South Carolina Standards & Learning (Pre-K)
| Main Criteria: South Carolina Standards & Learning | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grade: Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| South Carolina Standards & Learning |
| Early Childhood Education |
| Grade: Ages 3-5 - Adopted: 2017 |
| STANDARD / COURSE | SC.36-48.APL. | Approaches to Play and Learning (APL) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Curiosity, Information-Seeking, and Eagerness | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.APL-1. | Children show curiosity and express interest in the world around them. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.APL-1j. | Discover things that interest and amaze them and seek to share them with others. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.APL-1k. | Communicate interest to others through verbal and nonverbal means (take teacher to the science center to see a new animal). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.APL-1l. | Show interest in a growing range of topics, ideas, and tasks. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / COURSE | SC.36-48.APL. | Approaches to Play and Learning (APL) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Curiosity, Information-Seeking, and Eagerness | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.APL-2. | Children actively seek to understand the world around them. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.APL-2j. | Use all available senses, tools, and a variety of strategies to explore the environment (drop objects in water to see if they sink or float). ReadyRosie Grocery Store Conversations |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.APL-2k. | Purposely try different ways of doing things to see what and how they work (adjust blocks used as a ramp to make a ball roll faster and farther). ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| STANDARD / COURSE | SC.36-48.APL. | Approaches to Play and Learning (APL) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Play and Imagination | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.APL-3. | Children engage in increasingly complex play. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.APL-3m. | Engage in dramatic play themes that include interacting with other children, but often are not coordinated. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.APL-3n. | Talk to peers and share materials during play. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.APL-3o. | Engage in make-believe play with imaginary objects. 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 |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.APL-3p. | Use language to begin and carry on play with others. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.APL-3q. | Express knowledge of their everyday lives and culture through play (uses chopsticks to eat, pretends to fix hair the way his/her family styles hair). ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| STANDARD / COURSE | SC.36-48.APL. | Approaches to Play and Learning (APL) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Play and Imagination | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.APL-4. | Children demonstrate creativity, imagination, and inventiveness. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.APL-4j. | Use materials (e.g., art materials, instruments, construction, writing implements) or actions to represent experiences or ideas in novel ways. 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 |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.APL-4k. | Experiment with language, musical sounds, and movement. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| STANDARD / COURSE | SC.36-48.APL. | Approaches to Play and Learning (APL) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Risk-Taking, Problem-Solving, and Flexibility | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.APL-5. | Children show curiosity and express interest in the world around them. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.APL-5k. | Express a belief that they can do things that are hard. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.APL-5l. | Choose to participate in an increasing variety of familiar and new experiences. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.APL-5m. | Accept new challenges when offered. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.APL-5n. | Try things they are not sure they can do, while avoiding dangerous risks. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / COURSE | SC.36-48.APL. | Approaches to Play and Learning (APL) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Attentiveness, Effort and Persistence | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.APL-7. | Children demonstrate initiative. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.APL-7h. | Show increasing independence and purpose when making choices (“I want to go to blocks.”). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.APL-7i. | Express goals or plans and follow through on them (“I’m going to draw my house.”). ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.APL-7j. | Makes decisions about materials needed to carry out a task. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / COURSE | SC.36-48.APL. | Approaches to Play and Learning (APL) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Attentiveness, Effort and Persistence | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.APL-8. | Children maintain attentiveness and focus. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.APL-8h. | Focus on age-appropriate activities for a short period of time, even with interruptions (continue working on a puzzle even though another child sitting nearby is laughing and talking). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.APL-8i. | Remain engaged in more complex activities that they have chosen. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.APL-8j. | Maintain focus and return to an activity after a break. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / COURSE | SC.36-48.ESD. | Emotional and Social Development (ESD) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Developing a Sense of Self | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.ESD-1. | Children demonstrate a positive sense of self-identity and self-awareness. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.ESD-1k. | Describe self (characteristics that can be seen, things they can do, things they like, and possessions). ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.ESD-1l. | Express a sense of belonging to a group (say “There’s Kirby from my class,” move to stand with own group upon request, “I am a girl.”). ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.ESD-1m. | Use own first and last name. ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.ESD-1n. | Choose activities they like and name their favorite activities. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / COURSE | SC.36-48.ESD. | Emotional and Social Development (ESD) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Developing a Sense of Self | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.ESD-2. | Children demonstrate a positive sense of self-identity and self-awareness. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.ESD-2a. | Express positive feelings about themselves by showing and/or telling others about themselves, things they like, or things they have done. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.ESD-2b. | Express the belief that they can do many things. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.ESD-2c. | Try new activities and attempt new challenges. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / COURSE | SC.36-48.ESD. | Emotional and Social Development (ESD) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Developing a Sense of Self with Others | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.ESD-3. | Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.ESD-3q. | Given time, form positive relationships with new teachers or caregivers. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| STANDARD / COURSE | SC.36-48.ESD. | Emotional and Social Development (ESD) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Developing a Sense of Self with Others | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.ESD-4. | Children form relationships and interact positively with other children. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.ESD-4k. | Demonstrate social skills when interacting with other children (turn taking, conflict resolution, sharing). ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.ESD-4l. | Form and maintain friendships with a few other children. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.ESD-4m. | Identify another child as a friend. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.ESD-4n. | Approach other children easily, expecting positive interactions. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.ESD-4o. | Show ease and comfort in their interactions with familiar children. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STANDARD / COURSE | SC.36-48.ESD. | Emotional and Social Development (ESD) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Developing a Sense of Self with Others | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.ESD-5. | Children demonstrate the social and behavioral skills needed to successfully participate in groups. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.ESD-5l. | Often make requests clearly and effectively. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.ESD-5m. | Show awareness that their actions affect others (move carefully around classmate’s block structure). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.ESD-5o. | Work to resolve conflicts effectively, with guidance and support. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.ESD-5q. | Recognize and honor cultural differences. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| STANDARD / COURSE | SC.36-48.ESD. | Emotional and Social Development (ESD) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Learning About Feelings | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.ESD-6. | Children identify, manage, and express their feelings. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.ESD-6l. | Express a range of emotions (happiness, sadness, fear, anger, disgust, tenderness, hostility, shame, guilt, satisfaction, and love) with their face, body, vocal sounds, and words. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.ESD-6m. | Use a variety of words or signs to express and manage feelings more clearly. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.ESD-6n. | Describe reasons for their feelings (“I’m sad because Grandma’s leaving.” “That makes me mad when you do that!”). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| STANDARD / COURSE | SC.36-48.ESD. | Emotional and Social Development (ESD) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Learning About Feelings | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.ESD-7. | Children recognize and respond appropriately to the needs and feelings of others. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.ESD-7j. | Try to comfort another child or an adult who is upset (bring a comfort object, pat the person on the back). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.ESD-7k. | Communicate concern for others (share a toy with someone who doesn’t have one, ask, “Are you OK?”). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.ESD-7m. | Show awareness that other people have different feelings (“I like raisins but he doesn’t.” “I’m scared on that ride but she isn’t.”). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| STANDARD / COURSE | SC.36-48.HPD. | Health and Physical Development (HPD) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Physical Health and Growth | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.HPD-1. | Children develop healthy eating habits. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.HPD-1p. | Try new foods. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| STANDARD / COURSE | SC.36-48.HPD. | Health and Physical Development (HPD) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Motor Development | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.HPD-4. | Children develop the large muscle control and abilities needed to move through and explore their environment. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.HPD-4l. | Demonstrate strength and balance by managing uneven surfaces such as hills, ramps, and steps. ReadyRosie Follow the Leader |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.HPD-4m. | Refine movements and show generally good coordination (e.g., throwing and catching). ReadyRosie Follow the Leader |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.HPD-4n. | Demonstrate large muscle control by throwing balls accurately, sliding down slides, pedaling riding toys, and using assistive technology effectively. ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.HPD-4o. | Move in space with good coordination (running, hopping in place, galloping). ReadyRosie Follow the Leader |
| STANDARD / COURSE | SC.36-48.HPD. | Health and Physical Development (HPD) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Motor Development | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.HPD-5. | Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.HPD-5j. | Draw simple shapes and figures (square for block, circles). ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.HPD-5k. | Engage in activities that require hand-eye coordination (build with manipulatives, mold Play-Doh, work puzzles with smaller 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 |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.HPD-5l. | Use tools that require strength, control, and dexterity of small muscles (forks, crayons, markers, safety scissors, and adapted tools). 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 |
| STANDARD / COURSE | SC.36-48.HPD. | Health and Physical Development (HPD) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Self-Care | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.HPD-6. | Children develop awareness of their needs and the ability to communicate their needs. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.HPD-6h. | Use words, signs, or sign language to ask for the things they need (food when hungry, drink when thirsty, go outdoors when they need to be physically active). ReadyRosie Behavior is a form of communication |
| STANDARD / COURSE | SC.36-48.HPD. | Health and Physical Development (HPD) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Self-Care | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.HPD-7. | Children develop independence in caring for themselves and their environment. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.HPD-7l. | Follow basic hygiene practices with reminders (brush teeth, wash hands, use toilet, cough into elbow). ReadyRosie Rub a Dub Counting |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.HPD-7p. | Name people who help children stay healthy. ReadyRosie Who Should We Ask? |
| STANDARD / COURSE | SC.36-48.HPD. | Health and Physical Development (HPD) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Safety Awareness | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.HPD-8. | Children develop awareness of basic safety rules and begin to follow them. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.HPD-8i. | Know what their bodies can do, and play within their abilities to avoid injury to self or others. ReadyRosie Follow the Leader Jump to It Rock Toss |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.HPD-8j. | Usually recognize and avoid objects and situations that might cause harm. ReadyRosie My Address |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.HPD-8k. | Usually follow established safety rules. ReadyRosie My Address |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.HPD-8l. | Call a trusted adult when someone gets injured or is in an unsafe situation. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STANDARD / COURSE | SC.36-48.LDC. | Language Development and Communication (LDC) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Learning to Communicate | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.LDC-1. | Children understand communications from others. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-1k. | Show understanding of increasingly complex sentences. 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 |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-1l. | With prompting and support, respond to requests for information or action. ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-1m. | Follow simple multistep directions with visual cues, if needed. 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 |
| STANDARD / COURSE | SC.36-48.LDC. | Language Development and Communication (LDC) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Learning to Communicate | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.LDC-2. | Children participate in conversations with peers and adults. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-2i. | Demonstrate an understanding that people communicate in many ways (gestures, facial expressions, multiple spoken languages, sign language, and augmentative communication). ReadyRosie Baby Photo Fun Book Selection Just the Facts Making Connections PreK Reading a Book for the Second Time Recalling What Happened in a Story Selecting Books Text to Self Connections Tips for storytelling: Using your voice |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-2.j. | Initiate and carry on conversations, and ask questions about things that interest them. ReadyRosie Color Word Sentences If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-2k. | With prompting and support, make comments and ask questions related to the topic of discussion. ReadyRosie Color Word Sentences If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| STANDARD / COURSE | SC.36-48.LDC. | Language Development and Communication (LDC) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Learning to Communicate | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.LDC-3. | Children ask and answer questions in order to seek help, get information, or clarify something that is not understood. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-3d. | Answer longer questions using more detail. ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-3e. | Use sentences or questions to ask for things (people, actions, objects, pets) or gain information. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| STANDARD / COURSE | SC.36-48.LDC. | Language Development and Communication (LDC) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Learning to Communicate | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.LDC-4. | Children communicate thoughts, feelings, and ideas clearly. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-4i. | Communicate messages with expression, tone, and inflection appropriate to the situation. ReadyRosie Behavior is a form of communication Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| STANDARD / COURSE | SC.36-48.LDC. | Language Development and Communication (LDC) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Learning to Communicate | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.LDC-5. | Children describe familiar people, places, things, and events. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-5d. | Talk to themselves and others about what they are “working on,” what they are doing, routines, and events of the day. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Putting Away the Groceries Table Riddles |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-5e. | Describe experiences and create or retell short narratives. ReadyRosie Book Bag Descriptions Family Movie Night Family Photos My Favorite Part Putting Away the Groceries Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Table Riddles Tips for helping your child love reading Tips for storytelling: Using gestures |
| STANDARD / COURSE | SC.36-48.LDC. | Language Development and Communication (LDC) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Learning to Communicate | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.LDC-6. | Children use most grammatical constructions of their home language well. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-6g. | Communicate in longer sentences and use more conventional grammar in their home language (plurals, tenses, prepositions). ReadyRosie All Mixed Up Family Photos Pantry Talk Description Phone Fun Who Should We Ask? |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-6h. | Make grammatical errors that follow language rules (say, “mouses” instead of “mice”). ReadyRosie All Mixed Up |
| STANDARD / COURSE | SC.36-48.LDC. | Language Development and Communication (LDC) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Learning to Communicate | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.LDC-7. | Children respond to and use a growing vocabulary. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-7l. | Repeat familiar songs, chants, or rhymes. ReadyRosie Finish the Rhyme Hopping Rhyming If You're Happy & You Know It Itsy Bitsy Spider Illustrations 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 Why should I sing to my baby? |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-7m. | Use more than one word for the same object and use words for parts of objects (e.g., dog, beagle, Rover; arm, leg). ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-7n. | Make up names for things using words they know (e.g., dog doctor for veterinarian). ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-7o. | Use many kinds of cues in the environment to figure out what words mean. 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 |
| STANDARD / COURSE | SC.36-48.LDC. | Language Development and Communication (LDC) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Foundations for Reading | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.LDC-8. | Children develop interest in books and motivation to read. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-8j. | Engage in reading behaviors independently (choose books, turn pages but not always in order, tell the story). ReadyRosie Chime In Color Word Sentences Funny Reading Getting Information from Pictures Just the Facts Reading Routines for Early Readers Reading the Grocery List Reading with Jack and Jill Stuffed Animal Sentences Stuffed Animal Stories Tips for helping your child love reading Words on the Page |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-8k. | Show an interest in books, other print, and reading related activities. ReadyRosie Reading Routines for Early Readers Tips for helping your child love reading |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-8l. | Listen to and discuss storybooks, simple information books, and poetry. ReadyRosie Family Movie Night Getting Information from Pictures Just the Facts |
| STANDARD / COURSE | SC.36-48.LDC. | Language Development and Communication (LDC) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Foundations for Reading | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.LDC-9. | Children develop book knowledge and print awareness. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-9h. | Hold a book upright while turning pages one by one front to back, but not always in order. 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 |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-9i. | With prompting and support, recognize print occurs in different forms and is used for a variety of functions (sign naming block structure, “message” on card for family member). ReadyRosie Shopping for Clothes |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-9j. | Demonstrate an understanding that print and symbols can tell people what to do (to organize classroom activities—where to store things, when they will have a turn). ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories |
| STANDARD / COURSE | SC.36-48.LDC. | Language Development and Communication (LDC) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Foundations for Reading | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.LDC-10. | Children comprehend and use information presented in books and other print media. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-10i. | Imitate the special language in storybooks and story dialogue with some accuracy and detail. ReadyRosie Reading a Book for the Second Time |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-10j. | With prompting and support, use books and other media that communicate information to learn about the world by looking at pictures, asking questions, and talking about the information. ReadyRosie Asking Wh- Questions Getting Information from Pictures Just the Facts Tips for helping your child love reading |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-10l. | Relate personal experiences to events described in familiar books, with prompting and support. ReadyRosie Getting Information from Pictures Just the Facts Picture Walk Predictions Text to Self Connections |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-10m. | Ask questions about a story or the information in a book. ReadyRosie Asking Wh- Questions Think About It Tips for helping your child love reading |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-10n. | With prompting and support, discuss storybooks by responding to questions about what is happening and predicting what will happen next. ReadyRosie Asking Wh- Questions Book Bag Descriptions Book Selection Itsy Bitsy Spider Illustrations Making Connections PreK My Favorite Part Picture Walk Predictions Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Selecting Books Text to Self Connections Think About It Tips for helping your child love reading Toy Stories |
| STANDARD / COURSE | SC.36-48.LDC. | Language Development and Communication (LDC) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Foundations for Reading | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.LDC-11. | Children develop phonological awareness. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-11g. | Participate in experiences with songs, poems, and books that have rhyme and wordplay, and learn words well enough to complete refrains and fill in missing words and sounds. ReadyRosie Finish the Rhyme If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes Why should I sing to my baby? |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-11h. | Repeat rhythmic patterns in poems and songs using words, clapping, marching, and/or using instruments. ReadyRosie Finish the Rhyme Twinkle, Twinkle Rhymes |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-11i. | Play with the sounds of language and begin to identify rhymes (make up silly-sounding words, repeat rhyming words). ReadyRosie Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Making a Grocery List Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Thumbs Up, Thumbs Down Twinkle, Twinkle Rhymes |
| STANDARD / COURSE | SC.36-48.LDC. | Language Development and Communication (LDC) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Foundations for Reading | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.LDC-12. | Children begin to develop knowledge of the alphabet and the alphabetic principle. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-12b. | Demonstrate an interest in learning the alphabet. ReadyRosie 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 Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-12c. | Recognize letters of the alphabet as a special category of print, different from pictures, shapes, and numerals. ReadyRosie 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 Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-12d. | Recognize and name some letters of the alphabet, especially those in their own 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 |
| STANDARD / COURSE | SC.36-48.LDC. | Language Development and Communication (LDC) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Foundations for Writing | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.LDC-13. | Children use writing and other symbols to record information and communicate for a variety of purposes. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-13c. | Represent thoughts and ideas through marks, scribbles, drawings, and paintings (draw a picture of something they did during the day, indicate what they want for lunch with a mark under the picture of the food they want). ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-13d. | With prompting and support, communicate their thoughts for an adult to write. ReadyRosie Stuffed Animal Stories Weekend News |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-13e. | Engage in writing behaviors that imitate real-life situations (e.g., make marks to take food order during pretend restaurant play). ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| STANDARD / COURSE | SC.36-48.LDC. | Language Development and Communication (LDC) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Foundations for Writing | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.LDC-14. | Children use knowledge of letters in their attempts to write. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-14a. | Begin to use letters and approximations of letters to write their name. ReadyRosie Jump Rope Letters Making a Grocery List Morning Message Name Game Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-14c. | Show they know that written words are made up of particular letters (point to the first letter of their own name, find the first letter of their own name in a list of letters). ReadyRosie Looking for Letters in Ads Reading with Jack and Jill Starting a Word Bank Words on the Page |
| STANDARD / COURSE | SC.36-48.LDC. | Language Development and Communication (LDC) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Foundations for Writing | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.LDC-15. | Children use writing skills and conventions. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-15f. | Use a variety of writing tools and materials with purpose and control (pencils, chalk, markers, crayons, paintbrushes, finger paint, and computers. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-15g. | Make marks they call “writing” that look different from drawings (vertical series of marks for a “grocery list,” horizontal line of marks for a “story”). ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.LDC-15h. | Play with writing letters and make letter-like forms. ReadyRosie Detailed Drawing of a Face Jump Rope Letters Making a Grocery List Silverware Alphabet Thank You Note Using a Menu to Order Weekend News Writing Names with Shaving Cream |
| STANDARD / COURSE | SC.36-48.MTE. | Mathematical Thinking and Expression (MTE) Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Foundations for Number Sense | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.MTC-1. | Children demonstrate a beginning understanding of numbers and quantity during play and other activities. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.MTC-1k. | Visually compare two groups of objects that are obviously equal or unequal in quantity and communicate that they are the same or different, and, if appropriate, which one has more and/or which one has less. (If child is offered two plates of crackers can select the preferred amount and can explain that he wanted more (or less). ReadyRosie Acorns and Pinecones Make a Tower of Ten Sharing Goldfish Snack Fractions Who has the Biggest Number? |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.MTC-1l. | Rote count to 10 with increasing accuracy. 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 |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.MTC-1m. | Count up to 5 objects arranged in a line using one-to-one correspondence with increasing accuracy and answer the question, “How many are there?” 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 |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.MTC-1n. | Recognize numerals up to 5 during play and daily activities. ReadyRosie Fruit Salad Magazine Number Hunt Numbers Everywhere |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.MTC-1o. | Match numerals 1-5 to sets of objects, with guidance and support. ReadyRosie More than Ten |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.MTC-1p. | Write numerals or number-like forms up to 5 during play and daily activities. ReadyRosie Find My Number May I Take your Order? My Address Taking Inventory Three Ways to Show a Number |
| STANDARD / COURSE | SC.36-48.MTE. | Mathematical Thinking and Expression (MTE) Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Foundations for Number Sense | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.MTC-2. | Children demonstrate a beginning understanding of numbers and operations during play and other activities. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.MTC-2o. | Use observation and counting (not always correctly) to find out how many things are needed during play and other daily activities (figure out how many spoons are needed for snack, find enough dolls so each person has one when playing in the dramatic play area). 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 |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.MTC-2p. | Show they understand that putting objects together in a set will make a bigger set, and removing objects from a set will make a smaller set. ReadyRosie Domino Match-Up How Many in a Set? More Grapes More than Ten Quick Dots Show Me Slap One More Three Ways to Show a Number |
| STANDARD / COURSE | SC.36-48.MTE. | Mathematical Thinking and Expression (MTE) Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Foundations for Algebraic Thinking | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.MTC-3. | Children demonstrate a beginning understanding of algebraic thinking by sorting, describing, extending, and creating simple patterns during play and other activities. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.MTC-3e. | Sort familiar objects into categories (cars with cars, plates separated from cups; rectangle blocks on one shelf and square blocks on another). ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.MTC-3f. | Identify familiar objects as the same or different. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.MTC-3g. | Recognize simple repeating patterns (AB type patterns) and attempt to repeat or extend them during play (repeat a movement pattern during a song, extend a line of blocks in alternating colors). ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| STANDARD / COURSE | SC.36-48.MTE. | Mathematical Thinking and Expression (MTE) Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Foundations for Geometry and Spatial Understanding | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.MTC-4. | Children begin to identify, describe, classify, and understand shape, size, direction and movement during play and other activities. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.MTC-4i. | Respond to and begin to use words describing positions (in, on, over, under, etc.). 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 |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.MTC-4j. | Name or match a few 2- and 3-dimensional shapes (circle, sphere, square, triangle, cone) and describe their differences. 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 |
| STANDARD / COURSE | SC.36-48.MTE. | Mathematical Thinking and Expression (MTE) Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Foundations of Measurement and Data Analysis | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.MTC-5. | Children demonstrate a beginning understanding of measurement (the idea of repeating the use of an object to measure) and a beginning understanding of data analysis through comparing, and interpreting data during play and other activities. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.MTC-5f. | Use descriptive language for size, length, or weight (short, tall, long, heavy, big). ReadyRosie Bookcase Problem Building Houses Buying Oranges Comparing Vegetables Grocery Store Weights How Many Can I Grab? Leap Frog Measure Measuring the Table Near and Far |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.MTC-5g. | Compare the size or weight of two objects and identify which one is the longer/taller/heavier than the other (“That rock is heavier than this one. I can lift it. The snake is longer than the worm.”) ReadyRosie Bookcase Problem Building Houses Buying Oranges Comparing Vegetables Grocery Store Weights How Many Can I Grab? Leap Frog Measure Measuring the Table Near and Far |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.MTC-5j. | Recognize routines with time passing throughout the day (identifying circle time, snack time, outside play, etc.) ReadyRosie All About My Day How do I get my child to______? How should I handle temper tantrums? Which Takes Longer? Yesterday, Today, Tomorrow |
| STANDARD / COURSE | SC.36-48.MTE. | Mathematical Thinking and Expression (MTE) Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Mathematical Thinking and Reasoning | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.MTC-6. | Children use mathematical thinking to solve problems in their everyday environment. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.MTC-6a. | Seek answers to questions by using mathematical thinking (i.e. reasoning and problem solving) during play and daily activities (determine who is taller by standing next to classmate; find two smaller blocks to replace larger block). ReadyRosie Special Day Countdown |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.MTC-6b. | Use drawing and concrete materials to represent and communicate mathematical ideas (draw many circles to show “lots of people,” put craft sticks in a pile to show the number of children who want crackers for snack). ReadyRosie Special Day Countdown |
| STANDARD / COURSE | SC.36-48.CD. | Cognitive Development (CD) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Construction of Knowledge: Thinking and Reasoning | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.CD-1. | Children use their senses to construct knowledge about the world around them. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.CD-1h. | Explore objects, tools, and, materials systematically to learn about their properties (weigh an object, observe something from the top of the object to the bottom). ReadyRosie Buying Oranges Grocery Store Weights |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.CD-1i. | Express knowledge gathered through their senses using play, various art forms, language, and other forms of representation. (Show an understanding that one block is heavier than another, that play dough can be modeled into longer and shorter logs, that blocks can be used to represent a telephone). ReadyRosie Grocery Store Conversations |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.CD-1j. | Enjoys fantasy and make-believe and can sometimes distinguish appearance from reality (the person behind the mask remains the same person). ReadyRosie Tips for helping your child love reading |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.CD-1k. | Group familiar objects that go together (shoe and sock, brush and paint, hammer and nail). ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| STANDARD / COURSE | SC.36-48.CD. | Cognitive Development (CD) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Construction of Knowledge: Thinking and Reasoning | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.CD-2. | Children recall information and use it for addressing new situations and problems. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.CD-2t. | Ask questions about why things happen and try to understand cause and effect. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| STANDARD / COURSE | SC.36-48.CD. | Cognitive Development (CD) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Construction of Knowledge: Thinking and Reasoning | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.CD-3. | Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisions. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.CD-3f. | Uses language to identify pretend or fantasy situations (say, “Let’s pretend we’re going on a trip.” “That’s a pretend story.”). ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Morning Message Name Game Pretending Together Stuffed Animal Stories Toy Stories Writing Names with Shaving Cream |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.CD-3g. | Uses words like “think” and “know” to talk about thoughts and beliefs. ReadyRosie Comparing Vegetables Guess My Shape Pantry Sort 1 |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.CD-3h. | Recognize that beliefs and desires can determine what people do (e.g., a person will look for a missing object based on where they think it is rather than where it actually is). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.CD-3i. | Remember and describe, at the end of the day what they had done while at school. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STANDARD / COURSE | SC.36-48.CD. | Cognitive Development (CD) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Creative Expression | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.CD-4. | Children demonstrate appreciation for different forms of artistic expression. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.CD-4p. | Express pleasure in different forms of art (express preferences, choose to look at book of photographs or listen to music again). ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.CD-4q. | Participate in, describe, and ask questions about art, music, dance, drama, or other aesthetic experiences (describe dancers spinning round and round; talk about colors in a painting). ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| STANDARD / COURSE | SC.36-48.CD. | Cognitive Development (CD) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Creative Expression | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.CD-5. | Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, theater, and dance. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.CD-5m. | Choose to participate and express themselves through a variety of creative experiences, such as art, music, movement, dance, and dramatic play. 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 |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.CD-5n. | Show creativity and imagination when using materials and assuming roles during pretend play. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.CD-5o. | Explore the properties of art materials and use them with purpose to draw, paint, sculpt, and create in other ways. 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 |
| STANDARD / COURSE | SC.36-48.CD. | Cognitive Development (CD) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Social Connections | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.CD-6. | Children demonstrate knowledge of relationships and roles within their own families, homes, classrooms, and communities. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.CD-6h. | Talk about close family members, name their relationships to each other, and describe family routines (“Marika is my sister.” “My grandma takes care of me at night.”). ReadyRosie My Address |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.CD-6i. | Adopt roles of family and community members during play, given support and realistic props. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| STANDARD / COURSE | SC.36-48.CD. | Cognitive Development (CD) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Social Connections | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.CD-7. | Children recognize that they are members of different groups (e.g., family, preschool class, cultural group). |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.CD-7d. | Identify self as a part of a specific family, preschool class, or other familiar group (e.g., point to picture and say, That’s my family,” or “I’m in Ms. Emily’s class.”). ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| STANDARD / COURSE | SC.36-48.CD. | Cognitive Development (CD) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Social Connections | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.CD-8. | Children identify and demonstrate acceptance of similarities and differences between themselves and others. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.CD-8d. | Show acceptance of people who are different from themselves as well as people who are similar. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.CD-8e. | Given support and guidance, explore different cultural practices during play and planned activities. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| STANDARD / COURSE | SC.36-48.CD. | Cognitive Development (CD) Domain Indicators (36 to 48 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Scientific Exploration and Knowledge | |
| PERFORMANCE DESCRIPTOR / STANDARD | 36-48.CD-11. | Children explore the world by observing, manipulating objects, asking questions, making predictions, and developing generalizations. |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.CD-11j. | Observe objects, materials, and everyday events, and describe what they notice (temperature, texture, size, weight, color, etc.). ReadyRosie Grocery Store Conversations Sink or Float |
| GRADE LEVEL EXAMPLE / STAGE | 36-48.CD-11l. | With guidance and support, use simple tools to investigate objects and materials (magnifying glass, sifter, ramps for rolling balls and cars). ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| STANDARD / COURSE | SC.48-60.APL. | Approaches to Play and Learning (APL) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Curiosity, Information-Seeking, and Eagerness | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.APL-1. | Children show curiosity and express interest in the world around them. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.APL-1m. | Discover things that interest and amaze them and seek to share them with others. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.APL-1n. | Communicate interest to others through verbal and nonverbal means (take teacher to the science center to see a new animal). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.APL-1o. | Show interest in a growing range of topics, ideas, and tasks. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.APL-1p. | Demonstrate interest in mastering new skills (e.g., writing name, riding a bike, dancing, and building skills). ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| STANDARD / COURSE | SC.48-60.APL. | Approaches to Play and Learning (APL) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Curiosity, Information-Seeking, and Eagerness | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.APL-2. | Children actively seek to understand the world around them. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.APL-2l. | Ask questions to find out more about the things that interest them, including questions about future events. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / COURSE | SC.48-60.APL. | Approaches to Play and Learning (APL) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Play and Imagination | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.APL-3. | Children engage in increasingly complex play. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.APL-3r. | Develop and sustain more complex pretend play themes in cooperation with peers. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.APL-3s. | Use more complex and varied language to share ideas and influence others during play. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.APL-3t. | Choose to use new knowledge and skills during play (add features to dramatic play scene related to class project, write list, build structure like displayed picture). ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.APL-3u. | Demonstrate their cultural values and “rules” through play (tells another child, “That’s not what we eat for breakfast.”). ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| STANDARD / COURSE | SC.48-60.APL. | Approaches to Play and Learning (APL) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Play and Imagination | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.APL-4. | Children demonstrate creativity, imagination, and inventiveness. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.APL-4l. | Plan play scenarios (dramatic play, construction), and use or create a variety of props or tools to enact them. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.APL-4m. | Expand the variety of roles taken during dramatic play and add more actions, language, or props to enact roles. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.APL-4n. | Use materials or actions in increasingly varied and resourceful ways to represent experiences or ideas. 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 |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.APL-4o. | Make up stories, songs, or dances for fun during play. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.APL-4p. | Invents new games. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| STANDARD / COURSE | SC.48-60.APL. | Approaches to Play and Learning (APL) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Risk-Taking, Problem-Solving, and Flexibility | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.APL-5. | Children show curiosity and express interest in the world around them. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.APL-5o. | Express a belief that they can do things that are hard. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.APL-5p. | Approach new experiences independently. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.APL-5q. | Ask to participate in new experiences that they have observed or heard about. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.APL-5r. | Independently seek new challenges. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / COURSE | SC.48-60.APL. | Approaches to Play and Learning (APL) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Attentiveness, Effort and Persistence | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.APL-7. | Children demonstrate initiative. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.APL-7k. | Show increasing independence and purpose when making choices (“I’m going to the block area to make a track for my race car.”). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.APL-7l. | Independently identify and seek things they need to complete activities or tasks (gather supplies and make a birthday card with a message). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.APL-7m. | Set simple goals that extend over time, make plans and follow through (“Let’s make a rocket ship. We need blocks.”). ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| STANDARD / COURSE | SC.48-60.APL. | Approaches to Play and Learning (APL) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Attentiveness, Effort and Persistence | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.APL-8. | Children maintain attentiveness and focus. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.APL-8k. | Sometimes able to focus on what is relevant to a task (sort multicolored wooden beads by shape). ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.APL-8l. | Consistently remain engaged in self-directed activities. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.APL-8m. | Shift attention back to a task after having been diverted from it. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / COURSE | SC.48-60.APL. | Approaches to Play and Learning (APL) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Attentiveness, Effort and Persistence | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.APL-9. | Children persist in challenging activities. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.APL-9j. | Plan and follow through on longer-term tasks (planting a seed and caring for the plant). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.APL-9k. | Keep trying until a challenging activity is complete despite distractions or interruptions (multi-piece puzzle started before lunch and completed later). ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / COURSE | SC.36-48.ESD. | Emotional and Social Development (ESD) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Developing a Sense of Self | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.ESD-1. | Children demonstrate a positive sense of self-identity and self-awareness. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-1a. | Describe themselves in concrete ways, with greater detail and accuracy (“My eyes are brown.” “I am tall.”). ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-1b. | Express awareness that they are members of different groups (e.g., family, preschool class, ethnic group). ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-1c. | Choose to spend more time on preferred activities, and express awareness of skills they are developing. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STANDARD / COURSE | SC.36-48.ESD. | Emotional and Social Development (ESD) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Developing a Sense of Self | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.ESD-2. | Children demonstrate a positive sense of self-identity and self-awareness. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-2n. | Express positive feelings about themselves by showing and/or telling others about themselves, things they like, or things they have done. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-2o. | Express the belief that they can do many things. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-2p. | Stick with tasks even when they are challenging. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-2q. | Express opinions about their abilities in different areas (“I’m a good friend.” I can run fast.” “I know all my letters!”). ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| STANDARD / COURSE | SC.36-48.ESD. | Emotional and Social Development (ESD) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Developing a Sense of Self with Others | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.ESD-3. | Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-3u. | Form positive relationships with new teachers or caregivers over time. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-3v. | Use language effectively to continue conversations with familiar adults and to influence their behavior (ask for help, ask an adult to do something). ReadyRosie Following Directions Grandparent Storytime Morning Message Phone Fun Talking About Your Feelings Who Should We Ask? |
| STANDARD / COURSE | SC.36-48.ESD. | Emotional and Social Development (ESD) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Developing a Sense of Self with Others | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.ESD-4. | Children form relationships and interact positively with other children. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-4p. | Demonstrate social skills when interacting with other children (turn taking, conflict resolution, sharing). ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-4q. | Form and maintain friendships with other children of diverse cultural backgrounds and abilities. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-4r. | Seek and give support with children they identify as friends. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-4s. | Use language effectively to have conversations with other children and influence another child’s behavior (negotiate sharing a toy, plan how to build a block tower together). ReadyRosie Building Houses Family Talent Show How can I stop my kids from fighting? Keep It Up Taking Turns Talking About Your Feelings Who has the Biggest Number? |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-4t. | Play and interact cooperatively with other children (work on project together, exchange ideas). ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STANDARD / COURSE | SC.36-48.ESD. | Emotional and Social Development (ESD) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Developing a Sense of Self with Others | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.ESD-5. | Children demonstrate the social and behavioral skills needed to successfully participate in groups. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-5r. | Follow social rules, transitions, and routines that have been explained to them. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-5s. | Make requests clearly and effectively most of the time. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-5u. | Anticipate consequences and plan ways to solve problems effectively, with guidance and support. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-5v. | Use a variety of strategies to solve problems and conflicts with increasing independence. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-5w. | Express respect and caring for all people, including people with disabilities. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-5x. | Recognize and honor cultural differences. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| STANDARD / COURSE | SC.36-48.ESD. | Emotional and Social Development (ESD) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Learning About Feelings | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.ESD-6. | Children identify, manage, and express their feelings. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-6o. | Express a range of emotions happiness, sadness, fear, anger, disgust, tenderness, hostility, shame, guilt, satisfaction, and love) with their face, body, vocal sounds, and words. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-6p. | Independently manage and express feelings effectively most of the time. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-6q. | Use a larger vocabulary for talking about different feelings (“I’m frustrated with that puzzle!” “I’m excited about our trip.”). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-6r. | Give reasons for their feelings that may include thoughts and beliefs as well as outside events (“I’m happy because I wanted to win and I did.”). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-6s. | Use problem-solving strategies when feeling angry or frustrated. ReadyRosie How should I handle temper tantrums? Talking About Your Feelings |
| STANDARD / COURSE | SC.36-48.ESD. | Emotional and Social Development (ESD) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Learning About Feelings | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.ESD-7. | Children recognize and respond appropriately to the needs and feelings of others. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-7n. | Communicate understanding and empathy for others’ feelings. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-7o. | Show awareness that their behavior can affect the feelings of others (say, “I didn’t mean to scare you when I yelled.”). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.ESD-7p. | Choose to act in ways that show respect for others’ feelings and points of view most of the time with guidance and support (compliment each other during play, work out conflicts, show respect for opinions expressed by others). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| STANDARD / COURSE | SC.48-60.HPD. | Health and Physical Development (HPD) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Physical Health and Growth | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.HPD-1. | Children develop healthy eating habits. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.HPD-1s. | Try new foods. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.HPD-1v. | Talk about variety and amount of foods needed to be healthy (can identify what is missing from their meal). ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| STANDARD / COURSE | SC.48-60.HPD. | Health and Physical Development (HPD) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Motor Development | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.HPD-4. | Children develop the large muscle control and abilities needed to move through and explore their environment. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.HPD-4p. | Coordinate movement of upper and lower body. ReadyRosie Follow the Leader Jump to It Rock Toss |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.HPD-4q. | Perform complex movements smoothly (skipping, balancing on beams, hopping from one place to another). ReadyRosie Follow the Leader |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.HPD-4r. | Move quickly through the environment and stop (run fast, pedal fast). ReadyRosie Follow the Leader |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.HPD-4s. | Show awareness of own body in relation to other people and objects while moving through space. ReadyRosie Follow the Leader Jump to It Rock Toss |
| STANDARD / COURSE | SC.48-60.HPD. | Health and Physical Development (HPD) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Motor Development | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.HPD-5. | Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.HPD-5m. | Draw and write smaller figures with more detail (faces with features, letters, or letter-like forms). 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 |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.HPD-5n. | Engage in complex hand-eye coordination activities with a moderate degree of precision and control (fasten clothing, cut shapes, put together small 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 |
| STANDARD / COURSE | SC.48-60.HPD. | Health and Physical Development (HPD) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Self-Care | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.HPD-6. | Children develop awareness of their needs and the ability to communicate their needs. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.HPD-6i. | Use language to ask adults or peers specifically for the kind of help needed in a particular situation. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STANDARD / COURSE | SC.48-60.HPD. | Health and Physical Development (HPD) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Self-Care | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.HPD-7. | Children develop independence in caring for themselves and their environment. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.HPD-7t. | Describe the value of good health practices (wash hands to get rid of germs, drink milk to build strong bones). ReadyRosie Rub a Dub Counting |
| STANDARD / COURSE | SC.48-60.HPD. | Health and Physical Development (HPD) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Safety Awareness | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.HPD-8. | Children develop awareness of basic safety rules and begin to follow them. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.HPD-8m. | Avoid potentially dangerous behaviors. ReadyRosie My Address |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.HPD-8n. | Consistently recognize and avoid objects, substances, and activities, within the environment that might cause harm. ReadyRosie My Address |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.HPD-8o. | Independently follow established safety rules. ReadyRosie My Address |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.HPD-8p. | Identify people who can help them in the community (police, firefighter, nurse). ReadyRosie Who Should We Ask? |
| STANDARD / COURSE | SC.48-60.LDC. | Language Development and Communication (LDC) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Learning to Communicate | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.LDC-1. | Children understand communications from others. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-1n. | Show understanding of increasingly complex sentences. 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 |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-1o. | Respond to requests for information or action. 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 |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-1p. | Follow more detailed multistep 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 |
| STANDARD / COURSE | SC.48-60.LDC. | Language Development and Communication (LDC) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Learning to Communicate | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.LDC-2. | Children participate in conversations with peers and adults.. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-2l. | Express an understanding that people communicate in many ways (gestures, facial expressions, multiple spoken languages, sign language, and augmentative communication). ReadyRosie Baby Photo Fun Book Selection Just the Facts Making Connections PreK Reading a Book for the Second Time Recalling What Happened in a Story Selecting Books Text to Self Connections Tips for storytelling: Using your voice |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-2m. | Initiate and carry on conversations that involve multiple back and forth communications or turns between the persons involved in the conversation. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-2n. | Initiate and participate in conversations related to interests of their own or the persons they are communicating with. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-2o. | Participate in a group discussion, making comments and asking questions related to the topic. ReadyRosie Color Word Sentences If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| STANDARD / COURSE | SC.48-60.LDC. | Language Development and Communication (LDC) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Learning to Communicate | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.LDC-3. | Children ask and answer questions in order to seek help, get information, or clarify something that is not understood. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-3f. | Answer more complex questions with an explanation (“I didn’t like camping out because it rained.” “Emily is my friend because she’s nice to me.”) ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-3g. | Ask specific questions to learn more about their world, understand tasks, and solve problems. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| STANDARD / COURSE | SC.48-60.LDC. | Language Development and Communication (LDC) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Learning to Communicate | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.LDC-4. | Children communicate thoughts, feelings, and ideas clearly. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-4k. | Use language and nonverbal cues to communicate thoughts, beliefs, feelings, and intentions. ReadyRosie Behavior is a form of communication Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-4l. | Adapt their communication to meet social expectations (speak quietly in library, speak politely to older relative). ReadyRosie Choosing the Right Voice Taking Turns |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-4n. | States point of view, likes and dislikes. ReadyRosie Book Selection Selecting Books Using a Menu to Order What's for Dinner? |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-4p. | Expresses ideas in more than one way. ReadyRosie Behavior is a form of communication Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| STANDARD / COURSE | SC.48-60.LDC. | Language Development and Communication (LDC) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Learning to Communicate | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.LDC-5. | Children describe familiar people, places, things, and events. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-5f. | Describe experiences and create and/or retell longer narratives. ReadyRosie Book Bag Descriptions Family Movie Night Family Photos My Favorite Part Putting Away the Groceries Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Table Riddles Tips for helping your child love reading Tips for storytelling: Using gestures |
| STANDARD / COURSE | SC.48-60.LDC. | Language Development and Communication (LDC) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Learning to Communicate | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.LDC-6. | Children use most grammatical constructions of their home language well. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-6i. | Speak in full sentences that are grammatically correct most of the time. ReadyRosie All Mixed Up Family Photos Pantry Talk Description Phone Fun Who Should We Ask? |
| STANDARD / COURSE | SC.48-60.LDC. | Language Development and Communication (LDC) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Learning to Communicate | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.LDC-7. | Children respond to and use a growing vocabulary. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-7p. | Repeat familiar songs, chants, or rhymes. ReadyRosie Finish the Rhyme Hopping Rhyming If You're Happy & You Know It Itsy Bitsy Spider Illustrations 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 Why should I sing to my baby? |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-7q. | Use a growing vocabulary that includes many kinds of words to express ideas clearly. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-7r. | Infer the meaning of different kinds of new words from the context in which they are used (for example, hear “sandals” and “boots” used to describe two pairs of shoes, and infer that the unfamiliar shoes must be sandals because they know that the other pair of shoes are boots). 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 |
| STANDARD / COURSE | SC.48-60.LDC. | Language Development and Communication (LDC) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Foundations for Reading | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.LDC-8. | Children develop interest in books and motivation to read. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-8m. | Engage in reading behaviors independently with increased focus for longer periods of time. ReadyRosie Getting Information from Pictures Just the Facts Reading Routines for Early Readers Tips for helping your child love reading |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-8n. | Use and share books and print in their play. ReadyRosie Reading Routines for Early Readers Tips for helping your child love reading |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-8o. | Listen to and discuss increasingly complex storybooks, information books, and poetry. ReadyRosie Getting Information from Pictures If You're Happy & You Know It Itsy Bitsy Spider Illustrations Just the Facts Sliding to Nursery Rhymes Why should I sing to my baby? |
| STANDARD / COURSE | SC.48-60.LDC. | Language Development and Communication (LDC) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Foundations for Reading | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.LDC-9. | Children develop book knowledge and print awareness. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-9k. | Hold a book upright while turning pages one by one from front to back. 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 |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-9l. | Recognize print in different forms for a variety of functions (writing a message to friend, pointing to print and saying, “Those words tell the story”, or reading familiar signs in the environment). ReadyRosie Chime In Color Word Sentences Kitchen Labeling Making a Grocery List Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories Using a Menu to Order |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-9m. | Recognize print and symbols used to organize classroom activities and show understanding of their meaning (put toys in box with correct symbol and name; check sign-up sheet for popular activity; check schedule to learn next activity). ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-9n. | With prompting and support, run their finger under or over print as they pretend to read text. 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 |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-9o. | Demonstrate an understanding of some basic print conventions (the concept of what a letter is, the concept of words, directionality of print). ReadyRosie Chime In Color Word Sentences Funny Reading Jump Rope Letters Kitchen Labeling Letter Hunt Letter Sort Looking for Letters in Ads Magnetic Letter Mix Up Making Letter Soup Morning Message My Address Name Game Point the ABC Song Reading the Grocery List Reading with Jack and Jill Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Starting a Word Bank Stomp the Letter Stuffed Animal Sentences Stuffed Animal Stories Words on the Page Writing Names with Shaving Cream |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-9p. | Identify their name and the names of some friends when they see them in print. ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| STANDARD / COURSE | SC.48-60.LDC. | Language Development and Communication (LDC) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Foundations for Reading | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.LDC-10. | Children comprehend and use information presented in books and other print media. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-10o. | Imitate the special language in story- books and story dialogue with accuracy and detail. ReadyRosie Reading a Book for the Second Time |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-10p. | Use informational texts and other media to learn about the world, and infer from illustrations, ask questions and talk about the information. ReadyRosie Asking Wh- Questions Getting Information from Pictures Just the Facts Tips for helping your child love reading |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-10r. | Relate personal experiences to an increasing variety of events described in familiar and new books. ReadyRosie Getting Information from Pictures Just the Facts Picture Walk Predictions Text to Self Connections |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-10s. | Ask more focused and detailed questions about a story or the information in a book. ReadyRosie Asking Wh- Questions Think About It Tips for helping your child love reading |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-10t. | Discuss storybooks by responding to questions about what is happening and predicting what will happen next. ReadyRosie Asking Wh- Questions Book Bag Descriptions Book Selection Itsy Bitsy Spider Illustrations Making Connections PreK My Favorite Part Picture Walk Predictions Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Selecting Books Text to Self Connections Think About It Tips for helping your child love reading Toy Stories |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-10u. | Discuss storybooks by responding to questions about the beginning, middle, and end of the story. ReadyRosie Asking Wh- Questions Book Bag Descriptions Itsy Bitsy Spider Illustrations Making Connections PreK My Favorite Part 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 Toy Stories |
| STANDARD / COURSE | SC.48-60.LDC. | Language Development and Communication (LDC) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Foundations for Reading | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.LDC-11. | Children develop phonological awareness. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-11j. | Distinguishes between similar sounding words (e.g., tree and three). 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 |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-11k. | Enjoy rhymes and wordplay, with songs, poems, and books and sometimes add their own variations. 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 |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-11l. | Repeat a variety of rhythmic patterns in poems and songs using words, clapping, marching, and/or instruments to repeat the rhythm or beat syllables. ReadyRosie Finish the Rhyme Frog Hopping Grocery Sack Syllables Hopping Rhyming Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sequences of Sounds Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-11m. | Play with the sounds of language, identify a variety of rhymes, create some rhymes, and recognize the first sounds in some words. ReadyRosie Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Making a Grocery List Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Thumbs Up, Thumbs Down Twinkle, Twinkle Rhymes |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-11n. | Associate sounds with specific words, such as awareness that different words begin with the same sound. ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| STANDARD / COURSE | SC.48-60.LDC. | Language Development and Communication (LDC) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Foundations for Reading | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.LDC-12. | Children begin to develop knowledge of the alphabet and the alphabetic principle. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-12e. | Demonstrate an interest in learning the alphabet. ReadyRosie 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 Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-12f. | Show they know that letters function to represent sounds in spoken words. ReadyRosie Looking for Letters in Ads Reading with Jack and Jill Starting a Word Bank Words on the Page |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-12g. | Recognize and name many letters of the alphabet, especially those in their own name and in the names of others who are important to them. 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 |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-12h. | Make some sound-to-letter matches, using letter name knowledge (notice the letter B with picture of ball and say, “Ball”; say, “A-a-apple.”). ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-12i. | Associate sounds with the letters at the beginning of some words, such as awareness that two words begin with the same letter and the same sound. ReadyRosie Making a Grocery List Thumbs Up, Thumbs Down |
| STANDARD / COURSE | SC.48-60.LDC. | Language Development and Communication (LDC) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Foundations for Writing | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.LDC-13. | Children use writing and other symbols to record information and communicate for a variety of purposes. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-13f. | Represent thoughts and ideas in drawings and by writing letters or letter-like forms. ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-13g. | Incorporate representations of signs, logos or others commonly used symbols into their drawing or writing to communicate the messages that they convey. ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-13h. | Communicate their thoughts for an adult to write. ReadyRosie Stuffed Animal Stories Weekend News |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-13i. | Independently engage in writing behaviors for various purposes (e.g., write symbols or letters for names, use materials at writing center, write lists with symbols/letters in pretend play, write messages that include letters or symbols). ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-13j. | Engage in discussions regarding different purposes (enjoyment, information) and forms of writing (narrative, informational and opinion). ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| STANDARD / COURSE | SC.48-60.LDC. | Language Development and Communication (LDC) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Foundations for Writing | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.LDC-14. | Children use knowledge of letters in their attempts to write. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-14d. | Use known letters and approximations of letters to write their own name and some familiar words. ReadyRosie Making a Grocery List Morning Message Name Game Thank You Note Writing Names with Shaving Cream |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-14e. | Try to connect the sounds in a spoken word with letters in the written word (write “M” and say, “This is Mommy.”). ReadyRosie Making a Grocery List Name Game Thank You Note Writing Names with Shaving Cream |
| STANDARD / COURSE | SC.48-60.LDC. | Language Development and Communication (LDC) Domain Indicators (48 to 60+ months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Foundations for Writing | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.LDC-15. | Children use writing skills and conventions. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-15i. | Use a variety of writing tools and materials with increasing precision. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.LDC-15j. | Imitate adult writing conventions that they have observed (write groups of letter-like forms separated by spaces, try to write on a line, press Enter key on computer after typing a series of “words”). ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| STANDARD / COURSE | SC.48-60.MTE. | Mathematical Thinking and Expression (MTE) Indicators (48 to 60 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Foundations for Number Sense | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.MTC-1. | Children demonstrate a beginning understanding of numbers and quantity during play and other activities. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-1q. | Compare the amount of items in small sets of objects (up to 5 objects) by matching or counting and use language such as “more than” and “less than” to describe the sets of objects. ReadyRosie Domino Match-Up How Many in a Set? More Grapes More than Ten Quick Dots Show Me Slap One More Three Ways to Show a Number |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-1r. | Show an understanding of magnitude by recognizing larger sets when compared to smaller sets and describe how they are different. ReadyRosie More than Ten |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-1s. | Rote count to 20 with increasing accuracy. ReadyRosie How Many Can I Grab? Keep It Up Penny Drop Rub a Dub Counting |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-1t. | Count up to 10 objects in a variety of ways (e.g., left to right, right to left, in stacks, etc.) 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 |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-1u. | Count up to 10 objects arranged in a line using one-to-one correspondence with increasing accuracy, and answer the question “How many are there?” 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 |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-1v. | Recognize numerals up to 10 and attempt to write them or number-like forms during play and daily activities. ReadyRosie Fruit Salad Magazine Number Hunt Numbers Everywhere |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-1w. | Match numerals 1–10 to sets of objects, with guidance and support. ReadyRosie More than Ten |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-1x. | Recognize that objects can be counted as part of different groups (forks can be counted alone, or as part of a set of utensils) 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 |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-1y. | Given a number 0–5, count out that many objects. 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 |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-1aa. | Tell what number comes next or what number came before another number when counting. 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 |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-1ab. | Show understanding of first, next, and last during play and daily activities (answer questions about who is first and last to slide down the slide; say, “The engine is first, and the caboose is last” when making a train). ReadyRosie Sequences of Sounds |
| STANDARD / COURSE | SC.48-60.MTE. | Mathematical Thinking and Expression (MTE) Indicators (48 to 60 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Foundations for Number Sense | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.MTC-2. | Children demonstrate a beginning understanding of numbers and operations during play and other activities. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-2d. | Use observation and counting with increasing accuracy to answer questions such as “How many do we need?” and “How many more do we need?” during play and other daily activities (count new children to see how many more plates are needed for snack; return extra drinks to cooler at picnic to arrive at the correct number). 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 |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-2e. | Show different ways a set of up to five objects can be decomposed (broken apart) or composed (put together) (e.g., 5 objects can be broken into 2 and 3 objects and 2 and 3 can be combined to make 5 objects). ReadyRosie Domino Match-Up How Many in a Set? More Grapes More than Ten Quick Dots Show Me Slap One More Three Ways to Show a Number |
| STANDARD / COURSE | SC.48-60.MTE. | Mathematical Thinking and Expression (MTE) Indicators (48 to 60 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Foundations for Algebraic Thinking | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.MTC-3. | Children demonstrate a beginning understanding of algebraic thinking by sorting, describing, extending, and creating simple patterns during play and other activities. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-3h. | Sort a group of objects (0–10) using one attribute (color, size, shape, quantity) with increasing accuracy (sort blocks by shape and place like-shaped blocks on the shelf; sort beads by color or another attribute). ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-3i. | Describe, duplicate, and extend simple repeating patterns (two-part patterns) using concrete objects (look at a pattern of beads and tell what bead comes next in the pattern). ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-3j. | Show beginning abilities to create simple repeating patterns. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| STANDARD / COURSE | SC.48-60.MTE. | Mathematical Thinking and Expression (MTE) Indicators (48 to 60 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Foundations for Geometry and Spatial Understanding | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.MTC-4. | Children begin to identify, describe, classify, and understand shape, size, direction and movement during play and other activities. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-4l. | Consistently use a variety of words for positions in space (in, on, over, under, etc.), and follow directions using these words. 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 |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-4m. | Use 2- and 3-dimensional shapes to represent real world objects (say, “We are building a castle and we need a round block for the tunnel.” “I glued a circle and a square on my picture to make a house.”). 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 |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-4n. | Identify basic 2- and 3-dimensional shapes (square, circle, triangle) in the environment. 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 |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-4o. | Name basic 2 and 3-dimensional shapes (square, prism, circle, sphere, triangle, pyramid, hexagon), and describe their characteristics using informal descriptive and geometric attributes (“That’s a triangle; it’s pointy.” “It’s a circle because it’s round.”). 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 |
| STANDARD / COURSE | SC.48-60.MTE. | Mathematical Thinking and Expression (MTE) Indicators (48 to 60 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Foundations of Measurement and Data Analysis | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.MTC-5. | Children demonstrate a beginning understanding of measurement (the idea of repeating the use of an object to measure) and a beginning understanding of data analysis through comparing, and interpreting data during play and other activities. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-5k. | Use descriptive language for size, length, or weight (short, tall, long, heavy, and big). ReadyRosie Bookcase Problem Building Houses Buying Oranges Comparing Vegetables Grocery Store Weights How Many Can I Grab? Leap Frog Measure Measuring the Table Near and Far |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-5l. | Directly compare more than two objects by size, length, or weight (“That rock is heavier than these others; I can’t lift it.” Look at three strings that are different lengths and select the longest string). ReadyRosie Bookcase Problem Building Houses Buying Oranges Comparing Vegetables Grocery Store Weights How Many Can I Grab? Leap Frog Measure Measuring the Table Near and Far |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-5m. | Put a few objects in order by size, length, or weight (arrange a group of 3 blocks in order from the shortest to the longest). ReadyRosie How Many Can I Grab? |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-5p. | Recognize routines with time passing throughout the day (identifying circle time, snack time, outside play, etc.) ReadyRosie All About My Day How do I get my child to______? How should I handle temper tantrums? Which Takes Longer? Yesterday, Today, Tomorrow |
| STANDARD / COURSE | SC.48-60.MTE. | Mathematical Thinking and Expression (MTE) Indicators (48 to 60 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Mathematical Thinking and Reasoning | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.MTC-6. | Children use mathematical thinking to solve problems in their everyday environment. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-6d. | Seek answers to questions during play and daily activities using an increasing variety of mathematical strategies (figure out how to balance a block structure; to build a bridge; to create a pattern with Legos). ReadyRosie Special Day Countdown |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-6e. | Use drawing, writing, and concrete materials to represent and communicate a variety of mathematical ideas (draw shapes to represent pattern; stack different-colored blocks to represent classmates’ answers to a survey question). ReadyRosie Special Day Countdown |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.MTC-6f. | Begin to explain how a mathematical problem was solved (“I saw that there was always a blue flower after a red flower so I knew to put a blue one next.” “I counted four friends who didn’t have crackers, so I got four more.”). ReadyRosie Special Day Countdown |
| STANDARD / COURSE | SC.48-60.CD. | Cognitive Development (CD) Domain Indicators (48 to 60 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Construction of Knowledge: Thinking and Reasoning | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.CD-1. | Children use their senses to construct knowledge about the world around them. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.CD-1l. | Explore objects, tools, and materials systematically to learn about their properties (weigh an object, observe something from the top of the object to the bottom). ReadyRosie Buying Oranges Grocery Store Weights |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.CD-1m. | Express knowledge gathered through their senses using play, various art forms, language, and other forms of representation (show an understanding that one block is heavier than another, that play dough can be modeled into longer and shorter logs, that blocks can be used to represent a telephone). ReadyRosie Grocery Store Conversations |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.CD-1n. | Distinguish appearance from reality (the person behind a mask is still the same person; recognize that a fantasy story could not be real). ReadyRosie Tips for helping your child love reading |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.CD-1o. | Organize and use information through matching, grouping, and sequencing. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| STANDARD / COURSE | SC.48-60.CD. | Cognitive Development (CD) Domain Indicators (48 to 60 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Construction of Knowledge: Thinking and Reasoning | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.CD-2. | Children recall information and use it for addressing new situations and problems. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.CD-2y. | Try to reach logical conclusions (including conclusions regarding cause and effect) about familiar situations and materials, based on information gathered with their senses. ReadyRosie Grocery Store Conversations |
| STANDARD / COURSE | SC.48-60.CD. | Cognitive Development (CD) Domain Indicators (48 to 60 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Construction of Knowledge: Thinking and Reasoning | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.CD-3. | Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisions. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.CD-3j. | Uses language to identify pretend or fantasy situations (say, “Let’s pretend we’re going on a trip.” “That’s a pretend story.”). ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Morning Message Name Game Pretending Together Stuffed Animal Stories Toy Stories Writing Names with Shaving Cream |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.CD-3k. | Express understanding that others may have different thoughts, beliefs, or feelings than their own (“I like ketchup and you don’t.”). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.CD-3l. | Use language to describe their thinking processes with adult support. ReadyRosie Putting Away the Groceries Table Riddles |
| STANDARD / COURSE | SC.48-60.CD. | Cognitive Development (CD) Domain Indicators (48 to 60 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Creative Expression | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.CD-4. | Children demonstrate appreciation for different forms of artistic expression. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.CD-4i. | Express pleasure in different forms of art (express preferences, choose to look at book of photographs or listen to music again). ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.CD-4j. | Participate in, describe, and ask questions about art, music, dance, drama, or other aesthetic experiences (describe dancers spinning round and round; talk about colors in a painting). ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| STANDARD / COURSE | SC.48-60.CD. | Cognitive Development (CD) Domain Indicators (48 to 60 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Creative Expression | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.CD-5. | Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, theater, and dance. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.CD-5r. | Choose to participate and express themselves through a variety of creative experiences, such as art, music, movement, dance, and dramatic play. 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 |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.CD-5s. | Plan and act out scenes based on books, stories, everyday life, and imagination. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.CD-5t. | Plan and complete artistic creations such as drawings, paintings, collages, and sculptures. 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 |
| STANDARD / COURSE | SC.48-60.CD. | Cognitive Development (CD) Domain Indicators (48 to 60 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Social Connections | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.CD-6. | Children demonstrate knowledge of relationships and roles within their own families, homes, classrooms, and communities. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.CD-6k. | Talk about a wide circle of family members and other people important to the family, their relationships to each other, and shared experiences. ReadyRosie My Address |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.CD-6l. | Adopt roles of a wide variety of family and community members during dramatic play, using props, language, and actions to add detail to their play. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| STANDARD / COURSE | SC.48-60.CD. | Cognitive Development (CD) Domain Indicators (48 to 60 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Social Connections | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.CD-8. | Children identify and demonstrate acceptance of similarities and differences between themselves and others. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.CD-8f. | Show acceptance of people who are different from themselves as well as people who are similar. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.CD-8g. | Talk about how other children have different family members and family structures than their own (“I live with my Grandma and Shanika lives with her Mom and Dad.” “David’s dad works but my Daddy stays home and takes care of me.”). ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.CD-8h. | Show acceptance of different cultures through exploration of varying customs and traditions, past and present (how people dress, how people speak, food, music, art, etc.). ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| STANDARD / COURSE | SC.48-60.CD. | Cognitive Development (CD) Domain Indicators (48 to 60 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Social Connections | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.CD-9. | Children explore concepts connected with their daily experiences in their community. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.CD-9i. | Show awareness of the basic needs all families have (food, shelter, clothing) and how needs are met (work, help each other). ReadyRosie My Address |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.CD-9j. | Demonstrate positive social behaviors and take personal responsibility as a member of a group (share, take turns, follow rules, take responsibility for classroom jobs). ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STANDARD / COURSE | SC.48-60.CD. | Cognitive Development (CD) Domain Indicators (48 to 60 months) |
| KNOWLEDGE AND SKILLS / ESSENTIAL QUESTION | Scientific Exploration and Knowledge | |
| PERFORMANCE DESCRIPTOR / STANDARD | 48-60.CD-11. | Children explore the world by observing, manipulating objects, asking questions, making predictions, and developing generalizations. |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.CD-11p. | Compare objects, materials, and phenomena by observing and describing their physical characteristics. ReadyRosie Grocery Store Conversations Sink or Float |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.CD-11r. | Make and check predictions through observations and experimentation, with adult support and guidance. ReadyRosie Acorns and Pinecones Measure your Steps Sink or Float Strawberries for a Picnic |
| GRADE LEVEL EXAMPLE / STAGE | 48-60.CD-11t. | Engage in the scientific process by observing, making predictions, recording predictions (through photographs, drawings or dictations), 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 |