings, experiences, or thoughts. ReadyRosie Stuck on You Tell Me About It! Tempted to Talk |
| STANDARD / CONTENT AREA | HS.LC.16-36. | Language and Communication (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMMUNICATING AND SPEAKING | |
| BENCHMARK / STRAND | IT-LC5. | Child uses increasingly complex language in conversation with others. |
| EXPECTATION / BENCHMARK | IT-LC5.1. | Participates in conversations with others using spoken or sign language that includes simple sentences, questions, and responses. Sometimes describes experiences that have happened in the past or are about to happen. ReadyRosie Stuck on You Tell Me About It! |
| STANDARD / CONTENT AREA | HS.LC.16-36. | Language and Communication (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMMUNICATING AND SPEAKING | |
| BENCHMARK / STRAND | IT-LC6. | Child initiates non-verbal communication and language to learn and gain information. |
| EXPECTATION / BENCHMARK | IT-LC6.1. | Seeks information and meaning of words by asking questions in words or signs, such as “What’s that?” or “Who’s that?” or “Why?” ReadyRosie Nature Walk and Talk What Do We Do? |
| STANDARD / CONTENT AREA | HS.LC.16-36. | Language and Communication (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: VOCABULARY | |
| BENCHMARK / STRAND | IT-LC7. | Child understands an increasing number of words used in communication with others. |
| EXPECTATION / BENCHMARK | IT-LC7.1. | Comprehends an increasing number of words or signs used in simple sentences during conversation and interaction with familiar adults and children. ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You |
| STANDARD / CONTENT AREA | HS.LC.16-36. | Language and Communication (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: VOCABULARY | |
| BENCHMARK / STRAND | IT-LC8. | Child uses an increasing number of words in communication and conversation with others. |
| EXPECTATION / BENCHMARK | IT-LC8.1. | Uses an increasing number of words in communication and conversation with others and adds new vocabulary words regularly. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| STANDARD / CONTENT AREA | HS.LC.16-36. | Language and Communication (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT LITERACY | |
| BENCHMARK / STRAND | IT-LC9. | Child attends to, repeats, and uses some rhymes, phrases, or refrains from stories or songs. |
| EXPECTATION / BENCHMARK | IT-LC9.1. | Says or repeats culturally and linguistically familiar rhymes, phrases, or refrains from songs or stories. 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? Why should we tell family stories? |
| STANDARD / CONTENT AREA | HS.LC.16-36. | Language and Communication (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT LITERACY | |
| BENCHMARK / STRAND | IT-LC10. | Child handles books and relates them to their stories or information. |
| EXPECTATION / BENCHMARK | IT-LC10.1. | Pretends to read books by turning pages and talking about or using signs to describe what is happening in the book. ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Stuck on You Tips for helping your child love reading |
| STANDARD / CONTENT AREA | HS.LC.16-36. | Language and Communication (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT LITERACY | |
| BENCHMARK / STRAND | IT-LC11. | Child recognizes pictures and some symbols, signs, or words. |
| EXPECTATION / BENCHMARK | IT-LC11.1. | Recognizes and uses some letters or numbers, such as letters in one’s name, and shows increasing interest in written forms of language, such as print in books or signs on buildings. ReadyRosie Book Chats Book Walk Magazine Picture Walk Paint your Name Stop and Go Tips for helping your child love reading |
| EXPECTATION / BENCHMARK | IT-LC11.2. | Children who are DLLs recognize and use written forms of each of their languages. ReadyRosie Book Walk |
| STANDARD / CONTENT AREA | HS.LC.16-36. | Language and Communication (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT LITERACY | |
| BENCHMARK / STRAND | IT-LC12. | Child comprehends meaning from pictures and stories. |
| EXPECTATION / BENCHMARK | IT-LC12.1. | Talks about books, acts out events from stories, and uses some vocabulary encountered during book reading. ReadyRosie Banana Phonana Book Chats Bring Me the Book Reading Routines for Early Readers Tips for helping your child love reading |
| STANDARD / CONTENT AREA | HS.LC.16-36. | Language and Communication (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT LITERACY | |
| BENCHMARK / STRAND | IT-LC13. | Child makes marks and uses them to represent objects or actions. |
| EXPECTATION / BENCHMARK | IT-LC13.1. | Makes scribbles on paper to represent an object or action even though an adult might not recognize what it is. ReadyRosie Copy Me Paint your Name Secret Message |
| STANDARD / CONTENT AREA | HS.C.16-36. | Cognition (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EXPLORATION AND DISCOVERY | |
| BENCHMARK / STRAND | IT-C1. | Child actively explores people and objects to understand self, others, and objects. |
| EXPECTATION / BENCHMARK | IT-C1.1. | Observes and experiments with how things work, seeks information from others, or experiments with different behaviors to see how people and objects react. ReadyRosie Nature Walk and Talk What Do We Do? |
| STANDARD / CONTENT AREA | HS.C.16-36. | Cognition (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: MEMORY | |
| BENCHMARK / STRAND | IT-C3. | Child recognizes differences between familiar and unfamiliar people, objects, actions, or events. |
| EXPECTATION / BENCHMARK | IT-C3.1. | Anticipates and communicates about multiple steps of familiar routines, activities, or events. Expresses surprise or asks about unexpected outcomes or unusual people, actions, or events. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| STANDARD / CONTENT AREA | HS.C.16-36. | Cognition (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: MEMORY | |
| BENCHMARK / STRAND | IT-C4. | Child recognizes the stability of people and objects in the environment. |
| EXPECTATION / BENCHMARK | IT-C4.1. | Uses a variety of search strategies to find hidden or missing people or objects, including looking in multiple locations for things that have been missing for some time. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STANDARD / CONTENT AREA | HS.C.16-36. | Cognition (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: MEMORY | |
| BENCHMARK / STRAND | IT-C5. | Child uses memories as a foundation for more complex actions and thoughts. |
| EXPECTATION / BENCHMARK | IT-C5.1. | Recalls a similar family event when hearing a story read. ReadyRosie Bring Me the Book |
| STANDARD / CONTENT AREA | HS.C.16-36. | Cognition (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: REASONING AND PROBLEM-SOLVING | |
| BENCHMARK / STRAND | IT-C6. | Child learns to use a variety of strategies in solving problems. |
| EXPECTATION / BENCHMARK | IT-C6.1. | Engages in activities for longer periods of time and tries several times to solve more challenging problems, often using a combination of actions or behaviors. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| STANDARD / CONTENT AREA | HS.C.16-36. | Cognition (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: REASONING AND PROBLEM-SOLVING | |
| BENCHMARK / STRAND | IT-C7. | Child uses reasoning and planning ahead to solve problems. |
| EXPECTATION / BENCHMARK | IT-C7.1. | Uses problem-solving and experimenting to figure out solutions to everyday problems, including in social situations, such as when two children who both want to fit into a small car agree to take turns. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| STANDARD / CONTENT AREA | HS.C.16-36. | Cognition (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT MATHEMATICAL THINKING | |
| BENCHMARK / STRAND | IT-C8. | Child develops sense of number and quantity. |
| EXPECTATION / BENCHMARK | IT-C8.1. | Uses language to refer to quantity, such as using some number words or signs to identify small amounts, or using other words referring to quantity, such as a little, too much or a lot. ReadyRosie Blast Off Counting Collection Get Moving Snack Count |
| STANDARD / CONTENT AREA | HS.C.16-36. | Cognition (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT MATHEMATICAL THINKING | |
| BENCHMARK / STRAND | IT-C9. | Child uses spatial awareness to understand objects and their movement in space. |
| EXPECTATION / BENCHMARK | IT-C9.1. | Predicts or anticipates how things move through space, or fit together or inside other things, such as putting smaller objects into a small box and larger objects into a large box. ReadyRosie Which Lid? |
| STANDARD / CONTENT AREA | HS.C.16-36. | Cognition (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT MATHEMATICAL THINKING | |
| BENCHMARK / STRAND | IT-C10. | Child uses matching and sorting of objects or people to understand similar and different characteristics. |
| EXPECTATION / BENCHMARK | IT-C10.1. | Sorts objects into two groups based on a single characteristic, such as grouping toy animals separately from toy cars, or putting red socks and white socks in different piles. ReadyRosie Nature Walk and Talk Toy Sort |
| STANDARD / CONTENT AREA | HS.C.16-36. | Cognition (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: IMITATION AND SYMBOLIC REPRESENTATION AND PLAY | |
| BENCHMARK / STRAND | IT-C11. | Child observes and imitates sounds, words, gestures, actions, and behaviors. |
| EXPECTATION / BENCHMARK | IT-C11.1. | Imitates more complex actions, words, or signs at a later time in order to communicate, make, or do something. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STANDARD / CONTENT AREA | HS.C.16-36. | Cognition (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: IMITATION AND SYMBOLIC REPRESENTATION AND PLAY | |
| BENCHMARK / STRAND | IT-C12. | Child uses objects or symbols to represent something else. |
| EXPECTATION / BENCHMARK | IT-C12.1. | Uses objects as symbols to represent other objects during pretend play, such as using blocks for toy cars or trucks. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STANDARD / CONTENT AREA | HS.C.16-36. | Cognition (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: IMITATION AND SYMBOLIC REPRESENTATION AND PLAY | |
| BENCHMARK / STRAND | IT-C13. | Child uses pretend play to increase understanding of culture, environment, and experiences. |
| EXPECTATION / BENCHMARK | IT-C13.1. | Acts out routines, stories, or social roles using toys and other materials as props, such as setting toy dishes and cups on a table or pretending to shop for groceries. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STANDARD / CONTENT AREA | HS.PMP.16-36. | Perceptual, Motor, and Physical Development (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: PERCEPTION | |
| BENCHMARK / STRAND | IT-PMP2. | Child uses perceptual information in directing own actions, experiences, and interactions. |
| EXPECTATION / BENCHMARK | IT-PMP2.1. | Coordinates perceptual information and motor actions to participate in play and daily routines, such as singing songs with hand motions or practicing self-care skills. ReadyRosie Fast, Slow How can I communicate with my baby? How can I make music part of our day? I Can Do It All By Myself I can't sing. How can I sing to my baby? Playdough Lengths Ring Around the Rosie Why should I sing to my baby? |
| STANDARD / CONTENT AREA | HS.PMP.16-36. | Perceptual, Motor, and Physical Development (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: GROSS MOTOR | |
| BENCHMARK / STRAND | IT-PMP3. | Child demonstrates effective and efficient use of large muscles for movement and position. |
| EXPECTATION / BENCHMARK | IT-PMP3.1. | Gains control of a variety of postures and movements including stooping, going from sitting to standing, running, and jumping. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| STANDARD / CONTENT AREA | HS.PMP.16-36. | Perceptual, Motor, and Physical Development (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: GROSS MOTOR | |
| BENCHMARK / STRAND | IT-PMP4. | Child demonstrates effective and efficient use of large muscles to explore the environment. |
| EXPECTATION / BENCHMARK | IT-PMP4.1. | Uses a variety of increasingly complex movements, body positions, and postures to participate in active and quiet, indoor and outdoor play. ReadyRosie Bear Hunt Get Moving |
| STANDARD / CONTENT AREA | HS.PMP.16-36. | Perceptual, Motor, and Physical Development (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: GROSS MOTOR | |
| BENCHMARK / STRAND | IT-PMP5. | Child uses sensory information and body awareness to understand how their body relates to the environment. |
| EXPECTATION / BENCHMARK | IT-PMP5.1. | Shows understanding of what size openings are needed for their body to move through. Learns about body size, such as doll clothes won’t fit on a child’s body or a child’s body won’t fit on dollhouse furniture. ReadyRosie Bear Hunt |
| STANDARD / CONTENT AREA | HS.PMP.16-36. | Perceptual, Motor, and Physical Development (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: FINE MOTOR | |
| BENCHMARK / STRAND | IT-PMP6. | Child coordinates hand and eye movements to perform actions. |
| EXPECTATION / BENCHMARK | IT-PMP6.1. | Uses hand-eye coordination when participating in routines, play and activities, such as putting on a mitten, painting at an easel, putting pieces of a puzzle together, or folding paper. ReadyRosie Drum Patterns How do I get my child to______? How should I handle temper tantrums? Nesting Bowls Torn Paper Art Toy Car Wash |
| STANDARD / CONTENT AREA | HS.PMP.16-36. | Perceptual, Motor, and Physical Development (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: FINE MOTOR | |
| BENCHMARK / STRAND | IT-PMP7. | Child uses hands for exploration, play, and daily routines. |
| EXPECTATION / BENCHMARK | IT-PMP7.1. | Plans ways to use hands for various activities, such as stacking, building, connecting, drawing, painting, and doing self-care skills or routines. ReadyRosie Copy Me Drum Patterns Recycled Play Secret Message Torn Paper Art Toy Car Wash |
| STANDARD / CONTENT AREA | HS.PMP.16-36. | Perceptual, Motor, and Physical Development (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: FINE MOTOR | |
| BENCHMARK / STRAND | IT-PMP8. | Child adjusts reach and grasp to use tools. |
| EXPECTATION / BENCHMARK | IT-PMP8.1. | Adjusts grasp to use different tools for different purposes, such as a spoon, paintbrush, or marker. ReadyRosie Copy Me Secret Message |
| STANDARD / CONTENT AREA | HS.PMP.16-36. | Perceptual, Motor, and Physical Development (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: HEALTH, SAFETY, AND NUTRITION | |
| BENCHMARK / STRAND | IT-PMP9. | Child demonstrates healthy behaviors with increasing independence as part of everyday routines. |
| EXPECTATION / BENCHMARK | IT-PMP9.1. | Participates in healthy care routines with more independence, such as washing hands, blowing nose, brushing teeth, or drinking from a cup. ReadyRosie I Can Do It All By Myself |
| STANDARD / CONTENT AREA | HS.PMP.16-36. | Perceptual, Motor, and Physical Development (16 to 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: HEALTH, SAFETY, AND NUTRITION | |
| BENCHMARK / STRAND | IT-PMP11. | Child demonstrates increasing interest in engaging in healthy eating habits and making nutritious food choices. |
| EXPECTATION / BENCHMARK | IT-PMP11.1. | Shows willingness to try new nutritious foods when offered on multiple occasions. Sometimes makes nutritious choices about which foods to eat when offered several choices, with support from an adult. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| STANDARD / CONTENT AREA | HS.ATL.B-36. | Approaches to Learning (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL AND BEHAVIORAL SELF-REGULATION | |
| BENCHMARK / STRAND | IT-ATL1. | Child manages feelings and emotions with support of familiar adults. |
| EXPECTATION / BENCHMARK | IT-ATL1.1. | Looks to others for help in coping with strong feelings and emotions. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| EXPECTATION / BENCHMARK | IT-ATL1.2. | Uses strategies, such as seeking contact with a familiar adult or removing oneself from a situation to handle strong feelings and emotions. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STANDARD / CONTENT AREA | HS.ATL.B-36. | Approaches to Learning (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL AND BEHAVIORAL SELF-REGULATION | |
| BENCHMARK / STRAND | IT-ATL2. | Child manages actions and behavior with support of familiar adults. |
| EXPECTATION / BENCHMARK | IT-ATL2.1. | Participates in and follows everyday routines with the support of familiar adults. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| EXPECTATION / BENCHMARK | IT-ATL2.2. | Communicates verbally or non-verbally about basic needs. Manages short delays in getting physical needs met with the support of familiar adults. ReadyRosie Behavior is a form of communication Tempted to Talk |
| EXPECTATION / BENCHMARK | IT-ATL2.3. | Learns and follows some basic rules for managing actions and behavior in familiar settings, such as holding an adult’s hand when crossing the street. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STANDARD / CONTENT AREA | HS.ATL.B-36. | Approaches to Learning (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| BENCHMARK / STRAND | IT-ATL3. | Child maintains focus and sustains attention with support. |
| EXPECTATION / BENCHMARK | IT-ATL3.1. | Maintains engagement in interactions with familiar adults and children. ReadyRosie Catch! How can I make music part of our day? Ring Around the Rosie |
| EXPECTATION / BENCHMARK | IT-ATL3.2. | Chooses to join in activities or pays attention to tasks and activities that are self-initiated. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXPECTATION / BENCHMARK | IT-ATL3.3. | Maintains focus and attention on a simple task or activity for short periods of time. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STANDARD / CONTENT AREA | HS.ATL.B-36. | Approaches to Learning (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| BENCHMARK / STRAND | IT-ATL4. | Child develops the ability to show persistence in actions and behavior. |
| EXPECTATION / BENCHMARK | IT-ATL4.1. | Persists in learning new skills or solving problems. 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? |
| EXPECTATION / BENCHMARK | IT-ATL4.2. | Continues efforts to finish a challenging activity or task with support of an adult. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STANDARD / CONTENT AREA | HS.ATL.B-36. | Approaches to Learning (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| BENCHMARK / STRAND | IT-ATL5. | Child demonstrates the ability to be flexible in actions and behavior. |
| EXPECTATION / BENCHMARK | IT-ATL5.1. | Adjusts to changes in routines or usual activities when informed ahead of time by adults. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| EXPECTATION / BENCHMARK | IT-ATL5.3. | Shows flexibility in problem solving by trying more than one approach. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| STANDARD / CONTENT AREA | HS.ATL.B-36. | Approaches to Learning (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: INITIATIVE AND CURIOSITY | |
| BENCHMARK / STRAND | IT-ATL6. | Child demonstrates emerging initiative in interactions, experiences, and explorations. |
| EXPECTATION / BENCHMARK | IT-ATL6.1. | Engages others in interactions or shared activities. ReadyRosie Catch! Ring Around the Rosie |
| EXPECTATION / BENCHMARK | IT-ATL6.3. | Attempts challenging tasks with or without adult help. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXPECTATION / BENCHMARK | IT-ATL6.4. | Shows eagerness to try new things. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STANDARD / CONTENT AREA | HS.ATL.B-36. | Approaches to Learning (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: INITIATIVE AND CURIOSITY | |
| BENCHMARK / STRAND | IT-ATL7. | Child shows interest in and curiosity about objects, materials, or events. |
| EXPECTATION / BENCHMARK | IT-ATL7.1. | Asks questions about what things are, how they are used, or what is happening. ReadyRosie Nature Walk and Talk What Do We Do? |
| EXPECTATION / BENCHMARK | IT-ATL7.2. | Experiments with different ways of using new objects or materials. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXPECTATION / BENCHMARK | IT-ATL7.3. | Shows awareness of and interest in changes in the environment, such as changes in room arrangement, weather, or usual activities. ReadyRosie Nature Walk and Talk What Do We Do? |
| STANDARD / CONTENT AREA | HS.ATL.B-36. | Approaches to Learning (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: CREATIVITY | |
| BENCHMARK / STRAND | IT-ATL8. | Child uses creativity to increase understanding and learning. |
| EXPECTATION / BENCHMARK | IT-ATL8.1. | Pays attention to new or unusual things. ReadyRosie Nature Walk and Talk What Do We Do? |
| EXPECTATION / BENCHMARK | IT-ATL8.2. | Shows willingness to participate in new activities or experiences. ReadyRosie Nature Walk and Talk What Do We Do? |
| EXPECTATION / BENCHMARK | IT-ATL8.3. | Uses language in creative ways, sometimes making up words or rhymes. ReadyRosie Ring Around the Rosie |
| STANDARD / CONTENT AREA | HS.ATL.B-36. | Approaches to Learning (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: CREATIVITY | |
| BENCHMARK / STRAND | IT-ATL9. | Child shows imagination in play and interactions with others. |
| EXPECTATION / BENCHMARK | IT-ATL9.1. | Uses pretend and imaginary objects or people in play or interaction with others. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| EXPECTATION / BENCHMARK | IT-ATL9.2. | Uses materials such as paper, paint, crayons, or blocks to make novel things. ReadyRosie Copy Me Recycled Play |
| STANDARD / CONTENT AREA | HS.SED.B-36. | Social and Emotional Development (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH ADULTS | |
| BENCHMARK / STRAND | IT-SE1. | Child develops expectations of consistent, positive interactions through secure relationships with familiar adults. |
| EXPECTATION / BENCHMARK | IT-SE1.1. | Shows emotional connection and attachment to familiar adults. ReadyRosie Tell Me About It! |
| EXPECTATION / BENCHMARK | IT-SE1.2. | Turns to familiar adults for protection, comfort, and getting needs met. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STANDARD / CONTENT AREA | HS.SED.B-36. | Social and Emotional Development (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH ADULTS | |
| BENCHMARK / STRAND | IT-SE2. | Child uses expectations learned through repeated experiences in primary relationships to develop relationships with other adults. |
| EXPECTATION / BENCHMARK | IT-SE2.1. | Engages in and may initiate behaviors that build relationships with familiar adults. ReadyRosie How can I make music part of our day? |
| EXPECTATION / BENCHMARK | IT-SE2.2. | Uses familiar adults for reassurance when engaging with new adults. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STANDARD / CONTENT AREA | HS.SED.B-36. | Social and Emotional Development (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH ADULTS | |
| BENCHMARK / STRAND | IT-SE3. | Child learns to use adults as a resource to meet needs. |
| EXPECTATION / BENCHMARK | IT-SE3.1. | Seeks assistance from familiar adults in new or difficult situations, such as reaching for a toy on a high shelf. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXPECTATION / BENCHMARK | IT-SE3.2. | Shows preference for familiar adults when in distress. ReadyRosie Tell Me About It! |
| STANDARD / CONTENT AREA | HS.SED.B-36. | Social and Emotional Development (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN | |
| BENCHMARK / STRAND | IT-SE4. | Child shows interest in, interacts with, and develops personal relationships with other children. |
| EXPECTATION / BENCHMARK | IT-SE4.1. | Shows increasing interest in interacting with other children. ReadyRosie Catch! Ring Around the Rosie |
| EXPECTATION / BENCHMARK | IT-SE4.2. | Shows preference for particular playmates, such as greeting friends by name. ReadyRosie Catch! Ring Around the Rosie |
| STANDARD / CONTENT AREA | HS.SED.B-36. | Social and Emotional Development (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN | |
| BENCHMARK / STRAND | IT-SE5. | Child imitates and engages in play with other children. |
| EXPECTATION / BENCHMARK | IT-SE5.1. | Uses multiple strategies, such as imitating or responding, in order to enter play with other children. ReadyRosie Banana Phonana Catch! Drum Patterns Recycled Play Ring Around the Rosie Toy Car Wash Vroom! Vroom! |
| EXPECTATION / BENCHMARK | IT-SE5.2. | Engages in extended play with other children with a common focus. ReadyRosie Catch! Ring Around the Rosie |
| EXPECTATION / BENCHMARK | IT-SE5.3. | Engages in simple cooperative play with other children. ReadyRosie Catch! Ring Around the Rosie |
| STANDARD / CONTENT AREA | HS.SED.B-36. | Social and Emotional Development (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL FUNCTIONING | |
| BENCHMARK / STRAND | IT-SE6. | Child learns to express a range of emotions. |
| EXPECTATION / BENCHMARK | IT-SE6.2. | Uses words to describe some feelings or emotions that reflect an awareness of other people’s emotions. ReadyRosie Book Walk Stuck on You |
| STANDARD / CONTENT AREA | HS.SED.B-36. | Social and Emotional Development (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL FUNCTIONING | |
| BENCHMARK / STRAND | IT-SE7. | Child recognizes and interprets emotions of others with the support of familiar adults. |
| EXPECTATION / BENCHMARK | IT-SE7.3. | Describes feelings of characters in a book with support from an adult. ReadyRosie Book Walk Stuck on You |
| STANDARD / CONTENT AREA | HS.SED.B-36. | Social and Emotional Development (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL FUNCTIONING | |
| BENCHMARK / STRAND | IT-SE9. | Child manages emotions with the support of familiar adults. |
| EXPECTATION / BENCHMARK | IT-SE9.1. | Uses different ways to calm or comfort self when upset. ReadyRosie How should I handle temper tantrums? |
| EXPECTATION / BENCHMARK | IT-SE9.2. | Responds positively to emotional support from adults and other children. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STANDARD / CONTENT AREA | HS.SED.B-36. | Social and Emotional Development (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING | |
| BENCHMARK / STRAND | IT-SE10. | Child shows awareness about self and how to connect with others. |
| EXPECTATION / BENCHMARK | IT-SE10.1. | Shows awareness of self, including own body, abilities, thoughts, and feelings. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| STANDARD / CONTENT AREA | HS.SED.B-36. | Social and Emotional Development (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING | |
| BENCHMARK / STRAND | IT-SE11. | Child understands some characteristics of self and others. |
| EXPECTATION / BENCHMARK | IT-SE11.1. | Recognizes own name. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| EXPECTATION / BENCHMARK | IT-SE11.2. | Identifies some physical characteristics of self, such as hair color, age gender, or size. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| EXPECTATION / BENCHMARK | IT-SE11.3. | Recognizes some similarities and differences between self and others. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| STANDARD / CONTENT AREA | HS.SED.B-36. | Social and Emotional Development (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING | |
| BENCHMARK / STRAND | IT-SE13. | Child develops a sense of belonging through relationships with others. |
| EXPECTATION / BENCHMARK | IT-SE13.1. | Identifies self as a member of a family. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| EXPECTATION / BENCHMARK | IT-SE13.2. | Points to or names self and other familiar people, such as in photos or pictures. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| STANDARD / CONTENT AREA | HS.LC.B-36. | Language and Communication (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: ATTENDING AND UNDERSTANDING | |
| BENCHMARK / STRAND | IT-LC1. | Child attends to, understands, and responds to communication and language from others. |
| EXPECTATION / BENCHMARK | IT-LC1.1. | Shows understanding of some words and phrases used in conversation, such as by responding to simple questions. ReadyRosie Stuck on You T-Shirt Talk Tell Me About It! Why should we tell family stories? |
| STANDARD / CONTENT AREA | HS.LC.B-36. | Language and Communication (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMMUNICATING AND SPEAKING | |
| BENCHMARK / STRAND | IT-LC3. | Child communicates needs and wants non-verbally and by using language. |
| EXPECTATION / BENCHMARK | IT-LC3.1. | Uses combinations of words and simple sentences or signs in a variety of situations. ReadyRosie Stuck on You Tell Me About It! Tempted to Talk |
| EXPECTATION / BENCHMARK | IT-LC3.2. | Uses simple sentences, such as 3–4 word sentences, to communicate needs and wants. ReadyRosie Behavior is a form of communication Stuck on You Tell Me About It! Tempted to Talk |
| STANDARD / CONTENT AREA | HS.LC.B-36. | Language and Communication (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMMUNICATING AND SPEAKING | |
| BENCHMARK / STRAND | IT-LC4. | Child uses non-verbal communication and language to engage others in interaction. |
| EXPECTATION / BENCHMARK | IT-LC4.1. | Initiates and responds in conversations with others. ReadyRosie Stuck on You Tell Me About It! |
| EXPECTATION / BENCHMARK | IT-LC4.2. | Participates in simple conversations with others that are maintained by back-and-forth exchanges of ideas or information. ReadyRosie Stuck on You Tell Me About It! |
| EXPECTATION / BENCHMARK | IT-LC4.3. | Engages in simple conversations by expressing own feelings, thoughts, and ideas to others. ReadyRosie Stuck on You Tell Me About It! |
| STANDARD / CONTENT AREA | HS.LC.B-36. | Language and Communication (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMMUNICATING AND SPEAKING | |
| BENCHMARK / STRAND | IT-LC5. | Child uses increasingly complex language in conversation with others. |
| EXPECTATION / BENCHMARK | IT-LC5.1. | Uses sentences of three or more words in conversation with others. ReadyRosie Stuck on You Tell Me About It! Tempted to Talk |
| EXPECTATION / BENCHMARK | IT-LC5.2. | Asks and answers simple questions in conversations with others. ReadyRosie Nature Walk and Talk T-Shirt Talk What Do We Do? Why should we tell family stories? |
| STANDARD / CONTENT AREA | HS.LC.B-36. | Language and Communication (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMMUNICATING AND SPEAKING | |
| BENCHMARK / STRAND | IT-LC6. | Child initiates non-verbal communication and language to learn and gain information. |
| EXPECTATION / BENCHMARK | IT-LC6.1. | Asks questions in a variety of ways. ReadyRosie Nature Walk and Talk What Do We Do? |
| EXPECTATION / BENCHMARK | IT-LC6.2. | Repeats or re-phrases questions until a response is received. ReadyRosie Nature Walk and Talk What Do We Do? |
| STANDARD / CONTENT AREA | HS.LC.B-36. | Language and Communication (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: VOCABULARY | |
| BENCHMARK / STRAND | IT-LC7. | Child understands an increasing number of words used in communication with others. |
| EXPECTATION / BENCHMARK | IT-LC7.1. | Shows understanding of the meaning of common words used in daily activities. ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You |
| EXPECTATION / BENCHMARK | IT-LC7.2. | Attends to new words used in conversation with others. ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You Toy Sort |
| STANDARD / CONTENT AREA | HS.LC.B-36. | Language and Communication (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: VOCABULARY | |
| BENCHMARK / STRAND | IT-LC8. | Child uses an increasing number of words in communication and conversation with others. |
| EXPECTATION / BENCHMARK | IT-LC8.1. | Shows rapid growth in number of words or signs used in conversation with others. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| EXPECTATION / BENCHMARK | IT-LC8.2. | Demonstrates a vocabulary of at least 300 words in home language. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| STANDARD / CONTENT AREA | HS.LC.B-36. | Language and Communication (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT LITERACY | |
| BENCHMARK / STRAND | IT-LC9. | Child attends to, repeats, and uses some rhymes, phrases, or refrains from stories or songs. |
| EXPECTATION / BENCHMARK | IT-LC9.1. | Repeats simple familiar rhymes or sings favorite 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? |
| EXPECTATION / BENCHMARK | IT-LC9.2. | Retells familiar stories using props. ReadyRosie Family Movie Night Tips for helping your child love reading Tips for storytelling: Using gestures |
| STANDARD / CONTENT AREA | HS.LC.B-36. | Language and Communication (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT LITERACY | |
| BENCHMARK / STRAND | IT-LC10. | Child handles books and relates them to their stories or information. |
| EXPECTATION / BENCHMARK | IT-LC10.1. | Asks to have several favorite books read over and over. ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading Why should we tell family stories? |
| EXPECTATION / BENCHMARK | IT-LC10.2. | Holds book, turns pages, and pretends to read. ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| STANDARD / CONTENT AREA | HS.LC.B-36. | Language and Communication (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT LITERACY | |
| BENCHMARK / STRAND | IT-LC11. | Child recognizes pictures and some symbols, signs, or words. |
| EXPECTATION / BENCHMARK | IT-LC11.1. | Points to and names some letters or characters in their names. ReadyRosie Paint your Name |
| STANDARD / CONTENT AREA | HS.LC.B-36. | Language and Communication (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT LITERACY | |
| BENCHMARK / STRAND | IT-LC12. | Child comprehends meaning from pictures and stories. |
| EXPECTATION / BENCHMARK | IT-LC12.1. | Uses pictures as a guide to talk about a story that has been read. ReadyRosie Book Chats Bring Me the Book Reading Routines for Early Readers Tips for helping your child love reading |
| EXPECTATION / BENCHMARK | IT-LC12.2. | Asks or answers questions about what is happening in a book or story. ReadyRosie Reading Routines for Early Readers Tips for helping your child love reading |
| STANDARD / CONTENT AREA | HS.LC.B-36. | Language and Communication (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT LITERACY | |
| BENCHMARK / STRAND | IT-LC13. | Child makes marks and uses them to represent objects or actions. |
| EXPECTATION / BENCHMARK | IT-LC13.1. | Draws pictures using scribbles and talks with others about what they have made. ReadyRosie Copy Me Paint your Name Recycled Play Secret Message |
| EXPECTATION / BENCHMARK | IT-LC13.2. | Draws straight lines or curved lines. ReadyRosie Copy Me Recycled Play |
| EXPECTATION / BENCHMARK | IT-LC13.3. | Makes letter-like marks or scribbles on paper. ReadyRosie Copy Me Paint your Name Secret Message |
| STANDARD / CONTENT AREA | HS.C.B-36. | Cognition (By 36 Months ) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EXPLORATION AND DISCOVERY | |
| BENCHMARK / STRAND | IT-C1. | Child actively explores people and objects to understand self, others, and objects. |
| EXPECTATION / BENCHMARK | IT-C1.1. | Learns about characteristics of people and properties and uses of objects through the senses and active exploration. ReadyRosie Fast, Slow Playdough Lengths |
| EXPECTATION / BENCHMARK | IT-C1.2. | Experiments with everyday objects or materials to answer “What?”, “Why?” or “How?” questions. ReadyRosie Nature Walk and Talk What Do We Do? |
| STANDARD / CONTENT AREA | HS.C.B-36. | Cognition (By 36 Months ) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EXPLORATION AND DISCOVERY | |
| BENCHMARK / STRAND | IT-C2. | Child uses understanding of causal relationships to act on social and physical environments. |
| EXPECTATION / BENCHMARK | IT-C2.1. | Makes simple predictions about what will happen next, such as in a story or in everyday routines. ReadyRosie Tips for helping your child love reading |
| STANDARD / CONTENT AREA | HS.C.B-36. | Cognition (By 36 Months ) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: MEMORY | |
| BENCHMARK / STRAND | IT-C3. | Child recognizes differences between familiar and unfamiliar people, objects, actions, or events. |
| EXPECTATION / BENCHMARK | IT-C3.1. | Comments about similarities or differences between new people, objects, or events, and ones that are more familiar. ReadyRosie Book Walk How can I communicate with my baby? Stuck on You Why should we tell family stories? |
| EXPECTATION / BENCHMARK | IT-C3.2. | Tells others about what will happen next or about changes in usual routines or schedules. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| STANDARD / CONTENT AREA | HS.C.B-36. | Cognition (By 36 Months ) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: MEMORY | |
| BENCHMARK / STRAND | IT-C4. | Child recognizes the stability of people and objects in the environment. |
| EXPECTATION / BENCHMARK | IT-C4.1. | Notices who is missing from a familiar group, such as family at dinner or children in a playgroup. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION / BENCHMARK | IT-C4.2. | Looks in several different places for a toy that was played with a few days before. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STANDARD / CONTENT AREA | HS.C.B-36. | Cognition (By 36 Months ) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: MEMORY | |
| BENCHMARK / STRAND | IT-C5. | Child uses memories as a foundation for more complex actions and thoughts. |
| EXPECTATION / BENCHMARK | IT-C5.1. | Recalls a similar family event when hearing a story read. ReadyRosie Bring Me the Book |
| EXPECTATION / BENCHMARK | IT-C5.2. | Prepares for next routine or activity based on past experiences, such as gets hat or coat when it is time to go outside. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| EXPECTATION / BENCHMARK | IT-C5.3. | Repeats simple rules about expected behavior, such as “We wash our hands before we eat.” ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| STANDARD / CONTENT AREA | HS.C.B-36. | Cognition (By 36 Months ) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: REASONING AND PROBLEM-SOLVING | |
| BENCHMARK / STRAND | IT-C6. | Child learns to use a variety of strategies in solving problems. |
| EXPECTATION / BENCHMARK | IT-C6.1. | Uses a variety of strategies to solve problems, such as trial and error, simple tools, or asking someone to help. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| EXPECTATION / BENCHMARK | IT-C6.2. | Tries to solve the same problem in several different ways at different times. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| STANDARD / CONTENT AREA | HS.C.B-36. | Cognition (By 36 Months ) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: REASONING AND PROBLEM-SOLVING | |
| BENCHMARK / STRAND | IT-C7. | Child uses reasoning and planning ahead to solve problems. |
| EXPECTATION / BENCHMARK | IT-C7.1. | Tries to fix things that are broken, such as putting a toy back together or using tape to repair a torn paper. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| EXPECTATION / BENCHMARK | IT-C7.2. | Plans ways to solve problems based on knowledge and experience, such as getting a stool to reach a book that is on a shelf after trying to reach it on tiptoes. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| STANDARD / CONTENT AREA | HS.C.B-36. | Cognition (By 36 Months ) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT MATHEMATICAL THINKING | |
| BENCHMARK / STRAND | IT-C8. | Child develops sense of number and quantity. |
| EXPECTATION / BENCHMARK | IT-C8.1. | Counts small number of objects (2–3), sometimes counting the same object twice or using numbers out of order. ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| EXPECTATION / BENCHMARK | IT-C8.3. | Uses fingers to show how old they are. ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| STANDARD / CONTENT AREA | HS.C.B-36. | Cognition (By 36 Months ) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT MATHEMATICAL THINKING | |
| BENCHMARK / STRAND | IT-C9. | Child uses spatial awareness to understand objects and their movement in space. |
| EXPECTATION / BENCHMARK | IT-C9.1. | Does puzzles with interlocking pieces, different colors and shapes. ReadyRosie Nesting Bowls Toy Sort |
| STANDARD / CONTENT AREA | HS.C.B-36. | Cognition (By 36 Months ) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMERGENT MATHEMATICAL THINKING | |
| BENCHMARK / STRAND | IT-C10. | Child uses matching and sorting of objects or people to understand similar and different characteristics. |
| EXPECTATION / BENCHMARK | IT-C10.1. | Sorts toys or other objects by color, shape or size. ReadyRosie Nature Walk and Talk Toy Sort |
| EXPECTATION / BENCHMARK | IT-C10.2. | Orders some objects by size. ReadyRosie Nature Walk and Talk Toy Sort |
| EXPECTATION / BENCHMARK | IT-C10.3. | Identifies characteristics of people, such as “Mom has black hair like me.” ReadyRosie Nature Walk and Talk Toy Sort |
| STANDARD / CONTENT AREA | HS.C.B-36. | Cognition (By 36 Months ) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: IMITATION AND SYMBOLIC REPRESENTATION AND PLAY | |
| BENCHMARK / STRAND | IT-C11. | Child observes and imitates sounds, words, gestures, actions, and behaviors. |
| EXPECTATION / BENCHMARK | IT-C11.1. | Watches and imitates adult actions involving multiple steps, such as getting spoons and forks to set a table. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| EXPECTATION / BENCHMARK | IT-C11.2. | Imitates someone else’s conversation, such as in pretend play or on a toy phone. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STANDARD / CONTENT AREA | HS.C.B-36. | Cognition (By 36 Months ) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: IMITATION AND SYMBOLIC REPRESENTATION AND PLAY | |
| BENCHMARK / STRAND | IT-C12. | Child uses objects or symbols to represent something else. |
| EXPECTATION / BENCHMARK | IT-C12.1. | Uses familiar objects to represent something else. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| EXPECTATION / BENCHMARK | IT-C12.2. | Improvises with props during pretend play, such as using a towel for a blanket or making a cookie out of play dough. ReadyRosie Banana Phonana Drum Patterns Playdough Lengths Recycled Play Toy Car Wash Vroom! Vroom! |
| STANDARD / CONTENT AREA | HS.C.B-36. | Cognition (By 36 Months ) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: IMITATION AND SYMBOLIC REPRESENTATION AND PLAY | |
| BENCHMARK / STRAND | IT-C13. | Child uses pretend play to increase understanding of culture, environment, and experiences. |
| EXPECTATION / BENCHMARK | IT-C13.1. | Seeks to involve others in pretend or make-believe play. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| EXPECTATION / BENCHMARK | IT-C13.3. | Uses pretend play to try out solutions to everyday problems, such as ways to respond to stressful situations. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STANDARD / CONTENT AREA | HS.PMP.B-36. | Perceptual, Motor, and Physical Development (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: PERCEPTION | |
| BENCHMARK / STRAND | IT-PMP1. | Child uses perceptual information to understand objects, experiences, and interactions. |
| EXPECTATION / BENCHMARK | IT-PMP1.1. | Combines information gained through the senses to understand objects, experiences, and interactions. ReadyRosie Fast, Slow Playdough Lengths |
| EXPECTATION / BENCHMARK | IT-PMP1.2. | Adjusts ways of interacting with materials based on sensory and perceptual information, such as pressing harder on clay than on play dough to make something. ReadyRosie Fast, Slow Playdough Lengths |
| EXPECTATION / BENCHMARK | IT-PMP1.3. | Modifies responses in social situations based on perceptual information, especially when meeting new people, such as hiding their face from an unfamiliar person. ReadyRosie Fast, Slow Playdough Lengths |
| STANDARD / CONTENT AREA | HS.PMP.B-36. | Perceptual, Motor, and Physical Development (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: PERCEPTION | |
| BENCHMARK / STRAND | IT-PMP2. | Child uses perceptual information in directing own actions, experiences, and interactions. |
| EXPECTATION / BENCHMARK | IT-PMP2.1. | Adjusts walking or running to the type of surface, such as a rocky, sandy, or slippery surface. ReadyRosie Bear Hunt |
| EXPECTATION / BENCHMARK | IT-PMP2.2. | Handles or explores objects or materials in different ways depending on perceptual information about the objects or materials, such as fragile, messy, or sticky properties. ReadyRosie Fast, Slow Playdough Lengths |
| STANDARD / CONTENT AREA | HS.PMP.B-36. | Perceptual, Motor, and Physical Development (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: GROSS MOTOR | |
| BENCHMARK / STRAND | IT-PMP3. | Child demonstrates effective and efficient use of large muscles for movement and position. |
| EXPECTATION / BENCHMARK | IT-PMP3.1. | Coordinates movements and actions for a purpose. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| EXPECTATION / BENCHMARK | IT-PMP3.2. | Walks and runs, adjusting speed or direction depending on the situation. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| STANDARD / CONTENT AREA | HS.PMP.B-36. | Perceptual, Motor, and Physical Development (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: GROSS MOTOR | |
| BENCHMARK / STRAND | IT-PMP4. | Child demonstrates effective and efficient use of large muscles to explore the environment. |
| EXPECTATION / BENCHMARK | IT-PMP4.1. | Explores environments using motor skills, such as throwing, kicking, jumping, climbing, carrying, and running. ReadyRosie Bear Hunt Catch! Get Moving Ring Around the Rosie Stop and Go |
| EXPECTATION / BENCHMARK | IT-PMP4.2. | Experiments with different ways of moving the body, such as dancing around the room. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| STANDARD / CONTENT AREA | HS.PMP.B-36. | Perceptual, Motor, and Physical Development (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: GROSS MOTOR | |
| BENCHMARK / STRAND | IT-PMP5. | Child uses sensory information and body awareness to understand how their body relates to the environment. |
| EXPECTATION / BENCHMARK | IT-PMP5.1. | Maintains balance and posture while seated and concentrating, such as working with clay, blocks, or markers or looking at a book. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| EXPECTATION / BENCHMARK | IT-PMP5.2. | Adjusts position of body to fit through or into small spaces. ReadyRosie Bear Hunt |
| STANDARD / CONTENT AREA | HS.PMP.B-36. | Perceptual, Motor, and Physical Development (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: FINE MOTOR | |
| BENCHMARK / STRAND | IT-PMP6. | Child coordinates hand and eye movements to perform actions. |
| EXPECTATION / BENCHMARK | IT-PMP6.1. | Uses hand-eye coordination to manipulate objects and materials such as completing puzzles or threading beads with large holes. ReadyRosie Drum Patterns Nesting Bowls Torn Paper Art Toy Car Wash |
| STANDARD / CONTENT AREA | HS.PMP.B-36. | Perceptual, Motor, and Physical Development (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: FINE MOTOR | |
| BENCHMARK / STRAND | IT-PMP7. | Child uses hands for exploration, play, and daily routines. |
| EXPECTATION / BENCHMARK | IT-PMP7.1. | Uses hands efficiently for a variety of actions or activities, such as building with blocks, wiping up a spill, or feeding self. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| STANDARD / CONTENT AREA | HS.PMP.B-36. | Perceptual, Motor, and Physical Development (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: FINE MOTOR | |
| BENCHMARK / STRAND | IT-PMP8. | Child adjusts reach and grasp to use tools. |
| EXPECTATION / BENCHMARK | IT-PMP8.1. | Adjusts grasp with ease to new tools and materials. ReadyRosie Copy Me Drum Patterns Hooray Parfait Secret Message Toy Car Wash |
| EXPECTATION / BENCHMARK | IT-PMP8.2. | Uses pincer grasp with thumb and fingers to manipulate small objects or handle tools, such as stringing small beads. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| EXPECTATION / BENCHMARK | IT-PMP8.3. | Uses hand tools in a variety of ways, such as a rolling pin with clay or play dough, or a toy shovel with sand. ReadyRosie Playdough Lengths |
| STANDARD / CONTENT AREA | HS.PMP.B-36. | Perceptual, Motor, and Physical Development (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: HEALTH, SAFETY, AND NUTRITION | |
| BENCHMARK / STRAND | IT-PMP9. | Child demonstrates healthy behaviors with increasing independence as part of everyday routines. |
| EXPECTATION / BENCHMARK | IT-PMP9.1. | Shows increasing independence in self-care routines with guidance from adults. ReadyRosie I Can Do It All By Myself |
| EXPECTATION / BENCHMARK | IT-PMP9.2. | Puts on or takes off some articles of clothing, such as shoes, socks, coat, or hat. ReadyRosie T-Shirt Talk |
| STANDARD / CONTENT AREA | HS.PMP.B-36. | Perceptual, Motor, and Physical Development (By 36 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: HEALTH, SAFETY, AND NUTRITION | |
| BENCHMARK / STRAND | IT-PMP11. | Child demonstrates increasing interest in engaging in healthy eating habits and making nutritious food choices. |
| EXPECTATION / BENCHMARK | IT-PMP11.1. | Expresses preferences about foods, specifically likes or dislikes, sometimes based on whether the food is nutritious. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| EXPECTATION / BENCHMARK | IT-PMP11.2. | Sometimes makes nutritious choices with support from an adult. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |