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! |