Rhode Island World-Class Standards (Infant)

Main Criteria: Rhode Island World-Class Standards
Secondary Criteria: ReadyRosie
Subject: Early Childhood Education
Grades: Ages Birth to 12 months, Ages 13 to 24 months, Ages 25 to 36 months
Correlation Options: Show Correlated

Rhode Island World-Class Standards
Early Childhood Education
Grade: Ages Birth to 12 months - Adopted: 2013
DOMAIN RI.9m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (9m)
STATEMENT OF ENDURING KNOWLEDGE 9m.PH.1.Health and Safety Practices
GSE STEM 9m.PH.1.a.Children engage in structured and unstructured physical activity.
SPECIFIC INDICATOR 9m.PH.1.a.2.Participate in simple movement games with an adult (e.g., following a moving object or person with their eyes or body)

ReadyRosie
Grasp and Grab
How can I make music part of our day?
Kicking Paper
Me in the Mirror
Piggy Toes
Roll Over
Sing to Your Baby
Snuggle Close
Strong Legs
Tummy Talk
Two on Me and You
Which Toy?
DOMAIN RI.9m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (9m)
STATEMENT OF ENDURING KNOWLEDGE 9m.PH.1.Health and Safety Practices
GSE STEM 9m.PH.1.b.Children become increasingly able to identify unsafe situations and gradually learn strategies for responding to them.
SPECIFIC INDICATOR 9m.PH.1.b.2.Demonstrates a recognition of the difference between their primary caregiver and a stranger

ReadyRosie
Baby Massage
Behavior is a form of communication
Snuggle Close
Tips for bonding with your baby
What Comes after Two?
You are your child's first teacher
DOMAIN RI.9m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (9m)
STATEMENT OF ENDURING KNOWLEDGE 9m.PH.1.Health and Safety Practices
GSE STEM 9m.PH.1.c.Children develop self-help skills.
SPECIFIC INDICATOR 9m.PH.1.c.1.Fuss or cry when hungry and quiet down when picked up to be fed in a timely manner

ReadyRosie
Baby Massage
Behavior is a form of communication
Snuggle Close
Tips for bonding with your baby
What Comes after Two?
You are your child's first teacher
SPECIFIC INDICATOR 9m.PH.1.c.4.Explore food with their hands and fingers (e.g., crackers and other easy-to-handle foods)

ReadyRosie
Lunchtime Language
SPECIFIC INDICATOR 9m.PH.1.c.8.Indicate their needs and wants (e.g., wanting food or a dirty diaper to be changed)

ReadyRosie
Lunchtime Language
DOMAIN RI.9m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (9m)
STATEMENT OF ENDURING KNOWLEDGE 9m.PH.2.Gross Motor Development
GSE STEM 9m.PH.2.a.Children develop large muscle control, strength, and coordination.
SPECIFIC INDICATOR 9m.PH.2.a.4.Roll both ways (front to back and back to front)

ReadyRosie
Roll Over
DOMAIN RI.9m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (9m)
STATEMENT OF ENDURING KNOWLEDGE 9m.PH.3.Fine Motor Development
GSE STEM 9m.PH.3.a.Children develop small muscle control, strength, and coordination.
SPECIFIC INDICATOR 9m.PH.3.a.2.Reach for, grasp, and shake things

ReadyRosie
Bath Time Fun
Grasp and Grab
Table Taps
Touch and Taste
SPECIFIC INDICATOR 9m.PH.3.a.3.Bring hands and objects to their mouth

ReadyRosie
Bath Time Fun
SPECIFIC INDICATOR 9m.PH.3.a.5.Pat, shake, or hit objects

ReadyRosie
Grasp and Grab
Touch and Taste
SPECIFIC INDICATOR 9m.PH.3.a.6.Mimic a hand clap or wave

ReadyRosie
Grasp and Grab
Touch and Taste
DOMAIN RI.9m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (9m)
STATEMENT OF ENDURING KNOWLEDGE 9m.PH.3.Fine Motor Development
GSE STEM 9m.PH.3.b.Children develop writing and drawing skills.
SPECIFIC INDICATOR 9m.PH.3.b.1.Grasp objects with their thumb, index, and middle fingers (i.e., using pincer grip)

ReadyRosie
Bath Time Fun
Grasp and Grab
Table Taps
Touch and Taste
SPECIFIC INDICATOR 9m.PH.3.b.2.Bring their hands to their midline (i.e., moving hands towards each other over the middle of their body)

ReadyRosie
Grasp and Grab
Touch and Taste
DOMAIN RI.9m.SE.SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (9m)
STATEMENT OF ENDURING KNOWLEDGE 9m.SE.1.Relationships with Others
GSE STEM 9m.SE.1.a.Children develop trust in and engage positively with adults who are familiar and consistently present in children’s lives.
SPECIFIC INDICATOR 9m.SE.1.a.1.Socialize with preferred adults by reciprocally smiling, laughing, or vocalizing

ReadyRosie
Grasp and Grab
How can I make music part of our day?
Me in the Mirror
Sing to Your Baby
Snuggle Close
Tummy Talk
Two on Me and You
Which Toy?
SPECIFIC INDICATOR 9m.SE.1.a.3.Relax when picked up and held by a familiar adult

ReadyRosie
Baby Massage
Behavior is a form of communication
Snuggle Close
Tips for bonding with your baby
What Comes after Two?
You are your child's first teacher
SPECIFIC INDICATOR 9m.SE.1.a.4.Search for an adult caregiver who might be out of sight

ReadyRosie
Baby Massage
Behavior is a form of communication
Snuggle Close
Tips for bonding with your baby
What Comes after Two?
You are your child's first teacher
SPECIFIC INDICATOR 9m.SE.1.a.5.Engage in turn-taking interactions, such as peek-a-boo

ReadyRosie
Grasp and Grab
How can I make music part of our day?
Me in the Mirror
Sing to Your Baby
Snuggle Close
Tummy Talk
Two on Me and You
Which Toy?
SPECIFIC INDICATOR 9m.SE.1.a.6.Repeat actions that elicit social responses from others

ReadyRosie
Grasp and Grab
How can I make music part of our day?
Me in the Mirror
Sing to Your Baby
Snuggle Close
Tummy Talk
Two on Me and You
Which Toy?
DOMAIN RI.9m.SE.SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (9m)
STATEMENT OF ENDURING KNOWLEDGE 9m.SE.1.Relationships with Others
GSE STEM 9m.SE.1.b.Children engage in positive relationships and interactions with other children.
SPECIFIC INDICATOR 9m.SE.1.b.1.Babble and smile to show their interest in other children

ReadyRosie
Lunchtime Language
SPECIFIC INDICATOR 9m.SE.1.b.2.Intently watch other babies and children, especially their faces

ReadyRosie
Do You See Me?
SPECIFIC INDICATOR 9m.SE.1.b.3.Track the activity of other children and notice/ move toward others when hearing sounds of excitement

ReadyRosie
Do You See Me?
SPECIFIC INDICATOR 9m.SE.1.b.4.Reach out to touch other children’s hair, face, etc.

ReadyRosie
Do You See Me?
DOMAIN RI.9m.SE.SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (9m)
STATEMENT OF ENDURING KNOWLEDGE 9m.SE.2.Sense of Self
GSE STEM 9m.SE.2.a.Children develop an awareness of themselves as an individual with unique thoughts, feelings, and perspectives.
SPECIFIC INDICATOR 9m.SE.2.a.1.Explore their own hands and feet

ReadyRosie
Kicking Paper
Piggy Toes
Roll Over
Strong Legs
DOMAIN RI.9m.SE.SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (9m)
STATEMENT OF ENDURING KNOWLEDGE 9m.SE.2.Sense of Self
GSE STEM 9m.SE.2.b.Children develop the confidence to complete an action successfully or independently.
SPECIFIC INDICATOR 9m.SE.2.b.1.Demonstrate interest in objects or people

ReadyRosie
Do You See Me?
SPECIFIC INDICATOR 9m.SE.2.b.4.Focus on objects and people of interest for longer periods of time

ReadyRosie
Do You See Me?
DOMAIN RI.9m.SE.SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (9m)
STATEMENT OF ENDURING KNOWLEDGE 9m.SE.3.Self-regulation
GSE STEM 9m.SE.3.a.Children develop the ability to express and regulate their own emotions.
SPECIFIC INDICATOR 9m.SE.3.a.2.Calm down when talked to, held, or rocked by a preferred caregiver

ReadyRosie
Baby Massage
Behavior is a form of communication
Snuggle Close
Tips for bonding with your baby
What Comes after Two?
You are your child's first teacher
SPECIFIC INDICATOR 9m.SE.3.a.3.Express a range of emotions (e.g., joy, excitement, or sadness) through facial expressions, gestures, and sound

ReadyRosie
Snuggle Close
DOMAIN RI.9m.LD.LANGUAGE DEVELOPMENT (LD) (9m)
STATEMENT OF ENDURING KNOWLEDGE 9m.LD.1.Receptive Language
GSE STEM 9m.LD.1.a.Young children attend to, understand, and respond to increasingly complex language.
SPECIFIC INDICATOR 9m.LD.1.a.1.Turn toward familiar voices or sounds

ReadyRosie
Lunchtime Language
Self Talk
Tummy Talk
SPECIFIC INDICATOR 9m.LD.1.a.2.Recognize more than one tone of voice in adults and respond with body movement and sounds

ReadyRosie
Tips for storytelling: Using your voice
SPECIFIC INDICATOR 9m.LD.1.a.3.Demonstrate a recognition of names of familiar people and favorite objects

ReadyRosie
Animal Noises
Bath Time Fun
Self Talk
SPECIFIC INDICATOR 9m.LD.1.a.4.Respond to voices and sounds in the environment

ReadyRosie
Bath Time Fun
Two on Me and You
SPECIFIC INDICATOR 9m.LD.1.a.6.Become excited upon hearing familiar words, such as “nursing” or “bottle”

ReadyRosie
How can I help my child learn new words?
DOMAIN RI.9m.LD.LANGUAGE DEVELOPMENT (LD) (9m)
STATEMENT OF ENDURING KNOWLEDGE 9m.LD.2.Expressive Language
GSE STEM 9m.LD.2.a.Young children use increasingly complex vocabulary, grammar, and syntax to express thoughts and needs.
SPECIFIC INDICATOR 9m.LD.2.a.3.Say “mama” and “dada”

ReadyRosie
Lunchtime Language
SPECIFIC INDICATOR 9m.LD.2.a.4.Use vocalizations, gestures, and facial expressions to communicate needs and wants and to express interest or dislike

ReadyRosie
Behavior is a form of communication
Snuggle Close
DOMAIN RI.9m.LD.LANGUAGE DEVELOPMENT (LD) (9m)
STATEMENT OF ENDURING KNOWLEDGE 9m.LD.3.Pragmatics
GSE STEM 9m.LD.3.a.Young children understand, follow, and use appropriate social and conversational rules.
SPECIFIC INDICATOR 9m.LD.3.a.1.Respond to the speech of others by looking toward the speaker

ReadyRosie
Lunchtime Language
Self Talk
Tummy Talk
SPECIFIC INDICATOR 9m.LD.3.a.2.Initiate and engage in simple back-and-forth interactions with others by using facial expressions, vocalizations, and gestures

ReadyRosie
Grasp and Grab
How can I make music part of our day?
Me in the Mirror
Sing to Your Baby
Snuggle Close
Tummy Talk
Two on Me and You
Which Toy?
DOMAIN RI.9m.LD.LANGUAGE DEVELOPMENT (LD) (9m)
STATEMENT OF ENDURING KNOWLEDGE 9m.LD.4.Language Development of Dual Language Learners
GSE STEM 9m.LD.4.a.Young children attend to, understand, and respond to increasingly complex language as well as a range of topics and types of texts (including digital texts) in English.
SPECIFIC INDICATOR 9m.LD.4.a.2.Attend to English oral language in both real and pretend activities, relying on the intonation, facial expressions, or gestures of the speaker in the same way that they attend to their home oral language

ReadyRosie
How can I help my child learn new words?
Snuggle Close
DOMAIN RI.9m.L.LITERACY (L) (9m)
STATEMENT OF ENDURING KNOWLEDGE 9m.L.1.Phonological Awareness
GSE STEM 9m.L.1.a.Children notice and discriminate the sounds of spoken language.
SPECIFIC INDICATOR 9m.L.1.a.1.Experiment and play with sound

ReadyRosie
Grocery List
SPECIFIC INDICATOR 9m.L.1.a.2.Respond differently to different sounds

ReadyRosie
Grocery List
DOMAIN RI.9m.L.LITERACY (L) (9m)
STATEMENT OF ENDURING KNOWLEDGE 9m.L.2.Alphabet Knowledge
GSE STEM 9m.L.2.a.Children recognize and identify letters and make letter-sound connections.
SPECIFIC INDICATOR 9m.L.2.a.1.Respond to visual stimuli in their environment

ReadyRosie
Bath Time Fun
Two on Me and You
DOMAIN RI.9m.L.LITERACY (L) (9m)
STATEMENT OF ENDURING KNOWLEDGE 9m.L.4.Comprehension and Interest
GSE STEM 9m.L.4.a.Children show interest and an understanding of a variety of literacy experiences.
SPECIFIC INDICATOR 9m.L.4.a.3.Explore books with various senses (sight, touch, even taste)

ReadyRosie
Bath Time Fun
Two on Me and You
DOMAIN RI.9m.L.LITERACY (L) (9m)
STATEMENT OF ENDURING KNOWLEDGE 9m.L.5.Literacy Development for Dual Language Learners
GSE STEM 9m.L.5.a.Children become increasingly engaged in literacy experiences in English.
SPECIFIC INDICATOR 9m.L.5.a.2.“Read” familiar books (written in the home language or in English) when encouraged by others and use the home language to talk about the books

ReadyRosie
Animal Noises
Reading Routines for Early Readers
SPECIFIC INDICATOR 9m.L.5.a.4.Retell a story in their home language when read or told a story in the home language

ReadyRosie
Tips for storytelling: Using gestures
DOMAIN RI.9m.CD.COGNITIVE DEVELOPMENT (CD) (9m)
STATEMENT OF ENDURING KNOWLEDGE 9m.CD.1.Logic and Reasoning
GSE STEM 9m.CD.1.a.Children apply strategies and draw upon past knowledge and experiences to meet goals and solve problems.
SPECIFIC INDICATOR 9m.CD.1.a.2.Bang a block (or other object) on the floor repeatedly to hear the sound that it makes

ReadyRosie
Bath Time Fun
Kicking Paper
SPECIFIC INDICATOR 9m.CD.1.a.4.Demonstrate an understanding of simple cause-and-effect relationships (e.g., looking toward the sky when they hear an airplane)

ReadyRosie
Bath Time Fun
Kicking Paper
DOMAIN RI.9m.CD.COGNITIVE DEVELOPMENT (CD) (9m)
STATEMENT OF ENDURING KNOWLEDGE 9m.CD.4.Cognitive Flexibility
GSE STEM 9m.CD.4.a.Children’s skills increase at adjusting to changes in demands, priorities, and perspectives.
SPECIFIC INDICATOR 9m.CD.4.a.4.Begin to show an anticipation of familiar routines

ReadyRosie
How do I get my child to______?
SPECIFIC INDICATOR 9m.CD.4.a.5.Use their bodies as “tools” (i.e., as a means to an end: reaching out and grasping to get a rattle, for example)

ReadyRosie
Bath Time Fun
Table Taps
Touch and Taste
DOMAIN RI.9m.M.MATHEMATICS (M) (9m)
STATEMENT OF ENDURING KNOWLEDGE 9m.M.3.Classification and Patterning
GSE STEM 9m.M.3.a.Children learn to order and sort objects by common attributes, to identify patterns, and to predict the next sequence in a pattern.
SPECIFIC INDICATOR 9m.M.3.a.3.Engage in repeated actions, including movements and vocalizations

ReadyRosie
I can't sing. How can I sing to my baby?
SPECIFIC INDICATOR 9m.M.3.a.4.Follow daily routines (i.e., patterns), such as being fed and then going to sleep almost immediately

ReadyRosie
Animal Noises
How do I get my child to______?
Reading Routines for Early Readers
What Comes after Two?
DOMAIN RI.9m.M.MATHEMATICS (M) (9m)
STATEMENT OF ENDURING KNOWLEDGE 9m.M.5.Geometry and Spatial Sense
GSE STEM 9m.M.5.a.Children learn to identify shapes and their attributes, solve problems using shapes, and explore the positions of objects in space.
SPECIFIC INDICATOR 9m.M.5.a.4.Explore their spatial sense through movement, both involuntary and voluntary (e.g., being picked up, scooting, and pulling up)

ReadyRosie
Kicking Paper
Piggy Toes
Roll Over
Strong Legs
DOMAIN RI.9m.S.SCIENCE (S) (9m)
STATEMENT OF ENDURING KNOWLEDGE 9m.S.1.Scientific Inquiry and Application
GSE STEM 9m.S.1.a.Children learn to plan for and carry out investigations and collect, evaluate, and communicate information.
SPECIFIC INDICATOR 9m.S.1.a.3.Use multiple senses to observe and respond to their natural world

ReadyRosie
Bath Time Fun
Two on Me and You
SPECIFIC INDICATOR 9m.S.1.a.6.Use their bodies as “tools” (a means to an end) to gather information and obtain results (e.g., reaching out and grasping to get the rattle

ReadyRosie
Bath Time Fun
Table Taps
Touch and Taste
DOMAIN RI.9m.SS.SOCIAL STUDIES (SS) (9m)
STATEMENT OF ENDURING KNOWLEDGE 9m.SS.1.Self, Family, and Community
GSE STEM 9m.SS.1.a.Children gain awareness of how they relate to their family and community, understand social roles and responsibilities, and recognize and respect similarities and differences in people.
SPECIFIC INDICATOR 9m.SS.1.a.2.Use gestures to communicate their interest in objects and people

ReadyRosie
Do You See Me?
SPECIFIC INDICATOR 9m.SS.1.a.3.Smile when someone familiar smiles at them

ReadyRosie
Do You See Me?
SPECIFIC INDICATOR 9m.SS.1.a.4.Focus their attention on others and engage in interactions

ReadyRosie
Grasp and Grab
How can I make music part of our day?
Me in the Mirror
Sing to Your Baby
Snuggle Close
Tummy Talk
Two on Me and You
Which Toy?
SPECIFIC INDICATOR 9m.SS.1.a.5.Kick their legs or reach with their arms when they see a familiar person

ReadyRosie
That's My Name
SPECIFIC INDICATOR 9m.SS.1.a.6.Demonstrate a preference for familiar versus unfamiliar adults

ReadyRosie
Baby Massage
Behavior is a form of communication
Snuggle Close
Tips for bonding with your baby
What Comes after Two?
You are your child's first teacher
SPECIFIC INDICATOR 9m.SS.1.a.7.Actively explore the similarities and differences among people by feeling their hair, touching their faces, watching their facial expressions, listening to their voices

ReadyRosie
How can I communicate with my baby?
Piggy Toes
Snuggle Close
DOMAIN RI.9m.CA.CREATIVE ARTS (CA) (9m)
STATEMENT OF ENDURING KNOWLEDGE 9m.CA.1.Experimentation and Participation in the Creative Arts
GSE STEM 9m.CA.1.a.Children gain appreciation for and participate in the creative arts.
SPECIFIC INDICATOR 9m.CA.1.a.1.Show curiosity and explore sensory materials; enjoy feeling various pleasing sensations and textures

ReadyRosie
Bath Time Fun
Two on Me and You
SPECIFIC INDICATOR 9m.CA.1.a.2.Gaze at pictures, photographs, and mirror images

ReadyRosie
Animal Noises
SPECIFIC INDICATOR 9m.CA.1.a.6.Make eye contact with singers

ReadyRosie
Do You See Me?
Me in the Mirror
Pattern Play
Self Talk
Sing to Your Baby
Which Toy?
SPECIFIC INDICATOR 9m.CA.1.a.7.Move their bodies with some intent and control

ReadyRosie
I can't sing. How can I sing to my baby?
SPECIFIC INDICATOR 9m.CA.1.a.8.Engage in social play with adults

ReadyRosie
Grasp and Grab
How can I make music part of our day?
Me in the Mirror
Sing to Your Baby
Snuggle Close
Tummy Talk
Two on Me and You
Which Toy?

Rhode Island World-Class Standards
Early Childhood Education
Grade: Ages 13 to 24 months - Adopted: 2013
DOMAIN RI.18m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.PH.1.Health and Safety Practices
GSE STEM 18m.PH.1.a.Children engage in structured and unstructured physical activity.
SPECIFIC INDICATOR 18m.PH.1.a.1.Participate in active physical play with an adult

ReadyRosie
Choosing Clothes
How can I make music part of our day?
Move to to the Music
This or That
SPECIFIC INDICATOR 18m.PH.1.a.3.Attempt to try new games and toys

ReadyRosie
Bear Bath
Tea Party
SPECIFIC INDICATOR 18m.PH.1.a.4.Stand with feet wide apart and sway to the sound of music

ReadyRosie
I can't sing. How can I sing to my baby?
Move While you Sing
DOMAIN RI.18m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.PH.1.Health and Safety Practices
GSE STEM 18m.PH.1.b.Children become increasingly able to identify unsafe situations and gradually learn strategies for responding to them.
SPECIFIC INDICATOR 18m.PH.1.b.1.Sometime respond appropriately to redirection given by an adult caregiver

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
DOMAIN RI.18m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.PH.1.Health and Safety Practices
GSE STEM 18m.PH.1.c.Children develop self-help skills.
SPECIFIC INDICATOR 18m.PH.1.c.1.Point to food when wanting more

ReadyRosie
Snack Time Speech
SPECIFIC INDICATOR 18m.PH.1.c.6.Accept more involved care routines administered by adults (e.g., tooth brushing)

ReadyRosie
Brush, Baby, Brush
SPECIFIC INDICATOR 18m.PH.1.c.10.Use gestures, body language, or vocalizations to seek out help from an adult

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
DOMAIN RI.18m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.PH.2.Gross Motor Development
GSE STEM 18m.PH.2.a.Children develop large muscle control, strength, and coordination.
SPECIFIC INDICATOR 18m.PH.2.a.1.Squat to pick up toys or other objects

ReadyRosie
Kick With Me
Move While you Sing
Pop Go the Bubbles
Take Along Toy
Walk the Line
SPECIFIC INDICATOR 18m.PH.2.a.3.Carry a toy while walking

ReadyRosie
Kick With Me
Move While you Sing
Pop Go the Bubbles
Take Along Toy
Walk the Line
SPECIFIC INDICATOR 18m.PH.2.a.4.Stand on one foot with assistance

ReadyRosie
Kick With Me
Move While you Sing
Pop Go the Bubbles
Take Along Toy
Walk the Line
DOMAIN RI.18m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.PH.2.Gross Motor Development
GSE STEM 18m.PH.2.b.Children develop traveling skills.
SPECIFIC INDICATOR 18m.PH.2.b.1.Move from one place to another by walking

ReadyRosie
Kick With Me
Move While you Sing
Pop Go the Bubbles
Take Along Toy
Walk the Line
SPECIFIC INDICATOR 18m.PH.2.b.2.Sometimes run instead of walk

ReadyRosie
Kick With Me
Move While you Sing
Pop Go the Bubbles
Take Along Toy
Walk the Line
DOMAIN RI.18m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.PH.3.Fine Motor Development
GSE STEM 18m.PH.3.a.Children develop small muscle control, strength, and coordination.
SPECIFIC INDICATOR 18m.PH.3.a.1.Turn the pages of books and point to pictures while being read to

ReadyRosie
Look at the Book
SPECIFIC INDICATOR 18m.PH.3.a.2.Hold objects in both hands

ReadyRosie
Big, Little Helper
Clap and Swing
Color with Me
Dump and Pick Up
Little Hands, Big Plans
Take Along Toy
Tube Chute
SPECIFIC INDICATOR 18m.PH.3.a.3.Pick up very small objects with their index finger and thumb

ReadyRosie
Big, Little Helper
Clap and Swing
Color with Me
Dump and Pick Up
Little Hands, Big Plans
Take Along Toy
Tube Chute
SPECIFIC INDICATOR 18m.PH.3.a.4.Bang two toys together

ReadyRosie
Bear Bath
Tea Party
SPECIFIC INDICATOR 18m.PH.3.a.5.Play pat-a-cake without much help (such as someone moving their hands for them)

ReadyRosie
Big, Little Helper
Clap and Swing
Color with Me
Dump and Pick Up
Little Hands, Big Plans
Take Along Toy
Tube Chute
DOMAIN RI.18m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.PH.3.Fine Motor Development
GSE STEM 18m.PH.3.b.Children develop writing and drawing skills.
SPECIFIC INDICATOR 18m.PH.3.b.1.Grab and hold large writing objects, such as crayons, with their whole fist

ReadyRosie
Color with Me
DOMAIN RI.18m.SE.SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.SE.1.Relationships with Others
GSE STEM 18m.SE.1.a.Children develop trust in and engage positively with adults who are familiar and consistently present in children’s lives.
SPECIFIC INDICATOR 18m.SE.1.a.1.Imitate adult behavior by repeating and practicing through play (e.g., sweeping with a toy broom, “talking” on a cell phone)

ReadyRosie
Bear Bath
Tea Party
SPECIFIC INDICATOR 18m.SE.1.a.2.Use gestures, body language, and/or vocalizations to seek out help from a preferred adult

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
SPECIFIC INDICATOR 18m.SE.1.a.3.Participate in back-and-forth games with adults

ReadyRosie
Choosing Clothes
How can I make music part of our day?
Move to to the Music
This or That
SPECIFIC INDICATOR 18m.SE.1.a.4.Seek comfort from a preferred adult when tired or hungry

ReadyRosie
Behavior is a form of communication
Tips for bonding with your baby
You are your child's first teacher
SPECIFIC INDICATOR 18m.SE.1.a.5.Expand their exploration of their environment in the presence of trusted adults, and regularly check in (visually or physically) with these adults when experiencing stress or uncertainty

ReadyRosie
Behavior is a form of communication
Tips for bonding with your baby
You are your child's first teacher
DOMAIN RI.18m.SE.SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.SE.1.Relationships with Others
GSE STEM 18m.SE.1.b.Children engage in positive relationships and interactions with other children.
SPECIFIC INDICATOR 18m.SE.1.b.1.Engage in positive interactions with other children while supervised

ReadyRosie
Kick With Me
Little Hands, Big Plans
Tea Party
SPECIFIC INDICATOR 18m.SE.1.b.2.Imitate and respond to other children’s actions and behaviors

ReadyRosie
Kick With Me
Little Hands, Big Plans
Tea Party
SPECIFIC INDICATOR 18m.SE.1.b.4.Recognize and respond differently to younger children

ReadyRosie
Kick With Me
Little Hands, Big Plans
Tea Party
DOMAIN RI.18m.SE.SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.SE.2.Sense of Self
GSE STEM 18m.SE.2.a.Children develop an awareness of themselves as an individual with unique thoughts, feelings, and perspectives.
SPECIFIC INDICATOR 18m.SE.2.a.1.Explore various play materials and show preferences for specific books, toys, or food

ReadyRosie
Choosing Clothes
This or That
SPECIFIC INDICATOR 18m.SE.2.a.2.Demonstrate displeasure when unable to exert influence on events

ReadyRosie
How should I handle temper tantrums?
SPECIFIC INDICATOR 18m.SE.2.a.3.Indicate their dislike by saying “no” or through some other method (e.g., shaking their head or turning their head/body away)

ReadyRosie
Choosing Clothes
This or That
DOMAIN RI.18m.SE.SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.SE.2.Sense of Self
GSE STEM 18m.SE.2.b.Children develop the confidence to complete an action successfully or independently.
SPECIFIC INDICATOR 18m.SE.2.b.2.Show attachment to or preference for specific toys

ReadyRosie
Choosing Clothes
This or That
SPECIFIC INDICATOR 18m.SE.2.b.3.Ask for similar activities to be repeated over and over

ReadyRosie
Choosing Clothes
This or That
SPECIFIC INDICATOR 18m.SE.2.b.5.Recognize their ability to influence their surroundings (e.g., standing on a table or feeding chair to indicate hunger to an adult)

ReadyRosie
Build to Four
Buried Treasure
Can You Find Me?
Check the Mail
Take Along Toy
Tube Chute
Walk the Line
DOMAIN RI.18m.SE.SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.SE.3.Self-regulation
GSE STEM 18m.SE.3.a.Children develop the ability to express and regulate their own emotions.
SPECIFIC INDICATOR 18m.SE.3.a.2.Look to a trusted adult for comfort when upset or stressed

ReadyRosie
Behavior is a form of communication
Tips for bonding with your baby
You are your child's first teacher
SPECIFIC INDICATOR 18m.SE.3.a.3.Demonstrate joy, pleasure, and excitement in learning to do new things

ReadyRosie
Reading Emotions
DOMAIN RI.18m.SE.SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.SE.3.Self-regulation
GSE STEM 18m.SE.3.b.Children develop the ability to control impulses.
SPECIFIC INDICATOR 18m.SE.3.b.1.Amuse themselves for a short period of time

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
Is my child overscheduled?
SPECIFIC INDICATOR 18m.SE.3.b.2.Respond to verbal requests to alter their behavior, sometimes continuing with the behavior and sometimes accepting the redirection

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
Is my child overscheduled?
SPECIFIC INDICATOR 18m.SE.3.b.3.Say “no” to express their unwillingness (or sign “no” if they have been taught to sign)

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
Is my child overscheduled?
DOMAIN RI.18m.LD.LANGUAGE DEVELOPMENT (LD) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.LD.1.Receptive Language
GSE STEM 18m.LD.1.a.Young children attend to, understand, and respond to increasingly complex language.
SPECIFIC INDICATOR 18m.LD.1.a.1.Look at what an adult is pointing to and share attention

ReadyRosie
Choosing Clothes
Point and Learn
Rhyme and Ride
Swing Song
Talk and Play
SPECIFIC INDICATOR 18m.LD.1.a.2.Identify familiar people or objects when prompted

ReadyRosie
Big and Little
Choosing Clothes
Find a Match
Point and Learn
Talk and Play
SPECIFIC INDICATOR 18m.LD.1.a.3.Understand more words than they can say

ReadyRosie
How can I help my child learn new words?
SPECIFIC INDICATOR 18m.LD.1.a.4.Respond appropriately to familiar words, signs, and songs

ReadyRosie
Choosing Clothes
Point and Learn
Rhyme and Ride
Swing Song
Talk and Play
SPECIFIC INDICATOR 18m.LD.1.a.5.Follow simple, one-step directions, especially if accompanied by adult gestures (e.g., “stop” or “come here”)

ReadyRosie
Choosing Clothes
Talk and Play
DOMAIN RI.18m.LD.LANGUAGE DEVELOPMENT (LD) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.LD.2.Expressive Language
GSE STEM 18m.LD.2.a.Young children use increasingly complex vocabulary, grammar, and syntax to express thoughts and needs.
SPECIFIC INDICATOR 18m.LD.2.a.3.Use eight to ten individual words to communicate wants, needs, interests, and dislikes

ReadyRosie
Behavior is a form of communication
Choosing Clothes
Snack Time Speech
This or That
SPECIFIC INDICATOR 18m.LD.2.a.5.Use short, telegraphic phrases (of one or two words) to communicate wants, needs, and thoughts

ReadyRosie
Behavior is a form of communication
Snack Time Speech
DOMAIN RI.18m.LD.LANGUAGE DEVELOPMENT (LD) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.LD.3.Pragmatics
GSE STEM 18m.LD.3.a.Young children understand, follow, and use appropriate social and conversational rules.
SPECIFIC INDICATOR 18m.LD.3.a.3.Engage in joint attention by directing their gaze toward what a speaker is looking at or pointing to

ReadyRosie
Choosing Clothes
Point and Learn
Rhyme and Ride
Swing Song
Talk and Play
DOMAIN RI.18m.LD.LANGUAGE DEVELOPMENT (LD) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.LD.4.Language Development of Dual Language Learners
GSE STEM 18m.LD.4.a.Young children attend to, understand, and respond to increasingly complex language as well as a range of topics and types of texts (including digital texts) in English.
SPECIFIC INDICATOR 18m.LD.4.a.2.Attend to English oral language in both real and pretend activities, relying on the intonation, facial expressions, or gestures of the speaker in the same way that they attend to their home oral language

ReadyRosie
How can I help my child learn new words?
SPECIFIC INDICATOR 18m.LD.4.a.3.Begin to attend to and participate in English language small- and large-group activities, such as circle time, storybook reading, etc.

ReadyRosie
Build to Four
SPECIFIC INDICATOR 18m.LD.4.a.4.Begin to follow simple directions in English, especially when they are accompanied by contextual cues, such as gestures, pointing, and voice modulation

ReadyRosie
Choosing Clothes
Talk and Play
DOMAIN RI.18m.L.LITERACY (L) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.L.1.Phonological Awareness
GSE STEM 18m.L.1.a.Children notice and discriminate the sounds of spoken language.
SPECIFIC INDICATOR 18m.L.1.a.1.Listen attentively to familiar stories, rhymes, and songs

ReadyRosie
Clap and Swing
Happy Birthday to You
How can I communicate with my baby?
How can I make music part of our day?
I can't sing. How can I sing to my baby?
Itsy Bitsy Spider Motions
Look at the Book
Move While you Sing
Move to to the Music
Reading Emotions
Rhyme and Ride
Swing Song
Where is Thumbkin?
Why should I sing to my baby?
Why should we tell family stories?
DOMAIN RI.18m.L.LITERACY (L) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.L.3.Print Knowledge
GSE STEM 18m.L.3.a.Children demonstrate book awareness and knowledge of basic print conventions; they understand that print carries meaning and spoken words are represented by text.
SPECIFIC INDICATOR 18m.L.3.a.1.Demonstrate an increasing ability to handle books without assistance

ReadyRosie
Look at the Book
SPECIFIC INDICATOR 18m.L.3.a.3.Respond to features of books, such as pictures and sensory features (e.g., the fluffy cotton in Pat the Bunny)

ReadyRosie
Baby Basketball
Flying with Mom
Pop Go the Bubbles
Take Along Toy
Walk the Line
SPECIFIC INDICATOR 18m.L.3.a.4.Actively participate in shared reading experiences by pointing to and turning pages

ReadyRosie
Look at the Book
DOMAIN RI.18m.L.LITERACY (L) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.L.4.Comprehension and Interest
GSE STEM 18m.L.4.a.Children show interest and an understanding of a variety of literacy experiences.
SPECIFIC INDICATOR 18m.L.4.a.1.Focus their attention for short periods of time on, and actively participate in, shared reading experiences by pointing to pages, turning pages, and making sounds or saying simple words

ReadyRosie
Look at the Book
SPECIFIC INDICATOR 18m.L.4.a.2.Request that adults read to them

ReadyRosie
Look at the Book
Reading Emotions
Why should we tell family stories?
SPECIFIC INDICATOR 18m.L.4.a.4.Make movements and sounds in response to cues in songs and finger plays

ReadyRosie
I can't sing. How can I sing to my baby?
Itsy Bitsy Spider Motions
Move While you Sing
SPECIFIC INDICATOR 18m.L.4.a.5.Demonstrate preferences for favorite books

ReadyRosie
Choosing Clothes
This or That
DOMAIN RI.18m.L.LITERACY (L) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.L.5.Literacy Development for Dual Language Learners
GSE STEM 18m.L.5.a.Children become increasingly engaged in literacy experiences in English.
SPECIFIC INDICATOR 18m.L.5.a.1.Attend to an adult reading a short storybook written in the home language or to a storybook written in English if the English story has been read in the home language first and especially if the book contains cues (pictures)

ReadyRosie
Look at the Book
Reading Emotions
Why should we tell family stories?
SPECIFIC INDICATOR 18m.L.5.a.2.“Read” familiar books (written in the home language or in English) when encouraged by others and use the home language to talk about the books

ReadyRosie
Reading Emotions
Reading Routines for Early Readers
SPECIFIC INDICATOR 18m.L.5.a.4.Retell a story in their home language when read or told a story in the home language

ReadyRosie
Tips for storytelling: Using gestures
DOMAIN RI.18m.L.LITERACY (L) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.L.6.Emergent Writing
GSE STEM 18m.L.6.b.Children use writing to represent and communicate ideas in a variety of contexts; they use a combination of drawing, dictating, and writing to communicate; they participate in shared writing
SPECIFIC INDICATOR 18m.L.6.b.1.Make marks or scribbles on paper using a variety of media (e.g., chalk, pencil, markers, paint)

ReadyRosie
Color with Me
DOMAIN RI.18m.CD.COGNITIVE DEVELOPMENT (CD) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.CD.1.Logic and Reasoning
GSE STEM 18m.CD.1.a.Children apply strategies and draw upon past knowledge and experiences to meet goals and solve problems.
SPECIFIC INDICATOR 18m.CD.1.a.1.Explore small openings and look for items to put in the openings, including their fingers

ReadyRosie
Build to Four
Buried Treasure
Can You Find Me?
Dump and Pick Up
SPECIFIC INDICATOR 18m.CD.1.a.2.Solve simple problems independently (e.g., by climbing to retrieve an out-of-reach object)

ReadyRosie
Build to Four
Buried Treasure
Can You Find Me?
Dump and Pick Up
SPECIFIC INDICATOR 18m.CD.1.a.3.Demonstrate recognition of cause-and-effect relationships (e.g., pushing on a toy truck and watching it roll away)

ReadyRosie
Dump and Pick Up
SPECIFIC INDICATOR 18m.CD.1.a.5.Stack and then knock down “towers” and then stack them up again

ReadyRosie
Dump and Pick Up
DOMAIN RI.18m.CD.COGNITIVE DEVELOPMENT (CD) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.CD.2.Memory and Working Memory
GSE STEM 18m.CD.2.a.Children hold information in their mind and manipulate it to perform tasks.
SPECIFIC INDICATOR 18m.CD.2.a.1.Point to, or in some other way indicate, familiar people and objects when they are named

ReadyRosie
Big and Little
Buried Treasure
Shoe Search
SPECIFIC INDICATOR 18m.CD.2.a.2.Remember the location of objects that are meaningful to them

ReadyRosie
Big and Little
Buried Treasure
Shoe Search
DOMAIN RI.18m.CD.COGNITIVE DEVELOPMENT (CD) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.CD.3.Attention and Inhibitory Control
GSE STEM 18m.CD.3.a.Children’s skills increase in filtering impulses and sustaining attention on a task.
SPECIFIC INDICATOR 18m.CD.3.a.1.Inhibit themselves from reaching for a visible but inaccessible object or reward (e.g., a toy on the other side of a window or out of reach)

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
Is my child overscheduled?
DOMAIN RI.18m.CD.COGNITIVE DEVELOPMENT (CD) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.CD.4.Cognitive Flexibility
GSE STEM 18m.CD.4.a.Children’s skills increase at adjusting to changes in demands, priorities, and perspectives.
SPECIFIC INDICATOR 18m.CD.4.a.2.Demonstrate comfort in familiar routines and activities

ReadyRosie
How do I get my child to______?
How should I handle temper tantrums?
Let's Get Dressed
Shoe Search
SPECIFIC INDICATOR 18m.CD.4.a.3.Engage in more complex play sequences based on an understanding of everyday events and routines (e.g., pretending to punch in numbers on a phone and then “talking” to grandpa after waiting for an answer)

ReadyRosie
Bear Bath
How do I get my child to______?
How should I handle temper tantrums?
Let's Get Dressed
Shoe Search
Tea Party
SPECIFIC INDICATOR 18m.CD.4.a.4.Understand the use of people as “tools” for help (e.g., recognizing that an adult can reach an object for them on a high shelf)

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
SPECIFIC INDICATOR 18m.CD.4.a.5.View world from an egocentric perspective (e.g., crying when frustrated that things are not going their way)

ReadyRosie
How should I handle temper tantrums?
DOMAIN RI.18m.M.MATHEMATICS (M) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.M.1.Number Sense and Quantity
GSE STEM 18m.M.1.a.Children develop number recognition and counting skills and learn the relationship between numbers and the quantity they represent.
SPECIFIC INDICATOR 18m.M.1.a.1.Use words or gestures for action phrases (e.g., “all gone” and “more”)

ReadyRosie
Build to Four
Counting Counts
Dump and Pick Up
Little Hands, Big Plans
DOMAIN RI.18m.M.MATHEMATICS (M) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.M.2.Number Relationships and Operations
GSE STEM 18m.M.2.a.Children learn to use numbers to compare quantities and solve problems.
SPECIFIC INDICATOR 18m.M.2.a.1.Demonstrate early one-to-one correspondence (e.g., filling containers with objects by dropping them in one at a time)

ReadyRosie
Build to Four
Counting Counts
SPECIFIC INDICATOR 18m.M.2.a.2.Will usually choose a set that has more of something they prefer over a set that has less, when given the option

ReadyRosie
Build to Four
Counting Counts
Dump and Pick Up
Little Hands, Big Plans
DOMAIN RI.18m.M.MATHEMATICS (M) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.M.3.Classification and Patterning
GSE STEM 18m.M.3.a.Children learn to order and sort objects by common attributes, to identify patterns, and to predict the next sequence in a pattern.
SPECIFIC INDICATOR 18m.M.3.a.1.Identify objects or creatures by implicitly recognizing their basic attributes and applying labels that adults perceive as classes (e.g., all canines are “doggies”; all felines are “kitties”)

ReadyRosie
Big and Little
Color Toys
Find a Match
SPECIFIC INDICATOR 18m.M.3.a.5.Watch, bounce, or clap to rhythmic sounds or sing along when an adult sings a song or chant

ReadyRosie
Clap and Swing
Happy Birthday to You
How can I communicate with my baby?
How can I make music part of our day?
I can't sing. How can I sing to my baby?
Itsy Bitsy Spider Motions
Move While you Sing
Move to to the Music
Rhyme and Ride
Swing Song
Where is Thumbkin?
Why should I sing to my baby?
DOMAIN RI.18m.M.MATHEMATICS (M) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.M.4.Measurement, Comparison, and Ordering
GSE STEM 18m.M.4.a.Children learn to measure objects by their various attributes (length, height, weight, volume) and to use differences in attributes to make comparisons.
SPECIFIC INDICATOR 18m.M.4.a.1.Notice large differences in size between two objects (e.g., pointing to the bigger ball)

ReadyRosie
Big and Little
Color Toys
Find a Match
DOMAIN RI.18m.M.MATHEMATICS (M) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.M.5.Geometry and Spatial Sense
GSE STEM 18m.M.5.a.Children learn to identify shapes and their attributes, solve problems using shapes, and explore the positions of objects in space.
SPECIFIC INDICATOR 18m.M.5.a.2.Explore barriers to movement when not able to walk or push past something

ReadyRosie
Flying with Mom
Head, Shoulders, Knees and Toes
Kick With Me
Point and Learn
Pop Go the Bubbles
Walk the Line
SPECIFIC INDICATOR 18m.M.5.a.3.Compare the attributes of objects or pictures and identify those that are similar

ReadyRosie
Big and Little
Color Toys
Find a Match
SPECIFIC INDICATOR 18m.M.5.a.4.Explore their spatial sense (e.g., by bumping into things; squeezing into a tight space; or looking at an adult or a toy from a different angle, when bending over, or with head turned)

ReadyRosie
Flying with Mom
Head, Shoulders, Knees and Toes
Kick With Me
Point and Learn
Pop Go the Bubbles
Walk the Line
DOMAIN RI.18m.S.SCIENCE (S) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.S.1.Scientific Inquiry and Application
GSE STEM 18m.S.1.a.Children learn to plan for and carry out investigations and collect, evaluate, and communicate information.
SPECIFIC INDICATOR 18m.S.1.a.6.Understand the use of people as “tools” for help (e.g., pulling on an adult’s hand and guiding it to twist the knob on a wind-up toy)

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
DOMAIN RI.18m.S.SCIENCE (S) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.S.2.Knowledge of Science Concepts
GSE STEM 18m.S.2.a.Children explore the characteristic of objects and materials that are living, non-living, man-made, or naturally occurring.
SPECIFIC INDICATOR 18m.S.2.a.2.Actively experiment with and explore the physical properties of objects and substances (e.g., stacking and knocking down towers and stacking them up again; bouncing balls; playing with play dough)

ReadyRosie
Baby Basketball
Kick With Me
DOMAIN RI.18m.SS.SOCIAL STUDIES (SS) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.SS.1.Self, Family, and Community
GSE STEM 18m.SS.1.a.Children gain awareness of how they relate to their family and community, understand social roles and responsibilities, and recognize and respect similarities and differences in people.
SPECIFIC INDICATOR 18m.SS.1.a.1.Look to caregivers for assistance, guidance, and safety

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
SPECIFIC INDICATOR 18m.SS.1.a.2.Distinguish between familiar and unfamiliar adults

ReadyRosie
Behavior is a form of communication
Tips for bonding with your baby
You are your child's first teacher
SPECIFIC INDICATOR 18m.SS.1.a.3.Show an awareness of the unique attributes of people

ReadyRosie
Clap and Swing
How can I communicate with my baby?
Swing Song
Why should we tell family stories?
DOMAIN RI.18m.CA.CREATIVE ARTS (CA) (18m)
STATEMENT OF ENDURING KNOWLEDGE 18m.CA.1.Experimentation and Participation in the Creative Arts
GSE STEM 18m.CA.1.a.Children gain appreciation for and participate in the creative arts.
SPECIFIC INDICATOR 18m.CA.1.a.3.Use sounds and their voice as they play or look at books with adults

ReadyRosie
Bear Bath
SPECIFIC INDICATOR 18m.CA.1.a.4.Make loud noises just for fun, such as screaming or yelling

ReadyRosie
Reading Emotions
SPECIFIC INDICATOR 18m.CA.1.a.5.Make movements and sounds in response to cues in songs and finger plays

ReadyRosie
I can't sing. How can I sing to my baby?
Itsy Bitsy Spider Motions
Move While you Sing
SPECIFIC INDICATOR 18m.CA.1.a.6.Stand with feet wide apart and sways to the sound of music

ReadyRosie
I can't sing. How can I sing to my baby?
Move While you Sing
SPECIFIC INDICATOR 18m.CA.1.a.10.Engage in more complex play sequences based on an understanding of everyday events and routines (e.g., pretending to drink from a cup and then saying “Ah!” when finished)

ReadyRosie
Bear Bath
Tea Party
DOMAIN RI.24m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.PH.1.Health and Safety Practices
GSE STEM 24m.PH.1.a.Children engage in structured and unstructured physical activity.
SPECIFIC INDICATOR 24m.PH.1.a.1.Wield larger toys with some accuracy (e.g., pounding on a pegboard and pegs or on a pounding board

ReadyRosie
Bear Bath
Tea Party
SPECIFIC INDICATOR 24m.PH.1.a.2.Back into a chair to sit down

ReadyRosie
Kick With Me
Move While you Sing
Pop Go the Bubbles
Take Along Toy
Walk the Line
SPECIFIC INDICATOR 24m.PH.1.a.3.Squat while playing

ReadyRosie
Kick With Me
Move While you Sing
Pop Go the Bubbles
Take Along Toy
Walk the Line
SPECIFIC INDICATOR 24m.PH.1.a.4.Carry a large toy while walking or playing

ReadyRosie
Kick With Me
Move While you Sing
Pop Go the Bubbles
Take Along Toy
Walk the Line
SPECIFIC INDICATOR 24m.PH.1.a.5.Run after older children who are running

ReadyRosie
Kick With Me
Move While you Sing
Pop Go the Bubbles
Take Along Toy
Walk the Line
DOMAIN RI.24m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.PH.1.Health and Safety Practices
GSE STEM 24m.PH.1.b.Children become increasingly able to identify unsafe situations and gradually learn strategies for responding to them.
SPECIFIC INDICATOR 24m.PH.1.b.1.Respond appropriately to redirection by adults unless too caught up in a game or emotion

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
SPECIFIC INDICATOR 24m.PH.1.b.3.Hold hands briefly with adults when walking but often break contact when distracted by another person or object

ReadyRosie
Behavior is a form of communication
Tips for bonding with your baby
You are your child's first teacher
DOMAIN RI.24m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.PH.1.Health and Safety Practices
GSE STEM 24m.PH.1.c.Children develop self-help skills.
SPECIFIC INDICATOR 24m.PH.1.c.3.Participate in some self tooth brushing while an adult is helping them brush their teeth

ReadyRosie
Brush, Baby, Brush
DOMAIN RI.24m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.PH.2.Gross Motor Development
GSE STEM 24m.PH.2.a.Children develop large muscle control, strength, and coordination.
SPECIFIC INDICATOR 24m.PH.2.a.1.Bend or stoop over to pick up a toy or other object

ReadyRosie
Kick With Me
Move While you Sing
Pop Go the Bubbles
Take Along Toy
Walk the Line
SPECIFIC INDICATOR 24m.PH.2.a.2.Pull toys behind themselves

ReadyRosie
Kick With Me
Move While you Sing
Pop Go the Bubbles
Take Along Toy
Walk the Line
SPECIFIC INDICATOR 24m.PH.2.a.4.Roll a large ball

ReadyRosie
Baby Basketball
Kick With Me
SPECIFIC INDICATOR 24m.PH.2.a.5.Toss a ball into a large container

ReadyRosie
Baby Basketball
Kick With Me
SPECIFIC INDICATOR 24m.PH.2.a.6.Sit on and move small-wheeled riding toys

ReadyRosie
Kick With Me
Move While you Sing
Pop Go the Bubbles
Take Along Toy
Walk the Line
DOMAIN RI.24m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.PH.2.Gross Motor Development
GSE STEM 24m.PH.2.b.Children develop traveling skills.
SPECIFIC INDICATOR 24m.PH.2.b.1.Run sturdily

ReadyRosie
Kick With Me
Move While you Sing
Pop Go the Bubbles
Take Along Toy
Walk the Line
SPECIFIC INDICATOR 24m.PH.2.b.2.Walk up steps with some help

ReadyRosie
Kick With Me
Move While you Sing
Pop Go the Bubbles
Take Along Toy
Walk the Line
SPECIFIC INDICATOR 24m.PH.2.b.3.Walk backwards

ReadyRosie
Kick With Me
Move While you Sing
Pop Go the Bubbles
Take Along Toy
Walk the Line
SPECIFIC INDICATOR 24m.PH.2.b.4.Walk on tiptoes

ReadyRosie
Kick With Me
Move While you Sing
Pop Go the Bubbles
Take Along Toy
Walk the Line
DOMAIN RI.24m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.PH.3.Fine Motor Development
GSE STEM 24m.PH.3.a.Children develop small muscle control, strength, and coordination.
SPECIFIC INDICATOR 24m.PH.3.a.2.String large beads

ReadyRosie
Big, Little Helper
Clap and Swing
Color with Me
Dump and Pick Up
Little Hands, Big Plans
Take Along Toy
Tube Chute
SPECIFIC INDICATOR 24m.PH.3.a.3.Turn containers over to empty out the contents

ReadyRosie
Big, Little Helper
Clap and Swing
Color with Me
Dump and Pick Up
Little Hands, Big Plans
Take Along Toy
Tube Chute
SPECIFIC INDICATOR 24m.PH.3.a.4.Remove lids from containers

ReadyRosie
Big, Little Helper
Clap and Swing
Color with Me
Dump and Pick Up
Little Hands, Big Plans
Take Along Toy
Tube Chute
DOMAIN RI.24m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.PH.3.Fine Motor Development
GSE STEM 24m.PH.3.b.Children develop writing and drawing skills.
SPECIFIC INDICATOR 24m.PH.3.b.1.Hold large writing objects, such as crayons, in an approximate thumb-and-finger grip

ReadyRosie
Color with Me
SPECIFIC INDICATOR 24m.PH.3.b.3.Fold paper approximately in half

ReadyRosie
Big, Little Helper
Clap and Swing
Color with Me
Dump and Pick Up
Little Hands, Big Plans
Take Along Toy
Tube Chute
DOMAIN RI.24m.SE.SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.SE.1.Relationships with Others
GSE STEM 24m.SE.1.a.Children develop trust in and engage positively with adults who are familiar and consistently present in children’s lives.
SPECIFIC INDICATOR 24m.SE.1.a.1.Imitate by continuing to repeat actions they have seen long after they have seen them

ReadyRosie
Bear Bath
Tea Party
SPECIFIC INDICATOR 24m.SE.1.a.2.Initiate play and interactions with familiar adults (e.g., pretending to drive a car or bake a cake)

ReadyRosie
Choosing Clothes
How can I make music part of our day?
Move to to the Music
This or That
SPECIFIC INDICATOR 24m.SE.1.a.3.Interact with adults to meet needs and wants, communicating through gestures, facial expressions, and simple words

ReadyRosie
Behavior is a form of communication
Snack Time Speech
SPECIFIC INDICATOR 24m.SE.1.a.4.Continue to seek out the primary adults in their life as their secure base (using simple words as well as regular visual or physical contact) while playing or exploring the environment and when uncertain

ReadyRosie
Behavior is a form of communication
Tips for bonding with your baby
You are your child's first teacher
DOMAIN RI.24m.SE.SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.SE.2.Sense of Self
GSE STEM 24m.SE.2.a.Children develop an awareness of themselves as an individual with unique thoughts, feelings, and perspectives.
SPECIFIC INDICATOR 24m.SE.2.a.4.Express preferences for certain toys or objects

ReadyRosie
Choosing Clothes
This or That
SPECIFIC INDICATOR 24m.SE.2.a.6.Try to do some things without help

ReadyRosie
Build to Four
Buried Treasure
Can You Find Me?
Check the Mail
Take Along Toy
Tube Chute
Walk the Line
DOMAIN RI.24m.SE.SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.SE.2.Sense of Self
GSE STEM 24m.SE.2.b.Children develop the confidence to complete an action successfully or independently.
SPECIFIC INDICATOR 24m.SE.2.b.1.Alternate between doing things independently and wanting help or comfort

ReadyRosie
Build to Four
Buried Treasure
Can You Find Me?
Check the Mail
How can I get my child to listen to me?
How should I handle temper tantrums?
Take Along Toy
Tube Chute
Walk the Line
SPECIFIC INDICATOR 24m.SE.2.b.2.Repeat activities and words and songs over and over

ReadyRosie
Clap and Swing
Happy Birthday to You
How can I communicate with my baby?
How can I make music part of our day?
I can't sing. How can I sing to my baby?
Itsy Bitsy Spider Motions
Move While you Sing
Move to to the Music
Rhyme and Ride
Swing Song
Where is Thumbkin?
Why should I sing to my baby?
DOMAIN RI.24m.SE.SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.SE.3.Self-regulation
GSE STEM 24m.SE.3.a.Children develop the ability to express and regulate their own emotions.
SPECIFIC INDICATOR 24m.SE.3.a.2.Demonstrate familiarity with routines

ReadyRosie
How do I get my child to______?
How should I handle temper tantrums?
Let's Get Dressed
Shoe Search
SPECIFIC INDICATOR 24m.SE.3.a.4.Express emotions (e.g., happiness, sadness, or anger) through singing and pretend play (in addition to “tantrums”)

ReadyRosie
Bear Bath
Clap and Swing
Happy Birthday to You
How can I communicate with my baby?
How can I make music part of our day?
I can't sing. How can I sing to my baby?
Itsy Bitsy Spider Motions
Move While you Sing
Move to to the Music
Reading Emotions
Rhyme and Ride
Swing Song
Tea Party
Where is Thumbkin?
Why should I sing to my baby?
DOMAIN RI.24m.SE.SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.SE.3.Self-regulation
GSE STEM 24m.SE.3.b.Children develop the ability to control impulses.
SPECIFIC INDICATOR 24m.SE.3.b.1.Respond to redirection most of the time

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
SPECIFIC INDICATOR 24m.SE.3.b.3.Participate in routines with adult guidance

ReadyRosie
How do I get my child to______?
How should I handle temper tantrums?
Let's Get Dressed
Shoe Search
DOMAIN RI.24m.LD.LANGUAGE DEVELOPMENT (LD) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.LD.1.Receptive Language
GSE STEM 24m.LD.1.a.Young children attend to, understand, and respond to increasingly complex language.
SPECIFIC INDICATOR 24m.LD.1.a.1.Understand approximately 200 words (receptive language)

ReadyRosie
How can I help my child learn new words?
SPECIFIC INDICATOR 24m.LD.1.a.2.Follow one-step directions with few adult gestures (e.g., responding to an adult saying, “Please lift your arms.”)

ReadyRosie
Choosing Clothes
Talk and Play
DOMAIN RI.24m.LD.LANGUAGE DEVELOPMENT (LD) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.LD.2.Expressive Language
GSE STEM 24m.LD.2.a.Young children use increasingly complex vocabulary, grammar, and syntax to express thoughts and needs.
SPECIFIC INDICATOR 24m.LD.2.a.1.Communicate basic needs in a way that is understood by many people outside the family or child care

ReadyRosie
Behavior is a form of communication
Snack Time Speech
DOMAIN RI.24m.LD.LANGUAGE DEVELOPMENT (LD) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.LD.3.Pragmatics
GSE STEM 24m.LD.3.a.Young children understand, follow, and use appropriate social and conversational rules.
SPECIFIC INDICATOR 24m.LD.3.a.3.Directly interact with adults to signal enjoyment or a desire for more (e.g., by tugging on an adult’s pant leg, patting an adult, holding an adult’s arm, or verbalizing)

ReadyRosie
Choosing Clothes
How can I make music part of our day?
Move to to the Music
This or That
DOMAIN RI.24m.LD.LANGUAGE DEVELOPMENT (LD) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.LD.4.Language Development of Dual Language Learners
GSE STEM 24m.LD.4.a.Young children attend to, understand, and respond to increasingly complex language as well as a range of topics and types of texts (including digital texts) in English.
SPECIFIC INDICATOR 24m.LD.4.a.2.Demonstrate an understanding of English words for objects and actions and of English phrases encountered frequently in both real and pretend activities

ReadyRosie
How can I help my child learn new words?
SPECIFIC INDICATOR 24m.LD.4.a.3.Demonstrate an understanding of English words related to basic concepts (e.g., colors, some animal classifications, foods, etc.)

ReadyRosie
Find a Match
SPECIFIC INDICATOR 24m.LD.4.a.4.Respond appropriately to requests in English that involve one-step directions (e.g., “clean up”) when personally directed by others (these requests may occur with or without contextual cues)

ReadyRosie
Choosing Clothes
Talk and Play
DOMAIN RI.24m.LD.LANGUAGE DEVELOPMENT (LD) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.LD.4.Language Development of Dual Language Learners
GSE STEM 24m.LD.4.b.Young children become increasingly proficient in expressing their thoughts and ideas in English.
SPECIFIC INDICATOR 24m.LD.4.b.6.Converse with others in English using two or three words at a time but switch back and forth between English and their home language

ReadyRosie
Big and Little
Color Toys
Find a Match
Grocery Store I Spy
Point and Learn
Talk and Play
DOMAIN RI.24m.L.LITERACY (L) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.L.1.Phonological Awareness
GSE STEM 24m.L.1.a.Children notice and discriminate the sounds of spoken language.
SPECIFIC INDICATOR 24m.L.1.a.1.Repeat words in rhymes and chants with prompting

ReadyRosie
Clap and Swing
Itsy Bitsy Spider Motions
Rhyme and Ride
Swing Song
Where is Thumbkin?
DOMAIN RI.24m.L.LITERACY (L) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.L.2.Alphabet Knowledge
GSE STEM 24m.L.2.a.Children recognize and identify letters and make letter-sound connections.
SPECIFIC INDICATOR 24m.L.2.a.2.Recognize simple environmental print (e.g., McDonalds’ “M” and Wal-Mart “W,” although they may not say the letter)

ReadyRosie
Check the Mail
SPECIFIC INDICATOR 24m.L.2.a.3.Imitate the sounds of animals and people pointed to in books (e.g., making the sound of a squawking duck or a crying baby)

ReadyRosie
Bear Bath
Tea Party
DOMAIN RI.24m.L.LITERACY (L) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.L.3.Print Knowledge
GSE STEM 24m.L.3.a.Children demonstrate book awareness and knowledge of basic print conventions; they understand that print carries meaning and spoken words are represented by text.
SPECIFIC INDICATOR 24m.L.3.a.3.Actively participate in shared reading experiences by making one- or two-word comments and continuing to point to and turn pages

ReadyRosie
Look at the Book
DOMAIN RI.24m.L.LITERACY (L) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.L.4.Comprehension and Interest
GSE STEM 24m.L.4.a.Children show interest and an understanding of a variety of literacy experiences.
SPECIFIC INDICATOR 24m.L.4.a.2.Request adults to read books or certain pages in books to them (e.g., bringing a book to an adult while speaking words of request or making facial expressions that indicate the request)

ReadyRosie
Look at the Book
Reading Emotions
Why should we tell family stories?
SPECIFIC INDICATOR 24m.L.4.a.3.Use gestures and body actions to indicate their interest in having a book read (e.g., nodding their head, raising eyebrows, and pointing)

ReadyRosie
Look at the Book
Reading Emotions
Why should we tell family stories?
SPECIFIC INDICATOR 24m.L.4.a.4.Prefer to listen to familiar or favorite books multiple times (at a single setting or each day)

ReadyRosie
Look at the Book
Reading Emotions
Why should we tell family stories?
DOMAIN RI.24m.L.LITERACY (L) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.L.5.Literacy Development for Dual Language Learners
GSE STEM 24m.L.5.a.Children become increasingly engaged in literacy experiences in English.
SPECIFIC INDICATOR 24m.L.5.a.2.Choose to read familiar books written in the home language or in English with increasing independence and to talk about the books in either their home language or English

ReadyRosie
Reading Emotions
Reading Routines for Early Readers
SPECIFIC INDICATOR 24m.L.5.a.4.Begin to narrate using English that reflects an increasingly larger vocabulary and more complex grammar

ReadyRosie
Big and Little
Color Toys
Find a Match
Grocery Store I Spy
Point and Learn
Talk and Play
SPECIFIC INDICATOR 24m.L.5.a.5.Retell a story using the home language and some English when read or told the story in English

ReadyRosie
Tips for storytelling: Using gestures
DOMAIN RI.24m.L.LITERACY (L) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.L.6.Emergent Writing
GSE STEM 24m.L.6.b.Children use writing to represent and communicate ideas in a variety of contexts; they use a combination of drawing, dictating, and writing to communicate; they participate in shared writing
SPECIFIC INDICATOR 24m.L.6.b.1.Make intentional scribbles and shapes when offered paper and crayons or other writing instruments and show their drawings to others

ReadyRosie
Color with Me
DOMAIN RI.24m.CD.COGNITIVE DEVELOPMENT (CD) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.CD.1.Logic and Reasoning
GSE STEM 24m.CD.1.a.Children apply strategies and draw upon past knowledge and experiences to meet goals and solve problems.
SPECIFIC INDICATOR 24m.CD.1.a.1.Explore the properties of objects by grabbing, pushing, pulling, turning over, and throwing them

ReadyRosie
Baby Basketball
Kick With Me
SPECIFIC INDICATOR 24m.CD.1.a.4.Separate objects by a single feature (e.g., color)

ReadyRosie
Find a Match
Grocery Store I Spy
DOMAIN RI.24m.CD.COGNITIVE DEVELOPMENT (CD) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.CD.2.Memory and Working Memory
GSE STEM 24m.CD.2.a.Children hold information in their mind and manipulate it to perform tasks.
SPECIFIC INDICATOR 24m.CD.2.a.2.Purposefully put two actions together in sequence (e.g., grabbing a large ball and rolling it)

ReadyRosie
Big and Little
Buried Treasure
Shoe Search
DOMAIN RI.24m.CD.COGNITIVE DEVELOPMENT (CD) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.CD.4.Cognitive Flexibility
GSE STEM 24m.CD.4.a.Children’s skills increase at adjusting to changes in demands, priorities, and perspectives.
SPECIFIC INDICATOR 24m.CD.4.a.2.Change their behavior in response to their environment by using the “tools” around them (e.g., if a toy is on a towel, pulling the towel to bring the toy closer, rather than just going over to the toy)

ReadyRosie
Build to Four
Buried Treasure
Can You Find Me?
Dump and Pick Up
DOMAIN RI.24m.M.MATHEMATICS (M) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.M.1.Number Sense and Quantity
GSE STEM 24m.M.1.a.Children develop number recognition and counting skills and learn the relationship between numbers and the quantity they represent.
SPECIFIC INDICATOR 24m.M.1.a.3.Match small and large objects (e.g., counting bears to make “Mommy and Me” pairs)

ReadyRosie
Big and Little
Color Toys
Find a Match
DOMAIN RI.24m.M.MATHEMATICS (M) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.M.2.Number Relationships and Operations
GSE STEM 24m.M.2.a.Children learn to use numbers to compare quantities and solve problems.
SPECIFIC INDICATOR 24m.M.2.a.2.Put objects in accurate, one-to-one correspondence when supported by the context (e.g., placing one plastic egg into each indentation of an egg carton)

ReadyRosie
Build to Four
Counting Counts
SPECIFIC INDICATOR 24m.M.2.a.3.Compare collections that are quite different in size (e.g., one that is at least twice the other)

ReadyRosie
Big and Little
Color Toys
Find a Match
SPECIFIC INDICATOR 24m.M.2.a.4.Notice when another child has more of something and gesture or verbalize “want more”

ReadyRosie
Build to Four
Counting Counts
Dump and Pick Up
Little Hands, Big Plans
DOMAIN RI.24m.M.MATHEMATICS (M) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.M.3.Classification and Patterning
GSE STEM 24m.M.3.a.Children learn to order and sort objects by common attributes, to identify patterns, and to predict the next sequence in a pattern.
SPECIFIC INDICATOR 24m.M.3.a.1.Sort and match toys and other objects by attributes, such as color or size

ReadyRosie
Big and Little
Color Toys
Find a Match
SPECIFIC INDICATOR 24m.M.3.a.2.Form sets with objects that are similar in some properties (but not necessarily identical), such as separating groups by color

ReadyRosie
Big and Little
Color Toys
Find a Match
DOMAIN RI.24m.M.MATHEMATICS (M) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.M.4.Measurement, Comparison, and Ordering
GSE STEM 24m.M.4.a.Children learn to measure objects by their various attributes (length, height, weight, volume) and to use differences in attributes to make comparisons.
SPECIFIC INDICATOR 24m.M.4.a.3.Recognize when their food bowl is empty and gesture to indicate that fact, or say “more” or “all gone”

ReadyRosie
Build to Four
Counting Counts
Dump and Pick Up
Little Hands, Big Plans
DOMAIN RI.24m.SS.SOCIAL STUDIES (SS) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.SS.1.Self, Family, and Community
GSE STEM 24m.SS.1.a.Children gain awareness of how they relate to their family and community, understand social roles and responsibilities, and recognize and respect similarities and differences in people.
SPECIFIC INDICATOR 24m.SS.1.a.1.Demonstrate an understanding of simple rules and prompts, such as “stop,” but often do not follow directions

ReadyRosie
How do I get my child to______?
How should I handle temper tantrums?
Let's Get Dressed
Shoe Search
SPECIFIC INDICATOR 24m.SS.1.a.4.Shadow adults in their work by imitating such activities as sweeping or picking up toys, and attempting to help

ReadyRosie
Bear Bath
Tea Party
DOMAIN RI.24m.CA.CREATIVE ARTS (CA) (24m)
STATEMENT OF ENDURING KNOWLEDGE 24m.CA.1.Experimentation and Participation in the Creative Arts
GSE STEM 24m.CA.1.a.Children gain appreciation for and participate in the creative arts.
SPECIFIC INDICATOR 24m.CA.1.a.1.Talk or sing to themselves for comfort or enjoyment

ReadyRosie
Clap and Swing
Happy Birthday to You
How can I communicate with my baby?
How can I make music part of our day?
I can't sing. How can I sing to my baby?
Itsy Bitsy Spider Motions
Move While you Sing
Move to to the Music
Rhyme and Ride
Swing Song
Where is Thumbkin?
Why should I sing to my baby?
SPECIFIC INDICATOR 24m.CA.1.a.5.Dance alone or with others

ReadyRosie
I can't sing. How can I sing to my baby?
Move While you Sing
SPECIFIC INDICATOR 24m.CA.1.a.7.Seek out imaginative play opportunities with trusted adults

ReadyRosie
Bear Bath
SPECIFIC INDICATOR 24m.CA.1.a.8.Explore roles through imaginative play, such as saying “boo” to an adult and acting scared when the adult says “boo” to them

ReadyRosie
Bear Bath

Rhode Island World-Class Standards
Early Childhood Education
Grade: Ages 25 to 36 months - Adopted: 2013
DOMAIN RI.36m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.PH.1.Health and Safety Practices
GSE STEM 36m.PH.1.a.Children engage in structured and unstructured physical activity.
SPECIFIC INDICATOR 36m.PH.1.a.1.Sustain physical activity for at least 15 minutes at a time for at least 30 minutes total each day

ReadyRosie
Bear Hunt
Get Moving
SPECIFIC INDICATOR 36m.PH.1.a.2.Participate in outdoor play

ReadyRosie
Bear Hunt
Get Moving
SPECIFIC INDICATOR 36m.PH.1.a.4.Actively participate in games and dances

ReadyRosie
I can't sing. How can I sing to my baby?
Ring Around the Rosie
DOMAIN RI.36m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.PH.1.Health and Safety Practices
GSE STEM 36m.PH.1.b.Children become increasingly able to identify unsafe situations and gradually learn strategies for responding to them.
SPECIFIC INDICATOR 36m.PH.1.b.2.Stop a behavior in response to direction by an adult

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
SPECIFIC INDICATOR 36m.PH.1.b.3.Understand and participate in the routine of holding hands with an adult when walking in public places

ReadyRosie
Behavior is a form of communication
Tips for bonding with your baby
You are your child's first teacher
SPECIFIC INDICATOR 36m.PH.1.b.4.Seek an adult’s help in some unsafe or dangerous situations

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
DOMAIN RI.36m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.PH.1.Health and Safety Practices
GSE STEM 36m.PH.1.c.Children develop self-help skills.
SPECIFIC INDICATOR 36m.PH.1.c.1.Understand the difference between food and non-food items

ReadyRosie
Hooray Parfait
Little Chef
Packing our Lunch
SPECIFIC INDICATOR 36m.PH.1.c.2.Recognize when foods are new to them and choose whether to taste or not

ReadyRosie
Hooray Parfait
Little Chef
Packing our Lunch
SPECIFIC INDICATOR 36m.PH.1.c.5.Dress or undress with minimal assistance

ReadyRosie
T-Shirt Talk
SPECIFIC INDICATOR 36m.PH.1.c.8.Indicate when not feeling well

ReadyRosie
I Can Do It All By Myself
DOMAIN RI.36m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.PH.2.Gross Motor Development
GSE STEM 36m.PH.2.a.Children develop large muscle control, strength, and coordination.
SPECIFIC INDICATOR 36m.PH.2.a.1.Play “catch” using a large rubber ball

ReadyRosie
Catch!
SPECIFIC INDICATOR 36m.PH.2.a.2.Throw underhand with some direction

ReadyRosie
Catch!
SPECIFIC INDICATOR 36m.PH.2.a.3.Climb on outdoor play equipment

ReadyRosie
Bear Hunt
DOMAIN RI.36m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.PH.2.Gross Motor Development
GSE STEM 36m.PH.2.b.Children develop traveling skills.
SPECIFIC INDICATOR 36m.PH.2.b.1.Change direction while walking or running

ReadyRosie
Bear Hunt
Get Moving
Ring Around the Rosie
Stop and Go
SPECIFIC INDICATOR 36m.PH.2.b.2.Stop suddenly after running (displaying increased coordination and regulation of large muscles)

ReadyRosie
Bear Hunt
Get Moving
Ring Around the Rosie
Stop and Go
SPECIFIC INDICATOR 36m.PH.2.b.4.Jump forward at least six inches

ReadyRosie
Bear Hunt
Get Moving
SPECIFIC INDICATOR 36m.PH.2.b.5.Move in, under, and over objects in the environment with ease

ReadyRosie
Bear Hunt
DOMAIN RI.36m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.PH.3.Fine Motor Development
GSE STEM 36m.PH.3.a.Children develop small muscle control, strength, and coordination.
SPECIFIC INDICATOR 36m.PH.3.a.1.String large beads onto shoe laces

ReadyRosie
Drum Patterns
Torn Paper Art
Toy Car Wash
SPECIFIC INDICATOR 36m.PH.3.a.2.Turn knobs and unscrew lids, put lids on post, unwrap candy, etc.

ReadyRosie
Drum Patterns
Torn Paper Art
Toy Car Wash
SPECIFIC INDICATOR 36m.PH.3.a.3.Put three or four pieces into a puzzle board

ReadyRosie
Drum Patterns
Nesting Bowls
Torn Paper Art
Toy Car Wash
SPECIFIC INDICATOR 36m.PH.3.a.4.Dig and scoop sand or water

ReadyRosie
Drum Patterns
Torn Paper Art
Toy Car Wash
DOMAIN RI.36m.PH.PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.PH.3.Fine Motor Development
GSE STEM 36m.PH.3.b.Children develop writing and drawing skills.
SPECIFIC INDICATOR 36m.PH.3.b.1.Hold a pencil in an approximate thumb-and-finger grip

ReadyRosie
Copy Me
Secret Message
SPECIFIC INDICATOR 36m.PH.3.b.2.Attempt to copy a drawn circle

ReadyRosie
Copy Me
Recycled Play
SPECIFIC INDICATOR 36m.PH.3.b.3.Attempt to imitate a drawn cross

ReadyRosie
Copy Me
Recycled Play
SPECIFIC INDICATOR 36m.PH.3.b.4.Attempt to imitate a horizontal and vertical stroke

ReadyRosie
Copy Me
Paint your Name
Secret Message
DOMAIN RI.36m.SE.SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.SE.1.Relationships with Others
GSE STEM 36m.SE.1.a.Children develop trust in and engage positively with adults who are familiar and consistently present in children’s lives.
SPECIFIC INDICATOR 36m.SE.1.a.1.Seek adult assistance when challenged

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
SPECIFIC INDICATOR 36m.SE.1.a.2.Demonstrate affection for familiar adults

ReadyRosie
Tell Me About It!
SPECIFIC INDICATOR 36m.SE.1.a.3.Seek comfort from an adult after falling down or getting hurt

ReadyRosie
Behavior is a form of communication
Tips for bonding with your baby
You are your child's first teacher
SPECIFIC INDICATOR 36m.SE.1.a.4.Interact with adults to solve problems or communicate about experiences or ideas

ReadyRosie
How can I make music part of our day?
DOMAIN RI.36m.SE.SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.SE.1.Relationships with Others
GSE STEM 36m.SE.1.b.Children engage in positive relationships and interactions with other children.
SPECIFIC INDICATOR 36m.SE.1.b.1.Watch and copy other children’s play activities

ReadyRosie
Catch!
Ring Around the Rosie
SPECIFIC INDICATOR 36m.SE.1.b.2.Seek assistance from an adult caregiver in resolving conflicts with other children

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?
SPECIFIC INDICATOR 36m.SE.1.b.4.Participate in associative play with other children (i.e., engaging in separate play activities while occasionally sharing toys or commenting on another child’s play)

ReadyRosie
Catch!
Ring Around the Rosie
DOMAIN RI.36m.SE.SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.SE.2.Sense of Self
GSE STEM 36m.SE.2.a.Children develop an awareness of themselves as an individual with unique thoughts, feelings, and perspectives.
SPECIFIC INDICATOR 36m.SE.2.a.2.Demonstrate preferences and choices for people, toys, or activities

ReadyRosie
I Am Unique
Tell Me About It!
SPECIFIC INDICATOR 36m.SE.2.a.3.Recognize a picture of themselves (e.g., by pointing or saying “me”)

ReadyRosie
I Am Unique
I Can Do It All By Myself
Tell Me About It!
Tips for storytelling: Story ideas
SPECIFIC INDICATOR 36m.SE.2.a.4.Describe some personal characteristics (e.g., hair color)

ReadyRosie
I Am Unique
I Can Do It All By Myself
Tell Me About It!
Tips for storytelling: Story ideas
SPECIFIC INDICATOR 36m.SE.2.a.5.Provide their first and last names when asked

ReadyRosie
I Am Unique
I Can Do It All By Myself
Tell Me About It!
Tips for storytelling: Story ideas
DOMAIN RI.36m.SE.SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.SE.2.Sense of Self
GSE STEM 36m.SE.2.b.Children develop the confidence to complete an action successfully or independently.
SPECIFIC INDICATOR 36m.SE.2.b.2.Initiate new activities and explore new materials

ReadyRosie
Counting Collection
Fast, Slow
I Can Do It All By Myself
Nature Walk and Talk
Nesting Bowls
What Do We Do?
DOMAIN RI.36m.SE.SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.SE.3.Self-regulation
GSE STEM 36m.SE.3.b.Children develop the ability to control impulses.
SPECIFIC INDICATOR 36m.SE.3.b.1.Follow simple rules most of the time

ReadyRosie
How do I get my child to______?
How should I handle temper tantrums?
SPECIFIC INDICATOR 36m.SE.3.b.2.Control impulses (e.g., walking around—rather than through—a puddle when directed)

ReadyRosie
How can I get my child to listen to me?
How should I handle temper tantrums?
Is my child overscheduled?
DOMAIN RI.36m.LD.LANGUAGE DEVELOPMENT (LD) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.LD.1.Receptive Language
GSE STEM 36m.LD.1.a.Young children attend to, understand, and respond to increasingly complex language.
SPECIFIC INDICATOR 36m.LD.1.a.1.Demonstrate an understanding of descriptive words

ReadyRosie
How can I help my child learn new words?
Magazine Picture Walk
One, Two, Moo
Stuck on You
DOMAIN RI.36m.LD.LANGUAGE DEVELOPMENT (LD) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.LD.2.Expressive Language
GSE STEM 36m.LD.2.a.Young children use increasingly complex vocabulary, grammar, and syntax to express thoughts and needs.
SPECIFIC INDICATOR 36m.LD.2.a.9.Ask “who,” “what,” “why,” and “where” questions

ReadyRosie
Nature Walk and Talk
What Do We Do?
DOMAIN RI.36m.LD.LANGUAGE DEVELOPMENT (LD) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.LD.3.Pragmatics
GSE STEM 36m.LD.3.a.Young children understand, follow, and use appropriate social and conversational rules.
SPECIFIC INDICATOR 36m.LD.3.a.2.Use multiple means, such as verbal and nonverbal language, to communicate needs, wants, and feelings

ReadyRosie
Behavior is a form of communication
Tempted to Talk
DOMAIN RI.36m.LD.LANGUAGE DEVELOPMENT (LD) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.LD.4.Language Development of Dual Language Learners
GSE STEM 36m.LD.4.a.Young children attend to, understand, and respond to increasingly complex language as well as a range of topics and types of texts (including digital texts) in English.
SPECIFIC INDICATOR 36m.LD.4.a.2.Demonstrate an understanding of English words for objects and actions and of English phrases encountered frequently in both real and pretend activities

ReadyRosie
How can I help my child learn new words?
Magazine Picture Walk
One, Two, Moo
Stuck on You
SPECIFIC INDICATOR 36m.LD.4.a.3.Demonstrate an understanding of English words related to basic concepts (e.g., colors, some animal classifications, foods, etc.)

ReadyRosie
Toy Sort
DOMAIN RI.36m.LD.LANGUAGE DEVELOPMENT (LD) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.LD.4.Language Development of Dual Language Learners
GSE STEM 36m.LD.4.b.Young children become increasingly proficient in expressing their thoughts and ideas in English.
SPECIFIC INDICATOR 36m.LD.4.b.8.Use “what” and “why” questions in English, sometimes with errors

ReadyRosie
Nature Walk and Talk
What Do We Do?
DOMAIN RI.36m.L.LITERACY (L) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.L.1.Phonological Awareness
GSE STEM 36m.L.1.a.Children notice and discriminate the sounds of spoken language.
SPECIFIC INDICATOR 36m.L.1.a.4.Sing simple songs and lullabies (such as those with repeating initial sounds)

ReadyRosie
How can I communicate with my baby?
How can I make music part of our day?
I can't sing. How can I sing to my baby?
Ring Around the Rosie
Why should I sing to my baby?
DOMAIN RI.36m.L.LITERACY (L) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.L.2.Alphabet Knowledge
GSE STEM 36m.L.2.a.Children recognize and identify letters and make letter-sound connections.
SPECIFIC INDICATOR 36m.L.2.a.3.Recognize and identify a few letters in their own name

ReadyRosie
Paint your Name
DOMAIN RI.36m.L.LITERACY (L) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.L.3.Print Knowledge
GSE STEM 36m.L.3.a.Children demonstrate book awareness and knowledge of basic print conventions; they understand that print carries meaning and spoken words are represented by text.
SPECIFIC INDICATOR 36m.L.3.a.2.Know where books are kept, take them to an adult reader, and return books to their designated place when finished

ReadyRosie
Book Chats
Book Walk
Magazine Picture Walk
Stop and Go
Tips for helping your child love reading
SPECIFIC INDICATOR 36m.L.3.a.3.Make scribble marks on paper and “read” the meaning they assign to the marks

ReadyRosie
Book Chats
Book Walk
Copy Me
Magazine Picture Walk
Paint your Name
Secret Message
Stop and Go
Tips for helping your child love reading
DOMAIN RI.36m.L.LITERACY (L) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.L.4.Comprehension and Interest
GSE STEM 36m.L.4.a.Children show interest and an understanding of a variety of literacy experiences.
SPECIFIC INDICATOR 36m.L.4.a.1.Actively participate in shared reading experiences by asking questions, making comments, and responding to prompts

ReadyRosie
Book Chats
Book Walk
Magazine Picture Walk
Stop and Go
Tips for helping your child love reading
SPECIFIC INDICATOR 36m.L.4.a.2.Demonstrate an interest in a variety of early literacy experiences, such as telling and listening to stories, singing and saying rhymes, and engaging with writing materials

ReadyRosie
Copy Me
How can I communicate with my baby?
How can I make music part of our day?
I can't sing. How can I sing to my baby?
Paint your Name
Ring Around the Rosie
Secret Message
Why should I sing to my baby?
Why should we tell family stories?
SPECIFIC INDICATOR 36m.L.4.a.3.Demonstrate a preference for conventional books over board books

ReadyRosie
Book Chats
Book Walk
Magazine Picture Walk
Stop and Go
Tips for helping your child love reading
SPECIFIC INDICATOR 36m.L.4.a.4.Enjoy books about a variety of topics

ReadyRosie
Book Chats
Book Walk
Magazine Picture Walk
Stop and Go
Tips for helping your child love reading
SPECIFIC INDICATOR 36m.L.4.a.5.Choose to look at books, magazines, and other print materials without assistance

ReadyRosie
Reading Routines for Early Readers
SPECIFIC INDICATOR 36m.L.4.a.6.Incorporate books or other print materials into their play

ReadyRosie
Banana Phonana
Drum Patterns
Recycled Play
Toy Car Wash
Vroom! Vroom!
SPECIFIC INDICATOR 36m.L.4.a.8.Recall specific characters or events from familiar stories and retell some parts of a story with prompting and support

ReadyRosie
Family Movie Night
Tips for helping your child love reading
Tips for storytelling: Using gestures
DOMAIN RI.36m.L.LITERACY (L) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.L.5.Literacy Development for Dual Language Learners
GSE STEM 36m.L.5.a.Children become increasingly engaged in literacy experiences in English.
SPECIFIC INDICATOR 36m.L.5.a.1.Participate in reading activities, using books written in English when the language is predictable

ReadyRosie
Book Chats
Book Walk
Magazine Picture Walk
Stop and Go
Tips for helping your child love reading
SPECIFIC INDICATOR 36m.L.5.a.2.Choose to read familiar books written in the home language or in English with increasing independence and to talk about the books in either their home language or English

ReadyRosie
Book Chats
Book Walk
Bring Me the Book
Magazine Picture Walk
Reading Routines for Early Readers
Stop and Go
Tips for helping your child love reading
SPECIFIC INDICATOR 36m.L.5.a.3.Describe their own experiences related to the topic of a story, sometimes using telegraphic and/or formulaic speech in English

ReadyRosie
Bring Me the Book
SPECIFIC INDICATOR 36m.L.5.a.4.Begin to narrate using English that reflects an increasingly larger vocabulary and more complex grammar

ReadyRosie
Magazine Picture Walk
Stuck on You
Toy Sort
SPECIFIC INDICATOR 36m.L.5.a.5.Retell a story using the home language and some English when read or told the story in English

ReadyRosie
Family Movie Night
Tips for helping your child love reading
Tips for storytelling: Using gestures
DOMAIN RI.36m.L.LITERACY (L) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.L.6.Emergent Writing
GSE STEM 36m.L.6.a.Children learn writing skills and show knowledge of writing conventions; they demonstrate an understanding of writing as a means of communication.
SPECIFIC INDICATOR 36m.L.6.a.1.Explore a variety of writing tools

ReadyRosie
Copy Me
Secret Message
SPECIFIC INDICATOR 36m.L.6.a.2.Describe drawings and paintings simply (e.g., “that’s Mama”)

ReadyRosie
Book Walk
Copy Me
Recycled Play
Stuck on You
SPECIFIC INDICATOR 36m.L.6.a.3.Watch when adults write

ReadyRosie
Copy Me
Paint your Name
Secret Message
SPECIFIC INDICATOR 36m.L.6.a.4.Imitate the act of writing during play

ReadyRosie
Copy Me
Paint your Name
Secret Message
DOMAIN RI.36m.L.LITERACY (L) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.L.6.Emergent Writing
GSE STEM 36m.L.6.b.Children use writing to represent and communicate ideas in a variety of contexts; they use a combination of drawing, dictating, and writing to communicate; they participate in shared writing
SPECIFIC INDICATOR 36m.L.6.b.1.Use scribbles as representations of oral language (e.g., describing scribbles as writing or language by telling adult what they mean)

ReadyRosie
Book Walk
Copy Me
Paint your Name
Secret Message
Stuck on You
SPECIFIC INDICATOR 36m.L.6.b.2.Create drawings and assign meaning to them

ReadyRosie
Book Walk
Copy Me
Recycled Play
Stuck on You
SPECIFIC INDICATOR 36m.L.6.b.3.Imitate the act of writing during play

ReadyRosie
Copy Me
Paint your Name
Secret Message
DOMAIN RI.36m.CD.COGNITIVE DEVELOPMENT (CD) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.CD.1.Logic and Reasoning
GSE STEM 36m.CD.1.a.Children apply strategies and draw upon past knowledge and experiences to meet goals and solve problems.
SPECIFIC INDICATOR 36m.CD.1.a.2.Explore cause-and-effect relationships by intentionally repeating an action and observing the reaction (e.g., rolling a car down a ramp repeatedly and observing the distance the car traveled)

ReadyRosie
Recycled Play
Vroom! Vroom!
SPECIFIC INDICATOR 36m.CD.1.a.3.Engage in pretend play and games requiring several sequential actions (e.g., playing kickball, which requires kicking a ball, running, and then stopping at a base)

ReadyRosie
Banana Phonana
Bear Hunt
Drum Patterns
Get Moving
Recycled Play
Toy Car Wash
Vroom! Vroom!
DOMAIN RI.36m.CD.COGNITIVE DEVELOPMENT (CD) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.CD.3.Attention and Inhibitory Control
GSE STEM 36m.CD.3.a.Children’s skills increase in filtering impulses and sustaining attention on a task.
SPECIFIC INDICATOR 36m.CD.3.a.4.Focus on topics or materials of interest despite distractions (e.g., can dump out and solve a favorite puzzle, even with other children playing in the background)

ReadyRosie
Nesting Bowls
Which Lid?
DOMAIN RI.36m.CD.COGNITIVE DEVELOPMENT (CD) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.CD.4.Cognitive Flexibility
GSE STEM 36m.CD.4.a.Children’s skills increase at adjusting to changes in demands, priorities, and perspectives.
SPECIFIC INDICATOR 36m.CD.4.a.4.Make use of their environment by adapting objects as “tools” (e.g., using a stick to reach something that is under a chair)

ReadyRosie
Drum Patterns
Fast, Slow
Hooray Parfait
Nesting Bowls
Playdough Lengths
Stop and Go
What Do We Do?
Which Lid?
DOMAIN RI.36m.M.MATHEMATICS (M) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.M.1.Number Sense and Quantity
GSE STEM 36m.M.1.a.Children develop number recognition and counting skills and learn the relationship between numbers and the quantity they represent.
SPECIFIC INDICATOR 36m.M.1.a.1.Verbally count to ten (or in some way indicate a knowledge of words for the numbers from one to ten in sequence) with occasional errors

ReadyRosie
Blast Off
Counting Collection
Get Moving
Snack Count
SPECIFIC INDICATOR 36m.M.1.a.2.Count up to five objects accurately

ReadyRosie
Blast Off
Magazine Problem Solving
One, Two, Moo
Packing our Lunch
Snack Count
SPECIFIC INDICATOR 36m.M.1.a.3.Name and identify some written numerals

ReadyRosie
Blast Off
Counting Collection
Get Moving
Snack Count
DOMAIN RI.36m.M.MATHEMATICS (M) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.M.3.Classification and Patterning
GSE STEM 36m.M.3.a.Children learn to order and sort objects by common attributes, to identify patterns, and to predict the next sequence in a pattern.
SPECIFIC INDICATOR 36m.M.3.a.1.Follow a verbal rule for sorting objects into sets

ReadyRosie
Nature Walk and Talk
Toy Sort
SPECIFIC INDICATOR 36m.M.3.a.2.Notice when two things share similar attributes

ReadyRosie
Nature Walk and Talk
Toy Sort
SPECIFIC INDICATOR 36m.M.3.a.3.Recognize and extend a simple repeating pattern (e.g., stomp-clap-stomp-clap), with modeling and support

ReadyRosie
Drum Patterns
DOMAIN RI.36m.M.MATHEMATICS (M) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.M.4.Measurement, Comparison, and Ordering
GSE STEM 36m.M.4.a.Children learn to measure objects by their various attributes (length, height, weight, volume) and to use differences in attributes to make comparisons.
SPECIFIC INDICATOR 36m.M.4.a.1.Compare small quantities (e.g., knowing that “two” is more than “one” or choosing the larger bowl for cereal over the smaller one)

ReadyRosie
Nature Walk and Talk
Toy Sort
SPECIFIC INDICATOR 36m.M.4.a.3.Use language to compare the sizes of objects (e.g., “big” and “little”; and “mommy,” “daddy,” and “baby”)

ReadyRosie
Nature Walk and Talk
Toy Sort
DOMAIN RI.36m.M.MATHEMATICS (M) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.M.5.Geometry and Spatial Sense
GSE STEM 36m.M.5.a.Children learn to identify shapes and their attributes, solve problems using shapes, and explore the positions of objects in space.
SPECIFIC INDICATOR 36m.M.5.a.1.Link or sort (put together) familiar shapes (e.g., circle, square, triangle) that have different sizes and orientation

ReadyRosie
Copy Me
SPECIFIC INDICATOR 36m.M.5.a.2.Build pictures or designs with two-dimensional shapes and create buildings or structures with three-dimensional shapes, such as building blocks

ReadyRosie
Copy Me
SPECIFIC INDICATOR 36m.M.5.a.3.Recognize and name some familiar shapes

ReadyRosie
Copy Me
DOMAIN RI.36m.SS.SOCIAL STUDIES (SS) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.SS.1.Self, Family, and Community
GSE STEM 36m.SS.1.a.Children gain awareness of how they relate to their family and community, understand social roles and responsibilities, and recognize and respect similarities and differences in people.
SPECIFIC INDICATOR 36m.SS.1.a.1.Follow rules and understand that there may be different rules for different contexts

ReadyRosie
How do I get my child to______?
How should I handle temper tantrums?
SPECIFIC INDICATOR 36m.SS.1.a.3.Engage in pretend play and act out different settings or events that happen at home (e.g., being a doll’s “daddy” and using a spoon to feed the doll)

ReadyRosie
Banana Phonana
Drum Patterns
Recycled Play
Toy Car Wash
Vroom! Vroom!
SPECIFIC INDICATOR 36m.SS.1.a.4.Identify basic similarities and differences between themselves and others

ReadyRosie
I Am Unique
I Can Do It All By Myself
Tell Me About It!
Tips for storytelling: Story ideas
DOMAIN RI.36m.SS.SOCIAL STUDIES (SS) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.SS.2.History and Geography
GSE STEM 36m.SS.2.a.Children understand concept of time (past, present, and future) and place.
SPECIFIC INDICATOR 36m.SS.2.a.1.Demonstrate an awareness of a daily routine

ReadyRosie
How do I get my child to______?
How should I handle temper tantrums?
DOMAIN RI.36m.CA.CREATIVE ARTS (CA) (36m)
STATEMENT OF ENDURING KNOWLEDGE 36m.CA.1.Experimentation and Participation in the Creative Arts
GSE STEM 36m.CA.1.a.Children gain appreciation for and participate in the creative arts.
SPECIFIC INDICATOR 36m.CA.1.a.1.Demonstrate preferences for favorite colors

ReadyRosie
Toy Sort
SPECIFIC INDICATOR 36m.CA.1.a.2.Move their bodies with increasing skill to express emotions and rhythms

ReadyRosie
I can't sing. How can I sing to my baby?
Ring Around the Rosie
SPECIFIC INDICATOR 36m.CA.1.a.3.Create representations of real objects in art work

ReadyRosie
Copy Me
Recycled Play
SPECIFIC INDICATOR 36m.CA.1.a.4.Create new songs and dances or add their own words to songs with support from adults

ReadyRosie
How can I communicate with my baby?
How can I make music part of our day?
I can't sing. How can I sing to my baby?
Ring Around the Rosie
Why should I sing to my baby?
SPECIFIC INDICATOR 36m.CA.1.a.5.Dance to music in a group with support from adults

ReadyRosie
I can't sing. How can I sing to my baby?
Ring Around the Rosie
SPECIFIC INDICATOR 36m.CA.1.a.7.Imitate simple songs and finger-play movements

ReadyRosie
How can I communicate with my baby?
How can I make music part of our day?
I can't sing. How can I sing to my baby?
Ring Around the Rosie
Why should I sing to my baby?
SPECIFIC INDICATOR 36m.CA.1.a.8.Watch and copy other children’s play activities

ReadyRosie
Banana Phonana
Drum Patterns
Recycled Play
Toy Car Wash
Vroom! Vroom!
SPECIFIC INDICATOR 36m.CA.1.a.9.Use imaginative play as a vehicle to express their own life experiences and familiar stories

ReadyRosie
Banana Phonana
Drum Patterns
Recycled Play
Toy Car Wash
Vroom! Vroom!