Pennsylvania Core and Academic Standards (Pre-K)
| Main Criteria: Pennsylvania Core and Academic Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Early Childhood Education, Health and PE, Language Arts, Mathematics, Science | ||
| Grades: Pre K, Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| Pennsylvania Core and Academic Standards |
| Early Childhood Education |
| Grade: Ages 3-5 - Adopted: 2014 |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | AL.1.PK. | 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.PK.A. | Curiosity and Initiative: Explore and ask questions to seek meaningful information about a growing range of topics, ideas and tasks. |
| DESCRIPTOR | AL.1.PK.A.1. | Utilize senses to explore and learn from the environment. ReadyRosie Grocery Store Conversations |
| DESCRIPTOR | AL.1.PK.A.2. | Show interest and interact with others about their work or actions. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| DESCRIPTOR | AL.1.PK.A.3. | Demonstrate interest in new materials and experiences that are introduced into the classroom. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DESCRIPTOR | AL.1.PK.A.4. | Ask questions to understand something (e.g. “How does that work?”). ReadyRosie Color Word Sentences Listening for Sounds Phone Fun What's for Dinner? |
| DESCRIPTOR | AL.1.PK.A.5. | Watch others play and ask to join in. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | AL.1.PK. | 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.PK.B. | Risk Taking: Demonstrate a willingness to participate in new and challenging experiences. |
| DESCRIPTOR | AL.1.PK.B.1. | Actively explore new materials that are introduced into the classroom. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DESCRIPTOR | AL.1.PK.B.2. | Observe peers engaged in an unfamiliar or new activity before joining in. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| DESCRIPTOR | AL.1.PK.B.3. | Listen attentively to learn proper technique for a new skill, and then follow through using the learned technique. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DESCRIPTOR | AL.1.PK.B.4. | State discomfort at trying something new, but make attempts to try after encouragement. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DESCRIPTOR | AL.1.PK.B.5. | Differentiate between appropriate and inappropriate methods for learning information (e.g. understand that jumping from a high wall is a dangerous way to discover its height). ReadyRosie Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | AL.1.PK. | 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.PK.C. | Stages of Play: Engage in complex play sequences with two or more children. |
| DESCRIPTOR | AL.1.PK.C.1. | Use materials and objects to represent other objects. ReadyRosie Tips for helping your child love reading |
| DESCRIPTOR | AL.1.PK.C.2. | Initiate cooperative play with peers by establishing roles and a simple play scenario (e.g. act out a doctor’s office scenario, assigning a doctor and patients). ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories Who Should We Ask? |
| DESCRIPTOR | AL.1.PK.C.4. | Incorporate personal experiences and themes learned into play scenarios. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | AL.2.PK. | 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.PK.A. | Engagement and Attention: Work toward completing a task, even if challenging, and despite interruptions. |
| DESCRIPTOR | AL.2.PK.A.1. | State when they are being distracted. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| DESCRIPTOR | AL.2.PK.A.2. | State when they are frustrated by a challenge. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| DESCRIPTOR | AL.2.PK.A.3. | Move away from distractions in order to complete a task. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | AL.2.PK. | 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.PK.B. | Task Analysis: Independently break simple tasks into steps and complete them one at a time. |
| DESCRIPTOR | AL.2.PK.B.1. | Attend and follow through on two step directions. ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| DESCRIPTOR | AL.2.PK.B.2. | Explain a routine sequence. ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| DESCRIPTOR | AL.2.PK.B.3. | Relate the steps necessary to complete a task or activity. ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| DESCRIPTOR | AL.2.PK.B.4. | Relate the desired outcome or end goal of a task or activity. ReadyRosie Celebrate Learning Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Setting Summer Learning Goals Shopping for Clothes Sink or Swim |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | AL.2.PK. | 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.PK.C. | Persistence: Attempt to accomplish challenging tasks by employing familiar and new strategies as needed. |
| DESCRIPTOR | AL.2.PK.C.1. | Attempt to complete a task in more than one way (e.g. using materials in new ways, trial and error, breaking tasks into steps) before asking for help or stopping due to frustration. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DESCRIPTOR | AL.2.PK.C.2. | Stick to a task after stating frustration. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DESCRIPTOR | AL.2.PK.C.3. | Show pride in completion of a challenging task. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | AL.2.PK. | 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.PK.D. | Patterning: Recognize and extend simple patterns. |
| DESCRIPTOR | AL.2.PK.D.1. | Identify patterns in the environment (e.g. stripes on a flag). ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| DESCRIPTOR | AL.2.PK.D.3. | Practice extending simple repeating patterns using manipulatives. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | AL.2.PK. | 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.PK.E. | Memory: Retain and recall information presented over a short period of time. |
| DESCRIPTOR | AL.2.PK.E.2. | Remember and update simple information (e.g. one’s place in a story, song or game if interrupted). ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| DESCRIPTOR | AL.2.PK.E.3. | Engage in memory games. ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| DESCRIPTOR | AL.2.PK.E.4. | Recall details from stories, events, and experiences. ReadyRosie Find My Number My Address Reading Routines for Early Readers Recalling What Happened in a Story Sink or Swim |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | AL.3.PK. | 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.PK.A. | Creativity: Use music, art and/or stories to express ideas, thoughts, and feelings. |
| DESCRIPTOR | AL.3.PK.A.1. | Reference 9.1.M.PK.E; 9.1.D.PK.E; 9.1.V.PK.E; 1.4.PK.M; 1.5.PK.E. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | AL.3.PK. | 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.PK.B. | Invention: Produce and explain the purpose for a new creation. |
| DESCRIPTOR | AL.3.PK.B.1. | Engage in a variety of creative activities. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | AL.3.PK.B.2. | Describe or draw a desired product (e.g. create a blueprint for a block structure). ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | AL.3.PK.B.3. | Answer questions to explain the purpose of a creation. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | AL.3.PK.B.4. | Show pride in a creation. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | AL.3.PK. | 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.PK.C. | Representation: Use materials and objects to represent new concepts. |
| DESCRIPTOR | AL.3.PK.C.1. | Use non-conforming objects to create representations of real life objects or activities (e.g. block for a phone, stick for a spoon). ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| DESCRIPTOR | AL.3.PK.C.2. | Use real life objects to represent make-believe or fantasy objects (e.g. spoon for a magic wand, broom for a flying horse). ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | AL.4.PK. | 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.PK.A. | Making Connections: Relate knowledge learned from one experience to a similar experience in a new setting. |
| DESCRIPTOR | AL.4.PK.A.2. | Understand that appropriate activities and events may differ from home to school. ReadyRosie How do I get my child to______? How should I handle temper tantrums? My Address |
| DESCRIPTOR | AL.4.PK.A.3. | Share new skills or tasks learned or practiced outside of school setting (e.g. “Mommy taught me how to tie my shoe”, demonstrate a forward roll that was learned in a weekend gymnastics class). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DESCRIPTOR | AL.4.PK.A.5. | Apply a skill to multiple tasks (e.g. use measuring cups in sensory table, outside, and in cooking activity). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | AL.4.PK. | 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.PK.B. | Resiliency: Recognize that everyone makes mistakes and that using positive coping skills can result in learning from the experience. |
| DESCRIPTOR | AL.4.PK.B.1. | Reference 16.1.PK.C. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SUBJECT / STANDARD AREA | PA.AL. | Approaches to Learning Through Play (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | AL.4.PK. | 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.PK.C. | Problem Solving: Attempt problem solving activities to achieve a positive outcome. |
| DESCRIPTOR | AL.4.PK.C.1. | Try new ways to complete a familiar task. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DESCRIPTOR | AL.4.PK.C.3. | Ask questions to clarify problems. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun What's for Dinner? |
| DESCRIPTOR | AL.4.PK.C.4. | Discuss the different ways used to accomplish a task or to solve a problem. ReadyRosie What's for Dinner? |
| DESCRIPTOR | AL.4.PK.C.6. | Change plan if a better strategy presents itself. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DESCRIPTOR | AL.4.PK.C.8. | Demonstrate increasing flexibility in a variety of situations, task, and activities. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.1.PK. | 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.PK.A. | Book Handling: Practice appropriate book handling skills. |
| DESCRIPTOR | 1.1.PK.A.1. | Orient a book correctly. ReadyRosie Funny Reading Tips for helping your child love reading |
| DESCRIPTOR | 1.1.PK.A.2. | Turn pages in order. ReadyRosie Funny Reading Tips for helping your child love reading |
| DESCRIPTOR | 1.1.PK.A.3. | Use pointers or finger to track print on charts, posters, environmental print or in books. ReadyRosie Chime In Color Word Sentences Funny Reading Reading the Grocery List Reading with Jack and Jill Stuffed Animal Sentences Stuffed Animal Stories Words on the Page |
| DESCRIPTOR | 1.1.PK.A.4. | Practice tracking from top to bottom and left to right with scaffolding. ReadyRosie Chime In Color Word Sentences Funny Reading Reading the Grocery List Reading with Jack and Jill Stuffed Animal Sentences Stuffed Animal Stories Words on the Page |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.1.PK. | 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.PK.B. | Print Concepts: Identify basic features of print. |
| DESCRIPTOR | 1.1.PK.B.2. | Recognize and name some upper and lower case letters of the alphabet. ReadyRosie Jump Rope Letters Letter Hunt Looking for Letters in Ads Name Game Shopping for Clothes Stomp the Letter |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.1.PK. | 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.PK.C. | Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| DESCRIPTOR | 1.1.PK.C.1. | Recognize rhyming words. ReadyRosie Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| DESCRIPTOR | 1.1.PK.C.2. | Recognize when two or more words begin with the same sound (alliteration). ReadyRosie Listen My Children Making a Grocery List Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| DESCRIPTOR | 1.1.PK.C.3. | Count syllables in spoken words. ReadyRosie Frog Hopping Grocery Sack Syllables Sequences of Sounds |
| DESCRIPTOR | 1.1.PK.C.4. | Isolate and pronounce initial sounds. ReadyRosie Making a Grocery List Thumbs Up, Thumbs Down |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.1.PK. | 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.PK.D. | Phonics and Word Recognition: Develop beginning phonics and word skills. |
| DESCRIPTOR | 1.1.PK.D.1. | Associate some letters with their names and sounds. ReadyRosie Frog Hopping Jump Rope Letters Letter Hunt Letter Sort Listen My Children Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| DESCRIPTOR | 1.1.PK.D.2. | Identify familiar words and environmental print. ReadyRosie Morning Message Shopping for Clothes Starting a Word Bank |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.1.PK. | 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.PK.E. | Fluency: Read emergent reader text with purpose and understanding. |
| DESCRIPTOR | 1.1.PK.E.1. | Recite rhymes, songs, and familiar text while tracking with a finger or pointer. ReadyRosie Chime In Color Word Sentences Finish the Rhyme Funny Reading Hopping Rhyming Little Miss Muffet Role Play Reading the Grocery List Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Stuffed Animal Sentences Stuffed Animal Stories Twinkle, Twinkle Rhymes Words on the Page |
| DESCRIPTOR | 1.1.PK.E.2. | Apply knowledge of letters, word and sounds to read simple sentences. ReadyRosie Drumming Sounds Echo Game Lazy Letters Sequences of Sounds |
| DESCRIPTOR | 1.1.PK.E.3. | Assemble letters to form words and words to form sentences and (pretend) to read the words or sentences back. ReadyRosie Color Word Sentences Looking for Letters in Ads Reading with Jack and Jill Sentence Segmenting Starting a Word Bank Tips for helping your child love reading Words on the Page |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.2.PK. | 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.PK.A. | Key Ideas and Details Main Idea: With prompting and support, retell key details of text that support a provided main idea. |
| DESCRIPTOR | 1.2.PK.A.1. | Know that the details of a text can be used to support a main topic or idea. ReadyRosie Getting Information from Pictures Just the Facts Tips for helping your child love reading |
| DESCRIPTOR | 1.2.PK.A.2. | Provide relevant details from a text which support a provided main idea. ReadyRosie Getting Information from Pictures Just the Facts Tips for helping your child love reading |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.2.PK. | 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.PK.B. | Key Ideas and Details Text Analysis: Answer questions about a text. |
| DESCRIPTOR | 1.2.PK.B.1. | Use specific details from the text to answer questions. ReadyRosie Asking Wh- Questions Book Bag Descriptions Getting Information from Pictures Think About It Tips for helping your child love reading |
| DESCRIPTOR | 1.2.PK.B.2. | Answer “who” or “what” the text is about. ReadyRosie Asking Wh- Questions Book Bag Descriptions Getting Information from Pictures Think About It Tips for helping your child love reading |
| DESCRIPTOR | 1.2.PK.B.3. | Answer “how” and/or “why” questions using specifics from the text. ReadyRosie Asking Wh- Questions Book Bag Descriptions Getting Information from Pictures Think About It Tips for helping your child love reading |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.2.PK. | 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.PK.C. | Key Ideas and Details: With prompting and support, make connections between information in a text and personal experience. |
| DESCRIPTOR | 1.2.PK.C.1. | Share personal experience and prior knowledge that is relevant to the text. ReadyRosie Getting Information from Pictures Just the Facts |
| DESCRIPTOR | 1.2.PK.C.2. | Contribute relevant information to a K (know), W (what child wants to learn), L (what group learned) chart. ReadyRosie Just the Facts Tips for helping your child love reading |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.2.PK. | 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.PK.E. | Craft and Structure Text Structure: Identify the front cover, back cover and title page of a book. |
| DESCRIPTOR | 1.2.PK.E.1. | Relate that texts are organized in a predictable format. ReadyRosie All About My Day |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.2.PK. | 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.PK.G. | Integration of Knowledge and Ideas – Diverse Media: With prompting and support, answer questions to connect illustrations to the written word. |
| DESCRIPTOR | 1.2.PK.G.1. | Retell a simple sequence in a text using picture support. ReadyRosie All About My Day Book Bag Descriptions Grandparent Storytime My Favorite Part Tips for helping your child love reading Tips for storytelling: Using gestures |
| DESCRIPTOR | 1.2.PK.G.2. | Match pictures to ideas, objects, or steps in a sequence. ReadyRosie All About My Day |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.2.PK. | 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.PK.I. | Integration of Knowledge and Ideas –Analysis Across Texts: With prompting and support, identify basic similarities and differences between two texts read aloud on the same topic. |
| DESCRIPTOR | 1.2.PK.I.2. | Participate in strategies that provide opportunities to compare and contrast texts and/or components of texts (e.g. Venn diagrams, T-charts). ReadyRosie Compare and Contrast Questions |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.2.PK. | 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.PK.J. | Vocabulary Acquisition and Use: Use new vocabulary and phrases acquired in conversations and being read to. |
| DESCRIPTOR | 1.2.PK.J.1. | Talk about pictures using new vocabulary words or phrases. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| DESCRIPTOR | 1.2.PK.J.2. | Use new vocabulary in the context of dramatic play, daily routines and classroom conversations. ReadyRosie Color Word Sentences Finding the Groceries How Many Can You Name? I Spy an Animal If You're Happy & You Know It Mystery Bag Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| DESCRIPTOR | 1.2.PK.J.3. | Begin to use new vocabulary when asking questions or describing situations or objects. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.2.PK. | 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.PK.K. | Vocabulary Acquisition and Use: With prompting and support, clarify unknown words or phrases read aloud. |
| DESCRIPTOR | 1.2.PK.K.2. | Ask, “What does that mean?” ReadyRosie Asking Wh- Questions Tips for helping your child love reading |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.2.PK. | 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.PK.L. | Range of Reading: With prompting and support, actively engage in group reading activities with purpose and understanding. |
| DESCRIPTOR | 1.2.PK.L.1. | Ask and answer questions about text being read aloud. ReadyRosie Asking Wh- Questions Book Bag Descriptions Getting Information from Pictures Think About It Tips for helping your child love reading |
| DESCRIPTOR | 1.2.PK.L.2. | Share relevant prior knowledge about text being read aloud. ReadyRosie Getting Information from Pictures Just the Facts |
| DESCRIPTOR | 1.2.PK.L.3. | Respond to and build on comments from other children. ReadyRosie Just the Facts Tips for helping your child love reading |
| DESCRIPTOR | 1.2.PK.L.4. | Use ideas gained in group reading activities in other daily routines, learning centers, and activities. ReadyRosie Just the Facts Tips for helping your child love reading |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.3.PK. | 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.PK.A. | Key Ideas and Details Theme: With prompting and support, retell a familiar story in a sequence with picture support. |
| DESCRIPTOR | 1.3.PK.A.1. | Retell a story in sequential order using various materials. ReadyRosie Itsy Bitsy Spider Illustrations Toy Stories |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.3.PK. | 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.PK.B. | Key Ideas and Details Text Analysis: Answer questions about a particular story (who, what, how, when, and where). |
| DESCRIPTOR | 1.3.PK.B.1. | Use specific details from the story to answer questions. ReadyRosie Asking Wh- Questions Book Bag Descriptions Making Connections PreK Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Think About It Tips for helping your child love reading |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.3.PK. | 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.PK.C. | Key Ideas and Details Literary Elements: With prompting and support, answer questions to identify characters, settings, and major events in a story. |
| DESCRIPTOR | 1.3.PK.C.2. | Demonstrate understanding that “characters” are people or animals who have a role in the story. ReadyRosie Making Connections PreK Text to Self Connections |
| DESCRIPTOR | 1.3.PK.C.3. | Respond to questions and prompts about characters, settings and events during a read aloud. ReadyRosie Asking Wh- Questions Book Bag Descriptions Making Connections PreK Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Text to Self Connections Think About It Tips for helping your child love reading Toy Stories |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.3.PK. | 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.PK.D. | Craft and Structure Point of View: With prompting and support, name the author and illustrator of a story. |
| DESCRIPTOR | 1.3.PK.D.1. | Understand that an author writes the story. ReadyRosie Funny Reading |
| DESCRIPTOR | 1.3.PK.D.2. | Understand that the illustrator draws the pictures. ReadyRosie Funny Reading |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.3.PK. | 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.PK.E. | Craft and Structure Text Structure: With prompting and support, recognize common types of text. |
| DESCRIPTOR | 1.3.PK.E.2. | Understand that a storybook has characters, setting, and actions associated with words and, most often, illustrations. ReadyRosie Making Connections PreK Picture Walk Predictions Retelling the Story Text to Self Connections Toy Stories |
| DESCRIPTOR | 1.3.PK.E.3. | Understand that a poem consists of words arranged in patterns of sound (e.g. rhyming words, alliteration). ReadyRosie Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Signaling for Sounds Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| DESCRIPTOR | 1.3.PK.E.5. | Differentiate between real and make-believe. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.3.PK. | 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.PK.F. | Craft and Structure Vocabulary: Answer questions about unfamiliar words read aloud from a story. |
| DESCRIPTOR | 1.3.PK.F.1. | Participate in discussions about unfamiliar words. ReadyRosie Reading a Book for the Second Time |
| DESCRIPTOR | 1.3.PK.F.2. | Connect prior understandings to unfamiliar words. ReadyRosie Reading a Book for the Second Time |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.3.PK. | 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.PK.G. | Integration of Knowledge and Ideas Sources: Describe pictures in books using detail. |
| DESCRIPTOR | 1.3.PK.G.1. | Attach action and descriptive words to illustrations (e.g. “That man in the yellow hat is running fast”). ReadyRosie Picture Walk Predictions Retelling the Story |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.3.PK. | 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.PK.H. | Integration of Knowledge and Ideas Text Analysis: Answer questions to compare and contrast the adventures and experiences of characters in familiar stories. |
| DESCRIPTOR | 1.3.PK.H.1. | Understand that characters within the same story or characters from different stories can be compared and contrasted. ReadyRosie Making Connections PreK Text to Self Connections |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.3.PK. | 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.PK.I. | Vocabulary Acquisition & Use Strategies: With prompting and support, clarify unknown words or phrases read aloud. |
| DESCRIPTOR | 1.3.PK.I.1. | Recognize words or phrases that are unfamiliar to them. ReadyRosie Morning Message Starting a Word Bank |
| DESCRIPTOR | 1.3.PK.I.2. | Ask, “What does that mean?” ReadyRosie Asking Wh- Questions Think About It Tips for helping your child love reading |
| DESCRIPTOR | 1.3.PK.I.3. | Talk about connections between familiar and unfamiliar words or phrases that mean similar things (e.g. grass, lawn). ReadyRosie Reading a Book for the Second Time |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.3.PK. | 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.PK.J. | Vocabulary Acquisition and Use: Use new vocabulary and phrases acquired in conversations and being read to. |
| DESCRIPTOR | 1.3.PK.J.1. | Talk about pictures using new vocabulary words or phrases. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag Picture Walk Predictions Reading a Book for the Second Time Retelling the Story |
| DESCRIPTOR | 1.3.PK.J.2. | Use new vocabulary in the context of dramatic play, daily routines and classroom conversations. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag Reading a Book for the Second Time |
| DESCRIPTOR | 1.3.PK.J.3. | Begin to use new vocabulary when asking questions or describing situations or objects. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag Reading a Book for the Second Time |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.3.PK. | 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.PK.K. | Range of Reading: With prompting and support, actively engage in group reading activities with purpose and understanding. |
| DESCRIPTOR | 1.3.PK.K.1. | Ask and answer questions about story or poem being read aloud. ReadyRosie Asking Wh- Questions Book Bag Descriptions Making Connections PreK Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Think About It Tips for helping your child love reading |
| DESCRIPTOR | 1.3.PK.K.2. | Share relevant prior knowledge about text being read aloud. ReadyRosie Picture Walk Predictions Text to Self Connections |
| DESCRIPTOR | 1.3.PK.K.3. | Respond to and build on comments from other children. ReadyRosie Asking Wh- Questions Itsy Bitsy Spider Illustrations My Favorite Part Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Tips for helping your child love reading |
| DESCRIPTOR | 1.3.PK.K.4. | Use ideas gained in group reading activities in other daily routines, learning centers, and activities. ReadyRosie Asking Wh- Questions My Favorite Part Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Tips for helping your child love reading |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.4.PK. | 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.PK.A. | Informative/ Explanatory: Draw/dictate to compose informative /explanatory texts examining a topic. |
| DESCRIPTOR | 1.4.PK.A.1. | Use illustration/dictation to convey meaning about a particular topic. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.4.PK. | 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.PK.C. | Informative / Explanatory Organization: With prompting and support, generate ideas to convey information. |
| DESCRIPTOR | 1.4.PK.C.1. | Brainstorm ideas for pictures and stories. ReadyRosie Making a Grocery List Using a Menu to Order |
| DESCRIPTOR | 1.4.PK.C.2. | Tell teacher what she/he will draw. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.4.PK. | 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.PK.D. | Informative/ Explanatory Organization: With prompting and support, make logical connections between drawing and dictation. |
| DESCRIPTOR | 1.4.PK.D.1. | Understand that words are connected to print. ReadyRosie Detailed Drawing of a Face Making a Grocery List Stuffed Animal Stories Thank You Note Using a Menu to Order Weekend News Writing Names with Shaving Cream |
| DESCRIPTOR | 1.4.PK.D.2. | Work with teacher to create words or sentences that relate to drawings. ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.4.PK. | 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.PK.E. | Informative / Explanatory Conventions of: Emerging to…Spell simple words phonetically. |
| DESCRIPTOR | 1.4.PK.E.1. | Write symbols, letters, or letter-like shapes. ReadyRosie Detailed Drawing of a Face Jump Rope Letters Making a Grocery List Silverware Alphabet Thank You Note Using a Menu to Order Weekend News Writing Names with Shaving Cream |
| DESCRIPTOR | 1.4.PK.E.2. | Attempt to reproduce own name and/or simple words, with most letters correct. ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.4.PK. | 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.PK.M. | Narrative: Dictate narratives to describe real or imagined experiences or events. |
| DESCRIPTOR | 1.4.PK.M.1. | Use illustration/dictation to convey meaning about an experience or event. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | 1.4.PK.M.2. | Create a picture about an experience or event and talk about it with the teacher. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.4.PK. | 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.PK.N. | Narrative Focus: Establish “who” and “what” the narrative will be about. |
| DESCRIPTOR | 1.4.PK.N.1. | Generate ideas for writing. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | 1.4.PK.N.2. | Understand that “who” a story will be about refers to the person, animal, or animated object that the story will be about. ReadyRosie Making Connections PreK Text to Self Connections |
| DESCRIPTOR | 1.4.PK.N.3. | Understand that “what” a story will be about refers to the sequenced events that happen to the referenced “who”. ReadyRosie Itsy Bitsy Spider Illustrations Toy Stories |
| DESCRIPTOR | 1.4.PK.N.4. | Respond when asked “who” or “what” a story is about, and follow through when drawing about or dictating the story. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Putting Away the Groceries Shaving Cream Shapes Table Riddles Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.4.PK. | 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.PK.O. | Narrative Content: With prompting and support, describe experiences and events. |
| DESCRIPTOR | 1.4.PK.O.1. | When prompted, provide details (e.g. descriptive words, feelings and thoughts of the character) to further develop a story. ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| DESCRIPTOR | 1.4.PK.O.2. | Tell teacher what she/he has drawn/written about. ReadyRosie Baby Photo Fun Color Word Sentences Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Why should we tell family stories? Writing Names with Shaving Cream Yesterday, Today, Tomorrow |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.4.PK. | 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.PK.P. | Narrative Organization: Recount a single event and tell about the events in the order in which they occurred. |
| DESCRIPTOR | 1.4.PK.P.2. | Understand that a single event is made up of a series of smaller events that are in a sequence (before, next, end). ReadyRosie Baby Photo Fun Color Word Sentences Itsy Bitsy Spider Illustrations Toy Stories Why should we tell family stories? Yesterday, Today, Tomorrow |
| DESCRIPTOR | 1.4.PK.P.3. | Respond with a logical sequence of events when asked “what” their story is about. ReadyRosie Baby Photo Fun Color Word Sentences Itsy Bitsy Spider Illustrations Toy Stories Why should we tell family stories? Yesterday, Today, Tomorrow |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.4.PK. | 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.PK.R. | Narrative Conventions of Language: Emerging to…Spell simple words phonetically. |
| DESCRIPTOR | 1.4.PK.R.1. | Write symbols, letters, or letter like shapes. ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| DESCRIPTOR | 1.4.PK.R.2. | Attempt to reproduce own name and/or simple words, with most letters correct. ReadyRosie Detailed Drawing of a Face Jump Rope Letters Making a Grocery List Morning Message Name Game Silverware Alphabet Thank You Note Using a Menu to Order Weekend News Writing Names with Shaving Cream |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.4.PK. | 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.PK.T. | Production and Distribution of Writing Process: With guidance and support from adults and peers, respond to questions and suggestions, add details as needed. |
| DESCRIPTOR | 1.4.PK.T.1. | Understand that drawings and dictations can convey meaning to an audience. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | 1.4.PK.T.2. | Understand that stories may have to be changed to make meaning more clear. ReadyRosie Baby Photo Fun Color Word Sentences Making a Grocery List Using a Menu to Order Why should we tell family stories? Yesterday, Today, Tomorrow |
| DESCRIPTOR | 1.4.PK.T.3. | Share work with others. ReadyRosie Stuffed Animal Stories Weekend News |
| DESCRIPTOR | 1.4.PK.T.4. | Participate in discussions about their work. ReadyRosie Stuffed Animal Stories Weekend News |
| DESCRIPTOR | 1.4.PK.T.5. | When prompted, make changes to work based on feedback. ReadyRosie Making a Grocery List Using a Menu to Order |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.4.PK. | 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.PK.V. | Conducting Research: Ask questions about topics of personal interest to gain information; with teacher guidance and support, locate information on the chosen topic. |
| DESCRIPTOR | 1.4.PK.V.1. | Ask adults for explanations or information using why, how, where and when questions (e.g. “Why do leaves turn colors?”, “Why doesn’t Jamal like pizza?”). ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| DESCRIPTOR | 1.4.PK.V.2. | Use a variety of resources (e.g. adults and peers, books, digital media, maps, recipes, experts) to find new information. ReadyRosie Who Should We Ask? |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.4.PK. | 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.PK.W. | Credibility, Reliability, and Validity of Sources: With guidance and support, recall information from experiences or books. |
| DESCRIPTOR | 1.4.PK.W.1. | Respond to prompts which require reference to prior experiences. ReadyRosie Making a Grocery List Using a Menu to Order |
| DESCRIPTOR | 1.4.PK.W.2. | Relate prior experiences and learning to a current topic. ReadyRosie Making a Grocery List Using a Menu to Order |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.4.PK. | 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.PK.X. | Range of Writing: Emerging to…Write routinely over short time frames. |
| DESCRIPTOR | 1.4.PK.X.1. | Engage in writing opportunities including journaling. ReadyRosie Making a Grocery List Using a Menu to Order |
| DESCRIPTOR | 1.4.PK.X.3. | Ask to revisit previous work. ReadyRosie Making a Grocery List Using a Menu to Order |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.5.PK. | 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.PK.A. | Comprehension and Collaboration Collaborative Discussion: Participate in collaborative conversations with peers and adults in small and larger groups. |
| DESCRIPTOR | 1.5.PK.A.1. | Communicate using detail related to topic being discussed. ReadyRosie Color Word Sentences I'm Thinking of an Animal If You're Happy & You Know It Mystery Bag Pantry Talk Description Phone Fun Pretending Together Taking Turns Weekend News Who Should We Ask? Yesterday, Today, Tomorrow |
| DESCRIPTOR | 1.5.PK.A.2. | Pose questions related to topic being discussed. ReadyRosie Color Word Sentences If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| DESCRIPTOR | 1.5.PK.A.3. | Allow wait time before responding. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| DESCRIPTOR | 1.5.PK.A.4. | Engage in turn taking. ReadyRosie Choosing the Right Voice Taking Turns |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.5.PK. | 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.PK.B. | Comprehension and Collaboration Critical Listening: Answer questions about key details in a text read aloud or information presented orally or through other media. |
| DESCRIPTOR | 1.5.PK.B.1. | Respond to a question with an answer or details related to the topic being discussed. ReadyRosie Baby Photo Fun Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? Why should we tell family stories? Yesterday, Today, Tomorrow |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.5.PK. | 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.PK.C. | Comprehension and Collaboration Evaluating: Respond to what a speaker says in order to follow directions, seek help, or gather information. |
| DESCRIPTOR | 1.5.PK.C.1. | Follow two-step directions. ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| DESCRIPTOR | 1.5.PK.C.2. | Act upon or respond to simple statements and questions showing understanding of intent. ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.5.PK. | 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.PK.D. | Presentation of Knowledge and Ideas Purpose, Audience, and: Use simple sentences; share stories, familiar experiences, and interests, speaking clearly enough to be understood by most audiences. |
| DESCRIPTOR | 1.5.PK.D.1. | Talk about stories, experiences, and interests using some detail. ReadyRosie Asking Wh- Questions Just the Facts My Favorite Part Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Tips for helping your child love reading |
| DESCRIPTOR | 1.5.PK.D.2. | Use appropriate volume to be heard by group, paying attention to inside and outside voices. ReadyRosie Choosing the Right Voice Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| DESCRIPTOR | 1.5.PK.D.3. | Use appropriate pacing when speaking. ReadyRosie Choosing the Right Voice |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.5.PK. | 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.PK.E. | Presentation of Knowledge and Ideas Context: Use simple sentences; express thoughts, feelings, and ideas, speaking clearly enough to be understood by most audiences. |
| DESCRIPTOR | 1.5.PK.E.1. | Talk about personal thoughts, feelings, and ideas. ReadyRosie Color Word Sentences Funny Faces If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Talking About Your Feelings Who Should We Ask? |
| DESCRIPTOR | 1.5.PK.E.2. | Use appropriate volume to be heard by group, paying attention to inside and outside voices. ReadyRosie Choosing the Right Voice Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| DESCRIPTOR | 1.5.PK.E.3. | Use appropriate pacing when speaking. ReadyRosie Choosing the Right Voice |
| SUBJECT / STANDARD AREA | PA.LLD. | Language and Literacy Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 1.5.PK. | 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.PK.G. | Conventions of Standard English: Demonstrate command of the conventions of standard English when speaking based on pre-kindergarten level and content. |
| DESCRIPTOR | 1.5.PK.G.1. | Speak in complete sentences that contain more than three words. ReadyRosie All Mixed Up |
| DESCRIPTOR | 1.5.PK.G.2. | Use past tense. ReadyRosie What Did I Do? |
| DESCRIPTOR | 1.5.PK.G.5. | Use a variety of prepositions. ReadyRosie Little Miss Muffet Role Play |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 2.1.PK. | 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.PK.A.1. | Counting and Cardinality: Know number names and the count sequence. |
| DESCRIPTOR | 2.1.PK.A.1.1. | Name numerals up to 10. ReadyRosie Crazy Counting Fruit Salad How Many Steps to Bed? How Old Are You? Magazine Number Hunt Numbers Everywhere Rub a Dub Counting |
| DESCRIPTOR | 2.1.PK.A.1.2. | Rote count up to 20. ReadyRosie How Many Can I Grab? Keep It Up Penny Drop Rub a Dub Counting |
| DESCRIPTOR | 2.1.PK.A.1.3. | Match a numeral to a set of 0-10 objects. ReadyRosie Candy Sort and Graph Fruit Salad I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Magazine Number Hunt Numbers Everywhere Sort and Graph Leaves Sorting Laundry |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 2.1.PK. | 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.PK.A.2. | Counting and Cardinality: Count to tell the number of objects. |
| DESCRIPTOR | 2.1.PK.A.2.1. | Subitize (visually quantify) to determine how many: attach a numerical value to a set of objects without counting up to 6. ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| DESCRIPTOR | 2.1.PK.A.2.2. | Use one-to-one correspondence when counting to 10. ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Candy Sort and Graph Counting Signs Decorating Cupcakes Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Lily Pad Hop Measure your Steps Penny Drop The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| DESCRIPTOR | 2.1.PK.A.2.3. | State the total number of objects counted, demonstrating understanding that the last number named tells the number of objects counted. ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| DESCRIPTOR | 2.1.PK.A.2.4. | Use counting and numbers as part of play and as a means for determining quantity. ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 2.1.PK. | 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.PK.A.3. | Counting and Cardinality: Compare numbers. |
| DESCRIPTOR | 2.1.PK.A.3.1. | Create sets of objects with same and different amounts. ReadyRosie More than Ten |
| DESCRIPTOR | 2.1.PK.A.3.2. | Identify whether the number of objects in one group is greater than, less than or equal to the number of objects in another group up to 10. ReadyRosie Acorns and Pinecones Cereal Challenge Make a Tower of Ten More than Ten Sharing Goldfish Slap One More Snack Fractions Who has the Biggest Number? |
| DESCRIPTOR | 2.1.PK.A.3.3. | Compare two numbers between 1 and 5 when presented as written numerals. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| DESCRIPTOR | 2.1.PK.A.3.4. | Practice use of mathematical vocabulary to compare numbers of objects. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 2.1.PK. | 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.PK.MP. | Counting and Cardinality: Use mathematical processes when quantifying, comparing, representing, and modeling numbers. |
| DESCRIPTOR | 2.1.PK.MP.1. | Engage in numerical play. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| DESCRIPTOR | 2.1.PK.MP.2. | Persist in numerical play (Reference AL.2.PK.C). ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| DESCRIPTOR | 2.1.PK.MP.3. | When prompted, communicate thinking while engaged in numerical play. ReadyRosie Find My Number Lily Pad Hop Magazine Number Hunt May I Take your Order? Numbers Everywhere Special Day Countdown Three Ways to Show a Number |
| DESCRIPTOR | 2.1.PK.MP.4. | Talk and listen to peers during numerical play. ReadyRosie Find My Number Lily Pad Hop Magazine Number Hunt May I Take your Order? Numbers Everywhere Special Day Countdown Three Ways to Show a Number |
| DESCRIPTOR | 2.1.PK.MP.5. | Use common forms of numerical representation (e.g. fingers, tally marks, dots). ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Counting Signs Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up May I Take your Order? More Grapes More than Ten Penny Drop Quick Dots Show Me Skipping Around Taking Inventory The Number Stays the Same |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 2.2.PK. | 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.PK.A.1. | Operations and Algebraic Thinking: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. |
| DESCRIPTOR | 2.2.PK.A.1.1. | Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations. ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| DESCRIPTOR | 2.2.PK.A.1.2. | Explain adding and subtracting sets of objects up to and including six, using basic math vocabulary (e.g. putting together, adding to, taking away, taking apart, taking from). ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| DESCRIPTOR | 2.2.PK.A.1.3. | Join sets of objects. ReadyRosie Decorating Cupcakes How Many Feet? In My Pond, Part 1 Make a Tower of Ten One More Packing for Our Trip Rock Toss |
| DESCRIPTOR | 2.2.PK.A.1.4. | Separate sets of objects. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| DESCRIPTOR | 2.2.PK.A.1.5. | Add objects to a set and tell a number story about it. ReadyRosie Decorating Cupcakes How Many Feet? In My Pond, Part 1 Make a Tower of Ten One More Packing for Our Trip Rock Toss |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 2.2.PK. | 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.PK.MP. | Operations and Algebraic Thinking: Use mathematical processes when representing relationships. |
| DESCRIPTOR | 2.2.PK.MP.1. | Engage in mathematical play. ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| DESCRIPTOR | 2.2.PK.MP.2. | Persist in mathematical play (Reference AL.2.PK.C). ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| DESCRIPTOR | 2.2.PK.MP.3. | Problem solve during mathematical play (Reference AL.4.PK.C). ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| DESCRIPTOR | 2.2.PK.MP.4. | When prompted, communicate thinking while engaged in mathematical play. ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| DESCRIPTOR | 2.2.PK.MP.5. | Talk and listen to peers during mathematical play. ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| DESCRIPTOR | 2.2.PK.MP.6. | Use common forms of numerical representation (e.g. fingers, tally marks, dots). ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Counting Signs Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up May I Take your Order? More Grapes More than Ten Penny Drop Quick Dots Show Me Skipping Around Taking Inventory The Number Stays the Same |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 2.3.PK. | 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.PK.A.1. | Geometry: Identify and describe shapes. |
| DESCRIPTOR | 2.3.PK.A.1.1. | Describe objects in the environment using names of shapes. ReadyRosie Buying Oranges |
| DESCRIPTOR | 2.3.PK.A.1.2. | Recognize and describe the attributes of geometric figures. ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| DESCRIPTOR | 2.3.PK.A.1.3. | Describe the relative positions of objects using terms such as above, below, beside, in front of, behind, and next to. ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Race Car Transformations Stuffed Animal Olympics Treasure Map |
| DESCRIPTOR | 2.3.PK.A.1.4. | Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (solid). ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 2.3.PK. | 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.PK.A.2. | Geometry: Analyze, compare, create, and compose shapes. |
| DESCRIPTOR | 2.3.PK.A.2.1. | Analyze and compare two-and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts and other attributes. ReadyRosie Building Houses Candy Sort and Graph Finger Shapes Guess My Shape I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Sort and Graph Leaves Sorting Laundry Ways to Cut a Sandwich |
| DESCRIPTOR | 2.3.PK.A.2.2. | Model shapes in the world by building shapes from components and drawing shapes. ReadyRosie Building Houses Pantry Sort 1 Pantry Sort 2 |
| DESCRIPTOR | 2.3.PK.A.2.3. | Use geoboards to create shapes with rubber bands. ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| DESCRIPTOR | 2.3.PK.A.2.4. | Use simple shapes to compose larger shapes. ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 2.3.PK. | 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.PK.MP. | Geometry: Use mathematical processes when drawing, constructing, modeling, and representing shapes. |
| DESCRIPTOR | 2.3.PK.MP.1. | Engage in geometric play. ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| DESCRIPTOR | 2.3.PK.MP.2. | Persist in geometric play (Reference AL.2.PK.C). ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| DESCRIPTOR | 2.3.PK.MP.3. | Problem solve during geometric play (Reference AL.4.PK.C). ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| DESCRIPTOR | 2.3.PK.MP.4. | When prompted, communicate thinking while engaged in geometric play. ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| DESCRIPTOR | 2.3.PK.MP.5. | Talk and listen to peers during geometric play. ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 2.4.PK. | 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.PK.A.1. | Measurement and Data: Describe and compare measurable attributes of length and weights of everyday objects. |
| DESCRIPTOR | 2.4.PK.A.1.1. | Recognize attributes of objects that can be measured. ReadyRosie Buying Oranges |
| DESCRIPTOR | 2.4.PK.A.1.2. | Measure objects using non-standard items (e.g. hands, shoes, yarn, blocks). ReadyRosie Bookcase Problem Tips for helping your child love reading |
| DESCRIPTOR | 2.4.PK.A.1.5. | Sort and order by one attribute. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| DESCRIPTOR | 2.4.PK.A.1.6. | Use ordinal number words to describe the position of objects (first, second, last). ReadyRosie First Place Under the Cup |
| DESCRIPTOR | 2.4.PK.A.1.7. | Compare two objects with a measureable attribute in common to see which object has “more of”/ “less of” the attribute and describe the difference. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Keep It Up Letter Sort Likely or Unlikely One Less One More Slap One More Sort and Graph Leaves Sorting Laundry Special Day Countdown Who has the Biggest Number? |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 2.4.PK. | 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.PK.A.2. | Measurement and Data: Classify objects and count the number of objects in each category. |
| DESCRIPTOR | 2.4.PK.A.2.1. | Classify up to 10 objects using one attribute into categories. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| DESCRIPTOR | 2.4.PK.A.2.2. | Display the number of objects in each category. ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in a Set? How Many in the Car? How Old Are You? Keep It Up More Grapes More than Ten Quick Dots Show Me Slap One More Taking Inventory Three Ways to Show a Number |
| DESCRIPTOR | 2.4.PK.A.2.3. | Count and compare the quantities of each category to describe which category has “more of”/ “less of” the attribute. ReadyRosie Domino Match-Up How Many in a Set? Keep It Up More Grapes One Less One More Quick Dots Show Me Slap One More Special Day Countdown Three Ways to Show a Number Who has the Biggest Number? |
| SUBJECT / STANDARD AREA | PA.M. | Mathematical Thinking and Expression (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 2.4.PK. | 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.PK.MP. | Measurement and Data: Use mathematical processes when measuring; representing, organizing, and understanding data. |
| DESCRIPTOR | 2.4.PK.MP.1. | Engage in activities that include measuring, representing, organizing, and understanding data. ReadyRosie Bookcase Problem Building Houses Candy Sort and Graph Cereal Challenge Comparing Vegetables I Spy a Coin I Spy an Animal Leap Frog Measure Letter Sort Likely or Unlikely Measuring the Table Near and Far Sort and Graph Leaves Sorting Laundry |
| DESCRIPTOR | 2.4.PK.MP.2. | Persist in activities that include measuring, representing, organizing, and understanding data (Reference AL.2.PK.C). ReadyRosie Bookcase Problem Building Houses Candy Sort and Graph Cereal Challenge Comparing Vegetables I Spy a Coin I Spy an Animal Leap Frog Measure Letter Sort Likely or Unlikely Measuring the Table Near and Far Sort and Graph Leaves Sorting Laundry |
| DESCRIPTOR | 2.4.PK.MP.3. | Problem solve in activities that include measuring, representing, organizing, and understanding data (Reference AL.4.PK.C). ReadyRosie Candy Sort and Graph Cereal Challenge I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| DESCRIPTOR | 2.4.PK.MP.4. | When prompted, communicate thinking while engaged in activities that include measuring, representing, organizing, and understanding data. ReadyRosie Bookcase Problem Building Houses Candy Sort and Graph Cereal Challenge Comparing Vegetables I Spy a Coin I Spy an Animal Leap Frog Measure Letter Sort Likely or Unlikely Measuring the Table Near and Far Sort and Graph Leaves Sorting Laundry |
| DESCRIPTOR | 2.4.PK.MP.5. | Talk and listen to peers during activities that include measuring, representing, organizing, and understanding data. ReadyRosie Bookcase Problem Building Houses Candy Sort and Graph Cereal Challenge Comparing Vegetables I Spy a Coin I Spy an Animal Leap Frog Measure Letter Sort Likely or Unlikely Measuring the Table Near and Far Sort and Graph Leaves Sorting Laundry |
| SUBJECT / STANDARD AREA | PA.S. | Scientific Thinking and Technology (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 3.1.PK.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 Questions: In what ways do living and non-living things differ? What are similarities, differences, and patterns of living things? | |
| DESCRIPTOR / STANDARD | 3.1.PK.B.1. | Heredity: Recognize and compare physical characteristics of living things from same species. |
| DESCRIPTOR | 3.1.PK.B.1.1. | Note things that are similar among family members when looking at photographs. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| DESCRIPTOR | 3.1.PK.B.1.2. | Identify characteristics of own family (e.g. hair color, eye color and height). ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| SUBJECT / STANDARD AREA | PA.S. | Scientific Thinking and Technology (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 3.2.PK.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.PK.A.3. | Matter and Energy: Notice change in matter. |
| DESCRIPTOR | 3.2.PK.A.3.3. | Notice changes in food substances during cooking. ReadyRosie Making Trail Mix |
| SUBJECT / STANDARD AREA | PA.S. | Scientific Thinking and Technology (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 4.5.PK. | Environment and Ecology: Humans and the Environment |
| 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 | 4.5.PK.B. | Integrated Pest Management: Identify things in the natural environment that can be harmful to people, pets and other living things. |
| DESCRIPTOR | 4.5.PK.B.1. | Recognize and avoid unsafe things and situations within the immediate natural environment. ReadyRosie My Address |
| SUBJECT / STANDARD AREA | PA.S. | Scientific Thinking and Technology (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 15.4.PK. | Computer and Information Technology: |
| STANDARD | Big Idea: Technology impacts daily living and can be used as a tool for exploring and understanding the world, as well as communicating with one another. The media (e.g. music, books, maps, TV programming, newspapers, magazines, movies, Internet, applications, advertising) constructed with available technology conveys a message that can be read, interpreted, and evaluated. Essential Questions: How do I choose the correct technology for a task? Can I use various technologies appropriately? How do I read, interpret, and evaluate media? | |
| DESCRIPTOR / STANDARD | 15.4.PK.M. | Emerging Technologies in Careers: With help and support, identify various technologies used in the workplace. |
| DESCRIPTOR | 15.4.PK.M.1. | Attempt to use model and real medical equipment as it is used at the doctor’s office during play. ReadyRosie Who Should We Ask? |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 5.1.PK. | 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.PK.A. | Rule of Law: State rules and their consequences. |
| DESCRIPTOR | 5.1.PK.A.1. | Describe classroom rules. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| DESCRIPTOR | 5.1.PK.A.2. | Explain a consequence for breaking a classroom rule. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 5.2.PK. | 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.PK.A. | Civics Rights and Responsibilities: Identify self-membership of a group such as the class or family. |
| DESCRIPTOR | 5.2.PK.A.3. | Participate in classroom and family responsibilities. ReadyRosie How do I get my child to______? How should I handle temper tantrums? My Address |
| DESCRIPTOR | 5.2.PK.A.4. | Talk about responsibilities at home. ReadyRosie My Address |
| DESCRIPTOR | 5.2.PK.A.5. | Work cooperatively with other children to achieve an outcome. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 5.2.PK. | 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.PK.B. | Conflict and Resolution: Identify a problem and discuss possible solutions with adult assistance. |
| DESCRIPTOR | 5.2.PK.B.1. | Identify one or two solutions to a problem. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| DESCRIPTOR | 5.2.PK.B.2. | Attempt to solve a conflict with a peer. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| DESCRIPTOR | 5.2.PK.B.3. | Work with a peer to develop a solution to a problem (e.g. ways to share the play dough when there isn’t enough). ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| DESCRIPTOR | 5.2.PK.B.4. | Suggest simple solutions to conflict which are most often based upon own needs and desires. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 5.3.PK. | Civics and Government: How Government Works |
| 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.PK.F. | Conflict and the Court System: Identify appropriate behaviors for responsible classroom citizens. |
| DESCRIPTOR | 5.3.PK.F.1. | Use inside voices while indoors and outside voices when outdoors. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| DESCRIPTOR | 5.3.PK.F.3. | Follow rules and routines in classroom. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| DESCRIPTOR | 5.3.PK.F.4. | Respond with empathy to others who are upset. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| DESCRIPTOR | 5.3.PK.F.6. | Respect another’s attempts to complete tasks independently. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 6.1.PK. | Economics: Scarcity and Choice |
| 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 | 6.1.PK.A. | Scarcity and Choice: Emerging to…Identify how scarcity influences choice. |
| DESCRIPTOR | 6.1.PK.A.2. | Notice when materials are running low (e.g. we need more paper in the art area). ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | 6.1.PK.A.3. | Offer to share materials when materials are scarce (e.g. one shovel in sensory table). ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 6.1.PK. | Economics: Scarcity and Choice |
| 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 | 6.1.PK.B. | Limited: Emerging to…Identify family wants and needs. |
| DESCRIPTOR | 6.1.PK.B.2. | Demonstrates awareness of one’s own preferences ReadyRosie Book Selection Selecting Books Using a Menu to Order What's for Dinner? |
| DESCRIPTOR | 6.1.PK.B.3. | Identify personal wants. ReadyRosie Book Selection Selecting Books Using a Menu to Order What's for Dinner? |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 6.2.PK. | Economics: Market and Economic Systems |
| 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 | 6.2.PK.C. | Advertising and Media: Emerging to…Identify advertisements that encourage us to buy things. |
| DESCRIPTOR | 6.2.PK.C.1. | Recognize logos (environmental print) from local businesses. ReadyRosie Shopping for Clothes |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 6.2.PK. | Economics: Market and Economic Systems |
| 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 | 6.2.PK.D. | Price Determination: Explain how money is used. |
| DESCRIPTOR | 6.2.PK.D.4. | Practice exchanging play money for goods. ReadyRosie Making a Grocery List |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 6.3.PK. | Economics: Functions of Government |
| 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 | 6.3.PK.D. | Government’s Role in International Trade: Identify products produced locally. |
| DESCRIPTOR | 6.3.PK.D.1. | Name items that come from farms, factories, and/or businesses within the community. ReadyRosie Making a Grocery List |
| DESCRIPTOR | 6.3.PK.D.2. | Talk about products that can be found around their home. ReadyRosie Making a Grocery List |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 6.5.PK. | 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.PK.C. | Types of Business: Identify local businesses. |
| DESCRIPTOR | 6.5.PK.C.1. | Participate in role play that is related to a local business (e.g. pet store, hair salon, restaurant). ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| DESCRIPTOR | 6.5.PK.C.2. | Describe where customers go to acquire specific goods or services (e.g. food purchased at grocery store, hammer and nails purchased at hardware store). ReadyRosie Making a Grocery List |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 7.1.PK. | Geography: Basic Geographic Literacy |
| STANDARD | Big Idea: Location can be represented using a variety of tools. Essential Questions: What tools help me to understand the location of places and things? How can I represent the location of places and things? | |
| DESCRIPTOR / STANDARD | 7.1.PK.A. | Geographic Tools: Explain how a map is a representation of places. |
| DESCRIPTOR | 7.1.PK.A.1. | Use a simple map. ReadyRosie My Address |
| DESCRIPTOR | 7.1.PK.A.2. | Use available materials (e.g. blocks) to represent buildings, roads or houses. ReadyRosie My Address Tips for helping your child love reading |
| DESCRIPTOR | 7.1.PK.A.3. | Include representations of roads, bodies of water and buildings in play. ReadyRosie My Address |
| DESCRIPTOR | 7.1.PK.A.4. | Discuss tools used to locate places. ReadyRosie My Address |
| DESCRIPTOR | 7.1.PK.A.5. | Use the term “map”. ReadyRosie My Address |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 7.1.PK. | Geography: Basic Geographic Literacy |
| STANDARD | Big Idea: Location can be represented using a variety of tools. Essential Questions: What tools help me to understand the location of places and things? How can I represent the location of places and things? | |
| DESCRIPTOR / STANDARD | 7.1.PK.B. | Location of Places and Regions: Emerging to…Describe the location of places in the home, school, and community to gain an understanding of relative location. |
| DESCRIPTOR | 7.1.PK.B.4. | Listen to directions and retrieve items. ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| SUBJECT / STANDARD AREA | PA.SS. | Social Studies Thinking (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 8.1.PK. | 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.PK.A. | Continuity and Change over Time: Identify a sequence of events through a day. |
| DESCRIPTOR | 8.1.PK.A.2. | Describe the daily routine (e.g., what happens first, before lunch, after lunch, at end of day). ReadyRosie Brushing Your Teeth How do I get my child to______? How should I handle temper tantrums? Packing for Our Trip Reading Routines for Early Readers |
| DESCRIPTOR | 8.1.PK.A.3. | Show anticipation for regularly scheduled events. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 9.1.M.PK. | 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.PK.B. | Demonstration: Respond to different types of music and dance through participation and discussion. |
| DESCRIPTOR | 9.1.M.PK.B.2. | Sing familiar songs, chants, and finger plays. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 9.1.M.PK. | 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.PK.E. | Representation: Use imagination and creativity to express self through music and dance. |
| DESCRIPTOR | 9.1.M.PK.E.3. | Improvise songs and rhythmic patterns. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| DESCRIPTOR | 9.1.M.PK.E.4. | Change words or tune of familiar songs to make new songs. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 9.1.D.PK. | 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.PK.B. | Demonstrations: Recreate a dramatic play experience for an audience. |
| DESCRIPTOR | 9.1.D.PK.B.1. | Create various voice inflections and facial expressions in play. ReadyRosie Choosing the Right Voice |
| DESCRIPTOR | 9.1.D.PK.B.2. | Change voice inflections when recreating various characters. ReadyRosie Choosing the Right Voice In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| DESCRIPTOR | 9.1.D.PK.B.3. | Direct peers or follow peers’ instructions about dramatic play schemes. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| DESCRIPTOR | 9.1.D.PK.B.4. | Act out stories with guidance of the adult. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 9.1.D.PK. | 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.PK.E. | Representation: Use imagination and creativity to express self through dramatic play. |
| DESCRIPTOR | 9.1.D.PK.E.1. | Use nonconforming objects to create representations of real life objects or activities. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| DESCRIPTOR | 9.1.D.PK.E.2. | Represent fantasy and real-life experiences through pretend play. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Tips for helping your child love reading Toy Stories |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 9.1.V.PK. | 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.PK.A. | Elements and Principles: Know and use basic elements of visual arts. |
| DESCRIPTOR | 9.1.V.PK.A.1. | Participate in teacher-guided visual arts activities. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | 9.1.V.PK.A.2. | Choose art center during free choice. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | 9.1.V.PK.A.3. | Demonstrate an understanding of “color,” “shape,” and “line”. ReadyRosie Building Houses Grocery Store Conversations Pantry Sort 1 Pantry Sort 2 |
| DESCRIPTOR | 9.1.V.PK.A.4. | Create a picture using different colors, varying the intensity of strokes and combining colors. ReadyRosie Detailed Drawing of a Face Grocery Store Conversations May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 9.1.V.PK. | 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.PK.B. | Demonstration: Combine a variety of materials to create a work of art. |
| DESCRIPTOR | 9.1.V.PK.B.1. | Participate in teacher-guided visual arts activities. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | 9.1.V.PK.B.2. | Choose art center during free choice. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | 9.1.V.PK.B.4. | Draw to explore and extend themes in the classroom. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 9.1.V.PK. | 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.PK.E. | Representation: Use imagination and creativity to express self through visual arts. |
| DESCRIPTOR | 9.1.V.PK.E.1. | Participate in teacher-guided visual arts activities. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | 9.1.V.PK.E.2. | Choose art center during free choice. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | 9.1.V.PK.E.3. | Draw self-portrait. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | 9.1.V.PK.E.4. | Create a work of art to represent a real or imagined object, animal, or person. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | 9.1.V.PK.E.5. | Use a growing number of details and make more realistic representations. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | 9.1.V.PK.E.6. | Choose different art materials to represent different types of thoughts or feelings. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 9.1.V.PK. | 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.PK.J. | Technologies: Use a variety of technologies for producing works of art. |
| DESCRIPTOR | 9.1.V.PK.J.1. | Explore a variety of art materials and tools. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | 9.1.V.PK.J.2. | Participate in teacher-guided visual arts activities. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | 9.1.V.PK.J.3. | Choose art center during free choice. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | 9.1.V.PK.J.4. | Use art materials and tools as intended. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | 9.1.V.PK.J.5. | Manipulate materials in a variety of ways (e.g. pounding, squeeze, cutting, rolling). ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| SUBJECT / STANDARD AREA | PA.CA. | Creative Thinking and Expression (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 9.2.PK. | Historical and Cultural Context of Works in the Arts |
| STANDARD | Big Idea: Every culture has its own art forms. Essential Question: Can I identify instruments and/or art forms from another culture? | |
| DESCRIPTOR / STANDARD | 9.2.PK.D. | Perspective: Explain that instruments or art forms represent cultural perspectives. |
| DESCRIPTOR | 9.2.PK.D.1. | Explore instruments from different cultures. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| DESCRIPTOR | 9.2.PK.D.2. | Participate in discussions about where various instruments and art forms originate. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| DESCRIPTOR | 9.2.PK.D.3. | Identify cultures represented by various art forms. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 10.1.PK. | 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.PK.C. | Nutrition: Identify foods that keep our body healthy. |
| DESCRIPTOR | 10.1.PK.C.1. | Identify healthy and non-healthy foods. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| DESCRIPTOR | 10.1.PK.C.3. | Make healthy food choices. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 10.1.PK. | 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.PK.E. | Health Problems and Disease Prevention: Identify and discuss common health problems. |
| DESCRIPTOR | 10.1.PK.E.1. | Participate in discussions about infectious (e.g. colds, flu, chicken pox, pink eye) and non-infectious illnesses (e.g. asthma, allergies). ReadyRosie Who Should We Ask? |
| DESCRIPTOR | 10.1.PK.E.2. | Discuss the concept of “germs”. ReadyRosie Who Should We Ask? |
| DESCRIPTOR | 10.1.PK.E.3. | Participate in activities that exemplify the spread of germs. ReadyRosie Who Should We Ask? |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 10.2.PK. | 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.PK.A. | Health Practices, Products, and Services: Identify fundamental practices for good health. |
| DESCRIPTOR | 10.2.PK.A.1. | Practice basic hygiene routines with adult reminders (e.g. hand washing, tooth brushing, cover nose and mouth when sneezing). ReadyRosie Rub a Dub Counting |
| DESCRIPTOR | 10.2.PK.A.2. | Explain that we need to eat well, get rest and exercise to stay healthy. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| DESCRIPTOR | 10.2.PK.A.3. | Identify people that help keep us healthy (e.g. doctor, nurse or dentist, gym teacher). ReadyRosie Who Should We Ask? |
| DESCRIPTOR | 10.2.PK.A.4. | Identify specific practices that support body development and function (e.g., exercise, good nutrition, rest). ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 10.3.PK. | 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.PK.A. | Safe and Unsafe Practices: Recognize safe and unsafe practices. |
| DESCRIPTOR | 10.3.PK.A.1. | Identify and follow basic safety rules (e.g. on playground, in classroom, on field trip, crossing street). ReadyRosie My Address |
| DESCRIPTOR | 10.3.PK.A.2. | Identify the consequence of an unsafe behavior. ReadyRosie My Address |
| DESCRIPTOR | 10.3.PK.A.3. | Identify and avoid unsafe practices (e.g. playing with matches, talking to strangers). ReadyRosie My Address |
| DESCRIPTOR | 10.3.PK.A.4. | Explain how community helpers (e.g. firefighter, police officer) can keep us safe. ReadyRosie Who Should We Ask? |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 10.4.PK. | 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.PK.A. | Control and Coordination: Demonstrate coordination of body movements in active play. |
| DESCRIPTOR | 10.4.PK.A.1. | Combine large motor movements with the use of equipment (e.g. ride a tricycle, using feet to pedal, catch a ball, throw a bean bag or ball overhand with aim, kick a ball). ReadyRosie Follow the Leader |
| DESCRIPTOR | 10.4.PK.A.2. | Move and stop with control. ReadyRosie Follow the Leader |
| DESCRIPTOR | 10.4.PK.A.3. | Use outdoor gross motor equipment. ReadyRosie Follow the Leader |
| DESCRIPTOR | 10.4.PK.A.4. | Run with control and direction. ReadyRosie Follow the Leader |
| DESCRIPTOR | 10.4.PK.A.5. | Engage in gross motor games (e.g. Hokey Pokey, London Bridge, Simon Says). ReadyRosie Follow the Leader |
| DESCRIPTOR | 10.4.PK.A.6. | Perform a variety of movement alongside and with a partner. ReadyRosie Follow the Leader |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 10.4.PK. | 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.PK.B. | Balance and Strength: Exhibit balance while moving on the ground or using equipment. |
| DESCRIPTOR | 10.4.PK.B.1. | Engage in large motor activities that require strength and balance (e.g. marching, hopping, running, jumping, dancing, walking tip toe). ReadyRosie Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| DESCRIPTOR | 10.4.PK.B.2. | Walk on a balance beam. ReadyRosie Follow the Leader |
| DESCRIPTOR | 10.4.PK.B.4. | Participate in an obstacle course going through tunnels, over or under equipment. ReadyRosie Follow the Leader |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 10.5.PK. | 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.PK.A. | Strength, Coordination and Muscle Control: Use hands, fingers and wrists to manipulate objects. |
| DESCRIPTOR | 10.5.PK.A.1. | Practice manual self-help skills (e.g. zipping, snapping, buttoning). ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| DESCRIPTOR | 10.5.PK.A.3. | Use tongs or tweezers to pick up objects. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| DESCRIPTOR | 10.5.PK.A.4. | Manipulate smaller objects (e.g. pegs into a pegboard, puzzle pieces, stringing beads). ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 10.5.PK. | 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.PK.B. | Eye/Hand Coordination: Coordinate eye and hand movements to perform a task. |
| DESCRIPTOR | 10.5.PK.B.1. | Act out finger plays with hands and fingers. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| DESCRIPTOR | 10.5.PK.B.3. | Complete self-help skills such as zip, snap or button. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| DESCRIPTOR | 10.5.PK.B.4. | Manipulate smaller objects (e.g. pegs into a pegboard, puzzle pieces, stringing beads). ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| DESCRIPTOR | 10.5.PK.B.5. | Use tools to pour (e.g. funnels, basters, and pitchers). ReadyRosie Fill Up the Cup Making Trail Mix Strawberries for a Picnic |
| SUBJECT / STANDARD AREA | PA.HPD. | Health, Wellness and Physical Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 10.5.PK. | 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.PK.C. | Use of Tools: Use tools that require use of fingers, hands, and/or wrists to accomplish a task. |
| DESCRIPTOR | 10.5.PK.C.3. | Use tools (e.g. broom, dust pan brush, gardening tools) to complete classroom jobs. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| DESCRIPTOR | 10.5.PK.C.5. | Use cup or glass for drinking. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 16.1.PK. | Self-Awareness and Self-Management |
| 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.PK.A. | Manages Emotions and Behaviors: Distinguish between emotions and identify socially accepted ways to express them. |
| DESCRIPTOR | 16.1.PK.A.1. | Recognize and label basic feelings. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| DESCRIPTOR | 16.1.PK.A.2. | Express feelings that are appropriate to the situation. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| DESCRIPTOR | 16.1.PK.A.3. | Express feelings verbally or through play and artistic representation. ReadyRosie Detailed Drawing of a Face Funny Faces If You're Happy & You Know It May I Take your Order? Mirror, Mirror Shaving Cream Shapes Talking About Your Feelings Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | 16.1.PK.A.4. | Name a range of feelings (e.g. excited, scared, angry, and surprised). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| DESCRIPTOR | 16.1.PK.A.5. | Control negative responses by expressing them in appropriate ways (e.g. talking with a peer or telling a teacher). ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 16.1.PK. | Self-Awareness and Self-Management |
| 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.PK.B. | Influences of Personal Traits on Life: Recognize that everyone has personal traits which guide behavior and choices. |
| DESCRIPTOR | 16.1.PK.B.1. | Demonstrate awareness of self and one’s own preferences. ReadyRosie Book Selection Selecting Books Using a Menu to Order What's for Dinner? |
| DESCRIPTOR | 16.1.PK.B.2. | Know and state independent thoughts and feelings. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| DESCRIPTOR | 16.1.PK.B.3. | Show pride in own accomplishments. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| DESCRIPTOR | 16.1.PK.B.4. | Demonstrate confidence in own abilities (e.g. “I can kick that ball really far”). ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| DESCRIPTOR | 16.1.PK.B.5. | Choose materials and activities based on preferences and personal interests. ReadyRosie Book Selection Selecting Books Using a Menu to Order What's for Dinner? |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 16.1.PK. | Self-Awareness and Self-Management |
| 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.PK.C. | Resiliency: Recognize that everyone makes mistakes and that using positive coping skills can result in learning from the experience. |
| DESCRIPTOR | 16.1.PK.C.2. | Strive to correct mistakes. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| DESCRIPTOR | 16.1.PK.C.3. | Move forward with a second attempt at something after the first attempt was unsuccessful. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DESCRIPTOR | 16.1.PK.C.4. | Ask for help with a task after an unsuccessful attempt. 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 (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 16.2.PK. | 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.PK.A. | Relationships: Interact with peers and adults in a socially acceptable manner. |
| DESCRIPTOR | 16.2.PK.A.1. | Engage in reciprocal conversation with familiar peer and adult. ReadyRosie Color Word Sentences Following Directions Grandparent Storytime If You're Happy & You Know It Morning Message Pantry Talk Description Phone Fun Taking Turns Talking About Your Feelings Who Should We Ask? |
| DESCRIPTOR | 16.2.PK.A.2. | Respond to familiar adult’s questions and directions. ReadyRosie Baby Photo Fun Color Word Sentences Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim Why should we tell family stories? Yesterday, Today, Tomorrow |
| DESCRIPTOR | 16.2.PK.A.4. | Seek out companionship from another child. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| DESCRIPTOR | 16.2.PK.A.5. | Use words denoting friendship. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| DESCRIPTOR | 16.2.PK.A.6. | Ask a child to play (e.g. “Do you want to make a block house with me?”). ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| DESCRIPTOR | 16.2.PK.A.7. | Play cooperatively with a few peers for a sustained period of time. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| DESCRIPTOR | 16.2.PK.A.8. | Respond with empathy to others who are upset. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| DESCRIPTOR | 16.2.PK.A.9. | Share and take turns. ReadyRosie Choosing the Right Voice Taking Turns |
| DESCRIPTOR | 16.2.PK.A.10. | Respect feelings and belongings of others. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 16.2.PK. | 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.PK.B. | Diversity: Identify similarities and differences between self and others. |
| DESCRIPTOR | 16.2.PK.B.1. | Understand that each person has a set of unique characteristics. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| DESCRIPTOR | 16.2.PK.B.2. | Make drawings of people, including self-portraits, depicting body parts, clothing, and other physical characteristics. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for storytelling: Story ideas Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | 16.2.PK.B.3. | Label personal characteristics. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| DESCRIPTOR | 16.2.PK.B.4. | Discuss the similarities and differences between self and others. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show Grandparent Storytime How Many Feet? Tips for storytelling: Story ideas Why should we tell family stories? |
| DESCRIPTOR | 16.2.PK.B.5. | Understand that family structures may differ from one family to another. ReadyRosie My Address |
| DESCRIPTOR | 16.2.PK.B.6. | Understand that the thoughts and feelings of others may differ from own. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| DESCRIPTOR | 16.2.PK.B.7. | Demonstrate respect for children’s differences, including differences in thoughts and feelings. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 16.2.PK. | 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.PK.C. | Communication: Engage in reciprocal communication with adults and peers. |
| DESCRIPTOR | 16.2.PK.C.1. | Communicate using detail related to topic being discussed including topics of personal interest, and special events. ReadyRosie I'm Thinking of an Animal Mystery Bag Pantry Talk Description Pretending Together Putting Away the Groceries Table Riddles Weekend News Yesterday, Today, Tomorrow |
| DESCRIPTOR | 16.2.PK.C.2. | Pose questions related to topic being discussed. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| DESCRIPTOR | 16.2.PK.C.3. | Respond to questions posed by adults and peers. ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| DESCRIPTOR | 16.2.PK.C.4. | Allow wait time before responding. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| DESCRIPTOR | 16.2.PK.C.5. | Engage in turn taking. ReadyRosie Choosing the Right Voice Taking Turns |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 16.2.PK. | 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.PK.D. | Managing Interpersonal Conflicts: Recognize that conflict occurs and distinguish between appropriate and inappropriate ways to resolve conflict (See also 5.2.PK.B). |
| DESCRIPTOR | 16.2.PK.D.1. | Use appropriate words and actions to express one’s own desires. ReadyRosie Behavior is a form of communication |
| DESCRIPTOR | 16.2.PK.D.2. | Identify a problem and discuss possible solutions. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| DESCRIPTOR | 16.2.PK.D.3. | Solve simple conflicts with peers with independence (share, take turns, apologize, try something else, ask for help). ReadyRosie Choosing the Right Voice How can I get my child to listen to me? How can I stop my kids from fighting? How should I handle temper tantrums? Taking Turns Talking About Your Feelings |
| DESCRIPTOR | 16.2.PK.D.4. | Begin to negotiate conflicts that arise using words before seeking help. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| DESCRIPTOR | 16.2.PK.D.5. | Use words during a conflict instead of physically responding. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| DESCRIPTOR | 16.2.PK.D.6. | Accept and attempt teacher’s or others’ ideas about new strategies to solve a conflict. ReadyRosie How can I get my child to listen to me? How can I stop my kids from fighting? How should I handle temper tantrums? Talking About Your Feelings |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 16.2.PK. | 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.PK.E. | Support: Asking for Help: Ask for and accept offers of help when needed or appropriate. |
| DESCRIPTOR | 16.2.PK.E.1. | Attempt tasks independently before asking for help. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DESCRIPTOR | 16.2.PK.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.PK.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? Who Should We Ask? |
| DESCRIPTOR | 16.2.PK.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? |
| DESCRIPTOR | 16.2.PK.E.5. | Respond appropriately to offers of help (e.g. “That’s okay, I can do it” or “yes, thank you”). ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 16.3.PK. | Decision Making and Responsible Behavior |
| 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.PK.A. | Decision Making Skills: Interpret the consequences of choices. |
| DESCRIPTOR | 16.3.PK.A.1. | Recognize unsafe situations and tell an adult. ReadyRosie My Address |
| DESCRIPTOR | 16.3.PK.A.2. | Tell a peer when a rule is broken. ReadyRosie Brushing Your Teeth How do I get my child to______? How should I handle temper tantrums? Packing for Our Trip Reading Routines for Early Readers |
| DESCRIPTOR | 16.3.PK.A.3. | Warn a peer about a safety risk on the playground. ReadyRosie My Address |
| DESCRIPTOR | 16.3.PK.A.4. | Encourage two friends who are having a dispute to “use their words and work it out”. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| DESCRIPTOR | 16.3.PK.A.5. | Discuss the reasons for having rules. ReadyRosie Brushing Your Teeth How do I get my child to______? How should I handle temper tantrums? Packing for Our Trip Reading Routines for Early Readers |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 16.3.PK. | Decision Making and Responsible Behavior |
| 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.PK.B. | Understanding Social Norms: Recognize there are socially acceptable ways to behave in different places. |
| DESCRIPTOR | 16.3.PK.B.2. | Use inside voices while indoors and outside voices when outdoors. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| DESCRIPTOR | 16.3.PK.B.3. | Cooperate in both large and small group activities that are facilitated by adult. ReadyRosie How can I stop my kids from fighting? |
| DESCRIPTOR | 16.3.PK.B.4. | Apply classroom rules to new situations. ReadyRosie Brushing Your Teeth How do I get my child to______? How should I handle temper tantrums? Packing for Our Trip Reading Routines for Early Readers |
| DESCRIPTOR | 16.3.PK.B.6. | Follow rules and routines in classroom and other settings with reminders. ReadyRosie Brushing Your Teeth How do I get my child to______? How should I handle temper tantrums? Packing for Our Trip Reading Routines for Early Readers |
| SUBJECT / STANDARD AREA | PA.SED. | Social and Emotional Development (Pre-kindergarten) |
| STANDARD AREA / STATEMENT | 16.3.PK. | Decision Making and Responsible Behavior |
| 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.PK.C. | Responsible Active Engagement: Actively engage in assisting others when appropriate. |
| DESCRIPTOR | 16.3.PK.C.1. | Respond with empathy to others who are upset. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| Pennsylvania Core and Academic Standards |
| Language Arts |
| Grade: Pre K - Adopted: 2014 |
| SUBJECT / STANDARD AREA | PA.CC.1.1.PK. | Foundational Skills: Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. |
| STANDARD AREA / STATEMENT | Book Handling | |
| STANDARD | CC.1.1.PK.A. | Practice appropriate book handling skills. ReadyRosie My Address |
| SUBJECT / STANDARD AREA | PA.CC.1.1.PK. | Foundational Skills: Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. |
| STANDARD AREA / STATEMENT | Print Concepts | |
| STANDARD | CC.1.1.PK.B. | Identify basic features of print. |
| DESCRIPTOR / STANDARD | CC.1.1.PK.B.2. | Recognize and name some uppercase and lowercase letters of the alphabet. ReadyRosie Letter Hunt Letter Sort Looking for Letters in Ads Reading the Grocery List Searching for Sounds at the Store Stomp the Letter Writing Names with Shaving Cream |
| SUBJECT / STANDARD AREA | PA.CC.1.1.PK. | Foundational Skills: Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. |
| STANDARD AREA / STATEMENT | Phonological Awareness | |
| STANDARD | CC.1.1.PK.C. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| DESCRIPTOR / STANDARD | CC.1.1.PK.C.1. | Recognize rhyming words and when two or more words begin with the same sound (alliteration). ReadyRosie Hopping Rhyming Little Bo Peep Substitutions Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| DESCRIPTOR / STANDARD | CC.1.1.PK.C.2. | Count syllables in spoken words. ReadyRosie Frog Hopping Grocery Sack Syllables |
| DESCRIPTOR / STANDARD | CC.1.1.PK.C.3. | Segment single-syllable spoken words. ReadyRosie Frog Hopping Grocery Sack Syllables |
| DESCRIPTOR / STANDARD | CC.1.1.PK.C.4. | Isolate and pronounce initial sounds. ReadyRosie Listen My Children Reading the Grocery List Searching for Sounds at the Store Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| SUBJECT / STANDARD AREA | PA.CC.1.1.PK. | Foundational Skills: Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. |
| STANDARD AREA / STATEMENT | Phonics and Word Recognition | |
| STANDARD | CC.1.1.PK.D. | Develop beginning phonics and word skills. |
| DESCRIPTOR / STANDARD | CC.1.1.PK.D.1. | Associate some letters with their names and sounds. ReadyRosie Making Letter Soup Making a Grocery List Name Game Point the ABC Song Silverware Alphabet |
| DESCRIPTOR / STANDARD | CC.1.1.PK.D.2. | Identify familiar words and environmental print. ReadyRosie Kitchen Labeling Shopping for Clothes |
| SUBJECT / STANDARD AREA | PA.CC.1.2.PK. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Key Ideas and Details: Main Idea | |
| STANDARD | CC.1.2.PK.A. | With prompting and support, retell key details of text that support a provided main idea. ReadyRosie All About My Day Just the Facts |
| SUBJECT / STANDARD AREA | PA.CC.1.2.PK. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Key Ideas and Details: Text Analysis | |
| STANDARD | CC.1.2.PK.B. | Answer questions about a text. ReadyRosie Book Bag Descriptions Just the Facts Making Trail Mix |
| STANDARD | CC.1.2.PK.C. | With prompting and support, make connections between information in a text and personal experiences. ReadyRosie Getting Information from Pictures Text to Self Connections |
| SUBJECT / STANDARD AREA | PA.CC.1.2.PK. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Craft and Structure: Vocabulary | |
| STANDARD | CC.1.2.PK.F. | With prompting and support, answer questions about unfamiliar words read aloud from a text. ReadyRosie Think About It |
| SUBJECT / STANDARD AREA | PA.CC.1.2.PK. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Integration of Knowledge and Ideas: Analysis Across Texts | |
| STANDARD | CC.1.2.PK.I. | With prompting and support, identify basic similarities and differences between two texts read aloud on the same topic. ReadyRosie Compare and Contrast Questions |
| SUBJECT / STANDARD AREA | PA.CC.1.2.PK. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Vocabulary Acquisition and Use | |
| STANDARD | CC.1.2.PK.J. | Use new vocabulary and phrases acquired in conversations and being read to. ReadyRosie Think About It |
| SUBJECT / STANDARD AREA | PA.CC.1.3.PK. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Key Ideas and Details: Theme | |
| STANDARD | CC.1.3.PK.A. | With prompting and support, retell a familiar story in sequence with picture support. ReadyRosie My Favorite Part Recalling What Happened in a Story Retelling the Story |
| SUBJECT / STANDARD AREA | PA.CC.1.3.PK. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Key Ideas and Details: Text Analysis | |
| STANDARD | CC.1.3.PK.B. | Answer questions about a particular story (who, what, how, when, and where). ReadyRosie Book Bag Descriptions Reading a Book for the Second Time Recalling What Happened in a Story |
| SUBJECT / STANDARD AREA | PA.CC.1.3.PK. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Key Ideas and Details: Literary Elements | |
| STANDARD | CC.1.3.PK.C. | With prompting and support, answer questions to identify characters, settings, and major events in a story. ReadyRosie Making Connections PreK Toy Stories |
| SUBJECT / STANDARD AREA | PA.CC.1.3.PK. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Craft and Structure: Point of View | |
| STANDARD | CC.1.3.PK.D. | With prompting and support, name the author and illustrator of a story. ReadyRosie Funny Reading |
| SUBJECT / STANDARD AREA | PA.CC.1.3.PK. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Craft and Structure: Vocabulary | |
| STANDARD | CC.1.3.PK.F. | Answer questions about unfamiliar words read aloud from a story. ReadyRosie Asking Wh- Questions |
| SUBJECT / STANDARD AREA | PA.CC.1.3.PK. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Integration of Knowledge and Ideas: Sources of Information | |
| STANDARD | CC.1.3.PK.G. | Describe pictures in books using details. ReadyRosie Picture Walk Predictions Retelling the Story |
| SUBJECT / STANDARD AREA | PA.CC.1.3.PK. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Vocabulary Acquisition and Use | |
| STANDARD | CC.1.3.PK.J. | Use new vocabulary and phrases acquired in conversations and being read to. ReadyRosie Think About It |
| SUBJECT / STANDARD AREA | PA.CC.1.3.PK. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Range of Reading | |
| STANDARD | CC.1.3.PK.K. | With prompting and support, actively engage in group reading activities with purpose and understanding. ReadyRosie Asking Wh- Questions |
| SUBJECT / STANDARD AREA | PA.CC.1.4.PK. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Informative/Explanatory: Focus | |
| STANDARD | CC.1.4.PK.B. | With prompting and support, draw/dictate about one specific topic. ReadyRosie Making a Grocery List Stuffed Animal Stories Thank You Note Using a Menu to Order |
| SUBJECT / STANDARD AREA | PA.CC.1.4.PK. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Informative/Explanatory: Organization | |
| STANDARD | CC.1.4.PK.D. | With prompting and support, make logical connections between drawing and dictation. ReadyRosie Making a Grocery List Stuffed Animal Stories Thank You Note Using a Menu to Order |
| SUBJECT / STANDARD AREA | PA.CC.1.4.PK. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Narrative | |
| STANDARD | CC.1.4.PK.M. | Dictate narratives to describe real or imagined experiences or events. ReadyRosie Tips for storytelling: Using gestures Weekend News Why is storytelling important? Why should we tell family stories? |
| SUBJECT / STANDARD AREA | PA.CC.1.4.PK. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Narrative: Content | |
| STANDARD | CC.1.4.PK.O. | With prompting and support describe experiences and events. ReadyRosie Tips for storytelling: Using gestures Weekend News Why is storytelling important? Why should we tell family stories? |
| SUBJECT / STANDARD AREA | PA.CC.1.5.PK. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Comprehension and Collaboration: Critical Listening | |
| STANDARD | CC.1.5.PK.B. | Answer questions about key details in a text read aloud or information presented orally or through other media. ReadyRosie Asking Wh- Questions Family Movie Night Stuffed Animal Stories |
| SUBJECT / STANDARD AREA | PA.CC.1.5.PK. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Comprehension and Collaboration: Evaluating Information | |
| STANDARD | CC.1.5.PK.C. | Respond to what a speaker says in order to follow directions, seek help, or gather information. ReadyRosie Follow My Design Follow the Leader Following Directions Mirror, Mirror Sequences of Sounds Shopping for Clothes |
| SUBJECT / STANDARD AREA | PA.CC.1.5.PK. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Presentation of Knowledge and Ideas: Purpose, Audience, and Task | |
| STANDARD | CC.1.5.PK.D. | Using simple sentences, share stories, familiar experiences, and interests, speaking clearly enough to be understood by most audiences. ReadyRosie Grandparent Storytime Yesterday, Today, Tomorrow |
| SUBJECT / STANDARD AREA | PA.CC.1.5.PK. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Presentation of Knowledge and Ideas: Context | |
| STANDARD | CC.1.5.PK.E. | Using simple sentences, express thoughts, feelings, and ideas, speaking clearly enough to be understood by most audiences. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| Pennsylvania Core and Academic Standards |
| Mathematics |
| Grade: Pre K - Adopted: 2014 |
| SUBJECT / STANDARD AREA | PA.CC.MP. | Standards for Mathematical Practice |
| STANDARD AREA / STATEMENT | CC.MP.6. | Model with mathematics. ReadyRosie Decorating Cupcakes |
| SUBJECT / STANDARD AREA | PA.CC.2.1.PreK. | Numbers and Operations |
| STANDARD AREA / STATEMENT | CC.2.1.PreK.A. | Counting & Cardinality |
| STANDARD | CC.2.1.PreK.A.1. | Know number names and the count sequence. ReadyRosie Counting Signs How Many in a Set? How Old Are You? One Less One More Skipping Around |
| STANDARD | CC.2.1.PreK.A.2. | Count to tell the number of objects. ReadyRosie Adding Ice How Many Can I Grab? How Many Feet? More than Ten Three Little Animals |
| STANDARD | CC.2.1.PreK.A.3. | Compare numbers. ReadyRosie Adding Ice Keep It Up Sort and Graph Leaves |
| SUBJECT / STANDARD AREA | PA.CC.2.3.PreK. | Geometry |
| STANDARD AREA / STATEMENT | CC.2.3.PreK.A. | Geometry |
| STANDARD | CC.2.3.PreK.A.1. | Identify and describe shapes. ReadyRosie Finger Shapes Guess My Shape Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| STANDARD | CC.2.3.PreK.A.2. | Analyze, compare, create, and compose shapes. ReadyRosie Shape Changers Ways to Cut a Sandwich |
| SUBJECT / STANDARD AREA | PA.CC.2.4.PreK. | Measurement, Data, and Probability |
| STANDARD AREA / STATEMENT | CC.2.4.PreK.A. | Measurement and Data |
| STANDARD | CC.2.4.PreK.A.1. | Describe and compare measurable attributes of length and weight of everyday objects. ReadyRosie Bookcase Problem Grocery Store Weights Leap Frog Measure Measuring the Table Near and Far |
| STANDARD | CC.2.4.PreK.A.4. | Classify objects and count the number of objects in each category. ReadyRosie Candy Sort and Graph Dino Dig I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| Pennsylvania Core and Academic Standards |
| Science |
| Grade: Pre K - Adopted: 2012 |
| SUBJECT / STANDARD AREA | PA.3.1. | Biological Sciences |
| STANDARD AREA / STATEMENT | 3.1.A. | Organisms and Cells |
| STANDARD | Form and Function | |
| DESCRIPTOR / STANDARD | 3.1.PK.A5. | Name basic parts of living things. ReadyRosie I'm Thinking of an Animal |