Pennsylvania Core and Academic Standards (Infant)
| Main Criteria: Pennsylvania Core and Academic Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grades: Ages Birth to 12 months, Ages 13 to 24 months, Ages 25 to 36 months | ||
| Correlation Options: Show Correlated | ||
| Pennsylvania Core and Academic Standards |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2014 |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Infant) |
| STANDARD AREA / STATEMENT | AL.1.I. | Constructing and Gathering Knowledge |
| STANDARD | Big Idea: Children actively construct knowledge through routines, play, practices, and language. Children use a variety of strategies to gather information based upon their own individualized approach to learning. Essential Questions: What strategies can be used to gather information? What can I learn from my every day experiences, including play? | |
| DESCRIPTOR / STANDARD | AL.1.I.A. | Curiosity and Initiative: Use the senses as a primary means to explore and learn from the environment. |
| DESCRIPTOR | AL.1.I.A.1. | Use hands, mouth, eyes in a coordinated manner to explore body, objects and surroundings. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| DESCRIPTOR | AL.1.I.A.2. | Transfer items from hand to hand to investigate the feel or appearance. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Infant) |
| STANDARD AREA / STATEMENT | AL.1.I. | Constructing and Gathering Knowledge |
| STANDARD | Big Idea: Children actively construct knowledge through routines, play, practices, and language. Children use a variety of strategies to gather information based upon their own individualized approach to learning. Essential Questions: What strategies can be used to gather information? What can I learn from my every day experiences, including play? | |
| DESCRIPTOR / STANDARD | AL.1.I.B. | Risk Taking: Explore in the comfort of a familiar surrounding or adult. |
| DESCRIPTOR | AL.1.I.B.2. | Engage with an unfamiliar adult to complete routine activity while a familiar adult is nearby. ReadyRosie Animal Noises How do I get my child to______? Reading Routines for Early Readers What Comes after Two? |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Infant) |
| STANDARD AREA / STATEMENT | AL.2.I. | Organizing and Understanding Information |
| STANDARD | Big Idea: Strategies for filtering and organizing information are important to the learning process. Essential Questions: How do I decide what information/task to attend to? What strategies do I use to organize information? | |
| DESCRIPTOR / STANDARD | AL.2.I.A. | Engagement and Attention: Interact with others, objects or activities for short periods of time. |
| DESCRIPTOR | AL.2.I.A.1. | Attend to adult during reciprocal interaction. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| DESCRIPTOR | AL.2.I.A.2. | Gaze with interest at adult, peer, or object nearby. ReadyRosie Do You See Me? |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Infant) |
| STANDARD AREA / STATEMENT | AL.2.I. | Organizing and Understanding Information |
| STANDARD | Big Idea: Strategies for filtering and organizing information are important to the learning process. Essential Questions: How do I decide what information/task to attend to? What strategies do I use to organize information? | |
| DESCRIPTOR / STANDARD | AL.2.I.B. | Task Analysis: Anticipate next step of a familiar routine or activity. |
| DESCRIPTOR | AL.2.I.B.1. | Repeat routine actions (e.g. lift legs for clean diaper placement, hold out hand for washing following diaper change, go to seat in expectation of meal). ReadyRosie Animal Noises How do I get my child to______? Reading Routines for Early Readers What Comes after Two? |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Infant) |
| STANDARD AREA / STATEMENT | AL.2.I. | Organizing and Understanding Information |
| STANDARD | Big Idea: Strategies for filtering and organizing information are important to the learning process. Essential Questions: How do I decide what information/task to attend to? What strategies do I use to organize information? | |
| DESCRIPTOR / STANDARD | AL.2.I.C. | Persistence: Engage with an object in more than one way. |
| DESCRIPTOR | AL.2.I.C.1. | Repeat attempts to engage an adult to meet needs. ReadyRosie That's My Name |
| DESCRIPTOR | AL.2.I.C.2. | Play with a variety of objects to determine similar and different outcomes. ReadyRosie Bath Time Fun Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| DESCRIPTOR | AL.2.I.C.3. | Explore objects in the environment. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Infant) |
| STANDARD AREA / STATEMENT | AL.2.I. | Organizing and Understanding Information |
| STANDARD | Big Idea: Strategies for filtering and organizing information are important to the learning process. Essential Questions: How do I decide what information/task to attend to? What strategies do I use to organize information? | |
| DESCRIPTOR / STANDARD | AL.2.I.E. | Memory: Recognize and respond to familiar adults and routines. |
| DESCRIPTOR | AL.2.I.E.1. | Smile when familiar adult enters room. ReadyRosie That's My Name |
| DESCRIPTOR | AL.2.I.E.2. | Act on familiar routines (e.g. go to changing table for diaper change). ReadyRosie Animal Noises How do I get my child to______? Reading Routines for Early Readers What Comes after Two? |
| DESCRIPTOR | AL.2.I.E.3. | Show excitement for familiar adult. ReadyRosie That's My Name |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Infant) |
| STANDARD AREA / STATEMENT | AL.3.I. | Applying Knowledge |
| STANDARD | Big Idea: Prior knowledge and experiences can be used to express and create new understandings. Essential Questions: How do I use what I already know to understand new things? How do I represent new understandings? | |
| DESCRIPTOR / STANDARD | AL.3.I.A/B. | Creativity/Invention: Respond to music, art and stories. |
| DESCRIPTOR | AL.3.I.A/B.1. | Reference 9.1.V.I.B. ReadyRosie Animal Noises |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Infant) |
| STANDARD AREA / STATEMENT | AL.4.I. | Learning through Experience |
| STANDARD | Big Idea: Experiences provide the context in which learning is constructed. Essential Questions: In what ways does an experience in one setting influence my learning and experiences in another setting? How do I learn from my mistakes and/or from challenging situations? | |
| DESCRIPTOR / STANDARD | AL.4.I.A. | Making Connections: Demonstrate comfort in routines, objects and materials that reflect home experiences. |
| DESCRIPTOR | AL.4.I.A.1. | Show comfort when shown or provided a favorite object from home. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| DESCRIPTOR | AL.4.I.A.2. | Show excitement when steps of a routine mirror home experience. ReadyRosie Animal Noises How do I get my child to______? Reading Routines for Early Readers What Comes after Two? |
| DESCRIPTOR | AL.4.I.A.3. | Respond to familiar family phrases. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Infant) |
| STANDARD AREA / STATEMENT | AL.4.I. | Learning through Experience |
| STANDARD | Big Idea: Experiences provide the context in which learning is constructed. Essential Questions: In what ways does an experience in one setting influence my learning and experiences in another setting? How do I learn from my mistakes and/or from challenging situations? | |
| DESCRIPTOR / STANDARD | AL.4.IC. | Problem Solving: Play with a variety of objects to determine similar and different outcomes. |
| DESCRIPTOR | AL.4.I.C.1. | Interact with an object in more than one way. ReadyRosie Do You See Me? Supported Standing |
| DESCRIPTOR | AL.4.I.C.2. | Repeat actions that have an interesting response. ReadyRosie Bath Time Fun Do You See Me? Kicking Paper Supported Standing |
| DESCRIPTOR | AL.4.I.C.3. | Explore objects to see how they work. ReadyRosie Do You See Me? Supported Standing |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Infant) |
| STANDARD AREA / STATEMENT | 1.1.I. | Foundational Skills |
| STANDARD | Big Idea: Emerging reading involves the use of pictures, symbols and text to gain information and derive meaning. Essential Question: How do I acquire and practice pre-reading skills? | |
| DESCRIPTOR / STANDARD | 1.1.I.A. | Book Handling: Explore books in a variety of ways. |
| DESCRIPTOR | 1.1.I.A.1. | Gaze, babble, pat, and point at books. ReadyRosie Animal Noises Reading Routines for Early Readers |
| DESCRIPTOR | 1.1.I.A.2. | Attend to pictures in a book during lap-reading with an adult. ReadyRosie Animal Noises |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Infant) |
| STANDARD AREA / STATEMENT | 1.1.I. | Foundational Skills |
| STANDARD | Big Idea: Emerging reading involves the use of pictures, symbols and text to gain information and derive meaning. Essential Question: How do I acquire and practice pre-reading skills? | |
| DESCRIPTOR / STANDARD | 1.1.I.B. | Print Concepts: Demonstrate interest in books that have color, pattern, and contrast. |
| DESCRIPTOR | 1.1.I.B.1. | Gaze, babbles, pat, and point at books. ReadyRosie Animal Noises Reading Routines for Early Readers |
| DESCRIPTOR | 1.1.I.B.2. | Attend to pictures in a book during lap-reading with an adult. ReadyRosie Animal Noises |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Infant) |
| STANDARD AREA / STATEMENT | 1.2.I. | Reading Informational Text |
| STANDARD | Big Idea: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information. Essential Questions: What is the text really about? How does interaction with the text promote thinking and response? Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? | |
| DESCRIPTOR / STANDARD | 1.2.I.B. | Key Ideas: Attend to a picture in a text when reading with an adult. |
| DESCRIPTOR | 1.2.I.B.1. | Gaze at pages of a text. ReadyRosie Animal Noises |
| DESCRIPTOR | 1.2.I.B.2. | Point to familiar objects pictured within a text. ReadyRosie Animal Noises |
| DESCRIPTOR | 1.2.I.B.3. | Attempt to communicate about familiar objects in text (e.g. sees a ball and says “ba”, uses sign for apple when seeing an apple). ReadyRosie Animal Noises |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Infant) |
| STANDARD AREA / STATEMENT | 1.2.I. | Reading Informational Text |
| STANDARD | Big Idea: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information. Essential Questions: What is the text really about? How does interaction with the text promote thinking and response? Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? | |
| DESCRIPTOR / STANDARD | 1.2.I.J. | Vocabulary Acquisition: Use single words to identify family members and familiar objects. |
| DESCRIPTOR | 1.2.I.J.1. | Look at or move toward named person or object. ReadyRosie Lunchtime Language |
| DESCRIPTOR | 1.2.I.J.3. | Use newly acquired vocabulary to name objects. ReadyRosie Lunchtime Language |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Infant) |
| STANDARD AREA / STATEMENT | 1.2.I. | Reading Informational Text |
| STANDARD | Big Idea: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information. Essential Questions: What is the text really about? How does interaction with the text promote thinking and response? Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? | |
| DESCRIPTOR / STANDARD | 1.2.I.L. | Range of Reading: Engage in reading activities. |
| DESCRIPTOR | 1.2.I.L.1. | Gaze, babble, pat and point at books or photos. ReadyRosie Animal Noises |
| DESCRIPTOR | 1.2.I.L.2. | Attend to pictures in a book during lap-reading with an adult. ReadyRosie Animal Noises |
| DESCRIPTOR | 1.2.I.L.3. | Purposefully seek out opportunities to engage with books. ReadyRosie Animal Noises |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Infant) |
| STANDARD AREA / STATEMENT | 1.3.I. | Reading Literature |
| STANDARD | Big Idea: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information. Essential Questions: What is the text really about? How does interaction with the text promote thinking and response? Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? | |
| DESCRIPTOR / STANDARD | 1.3.I.B. | Key Ideas and Details - Text Analysis - Attend to a picture in a story when reading with an adult. |
| DESCRIPTOR | 1.3.I.B.1. | Gaze at pages of a story. ReadyRosie Animal Noises |
| DESCRIPTOR | 1.3.I.B.2. | Point to familiar objects pictured within a story. ReadyRosie Animal Noises |
| DESCRIPTOR | 1.3.I.B.3. | Attempt to communicate about familiar objects in story (e.g. sees a ball and says “ba”, uses sign for apple when seeing an apple). ReadyRosie Animal Noises |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Infant) |
| STANDARD AREA / STATEMENT | 1.3.I. | Reading Literature |
| STANDARD | Big Idea: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information. Essential Questions: What is the text really about? How does interaction with the text promote thinking and response? Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? | |
| DESCRIPTOR / STANDARD | 1.3.I.J. | Vocabulary Acquisition and Use: Use single words to identify family members and familiar objects. |
| DESCRIPTOR | 1.3.I.J.1. | Look at or move toward named person or object. ReadyRosie Lunchtime Language |
| DESCRIPTOR | 1.3.I.J.3. | Use newly acquired vocabulary to name objects. ReadyRosie Lunchtime Language |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Infant) |
| STANDARD AREA / STATEMENT | 1.3.I. | Reading Literature |
| STANDARD | Big Idea: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information. Essential Questions: What is the text really about? How does interaction with the text promote thinking and response? Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? | |
| DESCRIPTOR / STANDARD | 1.3.I.L. | Range of Reading: Engage in reading activities. |
| DESCRIPTOR | 1.3.I.L.1. | Gaze, babble, pat and point at books or photos. ReadyRosie Animal Noises Reading Routines for Early Readers |
| DESCRIPTOR | 1.3.I.L.2. | Attend to pictures in a book during lap-reading with an adult. ReadyRosie Animal Noises |
| DESCRIPTOR | 1.3.I.L.3. | Purposefully seek out opportunities to engage with books. ReadyRosie Animal Noises Reading Routines for Early Readers |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Infant) |
| STANDARD AREA / STATEMENT | 1.4.I. | Writing |
| STANDARD | Big Idea: Audience and purpose influence a writer’s choice of organizational pattern, language, and literary techniques. Effective research requires the use of varied resources to gain or expand knowledge. Essential Questions: What makes clear and effective writing? Why do writers write? Who is the audience? What will work best for the audience? Where can one find information to answer questions? | |
| DESCRIPTOR / STANDARD | 1.4.I.R. | Narrative Conventions of Language: Make marks with writing and drawing tools. |
| DESCRIPTOR | 1.4.I.R.2. | Engage in tactile experiences. ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Infant) |
| STANDARD AREA / STATEMENT | 1.5.I. | Speaking and Listening |
| STANDARD | Big Idea: Active listeners make meaning from what they hear by questioning, reflecting, responding, and evaluating. Effective speakers prepare and communicate messages to address the audience and purpose. Essential Questions: What do good listeners do? How do active listeners make meaning? How do speakers effectively communicate a message? | |
| DESCRIPTOR / STANDARD | 1.5.I.A. | Comprehension and Collaboration: Use sounds and gestures as a form of reciprocal communication. |
| DESCRIPTOR | 1.5.I.A.1. | Use verbal and nonverbal language to have needs met. ReadyRosie Behavior is a form of communication |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Infant) |
| STANDARD AREA / STATEMENT | 1.5.I. | Speaking and Listening |
| STANDARD | Big Idea: Active listeners make meaning from what they hear by questioning, reflecting, responding, and evaluating. Effective speakers prepare and communicate messages to address the audience and purpose. Essential Questions: What do good listeners do? How do active listeners make meaning? How do speakers effectively communicate a message? | |
| DESCRIPTOR / STANDARD | 1.5.I.C. | Comprehension and Collaboration Evaluation: Respond in ways that indicate understanding of what is being communicated. |
| DESCRIPTOR | 1.5.I.C.1. | Respond to tone of others voice. ReadyRosie Tips for storytelling: Using your voice |
| DESCRIPTOR | 1.5.I.C.2. | Connect voice to specific person. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| DESCRIPTOR | 1.5.I.C.4. | Turn head toward speaker. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Infant) |
| STANDARD AREA / STATEMENT | 1.5.I. | Speaking and Listening |
| STANDARD | Big Idea: Active listeners make meaning from what they hear by questioning, reflecting, responding, and evaluating. Effective speakers prepare and communicate messages to address the audience and purpose. Essential Questions: What do good listeners do? How do active listeners make meaning? How do speakers effectively communicate a message? | |
| DESCRIPTOR / STANDARD | 1.5.I.D/E. | Presentation of Knowledge: Babble and begin to use single words and/or signs. |
| DESCRIPTOR | 1.5.I.D/E.2. | Babble using strings of consonant sounds and sounds and rhythms of native language. ReadyRosie Lunchtime Language |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Infant) |
| STANDARD AREA / STATEMENT | 1.5.I. | Speaking and Listening |
| STANDARD | Big Idea: Active listeners make meaning from what they hear by questioning, reflecting, responding, and evaluating. Effective speakers prepare and communicate messages to address the audience and purpose. Essential Questions: What do good listeners do? How do active listeners make meaning? How do speakers effectively communicate a message? | |
| DESCRIPTOR / STANDARD | 1.5.I.G. | Conventions of Standard English: EMERGING ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Infant) |
| STANDARD AREA / STATEMENT | 2.1.I. | Numbers and Operations |
| STANDARD | Big Idea: Mathematical relationships among numbers can be represented, compared, and communicated. Essential Question: How is mathematics used to quantify, compare, represent, and model numbers? | |
| DESCRIPTOR / STANDARD | 2.1.I.A.1. | Counting and Cardinality: Cardinality: Explore objects |
| DESCRIPTOR | 2.1.I.A.1.2. | Dump and fill objects into and out of containers. ReadyRosie Table Taps Two on Me and You |
| DESCRIPTOR | 2.1.I.A.1.3. | Repeat sound patterns (e.g. repeatedly beat on drums, clap hands). ReadyRosie Pattern Play |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Infant) |
| STANDARD AREA / STATEMENT | 2.1.I. | Numbers and Operations |
| STANDARD | Big Idea: Mathematical relationships among numbers can be represented, compared, and communicated. Essential Question: How is mathematics used to quantify, compare, represent, and model numbers? | |
| DESCRIPTOR / STANDARD | 2.1.I.A.2. | Counting and Cardinality: Counting: EMERGING ReadyRosie Table Taps Two on Me and You |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Infant) |
| STANDARD AREA / STATEMENT | 2.1.I. | Numbers and Operations |
| STANDARD | Big Idea: Mathematical relationships among numbers can be represented, compared, and communicated. Essential Question: How is mathematics used to quantify, compare, represent, and model numbers? | |
| DESCRIPTOR / STANDARD | 2.1.I.A.3. | Counting and Cardinality: Comparing: Explore relationships between objects. |
| DESCRIPTOR | 2.1.I.A.3.2. | Dump and fill objects into and out of containers. ReadyRosie Table Taps Two on Me and You |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Infant) |
| STANDARD AREA / STATEMENT | 2.1.I. | Numbers and Operations |
| STANDARD | Big Idea: Mathematical relationships among numbers can be represented, compared, and communicated. Essential Question: How is mathematics used to quantify, compare, represent, and model numbers? | |
| DESCRIPTOR / STANDARD | 2.1.I.MP. | Counting and Cardinality: Mathematical Processes: Engage in numerical play. |
| DESCRIPTOR | 2.1.I.MP.2. | Dump and fill objects into and out of containers. ReadyRosie Table Taps Two on Me and You |
| DESCRIPTOR | 2.1.I.MP.4. | Engage in experiences related to numbers (e.g. counting songs, finger plays, reading number books). ReadyRosie Itsy Bitsy Spider Motions Table Taps |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Infant) |
| STANDARD AREA / STATEMENT | 2.4.I. | Measurement, Data and Probability |
| STANDARD | Big Idea: Measurement attributes can be quantified and estimated using customary and non-customary units of measure. Mathematical relations and functions can be modeled through multiple representations and analyzed to raise and answer questions. Essential Questions: Why does “what” we measure influence “how” we measure? How can data be organized and represented to provide insight into the relationship between quantities? | |
| DESCRIPTOR / STANDARD | 2.4.I.A.1. | Measurement and Data: Measurement: EMERGING ReadyRosie Table Taps Two on Me and You |
| DESCRIPTOR / STANDARD | 2.4.I.A.2. | Measurement and Data: Data: EMERGING ReadyRosie Table Taps Two on Me and You |
| DESCRIPTOR / STANDARD | 2.4.I.MP. | Measurement and Data: EMERGING ReadyRosie Table Taps Two on Me and You |
| SUBJECT / STANDARD AREA | PA.S. | Scientific Thinking and Technology (Infant) |
| STANDARD AREA / STATEMENT | 3.1.I.A. | Biological Sciences: Living and Non-Living Organisms |
| STANDARD | Big Idea: Living things have unique characteristics which differ from non-living things. The characteristics of living things can be observed and studied Essential Question: In what ways do living and non-living things differ? What are similarities, differences, and patterns of living things? | |
| DESCRIPTOR / STANDARD | 3.1.I.A.9. | Science as Inquiry: Participate in simple investigations of living and non-living things. |
| DESCRIPTOR | 3.1.I.A.9.1. | Use senses to explore. ReadyRosie Bath Time Fun Two on Me and You |
| SUBJECT / STANDARD AREA | PA.S. | Scientific Thinking and Technology (Infant) |
| STANDARD AREA / STATEMENT | 3.1.I.B. | Biological Sciences: Genetics |
| STANDARD | Big Idea: Living things have unique characteristics which differ from non-living things. The characteristics of living things can be observed and studied Essential Question: In what ways do living and non-living things differ? What are similarities, differences, and patterns of living things? | |
| DESCRIPTOR / STANDARD | 3.1.I.B.6. | Science as Inquiry: Participate in simple investigations of physical characteristics of living things. |
| DESCRIPTOR | 3.1.I.B.6.1. | Use senses to explore. ReadyRosie Bath Time Fun Two on Me and You |
| SUBJECT / STANDARD AREA | PA.S. | Scientific Thinking and Technology (Infant) |
| STANDARD AREA / STATEMENT | 3.2.I.A. | Physical Sciences: Chemistry |
| STANDARD | Big Idea: Physical properties help us to understand the world. Essential Questions: What are physical properties of objects? How are physical properties of objects discovered? What effect does energy have on the physical properties of objects? | |
| DESCRIPTOR / STANDARD | 3.2.I.A.1. | Properties of Matter: Explore objects with varying characteristics. |
| DESCRIPTOR | 3.2.I.A.1.1. | Use senses to explore objects. ReadyRosie Bath Time Fun Two on Me and You |
| SUBJECT / STANDARD AREA | PA.S. | Scientific Thinking and Technology (Infant) |
| STANDARD AREA / STATEMENT | 3.2.I.A. | Physical Sciences: Chemistry |
| STANDARD | Big Idea: Physical properties help us to understand the world. Essential Questions: What are physical properties of objects? How are physical properties of objects discovered? What effect does energy have on the physical properties of objects? | |
| DESCRIPTOR / STANDARD | 3.2.I.A.6. | Science as Inquiry: Participate in simple investigations of matter. |
| DESCRIPTOR | 3.2.I.A.6.1. | Use senses to explore objects. ReadyRosie Bath Time Fun Two on Me and You |
| DESCRIPTOR | 3.2.I.A.6.4. | Explore objects of varying textures. ReadyRosie Grasp and Grab Touch and Taste |
| SUBJECT / STANDARD AREA | PA.S. | Scientific Thinking and Technology (Infant) |
| STANDARD AREA / STATEMENT | 4.1.I. | Environment and Ecology: Ecology |
| STANDARD | Big Idea: People live in an environment. People share the environment with other living things. People are impacted and have impact on the environment. Essential Questions: How can I describe my immediate environment? In what ways can I use the environment? How does what I do (positive or negative) affect my environment? | |
| DESCRIPTOR / STANDARD | 4.1.I.A. | The Environment: Show interest the environment. |
| DESCRIPTOR | 4.1.I.A.2. | Explore using all senses. ReadyRosie Bath Time Fun Two on Me and You |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Infant) |
| STANDARD AREA / STATEMENT | 5.1.I. | Civics and Government: Principles and Documents of Government |
| STANDARD | Big Idea: Learning to be a good citizen helps one contribute to society in a meaningful way. Essential Questions: What rules and consequences are important? Can I identify some American symbols? | |
| DESCRIPTOR / STANDARD | 5.1.I.A. | Rule of Law: Respond to adult guidance about behavior. |
| DESCRIPTOR | 5.1.I.A.1. | Reference 16.3.I.B. ReadyRosie How can I get my child to listen to me? |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Infant) |
| STANDARD AREA / STATEMENT | 5.2.I. | Civics and Government: Rights and Responsibilities of Citizenship |
| STANDARD | Big Idea: Learning to be a good citizen helps one contribute to society in a meaningful way. Essential Questions: What rules and consequences are important? Can I identify some American symbols? | |
| DESCRIPTOR / STANDARD | 5.2.I.A. | Civics Rights and Responsibilities: EMERGING ReadyRosie Animal Noises How can I get my child to listen to me? How do I get my child to______? Reading Routines for Early Readers What Comes after Two? |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Infant) |
| STANDARD AREA / STATEMENT | 8.1.I. | History: Historical Analysis and Skills Development |
| STANDARD | Big Idea: Past experiences and ideas help us make sense of the world. Essential Questions: In what ways can events be sequenced? How do I use past experiences and events to understand the present? | |
| DESCRIPTOR / STANDARD | 8.1.I.A. | Continuity and Change over Time: Anticipate next step of a familiar routine or activity. |
| DESCRIPTOR | 8.1.I.A.1. | Reference AL.2.I.B. ReadyRosie Animal Noises How do I get my child to______? Reading Routines for Early Readers What Comes after Two? |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Infant) |
| STANDARD AREA / STATEMENT | 9.1.M.I. | Production and Performance: Music and Movement |
| STANDARD | Big Idea: Music can be used to express and initiate aesthetic and physical responses. Essential Question: How can I express my thoughts, feelings, and ideas through music and movement? | |
| DESCRIPTOR / STANDARD | 9.1.M.I.B. | Demonstration: Respond to music. |
| DESCRIPTOR | 9.1.M.I.B.1. | Respond to a variety of music types, including culturally diverse music. ReadyRosie How can I communicate with my baby? Piggy Toes |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Infant) |
| STANDARD AREA / STATEMENT | 9.1.M.I. | Production and Performance: Music and Movement |
| STANDARD | Big Idea: Music can be used to express and initiate aesthetic and physical responses. Essential Question: How can I express my thoughts, feelings, and ideas through music and movement? | |
| DESCRIPTOR / STANDARD | 9.1.M.I.E. | Representation: Respond to music. |
| DESCRIPTOR | 9.1.M.I.E.1. | Respond to a variety of music types, including culturally diverse music. ReadyRosie How can I communicate with my baby? Piggy Toes |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Infant) |
| STANDARD AREA / STATEMENT | 9.1.M.I. | Production and Performance: Music and Movement |
| STANDARD | Big Idea: Music can be used to express and initiate aesthetic and physical responses. Essential Question: How can I express my thoughts, feelings, and ideas through music and movement? | |
| DESCRIPTOR / STANDARD | 9.1.M.I.J. | Technologies: Use technologies for producing music. |
| DESCRIPTOR | 9.1.M.I.J.1. | Explore musical instruments, including those which are culturally diverse. ReadyRosie How can I communicate with my baby? Piggy Toes |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Infant) |
| STANDARD AREA / STATEMENT | 9.3.I. | Critical Response to Works of Art |
| STANDARD | Big Idea: People evaluate art based upon a variety of characteristics. Essential Questions: Can I explain how I feel about a particular art form? Can I provide reasons that explain my feelings about a particular art form? | |
| DESCRIPTOR / STANDARD | 9.3.I.F. | Identification: Explore a variety of art forms. |
| DESCRIPTOR | 9.3.I.F.1. | Recognize and point to familiar objects or persons in photos or books. ReadyRosie Animal Noises |
| DESCRIPTOR | 9.3.I.F.2. | Engage with photographs and paintings. ReadyRosie Animal Noises |
| DESCRIPTOR | 9.3.I.F.3. | Engage in tactile art experiences. ReadyRosie Grasp and Grab Touch and Taste |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Infant) |
| STANDARD AREA / STATEMENT | 9.3.I. | Critical Response to Works of Art |
| STANDARD | Big Idea: People evaluate art based upon a variety of characteristics. Essential Questions: Can I explain how I feel about a particular art form? Can I provide reasons that explain my feelings about a particular art form? | |
| DESCRIPTOR / STANDARD | 9.3.I.G. | Critical Response: Respond to various art forms. |
| DESCRIPTOR | 9.3.I.G.1. | Gaze at or point to a picture, painting or photo. ReadyRosie Animal Noises |
| DESCRIPTOR | 9.3.I.G.2. | Respond to a variety of music types, including culturally diverse music. ReadyRosie How can I communicate with my baby? Piggy Toes |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Infant) |
| STANDARD AREA / STATEMENT | 10.2.I. | Healthful Living |
| STANDARD | Big Idea: Children need to make healthy choices to optimize their learning potential. Essential Question: What are things I can do to keep myself healthy? | |
| DESCRIPTOR / STANDARD | 10.2.I.A. | Health Practices, Products, and Services: Participate in fundamental practices for good health. |
| DESCRIPTOR | 10.2.I.A.1. | Establish and engage in individualized daily routines (e.g. eating, toileting, sleeping). ReadyRosie Lunchtime Language |
| DESCRIPTOR | 10.2.I.A.2. | Use verbal and non-verbal cues to express needs (e.g. hunger, tired, diaper change). ReadyRosie Behavior is a form of communication |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Infant) |
| STANDARD AREA / STATEMENT | 10.3.I. | Safety and Injury Prevention |
| STANDARD | Big Idea: Awareness of safe and unsafe practices provides a foundation for healthy decision making. Essential Question: What are things I can do to keep myself and others safe? | |
| DESCRIPTOR / STANDARD | 10.3.I.A. | Safe and Unsafe Practices: Respond to basic safety words. |
| DESCRIPTOR | 10.3.I.A.2. | Look at adult before repeating a behavior. ReadyRosie How can I get my child to listen to me? |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Infant) |
| STANDARD AREA / STATEMENT | 10.4.I. | Physical Activity: Gross Motor Coordination |
| STANDARD | Big Idea: Children gain control over their bodies and body movements through active experiences and exploration. Essential Question: How do I control and coordinate my body during large motor activities and games? | |
| DESCRIPTOR / STANDARD | 10.4.I.A. | Control and Coordination: Develop control of the body. |
| DESCRIPTOR | 10.4.I.A.3. | Use body to move (e.g. rolling, pulling self to standing position, crawling, creeping). ReadyRosie Roll Over Supported Standing Up, Down |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Infant) |
| STANDARD AREA / STATEMENT | 10.4.I. | Physical Activity: Gross Motor Coordination |
| STANDARD | Big Idea: Children gain control over their bodies and body movements through active experiences and exploration. Essential Question: How do I control and coordinate my body during large motor activities and games? | |
| DESCRIPTOR / STANDARD | 10.4.I.B. | Balance and Strength: Exhibit strength and balance in stationary body movements. |
| DESCRIPTOR | 10.4.I.B.1. | Pull self to sitting position. ReadyRosie Supported Sitting |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Infant) |
| STANDARD AREA / STATEMENT | 10.5.I. | Concepts, Principles and Strategies of Movement: Fine Motor Development |
| STANDARD | Big Idea: Fine motor practice helps children develop eye-hand coordination, strength, and controlled use of tools. Essential Questions: How do I use my hands and fingers to manipulate objects? How do I develop eye-hand coordination? | |
| DESCRIPTOR / STANDARD | 10.5.I.A. | Strength, Coordination and Muscle: Use fingers and hands to accomplish actions. |
| DESCRIPTOR | 10.5.I.A.1. | Hold objects in hand. ReadyRosie Grasp and Grab Touch and Taste |
| DESCRIPTOR | 10.5.I.A.2. | Use pincer grasp to pick up objects (e.g. cereal, banana slices or small objects). ReadyRosie Grasp and Grab Touch and Taste |
| DESCRIPTOR | 10.5.I.A.3. | Transfer objects from hand to hand. ReadyRosie Grasp and Grab Touch and Taste |
| DESCRIPTOR | 10.5.I.A.4. | Imitate motions of basic finger plays. ReadyRosie Itsy Bitsy Spider Motions |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Infant) |
| STANDARD AREA / STATEMENT | 10.5.I. | Concepts, Principles and Strategies of Movement: Fine Motor Development |
| STANDARD | Big Idea: Fine motor practice helps children develop eye-hand coordination, strength, and controlled use of tools. Essential Questions: How do I use my hands and fingers to manipulate objects? How do I develop eye-hand coordination? | |
| DESCRIPTOR / STANDARD | 10.5.I.B. | Eye/Hand Coordination: Use eye and hand coordination to perform a task. |
| DESCRIPTOR | 10.5.I.B.1. | Pick up object and place in range of vision. ReadyRosie Grasp and Grab Touch and Taste |
| DESCRIPTOR | 10.5.I.B.2. | Pick up and manipulate objects. ReadyRosie Grasp and Grab Touch and Taste |
| DESCRIPTOR | 10.5.I.B.4. | Point to objects. ReadyRosie Grasp and Grab Touch and Taste |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Infant) |
| STANDARD AREA / STATEMENT | 16.1.I. | Self-Awareness and Self-Regulation |
| STANDARD | Big Idea: Understanding of self and ability to regulate behaviors and emotions are inextricably linked to learning and success. Essential Questions: How do I develop positive feelings about myself? How do I express and manage my emotions? | |
| DESCRIPTOR / STANDARD | 16.1.I.A. | Regulates Emotions and Behaviors: Demonstrate an emotional response to the environment. |
| DESCRIPTOR | 16.1.I.A.1. | Use facial expressions to indicate emotions. ReadyRosie Snuggle Close |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Infant) |
| STANDARD AREA / STATEMENT | 16.1.I. | Self-Awareness and Self-Regulation |
| STANDARD | Big Idea: Understanding of self and ability to regulate behaviors and emotions are inextricably linked to learning and success. Essential Questions: How do I develop positive feelings about myself? How do I express and manage my emotions? | |
| DESCRIPTOR / STANDARD | 16.1.I.B. | Influences of Personal Traits: Demonstrate preference for specific objects and people. |
| DESCRIPTOR | 16.1.I.B.1. | Attend to adult during reciprocal interaction. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| DESCRIPTOR | 16.1.I.B.2. | Gaze with interest at adult, peer, or object nearby. ReadyRosie Do You See Me? |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Infant) |
| STANDARD AREA / STATEMENT | 16.1.I. | Self-Awareness and Self-Regulation |
| STANDARD | Big Idea: Understanding of self and ability to regulate behaviors and emotions are inextricably linked to learning and success. Essential Questions: How do I develop positive feelings about myself? How do I express and manage my emotions? | |
| DESCRIPTOR / STANDARD | 16.1.I.C. | Resiliency: Use comfort of familiar experiences to explore new activities and experiences. |
| DESCRIPTOR | 16.1.I.C.1. | Show interest in new experiences (e.g. try new foods). ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Infant) |
| STANDARD AREA / STATEMENT | 16.1.I. | Self-Awareness and Self-Regulation |
| STANDARD | Big Idea: Understanding of self and ability to regulate behaviors and emotions are inextricably linked to learning and success. Essential Questions: How do I develop positive feelings about myself? How do I express and manage my emotions? | |
| DESCRIPTOR / STANDARD | 16.1.I.D. | Goal Setting: EMERGING ReadyRosie How can I get my child to listen to me? |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Infant) |
| STANDARD AREA / STATEMENT | 16.2.I. | Establishing and Maintaining Relationships |
| STANDARD | Big Idea: Early adult-child relationships, based on attachment and trust, set the stage for life-long expectations that impact children’s ability to learn, respect adult authority, and express themselves. Positive peer interactions create collaborative learning opportunities. Relationships with others provide a means of support. Essential Question: How do my relationships with adults and peers help me feel secure, supported, and successful? | |
| DESCRIPTOR / STANDARD | 16.2.I.A. | Relationships: Trust and Attachment: Show affection and bond with familiar adults. |
| DESCRIPTOR | 16.2.I.A.1. | Respond and attend to adult’s interactions. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| DESCRIPTOR | 16.2.I.A.2. | Accept physical comfort and respond to cuddling. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| DESCRIPTOR | 16.2.I.A.3. | Seek to be near familiar adults. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| DESCRIPTOR | 16.2.I.A.4. | Display recognition of trusted adults. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Infant) |
| STANDARD AREA / STATEMENT | 16.2.I. | Establishing and Maintaining Relationships |
| STANDARD | Big Idea: Early adult-child relationships, based on attachment and trust, set the stage for life-long expectations that impact children’s ability to learn, respect adult authority, and express themselves. Positive peer interactions create collaborative learning opportunities. Relationships with others provide a means of support. Essential Question: How do my relationships with adults and peers help me feel secure, supported, and successful? | |
| DESCRIPTOR / STANDARD | 16.2.I.B. | Diversity: Notice differences in others. |
| DESCRIPTOR | 16.2.I.B.2. | Attempt to touch face or hair of peer. ReadyRosie Do You See Me? |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Infant) |
| STANDARD AREA / STATEMENT | 16.2.I. | Establishing and Maintaining Relationships |
| STANDARD | Big Idea: Early adult-child relationships, based on attachment and trust, set the stage for life-long expectations that impact children’s ability to learn, respect adult authority, and express themselves. Positive peer interactions create collaborative learning opportunities. Relationships with others provide a means of support. Essential Question: How do my relationships with adults and peers help me feel secure, supported, and successful? | |
| DESCRIPTOR / STANDARD | 16.2.I.E. | Support: Asking for Help: Indicate needs through vocalizations and body movements. |
| DESCRIPTOR | 16.2.I.E.1. | Cry to express need. ReadyRosie Behavior is a form of communication |
| DESCRIPTOR | 16.2.I.E.3. | Use basic sign language to indicate need. ReadyRosie Lunchtime Language |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Infant) |
| STANDARD AREA / STATEMENT | 16.3.I. | Decision Making & Responsibility |
| STANDARD | Big Idea: Actions and behaviors either positively or negatively affect how I learn, and how I get along with others. Essential Question: How do I use healthy strategies to manage my behavior? | |
| DESCRIPTOR / STANDARD | 16.3.I.A. | Decision Making Skills: Demonstrate preference for specific objects and people. |
| DESCRIPTOR | 16.3.I.A.1. | Attend to adult during reciprocal interaction. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| DESCRIPTOR | 16.3.I.A.2. | Gaze with interest at adult, peer, or object nearby. ReadyRosie Do You See Me? |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Infant) |
| STANDARD AREA / STATEMENT | 16.3.I. | Decision Making & Responsibility |
| STANDARD | Big Idea: Actions and behaviors either positively or negatively affect how I learn, and how I get along with others. Essential Question: How do I use healthy strategies to manage my behavior? | |
| DESCRIPTOR / STANDARD | 16.3.I.B. | Understanding Social Norms (Social Identity): Respond to adult guidance about behavior. |
| DESCRIPTOR | 16.3.I.B.1. | Smile when acknowledged for positive behavior. ReadyRosie That's My Name |
| DESCRIPTOR | 16.3.I.B.2. | Stop behavior when told “no” or “stop”. ReadyRosie That's My Name |
| DESCRIPTOR | 16.3.I.B.3. | Look at adult before repeating a behavior. ReadyRosie How can I get my child to listen to me? |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Infant) |
| STANDARD AREA / STATEMENT | 16.3.I. | Decision Making & Responsibility |
| STANDARD | Big Idea: Actions and behaviors either positively or negatively affect how I learn, and how I get along with others. Essential Question: How do I use healthy strategies to manage my behavior? | |
| DESCRIPTOR / STANDARD | 16.3.I.C. | Responsible Active Engagement: Empathy: React to others’ expressions of emotion. |
| DESCRIPTOR | 16.3.I.C.1. | Show interest in another child (e.g. touches or pat on back). ReadyRosie Do You See Me? |
| DESCRIPTOR | 16.3.I.C.3. | Smiles and turns head to look at a person when laughing. ReadyRosie Do You See Me? |
| Pennsylvania Core and Academic Standards |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2014 |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Young Toddler) |
| STANDARD AREA / STATEMENT | AL.1.YT. | Constructing and Gathering Knowledge |
| STANDARD | Big Idea: Children actively construct knowledge through routines, play, practices, and language. Children use a variety of strategies to gather information based upon their own individualized approach to learning. Essential Questions: What strategies can be used to gather information? What can I learn from my every day experiences, including play? | |
| DESCRIPTOR / STANDARD | AL.1.YT.A. | Curiosity and Initiative: Show interest in various environmental stimuli. |
| DESCRIPTOR | AL.1.YT.A.2. | Point to and move towards an object or activity. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| DESCRIPTOR | AL.1.YT.A.3. | Engage with objects to learn about them. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| DESCRIPTOR | AL.1.YT.A.4. | Reach for or ask to play with a new toy or object after introduced by adult. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Young Toddler) |
| STANDARD AREA / STATEMENT | AL.1.YT. | Constructing and Gathering Knowledge |
| STANDARD | Big Idea: Children actively construct knowledge through routines, play, practices, and language. Children use a variety of strategies to gather information based upon their own individualized approach to learning. Essential Questions: What strategies can be used to gather information? What can I learn from my every day experiences, including play? | |
| DESCRIPTOR / STANDARD | AL.1.YT.C. | Stages of Play: Engage in associative play. |
| DESCRIPTOR | AL.1.YT.C.1. | Imitate action of peers and adults in their play. ReadyRosie Bear Bath Tea Party |
| DESCRIPTOR | AL.1.YT.C.4. | Place phone to ear and pretend to listen after watching a peer complete similar action. ReadyRosie Bear Bath Tea Party |
| DESCRIPTOR | AL.1.YT.C.5. | Join others at play, first watching and later joining in. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Young Toddler) |
| STANDARD AREA / STATEMENT | AL.2.YT. | Organizing and Understanding Information |
| STANDARD | Big Idea: Strategies for filtering and organizing information are important to the learning process. Essential Questions: How do I decide what information/task to attend to? What strategies do I use to organize information? | |
| DESCRIPTOR / STANDARD | AL.2.YT.A. | Engagement and Attention: Engage with others, focus attention and participate in activities for longer periods of time. |
| DESCRIPTOR | AL.2.YT.A.2. | Engage with adult in extended reciprocal interactions. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| DESCRIPTOR | AL.2.YT.A.3. | Examine an object with interest. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Young Toddler) |
| STANDARD AREA / STATEMENT | AL.2.YT. | Organizing and Understanding Information |
| STANDARD | Big Idea: Strategies for filtering and organizing information are important to the learning process. Essential Questions: How do I decide what information/task to attend to? What strategies do I use to organize information? | |
| DESCRIPTOR / STANDARD | AL.2.YT.B. | Task Analysis: Know the sequence of familiar routines. |
| DESCRIPTOR | AL.2.YT.B.2. | Demonstrate frustration when routine is changed. ReadyRosie How should I handle temper tantrums? |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Young Toddler) |
| STANDARD AREA / STATEMENT | AL.2.YT. | Organizing and Understanding Information |
| STANDARD | Big Idea: Strategies for filtering and organizing information are important to the learning process. Essential Questions: How do I decide what information/task to attend to? What strategies do I use to organize information? | |
| DESCRIPTOR / STANDARD | AL.2.YT.C. | Persistence: Attempt to accomplish challenging tasks. |
| DESCRIPTOR | AL.2.YT.C.1. | Demonstrate frustration when attempting to complete a difficult task (e.g. may give up, walk away from task). ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| DESCRIPTOR | AL.2.YT.C.2. | Persist in working with materials that are challenging. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| DESCRIPTOR | AL.2.YT.C.3. | Solve simple problems independently. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Dump and Pick Up Take Along Toy Tube Chute Walk the Line |
| DESCRIPTOR | AL.2.YT.C.4. | Attempt to complete task in more than one way (e.g. using materials in more than one way, trial and error). ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| DESCRIPTOR | AL.2.YT.C.5. | Stick to a task for a short period of time before asking for help. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| DESCRIPTOR | AL.2.YT.C.6. | Show excitement in completion of a challenging task. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Young Toddler) |
| STANDARD AREA / STATEMENT | AL.2.YT. | Organizing and Understanding Information |
| STANDARD | Big Idea: Strategies for filtering and organizing information are important to the learning process. Essential Questions: How do I decide what information/task to attend to? What strategies do I use to organize information? | |
| DESCRIPTOR / STANDARD | AL.2.YT.D. | Patterning: Recognize simple patterns in the environment. |
| DESCRIPTOR | AL.2.YT.D.2. | Dance to rhythmic music. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Young Toddler) |
| STANDARD AREA / STATEMENT | AL.2.YT. | Organizing and Understanding Information |
| STANDARD | Big Idea: Strategies for filtering and organizing information are important to the learning process. Essential Questions: How do I decide what information/task to attend to? What strategies do I use to organize information? | |
| DESCRIPTOR / STANDARD | AL.2.YT.E. | Memory: Recall information from previous experiences. |
| DESCRIPTOR | AL.2.YT.E.1. | Relate information and/or experiences from the past. ReadyRosie Big and Little Buried Treasure Shoe Search |
| DESCRIPTOR | AL.2.YT.E.2. | Engage in memory games. ReadyRosie Big and Little Buried Treasure Shoe Search |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Young Toddler) |
| STANDARD AREA / STATEMENT | AL.3.YT. | Applying Knowledge |
| STANDARD | Big Idea: Prior knowledge and experiences can be used to express and create new understandings. Essential Questions: How do I use what I already know to understand new things? How do I represent new understandings? | |
| DESCRIPTOR / STANDARD | AL.3.YT.C. | Representation: Use a variety of materials to represent familiar objects. |
| DESCRIPTOR | AL.3.YT.C.1. | Use non-conforming objects to create representations of real-life objects or activities (e.g. block for phone, stick for spoon). ReadyRosie Bear Bath Tea Party |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Young Toddler) |
| STANDARD AREA / STATEMENT | AL.4.YT. | Learning Through Experience |
| STANDARD | Big Idea: Experiences provide the context in which learning is constructed. Essential Questions: In what ways does an experience in one setting influence my learning and experiences in another setting? How do I learn from my mistakes and/or from challenging situations? | |
| DESCRIPTOR / STANDARD | AL.4.YT.A. | Making Connections: Relay experience from one setting to another. |
| DESCRIPTOR | AL.4.YT.A.1. | Share new skills or tasks, learned or practiced, outside the school setting. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| DESCRIPTOR | AL.4.YT.A.2. | Apply a skill to multiple tasks (e.g. use measuring cups in sensory table, outside and in cooking activity). ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| DESCRIPTOR | AL.4.YT.A.3. | Use familiar phrases or behaviors from one setting in another setting. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| DESCRIPTOR | AL.4.YT.A.4. | Engage in play that reflects home culture. ReadyRosie Clap and Swing How can I communicate with my baby? Swing Song Why should we tell family stories? |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Young Toddler) |
| STANDARD AREA / STATEMENT | AL.4.YT. | Learning Through Experience |
| STANDARD | Big Idea: Experiences provide the context in which learning is constructed. Essential Questions: In what ways does an experience in one setting influence my learning and experiences in another setting? How do I learn from my mistakes and/or from challenging situations? | |
| DESCRIPTOR / STANDARD | AL.4.YT.B. | Resiliency – Competence: Repeat familiar activity to gain comfort and confidence. |
| DESCRIPTOR | AL.4.YT.B.1. | REFERENCE 16.1.YT.C. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Young Toddler) |
| STANDARD AREA / STATEMENT | AL.4.YT. | Learning Through Experience |
| STANDARD | Big Idea: Experiences provide the context in which learning is constructed. Essential Questions: In what ways does an experience in one setting influence my learning and experiences in another setting? How do I learn from my mistakes and/or from challenging situations? | |
| DESCRIPTOR / STANDARD | AL.4.YT.C. | Problem Solving: Solve simple problems independently. |
| DESCRIPTOR | AL.4.YT.C.1. | Demonstrate inflexibility when attempting to solve a problem (e.g. stick to one strategy, repeat error multiple times, unwilling to try alternative solution). ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Dump and Pick Up Take Along Toy Tube Chute Walk the Line |
| DESCRIPTOR | AL.4.YT.C.2. | Repeat actions in attempt to achieve desired outcome. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| DESCRIPTOR | AL.4.YT.C.3. | Observe other’s actions with materials to learn strategies for problem-solving. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| DESCRIPTOR | AL.4.YT.C.4. | Explore objects to see how they work. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Dump and Pick Up Take Along Toy Tube Chute Walk the Line |
| DESCRIPTOR | AL.4.YT.C.5. | Compare outcomes of actions upon objects (e.g. pour water through different objects and notice similarities and differences). ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| DESCRIPTOR | AL.4.YT.C.6. | Try new ways to complete a familiar task. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Dump and Pick Up Take Along Toy Tube Chute Walk the Line |
| DESCRIPTOR | AL.4.YT.C.7. | Attempt to complete a task in more than one way (e.g. using materials in new ways, trial and error). ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| DESCRIPTOR | AL.4.YT.C.8. | Use a previously successful strategy. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 1.1.YT. | Foundational Skills |
| STANDARD | Big Idea: Emerging reading involves the use of pictures, symbols and text to gain information and derive meaning. Essential Question: How do I acquire and practice pre-reading skills? | |
| DESCRIPTOR / STANDARD | 1.1.YT.A. | Book Handling: Demonstrate beginning book handling skills. |
| DESCRIPTOR | 1.1.YT.A.1. | Point to or frequently turn to favorite parts of a book. ReadyRosie Look at the Book |
| DESCRIPTOR | 1.1.YT.A.2. | Turn pages. ReadyRosie Look at the Book |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 1.1.YT. | Foundational Skills |
| STANDARD | Big Idea: Emerging reading involves the use of pictures, symbols and text to gain information and derive meaning. Essential Question: How do I acquire and practice pre-reading skills? | |
| DESCRIPTOR / STANDARD | 1.1.YT.B. | Print Concepts: Demonstrate interest in pictures and text. |
| DESCRIPTOR | 1.1.YT.B.1. | Shows preference for favorite books or pages. ReadyRosie Reading Routines for Early Readers |
| DESCRIPTOR | 1.1.YT.B.2. | Point to or frequently turn to favorite parts in a book. ReadyRosie Look at the Book |
| DESCRIPTOR | 1.1.YT.B.3. | Notice print in the environment. ReadyRosie Check the Mail |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 1.1.YT. | Foundational Skills |
| STANDARD | Big Idea: Emerging reading involves the use of pictures, symbols and text to gain information and derive meaning. Essential Question: How do I acquire and practice pre-reading skills? | |
| DESCRIPTOR / STANDARD | 1.1.YT.C. | Phonological Awareness: Identify and imitate familiar sounds in the environment. |
| DESCRIPTOR | 1.1.YT.C.1. | Label sounds when they are heard (e.g. say “dog” when they hear a dog barking). ReadyRosie Bear Bath Tea Party |
| DESCRIPTOR | 1.1.YT.C.2. | Repeat a sound sequence (e.g. “E, I, E, I, O”). ReadyRosie Bear Bath Tea Party |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 1.2.YT. | Reading Informational Text |
| STANDARD | Big Idea: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information. Essential Questions: What is the text really about? How does interaction with the text promote thinking and response? Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? | |
| DESCRIPTOR / STANDARD | 1.2.YT.B. | Key Ideas and - Respond to simple questions about a text. |
| DESCRIPTOR | 1.2.YT.B.1. | Point to picture in a text when asked by an adult. ReadyRosie Reading Emotions |
| DESCRIPTOR | 1.2.YT.B.2. | Attempt to communicate about the text when asked by an adult. ReadyRosie Look at the Book |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 1.2.YT. | Reading Informational Text |
| STANDARD | Big Idea: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information. Essential Questions: What is the text really about? How does interaction with the text promote thinking and response? Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? | |
| DESCRIPTOR / STANDARD | 1.2.YT.C. | Key Ideas and Details - Relate familiar objects in a text to personal experience. |
| DESCRIPTOR | 1.2.YT.C.1. | Point to picture in a book when asked by adult. ReadyRosie Reading Emotions |
| DESCRIPTOR | 1.2.YT.C.3. | Move to real object after viewing in a text. ReadyRosie Reading Emotions |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 1.2.YT. | Reading Informational Text |
| STANDARD | Big Idea: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information. Essential Questions: What is the text really about? How does interaction with the text promote thinking and response? Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? | |
| DESCRIPTOR / STANDARD | 1.2.YT.J. | Vocabulary Acquisition and Use: Use new vocabulary in everyday speech. |
| DESCRIPTOR | 1.2.YT.J.2. | Use newly acquired vocabulary to name objects. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| DESCRIPTOR | 1.2.YT.J.3. | Understand about 200 words and use about 50 in everyday speech. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 1.2.YT. | Reading Informational Text |
| STANDARD | Big Idea: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information. Essential Questions: What is the text really about? How does interaction with the text promote thinking and response? Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? | |
| DESCRIPTOR / STANDARD | 1.2.YT.L. | Range of Reading: Actively engage in reading activities for short periods of time. |
| DESCRIPTOR | 1.2.YT.L.1. | Listen to and interact with adult. ReadyRosie Look at the Book Why should we tell family stories? |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 1.3.YT. | Reading Literature |
| STANDARD | Big Idea: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information. Essential Questions: What is the text really about? How does interaction with the text promote thinking and response? Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? | |
| DESCRIPTOR / STANDARD | 1.3.YT.B. | Key Ideas and Details Text - Respond to simple questions about a story. |
| DESCRIPTOR | 1.3.YT.B.1. | Point to picture in a story when asked by an adult. ReadyRosie Reading Emotions |
| DESCRIPTOR | 1.3.YT.B.2. | Attempt to communicate about the story when asked by an adult. ReadyRosie Reading Routines for Early Readers |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 1.3.YT. | Reading Literature |
| STANDARD | Big Idea: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information. Essential Questions: What is the text really about? How does interaction with the text promote thinking and response? Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? | |
| DESCRIPTOR / STANDARD | 1.3.YT.J. | Vocabulary Acquisition and - Use new vocabulary in everyday speech. |
| DESCRIPTOR | 1.3.YT.J.2. | Use newly acquired vocabulary to name objects. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 1.3.YT. | Reading Literature |
| STANDARD | Big Idea: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information. Essential Questions: What is the text really about? How does interaction with the text promote thinking and response? Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? | |
| DESCRIPTOR / STANDARD | 1.3.TY.L. | Range of Reading: Actively engage in reading activities for short periods of time. |
| DESCRIPTOR | 1.3.YT.L.1. | Listen to and interact with adult. ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| DESCRIPTOR | 1.3.YT.L.3. | Ask and answer questions about the story being read aloud. ReadyRosie Reading Routines for Early Readers |
| DESCRIPTOR | 1.3.YT.L.4. | Purposefully seek out opportunities to engage with books. ReadyRosie Reading Routines for Early Readers |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 1.4.YT. | Writing |
| STANDARD | Big Idea: Audience and purpose influence a writer’s choice of organizational pattern, language, and literary techniques. Effective research requires the use of varied resources to gain or expand knowledge. Essential Questions: What makes clear and effective writing? Why do writers write? Who is the audience? What will work best for the audience? Where can one find information to answer questions? | |
| DESCRIPTOR / STANDARD | 1.4.YT.R. | Narrative Conventions of Language: Scribble with writing and drawing tools. |
| DESCRIPTOR | 1.4.YT.R.3. | Choose from a variety of writing tools and surfaces during play. ReadyRosie Color with Me |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 1.5.YT. | Speaking and Listening |
| STANDARD | Big Idea: Active listeners make meaning from what they hear by questioning, reflecting, responding, and evaluating. Effective speakers prepare and communicate messages to address the audience and purpose. Essential Questions: What do good listeners do? How do active listeners make meaning? How do speakers effectively communicate a message? | |
| DESCRIPTOR / STANDARD | 1.5.YT.A. | Comprehension and Collaboration: Use sounds, gestures, and words as a form of reciprocal communication. |
| DESCRIPTOR | 1.5.YT.A.1. | Use verbal and nonverbal language to have needs met. ReadyRosie Behavior is a form of communication Snack Time Speech |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 1.5.YT. | Speaking and Listening |
| STANDARD | Big Idea: Active listeners make meaning from what they hear by questioning, reflecting, responding, and evaluating. Effective speakers prepare and communicate messages to address the audience and purpose. Essential Questions: What do good listeners do? How do active listeners make meaning? How do speakers effectively communicate a message? | |
| DESCRIPTOR / STANDARD | 1.5.YT.C. | Comprehension and Collaboration Evaluation: Respond to questions, comments or directions. |
| DESCRIPTOR | 1.5.YT.C.1. | Focus attention on speaker and attempt to imitate speech. ReadyRosie Bear Bath Tea Party |
| DESCRIPTOR | 1.5.YT.C.2. | Respond to adults’ requests showing understanding of what is being asked (e.g. answer a simple question with a nod of head, go to wash hands when asked). ReadyRosie Why should we tell family stories? |
| DESCRIPTOR | 1.5.YT.C.3. | Follow a one-step simple direction. ReadyRosie Choosing Clothes Talk and Play |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 1.5.YT. | Speaking and Listening |
| STANDARD | Big Idea: Active listeners make meaning from what they hear by questioning, reflecting, responding, and evaluating. Effective speakers prepare and communicate messages to address the audience and purpose. Essential Questions: What do good listeners do? How do active listeners make meaning? How do speakers effectively communicate a message? | |
| DESCRIPTOR / STANDARD | 1.5.YT.D/E. | Presentation of Knowledge: Use 1-2 words and/or signs to communicate. |
| DESCRIPTOR | 1.5.YT.D/E.1. | Use simple words and/or signs to indicate wants or needs. ReadyRosie Behavior is a form of communication Snack Time Speech |
| DESCRIPTOR | 1.5.YT.D/E.4. | Express thoughts, feelings and ideas. ReadyRosie Reading Emotions |
| DESCRIPTOR | 1.5.YT.D/E.5. | Talk about stories, experiences and interests. ReadyRosie Look at the Book Reading Emotions Reading Routines for Early Readers |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 1.5.YT. | Speaking and Listening |
| STANDARD | Big Idea: Active listeners make meaning from what they hear by questioning, reflecting, responding, and evaluating. Effective speakers prepare and communicate messages to address the audience and purpose. Essential Questions: What do good listeners do? How do active listeners make meaning? How do speakers effectively communicate a message? | |
| DESCRIPTOR / STANDARD | 1.5.YT.G. | Conventions of Standard English: EMERGING. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Young Toddler) |
| STANDARD AREA / STATEMENT | 2.1.YT. | Numbers and Operations |
| STANDARD | Big Idea: Mathematical relationships among numbers can be represented, compared, and communicated. Essential Question: How is mathematics used to quantify, compare, represent, and model numbers? | |
| DESCRIPTOR / STANDARD | 2.1.YT.A.2. | Counting and Cardinality – Counting: EMERGING. ReadyRosie Big and Little Color Toys Find a Match |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Young Toddler) |
| STANDARD AREA / STATEMENT | 2.1.YT. | Numbers and Operations |
| STANDARD | Big Idea: Mathematical relationships among numbers can be represented, compared, and communicated. Essential Question: How is mathematics used to quantify, compare, represent, and model numbers? | |
| DESCRIPTOR / STANDARD | 2.1.YT.A.3. | Counting and Cardinality – Comparing: Explore simple comparisons of quantity. |
| DESCRIPTOR | 2.1.YT.A.3.1. | Ask for “more”. ReadyRosie Build to Four Counting Counts Dump and Pick Up Little Hands, Big Plans |
| DESCRIPTOR | 2.1.YT.A.3.3. | Indicate when something is gone. ReadyRosie Build to Four Counting Counts Dump and Pick Up Little Hands, Big Plans |
| DESCRIPTOR | 2.1.YT.A.3.4. | Participate in comparison activities. ReadyRosie Big and Little Color Toys Find a Match |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Young Toddler) |
| STANDARD AREA / STATEMENT | 2.1.YT. | Numbers and Operations |
| STANDARD | Big Idea: Mathematical relationships among numbers can be represented, compared, and communicated. Essential Question: How is mathematics used to quantify, compare, represent, and model numbers? | |
| DESCRIPTOR / STANDARD | 2.1.YT.MP. | Counting and Cardinality - Mathematical Processes: Engage and persist in numerical play. |
| DESCRIPTOR | 2.1.YT.MP.4. | Engage in experiences related to numbers (e.g. counting songs, finger plays, reading number books). ReadyRosie Itsy Bitsy Spider Motions |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Young Toddler) |
| STANDARD AREA / STATEMENT | 2.2.YT. | Algebraic Concepts |
| STANDARD | Big Idea: Mathematical relationships can be represented as expressions, equations, and inequalities in mathematical situations. Essential Question: How are relationships represented mathematically? | |
| DESCRIPTOR / STANDARD | 2.2.YT.A.1. | Operations and Algebraic Thinking: Sort manipulatives into sets. |
| DESCRIPTOR | 2.2.YT.A.1.2. | Engage in experiences related to adding and subtracting (e.g. songs, finger plays, books). ReadyRosie Itsy Bitsy Spider Motions |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Young Toddler) |
| STANDARD AREA / STATEMENT | 2.4.YT. | Measurement, Data and Probability |
| STANDARD | Big Idea: Measurement attributes can be quantified and estimated using customary and non-customary units of measure. Mathematical relations and functions can be modeled through multiple representations and analyzed to raise and answer questions. Essential Questions: Why does “what” we measure influence “how” we measure? How can data be organized and represented to provide insight into the relationship between quantities? | |
| DESCRIPTOR / STANDARD | 2.4.YT.A.2. | Measurement and Data – Data: Participate in sorting objects. |
| DESCRIPTOR | 2.4.YT.A.2.1. | Put similar objects into piles. ReadyRosie Big and Little Color Toys Find a Match |
| DESCRIPTOR | 2.4.YT.A.2.2. | Begin to sort objects by size or shape (e.g. beads, blocks, counting bears) with teacher support. ReadyRosie Big and Little Color Toys Find a Match |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Young Toddler) |
| STANDARD AREA / STATEMENT | 2.4.YT. | Measurement, Data and Probability |
| STANDARD | Big Idea: Measurement attributes can be quantified and estimated using customary and non-customary units of measure. Mathematical relations and functions can be modeled through multiple representations and analyzed to raise and answer questions. Essential Questions: Why does “what” we measure influence “how” we measure? How can data be organized and represented to provide insight into the relationship between quantities? | |
| DESCRIPTOR / STANDARD | 2.5.YT.MP. | Measurement and Data: Engage and persist when measuring and sorting objects. |
| DESCRIPTOR | 2.5.YT.MP.5. | Put similar objects into piles. ReadyRosie Big and Little Color Toys Find a Match |
| DESCRIPTOR | 2.5.YT.MP.6. | Begin to sort objects by size or shape (e.g. beads, blocks, counting bears) with teacher support. ReadyRosie Big and Little Color Toys Find a Match |
| SUBJECT / STANDARD AREA | PA.S. | Scientific Thinking and Technology (Young Toddler) |
| STANDARD AREA / STATEMENT | 3.2.YT.A. | Physical Sciences: Chemistry |
| STANDARD | Big Idea: Physical properties help us to understand the world. Essential Questions: What are physical properties of objects? How are physical properties of objects discovered? What effect does energy have on the physical properties of objects? | |
| DESCRIPTOR / STANDARD | 3.2.YT.A.1. | Properties of Matter: Engage with objects to learn about their characteristics. |
| DESCRIPTOR | 3.2.YT.A.1.1. | Use senses to explore objects. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| DESCRIPTOR | 3.2.YT.A.1.5. | Explore objects of varying colors. ReadyRosie Find a Match Grocery Store I Spy |
| SUBJECT / STANDARD AREA | PA.S. | Scientific Thinking and Technology (Young Toddler) |
| STANDARD AREA / STATEMENT | 3.2.YT.A. | Physical Sciences: Chemistry |
| STANDARD | Big Idea: Physical properties help us to understand the world. Essential Questions: What are physical properties of objects? How are physical properties of objects discovered? What effect does energy have on the physical properties of objects? | |
| DESCRIPTOR / STANDARD | 3.2.YT.A.6. | Science as Inquiry: Participate in simple investigations to observe changes in matter. |
| DESCRIPTOR | 3.2.YT.A.6.5. | Explore objects of varying colors. ReadyRosie Find a Match Grocery Store I Spy |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Young Toddler) |
| STANDARD AREA / STATEMENT | 5.1.YT. | Civics and Government: Principles and Documents of Government |
| STANDARD | Big Idea: Learning to be a good citizen helps one contribute to society in a meaningful way. Essential Questions: What rules and consequences are important? Can I identify some American symbols? | |
| DESCRIPTOR / STANDARD | 5.1.YT.A. | Rule of Law: Demonstrate basic understanding of rules. |
| DESCRIPTOR | 5.1.YT.A.1. | Reference 16.3.YT.B. ReadyRosie Big, Little Helper How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Reading Routines for Early Readers Shoe Search |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Young Toddler) |
| STANDARD AREA / STATEMENT | 5.2.YT. | Civics and Government: Rights and Responsibilities of Citizenship |
| STANDARD | Big Idea: Learning to be a good citizen helps one contribute to society in a meaningful way. Essential Questions: What rules and consequences are important? Can I identify some American symbols? | |
| DESCRIPTOR / STANDARD | 5.2.YT.A. | Civics Rights and Responsibilities: Demonstrate sense of belonging to a group such as a class or family. |
| DESCRIPTOR | 5.2.YT.A.2. | Follow the established daily routine. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| DESCRIPTOR | 5.2.YT.A.3. | Demonstrate familiarity with people and settings (e.g. upon arrival walk to their classroom, place belongings in personal space). ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Young Toddler) |
| STANDARD AREA / STATEMENT | 5.2.YT. | Civics and Government: Rights and Responsibilities of Citizenship |
| STANDARD | Big Idea: Learning to be a good citizen helps one contribute to society in a meaningful way. Essential Questions: What rules and consequences are important? Can I identify some American symbols? | |
| DESCRIPTOR / STANDARD | 5.2.YT.B. | Conflict and: Express emotion relating to a conflict. |
| DESCRIPTOR | 5.2.YT.B.1. | Reference 16.2.YT.D. ReadyRosie Reading Emotions |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Young Toddler) |
| STANDARD AREA / STATEMENT | 5.2.YT. | Civics and Government: Rights and Responsibilities of Citizenship |
| STANDARD | Big Idea: Learning to be a good citizen helps one contribute to society in a meaningful way. Essential Questions: What rules and consequences are important? Can I identify some American symbols? | |
| DESCRIPTOR / STANDARD | 5.2.YT.C. | Government Services: Engage with costumes and props that represent community workers. |
| DESCRIPTOR | 5.2.YT.C.2. | Engage in dress up play. ReadyRosie Bear Bath |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Young Toddler) |
| STANDARD AREA / STATEMENT | 8.1.YT. | History: Historical Analysis and Skills Development |
| STANDARD | Big Idea: Past experiences and ideas help us make sense of the world. Essential Questions: In what ways can events be sequenced? How do I use past experiences and events to understand the present? | |
| DESCRIPTOR / STANDARD | 8.1.YT.A. | Continuity and Change over Time: Know the sequence of familiar routines. |
| DESCRIPTOR | 8.1.YT.A.1. | Reference AL.2.YT.B. ReadyRosie Big, Little Helper How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Reading Routines for Early Readers Shoe Search |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Young Toddler) |
| STANDARD AREA / STATEMENT | 9.1.M.YT. | Production and Performance: Music and Movement |
| STANDARD | Big Idea: Music can be used to express and initiate aesthetic and physical responses. Essential Question: How can I express my thoughts, feelings, and ideas through music and movement? | |
| DESCRIPTOR / STANDARD | 9.1.M.YT.B. | Demonstration: Engage with music. |
| DESCRIPTOR | 9.1.M.YT.B.1. | Respond to a variety of music types, including culturally diverse music. ReadyRosie Clap and Swing How can I communicate with my baby? Swing Song Why should we tell family stories? |
| DESCRIPTOR | 9.1.M.YT.B.3. | React to music with body movements (e.g. move, dance, clap, sway: movements may not match rhythm). ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| DESCRIPTOR | 9.1.M.YT.B.5. | Attempt to sing a familiar melodic pattern. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Young Toddler) |
| STANDARD AREA / STATEMENT | 9.1.M.YT. | Production and Performance: Music and Movement |
| STANDARD | Big Idea: Music can be used to express and initiate aesthetic and physical responses. Essential Question: How can I express my thoughts, feelings, and ideas through music and movement? | |
| DESCRIPTOR / STANDARD | 9.1.M.YT.E. | Representation: Engage with music. |
| DESCRIPTOR | 9.1.M.YT.E.1. | Respond to a variety of music types, including culturally diverse music. ReadyRosie Clap and Swing How can I communicate with my baby? Swing Song Why should we tell family stories? |
| DESCRIPTOR | 9.1.M.YT.E.3. | React to music with body movements (e.g. move, dance, clap, sway: movements may not match rhythm). ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| DESCRIPTOR | 9.1.M.YT.E.5. | Attempt to sing a familiar melodic pattern. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Young Toddler) |
| STANDARD AREA / STATEMENT | 9.1.M.YT. | Production and Performance: Music and Movement |
| STANDARD | Big Idea: Music can be used to express and initiate aesthetic and physical responses. Essential Question: How can I express my thoughts, feelings, and ideas through music and movement? | |
| DESCRIPTOR / STANDARD | 9.1.M.YT.J. | Technologies: Use a variety of technologies for producing music or performing movements. |
| DESCRIPTOR | 9.1.M.YT.J.1. | Explore musical instruments, including those which are culturally diverse. ReadyRosie Clap and Swing How can I communicate with my baby? Swing Song Why should we tell family stories? |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Young Toddler) |
| STANDARD AREA / STATEMENT | 9.1.D.YT. | Production and Performance: Dramatic and Performance |
| STANDARD | Big Idea: Dramatic and performance play is a way to act out reality and fantasy. Essential Question: How can I express my thoughts, feelings, and ideas through dramatic play? | |
| DESCRIPTOR / STANDARD | 9.1.D.YT.B. | Demonstrations: Act out familiar scenarios using objects with intended purpose. |
| DESCRIPTOR | 9.1.D.YT.B.1. | Imitate familiar actions in play (e.g. hold phone to ear, stir using spoon, use cups and plates to serve pretend meal). ReadyRosie Bear Bath Tea Party |
| DESCRIPTOR | 9.1.D.YT.B.2. | Use object for intended purpose during play. ReadyRosie Bear Bath Tea Party |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Young Toddler) |
| STANDARD AREA / STATEMENT | 9.1.D.YT. | Production and Performance: Dramatic and Performance |
| STANDARD | Big Idea: Dramatic and performance play is a way to act out reality and fantasy. Essential Question: How can I express my thoughts, feelings, and ideas through dramatic play? | |
| DESCRIPTOR / STANDARD | 9.1.D.YT.E. | Representation: EMERGING. ReadyRosie Bear Bath Tea Party |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Young Toddler) |
| STANDARD AREA / STATEMENT | 9.1.V.YT. | Production and Performance: Visual Arts |
| STANDARD | Big Idea: Visual arts allow expression of interests, abilities, and knowledge. Essential Question: How can I express my thoughts, feelings, and ideas through visual arts? | |
| DESCRIPTOR / STANDARD | 9.1.V.YT.A. | Elements and Principles: Demonstrate an understanding of basic elements of visual arts. |
| DESCRIPTOR | 9.1.V.YT.A.2. | Demonstrate an understanding of color. ReadyRosie Find a Match |
| DESCRIPTOR | 9.1.V.YT.A.3. | Create a picture using different colors. ReadyRosie Find a Match |
| DESCRIPTOR | 9.1.V.YT.A.4. | Combine colors. ReadyRosie Find a Match |
| DESCRIPTOR | 9.1.V.YT.A.5. | Explore a variety of art materials. ReadyRosie Color with Me |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Young Toddler) |
| STANDARD AREA / STATEMENT | 9.3.YT. | Critical Response to Works of Art |
| STANDARD | Big Idea: People evaluate art based upon a variety of characteristics. Essential Questions: Can I explain how I feel about a particular art form? Can I provide reasons that explain my feelings about a particular art form? | |
| DESCRIPTOR / STANDARD | 9.3.YT.F. | Identification: Engage with a variety of art forms. |
| DESCRIPTOR | 9.3.YT.F.1. | Engage with photographs and paintings. ReadyRosie Reading Emotions |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Young Toddler) |
| STANDARD AREA / STATEMENT | 9.3.YT. | Critical Response to Works of Art |
| STANDARD | Big Idea: People evaluate art based upon a variety of characteristics. Essential Questions: Can I explain how I feel about a particular art form? Can I provide reasons that explain my feelings about a particular art form? | |
| DESCRIPTOR / STANDARD | 9.3.YT.G. | Critical Response: Show interest in others’ artistic expressions. |
| DESCRIPTOR | 9.3.YT.G.1. | Intentionally look at displayed pictures. ReadyRosie Reading Emotions |
| DESCRIPTOR | 9.3.YT.G.2. | Watch others dance. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| DESCRIPTOR | 9.3.YT.G.3. | Imitate the artistic actions of others (e.g. copy dance moves, choose a similar art tool after observing peer use). ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 10.1.YT. | Concepts of Health |
| STANDARD | Big Idea: Awareness of health concepts provides a foundation for healthy decision making. Essential Questions: Do I have a basic understanding of my body? Can I identify basic health concepts that help my body develop? | |
| DESCRIPTOR / STANDARD | 10.1.YT.B. | Interaction of Body Systems: Locate basic body parts when asked. |
| DESCRIPTOR | 10.1.YT.B.2. | Use fingers and hands during finger plays and songs with motions. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 10.2.YT. | Healthful Living |
| STANDARD | Big Idea: Children need to make healthy choices to optimize their learning potential. Essential Question: What are things I can do to keep myself healthy? | |
| DESCRIPTOR / STANDARD | 10.2.YT.A. | Health Practices, Products, and Services: Engage in fundamental practices for good health. |
| DESCRIPTOR | 10.2.YT.A.1. | Establish and engage in individualized daily routines (e.g. eating, toileting, sleeping). ReadyRosie Snack Time Speech |
| DESCRIPTOR | 10.2.YT.A.2. | Engage in daily activities that promote good health (e.g. exercise, rest, eating, tooth brushing). ReadyRosie Brush, Baby, Brush Snack Time Speech |
| DESCRIPTOR | 10.2.YT.A.3. | Use verbal and non-verbal cues to express needs (e.g. hunger, tired, diaper change). ReadyRosie Behavior is a form of communication Snack Time Speech |
| DESCRIPTOR | 10.2.YT.A.4. | Imitate and practice basic hygiene practices (e.g. use tissue to wipe nose, wash hands, attempt to brush teeth, cough into elbow). ReadyRosie Brush, Baby, Brush |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 10.4.YT. | Physical Activity: Gross Motor Coordination |
| STANDARD | Big Idea: Children gain control over their bodies and body movements through active experiences and exploration. Essential Question: How do I control and coordinate my body during large motor activities and games? | |
| DESCRIPTOR / STANDARD | 10.4.YT.A. | Control and Coordination: Control and coordinate the movement of the body. |
| DESCRIPTOR | 10.4.YT.A.1. | Walk with increasing coordination. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| DESCRIPTOR | 10.4.YT.A.2. | Coordinate movements of arms, legs and neck (e.g. throw a ball, kick a ball). ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 10.4.YT. | Physical Activity: Gross Motor Coordination |
| STANDARD | Big Idea: Children gain control over their bodies and body movements through active experiences and exploration. Essential Question: How do I control and coordinate my body during large motor activities and games? | |
| DESCRIPTOR / STANDARD | 10.4.YT.B. | Balance and Strength: Exhibit balance and strength when moving from place to place. |
| DESCRIPTOR | 10.4.YT.B.1. | Squats to pick up toys. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| DESCRIPTOR | 10.4.YT.B.2. | Stands on tip toes to reach for something. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| DESCRIPTOR | 10.4.YT.B.3. | Carry objects from one place to another. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| DESCRIPTOR | 10.4.YT.B.4. | Gets in and out of chair. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| DESCRIPTOR | 10.4.YT.B.5. | Walk with one foot in front of the other. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| DESCRIPTOR | 10.4.YT.B.6. | Use steps (non-alternating feet) with support. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 10.5.YT. | Concepts, Principles and Strategies of Movement: Fine Motor Development |
| STANDARD | Big Idea: Fine motor practice helps children develop eye-hand coordination, strength, and controlled use of tools. Essential Questions: How do I use my hands and fingers to manipulate objects? How do I develop eye-hand coordination? | |
| DESCRIPTOR / STANDARD | 10.5.YT.A. | Strength, Coordination and Muscle: Coordinate use of fingers, hands and wrists to accomplish actions. |
| DESCRIPTOR | 10.5.YT.A.1. | Manipulate a variety of objects. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| DESCRIPTOR | 10.5.YT.A.2. | Pick up more than one object in the same hand. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| DESCRIPTOR | 10.5.YT.A.3. | Transfer objects from one hand to another. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| DESCRIPTOR | 10.5.YT.A.4. | Twist wrists to turn hands. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| DESCRIPTOR | 10.5.YT.A.5. | Imitate motions of basic finger plays. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Itsy Bitsy Spider Motions Little Hands, Big Plans Take Along Toy Tube Chute |
| DESCRIPTOR | 10.5.YT.A.6. | Hold object in one hand and manipulate it with another hand (e.g. tearing paper, brushing a dolls hair). ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tea Party Tube Chute |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 10.5.YT. | Concepts, Principles and Strategies of Movement: Fine Motor Development |
| STANDARD | Big Idea: Fine motor practice helps children develop eye-hand coordination, strength, and controlled use of tools. Essential Questions: How do I use my hands and fingers to manipulate objects? How do I develop eye-hand coordination? | |
| DESCRIPTOR / STANDARD | 10.5.YT.B. | Eye/Hand Coordination: Coordinate eye and hand movements to perform a task. |
| DESCRIPTOR | 10.5.YT.B.1. | Pick up object and place in range of vision. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| DESCRIPTOR | 10.5.YT.B.2. | Pick up and manipulate objects. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| DESCRIPTOR | 10.5.YT.B.3. | Attempt to turn pages of a book using thumb and fingertips. ReadyRosie Look at the Book |
| DESCRIPTOR | 10.5.YT.B.6. | Use nesting toys and place on inside another. ReadyRosie Bear Bath Tea Party |
| DESCRIPTOR | 10.5.YT.B.7. | Point to objects. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 10.5.YT. | Concepts, Principles and Strategies of Movement: Fine Motor Development |
| STANDARD | Big Idea: Fine motor practice helps children develop eye-hand coordination, strength, and controlled use of tools. Essential Questions: How do I use my hands and fingers to manipulate objects? How do I develop eye-hand coordination? | |
| DESCRIPTOR / STANDARD | 10.5.YT.C. | Use of Tools: Use basic tools. |
| DESCRIPTOR | 10.5.YT.C.2. | Use writing or drawing tools with limited coordination. ReadyRosie Color with Me |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 16.1.YT. | Self-Awareness and Self-Regulation |
| STANDARD | Big Idea: Understanding of self and ability to regulate behaviors and emotions are inextricably linked to learning and success. Essential Questions: How do I develop positive feelings about myself? How do I express and manage my emotions? | |
| DESCRIPTOR / STANDARD | 16.1.YT.A. | Regulates Emotions and Behaviors: Demonstrate an emotional response in reaction to an experience. |
| DESCRIPTOR | 16.1.YT.A.1. | Show joy, pleasure or excitement when new things are learned. ReadyRosie Happy Birthday to You Point and Learn This or That |
| DESCRIPTOR | 16.1.YT.A.3. | Use body to demonstrate emotions. ReadyRosie Reading Emotions |
| DESCRIPTOR | 16.1.YT.A.4. | Imitate other’s emotional reactions. ReadyRosie Reading Emotions |
| DESCRIPTOR | 16.1.YT.A.5. | Manage emotions with adult support. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 16.1.YT. | Self-Awareness and Self-Regulation |
| STANDARD | Big Idea: Understanding of self and ability to regulate behaviors and emotions are inextricably linked to learning and success. Essential Questions: How do I develop positive feelings about myself? How do I express and manage my emotions? | |
| DESCRIPTOR / STANDARD | 16.1.YT.B. | Influences of Personal Traits: Demonstrate preference for specific objects or activities. |
| DESCRIPTOR | 16.1.YT.B.2. | Ask for activity to be repeated. ReadyRosie Choosing Clothes This or That |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 16.1.YT. | Self-Awareness and Self-Regulation |
| STANDARD | Big Idea: Understanding of self and ability to regulate behaviors and emotions are inextricably linked to learning and success. Essential Questions: How do I develop positive feelings about myself? How do I express and manage my emotions? | |
| DESCRIPTOR / STANDARD | 16.1.YT.C. | Resiliency: Repeat familiar activity to gain comfort and confidence. |
| DESCRIPTOR | 16.1.YT.C.1. | Show pleasure at own actions. ReadyRosie Happy Birthday to You Point and Learn This or That |
| DESCRIPTOR | 16.1.YT.C.5. | Repeat familiar activity to gain comfort and confidence. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 16.1.YT. | Self-Awareness and Self-Regulation |
| STANDARD | Big Idea: Understanding of self and ability to regulate behaviors and emotions are inextricably linked to learning and success. Essential Questions: How do I develop positive feelings about myself? How do I express and manage my emotions? | |
| DESCRIPTOR / STANDARD | 16.1.YT.D. | Goal Setting: EMERGING. ReadyRosie Happy Birthday to You Point and Learn This or That |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 16.2.YT. | Establishing and Maintaining Relationships |
| STANDARD | Big Idea: Early adult-child relationships, based on attachment and trust, set the stage for life-long expectations that impact children’s ability to learn, respect adult authority, and express themselves. Positive peer interactions create collaborative learning opportunities. Relationships with others provide a means of support. Essential Question: How do my relationships with adults and peers help me feel secure, supported, and successful? | |
| DESCRIPTOR / STANDARD | 16.2.YT.A. | Relationships: Trust and Attachment: Use trusted adult as a secure base from which to explore the environment. |
| DESCRIPTOR | 16.2.YT.A.1. | Watch adults for their response to actions. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| DESCRIPTOR | 16.2.YT.A.2. | Use gestures and simple words to express need to trusted adults for comfort. ReadyRosie Behavior is a form of communication Snack Time Speech Tips for bonding with your baby You are your child's first teacher |
| DESCRIPTOR | 16.2.YT.A.3. | Respond and attend to adult’s interactions. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| DESCRIPTOR | 16.2.YT.A.4. | Seek to be near familiar adults. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| DESCRIPTOR | 16.2.YT.A.5. | Display apprehension when an unfamiliar adult comes near. ReadyRosie Choosing Clothes This or That |
| DESCRIPTOR | 16.2.YT.A.6. | Seek attention from trusted adults. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 16.2.YT. | Establishing and Maintaining Relationships |
| STANDARD | Big Idea: Early adult-child relationships, based on attachment and trust, set the stage for life-long expectations that impact children’s ability to learn, respect adult authority, and express themselves. Positive peer interactions create collaborative learning opportunities. Relationships with others provide a means of support. Essential Question: How do my relationships with adults and peers help me feel secure, supported, and successful? | |
| DESCRIPTOR / STANDARD | 16.2.YT.B. | Diversity: Recognize similarities and differences between self and others. |
| DESCRIPTOR | 16.2.YT.B.1. | Engage in activities that reflect home culture (e.g. dramatic play – cooking food served in the home). ReadyRosie Bear Bath Clap and Swing How can I communicate with my baby? Swing Song Why should we tell family stories? |
| DESCRIPTOR | 16.2.YT.B.2. | Engage in activities that promote labeling of personal characteristics (e.g. likes, dislikes, physical characteristics, family make-up). ReadyRosie Choosing Clothes This or That |
| DESCRIPTOR | 16.2.YT.B.4. | Cry when unfamiliar adult approaches. ReadyRosie Choosing Clothes This or That |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 16.2.YT. | Establishing and Maintaining Relationships |
| STANDARD | Big Idea: Early adult-child relationships, based on attachment and trust, set the stage for life-long expectations that impact children’s ability to learn, respect adult authority, and express themselves. Positive peer interactions create collaborative learning opportunities. Relationships with others provide a means of support. Essential Question: How do my relationships with adults and peers help me feel secure, supported, and successful? | |
| DESCRIPTOR / STANDARD | 16.2.YT.D. | Managing Interpersonal Conflicts: Express emotion relating to a conflict. |
| DESCRIPTOR | 16.2.YT.D.1. | Cry or use inappropriate action to express frustration. ReadyRosie How should I handle temper tantrums? |
| DESCRIPTOR | 16.2.YT.D.2. | Use some language to express emotion (e.g. “no,” “mine”). ReadyRosie Behavior is a form of communication Reading Emotions Snack Time Speech |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 16.2.YT. | Establishing and Maintaining Relationships |
| STANDARD | Big Idea: Early adult-child relationships, based on attachment and trust, set the stage for life-long expectations that impact children’s ability to learn, respect adult authority, and express themselves. Positive peer interactions create collaborative learning opportunities. Relationships with others provide a means of support. Essential Question: How do my relationships with adults and peers help me feel secure, supported, and successful? | |
| DESCRIPTOR / STANDARD | 16.2.YT.E. | Support: Asking for Help - Communicate needs. |
| DESCRIPTOR | 16.2.YT.E.1. | Cry to express need. ReadyRosie Behavior is a form of communication Snack Time Speech |
| DESCRIPTOR | 16.2.YT.E.2. | Point and move towards desired object. ReadyRosie Choosing Clothes This or That |
| DESCRIPTOR | 16.2.YT.E.3. | Use basic language to indicate need (e.g. “mine,” basic signs). ReadyRosie Snack Time Speech |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Young Toddler) |
| STANDARD AREA / STATEMENT | 16.3.YT. | Decision Making & Responsibility |
| STANDARD | Big Idea: Actions and behaviors either positively or negatively affect how I learn, and how I get along with others. Essential Question: How do I use healthy strategies to manage my behavior? | |
| DESCRIPTOR / STANDARD | 16.3.YT.B. | Understanding Social Norms (Social Identity): Demonstrate basic understanding of rules. |
| DESCRIPTOR | 16.3.YT.B.3. | Test limits. ReadyRosie Big, Little Helper How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Reading Routines for Early Readers Shoe Search |
| DESCRIPTOR | 16.3.YT.B.4. | Follow simple rules with adult guidance. ReadyRosie Big, Little Helper How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Reading Routines for Early Readers Shoe Search |
| Pennsylvania Core and Academic Standards |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2014 |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Older Toddler) |
| STANDARD AREA / STATEMENT | AL.1.OT. | Constructing and Gathering Knowledge |
| STANDARD | Big Idea: Children actively construct knowledge through routines, play, practices, and language. Children use a variety of strategies to gather information based upon their own individualized approach to learning. Essential Questions: What strategies can be used to gather information? What can I learn from my every day experiences, including play? | |
| DESCRIPTOR / STANDARD | AL.1.OT.A. | Curiosity and Initiative: Explore characteristics of and ask questions about objects people, activities and environments. |
| DESCRIPTOR | AL.1.OT.A.1. | Explore object to see how they work (e.g. pushing buttons to start and stop turning object over). ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| DESCRIPTOR | AL.1.OT.A.2. | Approach others at play and ask what they are doing or attempt to join in. ReadyRosie Catch! Ring Around the Rosie |
| DESCRIPTOR | AL.1.OT.A.4. | Ask questions to seek information. ReadyRosie Nature Walk and Talk What Do We Do? |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Older Toddler) |
| STANDARD AREA / STATEMENT | AL.1.OT. | Constructing and Gathering Knowledge |
| STANDARD | Big Idea: Children actively construct knowledge through routines, play, practices, and language. Children use a variety of strategies to gather information based upon their own individualized approach to learning. Essential Questions: What strategies can be used to gather information? What can I learn from my every day experiences, including play? | |
| DESCRIPTOR / STANDARD | AL.1.OT.B. | Risk Taking: Explore the environment independently seeking occasional approval from adults. |
| DESCRIPTOR | AL.1.OT.B.1. | Turn and look to adult for reassurance when attempting new things or meeting new people. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| DESCRIPTOR | AL.1.OT.B.2. | Observe adult completing a task, then independently attempt the task. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Older Toddler) |
| STANDARD AREA / STATEMENT | AL.1.OT. | Constructing and Gathering Knowledge |
| STANDARD | Big Idea: Children actively construct knowledge through routines, play, practices, and language. Children use a variety of strategies to gather information based upon their own individualized approach to learning. Essential Questions: What strategies can be used to gather information? What can I learn from my every day experiences, including play? | |
| DESCRIPTOR / STANDARD | AL.1.OT.C. | Stages of Play: Engage with others in simple cooperative play. |
| DESCRIPTOR | AL.1.OT.C.1. | Interact with other children during play. ReadyRosie Catch! Ring Around the Rosie |
| DESCRIPTOR | AL.1.OT.C.2. | Join others play, first watching and later joining in. ReadyRosie Catch! Ring Around the Rosie |
| DESCRIPTOR | AL.1.OT.C.3. | Act out familiar scenarios. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Older Toddler) |
| STANDARD AREA / STATEMENT | AL.2.OT. | Organizing and Understanding Information |
| STANDARD | Big Idea: Strategies for filtering and organizing information are important to the learning process. Essential Questions: How do I decide what information/task to attend to? What strategies do I use to organize information? | |
| DESCRIPTOR / STANDARD | AL.2.OT.A. | Engagement and Attention: Focus attention and participate in task oriented activities. |
| DESCRIPTOR | AL.2.OT.A.1. | Complete short, simple task with adult support. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| DESCRIPTOR | AL.2.OT.A.2. | Engage with peers in play for an extended period of time. ReadyRosie Catch! Ring Around the Rosie |
| DESCRIPTOR | AL.2.OT.A.4. | Try a task or activity several times. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Older Toddler) |
| STANDARD AREA / STATEMENT | AL.2.OT. | Organizing and Understanding Information |
| STANDARD | Big Idea: Strategies for filtering and organizing information are important to the learning process. Essential Questions: How do I decide what information/task to attend to? What strategies do I use to organize information? | |
| DESCRIPTOR / STANDARD | AL.2.OT.B. | Task Analysis: Identify and complete the sequence of familiar routines and tasks. |
| DESCRIPTOR | AL.2.OT.B.2. | Verbalize the daily schedule (e.g. breakfast comes after morning meeting). ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| DESCRIPTOR | AL.2.OT.B.4. | Describe the sequential steps of basic routines and activities. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Older Toddler) |
| STANDARD AREA / STATEMENT | AL.2.OT. | Organizing and Understanding Information |
| STANDARD | Big Idea: Strategies for filtering and organizing information are important to the learning process. Essential Questions: How do I decide what information/task to attend to? What strategies do I use to organize information? | |
| DESCRIPTOR / STANDARD | AL.2.OT.C. | Persistence: Attempt to accomplish challenging tasks by employing familiar strategies. |
| DESCRIPTOR | AL.2.OT.C.1. | Attempt to complete a task in more than one way (e.g. using materials in more than one way, trial and error, and breaking tasks into steps). ReadyRosie Counting Collection Drum Patterns Fast, Slow Hooray Parfait I Can Do It All By Myself Nature Walk and Talk Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| DESCRIPTOR | AL.2.OT.C.2. | Focus on an activity or object while other things are occurring in the environment. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| DESCRIPTOR | AL.2.OT.C.3. | Stick to a task for a short period of time before asking for help. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Older Toddler) |
| STANDARD AREA / STATEMENT | AL.2.OT. | Organizing and Understanding Information |
| STANDARD | Big Idea: Strategies for filtering and organizing information are important to the learning process. Essential Questions: How do I decide what information/task to attend to? What strategies do I use to organize information? | |
| DESCRIPTOR / STANDARD | AL.2.OT.D. | Patterning: Recognize and create simple patterns. |
| DESCRIPTOR | AL.2.OT.D.2. | Clap out rhythmic patterns. ReadyRosie Drum Patterns |
| DESCRIPTOR | AL.2.OT.D.3. | Create simple patterns using manipulatives. ReadyRosie Drum Patterns |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Older Toddler) |
| STANDARD AREA / STATEMENT | AL.3.OT. | Applying Knowledge |
| STANDARD | Big Idea: Prior knowledge and experiences can be used to express and create new understandings. Essential Questions: How do I use what I already know to understand new things? How do I represent new understandings? | |
| DESCRIPTOR / STANDARD | AL.3.OT.A/B. | Creativity/Invention: Construct music, art and stories as a means of self- expression. |
| DESCRIPTOR | AL.3.OT.A/B.1. | Reference 9.1.V.OT. A; 9.1.V.OT.B; 9.1.M.OT.E. ReadyRosie Copy Me Recycled Play Tips for helping your child love reading Torn Paper Art |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Older Toddler) |
| STANDARD AREA / STATEMENT | AL.3.OT. | Applying Knowledge |
| STANDARD | Big Idea: Prior knowledge and experiences can be used to express and create new understandings. Essential Questions: How do I use what I already know to understand new things? How do I represent new understandings? | |
| DESCRIPTOR / STANDARD | AL.3.OT.C. | Representation: Experiment with materials to represent objects. |
| DESCRIPTOR | AL.3.OT.C.1. | Use non-conforming objects to create representations of real-life objects or activities (e.g. block for phone, stick for spoon). ReadyRosie Copy Me Recycled Play Tips for helping your child love reading Torn Paper Art |
| DESCRIPTOR | AL.3.OT.C.2. | Use real-life objects to represent make-believe or fantasy objects (e.g. spoon for magic wand, broom for a flying horse). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Older Toddler) |
| STANDARD AREA / STATEMENT | AL.4.OT. | Learning Through Experience |
| STANDARD | Big Idea: Experiences provide the context in which learning is constructed. Essential Questions: In what ways does an experience in one setting influence my learning and experiences in another setting? How do I learn from my mistakes and/or from challenging situations? | |
| DESCRIPTOR / STANDARD | AL.4.OT.A. | Making Connections: Notice similarities and differences between settings. |
| DESCRIPTOR | AL.4.OT.A.1. | Relate personal experiences during play. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| DESCRIPTOR | AL.4.OT.A.3. | Tell another that he or she is doing something wrong when it varies from a familiar routine. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| DESCRIPTOR | AL.4.OT.A.4. | Ask questions about differences, similarities among peers. ReadyRosie How can I communicate with my baby? Nature Walk and Talk What Do We Do? Why should we tell family stories? |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Older Toddler) |
| STANDARD AREA / STATEMENT | AL.4.OT. | Learning Through Experience |
| STANDARD | Big Idea: Experiences provide the context in which learning is constructed. Essential Questions: In what ways does an experience in one setting influence my learning and experiences in another setting? How do I learn from my mistakes and/or from challenging situations? | |
| DESCRIPTOR / STANDARD | AL.4.OT.B. | Resiliency – Competence: Approach new experiences with confidence. |
| DESCRIPTOR | AL.4.OT.B.1. | REFERENCE 16.1.OT.C. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Older Toddler) |
| STANDARD AREA / STATEMENT | AL.4.OT. | Learning Through Experience |
| STANDARD | Big Idea: Experiences provide the context in which learning is constructed. Essential Questions: In what ways does an experience in one setting influence my learning and experiences in another setting? How do I learn from my mistakes and/or from challenging situations? | |
| DESCRIPTOR / STANDARD | AL.4.OT.C. | Problem Solving: Attempt problem solving activities to achieve a positive outcome. |
| DESCRIPTOR | AL.4.OT.C.1. | Observe other’s actions with materials to learn strategies for problem-solving. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| DESCRIPTOR | AL.4.OT.C.2. | Try new ways to complete a familiar task. ReadyRosie Counting Collection Drum Patterns Fast, Slow Hooray Parfait I Can Do It All By Myself Nature Walk and Talk Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| DESCRIPTOR | AL.4.OT.C.3. | Attempt to complete a task in more than one way (e.g. using materials in new ways, trial and error, breaking tasks into steps, ask for assistance). ReadyRosie Counting Collection Drum Patterns Fast, Slow Hooray Parfait How can I get my child to listen to me? How should I handle temper tantrums? I Can Do It All By Myself Nature Walk and Talk Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| DESCRIPTOR | AL.4.OT.C.4. | Use a previously successful strategy. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| DESCRIPTOR | AL.4.OT.C.5. | Discuss the different ways used to accomplish a task or to solve a problem. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 1.1.OT. | Foundational Skills |
| STANDARD | Big Idea: Emerging reading involves the use of pictures, symbols and text to gain information and derive meaning. Essential Question: How do I acquire and practice pre-reading skills? | |
| DESCRIPTOR / STANDARD | 1.1.OT.A. | Book Handling: Demonstrate book handling skills. |
| DESCRIPTOR | 1.1.OT.A.1. | Independently seek books to read during free play. ReadyRosie Book Chats Book Walk Magazine Picture Walk Reading Routines for Early Readers Stop and Go Tips for helping your child love reading |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 1.1.OT. | Foundational Skills |
| STANDARD | Big Idea: Emerging reading involves the use of pictures, symbols and text to gain information and derive meaning. Essential Question: How do I acquire and practice pre-reading skills? | |
| DESCRIPTOR / STANDARD | 1.1.OT.B. | Print Concepts: Recognize that print has meaning. |
| DESCRIPTOR | 1.1.OT.B.1. | Chose books from a collection and name each one even if not using proper titles. ReadyRosie Reading Routines for Early Readers |
| DESCRIPTOR | 1.1.OT.B.3. | Recognize some letters in their name. ReadyRosie Paint your Name |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 1.1.OT. | Foundational Skills |
| STANDARD | Big Idea: Emerging reading involves the use of pictures, symbols and text to gain information and derive meaning. Essential Question: How do I acquire and practice pre-reading skills? | |
| DESCRIPTOR / STANDARD | 1.1.OT.C. | Phonological Awareness: Categorize familiar sounds. |
| DESCRIPTOR | 1.1.OT.C.3. | Use and imitate sounds when playing. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| DESCRIPTOR | 1.1.OT.C.4. | Recognize sounds that are similar to those found in name. ReadyRosie Paint your Name |
| DESCRIPTOR | 1.1.OT.C.5. | Engage in activities that include rhyme and alliteration. ReadyRosie Ring Around the Rosie |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 1.1.OT. | Foundational Skills |
| STANDARD | Big Idea: Emerging reading involves the use of pictures, symbols and text to gain information and derive meaning. Essential Question: How do I acquire and practice pre-reading skills? | |
| DESCRIPTOR / STANDARD | 1.1.OT.D. | Phonics and Word Recognition: Recognize familiar environmental print. |
| DESCRIPTOR | 1.1.OT.D.2. | Recognize objects labeled with his/her name. ReadyRosie Paint your Name |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 1.2.OT. | Reading Informational Text |
| STANDARD | Big Idea: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information. Essential Questions: What is the text really about? How does interaction with the text promote thinking and response? Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? | |
| DESCRIPTOR / STANDARD | 1.2.OT.B. | Key Ideas and: Answer simple questions about a text. |
| DESCRIPTOR | 1.2.OT.B.2. | Answer “who” or “what” the text is about. ReadyRosie Tips for helping your child love reading |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 1.2.OT. | Reading Informational Text |
| STANDARD | Big Idea: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information. Essential Questions: What is the text really about? How does interaction with the text promote thinking and response? Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? | |
| DESCRIPTOR / STANDARD | 1.2.OT.C. | Key Ideas and Details: Relate text to personal experiences when asked. |
| DESCRIPTOR | 1.2.OT.C.3. | Answer questions about text that relate to personal experiences. ReadyRosie Tips for helping your child love reading |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 1.2.OT. | Reading Informational Text |
| STANDARD | Big Idea: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information. Essential Questions: What is the text really about? How does interaction with the text promote thinking and response? Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? | |
| DESCRIPTOR / STANDARD | 1.2.OT.J. | Vocabulary Acquisition and Use: Use expanded vocabulary in everyday speech. |
| DESCRIPTOR | 1.2.OT.J.1. | Talk about pictures using new vocabulary words or phrases. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| DESCRIPTOR | 1.2.OT.J.2. | Use new vocabulary in the context of dramatic play, daily routines and classroom conversations. ReadyRosie Banana Phonana Magazine Picture Walk Stuck on You Tell Me About It! Toy Sort |
| DESCRIPTOR | 1.2.OT.J.3. | Begin to use new vocabulary when asking questions or describing situations or objects. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| DESCRIPTOR | 1.2.OT.J.5. | Understand as many as 900 words and use about 300 in everyday speech. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 1.2.OT. | Reading Informational Text |
| STANDARD | Big Idea: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information. Essential Questions: What is the text really about? How does interaction with the text promote thinking and response? Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? | |
| DESCRIPTOR / STANDARD | 1.2.OT.L. | Range of Reading: Actively engage in small group reading activities. |
| DESCRIPTOR | 1.2.OT.L.2. | Ask and answer questions about text being read aloud. ReadyRosie Tips for helping your child love reading |
| DESCRIPTOR | 1.2.OT.L.3. | Respond to comments from other children. ReadyRosie Book Chats Bring Me the Book Tips for helping your child love reading |
| DESCRIPTOR | 1.2.OT.L.4. | Use ideas gained in group reading, other daily routines, learning centers and activities. ReadyRosie Book Chats Bring Me the Book Tips for helping your child love reading |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 1.3.OT. | Reading Literature |
| STANDARD | Big Idea: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information. Essential Questions: What is the text really about? How does interaction with the text promote thinking and response? Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? | |
| DESCRIPTOR / STANDARD | 1.3.OT.A. | Key Ideas and Details – Theme - Recall an event from a story. |
| DESCRIPTOR | 1.3.OT.A.2. | Talk about what the story is about. ReadyRosie Family Movie Night Tips for helping your child love reading Tips for storytelling: Using gestures |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 1.3.OT. | Reading Literature |
| STANDARD | Big Idea: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information. Essential Questions: What is the text really about? How does interaction with the text promote thinking and response? Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? | |
| DESCRIPTOR / STANDARD | 1.3.OT.B. | Key Ideas and Details Text Analysis: Answer simple questions about a story. |
| DESCRIPTOR | 1.3.OT.B.1. | Use some details from the story to answer questions. ReadyRosie Reading Routines for Early Readers |
| DESCRIPTOR | 1.3.OT.B.2. | Answer “who” or “what” the story is about. ReadyRosie Reading Routines for Early Readers Tips for helping your child love reading |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 1.3.OT. | Reading Literature |
| STANDARD | Big Idea: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information. Essential Questions: What is the text really about? How does interaction with the text promote thinking and response? Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? | |
| DESCRIPTOR / STANDARD | 1.3.OT.J. | Vocabulary Acquisition and Use: Use expanded vocabulary in everyday speech. |
| DESCRIPTOR | 1.3.OT.J.1. | Talk about pictures using new vocabulary words or phrases. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| DESCRIPTOR | 1.3.OT.J.2. | Use new vocabulary in the context of dramatic play, daily routines and classroom conversations. ReadyRosie Banana Phonana Magazine Picture Walk Stuck on You Tell Me About It! Toy Sort |
| DESCRIPTOR | 1.3.OT.J.3. | Begin to use new vocabulary when asking questions or describing situations or objects. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 1.3.OT. | Reading Literature |
| STANDARD | Big Idea: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information. Essential Questions: What is the text really about? How does interaction with the text promote thinking and response? Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? | |
| DESCRIPTOR / STANDARD | 1.3.OT.L. | Range of Reading: Actively engage in small group reading activities. |
| DESCRIPTOR | 1.3.OT.L.1. | Share prior knowledge about text being read aloud. ReadyRosie Bring Me the Book |
| DESCRIPTOR | 1.3.OT.L.2. | Ask and answer questions about text being read aloud. ReadyRosie Reading Routines for Early Readers Tips for helping your child love reading |
| DESCRIPTOR | 1.3.OT.L.3. | Respond to comments from other children. ReadyRosie Book Chats Bring Me the Book Reading Routines for Early Readers Tips for helping your child love reading |
| DESCRIPTOR | 1.3.OT.L.4. | Use ideas gained in group reading, other daily routines, learning centers and activities. ReadyRosie Book Chats Bring Me the Book Reading Routines for Early Readers Tips for helping your child love reading |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 1.4.OT. | Writing |
| STANDARD | Big Idea: Audience and purpose influence a writer’s choice of organizational pattern, language, and literary techniques. Effective research requires the use of varied resources to gain or expand knowledge. Essential Questions: What makes clear and effective writing? Why do writers write? Who is the audience? What will work best for the audience? Where can one find information to answer questions? | |
| DESCRIPTOR / STANDARD | 1.4.OT.M. | Narrative: Tell a story about a picture. |
| DESCRIPTOR | 1.4.OT.M.4. | When prompted, provide details to further support the description of the picture. ReadyRosie Book Walk Stuck on You |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 1.4.OT. | Writing |
| STANDARD | Big Idea: Audience and purpose influence a writer’s choice of organizational pattern, language, and literary techniques. Effective research requires the use of varied resources to gain or expand knowledge. Essential Questions: What makes clear and effective writing? Why do writers write? Who is the audience? What will work best for the audience? Where can one find information to answer questions? | |
| DESCRIPTOR / STANDARD | 1.4.OT.R. | Narrative Conventions of Language: Intentionally make marks with writing and drawing tools. |
| DESCRIPTOR | 1.4.OT.R.1. | Choose from a variety of writing tools and surfaces during play. ReadyRosie Copy Me Secret Message |
| DESCRIPTOR | 1.4.OT.R.3. | Scribble writes deliberately. ReadyRosie Copy Me Paint your Name Secret Message |
| DESCRIPTOR | 1.4.OT.R.4. | Scribble lines, circles, zig-zags or in rows. ReadyRosie Copy Me Paint your Name Secret Message |
| DESCRIPTOR | 1.4.OT.R.5. | Write segments of letter forms (e.g. lines, curves). ReadyRosie Paint your Name |
| DESCRIPTOR | 1.4.OT.R.6. | Begin to use letter like forms. ReadyRosie Paint your Name |
| DESCRIPTOR | 1.4.OT.R.7. | Trace and create letters and other shapes using tactile materials (e.g. sand, sandpaper, glue, foam). ReadyRosie Paint your Name |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 1.4.OT. | Writing |
| STANDARD | Big Idea: Audience and purpose influence a writer’s choice of organizational pattern, language, and literary techniques. Effective research requires the use of varied resources to gain or expand knowledge. Essential Questions: What makes clear and effective writing? Why do writers write? Who is the audience? What will work best for the audience? Where can one find information to answer questions? | |
| DESCRIPTOR / STANDARD | 1.4.OT.V. | Conducting Research: Ask questions about topics of personal interest to gain information. |
| DESCRIPTOR | 1.4.OT.V.1. | Ask about a new toy or object in the classroom (e.g. “How does that work?”). ReadyRosie Nature Walk and Talk What Do We Do? |
| DESCRIPTOR | 1.4.OT.V.2. | Ask questions about familiar and unfamiliar people. ReadyRosie Nature Walk and Talk What Do We Do? |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 1.5.OT. | Speaking and Listening |
| STANDARD | Big Idea: Active listeners make meaning from what they hear by questioning, reflecting, responding, and evaluating. Effective speakers prepare and communicate messages to address the audience and purpose. Essential Questions: What do good listeners do? How do active listeners make meaning? How do speakers effectively communicate a message? | |
| DESCRIPTOR / STANDARD | 1.5.OT.A. | Comprehension and Collaboration: Engage in reciprocal conversations and interactions with peers and adults. |
| DESCRIPTOR | 1.5.OT.A.2. | Pose questions. ReadyRosie Nature Walk and Talk What Do We Do? |
| DESCRIPTOR | 1.5.OT.A.3. | Allow wait time before responding. ReadyRosie Stuck on You Tell Me About It! |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 1.5.OT. | Speaking and Listening |
| STANDARD | Big Idea: Active listeners make meaning from what they hear by questioning, reflecting, responding, and evaluating. Effective speakers prepare and communicate messages to address the audience and purpose. Essential Questions: What do good listeners do? How do active listeners make meaning? How do speakers effectively communicate a message? | |
| DESCRIPTOR / STANDARD | 1.5.OT.C. | Comprehension and Collaboration Evaluation: Respond to questions, comments or directions. |
| DESCRIPTOR | 1.5.OT.C.4. | Respond to a question with an answer or details related to the topic being discussed. ReadyRosie T-Shirt Talk Why should we tell family stories? |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 1.5.OT. | Speaking and Listening |
| STANDARD | Big Idea: Active listeners make meaning from what they hear by questioning, reflecting, responding, and evaluating. Effective speakers prepare and communicate messages to address the audience and purpose. Essential Questions: What do good listeners do? How do active listeners make meaning? How do speakers effectively communicate a message? | |
| DESCRIPTOR / STANDARD | 1.5.OT.G. | Conventions of Standard English: Demonstrate command of the conventions of standard English when speaking based on older toddler development. |
| DESCRIPTOR | 1.5.OT.G.1. | Speak in simple sentences. ReadyRosie Stuck on You Tell Me About It! Tempted to Talk |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Older Toddler) |
| STANDARD AREA / STATEMENT | 2.1.OT. | Numbers and Operations |
| STANDARD | Big Idea: Mathematical relationships among numbers can be represented, compared, and communicated. Essential Question: How is mathematics used to quantify, compare, represent, and model numbers? | |
| DESCRIPTOR / STANDARD | 2.1.OT.A.1. | Counting and Cardinality: Cardinality: Know some number names and the count sequence. |
| DESCRIPTOR | 2.1.OT.A.1.1. | Rote count to 5. ReadyRosie Snack Count |
| DESCRIPTOR | 2.1.OT.A.1.2. | Recognize some numerals (e.g. notice numerals in the environment and names some of them, point to a numeral when asked). ReadyRosie Blast Off Counting Collection Get Moving Snack Count |
| DESCRIPTOR | 2.1.OT.A.1.3. | Engage in experiences related to numbers (e.g. counting songs, finger plays, reading number books). ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Older Toddler) |
| STANDARD AREA / STATEMENT | 2.1.OT. | Numbers and Operations |
| STANDARD | Big Idea: Mathematical relationships among numbers can be represented, compared, and communicated. Essential Question: How is mathematics used to quantify, compare, represent, and model numbers? | |
| DESCRIPTOR / STANDARD | 2.1.OT.A.2. | Counting and Cardinality: Counting: Count to tell the number of objects. |
| DESCRIPTOR | 2.1.OT.A.2.3. | Verbalize how many objects they have. ReadyRosie Blast Off Counting Collection Get Moving Snack Count |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Older Toddler) |
| STANDARD AREA / STATEMENT | 2.1.OT. | Numbers and Operations |
| STANDARD | Big Idea: Mathematical relationships among numbers can be represented, compared, and communicated. Essential Question: How is mathematics used to quantify, compare, represent, and model numbers? | |
| DESCRIPTOR / STANDARD | 2.1.OT.MP. | Counting and Cardinality: Mathematical Processes: Use mathematical processes when quantifying, comparing and representing numbers. |
| DESCRIPTOR | 2.1.OT.MP.1. | Engage in numerical play. ReadyRosie Nature Walk and Talk Toy Sort |
| DESCRIPTOR | 2.1.OT.MP.2. | Persist in numerical play. ReadyRosie Nature Walk and Talk Toy Sort |
| DESCRIPTOR | 2.1.OT.MP.3. | Reference AL.2.OT.C). ReadyRosie Nature Walk and Talk Toy Sort |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Older Toddler) |
| STANDARD AREA / STATEMENT | 2.3.OT. | Geometry |
| STANDARD | Big Idea: Geometric relationships can be described, analyzed, and classified based on spatial reasoning and/or visualization. Essential Questions: How are spatial relationships, including shape and dimension, used to draw, construct, model, and represent real situations or solve problems? How can the application of the attributes of geometric shapes support mathematical reasoning and problem solving? | |
| DESCRIPTOR / STANDARD | 2.3.OT.A.1. | Geometry: Identification: Recognize and identify basic shapes in the environment. |
| DESCRIPTOR | 2.3.OT.A.1.2. | Complete simple puzzles. ReadyRosie Nesting Bowls |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Older Toddler) |
| STANDARD AREA / STATEMENT | 2.3.OT. | Geometry |
| STANDARD | Big Idea: Geometric relationships can be described, analyzed, and classified based on spatial reasoning and/or visualization. Essential Questions: How are spatial relationships, including shape and dimension, used to draw, construct, model, and represent real situations or solve problems? How can the application of the attributes of geometric shapes support mathematical reasoning and problem solving? | |
| DESCRIPTOR / STANDARD | 2.3.OT.MP. | Geometry : Math Process: Use mathematical processes when creating and composing shapes. |
| DESCRIPTOR | 2.3.OT.MP.2. | Complete simple puzzles. ReadyRosie Nesting Bowls |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Older Toddler) |
| STANDARD AREA / STATEMENT | 2.4.OT. | Measurement, Data and Probability |
| STANDARD | Big Idea: Measurement attributes can be quantified and estimated using customary and non-customary units of measure. Mathematical relations and functions can be modeled through multiple representations and analyzed to raise and answer questions. Essential Questions: Why does “what” we measure influence “how” we measure? How can data be organized and represented to provide insight into the relationship between quantities? | |
| DESCRIPTOR / STANDARD | 2.4.OT.A.1. | Measurement and Data: Measurement: Use basic measurement vocabulary. |
| DESCRIPTOR | 2.4.OT.A.1.2. | Compare sizes of objects. ReadyRosie Nature Walk and Talk Toy Sort |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Older Toddler) |
| STANDARD AREA / STATEMENT | 2.4.OT. | Measurement, Data and Probability |
| STANDARD | Big Idea: Measurement attributes can be quantified and estimated using customary and non-customary units of measure. Mathematical relations and functions can be modeled through multiple representations and analyzed to raise and answer questions. Essential Questions: Why does “what” we measure influence “how” we measure? How can data be organized and represented to provide insight into the relationship between quantities? | |
| DESCRIPTOR / STANDARD | 2.4.OT.A.2. | Measurement and Data: Data: Classify objects and count the number of objects in each category. |
| DESCRIPTOR | 2.4.OT.A.2.1. | Sort objects by one attribute (e.g. color, size, shape). ReadyRosie Nature Walk and Talk Toy Sort |
| DESCRIPTOR | 2.4.OT.A.2.2. | Classify up to five objects using one attribute into categories. ReadyRosie Nature Walk and Talk Toy Sort |
| DESCRIPTOR | 2.4.OT.A.2.3. | Count the number of objects in each category and with adult assistance display the number of objects in each category. ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Older Toddler) |
| STANDARD AREA / STATEMENT | 2.4.OT. | Measurement, Data and Probability |
| STANDARD | Big Idea: Measurement attributes can be quantified and estimated using customary and non-customary units of measure. Mathematical relations and functions can be modeled through multiple representations and analyzed to raise and answer questions. Essential Questions: Why does “what” we measure influence “how” we measure? How can data be organized and represented to provide insight into the relationship between quantities? | |
| DESCRIPTOR / STANDARD | 2.4.OT.MP. | Measurement and Data: Use mathematical processes when measuring; organizing data. |
| DESCRIPTOR | 2.4.OT.MP.2. | Engage in activities that include organizing data. ReadyRosie Nature Walk and Talk Toy Sort |
| DESCRIPTOR | 2.4.OT.MP.4. | Persist in activities that include organizing data (Reference AL.2.OT.C). ReadyRosie Nature Walk and Talk Toy Sort |
| DESCRIPTOR | 2.4.OT.MP.6. | Problem solve in activities that include organizing data (Reference AL.4.OT.C). ReadyRosie Nature Walk and Talk Toy Sort |
| SUBJECT / STANDARD AREA | PA.S. | Scientific Thinking and Technology (Older Toddler) |
| STANDARD AREA / STATEMENT | 3.1.OT.A. | Biological Sciences: Living and Non-Living Organisms |
| STANDARD | Big Idea: Living things have unique characteristics which differ from non-living things. The characteristics of living things can be observed and studied Essential Question: In what ways do living and non-living things differ? What are similarities, differences, and patterns of living things? | |
| DESCRIPTOR / STANDARD | 3.1.OT.A.3. | Life Cycles: Notice plants and animals growing and changing. |
| DESCRIPTOR | 3.1.OT.A.3.2. | Observe and document the growth of a living thing through scribbles, drawings, and/or photos. ReadyRosie Copy Me Paint your Name Recycled Play Secret Message |
| SUBJECT / STANDARD AREA | PA.S. | Scientific Thinking and Technology (Older Toddler) |
| STANDARD AREA / STATEMENT | 3.1.OT.A. | Biological Sciences: Living and Non-Living Organisms |
| STANDARD | Big Idea: Living things have unique characteristics which differ from non-living things. The characteristics of living things can be observed and studied Essential Question: In what ways do living and non-living things differ? What are similarities, differences, and patterns of living things? | |
| DESCRIPTOR / STANDARD | 3.1.OT.A.9. | Science as Inquiry: Participate in simple investigations of living and non-living things to answer a question. |
| DESCRIPTOR | 3.1.OT.A.9.2. | Use the five senses and simple equipment to gather data. ReadyRosie Fast, Slow Playdough Lengths |
| SUBJECT / STANDARD AREA | PA.S. | Scientific Thinking and Technology (Older Toddler) |
| STANDARD AREA / STATEMENT | 3.1.OT.B. | Biological Sciences: Genetics |
| STANDARD | Big Idea: Living things have unique characteristics which differ from non-living things. The characteristics of living things can be observed and studied Essential Question: In what ways do living and non-living things differ? What are similarities, differences, and patterns of living things? | |
| DESCRIPTOR / STANDARD | 3.1.OT.B.1. | Heredity: Notice similarities and differences between living things from the same species. |
| DESCRIPTOR | 3.1.OT.B.1.1. | Identify characteristics of own family (e.g. hair color, eye color and height). ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| SUBJECT / STANDARD AREA | PA.S. | Scientific Thinking and Technology (Older Toddler) |
| STANDARD AREA / STATEMENT | 3.1.OT.B. | Biological Sciences: Genetics |
| STANDARD | Big Idea: Living things have unique characteristics which differ from non-living things. The characteristics of living things can be observed and studied Essential Question: In what ways do living and non-living things differ? What are similarities, differences, and patterns of living things? | |
| DESCRIPTOR / STANDARD | 3.1.OT.B.6. | Science as Inquiry: Participate in simple investigations of physical characteristics of living things from same species to answer a question. |
| DESCRIPTOR | 3.1.OT.B.6.2. | Use the five senses and simple equipment to gather data. ReadyRosie Fast, Slow Playdough Lengths |
| SUBJECT / STANDARD AREA | PA.S. | Scientific Thinking and Technology (Older Toddler) |
| STANDARD AREA / STATEMENT | 3.2.OT.A. | Physical Sciences: Chemistry |
| STANDARD | Big Idea: Physical properties help us to understand the world. Essential Questions: What are physical properties of objects? How are physical properties of objects discovered? What effect does energy have on the physical properties of objects? | |
| DESCRIPTOR / STANDARD | 3.2.OT.A.6. | Science as Inquiry: Participate in simple investigations of matter to answer a question. |
| DESCRIPTOR | 3.2.OT.A.6.2. | Use the five senses and simple equipment to gather data. ReadyRosie Fast, Slow Playdough Lengths |
| SUBJECT / STANDARD AREA | PA.S. | Scientific Thinking and Technology (Older Toddler) |
| STANDARD AREA / STATEMENT | 3.2.OT.B. | Physical Sciences: Physics |
| STANDARD | Big Idea: Physical properties help us to understand the world. Essential Questions: What are physical properties of objects? How are physical properties of objects discovered? What effect does energy have on the physical properties of objects? | |
| DESCRIPTOR / STANDARD | 3.2.OT.B.7. | Science as Inquiry: Participate in simple investigations of motion and sound to answer a question. |
| DESCRIPTOR | 3.2.OT.B.7.2. | Use the five senses and simple equipment to gather data. ReadyRosie Fast, Slow Playdough Lengths |
| SUBJECT / STANDARD AREA | PA.S. | Scientific Thinking and Technology (Older Toddler) |
| STANDARD AREA / STATEMENT | 3.3.OT.A. | Earth and Space Sciences: Earth Structure, Processes and Cycles |
| STANDARD | Big Idea: The earth, which is part of a larger solar system, consists of structures, processes and cycles which affect its inhabitants. Essential Questions: What structures, processes, and cycles make up the earth? How do the various structures, processes and cycles affect the earth’s inhabitants? How do we know the earth is part of a larger solar system? | |
| DESCRIPTOR / STANDARD | 3.3.OT.A.7. | Science as Inquiry: Participate in simple investigations of earth materials, processes, and cycles to answer a question. |
| DESCRIPTOR | 3.3.OT.A.7.2. | Use the five senses and simple equipment to gather data. ReadyRosie Fast, Slow Playdough Lengths |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Older Toddler) |
| STANDARD AREA / STATEMENT | 5.1.OT. | Civics and Government: Principles and Documents of Government |
| STANDARD | Big Idea: Learning to be a good citizen helps one contribute to society in a meaningful way. Essential Questions: What rules and consequences are important? Can I identify some American symbols? | |
| DESCRIPTOR / STANDARD | 5.1.OT.A. | Rule of Law: Follow basic rules. |
| DESCRIPTOR | 5.1.OT.A.1. | Reference 16.3.OT.B. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Older Toddler) |
| STANDARD AREA / STATEMENT | 5.2.OT. | Civics and Government: Rights and Responsibilities of Citizenship |
| STANDARD | Big Idea: Learning to be a good citizen helps one contribute to society in a meaningful way. Essential Questions: What rules and consequences are important? Can I identify some American symbols? | |
| DESCRIPTOR / STANDARD | 5.2.OT.A. | Civics Rights and Responsibilities: Communicate a sense of belonging to a group such as a class or family. |
| DESCRIPTOR | 5.2.OT.A.1. | Talk about family members. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| DESCRIPTOR | 5.2.OT.A.3. | Others in the family. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| DESCRIPTOR | 5.2.OT.A.4. | Identify self in relationship to others in a group (e.g. brother, sister, son, daughter, friend). ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| DESCRIPTOR | 5.2.OT.A.5. | Talk about things the family does together. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Older Toddler) |
| STANDARD AREA / STATEMENT | 5.2.OT. | Civics and Government: Rights and Responsibilities of Citizenship |
| STANDARD | Big Idea: Learning to be a good citizen helps one contribute to society in a meaningful way. Essential Questions: What rules and consequences are important? Can I identify some American symbols? | |
| DESCRIPTOR / STANDARD | 5.2.OT.B. | Conflict and: Communicate about a conflict and seek help to solve. |
| DESCRIPTOR | 5.2.OT.B.1. | Reference 16.2.OT.D. 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? |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Older Toddler) |
| STANDARD AREA / STATEMENT | 5.2.OT. | Civics and Government: Rights and Responsibilities of Citizenship |
| STANDARD | Big Idea: Learning to be a good citizen helps one contribute to society in a meaningful way. Essential Questions: What rules and consequences are important? Can I identify some American symbols? | |
| DESCRIPTOR / STANDARD | 5.3.OT.C. | Government Services: Recognize community workers through their uniforms and equipment. |
| DESCRIPTOR | 5.3.OT.C.2. | Engage in dress up play. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Older Toddler) |
| STANDARD AREA / STATEMENT | 6.5.OT. | Economics: Income, Profit, and Wealth |
| STANDARD | Big Idea: Money can be used to purchase goods and services, or can be saved. People make choices about how to spend money based on different influences. Essential Questions: How can I use money? What influences the choices I make about spending what I have earned? | |
| DESCRIPTOR / STANDARD | 6.5.OT.C. | Types of Business: Communicate about local businesses. |
| DESCRIPTOR | 6.5.OT.C.2. | Act out play scenarios that relate to local businesses (e.g. getting haircut, pet school, farmer’s market). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Older Toddler) |
| STANDARD AREA / STATEMENT | 8.1.OT. | History: Historical Analysis and Skills Development |
| STANDARD | Big Idea: Past experiences and ideas help us make sense of the world. Essential Questions: In what ways can events be sequenced? How do I use past experiences and events to understand the present? | |
| DESCRIPTOR / STANDARD | 8.1.OT.A. | Continuity and Change over Time: Identify and complete the sequence of familiar routines and tasks. |
| DESCRIPTOR | 8.1.OT.A.1. | Reference AL.2.OT.B. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Older Toddler) |
| STANDARD AREA / STATEMENT | 9.1.M.OT. | Production and Performance: Music and Movement |
| STANDARD | Big Idea: Music can be used to express and initiate aesthetic and physical responses. Essential Question: How can I express my thoughts, feelings, and ideas through music and movement? | |
| DESCRIPTOR / STANDARD | 9.1.M.OT.A. | Elements and Principles: Know and use basic elements of music and movement. |
| DESCRIPTOR | 9.1.M.OT.A.4. | Demonstrate understanding of fast, slow, loud and soft. ReadyRosie Drum Patterns |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Older Toddler) |
| STANDARD AREA / STATEMENT | 9.1.M.OT. | Production and Performance: Music and Movement |
| STANDARD | Big Idea: Music can be used to express and initiate aesthetic and physical responses. Essential Question: How can I express my thoughts, feelings, and ideas through music and movement? | |
| DESCRIPTOR / STANDARD | 9.1.M.OT.B. | Demonstration: Respond to and communicate about music. |
| DESCRIPTOR | 9.1.M.OT.B.1. | Respond to a variety of music types, including culturally diverse music. ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| DESCRIPTOR | 9.1.M.OT.B.3. | Sing songs in recognizable ways. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| DESCRIPTOR | 9.1.M.OT.B.4. | React to music with increasingly coordinated body movements (e.g. move, dance, clap, sway: movements may not match rhythm). ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| DESCRIPTOR | 9.1.M.OT.B.6. | Attempt to imitate music patterns and dance movements. ReadyRosie Drum Patterns I can't sing. How can I sing to my baby? Ring Around the Rosie |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Older Toddler) |
| STANDARD AREA / STATEMENT | 9.1.M.OT. | Production and Performance: Music and Movement |
| STANDARD | Big Idea: Music can be used to express and initiate aesthetic and physical responses. Essential Question: How can I express my thoughts, feelings, and ideas through music and movement? | |
| DESCRIPTOR / STANDARD | 9.1.M.OT.E. | Representation: Engage with music. |
| DESCRIPTOR | 9.1.M.OT.E.1. | Respond to a variety of music types, including culturally diverse music. ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| DESCRIPTOR | 9.1.M.OT.E.3. | Sing songs in recognizable ways. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| DESCRIPTOR | 9.1.M.OT.E.4. | React to music with increasingly coordinated body movements (e.g. move, dance, clap, sway: movements may not match rhythm). ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| DESCRIPTOR | 9.1.M.OT.E.6. | Attempt to imitate music patterns and dance movements. ReadyRosie Drum Patterns I can't sing. How can I sing to my baby? Ring Around the Rosie |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Older Toddler) |
| STANDARD AREA / STATEMENT | 9.1.M.OT. | Production and Performance: Music and Movement |
| STANDARD | Big Idea: Music can be used to express and initiate aesthetic and physical responses. Essential Question: How can I express my thoughts, feelings, and ideas through music and movement? | |
| DESCRIPTOR / STANDARD | 9.1.M.OT.J. | Technologies: Use a variety of technologies for producing music or performing movements. |
| DESCRIPTOR | 9.1.M.OT.J.1. | Explore musical instruments, including those which are culturally diverse. ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| DESCRIPTOR | 9.1.M.OT.J.5. | Attempt to imitate music patterns using musical instruments. ReadyRosie Drum Patterns |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Older Toddler) |
| STANDARD AREA / STATEMENT | 9.1.D.OT. | Production and Performance: Dramatic and Performance Play |
| STANDARD | Big Idea: Dramatic and performance play is a way to act out reality and fantasy. Essential Question: How can I express my thoughts, feelings, and ideas through dramatic play? | |
| DESCRIPTOR / STANDARD | 9.1.D.OT.B. | Demonstrations: Explore real or make believe scenarios through dramatic play. |
| DESCRIPTOR | 9.1.D.OT.B.1. | Imitate familiar actions in play (e.g. hold phone to ear, stir using spoon, use cups and plates to serve pretend meal). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| DESCRIPTOR | 9.1.D.OT.B.2. | Use object for intended purpose during play. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| DESCRIPTOR | 9.1.D.OT.B.3. | Use one object to represent another object during play. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| DESCRIPTOR | 9.1.D.OT.B.4. | Create own dramatic play scenarios. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| DESCRIPTOR | 9.1.D.OT.B.5. | Act out experiences that are new or unknown (e.g. dentist). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| DESCRIPTOR | 9.1.D.OT.B.6. | Pretend to be a person or animal. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Older Toddler) |
| STANDARD AREA / STATEMENT | 9.1.D.OT. | Production and Performance: Dramatic and Performance Play |
| STANDARD | Big Idea: Dramatic and performance play is a way to act out reality and fantasy. Essential Question: How can I express my thoughts, feelings, and ideas through dramatic play? | |
| DESCRIPTOR / STANDARD | 9.1.D.OT.E. | Representation: Use imagination and creativity to express self through dramatic play. |
| DESCRIPTOR | 9.1.D.OT.E.1. | Imitate and repeat voice inflections and facial expressions to entertain others. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| DESCRIPTOR | 9.1.D.OT.E.2. | Use non-conforming objects to create representations of real life objects or activities. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| DESCRIPTOR | 9.1.D.OT.E.3. | Represent fantasy and real-life experiences through pretend play. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| DESCRIPTOR | 9.1.D.OT.E.4. | Imitate roles of people, animals, or objects observed in life experiences. ReadyRosie Banana Phonana |
| DESCRIPTOR | 9.1.D.OT.E.5. | Use props and costumes during dramatic play. ReadyRosie Banana Phonana |
| DESCRIPTOR | 9.1.D.OT.E.6. | Ask others to watch a performance. ReadyRosie Banana Phonana |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Older Toddler) |
| STANDARD AREA / STATEMENT | 9.1.V.OT. | Production and Performance: Visual Arts |
| STANDARD | Big Idea: Visual arts allow expression of interests, abilities, and knowledge. Essential Question: How can I express my thoughts, feelings, and ideas through visual arts? | |
| DESCRIPTOR / STANDARD | 9.1.V.OT.A. | Elements and Principles: Know and use basic elements of visual arts. |
| DESCRIPTOR | 9.1.V.OT.A.1. | Participate in teacher guided visual art activities. ReadyRosie Copy Me Recycled Play Tips for helping your child love reading Torn Paper Art |
| DESCRIPTOR | 9.1.V.OT.A.2. | Communicate about art, demonstrating an understanding of color and shape. ReadyRosie Toy Sort |
| DESCRIPTOR | 9.1.V.OT.A.3. | Create a picture using different colors. ReadyRosie Copy Me Recycled Play Toy Sort |
| DESCRIPTOR | 9.1.V.OT.A.4. | Combine colors. ReadyRosie Toy Sort |
| DESCRIPTOR | 9.1.V.OT.A.5. | Explore a variety of art materials. ReadyRosie Copy Me Recycled Play |
| DESCRIPTOR | 9.1.V.OT.A.6. | Use art materials as intended. ReadyRosie Copy Me Recycled Play |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Older Toddler) |
| STANDARD AREA / STATEMENT | 9.1.V.OT. | Production and Performance: Visual Arts |
| STANDARD | Big Idea: Visual arts allow expression of interests, abilities, and knowledge. Essential Question: How can I express my thoughts, feelings, and ideas through visual arts? | |
| DESCRIPTOR / STANDARD | 9.1.V.OT.B. | Demonstration: Combine a variety of materials to engage in the process of art. |
| DESCRIPTOR | 9.1.V.OT.B.1. | Participate in teacher-guided art activities. ReadyRosie Copy Me Recycled Play Tips for helping your child love reading Torn Paper Art |
| DESCRIPTOR | 9.1.V.OT.B.2. | Use a variety of non-toxic materials (e.g. paint, crayons, markers, wood, play dough, plastic safety scissors, stampers, rubbing plates). ReadyRosie Playdough Lengths |
| DESCRIPTOR | 9.1.V.OT.B.4. | Initiate independent works of art. ReadyRosie Copy Me Recycled Play Tips for helping your child love reading Torn Paper Art |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Older Toddler) |
| STANDARD AREA / STATEMENT | 9.1.V.OT. | Production and Performance: Visual Arts |
| STANDARD | Big Idea: Visual arts allow expression of interests, abilities, and knowledge. Essential Question: How can I express my thoughts, feelings, and ideas through visual arts? | |
| DESCRIPTOR / STANDARD | 9.1.V.OT.E. | Representation: Use imagination and creativity to express self through the process of art. |
| DESCRIPTOR | 9.1.V.OT.E.1. | Initiate art activities. ReadyRosie Copy Me Recycled Play Tips for helping your child love reading Torn Paper Art |
| DESCRIPTOR | 9.1.V.OT.E.2. | Participate in teacher-guided visual art activities. ReadyRosie Copy Me Recycled Play Tips for helping your child love reading Torn Paper Art |
| DESCRIPTOR | 9.1.V.OT.E.3. | Select art materials during free choice. ReadyRosie Copy Me Recycled Play |
| DESCRIPTOR | 9.1.V.OT.E.4. | Draw simple pictures to represent something. ReadyRosie Copy Me Recycled Play |
| DESCRIPTOR | 9.1.V.OT.E.5. | Attempt to draw self-portrait. ReadyRosie Copy Me Recycled Play |
| DESCRIPTOR | 9.1.V.OT.E.7. | Label own creations. ReadyRosie Copy Me Recycled Play Tips for helping your child love reading Torn Paper Art |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Older Toddler) |
| STANDARD AREA / STATEMENT | 9.1.V.OT. | Production and Performance: Visual Arts |
| STANDARD | Big Idea: Visual arts allow expression of interests, abilities, and knowledge. Essential Question: How can I express my thoughts, feelings, and ideas through visual arts? | |
| DESCRIPTOR / STANDARD | 9.1.V.OT.J. | Technologies: Use a variety of technologies in the process of creating art. |
| DESCRIPTOR | 9.1.V.OT.J.1. | Explore a variety of tools and non-toxic art materials, including those which are culturally diverse. ReadyRosie Copy Me Recycled Play |
| DESCRIPTOR | 9.1.V.OT.J.2. | Participate in teacher-guided visual art activities. ReadyRosie Copy Me Recycled Play Tips for helping your child love reading Torn Paper Art |
| DESCRIPTOR | 9.1.V.OT.J.3. | Manipulate materials in a variety of ways (e.g. pounding, squeezing, rolling, tearing, poking). ReadyRosie Playdough Lengths |
| DESCRIPTOR | 9.1.V.OT.J.4. | Use art materials and tools as intended. ReadyRosie Copy Me Recycled Play Secret Message |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Older Toddler) |
| STANDARD AREA / STATEMENT | 9.3.OT. | Critical Response to Works of Art |
| STANDARD | Big Idea: People evaluate art based upon a variety of characteristics. Essential Questions: Can I explain how I feel about a particular art form? Can I provide reasons that explain my feelings about a particular art form? | |
| DESCRIPTOR / STANDARD | 9.3.OT.F. | Identification: Communicate about a variety of art forms. |
| DESCRIPTOR | 9.3.OT.F.2. | Engage in tactile art experiences. ReadyRosie Tips for helping your child love reading Torn Paper Art |
| DESCRIPTOR | 9.3.OT.F.3. | Communicate about the specific tools needed to perform a specific type of art (e.g. “I need crayons”). ReadyRosie Copy Me Recycled Play Secret Message |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Older Toddler) |
| STANDARD AREA / STATEMENT | 9.3.OT. | Critical Response to Works of Art |
| STANDARD | Big Idea: People evaluate art based upon a variety of characteristics. Essential Questions: Can I explain how I feel about a particular art form? Can I provide reasons that explain my feelings about a particular art form? | |
| DESCRIPTOR / STANDARD | 9.3.OT.G. | Critical Response: Comment on characteristics of others’ artistic expressions. |
| DESCRIPTOR | 9.3.OT.G.2. | Notice the way others are dancing to music. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| DESCRIPTOR | 9.3.OT.G.3. | Comment on the tools peers are using. ReadyRosie Copy Me Recycled Play |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 10.1.OT. | Concepts of Health |
| STANDARD | Big Idea: Awareness of health concepts provides a foundation for healthy decision making. Essential Questions: Do I have a basic understanding of my body? Can I identify basic health concepts that help my body develop? | |
| DESCRIPTOR / STANDARD | 10.1.OT.B. | Interaction of Body Systems: Identify and locate basic body parts. |
| DESCRIPTOR | 10.1.OT.B.2. | Follow basic directions in a movement song (e.g. shake your feet or wiggle your arms). ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| DESCRIPTOR | 10.1.OT.B.4. | Use fingers and hands during finger plays and songs with motions. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 10.1.OT. | Concepts of Health |
| STANDARD | Big Idea: Awareness of health concepts provides a foundation for healthy decision making. Essential Questions: Do I have a basic understanding of my body? Can I identify basic health concepts that help my body develop? | |
| DESCRIPTOR / STANDARD | 10.1.OT.C. | Nutrition: Participate in experiences related to healthy food choices. |
| DESCRIPTOR | 10.1.OT.C.1. | Explore health food options. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| DESCRIPTOR | 10.1.OT.C.2. | Choose between healthy food options. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| DESCRIPTOR | 10.1.OT.C.3. | Participate in discussions about food options. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 10.2.OT. | Healthful Living |
| STANDARD | Big Idea: Children need to make healthy choices to optimize their learning potential. Essential Question: What are things I can do to keep myself healthy? | |
| DESCRIPTOR / STANDARD | 10.2.OT.A. | Health Practices, Products, and Services: Discuss fundamental practices for good health. |
| DESCRIPTOR | 10.2.OT.A.1. | Establish and engage in individualized daily routines (e.g. eating, toileting, sleeping). ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| DESCRIPTOR | 10.2.OT.A.2. | Use verbal and non-verbal cues to express needs (e.g. hunger, tired, toileting). ReadyRosie Behavior is a form of communication Tempted to Talk |
| DESCRIPTOR | 10.2.OT.A.3. | Engage in daily activities that promote good health (e.g. exercise, rest, eating, tooth brushing). ReadyRosie Bear Hunt Get Moving Hooray Parfait Little Chef Packing our Lunch |
| DESCRIPTOR | 10.2.OT.A.6. | Ask and answer questions about health practices (e.g. “Why do I need a nap?”, explain that we need to eat well, get rest and exercise to stay healthy). ReadyRosie I Can Do It All By Myself |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 10.3.OT. | Safety and Injury Prevention |
| STANDARD | Big Idea: Awareness of safe and unsafe practices provides a foundation for healthy decision making. Essential Question: What are things I can do to keep myself and others safe? | |
| DESCRIPTOR / STANDARD | 10.3.OT.A. | Safe and Unsafe Practices: Use and communicate about basic safety practices. |
| DESCRIPTOR | 10.3.OT.A.6. | Seek support when trying something new or meeting new people. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 10.4.OT. | Physical Activity: Gross Motor Coordination |
| STANDARD | Big Idea: Children gain control over their bodies and body movements through active experiences and exploration. Essential Question: How do I control and coordinate my body during large motor activities and games? | |
| DESCRIPTOR / STANDARD | 10.4.OT.A. | Control and Coordination: Combine and coordinate body movement. |
| DESCRIPTOR | 10.4.OT.A.1. | Coordinate arm and leg movements when engaged in an activity (e.g. throw a ball, kick a ball, use riding toys). ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| DESCRIPTOR | 10.4.OT.A.2. | Run with increasing speed and developing coordination. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| DESCRIPTOR | 10.4.OT.A.3. | Jump off low step landing on two feet. ReadyRosie Bear Hunt Get Moving |
| DESCRIPTOR | 10.4.OT.A.4. | Throw object at target (e.g. bean bag in basket). ReadyRosie Catch! |
| DESCRIPTOR | 10.4.OT.A.5. | Climb and crawl in and out of things (e.g. navigate short ladder on play equipment). ReadyRosie Bear Hunt |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 10.4.OT. | Physical Activity: Gross Motor Coordination |
| STANDARD | Big Idea: Children gain control over their bodies and body movements through active experiences and exploration. Essential Question: How do I control and coordinate my body during large motor activities and games? | |
| DESCRIPTOR / STANDARD | 10.4.OT.B. | Balance and Strength: Demonstrate balance and strength when performing gross motor activities. |
| DESCRIPTOR | 10.4.OT.B.1. | Side steps across beam. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| DESCRIPTOR | 10.4.OT.B.2. | Jump off low step using two feet. ReadyRosie Bear Hunt Get Moving |
| DESCRIPTOR | 10.4.OT.B.3. | Jumps over small objects. ReadyRosie Bear Hunt Get Moving |
| DESCRIPTOR | 10.4.OT.B.4. | Use steps (non-alternating feet) with support. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| DESCRIPTOR | 10.4.OT.B.5. | Kick a ball. ReadyRosie Catch! |
| DESCRIPTOR | 10.4.OT.B.6. | Carry objects from one place to another. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 10.5.OT. | Concepts, Principles and Strategies of Movement: Fine Motor Development |
| STANDARD | Big Idea: Fine motor practice helps children develop eye-hand coordination, strength, and controlled use of tools. Essential Questions: How do I use my hands and fingers to manipulate objects? How do I develop eye-hand coordination? | |
| DESCRIPTOR / STANDARD | 10.5.OT.A. | Strength, Coordination and Muscle: Coordinate use of fingers, hands and wrists to accomplish actions. |
| DESCRIPTOR | 10.5.OT.A.1. | Manipulate a variety of objects. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| DESCRIPTOR | 10.5.OT.A.2. | Pick up more than one object in the same hand. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| DESCRIPTOR | 10.5.OT.A.3. | Transfer objects from one hand to another. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| DESCRIPTOR | 10.5.OT.A.4. | Twist wrists to turn hands. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| DESCRIPTOR | 10.5.OT.A.6. | Hold object in one hand and manipulate it with another hand (e.g. tearing paper, brushing a dolls hair, string larger beads). ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| DESCRIPTOR | 10.5.OT.A.7. | Practice manual self-help skills (e.g. snapping, Velcro). ReadyRosie I Can Do It All By Myself |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 10.5.OT. | Concepts, Principles and Strategies of Movement: Fine Motor Development |
| STANDARD | Big Idea: Fine motor practice helps children develop eye-hand coordination, strength, and controlled use of tools. Essential Questions: How do I use my hands and fingers to manipulate objects? How do I develop eye-hand coordination? | |
| DESCRIPTOR / STANDARD | 10.5.OT.B. | Eye/Hand Coordination: Coordinate eye and hand movements to perform a task. |
| DESCRIPTOR | 10.5.OT.B.1. | Pick up and manipulate objects. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| DESCRIPTOR | 10.5.OT.B.3. | Place objects in containers. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| DESCRIPTOR | 10.5.OT.B.5. | Point to objects. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| DESCRIPTOR | 10.5.OT.B.6. | Manipulate pieces of a puzzle. ReadyRosie Drum Patterns Nesting Bowls Torn Paper Art Toy Car Wash |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 10.5.OT. | Concepts, Principles and Strategies of Movement: Fine Motor Development |
| STANDARD | Big Idea: Fine motor practice helps children develop eye-hand coordination, strength, and controlled use of tools. Essential Questions: How do I use my hands and fingers to manipulate objects? How do I develop eye-hand coordination? | |
| DESCRIPTOR / STANDARD | 10.5.OT.C. | Use of Tools: Use basic tools demonstrating refined skill. |
| DESCRIPTOR | 10.5.OT.C.1. | Use writing or drawing tools to make recognizable shapes, lines or dots. ReadyRosie Copy Me Secret Message |
| DESCRIPTOR | 10.5.OT.C.5. | Use child-sized household or classroom tools (e.g. broom, plastic hammer, sponge, cloth). ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| DESCRIPTOR | 10.5.OT.C.6. | Use basic tools to manipulate play dough. ReadyRosie Playdough Lengths Tips for helping your child love reading Torn Paper Art |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 16.1.OT. | Self-Awareness and Self-Regulation |
| STANDARD | Big Idea: Understanding of self and ability to regulate behaviors and emotions are inextricably linked to learning and success. Essential Questions: How do I develop positive feelings about myself? How do I express and manage my emotions? | |
| DESCRIPTOR / STANDARD | 16.1.OT.A. | Regulates Emotions and Behaviors: Make connections between emotions and behavior. |
| DESCRIPTOR | 16.1.OT.A.3. | Use pretend play as a way to practice feelings. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| DESCRIPTOR | 16.1.OT.A.5. | State how actions connect to emotions (e.g. “I pound play dough, I’m mad”, “I love you, hug!”). ReadyRosie Playdough Lengths |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 16.1.OT. | Self-Awareness and Self-Regulation |
| STANDARD | Big Idea: Understanding of self and ability to regulate behaviors and emotions are inextricably linked to learning and success. Essential Questions: How do I develop positive feelings about myself? How do I express and manage my emotions? | |
| DESCRIPTOR / STANDARD | 16.1.OT.B. | Influences of Personal Traits: Communicate preference for people, objects, and activities. |
| DESCRIPTOR | 16.1.OT.B.2. | Request preferred activity. ReadyRosie I Am Unique Tell Me About It! |
| DESCRIPTOR | 16.1.OT.B.3. | Show preference for familiar adults. ReadyRosie Tell Me About It! |
| DESCRIPTOR | 16.1.OT.B.5. | Engage in the same activity over and over. ReadyRosie Get Moving |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 16.1.OT. | Self-Awareness and Self-Regulation |
| STANDARD | Big Idea: Understanding of self and ability to regulate behaviors and emotions are inextricably linked to learning and success. Essential Questions: How do I develop positive feelings about myself? How do I express and manage my emotions? | |
| DESCRIPTOR / STANDARD | 16.1.OT.C. | Resiliency: Approach new experiences with confidence. |
| DESCRIPTOR | 16.1.OT.C.3. | Attempt a teacher-suggested alternate solution to accomplish a task. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 16.2.OT. | Establishing and Maintaining Relationships |
| STANDARD | Big Idea: Early adult-child relationships, based on attachment and trust, set the stage for life-long expectations that impact children’s ability to learn, respect adult authority, and express themselves. Positive peer interactions create collaborative learning opportunities. Relationships with others provide a means of support. Essential Question: How do my relationships with adults and peers help me feel secure, supported, and successful? | |
| DESCRIPTOR / STANDARD | 16.2.OT.A. | Relationships: Trust and Attachment: Develop relationships that extend beyond trusted adults. |
| DESCRIPTOR | 16.2.OT.A.1. | Engage in reciprocal conversation with familiar peer and adults. ReadyRosie Stuck on You Tell Me About It! |
| DESCRIPTOR | 16.2.OT.A.2. | Respond to familiar adult’s questions and directions. ReadyRosie T-Shirt Talk Why should we tell family stories? |
| DESCRIPTOR | 16.2.OT.A.3. | Demonstrate appropriate affection for familiar adults and peers. ReadyRosie Tell Me About It! |
| DESCRIPTOR | 16.2.OT.A.4. | Seek out companionship from another child. ReadyRosie Catch! Ring Around the Rosie |
| DESCRIPTOR | 16.2.OT.A.5. | Use words denoting friendship. ReadyRosie Catch! Ring Around the Rosie |
| DESCRIPTOR | 16.2.OT.A.6. | Ask a child to play (e.g. “Do you want to make a block house with me?”). ReadyRosie Catch! Ring Around the Rosie |
| DESCRIPTOR | 16.2.OT.A.7. | Play cooperatively with a few peers for a short period of time. ReadyRosie Catch! Ring Around the Rosie |
| DESCRIPTOR | 16.2.OT.A.9. | Demonstrate increasing ability to separate from trusted adults without distress. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 16.2.OT. | Establishing and Maintaining Relationships |
| STANDARD | Big Idea: Early adult-child relationships, based on attachment and trust, set the stage for life-long expectations that impact children’s ability to learn, respect adult authority, and express themselves. Positive peer interactions create collaborative learning opportunities. Relationships with others provide a means of support. Essential Question: How do my relationships with adults and peers help me feel secure, supported, and successful? | |
| DESCRIPTOR / STANDARD | 16.2.OT.B. | Diversity: Communicate about similarities and differences between self and others. |
| DESCRIPTOR | 16.2.OT.B.1. | Make drawings of people including self-portraits. ReadyRosie Copy Me I Am Unique I Can Do It All By Myself Recycled Play Tell Me About It! Tips for storytelling: Story ideas |
| DESCRIPTOR | 16.2.OT.B.2. | Engage in activities that reflect home culture (e.g. dramatic play – cooking food served in the home). ReadyRosie Banana Phonana How can I communicate with my baby? Why should we tell family stories? |
| DESCRIPTOR | 16.2.OT.B.3. | Engage in activities that promote labeling of personal characteristics (e.g. likes, dislikes, physical characteristics, family make-up). ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 16.2.OT. | Establishing and Maintaining Relationships |
| STANDARD | Big Idea: Early adult-child relationships, based on attachment and trust, set the stage for life-long expectations that impact children’s ability to learn, respect adult authority, and express themselves. Positive peer interactions create collaborative learning opportunities. Relationships with others provide a means of support. Essential Question: How do my relationships with adults and peers help me feel secure, supported, and successful? | |
| DESCRIPTOR / STANDARD | 16.2.OT.C. | Communication: Engage in reciprocal conversations and interactions with peers and adults. |
| DESCRIPTOR | 16.2.OT.C.1. | Reference 1.5.OT.A. ReadyRosie How can I make music part of our day? Stuck on You Tell Me About It! |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 16.2.OT. | Establishing and Maintaining Relationships |
| STANDARD | Big Idea: Early adult-child relationships, based on attachment and trust, set the stage for life-long expectations that impact children’s ability to learn, respect adult authority, and express themselves. Positive peer interactions create collaborative learning opportunities. Relationships with others provide a means of support. Essential Question: How do my relationships with adults and peers help me feel secure, supported, and successful? | |
| DESCRIPTOR / STANDARD | 16.2.OT.D. | Managing Interpersonal Conflicts: Communicate about a conflict and seek help to solve. |
| DESCRIPTOR | 16.2.OT.D.1. | Use language to express emotion and describe needs (e.g. “I want that block,” “Hey, that’s mine”). ReadyRosie Behavior is a form of communication Tempted to Talk |
| DESCRIPTOR | 16.2.OT.D.2. | With adult support, engage in simple conflict resolution strategies (e.g. turn taking, redirection). 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? |
| DESCRIPTOR | 16.2.OT.D.3. | Ask adult to intervene. 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? |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 16.2.OT. | Establishing and Maintaining Relationships |
| STANDARD | Big Idea: Early adult-child relationships, based on attachment and trust, set the stage for life-long expectations that impact children’s ability to learn, respect adult authority, and express themselves. Positive peer interactions create collaborative learning opportunities. Relationships with others provide a means of support. Essential Question: How do my relationships with adults and peers help me feel secure, supported, and successful? | |
| DESCRIPTOR / STANDARD | 16.2.OT.E. | Support: Asking for Help: Ask for help when needed. |
| DESCRIPTOR | 16.2.OT.E.1. | Attempt tasks independently before asking for help. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| DESCRIPTOR | 16.2.OT.E.2. | Recognize when help is needed. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| DESCRIPTOR | 16.2.OT.E.3. | Recognize appropriate sources of help (e.g. familiar adult, community helpers, peers). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| DESCRIPTOR | 16.2.OT.E.4. | Ask for adult help to solve a problem or to complete a task. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 16.3.OT. | Decision Making & Responsibility |
| STANDARD | Big Idea: Actions and behaviors either positively or negatively affect how I learn, and how I get along with others. Essential Question: How do I use healthy strategies to manage my behavior? | |
| DESCRIPTOR / STANDARD | 16.3.OT.A. | Decision Making Skills: Recognize the consequences of choices. |
| DESCRIPTOR | 16.3.OT.A.4. | Test limits set by adults. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Older Toddler) |
| STANDARD AREA / STATEMENT | 16.3.OT. | Decision Making & Responsibility |
| STANDARD | Big Idea: Actions and behaviors either positively or negatively affect how I learn, and how I get along with others. Essential Question: How do I use healthy strategies to manage my behavior? | |
| DESCRIPTOR / STANDARD | 16.3.OT.B. | Understanding Social Norms (Social Identity): Follow basic rules. |
| DESCRIPTOR | 16.3.OT.B.2. | Keep toys in a specific location. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| DESCRIPTOR | 16.3.OT.B.4. | Test limits. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| DESCRIPTOR | 16.3.OT.B.5. | Demonstrate autonomy by saying “no” but will cooperate with teacher guidance. ReadyRosie Fast, Slow How can I stop my kids from fighting? |