Rhode Island World-Class Standards (Pre-K)
| Main Criteria: Rhode Island World-Class Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grade: Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| Rhode Island World-Class Standards |
| Early Childhood Education |
| Grade: Ages 3-5 - Adopted: 2013 |
| DOMAIN | RI.48m.PH. | PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.PH.1. | Health and Safety Practices |
| GSE STEM | 48m.PH.1.a. | Children engage in structured and unstructured physical activity. |
| SPECIFIC INDICATOR | 48m.PH.1.a.2. | Practice kicking, throwing, and running ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| DOMAIN | RI.48m.PH. | PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.PH.1. | Health and Safety Practices |
| GSE STEM | 48m.PH.1.b. | Children become increasingly able to identify unsafe situations and gradually learn strategies for responding to them. |
| SPECIFIC INDICATOR | 48m.PH.1.b.1. | Recognize unsafe situations and tell an adult; alert adult when another child is in a dangerous situation ReadyRosie Behavior is a form of communication My Address You are your child's first teacher |
| SPECIFIC INDICATOR | 48m.PH.1.b.3. | Tell what the consequences are of unsafe behaviors ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| SPECIFIC INDICATOR | 48m.PH.1.b.4. | With adult assistance, look both ways before crossing the street ReadyRosie My Address |
| DOMAIN | RI.48m.PH. | PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.PH.2. | Gross Motor Development |
| GSE STEM | 48m.PH.2.a. | Children develop large muscle control, strength, and coordination. |
| SPECIFIC INDICATOR | 48m.PH.2.a.1. | Pedal a tricycle ReadyRosie Follow the Leader |
| SPECIFIC INDICATOR | 48m.PH.2.a.2. | Aim and throw a ball overhand toward a target ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| SPECIFIC INDICATOR | 48m.PH.2.a.3. | Bounce a ball ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| SPECIFIC INDICATOR | 48m.PH.2.a.4. | Hit a stationary ball with a plastic or foam bat ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| SPECIFIC INDICATOR | 48m.PH.2.a.5. | Use arms and legs in a coordinated manner to “pump” on a swing ReadyRosie Follow the Leader |
| SPECIFIC INDICATOR | 48m.PH.2.a.6. | Jump off a bottom step with two feet ReadyRosie Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| SPECIFIC INDICATOR | 48m.PH.2.a.7. | Jump with two feet over small objects ReadyRosie Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| DOMAIN | RI.48m.PH. | PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.PH.2. | Gross Motor Development |
| GSE STEM | 48m.PH.2.b. | Children develop traveling skills. |
| SPECIFIC INDICATOR | 48m.PH.2.b.1. | Run up to a ball and kick it while maintaining balance ReadyRosie Follow the Leader Rhyming Toss Rock Toss The Number Stays the Same |
| SPECIFIC INDICATOR | 48m.PH.2.b.2. | Walk or run around obstacles and corners ReadyRosie Follow the Leader Jump to It Rock Toss |
| SPECIFIC INDICATOR | 48m.PH.2.b.4. | Understand the position or orientation of their body to other objects and people ReadyRosie Follow the Leader Jump to It Rock Toss |
| DOMAIN | RI.48m.PH. | PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.PH.3. | Fine Motor Development |
| GSE STEM | 48m.PH.3.a. | Children develop small muscle control, strength, and coordination. |
| SPECIFIC INDICATOR | 48m.PH.3.a.1. | String small beads onto shoe laces ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| SPECIFIC INDICATOR | 48m.PH.3.a.2. | Continues to fit together manipulatives and connecting toys (e.g., Legos, bristle blocks) ReadyRosie Tips for helping your child love reading |
| DOMAIN | RI.48m.PH. | PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.PH.3. | Fine Motor Development |
| GSE STEM | 48m.PH.3.b. | Children develop writing and drawing skills. |
| SPECIFIC INDICATOR | 48m.PH.3.b.1. | Hold a regular pencil using an adult grip ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Stuffed Animal Stories Thank You Note Weekend News Writing Names with Shaving Cream |
| SPECIFIC INDICATOR | 48m.PH.3.b.2. | Imitate a horizontal and vertical stroke ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters May I Take your Order? Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| SPECIFIC INDICATOR | 48m.PH.3.b.4. | Imitate a drawn circle ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| SPECIFIC INDICATOR | 48m.PH.3.b.5. | Write letter or numeral-like forms ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Making a Grocery List Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Weekend News Writing Names with Shaving Cream |
| DOMAIN | RI.48m.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.SE.1. | Relationships with Others |
| GSE STEM | 48m.SE.1.a. | Children develop trust in and engage positively with adults who are familiar and consistently present in children’s lives. |
| SPECIFIC INDICATOR | 48m.SE.1.a.1. | Seek approval from adults ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| DOMAIN | RI.48m.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.SE.1. | Relationships with Others |
| GSE STEM | 48m.SE.1.b. | Children engage in positive relationships and interactions with other children. |
| SPECIFIC INDICATOR | 48m.SE.1.b.1. | Share and take turns using materials ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| SPECIFIC INDICATOR | 48m.SE.1.b.2. | Suggest solutions to conflicts, with adult guidance and assistance ReadyRosie How can I get my child to listen to me? How can I stop my kids from fighting? How should I handle temper tantrums? Talking About Your Feelings |
| SPECIFIC INDICATOR | 48m.SE.1.b.4. | Participate in pretend play with other children ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Tips for helping your child love reading Toy Stories |
| SPECIFIC INDICATOR | 48m.SE.1.b.5. | Express how another child or storybook character might feel ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| SPECIFIC INDICATOR | 48m.SE.1.b.6. | Notice and show concern for peers’ feelings ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| SPECIFIC INDICATOR | 48m.SE.1.b.7. | Comfort peers when they are hurt or upset, with adult guidance and assistance ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| DOMAIN | RI.48m.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.SE.2. | Sense of Self |
| GSE STEM | 48m.SE.2.a. | Children develop an awareness of themselves as an individual with unique thoughts, feelings, and perspectives. |
| SPECIFIC INDICATOR | 48m.SE.2.a.1. | Describe their own and others’ personal characteristics (e.g., “My hair is red; your hair is black.”) ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show Grandparent Storytime How Many Feet? Tips for storytelling: Story ideas Why should we tell family stories? |
| SPECIFIC INDICATOR | 48m.SE.2.a.2. | Understand that other people have different physical characteristics as well as different thoughts, beliefs, ideas, and feelings. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| SPECIFIC INDICATOR | 48m.SE.2.a.3. | Demonstrate an awareness of their own likes and preferences ReadyRosie Book Selection Selecting Books Using a Menu to Order What's for Dinner? |
| DOMAIN | RI.48m.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.SE.2. | Sense of Self |
| GSE STEM | 48m.SE.2.b. | Children develop the confidence to complete an action successfully or independently. |
| SPECIFIC INDICATOR | 48m.SE.2.b.1. | Choose materials and activities ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SPECIFIC INDICATOR | 48m.SE.2.b.2. | Participate in new experiences with confidence and independence (e.g., selecting more challenging puzzles) ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DOMAIN | RI.48m.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.SE.3. | Self-regulation |
| GSE STEM | 48m.SE.3.a. | Children develop the ability to express and regulate their own emotions. |
| SPECIFIC INDICATOR | 48m.SE.3.a.1. | Are increasingly able to regulate their impulses in certain situations (e.g., waiting their turn for a favored toy) ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| SPECIFIC INDICATOR | 48m.SE.3.a.2. | Can express emotions using words, signs, or other communication methods ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| SPECIFIC INDICATOR | 48m.SE.3.a.3. | Take pride in their accomplishments ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| SPECIFIC INDICATOR | 48m.SE.3.a.4. | Continue to use physical ways of expressing themselves when their feelings are intense (e.g., throwing things, pounding) ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| DOMAIN | RI.48m.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.SE.3. | Self-regulation |
| GSE STEM | 48m.SE.3.b. | Children develop the ability to control impulses. |
| SPECIFIC INDICATOR | 48m.SE.3.b.1. | Usually follow classroom rules and expectations ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| SPECIFIC INDICATOR | 48m.SE.3.b.3. | Ask or wait for adult permission before doing something they are unsure about ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| DOMAIN | RI.48m.LD. | LANGUAGE DEVELOPMENT (LD) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.LD.1. | Receptive Language |
| GSE STEM | 48m.LD.1.a. | Young children attend to, understand, and respond to increasingly complex language. |
| SPECIFIC INDICATOR | 48m.LD.1.a.1. | Demonstrate an understanding of stories, songs, and poems by retelling or relating them to prior knowledge ReadyRosie Book Bag Descriptions Family Movie Night Family Photos My Favorite Part Picture Walk Predictions Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Text to Self Connections Tips for helping your child love reading Tips for storytelling: Using gestures |
| SPECIFIC INDICATOR | 48m.LD.1.a.2. | Demonstrate an understanding of conversations by responding to questions and prompts ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| SPECIFIC INDICATOR | 48m.LD.1.a.3. | Demonstrate an understanding of several hundred words in their home language, including those relating to objects, actions, and attributes encountered in both real and symbolic contexts (conversations and texts) ReadyRosie Color Word Sentences Comparing Vegetables Finding the Groceries Following Directions Grocery Store Conversations How Many Can You Name? How can I help my child learn new words? I Spy an Animal I'm Thinking of an Animal If You're Happy & You Know It Kitchen Labeling Mystery Bag Pantry Talk Description Phone Fun Predicting Vocabulary Reading a Book for the Second Time Silent Opposites Sink or Float Take Away Taking Turns Think About It Who Should We Ask? |
| SPECIFIC INDICATOR | 48m.LD.1.a.5. | Understand increasingly longer and complex sentences, including sentences with two or more phrases or ideas ReadyRosie Family Photos Pantry Talk Description Phone Fun Who Should We Ask? |
| SPECIFIC INDICATOR | 48m.LD.1.a.6. | Follow directions that involve multiple steps (e.g., “Please, would you get the sponge, dampen it with water, and clean your table top?”) ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| DOMAIN | RI.48m.LD. | LANGUAGE DEVELOPMENT (LD) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.LD.2. | Expressive Language |
| GSE STEM | 48m.LD.2.a. | Young children use increasingly complex vocabulary, grammar, and syntax to express thoughts and needs. |
| SPECIFIC INDICATOR | 48m.LD.2.a.1. | Communicate clearly enough to be understood by unfamiliar listeners but may make some pronunciation errors ReadyRosie Choosing the Right Voice |
| SPECIFIC INDICATOR | 48m.LD.2.a.3. | Use a variety of vocabulary words, including words to express emotions, to talk about position and direction, to describe relations between objects, to describe actions, and to express needs ReadyRosie Behavior is a form of communication Funny Faces If You're Happy & You Know It Putting Away the Groceries Table Riddles Talking About Your Feelings |
| SPECIFIC INDICATOR | 48m.LD.2.a.4. | Demonstrate an understanding of the meaning of words by describing the use of familiar objects, talking about categories of objects, using several words to explain the same idea (i.e., synonyms), and relating words to their opposites ReadyRosie Comparing Vegetables Silent Opposites What's the Opposite? |
| SPECIFIC INDICATOR | 48m.LD.2.a.6. | Experiment with using new words in conversation ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| SPECIFIC INDICATOR | 48m.LD.2.a.7. | Use longer, more increasingly complex sentences, including complete four- to six-word sentences ReadyRosie All Mixed Up Pantry Talk Description |
| SPECIFIC INDICATOR | 48m.LD.2.a.8. | Use, with modeling and support, more complex grammar and parts of speech, including common prepositions, regular plural nouns, correct subject- verb agreement, pronouns, and possessives ReadyRosie All Mixed Up Little Miss Muffet Role Play What Did I Do? |
| SPECIFIC INDICATOR | 48m.LD.2.a.9. | Continue to ask “who,” “what,” “why,” and “where” questions ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| DOMAIN | RI.48m.LD. | LANGUAGE DEVELOPMENT (LD) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.LD.3. | Pragmatics |
| GSE STEM | 48m.LD.3.a. | Young children understand, follow, and use appropriate social and conversational rules. |
| SPECIFIC INDICATOR | 48m.LD.3.a.2. | Use appropriate volume and intonation when speaking in a variety of social situations ReadyRosie Choosing the Right Voice |
| SPECIFIC INDICATOR | 48m.LD.3.a.3. | Follow commonly accepted norms of communication in group settings, with support and modeling (e.g., responding appropriately to such direction as “Only one child speaks at once; raise your hand.”) ReadyRosie Choosing the Right Voice Taking Turns |
| SPECIFIC INDICATOR | 48m.LD.3.a.4. | Engage, with support and modeling, in conversations of at least three turns, with each exchange relating to and building upon what was said previously ReadyRosie Choosing the Right Voice Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| DOMAIN | RI.48m.LD. | LANGUAGE DEVELOPMENT (LD) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.LD.4. | Language Development of Dual Language Learners |
| GSE STEM | 48m.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 | 48m.LD.4.a.1. | Demonstrate an understanding of a larger set of words in English (for objects and actions, personal pronouns, and possessives) in both real and pretend activities ReadyRosie Pantry Talk Description |
| SPECIFIC INDICATOR | 48m.LD.4.a.2. | Demonstrate an understanding of words in English related to more advanced concepts (e.g., abstract emotions and ideas) ReadyRosie Funny Faces If You're Happy & You Know It Pantry Talk Description Talking About Your Feelings |
| SPECIFIC INDICATOR | 48m.LD.4.a.3. | Follow directions that involve a one- or two-step sequence, relying less on contextual cues ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| DOMAIN | RI.48m.LD. | LANGUAGE DEVELOPMENT (LD) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.LD.4. | Language Development of Dual Language Learners |
| GSE STEM | 48m.LD.4.b. | Young children become increasingly proficient in expressing their thoughts and ideas in English. |
| SPECIFIC INDICATOR | 48m.LD.4.b.1. | Demonstrate increasing reliance on verbal communication in English to be understood by others ReadyRosie Choosing the Right Voice Pantry Talk Description |
| SPECIFIC INDICATOR | 48m.LD.4.b.2. | Use new English vocabulary to share knowledge of concepts, including conversational and academic vocabulary ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| SPECIFIC INDICATOR | 48m.LD.4.b.3. | Sustain a conversation in English with increasingly complex syntax, adding conjunctions, subject-verb-object patterns, and other more advanced elements of English sentence construction ReadyRosie All Mixed Up Pantry Talk Description |
| SPECIFIC INDICATOR | 48m.LD.4.b.4. | Expand their use of different forms of grammar in English (e.g., plurals; possessive pronouns; simple past-tense verbs), sometimes with errors ReadyRosie All Mixed Up Pantry Talk Description What Did I Do? |
| SPECIFIC INDICATOR | 48m.LD.4.b.5. | Use “what,” “why,” “how,” “when,” and “where” questions in more complete forms in English, sometimes with errors ReadyRosie Getting Information from Pictures Pantry Talk Description |
| DOMAIN | RI.48m.L. | LITERACY (L) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.L.1. | Phonological Awareness |
| GSE STEM | 48m.L.1.a. | Children notice and discriminate the sounds of spoken language. |
| SPECIFIC INDICATOR | 48m.L.1.a.1. | Demonstrate an awareness of words as separate units ReadyRosie Looking for Letters in Ads Reading with Jack and Jill Starting a Word Bank Words on the Page |
| SPECIFIC INDICATOR | 48m.L.1.a.2. | Identify whether two words rhyme ReadyRosie Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| SPECIFIC INDICATOR | 48m.L.1.a.3. | Engage in rhyming games and songs; can complete a familiar rhyme ReadyRosie Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| SPECIFIC INDICATOR | 48m.L.1.a.4. | Orally blend and segment familiar compound words, with modeling and support ReadyRosie Compound Words Drumming Sounds Echo Game Lazy Letters Sequences of Sounds Take Away |
| SPECIFIC INDICATOR | 48m.L.1.a.5. | Comprehend and use new words introduced within thematic units, stories, and daily activities ReadyRosie Reading a Book for the Second Time |
| DOMAIN | RI.48m.L. | LITERACY (L) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.L.2. | Alphabet Knowledge |
| GSE STEM | 48m.L.2.a. | Children recognize and identify letters and make letter-sound connections. |
| SPECIFIC INDICATOR | 48m.L.2.a.1. | Recognize and name some letters of the alphabet, especially those in their own name as well as letters that occur frequently in environmental print ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Morning Message Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| SPECIFIC INDICATOR | 48m.L.2.a.2. | Produce the sound for some of the letters they recognize ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| SPECIFIC INDICATOR | 48m.L.2.a.3. | Recognize, with modeling and support, their own name or other common words in print ReadyRosie Morning Message Name Game Shopping for Clothes Writing Names with Shaving Cream |
| SPECIFIC INDICATOR | 48m.L.2.a.4. | Recognize words that start with the same letter as their name ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Morning Message Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| DOMAIN | RI.48m.L. | LITERACY (L) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.L.3. | Print Knowledge |
| GSE STEM | 48m.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 | 48m.L.3.a.1. | Hold a book in correct orientation and turn pages from front to back, usually one at a time ReadyRosie Chime In Color Word Sentences Funny Reading Reading the Grocery List Reading with Jack and Jill Stuffed Animal Sentences Stuffed Animal Stories Words on the Page |
| SPECIFIC INDICATOR | 48m.L.3.a.2. | Demonstrate an understanding that print carries meaning and can be read (e.g., dictating words to adults, recognizing their own name or a sibling’s name, pointing to a street sign and asking an adult, “What does that say?”) ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Name Game Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories Writing Names with Shaving Cream |
| SPECIFIC INDICATOR | 48m.L.3.a.3. | Imitate the act of reading a book and demonstrate appropriate book-handling skills ReadyRosie Tips for helping your child love reading |
| SPECIFIC INDICATOR | 48m.L.3.a.4. | Handle and care for books in a respectful manner ReadyRosie Tips for helping your child love reading |
| DOMAIN | RI.48m.L. | LITERACY (L) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.L.4. | Comprehension and Interest |
| GSE STEM | 48m.L.4.a. | Children show interest and an understanding of a variety of literacy experiences. |
| SPECIFIC INDICATOR | 48m.L.4.a.1. | Enjoy and ask to engage in book reading, book writing, or other literacy-related activities ReadyRosie Detailed Drawing of a Face Making a Grocery List Reading Routines for Early Readers Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| SPECIFIC INDICATOR | 48m.L.4.a.2. | Explore a variety of literary genres, such as fiction, fantasy, informational texts ReadyRosie Getting Information from Pictures Just the Facts |
| SPECIFIC INDICATOR | 48m.L.4.a.3. | Share opinions about what they did or did not like about a book or story ReadyRosie Itsy Bitsy Spider Illustrations |
| SPECIFIC INDICATOR | 48m.L.4.a.5. | Begin to understand the sequence of a story ReadyRosie All About My Day Itsy Bitsy Spider Illustrations Toy Stories |
| SPECIFIC INDICATOR | 48m.L.4.a.6. | With support, retell or reenact familiar stories with pictures or props as prompts ReadyRosie Act It Out All About My Day Book Bag Descriptions Family Movie Night Family Photos Grandparent Storytime My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures Toy Stories |
| SPECIFIC INDICATOR | 48m.L.4.a.7. | Ask and answer questions about main characters or events in a familiar story ReadyRosie Asking Wh- Questions Book Bag Descriptions Making Connections PreK Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Text to Self Connections Think About It Tips for helping your child love reading Toy Stories |
| SPECIFIC INDICATOR | 48m.L.4.a.8. | With modeling and support, make predictions about what might happen next in a story and determine if their predictions were confirmed ReadyRosie Book Selection Picture Walk Predictions Selecting Books Text to Self Connections Tips for helping your child love reading |
| SPECIFIC INDICATOR | 48m.L.4.a.9. | With modeling and support, demonstrate knowledge from informational texts ReadyRosie Getting Information from Pictures |
| SPECIFIC INDICATOR | 48m.L.4.a.10. | Respond to the question “what made you think so?” in response to their ideas about books and stories, with more depth and detail ReadyRosie Asking Wh- Questions Book Bag Descriptions Getting Information from Pictures Think About It Tips for helping your child love reading |
| DOMAIN | RI.48m.L. | LITERACY (L) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.L.5. | Literacy Development for Dual Language Learners |
| GSE STEM | 48m.L.5.a. | Children become increasingly engaged in literacy experiences in English. |
| SPECIFIC INDICATOR | 48m.L.5.a.1. | Participate in reading activities, using a variety of genres that are written in English ReadyRosie Pantry Talk Description |
| SPECIFIC INDICATOR | 48m.L.5.a.2. | Choose to read familiar books written in English with increasing independence and to talk about the books in English ReadyRosie Asking Wh- Questions Just the Facts My Favorite Part Pantry Talk Description Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Tips for helping your child love reading |
| SPECIFIC INDICATOR | 48m.L.5.a.3. | Engage in extended conversations in English about stories ReadyRosie Asking Wh- Questions Just the Facts My Favorite Part Pantry Talk Description Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Tips for helping your child love reading |
| SPECIFIC INDICATOR | 48m.L.5.a.4. | Retell in English the majority of a story read or told in English ReadyRosie All About My Day Book Bag Descriptions Family Movie Night Family Photos Grandparent Storytime My Favorite Part Pantry Talk Description Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures |
| DOMAIN | RI.48m.L. | LITERACY (L) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.L.6. | Emergent Writing |
| GSE STEM | 48m.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 | 48m.L.6.a.1. | Understand that writing carries a message and use scribbles, shapes, letter-like symbols, letters, and numerals to write or represent words or ideas ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| SPECIFIC INDICATOR | 48m.L.6.a.2. | With modeling and support, write some letters ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| SPECIFIC INDICATOR | 48m.L.6.a.3. | With modeling and support, write numerals one through nine ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| DOMAIN | RI.48m.L. | LITERACY (L) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.L.6. | Emergent Writing |
| GSE STEM | 48m.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 | 48m.L.6.b.1. | Use letter-like symbols to create written materials during play or to express an idea ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| SPECIFIC INDICATOR | 48m.L.6.b.2. | Use writing tools and materials in various centers or learning environments (e.g., dramatic play, block area, science center) ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| SPECIFIC INDICATOR | 48m.L.6.b.4. | With modeling and support, discuss or answer questions about their writing and drawings ReadyRosie Making a Grocery List Using a Menu to Order |
| DOMAIN | RI.48m.CD. | COGNITIVE DEVELOPMENT (CD) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.CD.1. | Logic and Reasoning |
| GSE STEM | 48m.CD.1.a. | Children apply strategies and draw upon past knowledge and experiences to meet goals and solve problems. |
| SPECIFIC INDICATOR | 48m.CD.1.a.2. | Solve simple problems without trying every possibility (e.g., putting big blocks at the base of a tower and smaller blocks on top to make a tower that doesn’t topple) ReadyRosie Tips for helping your child love reading |
| SPECIFIC INDICATOR | 48m.CD.1.a.4. | Sort objects and then count and compare the groups formed ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| DOMAIN | RI.48m.CD. | COGNITIVE DEVELOPMENT (CD) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.CD.2. | Memory and Working Memory |
| GSE STEM | 48m.CD.2.a. | Children hold information in their mind and manipulate it to perform tasks. |
| SPECIFIC INDICATOR | 48m.CD.2.a.2. | With support, retell or reenact familiar stories, including such details as characters, phrases, and events ReadyRosie Act It Out All About My Day Book Bag Descriptions Family Movie Night Family Photos Grandparent Storytime My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures Toy Stories |
| SPECIFIC INDICATOR | 48m.CD.2.a.3. | Put several objects or groups in order by a quantitative attributes (number, length, etc.) ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| SPECIFIC INDICATOR | 48m.CD.2.a.5. | Successfully follow three-step directions ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| DOMAIN | RI.48m.CD. | COGNITIVE DEVELOPMENT (CD) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.CD.3. | Attention and Inhibitory Control |
| GSE STEM | 48m.CD.3.a. | Children’s skills increase in filtering impulses and sustaining attention on a task. |
| SPECIFIC INDICATOR | 48m.CD.3.a.1. | With adult support, avoid imitating the negative behavior of another child ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| SPECIFIC INDICATOR | 48m.CD.3.a.2. | With adult reminders, wait to communicate information in a group ReadyRosie Choosing the Right Voice Taking Turns |
| SPECIFIC INDICATOR | 48m.CD.3.a.3. | Focus on increasingly complex topics for longer periods of time ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SPECIFIC INDICATOR | 48m.CD.3.a.4. | Return to complete a task if interrupted ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SPECIFIC INDICATOR | 48m.CD.3.a.5. | Count only those objects in a group that have a specific attribute (e.g., all of the red cars in a picture) ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| SPECIFIC INDICATOR | 48m.CD.3.a.7. | Build block buildings and include such structural features as arches and ramps ReadyRosie Building Houses Pantry Sort 1 Pantry Sort 2 Tips for helping your child love reading |
| DOMAIN | RI.48m.CD. | COGNITIVE DEVELOPMENT (CD) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.CD.4. | Cognitive Flexibility |
| GSE STEM | 48m.CD.4.a. | Children’s skills increase at adjusting to changes in demands, priorities, and perspectives. |
| SPECIFIC INDICATOR | 48m.CD.4.a.4. | Continue to count when another item is added to a set ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| SPECIFIC INDICATOR | 48m.CD.4.a.5. | Understand that not all children want the same things ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| DOMAIN | RI.48m.M. | MATHEMATICS (M) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.M.1. | Number Sense and Quantity |
| GSE STEM | 48m.M.1.a. | Children develop number recognition and counting skills and learn the relationship between numbers and the quantity they represent. |
| SPECIFIC INDICATOR | 48m.M.1.a.1. | Quickly name the number in a group of objects, up to four ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| SPECIFIC INDICATOR | 48m.M.1.a.2. | Verbally count to 20 (or in some way indicate knowledge of the words for the numbers from 1 to 20 in sequence) with occasional errors ReadyRosie How Many Can I Grab? Keep It Up Penny Drop Rub a Dub Counting |
| SPECIFIC INDICATOR | 48m.M.1.a.3. | Use strategies to accurately count sets of up to 10 objects ReadyRosie Acorns and Pinecones All Done Apple Pie Block Tower Cereal Challenge Checkout Countdown Domino Match-Up More Grapes Penny Drop Show Me The Number Stays the Same Three Little Animals |
| SPECIFIC INDICATOR | 48m.M.1.a.4. | Understand that the last number counted represents the number of objects in a set ReadyRosie Acorns and Pinecones All Done Apple Pie Block Tower Cereal Challenge Checkout Countdown Domino Match-Up More Grapes Penny Drop Show Me The Number Stays the Same Three Little Animals |
| SPECIFIC INDICATOR | 48m.M.1.a.6. | Recognize and write some numerals up to 10 ReadyRosie Fruit Salad Magazine Number Hunt Numbers Everywhere |
| DOMAIN | RI.48m.M. | MATHEMATICS (M) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.M.2. | Number Relationships and Operations |
| GSE STEM | 48m.M.2.a. | Children learn to use numbers to compare quantities and solve problems. |
| SPECIFIC INDICATOR | 48m.M.2.a.1. | Understand that an entire set of objects is more than its parts when the set is divided into smaller groups ReadyRosie Sharing Goldfish |
| SPECIFIC INDICATOR | 48m.M.2.a.2. | Use toys and other objects as tools to solve simple addition and subtraction problems when the total is smaller than five ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| SPECIFIC INDICATOR | 48m.M.2.a.3. | Use one-to-one correspondence to compare small sets of similar objects ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Candy Sort and Graph Counting Signs Decorating Cupcakes Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Lily Pad Hop Measure your Steps Penny Drop The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| DOMAIN | RI.48m.M. | MATHEMATICS (M) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.M.3. | Classification and Patterning |
| GSE STEM | 48m.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 | 48m.M.3.a.1. | Sort objects by one attribute into two or more groups (e.g., size: big, medium, and small) ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| SPECIFIC INDICATOR | 48m.M.3.a.2. | Classify everyday objects that go together (e.g., mittens, hats, coats) ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| SPECIFIC INDICATOR | 48m.M.3.a.3. | Demonstrate recognition of a simple, repeating pattern ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| SPECIFIC INDICATOR | 48m.M.3.a.4. | Replicate, complete, and extend repeating patterns ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| SPECIFIC INDICATOR | 48m.M.3.a.5. | Recognize, name, and extend basic growing (or enlarging) patterns (e.g., “one more”) ReadyRosie My Age Speedometer Math |
| DOMAIN | RI.48m.M. | MATHEMATICS (M) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.M.4. | Measurement, Comparison, and Ordering |
| GSE STEM | 48m.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 | 48m.M.4.a.1. | Compare two small sets of objects (five or fewer) ReadyRosie Find My Number Lily Pad Hop Magazine Number Hunt May I Take your Order? Numbers Everywhere Special Day Countdown Three Ways to Show a Number |
| SPECIFIC INDICATOR | 48m.M.4.a.2. | Make small series of objects (e.g., putting three or four objects in order by length) ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Leap Frog Measure Measuring the Table Near and Far |
| SPECIFIC INDICATOR | 48m.M.4.a.3. | Recognize differences in measureable attributes by direct-comparison measuring (e.g., when trying to pour the same amount of juice into three cups, looking to see if one cup has more than the others) ReadyRosie Bookcase Problem Building Houses Buying Oranges Comparing Vegetables Fill Up the Cup Grocery Store Weights Leap Frog Measure Making Trail Mix Measuring the Table Near and Far Strawberries for a Picnic |
| SPECIFIC INDICATOR | 48m.M.4.a.4. | Use multiple copies of the same unit to measure (e.g., seeing how many “building blocks high” a pillow fort is) ReadyRosie Bookcase Problem Tips for helping your child love reading |
| SPECIFIC INDICATOR | 48m.M.4.a.5. | Use comparative language (e.g., “shortest,” “heavier,” “biggest”) ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Leap Frog Measure Measuring the Table Near and Far |
| DOMAIN | RI.48m.M. | MATHEMATICS (M) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.M.5. | Geometry and Spatial Sense |
| GSE STEM | 48m.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 | 48m.M.5.a.1. | Build familiar two-dimensional shapes from components or parts (e.g., using a set of circle, rectangle, and line shapes to create an image of a snowman) ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| SPECIFIC INDICATOR | 48m.M.5.a.2. | Combine and separate shapes to make designs or pictures (e.g., completing shape puzzles) ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| SPECIFIC INDICATOR | 48m.M.5.a.3. | Build simple examples of buildings, structures, or areas (e.g., their classroom or playground) with three-dimensional shapes, such as building blocks ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Tips for helping your child love reading Ways to Cut a Sandwich |
| SPECIFIC INDICATOR | 48m.M.5.a.4. | Name familiar two- dimensional shapes (circle, triangle, square, rectangle), regardless of their size or orientation ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| SPECIFIC INDICATOR | 48m.M.5.a.5. | Use basic language to describe their location (e.g., “I am under the bed.) ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Race Car Transformations Stuffed Animal Olympics Treasure Map |
| SPECIFIC INDICATOR | 48m.M.5.a.6. | Correctly follow directions involving their own positions in space (e.g., “move forward,” “sit behind,” etc.) ReadyRosie Stuffed Animal Olympics |
| DOMAIN | RI.48m.S. | SCIENCE (S) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.S.1. | Scientific Inquiry and Application |
| GSE STEM | 48m.S.1.a. | Children learn to plan for and carry out investigations and collect, evaluate, and communicate information. |
| SPECIFIC INDICATOR | 48m.S.1.a.1. | Make increasingly complex observations about objects and events in their environment (e.g., noticing patterns in events or identifying attributes of objects that are similar and/or different) ReadyRosie Grocery Store Conversations Sink or Float |
| SPECIFIC INDICATOR | 48m.S.1.a.3. | Explore cause-and-effect relationships by intentionally varying the action to change the reaction (e.g., changing the size and/or orientation of blocks used when attempting to build a tall structure that doesn’t fall down) ReadyRosie Tips for helping your child love reading |
| DOMAIN | RI.48m.S. | SCIENCE (S) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.S.2. | Knowledge of Science Concepts |
| GSE STEM | 48m.S.2.a. | Children explore the characteristic of objects and materials that are living, non-living, man-made, or naturally occurring. |
| SPECIFIC INDICATOR | 48m.S.2.a.4. | Investigate the properties of natural elements and provide simple descriptions ReadyRosie Candy Sort and Graph Grocery Store Weights I Spy an Animal Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| DOMAIN | RI.48m.SS. | SOCIAL STUDIES (SS) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.SS.1. | Self, Family, and Community |
| GSE STEM | 48m.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 | 48m.SS.1.a.1. | Share information about their family and community ReadyRosie My Address |
| SPECIFIC INDICATOR | 48m.SS.1.a.2. | Demonstrate an awareness of and appreciation for family and cultural stories ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why is storytelling important? Why should we tell family stories? |
| SPECIFIC INDICATOR | 48m.SS.1.a.3. | Create art that contains realistic elements (e.g., pointing to one of their drawings and saying, “This is our house.”) ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| SPECIFIC INDICATOR | 48m.SS.1.a.4. | Demonstrate an awareness of group rules and the outcomes of choices ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| SPECIFIC INDICATOR | 48m.SS.1.a.5. | Demonstrate an understanding of the rights and responsibilities in a group (e.g., following simple classroom rules, participating in classroom clean-up) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| SPECIFIC INDICATOR | 48m.SS.1.a.6. | Engage in pretend play using objects as representations of something else (e.g., string as a fireman’s hose or an empty plate that serves “dinner”) ReadyRosie Tips for helping your child love reading |
| SPECIFIC INDICATOR | 48m.SS.1.a.7. | Identify and ask questions about similarities and differences between personal, family, and cultural characteristics ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| SPECIFIC INDICATOR | 48m.SS.1.a.8. | Demonstrate an awareness of and appreciation for personal characteristics (e.g., saying “That man is nice,” or “She has red hair.”) ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| DOMAIN | RI.48m.SS. | SOCIAL STUDIES (SS) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.SS.2. | History and Geography |
| GSE STEM | 48m.SS.2.a. | Children understand concept of time (past, present, and future) and place. |
| SPECIFIC INDICATOR | 48m.SS.2.a.1. | Communicate about personal history (e.g., “When I was little . . . ”) ReadyRosie Why is storytelling important? |
| DOMAIN | RI.48m.CA. | CREATIVE ARTS (CA) (48m) |
| STATEMENT OF ENDURING KNOWLEDGE | 48m.CA.1. | Experimentation and Participation in the Creative Arts |
| GSE STEM | 48m.CA.1.a. | Children gain appreciation for and participate in the creative arts. |
| SPECIFIC INDICATOR | 48m.CA.1.a.5. | Mold and build with dough and clay and then identify and sometimes name their creation (e.g., “I made a dog and his name is Spot.”) ReadyRosie Tips for helping your child love reading |
| SPECIFIC INDICATOR | 48m.CA.1.a.6. | Act out the plots and characters found in familiar stories ReadyRosie Act It Out Toy Stories |
| SPECIFIC INDICATOR | 48m.CA.1.a.7. | Participate in pretend play with other children ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Tips for helping your child love reading Toy Stories |
| DOMAIN | RI.60m.PH. | PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.PH.1. | Health and Safety Practices |
| GSE STEM | 60m.PH.1.b. | Children become increasingly able to identify unsafe situations and gradually learn strategies for responding to them. |
| SPECIFIC INDICATOR | 60m.PH.1.b.1. | Follow safety rules with adult assistance ReadyRosie My Address |
| SPECIFIC INDICATOR | 60m.PH.1.b.2. | Recognize symbols or signs for danger (e.g., poison labels) and avoid those objects or areas ReadyRosie My Address |
| SPECIFIC INDICATOR | 60m.PH.1.b.3. | Follow emergency routines after adult instruction ReadyRosie My Address |
| SPECIFIC INDICATOR | 60m.PH.1.b.4. | Understand the consequences of not following rules related to safety ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? My Address Sink or Swim Taking Turns |
| DOMAIN | RI.60m.PH. | PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.PH.1. | Health and Safety Practices |
| GSE STEM | 60m.PH.1.c. | Children develop self-help skills. |
| SPECIFIC INDICATOR | 60m.PH.1.c.1. | Help in preparing snacks and meals ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| SPECIFIC INDICATOR | 60m.PH.1.c.4. | Manage zippers, buttons, buckles, and Velcro ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| DOMAIN | RI.60m.PH. | PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.PH.2. | Gross Motor Development |
| GSE STEM | 60m.PH.2.a. | Children develop large muscle control, strength, and coordination. |
| SPECIFIC INDICATOR | 60m.PH.2.a.1. | Catch a small ball with two hands ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| SPECIFIC INDICATOR | 60m.PH.2.a.2. | Bounce a ball and catch it ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| SPECIFIC INDICATOR | 60m.PH.2.a.3. | Aim and throw a ball with some accuracy ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| DOMAIN | RI.60m.PH. | PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.PH.2. | Gross Motor Development |
| GSE STEM | 60m.PH.2.b. | Children develop traveling skills. |
| SPECIFIC INDICATOR | 60m.PH.2.b.1. | Hop forward on one foot without losing balance ReadyRosie Follow the Leader |
| SPECIFIC INDICATOR | 60m.PH.2.b.2. | Walk along a beam or edge ReadyRosie Follow the Leader |
| SPECIFIC INDICATOR | 60m.PH.2.b.3. | Gallop ReadyRosie Follow the Leader |
| SPECIFIC INDICATOR | 60m.PH.2.b.4. | Skip ReadyRosie Follow the Leader |
| SPECIFIC INDICATOR | 60m.PH.2.b.5. | Run with control and balance, making quick turns without losing speed and quick stops ReadyRosie Follow the Leader |
| SPECIFIC INDICATOR | 60m.PH.2.b.6. | Demonstrate how their body can move forward, backward, left and right ReadyRosie Follow the Leader |
| SPECIFIC INDICATOR | 60m.PH.2.b.7. | Demonstrate how their body can move fast or slow ReadyRosie Follow the Leader |
| DOMAIN | RI.60m.PH. | PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.PH.3. | Fine Motor Development |
| GSE STEM | 60m.PH.3.a. | Children develop small muscle control, strength, and coordination. |
| SPECIFIC INDICATOR | 60m.PH.3.a.1. | Fold a piece of paper with accuracy and symmetry ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| SPECIFIC INDICATOR | 60m.PH.3.a.2. | Work a puzzles of up to 10 pieces ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| DOMAIN | RI.60m.PH. | PHYSICAL HEALTH AND MOTOR DEVELOPMENT (PH) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.PH.3. | Fine Motor Development |
| GSE STEM | 60m.PH.3.b. | Children develop writing and drawing skills. |
| SPECIFIC INDICATOR | 60m.PH.3.b.1. | Draw recognizable shapes ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| SPECIFIC INDICATOR | 60m.PH.3.b.2. | Write some letters and numerals ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Making a Grocery List Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Weekend News Writing Names with Shaving Cream |
| DOMAIN | RI.60m.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.SE.1. | Relationships with Others |
| GSE STEM | 60m.SE.1.b. | Children engage in positive relationships and interactions with other children. |
| SPECIFIC INDICATOR | 60m.SE.1.b.2. | Demonstrate consideration for and cooperation with other children ReadyRosie How can I stop my kids from fighting? |
| SPECIFIC INDICATOR | 60m.SE.1.b.3. | Prefer to play with one or two special friends ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| SPECIFIC INDICATOR | 60m.SE.1.b.4. | Suggest solutions to conflicts ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| SPECIFIC INDICATOR | 60m.SE.1.b.6. | Sustain interactions with friends for increasing periods of time ReadyRosie How can I stop my kids from fighting? |
| SPECIFIC INDICATOR | 60m.SE.1.b.7. | Successfully enter into play when a group of children are already involved ReadyRosie How can I stop my kids from fighting? |
| SPECIFIC INDICATOR | 60m.SE.1.b.8. | Can predict the causes of other children’s emotions (e.g., “she is sad because . . . ”) ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| DOMAIN | RI.60m.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.SE.2. | Sense of Self |
| GSE STEM | 60m.SE.2.a. | Children develop an awareness of themselves as an individual with unique thoughts, feelings, and perspectives. |
| SPECIFIC INDICATOR | 60m.SE.2.a.1. | Differentiate themselves from others based on characteristics they use to describe themselves, such as “shy” or “smart.” ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| SPECIFIC INDICATOR | 60m.SE.2.a.2. | Differentiate themselves from others in terms of specific abilities (e.g., “I am a fast runner,” or “I am a good climber.”) ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| DOMAIN | RI.60m.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.SE.2. | Sense of Self |
| GSE STEM | 60m.SE.2.b. | Children develop the confidence to complete an action successfully or independently. |
| SPECIFIC INDICATOR | 60m.SE.2.b.1. | Resist help and demonstrate a sense of competence (e.g., insisting on dressing themselves, pouring their own juice, etc.) ReadyRosie Fill Up the Cup Making Trail Mix Strawberries for a Picnic |
| SPECIFIC INDICATOR | 60m.SE.2.b.2. | Stay with a task until it is completed ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SPECIFIC INDICATOR | 60m.SE.2.b.3. | Move between independence and dependence in a way that meets their needs for both and that is appropriate for the circumstances ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DOMAIN | RI.60m.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.SE.3. | Self-regulation |
| GSE STEM | 60m.SE.3.a. | Children develop the ability to express and regulate their own emotions. |
| SPECIFIC INDICATOR | 60m.SE.3.a.1. | Control strong emotions most of the time in an appropriate manner ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| SPECIFIC INDICATOR | 60m.SE.3.a.2. | Persist at a difficult task with decreasing amounts of frustration ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SPECIFIC INDICATOR | 60m.SE.3.a.3. | Can name emotions using words, signs, or other communication methods ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| DOMAIN | RI.60m.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT (SE) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.SE.3. | Self-regulation |
| GSE STEM | 60m.SE.3.b. | Children develop the ability to control impulses. |
| SPECIFIC INDICATOR | 60m.SE.3.b.1. | With adult assistance, demonstrate control over actions, words, and emotions in response to a situation ReadyRosie Funny Faces Talking About Your Feelings |
| SPECIFIC INDICATOR | 60m.SE.3.b.2. | Follow rules and apply them to new situations and environments (e.g., putting their coat in a cubby at school but hanging it on a peg at home) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| DOMAIN | RI.60m.LD. | LANGUAGE DEVELOPMENT (LD) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.LD.1. | Receptive Language |
| GSE STEM | 60m.LD.1.a. | Young children attend to, understand, and respond to increasingly complex language. |
| SPECIFIC INDICATOR | 60m.LD.1.a.1. | Demonstrate an understanding of complex statements, questions, and stories containing multiple phrases and ideas ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| SPECIFIC INDICATOR | 60m.LD.1.a.2. | Respond appropriately to a specific and varied vocabulary ReadyRosie Comparing Vegetables Following Directions Grocery Store Conversations How can I help my child learn new words? I'm Thinking of an Animal Kitchen Labeling Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| SPECIFIC INDICATOR | 60m.LD.1.a.3. | Follow detailed, multi-step directions (e.g., “Put away your toys, wash your hands, and come to the table.”) ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| DOMAIN | RI.60m.LD. | LANGUAGE DEVELOPMENT (LD) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.LD.2. | Expressive Language |
| GSE STEM | 60m.LD.2.a. | Young children use increasingly complex vocabulary, grammar, and syntax to express thoughts and needs. |
| SPECIFIC INDICATOR | 60m.LD.2.a.1. | Communicate clearly enough to be understood by unfamiliar listeners, with few pronunciation errors ReadyRosie Choosing the Right Voice |
| SPECIFIC INDICATOR | 60m.LD.2.a.2. | Expand their vocabulary with words of increasing specificity and variety ReadyRosie Comparing Vegetables Finding the Groceries Guess My Shape How Many Can You Name? I Spy an Animal Mystery Bag Pantry Sort 1 |
| SPECIFIC INDICATOR | 60m.LD.2.a.3. | Demonstrate an increasing knowledge of the meanings of words and skill in determining the meaning of unknown words ReadyRosie Comparing Vegetables Following Directions Grocery Store Conversations How can I help my child learn new words? I'm Thinking of an Animal Kitchen Labeling Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| SPECIFIC INDICATOR | 60m.LD.2.a.4. | Use increasingly complex, longer sentences, including sentences that combine two or three phrases ReadyRosie All Mixed Up Pantry Talk Description |
| SPECIFIC INDICATOR | 60m.LD.2.a.5. | Use more complex grammar and parts of speech, including prepositions, regular and irregular plural forms of nouns, correct subject-verb agreement, pronouns, possessives, and regular and irregular past tense verbs ReadyRosie All Mixed Up Little Miss Muffet Role Play What Did I Do? |
| DOMAIN | RI.60m.LD. | LANGUAGE DEVELOPMENT (LD) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.LD.3. | Pragmatics |
| GSE STEM | 60m.LD.3.a. | Young children understand, follow, and use appropriate social and conversational rules. |
| SPECIFIC INDICATOR | 60m.LD.3.a.1. | Follow commonly accepted norms of communication in group settings with increasing independence (e.g., responding appropriately to such direction as “Only one child speaks at once; raise your hand.”) ReadyRosie Choosing the Right Voice Taking Turns |
| SPECIFIC INDICATOR | 60m.LD.3.a.2. | Engage, with support and modeling, in conversations of at least five turns, with each exchange relating to and building upon what was said previously ReadyRosie Choosing the Right Voice Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| DOMAIN | RI.60m.LD. | LANGUAGE DEVELOPMENT (LD) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.LD.4. | Language Development of Dual Language Learners |
| GSE STEM | 60m.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 | 60m.LD.4.a.1. | Demonstrate an understanding of a larger set of words in English (for objects and actions, personal pronouns, and possessives) in both real and pretend activities ReadyRosie Pantry Talk Description |
| SPECIFIC INDICATOR | 60m.LD.4.a.2. | Demonstrate an understanding of words in English related to more advanced concepts (e.g., abstract emotions and ideas) ReadyRosie Funny Faces If You're Happy & You Know It Pantry Talk Description Talking About Your Feelings |
| SPECIFIC INDICATOR | 60m.LD.4.a.3. | Follow directions that involve a one- or two-step sequence, relying less on contextual cues ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| DOMAIN | RI.60m.LD. | LANGUAGE DEVELOPMENT (LD) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.LD.4. | Language Development of Dual Language Learners |
| GSE STEM | 60m.LD.4.b. | Young children become increasingly proficient in expressing their thoughts and ideas in English. |
| SPECIFIC INDICATOR | 60m.LD.4.b.1. | Demonstrate increasing reliance on verbal communication in English to be understood by others ReadyRosie Choosing the Right Voice Pantry Talk Description |
| SPECIFIC INDICATOR | 60m.LD.4.b.2. | Use new English vocabulary to share knowledge of concepts, including conversational and academic vocabulary ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| SPECIFIC INDICATOR | 60m.LD.4.b.3. | Sustain a conversation in English with increasingly complex syntax, adding conjunctions, subject-verb-object patterns, and other more advanced elements of English sentence construction ReadyRosie All Mixed Up Pantry Talk Description |
| SPECIFIC INDICATOR | 60m.LD.4.b.4. | Expand their use of different forms of grammar in English (e.g., plurals; possessive pronouns; simple past-tense verbs), sometimes with errors ReadyRosie All Mixed Up Pantry Talk Description What Did I Do? |
| SPECIFIC INDICATOR | 60m.LD.4.b.5. | Use “what,” “why,” “how,” “when,” and “where” questions in more complete forms in English, sometimes with errors ReadyRosie Getting Information from Pictures Pantry Talk Description |
| DOMAIN | RI.60m.L. | LITERACY (L) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.L.1. | Phonological Awareness |
| GSE STEM | 60m.L.1.a. | Children notice and discriminate the sounds of spoken language. |
| SPECIFIC INDICATOR | 60m.L.1.a.1. | Match beginning sounds of some words; are able to name several words that begin with the letter sound of their name ReadyRosie Listen My Children Making a Grocery List Morning Message Name Game Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down Writing Names with Shaving Cream |
| SPECIFIC INDICATOR | 60m.L.1.a.2. | Produce words (real or nonsense) that rhyme with other common words (e.g., “dance, prance, krance”) ReadyRosie Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| SPECIFIC INDICATOR | 60m.L.1.a.3. | Identity whether or not two words begin with the same sound (i.e., when an adult gives three or four oral words, children can select those that begin with same sound, although they may not be able to identify the letter) ReadyRosie Listen My Children Making a Grocery List Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| SPECIFIC INDICATOR | 60m.L.1.a.4. | Blend and delete compound words without the support of pictures or objects (e.g., “butterfly, butter crunch, butter sandwich, butter bear” ReadyRosie Compound Words Take Away |
| SPECIFIC INDICATOR | 60m.L.1.a.5. | With modeling and support, identify, blend, and segment syllables in spoken words ReadyRosie Drumming Sounds Echo Game Frog Hopping Grocery Sack Syllables Lazy Letters Sequences of Sounds |
| SPECIFIC INDICATOR | 60m.L.1.a.6. | With modeling and support, delete the onsets of words (e.g., “pair-air, fruit-root”) ReadyRosie Laundry Riddles Lazy Letters Little Bo Peep Substitutions |
| SPECIFIC INDICATOR | 60m.L.1.a.7. | With modeling and support, blend onsets and rimes in single-syllable words (e.g., the hard “c” sound with “-ook” to make “cook”) ReadyRosie Laundry Riddles Lazy Letters Little Bo Peep Substitutions |
| DOMAIN | RI.60m.L. | LITERACY (L) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.L.2. | Alphabet Knowledge |
| GSE STEM | 60m.L.2.a. | Children recognize and identify letters and make letter-sound connections. |
| SPECIFIC INDICATOR | 60m.L.2.a.1. | Recognize and name at least half of the letters in the alphabet, including letters in their own name (first name and last name) as well as letters that occur frequently in environmental print ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Morning Message Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| SPECIFIC INDICATOR | 60m.L.2.a.2. | Produce the sound for many of the letters the recognize ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| SPECIFIC INDICATOR | 60m.L.2.a.3. | Correctly sort letters and find words that contain specified letters ReadyRosie How Many Can You Name? Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silent Opposites Silverware Alphabet Sort and Graph Leaves Stomp the Letter Writing Names with Shaving Cream |
| SPECIFIC INDICATOR | 60m.L.2.a.4. | Demonstrate an understanding that strings of letters represent a sequence of spoken sounds ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| DOMAIN | RI.60m.L. | LITERACY (L) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.L.3. | Print Knowledge |
| GSE STEM | 60m.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 | 60m.L.3.a.1. | Demonstrate an awareness of various conventions of print (e.g., upper- and lower-case letters, different fonts) and indicate where to start reading on a page and how to progress across and down a page ReadyRosie Chime In Color Word Sentences Funny Reading Jump Rope Letters Letter Hunt Looking for Letters in Ads Name Game Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Stomp the Letter Stuffed Animal Sentences Stuffed Animal Stories Words on the Page |
| SPECIFIC INDICATOR | 60m.L.3.a.2. | Describe roles of authors and illustrators and connect books to specific authors of illustrators ReadyRosie Funny Reading |
| SPECIFIC INDICATOR | 60m.L.3.a.3. | Identify familiar words in books and the environment ReadyRosie Shopping for Clothes |
| SPECIFIC INDICATOR | 60m.L.3.a.4. | Recognize their own printed name and those of their siblings or friends ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| DOMAIN | RI.60m.L. | LITERACY (L) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.L.4. | Comprehension and Interest |
| GSE STEM | 60m.L.4.a. | Children show interest and an understanding of a variety of literacy experiences. |
| SPECIFIC INDICATOR | 60m.L.4.a.1. | Attend to and request longer and more complex books or stories ReadyRosie Reading Routines for Early Readers |
| SPECIFIC INDICATOR | 60m.L.4.a.2. | Engage in independent writing activities during routine times, such as pretending to write in their own journal ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| SPECIFIC INDICATOR | 60m.L.4.a.3. | Demonstrate knowledge of details from familiar stories (e.g., about characters, events, story-related problems, and resolutions) ReadyRosie Making Connections PreK Text to Self Connections Toy Stories |
| SPECIFIC INDICATOR | 60m.L.4.a.4. | Engage in higher-order thinking during shared reading experiences, such as making predictions and inferences, determining cause-and-effect relationships, and summarizing stories ReadyRosie All About My Day Baby Photo Fun Book Bag Descriptions Book Selection Family Movie Night Family Photos Grandparent Storytime Just the Facts Making Connections PreK My Favorite Part Picture Walk Predictions Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Selecting Books Text to Self Connections Tips for helping your child love reading Tips for storytelling: Using gestures |
| SPECIFIC INDICATOR | 60m.L.4.a.5. | Retell a familiar story in the proper sequence, including major events and cause-and-effect relationships ReadyRosie All About My Day Itsy Bitsy Spider Illustrations Toy Stories |
| SPECIFIC INDICATOR | 60m.L.4.a.6. | Demonstrate knowledge from informational texts in a variety of ways (e.g., recognizing and naming a plastic model of a Triceratops after being read a book about dinosaurs ReadyRosie Getting Information from Pictures Just the Facts |
| SPECIFIC INDICATOR | 60m.L.4.a.7. | With guidance and support, relate events and information from stories to their own experiences ReadyRosie Getting Information from Pictures Just the Facts Picture Walk Predictions |
| DOMAIN | RI.60m.L. | LITERACY (L) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.L.5. | Literacy Development for Dual Language Learners |
| GSE STEM | 60m.L.5.a. | Children become increasingly engaged in literacy experiences in English. |
| SPECIFIC INDICATOR | 60m.L.5.a.1. | Participate in reading activities, using a variety of genres that are written in English ReadyRosie Pantry Talk Description |
| SPECIFIC INDICATOR | 60m.L.5.a.2. | Choose to read familiar books written in English with increasing independence and to talk about the books in English ReadyRosie Asking Wh- Questions Just the Facts My Favorite Part Pantry Talk Description Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Tips for helping your child love reading |
| SPECIFIC INDICATOR | 60m.L.5.a.3. | Engage in extended conversations in English about stories ReadyRosie Asking Wh- Questions Just the Facts My Favorite Part Pantry Talk Description Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Tips for helping your child love reading |
| SPECIFIC INDICATOR | 60m.L.5.a.4. | Retell in English the majority of a story read or told in English ReadyRosie All About My Day Book Bag Descriptions Family Movie Night Family Photos Grandparent Storytime My Favorite Part Pantry Talk Description Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures |
| DOMAIN | RI.60m.L. | LITERACY (L) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.L.6. | Emergent Writing |
| GSE STEM | 60m.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 | 60m.L.6.a.1. | With modeling and support, print some letters of meaningful words, sometimes using letters and sometimes using letter-like forms ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| SPECIFIC INDICATOR | 60m.L.6.a.2. | Write their first name nearly correctly (may switch the order of letters or write some letters backwards) ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| SPECIFIC INDICATOR | 60m.L.6.a.3. | Use invented spelling ReadyRosie Making a Grocery List Name Game Thank You Note Writing Names with Shaving Cream |
| SPECIFIC INDICATOR | 60m.L.6.a.4. | With modeling and support, write numerals one through twenty ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| DOMAIN | RI.60m.L. | LITERACY (L) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.L.6. | Emergent Writing |
| GSE STEM | 60m.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 | 60m.L.6.b.1. | With modeling and support, use writing and or digital tools to communicate information, tell a story, or answer a question ReadyRosie Making a Grocery List Using a Menu to Order |
| SPECIFIC INDICATOR | 60m.L.6.b.2. | Use writing to convey meaning (e.g., writing a note to themselves during play, writing a note to their mother, taking a restaurant “order” in a dramatic play area, writing a grocery list) ReadyRosie Making a Grocery List Using a Menu to Order |
| DOMAIN | RI.60m.CD. | COGNITIVE DEVELOPMENT (CD) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.CD.2. | Memory and Working Memory |
| GSE STEM | 60m.CD.2.a. | Children hold information in their mind and manipulate it to perform tasks. |
| SPECIFIC INDICATOR | 60m.CD.2.a.2. | Retell a familiar story in the proper sequence, including such details as characters, phrases, and events ReadyRosie All About My Day Itsy Bitsy Spider Illustrations Toy Stories |
| SPECIFIC INDICATOR | 60m.CD.2.a.3. | Remember more and more minute details from a story and are able to answer questions accurately (e.g., “How did the peddler feel when the monkeys didn’t give him back his caps?”) ReadyRosie Asking Wh- Questions Book Bag Descriptions Making Connections PreK Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Think About It Tips for helping your child love reading |
| SPECIFIC INDICATOR | 60m.CD.2.a.4. | Place four or more objects or groups in order of a quantitative attribute (number, length, etc.) ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| SPECIFIC INDICATOR | 60m.CD.2.a.6. | Successfully follow detailed, multi-step directions ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| DOMAIN | RI.60m.CD. | COGNITIVE DEVELOPMENT (CD) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.CD.3. | Attention and Inhibitory Control |
| GSE STEM | 60m.CD.3.a. | Children’s skills increase in filtering impulses and sustaining attention on a task. |
| SPECIFIC INDICATOR | 60m.CD.3.a.1. | Without adult reminders, wait to communicate information in a group ReadyRosie Choosing the Right Voice Taking Turns |
| SPECIFIC INDICATOR | 60m.CD.3.a.2. | Maintain focus on a project for a sustained period of time and over several days ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SPECIFIC INDICATOR | 60m.CD.3.a.3. | Return with focus to an activity or project after having been away from it for a period of time ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| SPECIFIC INDICATOR | 60m.CD.3.a.4. | Demonstrate an awareness of important activities that are “coming up” or “in the near future” (e.g., keeping track of the days until a birthday or vacation trip) as a strategy to control excitement ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| SPECIFIC INDICATOR | 60m.CD.3.a.5. | Combine shapes into patterns that make new shapes or complete puzzles (e.g., rearranging a collection of circles and variously sized rectangles to make the image of a person) ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| SPECIFIC INDICATOR | 60m.CD.3.a.6. | Build complex block buildings, intentionally maintaining such features as symmetry ReadyRosie Building Houses Pantry Sort 1 Pantry Sort 2 Tips for helping your child love reading |
| DOMAIN | RI.60m.CD. | COGNITIVE DEVELOPMENT (CD) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.CD.4. | Cognitive Flexibility |
| GSE STEM | 60m.CD.4.a. | Children’s skills increase at adjusting to changes in demands, priorities, and perspectives. |
| SPECIFIC INDICATOR | 60m.CD.4.a.1. | Quickly adjust and adhere to a new rule (e.g., lining up inside the building rather than outside when the weather gets colder or it rains) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| SPECIFIC INDICATOR | 60m.CD.4.a.2. | Apply different rules in different contexts that require different behaviors (e.g., using indoor voices or feet versus outdoor voices or feet) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| SPECIFIC INDICATOR | 60m.CD.4.a.3. | Reconstruct a pattern using different materials or modalities ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| SPECIFIC INDICATOR | 60m.CD.4.a.4. | Sort by more than one attribute (e.g., color and shape) into two or more groups ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| SPECIFIC INDICATOR | 60m.CD.4.a.5. | Correctly add an object to an existing series (e.g., of increasing lengths) ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| DOMAIN | RI.60m.M. | MATHEMATICS (M) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.M.1. | Number Sense and Quantity |
| GSE STEM | 60m.M.1.a. | Children develop number recognition and counting skills and learn the relationship between numbers and the quantity they represent. |
| SPECIFIC INDICATOR | 60m.M.1.a.1. | Quickly name the number in a group of objects, up to 10 ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| SPECIFIC INDICATOR | 60m.M.1.a.2. | Verbally count beyond 20 (or in some way indicate knowledge of numbers beyond 20 in sequence), demonstrating an understanding of the number pattern ReadyRosie How Many Can I Grab? Keep It Up Penny Drop Rub a Dub Counting |
| SPECIFIC INDICATOR | 60m.M.1.a.3. | Use strategies to count large sets of objects (more than 10) ReadyRosie Acorns and Pinecones All Done Apple Pie Block Tower Cereal Challenge Checkout Countdown Domino Match-Up More Grapes Penny Drop Show Me The Number Stays the Same Three Little Animals |
| SPECIFIC INDICATOR | 60m.M.1.a.4. | Know the number that comes before or after a specified number (up to 20) ReadyRosie Keep It Up One Less One More Slap One More Special Day Countdown Who has the Biggest Number? |
| SPECIFIC INDICATOR | 60m.M.1.a.5. | Recognize and order each written numeral up to 10 ReadyRosie Fruit Salad Magazine Number Hunt Numbers Everywhere |
| DOMAIN | RI.60m.M. | MATHEMATICS (M) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.M.2. | Number Relationships and Operations |
| GSE STEM | 60m.M.2.a. | Children learn to use numbers to compare quantities and solve problems. |
| SPECIFIC INDICATOR | 60m.M.2.a.1. | Use counting to compare two sets of objects and to determine which set has more, less, or the same than the other ReadyRosie Acorns and Pinecones All Done Apple Pie Block Tower Cereal Challenge Checkout Countdown Domino Match-Up More Grapes Penny Drop Show Me The Number Stays the Same Three Little Animals |
| SPECIFIC INDICATOR | 60m.M.2.a.2. | Understand that adding one or taking away one changes the number in a group of objects by exactly one ReadyRosie Keep It Up One Less One More Slap One More Special Day Countdown Who has the Biggest Number? |
| SPECIFIC INDICATOR | 60m.M.2.a.3. | Use toys and other objects as tools to solve simple addition and subtraction problems with totals smaller than ten ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| DOMAIN | RI.60m.M. | MATHEMATICS (M) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.M.3. | Classification and Patterning |
| GSE STEM | 60m.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 | 60m.M.3.a.1. | Sort objects by more than one attribute (e.g., color and shape) into two or more groups ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| SPECIFIC INDICATOR | 60m.M.3.a.2. | Sort sets of objects by one characteristics, then sort by a different characteristics and explain the sorting rules (e.g., “These are all of the red ones, but these are all of the big ones”) ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| SPECIFIC INDICATOR | 60m.M.3.a.3. | Extend sequential patterns and replicate these patterns using different materials or modes (e.g., on being told a pattern, replicating the pattern with manipulatives) ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| SPECIFIC INDICATOR | 60m.M.3.a.4. | Identify the core unit of sequentially repeating patterns (i.e., that set of characteristics or items that repeat) ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| SPECIFIC INDICATOR | 60m.M.3.a.5. | Replicate and extend simple growing (or enlarging) patterns ReadyRosie My Age Speedometer Math |
| DOMAIN | RI.60m.M. | MATHEMATICS (M) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.M.4. | Measurement, Comparison, and Ordering |
| GSE STEM | 60m.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 | 60m.M.4.a.1. | Order (or seriate) four or more items by decreasing or increasing a relative attribute when differences are perceptually clear (e.g., arranging a rock collection from the largest to the smallest) ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Leap Frog Measure Measuring the Table Near and Far |
| SPECIFIC INDICATOR | 60m.M.4.a.3. | Use measurement language to describe the attributes of objects (e.g., “This is three-blocks long.”) ReadyRosie Tips for helping your child love reading |
| DOMAIN | RI.60m.M. | MATHEMATICS (M) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.M.5. | Geometry and Spatial Sense |
| GSE STEM | 60m.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 | 60m.M.5.a.1. | Describe and compare shapes using their attributes (e.g., “a triangle has three sides, but a square has four.”) ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| SPECIFIC INDICATOR | 60m.M.5.a.2. | Combine and separate shapes to make other shapes (e.g., using two triangles to make a square) ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| SPECIFIC INDICATOR | 60m.M.5.a.3. | Build more complex models of buildings, structures, or areas (e.g., their classroom or playground) with three-dimensional shapes, such as building blocks ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Tips for helping your child love reading Ways to Cut a Sandwich |
| SPECIFIC INDICATOR | 60m.M.5.a.4. | Correctly name familiar shapes (e.g., circle, triangle, and square) and less familiar shapes (e.g., hexagon, trapezoid, and rhombus) ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| SPECIFIC INDICATOR | 60m.M.5.a.5. | Correctly name some three- dimensional shapes (e.g., cube, cone, cylinder) ReadyRosie Building Houses Pantry Sort 1 Pantry Sort 2 |
| SPECIFIC INDICATOR | 60m.M.5.a.6. | Understand and use language related to directionality, order, and the position of objects, such as “up, ”“down,” “in front,” and “behind” ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Race Car Transformations Stuffed Animal Olympics Treasure Map |
| DOMAIN | RI.60m.S. | SCIENCE (S) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.S.1. | Scientific Inquiry and Application |
| GSE STEM | 60m.S.1.a. | Children learn to plan for and carry out investigations and collect, evaluate, and communicate information. |
| SPECIFIC INDICATOR | 60m.S.1.a.2. | Engage in elements of the scientific process, which includes observing, making predictions, recording predictions (through pictures, drawing, or dictation), developing plans for testing hypotheses, trying out ideas, and communicating outcomes ReadyRosie Acorns and Pinecones Measure your Steps Sink or Float Strawberries for a Picnic |
| DOMAIN | RI.60m.S. | SCIENCE (S) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.S.2. | Knowledge of Science Concepts |
| GSE STEM | 60m.S.2.a. | Children explore the characteristic of objects and materials that are living, non-living, man-made, or naturally occurring. |
| SPECIFIC INDICATOR | 60m.S.2.a.4. | Use increasingly complex vocabulary to describe natural elements ReadyRosie Grocery Store Weights I'm Thinking of an Animal Mystery Bag Strawberries for a Picnic |
| DOMAIN | RI.60m.SS. | SOCIAL STUDIES (SS) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.SS.1. | Self, Family, and Community |
| GSE STEM | 60m.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 | 60m.SS.1.a.1. | Talk about family in more complex ways (e.g., explaining the importance of unique family traditions beyond common holiday customs) ReadyRosie Why is storytelling important? |
| SPECIFIC INDICATOR | 60m.SS.1.a.2. | Engage in sociodramatic play (i.e., complex pretend play involving assigned roles and an general plot), for example, by acting out family or community roles and events ReadyRosie My Address |
| SPECIFIC INDICATOR | 60m.SS.1.a.3. | Demonstrate an understanding that “fairness” involves taking turns and sharing roles ReadyRosie Choosing the Right Voice Taking Turns |
| SPECIFIC INDICATOR | 60m.SS.1.a.4. | Engage in peer conflict resolution with increasing independence ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| SPECIFIC INDICATOR | 60m.SS.1.a.5. | Make comparisons about similarities and differences among people and use themselves as a reference (e.g., saying “That boy is bigger than me!”) ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| DOMAIN | RI.60m.SS. | SOCIAL STUDIES (SS) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.SS.2. | History and Geography |
| GSE STEM | 60m.SS.2.a. | Children understand concept of time (past, present, and future) and place. |
| SPECIFIC INDICATOR | 60m.SS.2.a.5. | Create drawings of home and school ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| SPECIFIC INDICATOR | 60m.SS.2.a.6. | Create simple maps of home and school and talk about the things that are in certain areas (a bed or a closet in their bedroom) ReadyRosie My Address |
| DOMAIN | RI.60m.CA. | CREATIVE ARTS (CA) (60m) |
| STATEMENT OF ENDURING KNOWLEDGE | 60m.CA.1. | Experimentation and Participation in the Creative Arts |
| GSE STEM | 60m.CA.1.a. | Children gain appreciation for and participate in the creative arts. |
| SPECIFIC INDICATOR | 60m.CA.1.a.1. | Apply vocal skills to instruments to produce more complex rhythms, tones, melodies, and songs ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| SPECIFIC INDICATOR | 60m.CA.1.a.2. | Intentionally create content in a work of art (e.g., a picture, a play-dough sculpture, etc.) ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| SPECIFIC INDICATOR | 60m.CA.1.a.5. | Plan art and show increasing care and persistence in completing it ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |