Oregon Academic Content Standards (Pre-K)
| Main Criteria: Oregon Academic Content Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grade: Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| Oregon Academic Content Standards |
| Early Childhood Education |
| Grade: Ages 3-5 - Adopted: 2017 |
| STANDARD / CONTENT AREA | HS.ATL.36-48. | Approaches to Learning (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL AND BEHAVIORAL SELF-REGULATION | |
| BENCHMARK / STRAND | P-ATL1. | Child manages emotions with increasing independence |
| EXPECTATION / BENCHMARK | P-ATL1.1. | Manages less intense emotions, such as mild frustration, independently. May require adult support to manage more intense emotions. ReadyRosie Funny Faces How should I handle temper tantrums? Talking About Your Feelings |
| STANDARD / CONTENT AREA | HS.ATL.36-48. | Approaches to Learning (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL AND BEHAVIORAL SELF-REGULATION | |
| BENCHMARK / STRAND | P-ATL2. | Child follows classroom rules and routines with increasing independence. |
| EXPECTATION / BENCHMARK | P-ATL2.1. | Follows simple rules and routines with assistance from adults, such as hanging up their coat or sitting at the table when asked by an adult. ReadyRosie Brushing Your Teeth How do I get my child to______? How should I handle temper tantrums? Packing for Our Trip Reading Routines for Early Readers |
| STANDARD / CONTENT AREA | HS.ATL.36-48. | Approaches to Learning (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL AND BEHAVIORAL SELF-REGULATION | |
| BENCHMARK / STRAND | P-ATL4. | Child manages actions, words, and behavior with increasing independence. |
| EXPECTATION / BENCHMARK | P-ATL4.1. | Manages own actions, words and behavior with frequent support from adults, such as reminders to use gentle touches and friendly words. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| STANDARD / CONTENT AREA | HS.ATL.36-48. | Approaches to Learning (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| BENCHMARK / STRAND | P-ATL5. | Child demonstrates an increasing ability to control impulses. |
| EXPECTATION / BENCHMARK | P-ATL5.1. | Frequently engages in impulsive behaviors, but inhibits them when directly supported by an adult. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| STANDARD / CONTENT AREA | HS.ATL.36-48. | Approaches to Learning (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| BENCHMARK / STRAND | P-ATL6. | Child maintains focus and sustains attention with minimal adult support. |
| EXPECTATION / BENCHMARK | P-ATL6.1. | With adult support, focuses attention on tasks and experiences for short periods of time, despite interruptions or distractions. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / CONTENT AREA | HS.ATL.36-48. | Approaches to Learning (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| BENCHMARK / STRAND | P-ATL7. | Child persists in tasks. |
| EXPECTATION / BENCHMARK | P-ATL7.1. | Persists on preferred tasks when presented with small challenges with or without adult support, such as continuing to try to build a tall tower with blocks, even when some pieces fall. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / CONTENT AREA | HS.ATL.36-48. | Approaches to Learning (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| BENCHMARK / STRAND | P-ATL8. | Child holds information in mind and manipulates it to perform tasks. |
| EXPECTATION / BENCHMARK | P-ATL8.1. | Holds small amounts of information in mind, such as two-step directions, to successfully complete simple tasks. ReadyRosie Find My Number Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror My Address Mystery Bag Recalling What Happened in a Story Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| STANDARD / CONTENT AREA | HS.ATL.36-48. | Approaches to Learning (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| BENCHMARK / STRAND | P-ATL9. | Child demonstrates flexibility in thinking and behavior. |
| EXPECTATION / BENCHMARK | P-ATL9.1. | Demonstrates flexibility, or the ability to switch gears, in thinking and behavior when prompted by an adult, such as trying a new way to climb a structure when the first attempt does not work. ReadyRosie Follow the Leader |
| STANDARD / CONTENT AREA | HS.ATL.36-48. | Approaches to Learning (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: INITIATIVE AND CURIOSITY | |
| BENCHMARK / STRAND | P-ATL10. | Child demonstrates initiative and independence. |
| EXPECTATION / BENCHMARK | P-ATL10.1. | Regularly shows initiative, particularly in interactions with familiar adults. Works independently for brief periods of time without adult prompting. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / CONTENT AREA | HS.ATL.36-48. | Approaches to Learning (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: INITIATIVE AND CURIOSITY | |
| BENCHMARK / STRAND | P-ATL11. | Child shows interest in and curiosity about the world around them. |
| EXPECTATION / BENCHMARK | P-ATL11.1. | Seeks out new information and explores new play and tasks with adult support. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / CONTENT AREA | HS.ATL.36-48. | Approaches to Learning (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: CREATIVITY | |
| BENCHMARK / STRAND | P-ATL12. | Child expresses creativity in thinking and communication. |
| EXPECTATION / BENCHMARK | P-ATL12.1. | Responds to adults’ prompts to express creative ideas in words and/or actions. ReadyRosie Follow My Design Follow the Leader How can I get my child to listen to me? How should I handle temper tantrums? Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| STANDARD / CONTENT AREA | HS.ATL.36-48. | Approaches to Learning (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: CREATIVITY | |
| BENCHMARK / STRAND | P-ATL13. | Child uses imagination in play and interactions with others. |
| EXPECTATION / BENCHMARK | P-ATL13.1. | Consistently uses imagination in play and other creative works. Begins to communicate creative ideas to other children and adults. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| STANDARD / CONTENT AREA | HS.SED.36-48. | Social and Emotional Development (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH ADULTS | |
| BENCHMARK / STRAND | P-SE1. | Child engages in and maintains positive relationships and interactions with adults. |
| EXPECTATION / BENCHMARK | P-SE1.1. | Engages in positive interactions with adults, such as by demonstrating affection or talking about ideas. Is able to separate from trusted adults when in familiar settings. Uses adults as a resource to solve problems. ReadyRosie Following Directions Grandparent Storytime Morning Message Phone Fun Talking About Your Feelings Who Should We Ask? |
| STANDARD / CONTENT AREA | HS.SED.36-48. | Social and Emotional Development (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH ADULTS | |
| BENCHMARK / STRAND | P-SE2. | Child engages in prosocial and cooperative behavior with adults. |
| EXPECTATION / BENCHMARK | P-SE2.1. | Sometimes engages in prosocial behavior with adults, such as greeting the teacher or saying goodbye, and responds to adult requests and directions that may include assistance or prompting. Sometimes demonstrates uncooperative behavior with familiar adults, such as saying “No” to requests, but these moments are typically resolved with support from adults. ReadyRosie Following Directions Grandparent Storytime How can I get my child to listen to me? How should I handle temper tantrums? Morning Message Phone Fun Talking About Your Feelings Who Should We Ask? |
| STANDARD / CONTENT AREA | HS.SED.36-48. | Social and Emotional Development (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN | |
| BENCHMARK / STRAND | P-SE3. | Child engages in and maintains positive interactions and relationships with other children. |
| EXPECTATION / BENCHMARK | P-SE3.1. | Sometimes engages in and maintains interactions with other children without support from an adult, or demonstrates skills in doing this when prompted by an adult. May spontaneously engage in prosocial behaviors with other children, such as sharing and taking turns with materials and in conversations, or may engage in these with prompting from adults. ReadyRosie Building Houses Family Talent Show Following Directions Grandparent Storytime Keep It Up Morning Message Phone Fun Taking Turns Talking About Your Feelings Who Should We Ask? Who has the Biggest Number? |
| STANDARD / CONTENT AREA | HS.SED.36-48. | Social and Emotional Development (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN | |
| BENCHMARK / STRAND | P-SE4. | Child engages in cooperative play with other children. |
| EXPECTATION / BENCHMARK | P-SE4.1. | Often plays cooperatively with other children. For at least short periods during this play, works with other children to plan and enact this play in a coordinated way. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STANDARD / CONTENT AREA | HS.SED.36-48. | Social and Emotional Development (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN | |
| BENCHMARK / STRAND | P-SE5. | Child uses basic problem-solving skills to resolve conflicts with other children. |
| EXPECTATION / BENCHMARK | P-SE5.1. | Begins to recognize and describe social problems. Suggests solutions to conflicts with adult guidance and support. ReadyRosie How can I get my child to listen to me? How can I stop my kids from fighting? How should I handle temper tantrums? Talking About Your Feelings |
| STANDARD / CONTENT AREA | HS.SED.36-48. | Social and Emotional Development (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL FUNCTIONING | |
| BENCHMARK / STRAND | P-SE6. | Child expresses a broad range of emotions and recognizes these emotions in self and others. |
| EXPECTATION / BENCHMARK | P-SE6.1. | Expresses a broad range of emotions across contexts, such as during play and in interactions with adults. Notices when strong emotions are exhibited by others and begins to use words to describe some of these emotions, such as happy, sad, or mad. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| STANDARD / CONTENT AREA | HS.SED.36-48. | Social and Emotional Development (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL FUNCTIONING | |
| BENCHMARK / STRAND | P-SE7. | Child expresses care and concern toward others. |
| EXPECTATION / BENCHMARK | P-SE7.1. | Often pays attention when others are distressed, but attention and response to this distress may be brief. May seek out adult support to help another child who is distressed. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| STANDARD / CONTENT AREA | HS.SED.36-48. | Social and Emotional Development (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL FUNCTIONING | |
| BENCHMARK / STRAND | P-SE8. | Child manages emotions with increasing independence. |
| EXPECTATION / BENCHMARK | P-SE8.1. | Manages less intense emotions, such as mild frustration, independently. May require adult support to manage more intense emotions. ReadyRosie Funny Faces How should I handle temper tantrums? Talking About Your Feelings |
| STANDARD / CONTENT AREA | HS.SED.36-48. | Social and Emotional Development (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING | |
| BENCHMARK / STRAND | P-SE9. | Child recognizes self as a unique individual having own abilities, characteristics, emotions, and interests. |
| EXPECTATION / BENCHMARK | P-SE9.1. | Describes own physical characteristics and behaviors and indicates likes and dislikes when asked. ReadyRosie Book Selection Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Selecting Books Tips for storytelling: Story ideas Using a Menu to Order What's for Dinner? |
| STANDARD / CONTENT AREA | HS.SED.36-48. | Social and Emotional Development (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING | |
| BENCHMARK / STRAND | P-SE10. | Child expresses confidence in own skills and positive feelings about self. |
| EXPECTATION / BENCHMARK | P-SE10.1. | Expresses enjoyment in accomplishing daily routines and new skills and may draw adult attention to these accomplishments. May share own ideas or express positive feelings about self, particularly when prompted by an adult. ReadyRosie Detailed Drawing of a Face Family Talent Show Funny Faces How do I get my child to______? How should I handle temper tantrums? I Remember When If You're Happy & You Know It Talking About Your Feelings |
| STANDARD / CONTENT AREA | HS.SED.36-48. | Social and Emotional Development (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING | |
| BENCHMARK / STRAND | P-SE11. | Child has sense of belonging to family, community, and other groups. |
| EXPECTATION / BENCHMARK | P-SE11.1. | Communicates feeling a sense of belonging to family and an emerging sense of connections to other communities through words or other forms of expression, such as drawing a picture of their family or sharing a special object related to their cultural heritage. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show Grandparent Storytime How Many Feet? Tips for storytelling: Story ideas Why should we tell family stories? |
| STANDARD / CONTENT AREA | HS.LC.36-48. | Language and Communication (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: ATTENDING AND UNDERSTANDING | |
| BENCHMARK / STRAND | P-LC1. | Child attends to communication and language from others |
| EXPECTATION / BENCHMARK | P-LC1.1. | Shows acknowledgment of comments or questions and is able to attend to conversations, either spoken or signed. ReadyRosie Color Word Sentences If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| STANDARD / CONTENT AREA | HS.LC.36-48. | Language and Communication (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: ATTENDING AND UNDERSTANDING | |
| BENCHMARK / STRAND | P-LC2. | Child understands and responds to increasingly complex communication and language from others. |
| EXPECTATION / BENCHMARK | P-LC2.1. | Understands and responds (verbally and non-verbally) to increasingly longer sentences, simple questions, and simple stories. ReadyRosie Baby Photo Fun Color Word Sentences Grandparent Storytime I Remember When Listening for Sounds Making Trail Mix My Favorite Part Pantry Talk Description Reading a Book for the Second Time Taking Turns Why should we tell family stories? Yesterday, Today, Tomorrow |
| STANDARD / CONTENT AREA | HS.LC.36-48. | Language and Communication (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMMUNICATING AND SPEAKING | |
| BENCHMARK / STRAND | P-LC3. | Child varies the amount of information provided to meet the demands of the situation. |
| EXPECTATION / BENCHMARK | P-LC3.1. | Uses language, spoken or sign, for different purposes and is sometimes able to provide sufficient detail to get needs met from a variety of adults. ReadyRosie Behavior is a form of communication Finding the Groceries How Many Can You Name? I Spy an Animal I'm Thinking of an Animal Mystery Bag Pantry Talk Description Pretending Together Weekend News Yesterday, Today, Tomorrow |
| STANDARD / CONTENT AREA | HS.LC.36-48. | Language and Communication (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMMUNICATING AND SPEAKING | |
| BENCHMARK / STRAND | P-LC4. | Child understands, follows, and uses appropriate social and conversational rules. |
| EXPECTATION / BENCHMARK | P-LC4.1. | Engages in conversations with adults, other children, or within the group setting lasting 2–3 conversational turns, and, with support, will sometimes use appropriate tone and volume for different situations. ReadyRosie Choosing the Right Voice Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| STANDARD / CONTENT AREA | HS.LC.36-48. | Language and Communication (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMMUNICATING AND SPEAKING | |
| BENCHMARK / STRAND | P-LC5. | Child expresses self in increasingly long, detailed, and sophisticated ways. |
| EXPECTATION / BENCHMARK | P-LC5.1. | Communicates clearly enough to be understood by familiar adults, but may make some pronunciation and grammatical errors. Typically uses 3–5 word phrases/sentences when communicating. With some prompting, can offer multiple (2–3) pieces of information on a single topic. ReadyRosie All Mixed Up Family Photos Pantry Talk Description Phone Fun Who Should We Ask? |
| STANDARD / CONTENT AREA | HS.LC.36-48. | Language and Communication (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: VOCABULARY | |
| BENCHMARK / STRAND | P-LC6. | Child understands and uses a wide variety of words for a variety of purposes. |
| EXPECTATION / BENCHMARK | P-LC6.1. | Shows a rapid increase in acquisition of new vocabulary words that describe actions, emotions, things, or ideas that are meaningful within the everyday environment. Uses new vocabulary words to describe relations among things or ideas. Shows repetition of new words offered by adults. ReadyRosie Comparing Vegetables Finding the Groceries Following Directions Funny Faces Grocery Store Conversations How Many Can You Name? How can I help my child learn new words? I Spy an Animal I'm Thinking of an Animal If You're Happy & You Know It Kitchen Labeling Mystery Bag Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Talking About Your Feelings Think About It |
| STANDARD / CONTENT AREA | HS.LC.36-48. | Language and Communication (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: VOCABULARY | |
| BENCHMARK / STRAND | P-LC7. | Child shows understanding of word categories and relationships among words. |
| EXPECTATION / BENCHMARK | P-LC7.1. | Typically uses known words in the correct context and, with support, shows an emerging understanding of how words are related to broader categories, such as sorting things by color. ReadyRosie Grocery Store Conversations How Many Can You Name? Silent Opposites Sort and Graph Leaves |
| STANDARD / CONTENT AREA | HS.LC.36-48. | Language and Communication (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: PHONOLOGICAL AWARENESS | |
| BENCHMARK / STRAND | P-LIT1. | Child demonstrates awareness that spoken language is composed of smaller segments of sound. |
| EXPECTATION / BENCHMARK | P-LIT1.1. | Shows rote imitation and enjoyment of rhyme and alliteration. With support, distinguishes when two words rhyme and when two words begin with the same sound. ReadyRosie Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Making a Grocery List Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Signaling for Sounds Sliding to Nursery Rhymes Thumbs Up, Thumbs Down Twinkle, Twinkle Rhymes |
| STANDARD / CONTENT AREA | HS.LC.36-48. | Language and Communication (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: PRINT AND ALPHABET KNOWLEDGE | |
| BENCHMARK / STRAND | P-LIT2. | Child demonstrates an understanding of how print is used (functions of print) and the rules that govern how print works (conventions of print). |
| EXPECTATION / BENCHMARK | P-LIT2.1. | Distinguishes print from pictures and shows an understanding that print is something meaningful, such as asking an adult “What does this say?” or “Read this.” ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories |
| STANDARD / CONTENT AREA | HS.LC.36-48. | Language and Communication (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: PRINT AND ALPHABET KNOWLEDGE | |
| BENCHMARK / STRAND | P-LIT3. | Child identifies letters of the alphabet and produces correct sounds associated with letters. |
| EXPECTATION / BENCHMARK | P-LIT3.1. | Shows an awareness of alphabet letters, such as singing the ABC song, recognizing letters from one’s name, or naming some letters that are encountered often. ReadyRosie Alphabet Clapping Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Morning Message Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| STANDARD / CONTENT AREA | HS.LC.36-48. | Language and Communication (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMPREHENSION AND TEXT STRUCTURE | |
| BENCHMARK / STRAND | P-LIT4. | Child demonstrates an understanding of narrative structure through storytelling/re-telling. |
| EXPECTATION / BENCHMARK | P-LIT4.1. | With support, may be able to tell one or two key events from a story or may act out a story with pictures or props. ReadyRosie Act It Out All About My Day Book Bag Descriptions Family Movie Night Family Photos Grandparent Storytime My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures Toy Stories |
| STANDARD / CONTENT AREA | HS.LC.36-48. | Language and Communication (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMPREHENSION AND TEXT STRUCTURE | |
| BENCHMARK / STRAND | P-LIT5. | Child asks and answers questions about a book that was read aloud. |
| EXPECTATION / BENCHMARK | P-LIT5.1. | Can answer basic questions about likes or dislikes in a book or story. Asks and answers questions about main characters or events in a familiar story. With modeling and support, makes predictions about events that might happen next. ReadyRosie Asking Wh- Questions Book Bag Descriptions Book Selection Getting Information from Pictures Making Connections PreK Picture Walk Predictions Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Selecting Books Text to Self Connections Think About It Tips for helping your child love reading Toy Stories |
| STANDARD / CONTENT AREA | HS.LC.36-48. | Language and Communication (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: WRITING | |
| BENCHMARK / STRAND | P-LIT6. | Child writes for a variety of purposes using increasingly sophisticated marks. |
| EXPECTATION / BENCHMARK | P-LIT6.1. | Engages in writing activities that consist largely of drawing and scribbling. Begins to convey meaning. With modeling and support, writes some letter-like forms and letters. ReadyRosie Detailed Drawing of a Face Jump Rope Letters Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Silverware Alphabet Thank You Note Three Ways to Show a Number Using a Menu to Order Weekend News Writing Names with Shaving Cream |
| STANDARD / CONTENT AREA | HS.M.36-48. | Math (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COUNTING AND CARDINALITY | |
| BENCHMARK / STRAND | P-MATH1. | Child knows number names and the count sequence. |
| EXPECTATION / BENCHMARK | P-MATH1.1. | Says or signs some number words in sequence (up to 10), starting with one. Understands that counting words are separate words, such as “one,” “two,” “three” versus “one, two, three”. ReadyRosie Crazy Counting Fruit Salad How Many Steps to Bed? How Old Are You? Magazine Number Hunt Numbers Everywhere Rub a Dub Counting |
| STANDARD / CONTENT AREA | HS.M.36-48. | Math (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COUNTING AND CARDINALITY | |
| BENCHMARK / STRAND | P-MATH2. | Child recognizes the number of objects in a small set. |
| EXPECTATION / BENCHMARK | P-MATH2.1. | Develops an understanding of what whole numbers mean. Begins to recognize the number of small objects in groups without counting (referred to as “subitizing”). ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| STANDARD / CONTENT AREA | HS.M.36-48. | Math (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COUNTING AND CARDINALITY | |
| BENCHMARK / STRAND | P-MATH3. | Child understands the relationship between numbers and quantities. |
| EXPECTATION / BENCHMARK | P-MATH3.1. | Begins to coordinate verbal counting with objects by pointing to or moving objects for small groups of objects laid in a line (referred to as one-to-one correspondence). Begins to understand that the last number represents how many objects are in a group (referred to as “cardinality”). ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Candy Sort and Graph Counting Signs Decorating Cupcakes Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Lily Pad Hop Measure your Steps Penny Drop The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| STANDARD / CONTENT AREA | HS.M.36-48. | Math (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COUNTING AND CARDINALITY | |
| BENCHMARK / STRAND | P-MATH4. | Child compares numbers. |
| EXPECTATION / BENCHMARK | P-MATH4.1. | Begins to accurately count and compare objects that are about the same size and are in small groups with adult assistance, such as counts a pile of 2 blocks and a pile of 4, and determines whether the piles have the same or different numbers of blocks. Identifies the first and second objects in a sequence. ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Candy Sort and Graph Counting Signs Decorating Cupcakes Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Lily Pad Hop Measure your Steps Penny Drop Sort and Graph Leaves Sorting Laundry The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| STANDARD / CONTENT AREA | HS.M.36-48. | Math (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COUNTING AND CARDINALITY | |
| BENCHMARK / STRAND | P-MATH5. | Child associates a quantity with written numerals up to 5 and begins to write numbers. |
| EXPECTATION / BENCHMARK | P-MATH5.1. | Begins to understand that a written numeral represents a quantity and may draw objects or use informal symbols to represent numbers. ReadyRosie Find My Number Lily Pad Hop Magazine Number Hunt May I Take your Order? Numbers Everywhere Special Day Countdown Three Ways to Show a Number |
| STANDARD / CONTENT AREA | HS.M.36-48. | Math (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: OPERATIONS AND ALGEBRAIC THINKING | |
| BENCHMARK / STRAND | P-MATH6. | Child understands addition as adding to and understands subtraction as taking away from. |
| EXPECTATION / BENCHMARK | P-MATH6.1. | Begins to add and subtract very small collections of objects with adult support. For example, the teacher says, “You have 3 grapes and get 1 more. How many in all?” Child counts out 3, then counts out 1 more, then counts all 4: “1, 2, 3, 4. I have 4!” ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| STANDARD / CONTENT AREA | HS.M.36-48. | Math (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: OPERATIONS AND ALGEBRAIC THINKING | |
| BENCHMARK / STRAND | P-MATH7. | Child understands simple patterns. |
| EXPECTATION / BENCHMARK | P-MATH7.1. | Recognizes a simple pattern, and with adult assistance, fills in the missing element of a pattern, such as boy, girl, boy, girl, ___, girl. Duplicates and extends ABABAB patterns. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| STANDARD / CONTENT AREA | HS.M.36-48. | Math (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: MEASUREMENT | |
| BENCHMARK / STRAND | P-MATH8. | Child measures objects by their various attributes using standard and non-standard measurement. Uses differences in attributes to make comparisons. |
| EXPECTATION / BENCHMARK | P-MATH8.1. | With adult support, begins to understand that attributes can be compared, such as one child can be taller than another child. ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Leap Frog Measure Measuring the Table Near and Far |
| STANDARD / CONTENT AREA | HS.M.36-48. | Math (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: GEOMETRY AND SPATIAL SENSE | |
| BENCHMARK / STRAND | P-MATH9. | Child identifies, describes, compares, and composes shapes. |
| EXPECTATION / BENCHMARK | P-MATH9.1. | Recognizes and names typical circle, square, and sometimes a triangle. With adult support, matches some shapes that are different sizes and orientations. ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| STANDARD / CONTENT AREA | HS.M.36-48. | Math (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: GEOMETRY AND SPATIAL SENSE | |
| BENCHMARK / STRAND | P-MATH10. | Child explores the positions of objects in space. |
| EXPECTATION / BENCHMARK | P-MATH10.1. | Begins to understand spatial vocabulary. With adult support, follows directions involving their own position in space, such as “Stand up and stretch your arms to the sky.” ReadyRosie Follow the Leader Jump to It Rock Toss |
| STANDARD / CONTENT AREA | HS.SCI.36-48. | Scientific Reasoning (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SCIENTIFIC INQUIRY | |
| BENCHMARK / STRAND | P-SCI1. | Child observes and describes observable phenomena (objects, materials, organisms, and events). |
| EXPECTATION / BENCHMARK | P-SCI1.1. | Uses the five senses to observe objects, materials, organisms, and events. Provides simple verbal or signed descriptions. With adult support, represents observable phenomena, such as draws a picture. ReadyRosie Grocery Store Conversations |
| STANDARD / CONTENT AREA | HS.SCI.36-48. | Scientific Reasoning (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SCIENTIFIC INQUIRY | |
| BENCHMARK / STRAND | P-SCI2. | Child engages in scientific talk. |
| EXPECTATION / BENCHMARK | P-SCI2.1. | Begins to use scientific vocabulary words with modeling and support from an adult. Sometimes repeats new words offered by adults. ReadyRosie Grocery Store Weights I'm Thinking of an Animal Mystery Bag Strawberries for a Picnic |
| STANDARD / CONTENT AREA | HS.SCI.36-48. | Scientific Reasoning (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SCIENTIFIC INQUIRY | |
| BENCHMARK / STRAND | P-SCI3. | Child compares and categorizes observable phenomena. |
| EXPECTATION / BENCHMARK | P-SCI3.1. | Sorts objects into groups based on simple attributes, such as color. With support, uses measurement tools to quantify similarities and differences of observable phenomena, such as when a child scoops sand into two containers and with adult assistance, determines which container holds more scoops. ReadyRosie Bookcase Problem Building Houses Candy Sort and Graph Comparing Vegetables Fill Up the Cup I Spy a Coin I Spy an Animal Leap Frog Measure Letter Sort Likely or Unlikely Making Trail Mix Measuring the Table Near and Far Sort and Graph Leaves Sorting Laundry Strawberries for a Picnic |
| STANDARD / CONTENT AREA | HS.SCI.36-48. | Scientific Reasoning (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: REASONING AND PROBLEM-SOLVING | |
| BENCHMARK / STRAND | P-SCI4. | Child asks a question, gathers information, and makes predictions. |
| EXPECTATION / BENCHMARK | P-SCI4.1. | Asks simple questions. Uses adults as primary resources to gather information about questions. With adult support and modeling, makes simple predictions, such as “I think that the golf ball will be heavier than the ping pong ball.” ReadyRosie Acorns and Pinecones Measure your Steps Strawberries for a Picnic What's for Dinner? |
| STANDARD / CONTENT AREA | HS.PMPD.36-48. | Perceptual, Motor, and Physical Development (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: GROSS MOTOR | |
| BENCHMARK / STRAND | P-PMP1. | Child demonstrates control, strength, and coordination of large muscles. |
| EXPECTATION / BENCHMARK | P-PMP1.1. | Balances, such as on one leg or a beam, for short periods with some assistance. Performs some skills, such as jumping for height and hopping, but these skills may not be consistently demonstrated. Engages in physical activity that requires strength and stamina for at least brief periods. ReadyRosie Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| STANDARD / CONTENT AREA | HS.PMPD.36-48. | Perceptual, Motor, and Physical Development (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: GROSS MOTOR | |
| BENCHMARK / STRAND | P-PMP2. | Child uses perceptual information to guide motions and interactions with objects and other people. |
| EXPECTATION / BENCHMARK | P-PMP2.1. | Somewhat aware of own body, space, and relationship to other objects. May have difficulty consistently coordinating motions and interactions with objects and other people. ReadyRosie Follow the Leader Jump to It Rock Toss |
| STANDARD / CONTENT AREA | HS.PMPD.36-48. | Perceptual, Motor, and Physical Development (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: FINE MOTOR | |
| BENCHMARK / STRAND | P-PMP3. | Child demonstrates increasing control, strength, and coordination of small muscles. |
| EXPECTATION / BENCHMARK | P-PMP3.1. | Performs simple hand-eye tasks, such as drawing simple shapes like circles and cutting paper with scissors. May demonstrate limited precision and control in more complex tasks. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters May I Take your Order? Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STANDARD / CONTENT AREA | HS.PMPD.36-48. | Perceptual, Motor, and Physical Development (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: HEALTH, SAFETY, AND NUTRITION | |
| BENCHMARK / STRAND | P-PMP4. | Child demonstrates personal hygiene and self-care skills. |
| EXPECTATION / BENCHMARK | P-PMP4.1. | Shows an awareness of personal hygiene and self-care skills, such as telling an adult it is important to wash hands before eating. May not complete or exhibit these skills regularly without adult guidance and supervision. ReadyRosie Rub a Dub Counting |
| STANDARD / CONTENT AREA | HS.PMPD.36-48. | Perceptual, Motor, and Physical Development (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: HEALTH, SAFETY, AND NUTRITION | |
| BENCHMARK / STRAND | P-PMP5. | Child develops knowledge and skills that help promote nutritious food choices and eating habits. |
| EXPECTATION / BENCHMARK | P-PMP5.1. | Demonstrates a basic knowledge of the role of foods and nutrition in healthy development. Often requires adult guidance and supervision to make healthy eating choices. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| STANDARD / CONTENT AREA | HS.PMPD.36-48. | Perceptual, Motor, and Physical Development (36 to 48 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: HEALTH, SAFETY, AND NUTRITION | |
| BENCHMARK / STRAND | P-PMP6. | Child demonstrates knowledge of personal safety practices and routines. |
| EXPECTATION / BENCHMARK | P-PMP6.1. | Shows awareness of a growing number of personal safety practices and routines. Looks to adults for support in enacting these. ReadyRosie My Address |
| STANDARD / CONTENT AREA | HS.ATL.48-60. | Approaches to Learning (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL AND BEHAVIORAL SELF-REGULATION | |
| BENCHMARK / STRAND | P-ATL1. | Child manages emotions with increasing independence. |
| EXPECTATION / BENCHMARK | P-ATL1.1. | Has an expanding range of strategies for managing emotions, both less intense emotions as well as those that cause greater distress. May still look to adults for support in managing the most intense emotions, but shows increasing skill in successfully using strategies suggested by adults. ReadyRosie All Done Decorating Cupcakes Funny Faces How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns Talking About Your Feelings |
| STANDARD / CONTENT AREA | HS.ATL.48-60. | Approaches to Learning (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL AND BEHAVIORAL SELF-REGULATION | |
| BENCHMARK / STRAND | P-ATL2. | Child follows classroom rules and routines with increasing independence. |
| EXPECTATION / BENCHMARK | P-ATL2.1. | Usually follows classroom rules and routines with occasional reminders from adults, such as following an end-of-lunch routine that includes putting away their plate, washing hands, and lining up at the door to go outside. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STANDARD / CONTENT AREA | HS.ATL.48-60. | Approaches to Learning (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL AND BEHAVIORAL SELF-REGULATION | |
| BENCHMARK / STRAND | P-ATL4. | Child manages actions, words, and behavior with increasing independence. |
| EXPECTATION / BENCHMARK | P-ATL4.1. | Manages own actions, words, and behavior with occasional support from adults. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| STANDARD / CONTENT AREA | HS.ATL.48-60. | Approaches to Learning (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| BENCHMARK / STRAND | P-ATL5. | Child demonstrates an increasing ability to control impulses. |
| EXPECTATION / BENCHMARK | P-ATL5.1. | Sometimes controls impulses independently, while at other times needs support from an adult. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| STANDARD / CONTENT AREA | HS.ATL.48-60. | Approaches to Learning (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| BENCHMARK / STRAND | P-ATL6. | Child maintains focus and sustains attention with minimal adult support. |
| EXPECTATION / BENCHMARK | P-ATL6.1. | With increasing independence, focuses attention on tasks and experiences for longer periods of time, despite interruptions or distractions. ReadyRosie Celebrate Learning Drumming Sounds My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / CONTENT AREA | HS.ATL.48-60. | Approaches to Learning (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| BENCHMARK / STRAND | P-ATL7. | Child persists in tasks. |
| EXPECTATION / BENCHMARK | P-ATL7.1. | Frequently persists on preferred tasks. Sometimes persists on less preferred activities with or without adult support, such as working to clean up an activity area. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / CONTENT AREA | HS.ATL.48-60. | Approaches to Learning (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| BENCHMARK / STRAND | P-ATL8. | Child holds information in mind and manipulates it to perform tasks. |
| EXPECTATION / BENCHMARK | P-ATL8.1. | Holds an increasing amount of information in mind in order to successfully complete tasks. ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| STANDARD / CONTENT AREA | HS.ATL.48-60. | Approaches to Learning (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: INITIATIVE AND CURIOSITY | |
| BENCHMARK / STRAND | P-ATL10. | Child demonstrates initiative and independence. |
| EXPECTATION / BENCHMARK | P-ATL10.1. | Frequently shows initiative, particularly when engaged in preferred activities. Demonstrates a willingness and capability to work independently for increasing amounts of time. ReadyRosie Celebrate Learning Drumming Sounds My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / CONTENT AREA | HS.ATL.48-60. | Approaches to Learning (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: INITIATIVE AND CURIOSITY | |
| BENCHMARK / STRAND | P-ATL11. | Child shows interest in and curiosity about the world around them. |
| EXPECTATION / BENCHMARK | P-ATL11.1. | Seeks out new information and explores new play and tasks both independently and with adult support. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / CONTENT AREA | HS.ATL.48-60. | Approaches to Learning (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: CREATIVITY | |
| BENCHMARK / STRAND | P-ATL13. | Child uses imagination in play and interactions with others. |
| EXPECTATION / BENCHMARK | P-ATL13.1. | Develops more elaborate imaginary play, stories, and other creative works with children and adults. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| STANDARD / CONTENT AREA | HS.SED.48-60. | Social and Emotional Development (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH ADULTS | |
| BENCHMARK / STRAND | P-SE1. | Child engages in and maintains positive relationships and interactions with adults. |
| EXPECTATION / BENCHMARK | P-SE1.1. | Clearly shows enjoyment in interactions with trusted adults while also demonstrating skill in separating from these adults with minimal distress when in a familiar setting. Initiates interactions with adults and participates in longer and more reciprocal interactions with both trusted and new adults. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| STANDARD / CONTENT AREA | HS.SED.48-60. | Social and Emotional Development (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH ADULTS | |
| BENCHMARK / STRAND | P-SE2. | Child engages in prosocial and cooperative behavior with adults. |
| EXPECTATION / BENCHMARK | P-SE2.1. | Often engages in prosocial behavior with adults and usually responds appropriately to adult requests and directions without significant assistance or prompting. Uncooperative behavior with familiar adults is rare and the child is able to resolve minor conflicts with adults with support, such as being given reminders to use a quiet voice or follow directions. ReadyRosie All Done Decorating Cupcakes Following Directions Grandparent Storytime How can I get my child to listen to me? How can I stop my kids from fighting? How should I handle temper tantrums? Is my child overscheduled? Morning Message Phone Fun Sink or Swim Taking Turns Talking About Your Feelings Who Should We Ask? |
| STANDARD / CONTENT AREA | HS.SED.48-60. | Social and Emotional Development (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN | |
| BENCHMARK / STRAND | P-SE3. | Child engages in and maintains positive interactions and relationships with other children. |
| EXPECTATION / BENCHMARK | P-SE3.1. | Sustains interactions with other children more often and for increasing periods of time. Demonstrates prosocial behaviors with other children with and without prompting from adults. Likely to show at least some preference for playing with particular children. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STANDARD / CONTENT AREA | HS.SED.48-60. | Social and Emotional Development (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN | |
| BENCHMARK / STRAND | P-SE4. | Child engages in cooperative play with other children. |
| EXPECTATION / BENCHMARK | P-SE4.1. | Cooperatively plays with other children in an increasingly coordinated way. Works with other children to make plans for what and how they will play together. When given the opportunity, these coordinated play periods get longer. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STANDARD / CONTENT AREA | HS.SED.48-60. | Social and Emotional Development (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN | |
| BENCHMARK / STRAND | P-SE5. | Child uses basic problem-solving skills to resolve conflicts with other children. |
| EXPECTATION / BENCHMARK | P-SE5.1. | Often recognizes and describes social problems, suggests solutions to conflicts, and compromises when working or playing in a group. Although simple conflicts may be resolved without adult assistance, may seek out or need adult support in more challenging moments. ReadyRosie How can I get my child to listen to me? How can I stop my kids from fighting? How should I handle temper tantrums? Talking About Your Feelings |
| STANDARD / CONTENT AREA | HS.SED.48-60. | Social and Emotional Development (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL FUNCTIONING | |
| BENCHMARK / STRAND | P-SE6. | Child expresses a broad range of emotions and recognizes these emotions in self and others. |
| EXPECTATION / BENCHMARK | P-SE6.1. | Expresses a broad range of emotions and begins to notice more subtle or complex emotions in self and others, such as embarrassed or worried. Uses words to describe own feelings when prompted, and may at times use these words without prompting, such as saying “Don’t be mad” when engaged in play with other children. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| STANDARD / CONTENT AREA | HS.SED.48-60. | Social and Emotional Development (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL FUNCTIONING | |
| BENCHMARK / STRAND | P-SE7. | Child expresses care and concern toward others. |
| EXPECTATION / BENCHMARK | P-SE7.1. | Consistently pays attention when others are distressed and often responds with care, either by seeking out adult support or providing reassurance or support themselves. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| STANDARD / CONTENT AREA | HS.SED.48-60. | Social and Emotional Development (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL FUNCTIONING | |
| BENCHMARK / STRAND | P-SE8. | Child manages emotions with increasing independence. |
| EXPECTATION / BENCHMARK | P-SE8.1. | Has an expanding range of strategies for managing emotions, both less intense emotions and those that cause greater distress. Sometimes looks to adults for support in managing the most intense emotions, but shows increasing skill in managing emotions independently. ReadyRosie Funny Faces How should I handle temper tantrums? If You're Happy & You Know It Talking About Your Feelings |
| STANDARD / CONTENT AREA | HS.SED.48-60. | Social and Emotional Development (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING | |
| BENCHMARK / STRAND | P-SE9. | Child recognizes self as a unique individual having own abilities, characteristics, emotions, and interests. |
| EXPECTATION / BENCHMARK | P-SE9.1. | Describes a larger range of individual characteristics and interests and communicates how these are similar or different from those of other people. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show Grandparent Storytime How Many Feet? Tips for storytelling: Story ideas Why should we tell family stories? |
| STANDARD / CONTENT AREA | HS.SED.48-60. | Social and Emotional Development (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING | |
| BENCHMARK / STRAND | P-SE10. | Child expresses confidence in own skills and positive feelings about self. |
| EXPECTATION / BENCHMARK | P-SE10.1. | Enjoys accomplishing a greater number of tasks and sharing these accomplishments with other children and adults. Makes increasing number of contributions to group discussion and may share ideas with or without adult prompting. ReadyRosie Color Word Sentences Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| STANDARD / CONTENT AREA | HS.SED.48-60. | Social and Emotional Development (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING | |
| BENCHMARK / STRAND | P-SE11. | Child has sense of belonging to family, community, and other groups. |
| EXPECTATION / BENCHMARK | P-SE11.1. | Has a sense of belonging to family and community and communicates details about these connections, such as sharing a story about a family gathering, both spontaneously and when prompted by an adult or other child. ReadyRosie Tips for storytelling: Story ideas Why is storytelling important? |
| STANDARD / CONTENT AREA | HS.LC.48-60. | Language and Communication (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: ATTENDING AND UNDERSTANDING | |
| BENCHMARK / STRAND | P-LC1. | Child attends to communication and language from others. |
| EXPECTATION / BENCHMARK | P-LC1.1. | Shows acknowledgment of complex comments or questions. Is able to attend to longer, multi-turn conversations, either spoken or signed. ReadyRosie Color Word Sentences If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| STANDARD / CONTENT AREA | HS.LC.48-60. | Language and Communication (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: ATTENDING AND UNDERSTANDING | |
| BENCHMARK / STRAND | P-LC2. | Child understands and responds to increasingly complex communication and language from others. |
| EXPECTATION / BENCHMARK | P-LC2.1. | Shows an understanding of complex statements, questions, and stories containing multiple phrases and ideas, and responds appropriately. ReadyRosie Asking Wh- Questions Baby Photo Fun Book Bag Descriptions Color Word Sentences Grandparent Storytime I Remember When Listening for Sounds Making Connections PreK Making Trail Mix My Favorite Part Pantry Talk Description Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Taking Turns Think About It Tips for helping your child love reading Why should we tell family stories? Yesterday, Today, Tomorrow |
| STANDARD / CONTENT AREA | HS.LC.48-60. | Language and Communication (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMMUNICATING AND SPEAKING | |
| BENCHMARK / STRAND | P-LC3. | Child varies the amount of information provided to meet the demands of the situation. |
| EXPECTATION / BENCHMARK | P-LC3.1. | Uses language, spoken or sign, for a variety of purposes and can typically provide sufficient detail in order to get needs met from a variety of adults. ReadyRosie Baby Photo Fun I'm Thinking of an Animal Making Connections PreK Mystery Bag Pantry Talk Description Pretending Together Weekend News Yesterday, Today, Tomorrow Zoo in My Room |
| STANDARD / CONTENT AREA | HS.LC.48-60. | Language and Communication (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMMUNICATING AND SPEAKING | |
| BENCHMARK / STRAND | P-LC4. | Child understands, follows, and uses appropriate social and conversational rules. |
| EXPECTATION / BENCHMARK | P-LC4.1. | Maintains multi-turn conversations with adults or other children by being responsive to the conversational partner in a variety of ways, such as by asking a question. With increasing independence, varies tone and volume of expression to match the social situation. ReadyRosie Choosing the Right Voice Color Word Sentences If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| STANDARD / CONTENT AREA | HS.LC.48-60. | Language and Communication (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMMUNICATING AND SPEAKING | |
| BENCHMARK / STRAND | P-LC5. | Child expresses self in increasingly long, detailed, and sophisticated ways. |
| EXPECTATION / BENCHMARK | P-LC5.1. | Communicates clearly enough to be understood by familiar and unfamiliar adults, but may make some pronunciation errors and some isolated grammatical errors. Uses longer sentences, as well as sentences that are slightly more complex, such as “I need a pencil because this one broke.” Can offer multiple pieces of information on a topic with increasing independence and answer simple questions. ReadyRosie Baby Photo Fun Color Word Sentences Family Photos Making Connections PreK Pantry Talk Description Phone Fun Who Should We Ask? Why should we tell family stories? Yesterday, Today, Tomorrow Zoo in My Room |
| STANDARD / CONTENT AREA | HS.LC.48-60. | Language and Communication (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: VOCABULARY | |
| BENCHMARK / STRAND | P-LC6. | Child understands and uses a wide variety of words for a variety of purposes. |
| EXPECTATION / BENCHMARK | P-LC6.1. | Shows a steady increase in vocabulary through the acquisition of words with increasing specificity and variety. Shows repetition of new words offered by adults and may ask about the meaning of unfamiliar words. ReadyRosie Comparing Vegetables Following Directions Grocery Store Conversations Grocery Store Weights Guess My Shape How can I help my child learn new words? I'm Thinking of an Animal Kitchen Labeling Mystery Bag Pantry Sort 1 Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Strawberries for a Picnic Take Away Think About It |
| STANDARD / CONTENT AREA | HS.LC.48-60. | Language and Communication (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: VOCABULARY | |
| BENCHMARK / STRAND | P-LC7. | Child shows understanding of word categories and relationships among words. |
| EXPECTATION / BENCHMARK | P-LC7.1. | Demonstrates an increasingly sophisticated understanding of words and word categories with support, such as listing multiple examples of a familiar category or identifying a synonym or antonym. ReadyRosie Comparing Vegetables Following Directions Grocery Store Conversations How Many Can You Name? How can I help my child learn new words? I'm Thinking of an Animal Kitchen Labeling Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Sort and Graph Leaves Take Away Think About It What's the Opposite? |
| STANDARD / CONTENT AREA | HS.LIT.48-60. | Literacy (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: PHONOLOGICAL AWARENESS | |
| BENCHMARK / STRAND | P-LIT1. | Child demonstrates awareness that spoken language is composed of smaller segments of sound. |
| EXPECTATION / BENCHMARK | P-LIT1.1. | Demonstrates rhyme recognition, such as identifying which words rhyme from a group of three: hat, cat, log. Recognizes phonemic changes in words, such as noticing the problem with “Old McDonald had a charm.” Is able to count syllables and understand sounds in spoken words. ReadyRosie Finish the Rhyme Frog Hopping Grocery Sack Syllables Hopping Rhyming Listen My Children Little Miss Muffet Role Play Reading the Grocery List Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Searching for Sounds at the Store Sequences of Sounds Shopping for Clothes Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| STANDARD / CONTENT AREA | HS.LIT.48-60. | Literacy (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: PRINT AND ALPHABET KNOWLEDGE | |
| BENCHMARK / STRAND | P-LIT2. | Child demonstrates an understanding of how print is used (functions of print) and the rules that govern how print works (conventions of print). |
| EXPECTATION / BENCHMARK | P-LIT2.1. | Begins to demonstrate an understanding of the connection between speech and print. Shows a growing awareness that print is a system that has rules and conventions, such as holding a book correctly or following a book left to right. ReadyRosie Chime In Color Word Sentences Funny Reading Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Sentences Stuffed Animal Stories Words on the Page |
| STANDARD / CONTENT AREA | HS.LIT.48-60. | Literacy (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: PRINT AND ALPHABET KNOWLEDGE | |
| BENCHMARK / STRAND | P-LIT3. | Child identifies letters of the alphabet and produces correct sounds associated with letters. |
| EXPECTATION / BENCHMARK | P-LIT3.1. | Recognizes and names at least half of the letters in the alphabet, including letters in own name (first name and last name), as well as letters encountered often in the environment. Produces the sound of many recognized letters. ReadyRosie Frog Hopping Jump Rope Letters Letter Hunt Letter Sort Listen My Children Magnetic Letter Mix Up Making Letter Soup Morning Message Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| STANDARD / CONTENT AREA | HS.LIT.48-60. | Literacy (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMPREHENSION AND TEXT STRUCTURE | |
| BENCHMARK / STRAND | P-LIT4. | Child demonstrates an understanding of narrative structure through storytelling/re-telling. |
| EXPECTATION / BENCHMARK | P-LIT4.1. | Retells 2–3 key events from a well-known story, typically in the right temporal order and using some simple sequencing terms, such as first … and then. ReadyRosie All About My Day Itsy Bitsy Spider Illustrations Toy Stories |
| STANDARD / CONTENT AREA | HS.LIT.48-60. | Literacy (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMPREHENSION AND TEXT STRUCTURE | |
| BENCHMARK / STRAND | P-LIT5. | Child asks and answers questions about a book that was read aloud. |
| EXPECTATION / BENCHMARK | P-LIT5.1. | With support, provides basic answers to specific questions about details of a story, such as who, what, when, or where. With support, can answer inferential questions about stories, such as predictions or how/why something is happening in a particular moment. ReadyRosie Asking Wh- Questions Baby Photo Fun Book Bag Descriptions Book Selection Just the Facts Making Connections PreK Picture Walk Predictions Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Selecting Books Text to Self Connections Think About It Tips for helping your child love reading |
| STANDARD / CONTENT AREA | HS.LIT.48-60. | Literacy (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: WRITING | |
| BENCHMARK / STRAND | P-LIT6. | Child writes for a variety of purposes using increasingly sophisticated marks. |
| EXPECTATION / BENCHMARK | P-LIT6.1. | Progressively uses drawing, scribbling, letter-like forms, and letters to intentionally convey meaning. With support, may use invented spelling consisting of salient or beginning sounds, such as L for elevator or B for bug. ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Name Game Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STANDARD / CONTENT AREA | HS.M.48-60. | Math (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COUNTING AND CARDINALITY | |
| BENCHMARK / STRAND | P-MATH1. | Child knows number names and the count sequence. |
| EXPECTATION / BENCHMARK | P-MATH1.1. | Says or signs more number words in sequence. ReadyRosie Crazy Counting Fruit Salad How Many Steps to Bed? How Old Are You? Magazine Number Hunt Numbers Everywhere Rub a Dub Counting |
| STANDARD / CONTENT AREA | HS.M.48-60. | Math (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COUNTING AND CARDINALITY | |
| BENCHMARK / STRAND | P-MATH2. | Child recognizes the number of objects in a small set. |
| EXPECTATION / BENCHMARK | P-MATH2.1. | Quickly recognizes the number of objects in a small set (referred to as “subitizing”). ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| STANDARD / CONTENT AREA | HS.M.48-60. | Math (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COUNTING AND CARDINALITY | |
| BENCHMARK / STRAND | P-MATH4. | Child compares numbers. |
| EXPECTATION / BENCHMARK | P-MATH4.1. | Counts to determine and compare number amounts even when the larger group’s objects are smaller in size, such as buttons, compared with the smaller group’s objects that are larger in size, such as markers. Uses numbers related to order or position. ReadyRosie Acorns and Pinecones Adding Ice Block Tower Candy Sort and Graph Domino Match-Up First Place Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? I Spy a Coin I Spy an Animal Keep It Up Letter Sort Likely or Unlikely More than Ten Show Me Sort and Graph Leaves Sorting Laundry Taking Inventory Under the Cup |
| STANDARD / CONTENT AREA | HS.M.48-60. | Math (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COUNTING AND CARDINALITY | |
| BENCHMARK / STRAND | P-MATH5. | Child associates a quantity with written numerals up to 5 and begins to write numbers. |
| EXPECTATION / BENCHMARK | P-MATH5.1. | Understands that written numbers represent quantities of objects, and uses information symbols, such as a tally, to represent numerals. With adult support, writes some numerals up to 10. ReadyRosie Find My Number Lily Pad Hop Magazine Number Hunt May I Take your Order? Numbers Everywhere Special Day Countdown Three Ways to Show a Number |
| STANDARD / CONTENT AREA | HS.M.48-60. | Math (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: OPERATIONS AND ALGEBRAIC THINKING | |
| BENCHMARK / STRAND | P-MATH6. | Child understands addition as adding to and understands subtraction as taking away from. |
| EXPECTATION / BENCHMARK | P-MATH6.1. | Solves addition problems by joining objects together and subtraction problems by separating, using manipulatives and fingers to represent objects. ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| STANDARD / CONTENT AREA | HS.M.48-60. | Math (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: OPERATIONS AND ALGEBRAIC THINKING | |
| BENCHMARK / STRAND | P-MATH7. | Child understands simple patterns. |
| EXPECTATION / BENCHMARK | P-MATH7.1. | Creates, identifies, extends, and duplicates simple repeating patterns in different forms, such as with objects, numbers, sounds, and movements. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| STANDARD / CONTENT AREA | HS.M.48-60. | Math (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: MEASUREMENT | |
| BENCHMARK / STRAND | P-MATH8. | Child measures objects by their various attributes using standard and non-standard measurement. Uses differences in attributes to make comparisons. |
| EXPECTATION / BENCHMARK | P-MATH8.1. | With some adult support, uses measurable attributes to make comparisons, such as identifies objects as the same/different and more/less. ReadyRosie Acorns and Pinecones Cereal Challenge Fill Up the Cup Make a Tower of Ten Making Trail Mix More than Ten Slap One More Strawberries for a Picnic Who has the Biggest Number? |
| STANDARD / CONTENT AREA | HS.M.48-60. | Math (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: GEOMETRY AND SPATIAL SENSE | |
| BENCHMARK / STRAND | P-MATH9. | Child identifies, describes, compares, and composes shapes. |
| EXPECTATION / BENCHMARK | P-MATH9.1. | Recognizes and compares a greater number of shapes of different sizes and orientations. Begins to identify sides and angles as distinct parts of shapes. ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| STANDARD / CONTENT AREA | HS.M.48-60. | Math (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: GEOMETRY AND SPATIAL SENSE | |
| BENCHMARK / STRAND | P-MATH10. | Child explores the positions of objects in space. |
| EXPECTATION / BENCHMARK | P-MATH10.1. | Increasingly understands spatial vocabulary. Follows directions involving their own position in space, such as “Move to the front of the line.” ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Race Car Transformations Shape Changers Stuffed Animal Olympics Treasure Map |
| STANDARD / CONTENT AREA | HS.SCI.48-60. | Scientific Reasoning (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SCIENTIFIC INQUIRY | |
| BENCHMARK / STRAND | P-SCI1. | Child observes and describes observable phenomena (objects, materials, organisms, and events). |
| EXPECTATION / BENCHMARK | P-SCI1.1. | Makes increasingly complex observations of objects, materials, organisms, and events. Provides greater detail in descriptions. Represents observable phenomena in more complex ways, such as pictures that include more detail. ReadyRosie Grocery Store Conversations Sink or Float |
| STANDARD / CONTENT AREA | HS.SCI.48-60. | Scientific Reasoning (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SCIENTIFIC INQUIRY | |
| BENCHMARK / STRAND | P-SCI2. | Child engages in scientific talk. |
| EXPECTATION / BENCHMARK | P-SCI2.1. | Uses a greater number of scientific vocabulary words. Repeats new words offered by adults and may ask questions about unfamiliar words. ReadyRosie Grocery Store Weights I'm Thinking of an Animal Mystery Bag Strawberries for a Picnic What's for Dinner? |
| STANDARD / CONTENT AREA | HS.SCI.48-60. | Scientific Reasoning (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SCIENTIFIC INQUIRY | |
| BENCHMARK / STRAND | P-SCI3. | Child compares and categorizes observable phenomena. |
| EXPECTATION / BENCHMARK | P-SCI3.1. | With increasing independence, sorts objects into groups based on more complex attributes, such as weight, sound, or texture. Uses measurement tools to assess the properties of and compare observable phenomena. ReadyRosie Buying Oranges Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| STANDARD / CONTENT AREA | HS.SCI.48-60. | Scientific Reasoning (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: REASONING AND PROBLEM-SOLVING | |
| BENCHMARK / STRAND | P-SCI4. | Child asks a question, gathers information, and makes predictions. |
| EXPECTATION / BENCHMARK | P-SCI4.1. | Asks more complex questions. Uses other sources besides adults to gather information, such as books, or other experts. Uses background knowledge and experiences to make predictions. ReadyRosie Acorns and Pinecones Measure your Steps Strawberries for a Picnic What's for Dinner? |
| STANDARD / CONTENT AREA | HS.SCI.48-60. | Scientific Reasoning (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: REASONING AND PROBLEM-SOLVING | |
| BENCHMARK / STRAND | P-SCI6. | Child analyzes results, draws conclusions, and communicates results. |
| EXPECTATION / BENCHMARK | P-SCI6.1. | With increasing independence, analyzes and interprets data and draws conclusions. With adult support, compares results to initial prediction and generates new questions or designs. For example, after putting multiple magnets together to create one magnet that is not strong enough to lift 10 paperclips, builds another and tries again. Communicates results, solutions, and conclusions in increasingly complex ways through multiple methods. ReadyRosie Acorns and Pinecones Measure your Steps Strawberries for a Picnic What's for Dinner? |
| STANDARD / CONTENT AREA | HS.PMPD.48-60. | Perceptual, Motor and Physical Development (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: GROSS MOTOR | |
| BENCHMARK / STRAND | P-PMP1. | Child demonstrates control, strength, and coordination of large muscles. |
| EXPECTATION / BENCHMARK | P-PMP1.1. | Balances, such as on one leg or on a beam, for longer periods of time both when standing still and when moving from one position to another. Demonstrates more coordinated movement when engaging in skills, such as jumping for height and distance, hopping, and running. Engages in more complex movements, such as riding a tricycle, with ease. Engages in physical activities of increasing levels of intensity for sustained periods of time. ReadyRosie Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| STANDARD / CONTENT AREA | HS.PMPD.48-60. | Perceptual, Motor and Physical Development (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: GROSS MOTOR | |
| BENCHMARK / STRAND | P-PMP2. | Child uses perceptual information to guide motions and interactions with objects and other people. |
| EXPECTATION / BENCHMARK | P-PMP2.1. | Shows increasing awareness of body, space, and relationship to other objects in ways that allow for more coordinated movements, actions, and interactions with others. ReadyRosie Follow the Leader Jump to It Rock Toss |
| STANDARD / CONTENT AREA | HS.PMPD.48-60. | Perceptual, Motor and Physical Development (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: FINE MOTOR | |
| BENCHMARK / STRAND | P-PMP3. | Child demonstrates increasing control, strength, and coordination of small muscles. |
| EXPECTATION / BENCHMARK | P-PMP3.1. | Performs tasks that require more complex hand-eye coordination, such as cutting out shapes and drawing letter-like forms, with moderate levels of precision and control. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Making a Grocery List Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Tips for helping your child love reading Weekend News Writing Names with Shaving Cream |
| STANDARD / CONTENT AREA | HS.PMPD.48-60. | Perceptual, Motor and Physical Development (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: HEALTH, SAFETY, AND NUTRITION | |
| BENCHMARK / STRAND | P-PMP5. | Child develops knowledge and skills that help promote nutritious food choices and eating habits. |
| EXPECTATION / BENCHMARK | P-PMP5.1. | Demonstrates an increasing understanding of the ways in which foods and nutrition help the body grow and be healthy. Makes healthy eating choices both independently and with support. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| STANDARD / CONTENT AREA | HS.PMPD.48-60. | Perceptual, Motor and Physical Development (48 to 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: HEALTH, SAFETY, AND NUTRITION | |
| BENCHMARK / STRAND | P-PMP6. | Child demonstrates knowledge of personal safety practices and routines. |
| EXPECTATION / BENCHMARK | P-PMP6.1. | Exhibits increasing independence in following basic personal safety practices and routines. Follows adult guidance around more complex practices. ReadyRosie My Address |
| STANDARD / CONTENT AREA | HS.ATL.B-60. | Approaches to Learning (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL AND BEHAVIORAL SELF-REGULATION | |
| BENCHMARK / STRAND | P-ATL1. | Child manages emotions with increasing independence. |
| EXPECTATION / BENCHMARK | P-ATL1.1. | Expresses emotions in ways that are appropriate to the situation. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| EXPECTATION / BENCHMARK | P-ATL1.2. | Looks for adult assistance when emotions are most intense. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| EXPECTATION / BENCHMARK | P-ATL1.3. | Uses a range of coping strategies to manage emotions with the support of an adult, such as using words or taking deep breaths. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| STANDARD / CONTENT AREA | HS.ATL.B-60. | Approaches to Learning (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL AND BEHAVIORAL SELF-REGULATION | |
| BENCHMARK / STRAND | P-ATL2. | Child follows classroom rules and routines with increasing independence. |
| EXPECTATION / BENCHMARK | P-ATL2.1. | Demonstrates awareness of classroom rules when asked and is able to follow these rules most of the time. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| EXPECTATION / BENCHMARK | P-ATL2.2. | Follows most classroom routines, such as putting away backpack when entering the room or sitting on the rug after outside time. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STANDARD / CONTENT AREA | HS.ATL.B-60. | Approaches to Learning (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL AND BEHAVIORAL SELF-REGULATION | |
| BENCHMARK / STRAND | P-ATL4. | Child manages actions, words, and behavior with increasing independence. |
| EXPECTATION / BENCHMARK | P-ATL4.1. | Demonstrates control over actions and words in response to a challenging situation, such as wanting to use the same materials as another child, or frustration over not being able to climb to the top of a structure. May need support from adults. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| EXPECTATION / BENCHMARK | P-ATL4.2. | Manages behavior according to expectations, such as using quiet feet when asked or sitting on the rug during circle time. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How can I stop my kids from fighting? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| EXPECTATION / BENCHMARK | P-ATL4.3. | Waits for turn, such as waits in line to wash hands or waits for turn on swings. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| EXPECTATION / BENCHMARK | P-ATL4.4. | Refrains from aggressive behavior towards others. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| EXPECTATION / BENCHMARK | P-ATL4.5. | Begins to understand the consequences of behavior, such as hitting leads to an adult giving you quiet time. Can describe the effects their behavior may have on others, such as noticing that another child feels sad when you hit him. ReadyRosie All Done Decorating Cupcakes Funny Faces How can I get my child to listen to me? How should I handle temper tantrums? If You're Happy & You Know It Is my child overscheduled? Sink or Swim Taking Turns Talking About Your Feelings Thank You Note |
| STANDARD / CONTENT AREA | HS.ATL.B-60. | Approaches to Learning (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| BENCHMARK / STRAND | P-ATL5. | Child demonstrates an increasing ability to control impulses. |
| EXPECTATION / BENCHMARK | P-ATL5.3. | Without adult reminders, waits to communicate information to a group. ReadyRosie Choosing the Right Voice Taking Turns |
| EXPECTATION / BENCHMARK | P-ATL5.4. | Refrains from responding impulsively, such as waiting to be called on during group discussion or requesting materials rather than grabbing them. ReadyRosie All Done Choosing the Right Voice Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| STANDARD / CONTENT AREA | HS.ATL.B-60. | Approaches to Learning (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| BENCHMARK / STRAND | P-ATL6. | Child maintains focus and sustains attention with minimal adult support. |
| EXPECTATION / BENCHMARK | P-ATL6.1. | Maintains focus on activities for extended periods of time, such as 15 minutes or more. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION / BENCHMARK | P-ATL6.3. | Attends to adult during large and small group activities with minimal support. ReadyRosie Following Directions Grandparent Storytime Morning Message Phone Fun Talking About Your Feelings Who Should We Ask? |
| STANDARD / CONTENT AREA | HS.ATL.B-60. | Approaches to Learning (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| BENCHMARK / STRAND | P-ATL7. | Child persists in tasks. |
| EXPECTATION / BENCHMARK | P-ATL7.1. | Completes tasks that are challenging or less preferred despite frustration, either by persisting independently or seeking help from an adult or other child. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION / BENCHMARK | P-ATL7.2. | Returns with focus to an activity or project after having been away from it. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / CONTENT AREA | HS.ATL.B-60. | Approaches to Learning (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| BENCHMARK / STRAND | P-ATL8. | Child holds information in mind and manipulates it to perform tasks. |
| EXPECTATION / BENCHMARK | P-ATL8.1. | Accurately recounts recent experiences in the correct order and includes relevant details. ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| EXPECTATION / BENCHMARK | P-ATL8.2. | Successfully follows detailed, multi-step directions, sometimes with reminders. ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| EXPECTATION / BENCHMARK | P-ATL8.3. | Remembers actions to go with stories or songs shortly after being taught. ReadyRosie Act It Out If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Toy Stories Why should I sing to my baby? |
| STANDARD / CONTENT AREA | HS.ATL.B-60. | Approaches to Learning (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| BENCHMARK / STRAND | P-ATL9. | Child demonstrates flexibility in thinking and behavior. |
| EXPECTATION / BENCHMARK | P-ATL9.1. | Tries different strategies to complete work or solve problems including with other children. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| EXPECTATION / BENCHMARK | P-ATL9.2. | Applies different rules in contexts that require different behaviors, such as using indoor voices or feet instead of outdoor voices or feet. ReadyRosie Choosing the Right Voice How do I get my child to______? How should I handle temper tantrums? |
| STANDARD / CONTENT AREA | HS.ATL.B-60. | Approaches to Learning (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: INITIATIVE AND CURIOSITY | |
| BENCHMARK / STRAND | P-ATL10. | Child demonstrates initiative and independence. |
| EXPECTATION / BENCHMARK | P-ATL10.1. | Engages in independent activities. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION / BENCHMARK | P-ATL10.3. | Independently identifies and seeks things to complete activities or tasks, such as gathering art supplies to make a mask or gathering cards to play a matching activity. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION / BENCHMARK | P-ATL10.4. | Plans play scenarios, such as dramatic play or construction, by establishing roles for play, using appropriate materials, and generating appropriate scenarios to be enacted. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| STANDARD / CONTENT AREA | HS.ATL.B-60. | Approaches to Learning (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: INITIATIVE AND CURIOSITY | |
| BENCHMARK / STRAND | P-ATL11. | Child shows interest in and curiosity about the world around them. |
| EXPECTATION / BENCHMARK | P-ATL11.1. | Asks questions and seeks new information. ReadyRosie Color Word Sentences Grocery Store Weights I'm Thinking of an Animal Listening for Sounds Mystery Bag Phone Fun Strawberries for a Picnic |
| EXPECTATION / BENCHMARK | P-ATL11.2. | Is willing to participate in new activities or experiences even if they are perceived as challenging. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION / BENCHMARK | P-ATL11.3. | Demonstrates eagerness to learn about and discuss a range of topics, ideas, and activities. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / CONTENT AREA | HS.ATL.B-60. | Approaches to Learning (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: CREATIVITY | |
| BENCHMARK / STRAND | P-ATL12. | Child expresses creativity in thinking and communication. |
| EXPECTATION / BENCHMARK | P-ATL12.1. | Asks questions related to tasks or activities that indicate thinking about new ways to accomplish the task or activity. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| EXPECTATION / BENCHMARK | P-ATL12.3. | Uses multiple means of communication to creatively express thoughts, feelings, or ideas. ReadyRosie Color Word Sentences Funny Faces If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Talking About Your Feelings Who Should We Ask? |
| STANDARD / CONTENT AREA | HS.ATL.B-60. | Approaches to Learning (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: CREATIVITY | |
| BENCHMARK / STRAND | P-ATL13. | Child uses imagination in play and interactions with others. |
| EXPECTATION / BENCHMARK | P-ATL13.1. | Engages in social and pretend play. ReadyRosie Building Houses Family Talent Show In My Pond, Part 1 In My Pond, Part 2 Keep It Up Pretending Together Stuffed Animal Stories Taking Turns Toy Stories Who has the Biggest Number? |
| EXPECTATION / BENCHMARK | P-ATL13.2. | Uses imagination with materials to create stories or works of art. ReadyRosie Detailed Drawing of a Face In My Pond, Part 1 In My Pond, Part 2 May I Take your Order? Mirror, Mirror Pretending Together Shaving Cream Shapes Stuffed Animal Stories Three Ways to Show a Number Toy Stories Using a Menu to Order Writing Names with Shaving Cream |
| EXPECTATION / BENCHMARK | P-ATL13.3. | Uses objects or materials to represent something else during play, such as using a paper plate or Frisbee as a steering wheel. ReadyRosie Tips for helping your child love reading |
| STANDARD / CONTENT AREA | HS.SED.B-60. | Social and Emotional Development (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH ADULTS | |
| BENCHMARK / STRAND | P-SE1. | Child engages in and maintains positive relationships and interactions with adults. |
| EXPECTATION / BENCHMARK | P-SE1.4. | Seeks help from adults when needed. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STANDARD / CONTENT AREA | HS.SED.B-60. | Social and Emotional Development (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH ADULTS | |
| BENCHMARK / STRAND | P-SE2. | Child engages in prosocial and cooperative behavior with adults. |
| EXPECTATION / BENCHMARK | P-SE2.1. | Engages in prosocial behaviors with adults, such as using respectful language or greetings. ReadyRosie Following Directions Grandparent Storytime Morning Message Phone Fun Talking About Your Feelings Who Should We Ask? |
| EXPECTATION / BENCHMARK | P-SE2.3. | Follows adult guidelines and expectations for appropriate behavior. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXPECTATION / BENCHMARK | P-SE2.4. | Asks or waits for adult permission before doing something when they are unsure. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STANDARD / CONTENT AREA | HS.SED.B-60. | Social and Emotional Development (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN | |
| BENCHMARK / STRAND | P-SE3. | Child engages in and maintains positive interactions and relationships with other children. |
| EXPECTATION / BENCHMARK | P-SE3.1. | Engages in and maintains positive interactions with other children. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION / BENCHMARK | P-SE3.2. | Uses a variety of skills for entering social situations with other children, such as suggesting something to do together, joining an existing activity, or sharing a toy. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION / BENCHMARK | P-SE3.3. | Takes turns in conversations and interactions with other children. ReadyRosie Building Houses Color Word Sentences Family Talent Show If You're Happy & You Know It Keep It Up Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? Who has the Biggest Number? |
| EXPECTATION / BENCHMARK | P-SE3.4. | Develops friendships with one or two preferred other children. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STANDARD / CONTENT AREA | HS.SED.B-60. | Social and Emotional Development (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN | |
| BENCHMARK / STRAND | P-SE4. | Child engages in cooperative play with other children. |
| EXPECTATION / BENCHMARK | P-SE4.1. | Engages in joint play, such as using coordinated goals, planning, roles, and games with rules, with at least one other child at a time. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION / BENCHMARK | P-SE4.2. | Demonstrates willingness to include others’ ideas during interactions and play. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION / BENCHMARK | P-SE4.3. | Shows enjoyment of play with other children, such as through verbal exchanges, smiles, and laughter. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION / BENCHMARK | P-SE4.4. | Engages in reflection and conversation about past play experiences ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STANDARD / CONTENT AREA | HS.SED.B-60. | Social and Emotional Development (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN | |
| BENCHMARK / STRAND | P-SE5. | Child uses basic problem-solving skills to resolve conflicts with other children. |
| EXPECTATION / BENCHMARK | P-SE5.2. | Uses basic strategies for dealing with common conflicts, such as sharing, taking turns, and compromising. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| EXPECTATION / BENCHMARK | P-SE5.3. | Expresses feelings, needs, and opinions in conflict situations. ReadyRosie Behavior is a form of communication Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| EXPECTATION / BENCHMARK | P-SE5.4. | Seeks adult help when needed to resolve conflicts. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| STANDARD / CONTENT AREA | HS.SED.B-60. | Social and Emotional Development (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL FUNCTIONING | |
| BENCHMARK / STRAND | P-SE6. | Child expresses a broad range of emotions and recognizes these emotions in self and others. |
| EXPECTATION / BENCHMARK | P-SE6.1. | Recognizes and labels basic emotions in books or photographs. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| EXPECTATION / BENCHMARK | P-SE6.2. | Uses words to describe own feelings. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| EXPECTATION / BENCHMARK | P-SE6.3. | Uses words to describe the feelings of adults or other children. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| STANDARD / CONTENT AREA | HS.SED.B-60. | Social and Emotional Development (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL FUNCTIONING | |
| BENCHMARK / STRAND | P-SE7. | Child expresses care and concern toward others. |
| EXPECTATION / BENCHMARK | P-SE7.1. | Makes empathetic statements to adults or other children. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| EXPECTATION / BENCHMARK | P-SE7.2. | Offers support to adults or other children who are distressed. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| STANDARD / CONTENT AREA | HS.SED.B-60. | Social and Emotional Development (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: EMOTIONAL FUNCTIONING | |
| BENCHMARK / STRAND | P-SE8. | Child manages emotions with increasing independence. |
| EXPECTATION / BENCHMARK | P-SE8.1. | Expresses feelings in ways that are appropriate to the situation. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| EXPECTATION / BENCHMARK | P-SE8.2. | Looks for adult assistance when feelings are most intense. ReadyRosie Funny Faces Talking About Your Feelings |
| EXPECTATION / BENCHMARK | P-SE8.3. | Uses a range of coping strategies to manage emotions with the support of an adult, such as using words or taking a deep breath. ReadyRosie Funny Faces How should I handle temper tantrums? Talking About Your Feelings |
| STANDARD / CONTENT AREA | HS.SED.B-60. | Social and Emotional Development (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING | |
| BENCHMARK / STRAND | P-SE9. | Child recognizes self as a unique individual having own abilities, characteristics, emotions, and interests. |
| EXPECTATION / BENCHMARK | P-SE9.1. | Describes self using several different characteristics. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| EXPECTATION / BENCHMARK | P-SE9.2. | Demonstrates knowledge of uniqueness of self, such as talents, interests, preferences, or culture. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| STANDARD / CONTENT AREA | HS.SED.B-60. | Social and Emotional Development (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING | |
| BENCHMARK / STRAND | P-SE10. | Child expresses confidence in own skills and positive feelings about self. |
| EXPECTATION / BENCHMARK | P-SE10.2. | Expresses own ideas or beliefs in group contexts or in interactions with others. ReadyRosie Putting Away the Groceries Table Riddles |
| EXPECTATION / BENCHMARK | P-SE10.3. | Uses positive words to describe self, such as kind or hard-worker ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? I Remember When If You're Happy & You Know It Tips for storytelling: Story ideas |
| STANDARD / CONTENT AREA | HS.SED.B-60. | Social and Emotional Development (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING | |
| BENCHMARK / STRAND | P-SE11. | Child has sense of belonging to family, community, and other groups. |
| EXPECTATION / BENCHMARK | P-SE11.1. | Identifies self as being a part of different groups, such as family, community, culture, faith, or preschool. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| EXPECTATION / BENCHMARK | P-SE11.2. | Relates personal stories about being a part of different groups. ReadyRosie Tips for storytelling: Story ideas Why is storytelling important? |
| EXPECTATION / BENCHMARK | P-SE11.3. | Identifies similarities and differences about self across familiar environments and settings ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| STANDARD / CONTENT AREA | HS.LC.B-60. | Language and Communication (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: ATTENDING AND UNDERSTANDING | |
| BENCHMARK / STRAND | P-LC1. | Child attends to communication and language from others. |
| EXPECTATION / BENCHMARK | P-LC1.1. | Uses verbal and non-verbal signals appropriately to acknowledge the comments or questions of others. ReadyRosie Baby Photo Fun Color Word Sentences If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? Why should we tell family stories? Yesterday, Today, Tomorrow |
| EXPECTATION / BENCHMARK | P-LC1.2. | Shows ongoing connection to a conversation, group discussion, or presentation. ReadyRosie Color Word Sentences If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| STANDARD / CONTENT AREA | HS.LC.B-60. | Language and Communication (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: ATTENDING AND UNDERSTANDING | |
| BENCHMARK / STRAND | P-LC2. | Child understands and responds to increasingly complex communication and language from others. |
| EXPECTATION / BENCHMARK | P-LC2.1. | Shows an ability to recall (in order) multiple step directions. ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| EXPECTATION / BENCHMARK | P-LC2.2. | Demonstrates understanding of a variety of question types, such as “Yes/No?” or “Who/What/When/Where?” or “How/ Why?” ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| EXPECTATION / BENCHMARK | P-LC2.3. | Shows understanding of a variety of sentence types, such as multi-clause, cause-effect, sequential order, or if-then. ReadyRosie All Mixed Up Family Photos Pantry Talk Description Phone Fun Who Should We Ask? |
| EXPECTATION / BENCHMARK | P-LC2.5. | Shows understanding, such as nodding or gestures, in response to the content of books read aloud, stories that are told, or lengthy explanations given on a topic. Children who are DLLs may demonstrate more complex communication and language in their home language than in English. ReadyRosie Asking Wh- Questions Grandparent Storytime I Remember When Just the Facts Making Trail Mix My Favorite Part Pantry Talk Description Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Tips for helping your child love reading Why should we tell family stories? |
| STANDARD / CONTENT AREA | HS.LC.B-60. | Language and Communication (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMMUNICATING AND SPEAKING | |
| BENCHMARK / STRAND | P-LC3. | Child varies the amount of information provided to meet the demands of the situation. |
| EXPECTATION / BENCHMARK | P-LC3.1. | Usually provides sufficient detail in order to get needs met, such as explaining a point of difficulty in a task or sharing a request from home with the teacher. ReadyRosie Behavior is a form of communication |
| EXPECTATION / BENCHMARK | P-LC3.2. | Uses language, spoken or sign, to clarify a word or statement when misunderstood. ReadyRosie Comparing Vegetables Following Directions Grocery Store Conversations How can I help my child learn new words? I'm Thinking of an Animal Kitchen Labeling Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| EXPECTATION / BENCHMARK | P-LC3.3. | Children who are DLLs may switch between their languages. ReadyRosie Pantry Talk Description |
| STANDARD / CONTENT AREA | HS.LC.B-60. | Language and Communication (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMMUNICATING AND SPEAKING | |
| BENCHMARK / STRAND | P-LC4. | Child understands, follows, and uses appropriate social and conversational rules. |
| EXPECTATION / BENCHMARK | P-LC4.1. | Maintains multi-turn conversations with adults, other children, and within larger groups by responding in increasingly sophisticated ways, such as asking related questions or expressing agreement. ReadyRosie Color Word Sentences If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| EXPECTATION / BENCHMARK | P-LC4.2. | With increasing independence, matches the tone and volume of expression to the content and social situation, such as by using a whisper to tell a secret. ReadyRosie Choosing the Right Voice |
| STANDARD / CONTENT AREA | HS.LC.B-60. | Language and Communication (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMMUNICATING AND SPEAKING | |
| BENCHMARK / STRAND | P-LC5. | Child expresses self in increasingly long, detailed, and sophisticated ways. |
| EXPECTATION / BENCHMARK | P-LC5.1. | Communicates clearly enough to be understood by adults across a range of situations. Pronunciation errors and grammatical errors are isolated and infrequent. Shows proficiency with prepositions, regular/irregular past tense, possessives, and noun-verb agreement. ReadyRosie All Mixed Up Little Miss Muffet Role Play What Did I Do? |
| EXPECTATION / BENCHMARK | P-LC5.2. | Typically, uses complete sentences of more than 5 words with complex structures, such as sentences involving sequence and causal relations. ReadyRosie All Mixed Up Family Photos Pantry Talk Description Phone Fun Who Should We Ask? |
| EXPECTATION / BENCHMARK | P-LC5.3. | Can produce and organize multiple sentences on a topic, such as giving directions or telling a story, including information about the past or present or things not physically present, and answer a variety of question types. ReadyRosie Baby Photo Fun Color Word Sentences Family Photos Pantry Talk Description Phone Fun Who Should We Ask? Why should we tell family stories? Yesterday, Today, Tomorrow |
| STANDARD / CONTENT AREA | HS.LC.B-60. | Language and Communication (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: VOCABULARY | |
| BENCHMARK / STRAND | P-LC6. | Child understands and uses a wide variety of words for a variety of purposes. |
| EXPECTATION / BENCHMARK | P-LC6.1. | Demonstrates the use of multiple (2–3) new words or signs a day during play and other activities. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| EXPECTATION / BENCHMARK | P-LC6.2. | Shows recognition of and/or familiarity with key domain-specific words heard during reading or discussions. ReadyRosie Comparing Vegetables Finding the Groceries Guess My Shape How Many Can You Name? I Spy an Animal Mystery Bag Pantry Sort 1 |
| EXPECTATION / BENCHMARK | P-LC6.3. | With multiple exposures, uses new domain-specific vocabulary during activities, such as using the word “cocoon” when learning about the life-cycle of caterpillars, or “cylinder” when learning about 3-D shapes. ReadyRosie Comparing Vegetables Finding the Groceries Guess My Shape How Many Can You Name? I Spy an Animal Mystery Bag Pantry Sort 1 |
| EXPECTATION / BENCHMARK | P-LC6.4. | With support, forms guesses about the meaning of new words from context clues. ReadyRosie Reading a Book for the Second Time |
| STANDARD / CONTENT AREA | HS.LC.B-60. | Language and Communication (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: VOCABULARY | |
| BENCHMARK / STRAND | P-LC7. | Child shows understanding of word categories and relationships among words. |
| EXPECTATION / BENCHMARK | P-LC7.1. | Categorizes words or objects, such as sorting a hard hat, machines, and tools into the construction group, or giving many examples of farm animals. ReadyRosie Candy Sort and Graph How Many Can You Name? I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Silent Opposites Sort and Graph Leaves Sorting Laundry |
| EXPECTATION / BENCHMARK | P-LC7.2. | Discusses new words in relation to known words and word categories, such as “It fell to the bottom when it sank” or “When you hop it’s like jumping on one leg” or “The bear and fox are both wild animals.” ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag Silent Opposites Sort and Graph Leaves |
| EXPECTATION / BENCHMARK | P-LC7.3. | Identifies shared characteristics among people, places, things, or actions, such as identifying that both cats and dogs are furry and have four legs. ReadyRosie How Many Can You Name? Silent Opposites Sort and Graph Leaves |
| EXPECTATION / BENCHMARK | P-LC7.4. | Identifies key common antonyms, such as black/white or up/down. Identifies 1–2 synonyms for very familiar words, such as glad or happy. ReadyRosie Comparing Vegetables Silent Opposites What's the Opposite? |
| STANDARD / CONTENT AREA | HS.LIT.B-60. | Literacy (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: PHONOLOGICAL AWARENESS | |
| BENCHMARK / STRAND | P-LIT1. | Child demonstrates awareness that spoken language is composed of smaller segments of sound. |
| EXPECTATION / BENCHMARK | P-LIT1.1. | Provides one or more words that rhyme with a single given target, such as “What rhymes with log?” ReadyRosie Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| EXPECTATION / BENCHMARK | P-LIT1.2. | Produces the beginning sound in a spoken word, such as “Dog begins with /d/.” ReadyRosie Listen My Children Making a Grocery List Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| EXPECTATION / BENCHMARK | P-LIT1.3. | Provides a word that fits with a group of words sharing an initial sound, with adult support, such as “Sock, Sara, and song all start with the /s/ sound. What else starts with the /s/ sound?” ReadyRosie Listen My Children Making a Grocery List Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| STANDARD / CONTENT AREA | HS.LIT.B-60. | Literacy (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: PRINT AND ALPHABET KNOWLEDGE | |
| BENCHMARK / STRAND | P-LIT2. | Child demonstrates an understanding of how print is used (functions of print) and the rules that govern how print works (conventions of print). |
| EXPECTATION / BENCHMARK | P-LIT2.1. | Understands that print is organized differently for different purposes, such as a note, list, or storybook. ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories |
| EXPECTATION / BENCHMARK | P-LIT2.2. | Understands that written words are made up of a group of individual letters. ReadyRosie Looking for Letters in Ads Making a Grocery List Name Game Reading with Jack and Jill Starting a Word Bank Thank You Note Words on the Page Writing Names with Shaving Cream |
| EXPECTATION / BENCHMARK | P-LIT2.4. | Identifies book parts and features, such as the front, back, title, and author. ReadyRosie Funny Reading |
| STANDARD / CONTENT AREA | HS.LIT.B-60. | Literacy (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: PRINT AND ALPHABET KNOWLEDGE | |
| BENCHMARK / STRAND | P-LIT3. | Child identifies letters of the alphabet and produces correct sounds associated with letters. |
| EXPECTATION / BENCHMARK | P-LIT3.1. | Names 18 upper- and 15 lower-case letters. ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Looking for Letters in Ads Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| EXPECTATION / BENCHMARK | P-LIT3.2. | Knows the sounds associated with several letters. ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| STANDARD / CONTENT AREA | HS.LIT.B-60. | Literacy (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMPREHENSION AND TEXT STRUCTURE | |
| BENCHMARK / STRAND | P-LIT4. | Child demonstrates an understanding of narrative structure through storytelling/re-telling. |
| EXPECTATION / BENCHMARK | P-LIT4.1. | Re-tells or acts out a story that was read, putting events in the appropriate sequence, and demonstrating more sophisticated understanding of how events relate, such as cause and effect relationships. ReadyRosie Book Bag Descriptions Family Movie Night Family Photos Itsy Bitsy Spider Illustrations My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures Toy Stories |
| EXPECTATION / BENCHMARK | P-LIT4.2. | Tells fictional or personal stories using a sequence of at least 2–3 connected events. ReadyRosie Book Bag Descriptions Family Movie Night Family Photos My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures |
| EXPECTATION / BENCHMARK | P-LIT4.3. | Identifies characters and main events in books and stories. ReadyRosie Making Connections PreK Text to Self Connections Toy Stories |
| STANDARD / CONTENT AREA | HS.LIT.B-60. | Literacy (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COMPREHENSION AND TEXT STRUCTURE | |
| BENCHMARK / STRAND | P-LIT5. | Child asks and answers questions about a book that was read aloud. |
| EXPECTATION / BENCHMARK | P-LIT5.1. | Answers questions about details of a story with increasingly specific information, such as when asked “Who was Mary?” responds “She was the girl who was riding the horse and then got hurt.” ReadyRosie Asking Wh- Questions Book Bag Descriptions Making Connections PreK My Favorite Part Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Think About It Tips for helping your child love reading |
| EXPECTATION / BENCHMARK | P-LIT5.2. | Answers increasingly complex inferential questions that require making predictions based on multiple pieces of information from the story; inferring characters’ feelings or intentions; or providing evaluations of judgments that are grounded in the text. ReadyRosie Asking Wh- Questions Baby Photo Fun Book Bag Descriptions Book Selection Just the Facts Making Connections PreK Picture Walk Predictions Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Selecting Books Text to Self Connections Think About It Tips for helping your child love reading |
| EXPECTATION / BENCHMARK | P-LIT5.3. | Provides a summary of a story, highlighting a number of the key ideas in the story and how they relate. ReadyRosie Book Bag Descriptions Family Movie Night Family Photos My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures |
| STANDARD / CONTENT AREA | HS.LIT.B-60. | Literacy (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: WRITING | |
| BENCHMARK / STRAND | P-LIT6. | Child writes for a variety of purposes using increasingly sophisticated marks. |
| EXPECTATION / BENCHMARK | P-LIT6.1. | Creates a variety of written products that may or may not phonetically relate to intended messages. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| EXPECTATION / BENCHMARK | P-LIT6.2. | Shows an interest in copying simple words posted in the classroom. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| EXPECTATION / BENCHMARK | P-LIT6.3. | Attempts to independently write some words using invented spelling, such as K for kite. ReadyRosie Detailed Drawing of a Face Making a Grocery List Name Game Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| EXPECTATION / BENCHMARK | P-LIT6.4. | Writes first name correctly or close to correctly. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| EXPECTATION / BENCHMARK | P-LIT6.5. | Writes (draws, illustrates) for a variety of purposes and demonstrates evidence of many aspects of print conventions, such as creating a book that moves left to right. ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| STANDARD / CONTENT AREA | HS.M.B-60. | Math (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COUNTING AND CARDINALITY | |
| BENCHMARK / STRAND | P-MATH1. | Child knows number names and the count sequence. |
| EXPECTATION / BENCHMARK | P-MATH1.1. | Counts verbally or signs to at least 20 by ones. ReadyRosie How Many Can I Grab? Keep It Up Penny Drop Rub a Dub Counting |
| STANDARD / CONTENT AREA | HS.M.B-60. | Math (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COUNTING AND CARDINALITY | |
| BENCHMARK / STRAND | P-MATH2. | Child recognizes the number of objects in a small set. |
| EXPECTATION / BENCHMARK | P-MATH2.1. | Instantly recognizes, without counting, small quantities of up to 5 objects and says or signs the number. ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| STANDARD / CONTENT AREA | HS.M.B-60. | Math (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COUNTING AND CARDINALITY | |
| BENCHMARK / STRAND | P-MATH3. | Child understands the relationship between numbers and quantities. |
| EXPECTATION / BENCHMARK | P-MATH3.1. | When counting objects, says or signs the number names in order, pairing one number word that corresponds with one object, up to at least 10. ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Candy Sort and Graph Counting Signs Crazy Counting Decorating Cupcakes Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Lily Pad Hop Magazine Number Hunt Measure your Steps Numbers Everywhere Penny Drop Rub a Dub Counting The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| EXPECTATION / BENCHMARK | P-MATH3.2. | Counts and answers “How many?” questions for approximately 10 objects. ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Counting Signs Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up May I Take your Order? More Grapes More than Ten Penny Drop Quick Dots Show Me Skipping Around Taking Inventory The Number Stays the Same |
| EXPECTATION / BENCHMARK | P-MATH3.3. | Accurately counts as many as 5 objects in a scattered configuration. ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| EXPECTATION / BENCHMARK | P-MATH3.4. | Understands that each successive number name refers to a quantity that is one larger. ReadyRosie Keep It Up One Less One More Slap One More Special Day Countdown Who has the Biggest Number? |
| EXPECTATION / BENCHMARK | P-MATH3.5. | Understands that the last number said represents the number of objects in a set. ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| STANDARD / CONTENT AREA | HS.M.B-60. | Math (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COUNTING AND CARDINALITY | |
| BENCHMARK / STRAND | P-MATH4. | Child compares numbers. |
| EXPECTATION / BENCHMARK | P-MATH4.1. | Identifies whether the number of objects in one group is more than, less than, or the same as objects in another group for up to at least five objects. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Keep It Up Letter Sort Likely or Unlikely One Less One More Slap One More Sort and Graph Leaves Sorting Laundry Special Day Countdown Who has the Biggest Number? |
| EXPECTATION / BENCHMARK | P-MATH4.2. | Identifies and uses numbers related to order or position from first to tenth. ReadyRosie First Place Under the Cup |
| STANDARD / CONTENT AREA | HS.M.B-60. | Math (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: COUNTING AND CARDINALITY | |
| BENCHMARK / STRAND | P-MATH5. | Child associates a quantity with written numerals up to 5 and begins to write numbers. |
| EXPECTATION / BENCHMARK | P-MATH5.1. | Associates a number of objects with a written numeral 0–5. ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| EXPECTATION / BENCHMARK | P-MATH5.2. | Recognizes and, with support, writes some numerals up to 10. ReadyRosie Crazy Counting How Many Steps to Bed? How Old Are You? Magazine Number Hunt Rub a Dub Counting |
| STANDARD / CONTENT AREA | HS.M.B-60. | Math (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: OPERATIONS AND ALGEBRAIC THINKING | |
| BENCHMARK / STRAND | P-MATH6. | Child understands addition as adding to and understands subtraction as taking away from. |
| EXPECTATION / BENCHMARK | P-MATH6.1. | Represents addition and subtraction in different ways, such as with fingers, objects, and drawings. ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| EXPECTATION / BENCHMARK | P-MATH6.2. | Solves addition and subtraction word problems. Adds and subtracts up to 5 to or from a given number. ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| EXPECTATION / BENCHMARK | P-MATH6.3. | With adult assistance, begins to use counting on from the larger number for addition. For example, when adding a group of 3 and a group of 2, counts “One, two, three…” and then counts on “Four, five!” (keeping track with fingers). When counting back for subtraction such as taking away 3 from 5, counts, “Five, four, three…two!” (keeping track with fingers). ReadyRosie Acorns and Pinecones Adding Ice All Done Block Tower Checkout Countdown Decorating Cupcakes Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? In My Pond, Part 1 In My Pond, Part 2 Keep It Up Make a Tower of Ten More than Ten One Less One More Packing for Our Trip Rock Toss Show Me Special Day Countdown Taking Inventory Three Little Animals |
| STANDARD / CONTENT AREA | HS.M.B-60. | Math (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: OPERATIONS AND ALGEBRAIC THINKING | |
| BENCHMARK / STRAND | P-MATH7. | Child understands simple patterns. |
| EXPECTATION / BENCHMARK | P-MATH7.1. | Fills in missing elements of simple patterns. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| EXPECTATION / BENCHMARK | P-MATH7.2. | Duplicates simple patterns in a different location than demonstrated, such as making the same alternating color pattern with blocks at a table that was demonstrated on the rug. Extends patterns, such as making an eight block tower of the same pattern that was demonstrated with four blocks. ReadyRosie Grocery Store Conversations Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| EXPECTATION / BENCHMARK | P-MATH7.3. | Identifies the core unit of sequentially repeating patterns, such as color in a sequence of alternating red and blue blocks. ReadyRosie Grocery Store Conversations Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| STANDARD / CONTENT AREA | HS.M.B-60. | Math (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: MEASUREMENT | |
| BENCHMARK / STRAND | P-MATH8. | Child measures objects by their various attributes using standard and non-standard measurement. Uses differences in attributes to make comparisons. |
| EXPECTATION / BENCHMARK | P-MATH8.1. | Measures using the same unit, such as putting together snap cubes to see how tall a book is. ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Leap Frog Measure Measuring the Table Near and Far |
| EXPECTATION / BENCHMARK | P-MATH8.2. | Compares or orders up to 5 objects based on their measurable attributes, such as height or weight. ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Leap Frog Measure Measuring the Table Near and Far |
| EXPECTATION / BENCHMARK | P-MATH8.3. | Uses comparative language, such as shortest, heavier, or biggest. ReadyRosie Bookcase Problem Building Houses Buying Oranges Comparing Vegetables Leap Frog Measure Measuring the Table Near and Far |
| STANDARD / CONTENT AREA | HS.M.B-60. | Math (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: GEOMETRY AND SPATIAL SENSE | |
| BENCHMARK / STRAND | P-MATH9. | Child identifies, describes, compares, and composes shapes. |
| EXPECTATION / BENCHMARK | P-MATH9.1. | Names and describes shapes in terms of length of sides, number of sides, and number of angles. ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| EXPECTATION / BENCHMARK | P-MATH9.2. | Correctly names basic shapes regardless of size and orientation. ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| EXPECTATION / BENCHMARK | P-MATH9.3. | Analyzes, compares and sorts two-and three-dimensional shapes and objects in different sizes. ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| EXPECTATION / BENCHMARK | P-MATH9.4. | Describes their similarities, differences, and other attributes, such as size and shape. ReadyRosie Building Houses How Many Can I Grab? Pantry Sort 1 Pantry Sort 2 |
| EXPECTATION / BENCHMARK | P-MATH9.5. | Creates and builds shapes from components. ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| STANDARD / CONTENT AREA | HS.M.B-60. | Math (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: GEOMETRY AND SPATIAL SENSE | |
| BENCHMARK / STRAND | P-MATH10. | Child explores the positions of objects in space. |
| EXPECTATION / BENCHMARK | P-MATH10.1. | Understands and uses language related to directionality, order, and the position of objects, including up/down, and in front/behind. ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Race Car Transformations Shape Changers Stuffed Animal Olympics Treasure Map |
| EXPECTATION / BENCHMARK | P-MATH10.2. | Correctly follows directions involving their own position in space, such as “Stand up” and “Move forward.” ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Race Car Transformations Stuffed Animal Olympics Treasure Map |
| STANDARD / CONTENT AREA | HS.SCI.B-60. | Scientific Reasoning (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SCIENTIFIC INQUIRY | |
| BENCHMARK / STRAND | P-SCI1. | Child observes and describes observable phenomena (objects, materials, organisms, and events). |
| EXPECTATION / BENCHMARK | P-SCI1.1. | Identifies the five senses (smell, touch, sight, sound, taste) and uses them to make observations. ReadyRosie Grocery Store Conversations |
| STANDARD / CONTENT AREA | HS.SCI.B-60. | Scientific Reasoning (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SCIENTIFIC INQUIRY | |
| BENCHMARK / STRAND | P-SCI2. | Child engages in scientific talk. |
| EXPECTATION / BENCHMARK | P-SCI2.1. | Uses scientific practice words or signs, such as observe, describe, compare, contrast, question, predict, experiment, reflect, cooperate, or measure. ReadyRosie Acorns and Pinecones Grocery Store Weights I'm Thinking of an Animal Measure your Steps Mystery Bag Sink or Float Strawberries for a Picnic |
| EXPECTATION / BENCHMARK | P-SCI2.2. | Uses scientific content words when investigating and describing observable phenomena, such as parts of a plant, animal, or object. ReadyRosie Grocery Store Weights I'm Thinking of an Animal Mystery Bag Strawberries for a Picnic |
| STANDARD / CONTENT AREA | HS.SCI.B-60. | Scientific Reasoning (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: SCIENTIFIC INQUIRY | |
| BENCHMARK / STRAND | P-SCI3. | Child compares and categorizes observable phenomena. |
| EXPECTATION / BENCHMARK | P-SCI3.1. | Categorizes by sorting observable phenomena into groups based on attributes such as appearance, weight, function, ability, texture, odor, and sound. ReadyRosie Buying Oranges Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| STANDARD / CONTENT AREA | HS.SCI.B-60. | Scientific Reasoning (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: REASONING AND PROBLEM-SOLVING | |
| BENCHMARK / STRAND | P-SCI4. | Child asks a question, gathers information, and makes predictions. |
| EXPECTATION / BENCHMARK | P-SCI4.1. | Asks questions that can be answered through an investigation, such as “What do plants need to grow?” or “What countries do the children in our class come from?”. ReadyRosie What's for Dinner? |
| EXPECTATION / BENCHMARK | P-SCI4.2. | Gathers information about a question by looking at books or discussing prior knowledge and observations. ReadyRosie Grocery Store Conversations Sink or Float What's for Dinner? |
| EXPECTATION / BENCHMARK | P-SCI4.3. | Makes predictions and brainstorms solutions based on background knowledge and experiences, such as “I think that plants need water to grow.” or “I think adding yellow paint to purple will make brown.” ReadyRosie Acorns and Pinecones Measure your Steps Strawberries for a Picnic |
| STANDARD / CONTENT AREA | HS.SCI.B-60. | Scientific Reasoning (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: REASONING AND PROBLEM-SOLVING | |
| BENCHMARK / STRAND | P-SCI5. | Child plans and conducts investigations and experiments. |
| EXPECTATION / BENCHMARK | P-SCI5.2. | Implements steps and uses materials to explore testable questions, such as “Do plants need water to grow?” by planting seeds and giving water to some but not to others. ReadyRosie What's for Dinner? |
| EXPECTATION / BENCHMARK | P-SCI5.3. | Uses senses and simple tools to observe, gather, and record data, such as gathering data on where children’s families are from and creating a graph that shows the number of children from different countries. ReadyRosie Grocery Store Conversations What's for Dinner? |
| STANDARD / CONTENT AREA | HS.SCI.B-60. | Scientific Reasoning (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: REASONING AND PROBLEM-SOLVING | |
| BENCHMARK / STRAND | P-SCI6. | Child analyzes results, draws conclusions, and communicates results. |
| EXPECTATION / BENCHMARK | P-SCI6.1. | Analyzes and interprets data and summarizes results of investigation. ReadyRosie Sink or Float What's for Dinner? |
| EXPECTATION / BENCHMARK | P-SCI6.2. | Draws conclusions, constructs explanations, and verbalizes cause and effect relationships. ReadyRosie What's for Dinner? |
| EXPECTATION / BENCHMARK | P-SCI6.3. | With adult support, compares results to initial prediction and offers evidence as to why they do or do not work. Generates new testable questions based on results. ReadyRosie Acorns and Pinecones Measure your Steps Strawberries for a Picnic What's for Dinner? |
| EXPECTATION / BENCHMARK | P-SCI6.4. | Communicates results, solutions, and conclusions through a variety of methods, such as telling an adult that plants need water to grow or putting dots on a map that show the number of children from each country. ReadyRosie What's for Dinner? |
| STANDARD / CONTENT AREA | HS.PMPD.B-60. | Perceptual, Motor, and Physical Development (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: GROSS MOTOR | |
| BENCHMARK / STRAND | P-PMP1. | Child demonstrates control, strength, and coordination of large muscles. |
| EXPECTATION / BENCHMARK | P-PMP1.1. | Demonstrates balance in large-muscle movement, such as walking on a log without falling or balancing on one leg. ReadyRosie Follow the Leader |
| EXPECTATION / BENCHMARK | P-PMP1.2. | Performs activities that combine and coordinate large muscle movements, including swinging on a swing, climbing a ladder, or dancing to music. ReadyRosie Follow the Leader |
| STANDARD / CONTENT AREA | HS.PMPD.B-60. | Perceptual, Motor, and Physical Development (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: GROSS MOTOR | |
| BENCHMARK / STRAND | P-PMP2. | Child uses perceptual information to guide motions and interactions with objects and other people. |
| EXPECTATION / BENCHMARK | P-PMP2.1. | Demonstrates awareness of own body and other people’s space during interactions. ReadyRosie Follow the Leader Jump to It Rock Toss |
| EXPECTATION / BENCHMARK | P-PMP2.2. | Moves body in relation to objects to effectively perform tasks, such as moving body in position to kick a ball. ReadyRosie Follow the Leader Rhyming Toss Rock Toss The Number Stays the Same |
| EXPECTATION / BENCHMARK | P-PMP2.3. | When asked, can move own body in front of, to the side, or behind something or someone else, such as getting in line with other children. ReadyRosie Follow the Leader Jump to It Rock Toss |
| EXPECTATION / BENCHMARK | P-PMP2.4. | Changes directions when moving with little difficulty. ReadyRosie Follow the Leader Jump to It Rock Toss |
| STANDARD / CONTENT AREA | HS.PMPD.B-60. | Perceptual, Motor, and Physical Development (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: FINE MOTOR | |
| BENCHMARK / STRAND | P-PMP3. | Child demonstrates increasing control, strength, and coordination of small muscles. |
| EXPECTATION / BENCHMARK | P-PMP3.1. | Easily coordinates hand and eye movements to carry out tasks, such as working on puzzles or stringing beads together. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| EXPECTATION / BENCHMARK | P-PMP3.2. | Uses a pincer grip to hold and manipulate tools for writing, drawing, and painting. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| EXPECTATION / BENCHMARK | P-PMP3.3. | Uses coordinated movements to complete complex tasks, such as cutting along a line, pouring, or buttoning. ReadyRosie Fill Up the Cup Making Trail Mix Strawberries for a Picnic |
| STANDARD / CONTENT AREA | HS.PMPD.B-60. | Perceptual, Motor, and Physical Development (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: HEALTH, SAFETY, AND NUTRITION | |
| BENCHMARK / STRAND | P-PMP4. | Child demonstrates personal hygiene and self-care skills. |
| EXPECTATION / BENCHMARK | P-PMP4.1. | Washes hands with soap and water. Knows to do this before eating, after using the bathroom, or after blowing nose. ReadyRosie Rub a Dub Counting |
| STANDARD / CONTENT AREA | HS.PMPD.B-60. | Perceptual, Motor, and Physical Development (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: HEALTH, SAFETY, AND NUTRITION | |
| BENCHMARK / STRAND | P-PMP5. | Child develops knowledge and skills that help promote nutritious food choices and eating habits. |
| EXPECTATION / BENCHMARK | P-PMP5.1. | Identifies a variety of healthy and unhealthy foods. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| EXPECTATION / BENCHMARK | P-PMP5.2. | Demonstrates basic understanding that eating a variety of foods helps the body grow and be healthy. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| EXPECTATION / BENCHMARK | P-PMP5.3. | Moderates food consumption based on awareness of own hunger and fullness. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| STANDARD / CONTENT AREA | HS.PMPD.B-60. | Perceptual, Motor, and Physical Development (By 60 Months) |
| CONTENT STANDARD / PROFICIENCY | SUB-DOMAIN: HEALTH, SAFETY, AND NUTRITION | |
| BENCHMARK / STRAND | P-PMP6. | Child demonstrates knowledge of personal safety practices and routines. |
| EXPECTATION / BENCHMARK | P-PMP6.1. | Identifies, avoids, and alerts others to danger, such as keeping a safe distance from swings. ReadyRosie My Address |
| EXPECTATION / BENCHMARK | P-PMP6.2. | Identifies and follows basic safety rules with adult guidance and support, such as transportation and street safety practices. ReadyRosie My Address |