Tennessee Academic Standards (Pre-K)
| Main Criteria: Tennessee Academic Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grade: Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| Tennessee Academic Standards |
| Early Childhood Education |
| Grade: Ages 3-5 - Adopted: 2014 |
| STRAND / STANDARD / COURSE | TN.AL.37-48. | Approaches to Learning (AL) 37 months – 48 months |
| CONCEPTUAL STRAND / GUIDING QUESTION | Engages and Interacts | |
| GUIDING QUESTION / LEARNING EXPECTATION | AL.37-48.1. | Demonstrate increasing interest in interactions within his environment. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GUIDING QUESTION / LEARNING EXPECTATION | AL.37-48.2. | Demonstrate ability to act out more complex pretend play scenarios. 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 |
| GUIDING QUESTION / LEARNING EXPECTATION | AL.37-48.3. | Demonstrate awareness of connection between prior and new knowledge. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND / STANDARD / COURSE | TN.AL.37-48. | Approaches to Learning (AL) 37 months – 48 months |
| CONCEPTUAL STRAND / GUIDING QUESTION | Flexibility and Inventiveness | |
| GUIDING QUESTION / LEARNING EXPECTATION | AL.37-48.4. | Attempt more challenging things. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GUIDING QUESTION / LEARNING EXPECTATION | AL.37-48.5. | Continue to ask questions for information or clarification. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| GUIDING QUESTION / LEARNING EXPECTATION | AL.37-48.6. | Use materials in complex ways, may use in ways other than originally intended. ReadyRosie Tips for helping your child love reading |
| STRAND / STANDARD / COURSE | TN.AL.37-48. | Approaches to Learning (AL) 37 months – 48 months |
| CONCEPTUAL STRAND / GUIDING QUESTION | Persistence | |
| GUIDING QUESTION / LEARNING EXPECTATION | AL.37-48.9. | Stay interested in an activity for longer periods of time. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GUIDING QUESTION / LEARNING EXPECTATION | AL.37-48.10. | Work at a task or activity for longer periods of time. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND / STANDARD / COURSE | TN.SE.37-48. | Social Emotional Development (SE) 37 months – 48 months |
| CONCEPTUAL STRAND / GUIDING QUESTION | Self-Awareness (Self-Concept) | |
| GUIDING QUESTION / LEARNING EXPECTATION | SE.37-48.1. | Show positive self-esteem. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| GUIDING QUESTION / LEARNING EXPECTATION | SE.37-48.2. | Verbalize feelings, needs and wants. ReadyRosie Behavior is a form of communication Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| GUIDING QUESTION / LEARNING EXPECTATION | SE.37-48.3. | Show greater comfort with independence and increased feelings of self- worth. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| STRAND / STANDARD / COURSE | TN.SE.37-48. | Social Emotional Development (SE) 37 months – 48 months |
| CONCEPTUAL STRAND / GUIDING QUESTION | Self- Regulation (Self-Control) | |
| GUIDING QUESTION / LEARNING EXPECTATION | SE.37-48.4. | Manage own behavior with increasing skill. ReadyRosie How can I stop my kids from fighting? |
| STRAND / STANDARD / COURSE | TN.SE.37-48. | Social Emotional Development (SE) 37 months – 48 months |
| CONCEPTUAL STRAND / GUIDING QUESTION | Cooperation | |
| GUIDING QUESTION / LEARNING EXPECTATION | SE.37-48.6. | Engage in cooperative play with other children. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| GUIDING QUESTION / LEARNING EXPECTATION | SE.37-48.7. | Begin to develop more complex pretend play themes. 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 |
| GUIDING QUESTION / LEARNING EXPECTATION | SE.37-48.8. | Show increasing willingness to work out problems with peers. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| GUIDING QUESTION / LEARNING EXPECTATION | SE.37-48.9. | Show increasing ability to understand the feelings of others. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| STRAND / STANDARD / COURSE | TN.LE.37-48. | Language and Early Literacy (LE) 37 months – 48 months |
| CONCEPTUAL STRAND / GUIDING QUESTION | Receptive Language | |
| GUIDING QUESTION / LEARNING EXPECTATION | LE.37-48.1. | Listen with understanding and interest to conversations, directions, music and a variety of reading materials. ReadyRosie Asking Wh- Questions Just the Facts My Favorite Part Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Tips for helping your child love reading |
| STRAND / STANDARD / COURSE | TN.LE.37-48. | Language and Early Literacy (LE) 37 months – 48 months |
| CONCEPTUAL STRAND / GUIDING QUESTION | Expressive Language | |
| GUIDING QUESTION / LEARNING EXPECTATION | LE.37-48.4. | Demonstrate interest in books and what they contain. ReadyRosie Reading Routines for Early Readers |
| GUIDING QUESTION / LEARNING EXPECTATION | LE.37-48.5. | Demonstrate knowledge of how to use a book. ReadyRosie Chime In Color Word Sentences Funny Reading 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 |
| GUIDING QUESTION / LEARNING EXPECTATION | LE.37-48.6. | Show awareness that print conveys a message, that print is read rather than pictures. 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 |
| STRAND / STANDARD / COURSE | TN.LE.37-48. | Language and Early Literacy (LE) 37 months – 48 months |
| CONCEPTUAL STRAND / GUIDING QUESTION | Writing Behaviors and Skills | |
| GUIDING QUESTION / LEARNING EXPECTATION | LE.37-48.7. | Begin to attend to print in the environment, especially own name. ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| GUIDING QUESTION / LEARNING EXPECTATION | LE.37-48.8. | Attempt to “write” own name. ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| STRAND / STANDARD / COURSE | TN.MA.37-48. | Math (MA) 37 months – 48 months |
| CONCEPTUAL STRAND / GUIDING QUESTION | Counting and Cardinality | |
| GUIDING QUESTION / LEARNING EXPECTATION | MA.37-48.1. | Begin to identify and label objects using numbers. ReadyRosie Find My Number May I Take your Order? My Address Taking Inventory Three Ways to Show a Number |
| STRAND / STANDARD / COURSE | TN.MA.37-48. | Math (MA) 37 months – 48 months |
| CONCEPTUAL STRAND / GUIDING QUESTION | Comparing Numbers | |
| GUIDING QUESTION / LEARNING EXPECTATION | MA.37-48.2. | Begin to use comparative language such as more/less, equal to describe objects. ReadyRosie Acorns and Pinecones Cereal Challenge Make a Tower of Ten More than Ten Slap One More Who has the Biggest Number? |
| STRAND / STANDARD / COURSE | TN.MA.37-48. | Math (MA) 37 months – 48 months |
| CONCEPTUAL STRAND / GUIDING QUESTION | Operations and Algebra | |
| GUIDING QUESTION / LEARNING EXPECTATION | MA.37-48.3. | Explores and begins to sort and classify objects. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| STRAND / STANDARD / COURSE | TN.MA.37-48. | Math (MA) 37 months – 48 months |
| CONCEPTUAL STRAND / GUIDING QUESTION | Measurement and Data | |
| GUIDING QUESTION / LEARNING EXPECTATION | MA.37-48.4. | Begin to demonstrate understanding of time, length, weight, capacity and temperature. ReadyRosie All About My Day Bookcase Problem Building Houses Buying Oranges Comparing Vegetables Grocery Store Weights Leap Frog Measure Measuring the Table Near and Far Which Takes Longer? Yesterday, Today, Tomorrow |
| STRAND / STANDARD / COURSE | TN.MA.37-48. | Math (MA) 37 months – 48 months |
| CONCEPTUAL STRAND / GUIDING QUESTION | Geometry and Spatial Sense | |
| GUIDING QUESTION / LEARNING EXPECTATION | MA.37-48.5. | Become aware of his body and personal space during active exploration of physical environment. ReadyRosie Follow the Leader Jump to It Rock Toss |
| STRAND / STANDARD / COURSE | TN.MA.37-48. | Math (MA) 37 months – 48 months |
| CONCEPTUAL STRAND / GUIDING QUESTION | Problem Solving and Analyzing Data | |
| GUIDING QUESTION / LEARNING EXPECTATION | MA.37-48.6. | Show interest in creating simple graphs. ReadyRosie Dino Dig Sort and Graph Leaves |
| STRAND / STANDARD / COURSE | TN.S.37-48. | Science (S) 37 months – 48 months |
| CONCEPTUAL STRAND / GUIDING QUESTION | Sensory Awareness | |
| GUIDING QUESTION / LEARNING EXPECTATION | S.37-48.1. | Demonstrate growing ability to connect sensory input with words and expressions. ReadyRosie Grocery Store Conversations |
| STRAND / STANDARD / COURSE | TN.S.37-48. | Science (S) 37 months – 48 months |
| CONCEPTUAL STRAND / GUIDING QUESTION | Observation and Exploration | |
| GUIDING QUESTION / LEARNING EXPECTATION | S.37-48.2. | Observe surroundings in relation to prior knowledge and methods. ReadyRosie Grocery Store Conversations Sink or Float |
| STRAND / STANDARD / COURSE | TN.SS.37-48. | Social Studies (SS) 37 months – 48 months |
| CONCEPTUAL STRAND / GUIDING QUESTION | Interactions and Culture | |
| GUIDING QUESTION / LEARNING EXPECTATION | SS.37-48.1. | Begins to understand concept of individual, culture and community. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| GUIDING QUESTION / LEARNING EXPECTATION | SS.37-48.2. | Demonstrate increasing interest in unfamiliar people. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| STRAND / STANDARD / COURSE | TN.CA.37-48. | Creative Arts (CA) 37 months – 48 months |
| CONCEPTUAL STRAND / GUIDING QUESTION | Music | |
| GUIDING QUESTION / LEARNING EXPECTATION | CA.37-48.1. | Enjoy participating in group music activities and music making activities. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| GUIDING QUESTION / LEARNING EXPECTATION | CA.37-48.2. | Experiment with voice and instruments. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| STRAND / STANDARD / COURSE | TN.CA.37-48. | Creative Arts (CA) 37 months – 48 months |
| CONCEPTUAL STRAND / GUIDING QUESTION | Art | |
| GUIDING QUESTION / LEARNING EXPECTATION | CA.37-48.4. | Scribble and paint and begin to use other art materials. 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 |
| STRAND / STANDARD / COURSE | TN.CA.37-48. | Creative Arts (CA) 37 months – 48 months |
| CONCEPTUAL STRAND / GUIDING QUESTION | Dramatic Play and Movement | |
| GUIDING QUESTION / LEARNING EXPECTATION | CA.37-48.6. | Become more creative in dramatic play activities. ReadyRosie Act It Out Toy Stories |
| STRAND / STANDARD / COURSE | TN.PD.37-48. | Physical Development (PD) 37 months – 48 months |
| CONCEPTUAL STRAND / GUIDING QUESTION | Gross Motor (Large Muscle) | |
| GUIDING QUESTION / LEARNING EXPECTATION | PD.37-48.1. | Move with enough control to perform more complex tasks. ReadyRosie Follow the Leader Jump to It Rock Toss |
| STRAND / STANDARD / COURSE | TN.PD.37-48. | Physical Development (PD) 37 months – 48 months |
| CONCEPTUAL STRAND / GUIDING QUESTION | Fine Motor (Small Muscle) | |
| GUIDING QUESTION / LEARNING EXPECTATION | PD.37-48.2. | Use hands with increasing control and precision for a variety of purposes. 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 |
| STRAND / STANDARD / COURSE | TN.PD.37-48. | Physical Development (PD) 37 months – 48 months |
| CONCEPTUAL STRAND / GUIDING QUESTION | Self-Help | |
| GUIDING QUESTION / LEARNING EXPECTATION | PD.37-48.3. | Begin to perform self-help skills and follows basic health and safety rules. ReadyRosie My Address |
| Grade: Ages 3-5 - Adopted: 2018 |
| STRAND / STANDARD / COURSE | TN.PK.AL. | Approaches to Learning (PK.AL) – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | PK.AL.CR. | Creativity: Actively engage in learning with curiosity, flexibility, and openness to new ideas. |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.AL.CR.1. | Independently interact with a variety of materials through multiple play activities. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.AL.CR.2. | Self-select play activities to support own curiosity and to engage in pretend and imaginative play (e.g., testing theories, acting out imagination). ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.AL.CR.3. | Choose materials/props and use novel ways to represent ideas, characters, and objects in symbolic play. ReadyRosie Act It Out Toy Stories |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.AL.CR.4. | Demonstrate a willingness to engage in new experiences and activities. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND / STANDARD / COURSE | TN.PK.AL. | Approaches to Learning (PK.AL) – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | PK.AL.SR. | Self-Regulation: Engage in learning to effectively plan and problem solve. |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.AL.SR.5. | Maintain focus appropriate to completing a task and/or learning activity. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.AL.SR.7. | Reflect and plan a logical series of steps to accomplish a task, such as writing a message, completing a puzzle, drawing a picture, or building a block structure. ReadyRosie Making a Grocery List Using a Menu to Order |
| STRAND / STANDARD / COURSE | TN.PK.AL. | Approaches to Learning (PK.AL) – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | PK.AL.CT. | Critical Thinking: Actively inquire and reflect about new ideas and activities. |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.AL.CT.8. | Seek additional clarity to further own knowledge (e.g., asks what, how, why, when, where, and/or what if). ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.AL.CT.9. | Demonstrate an awareness of connection between prior and new knowledge. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| STRAND / STANDARD / COURSE | TN.PK.AL. | Approaches to Learning (PK.AL) – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | PK.AL.CO. | Communication: Actively engage in conversations with adults and peers. |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.AL.CO.11. | Ask and respond to questions with peers and adults in individual and group activities. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.AL.CO.12. | Seek assistance and/or information when needed to complete a task. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND / STANDARD / COURSE | TN.PK.AL. | Approaches to Learning (PK.AL) – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | PK.AL.CB. | Collaboration: Actively engage in learning with other people. |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.AL.CB.13. | Engage in play-based, student-directed activities with a peer or peers (e.g., dramatic play, block building, symbolic play in recess) for at least 15 consecutive minutes, at multiple times throughout the year. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND / STANDARD / COURSE | TN.PK.SPC. | Social and Personal Competencies (PK.SPC) – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | PK.SPC.SA. | Self-Awareness: Demonstrate an awareness of emotions, personal qualities and interests, personal abilities, and sense of personal responsibility. |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.SPC.SA.1. | Express feelings, needs, opinions, and desires in a way which is appropriate to the situation. ReadyRosie Behavior is a form of communication Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.SPC.SA.2. | Appropriately name types of emotions (e.g., happy, sad, frustrated) and associate them with different facial expressions, words, and behaviors. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.SPC.SA.3. | Describe self using several different identifying characteristics and/or unique qualities (e.g., abilities, interests, gender, culture). ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.SPC.SA.4. | Develop a basic awareness of self as an individual, self within the context of family, and self within the context of community. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.SPC.SA.5. | Display sense of accomplishment, contentment, and acknowledgement when completing a task or solving a problem. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.SPC.SA.6. | Seek and accept guidance from primary caregivers, teachers, and other familiar adults. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.SPC.SA.7. | Demonstrate an understanding of rules through actions and conversations. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.SPC.SA.8. | Use materials purposefully, safely, and respectfully as set by group rules. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STRAND / STANDARD / COURSE | TN.PK.SPC. | Social and Personal Competencies (PK.SPC) – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | PK.SPC.SM. | Self-Management: Understand and use strategies for managing emotions and behaviors constructively. |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.SPC.SM.1. | Express feelings, needs, opinions, and desires and begin to identify causal relationships. ReadyRosie Behavior is a form of communication Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.SPC.SM.2. | Demonstrate ability to modify behavior in different situations using multiple problem solving strategies (e.g., trade, take turns, share, wait) with or without adult guidance and support. 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? |
| STRAND / STANDARD / COURSE | TN.PK.SPC. | Social and Personal Competencies (PK.SPC) – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | PK.SPC.SCA. | Social Awareness: Demonstrate awareness and consideration of other people’s emotions, perspectives, and social cues. |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.SPC.SCA.1. | Show empathy and caring for others. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| STRAND / STANDARD / COURSE | TN.PK.SPC. | Social and Personal Competencies (PK.SPC) – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | PK.SPC.RS. | Relationship Skills: Use positive communication skills to interact effectively with others. |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.SPC.RS.1. | Seek assistance and/or information when needed to complete a task. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.SPC.RS.2. | Interact and develop positive relationships with significant adults (e.g., primary caregivers, teachers, and other familiar adults). ReadyRosie Behavior is a form of communication You are your child's first teacher |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.SPC.RS.3. | Initiate play and interact positively with another child or children. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.SPC.RS.4. | Develop friendship skills (e.g., help, share, take turns, give compliments) with increasing ease and comfort to sustain interaction by cooperating, helping, and suggesting new ideas for play. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Reading Standards Key Ideas and Details – Standard #1: Read closely to determine what a text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.RI.KID.1. | With modeling, prompting, and support, ask and answer questions about informational text read aloud. ReadyRosie Asking Wh- Questions Book Bag Descriptions Getting Information from Pictures Just the Facts Think About It Tips for helping your child love reading |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.RL.KID.1. | With modeling, prompting, and support, ask, and answer questions about a story read aloud. ReadyRosie Asking Wh- Questions My Favorite Part Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Think About It Tips for helping your child love reading |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Reading Standards Key Ideas and Details – Standard #2: Determine central ideas or themes of a text, analyze their development, and summarize the key supporting details and ideas. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.RI.KID.2. | With prompting and support, orally identify a main topic and retell details of texts, discussions, and activities. ReadyRosie All About My Day Book Bag Descriptions Family Movie Night Family Photos Grandparent Storytime My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.RL.KID.2. | With prompting and support, orally retell familiar stories including details. ReadyRosie All About My Day Book Bag Descriptions Family Movie Night Family Photos Grandparent Storytime My Favorite Part Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Reading Standards Key Ideas and Details – Standard #3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.RI.KID.3. | With prompting and support, orally identify the connection between information in a text to personal experience or other text. ReadyRosie Compare and Contrast Questions Getting Information from Pictures Just the Facts Picture Walk Predictions |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.RL.KID.3. | With prompting and support, orally identify characters, settings, and events from a familiar story. ReadyRosie Making Connections PreK Text to Self Connections |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Reading Standards Craft and Structure – Standard #4: Interpret words and phrases as they are used in a text, including technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.RI.CS.4. | With prompting and support, answer questions about the meaning of words and phrases in a text relevant to pre-K topic or subject area. ReadyRosie Reading a Book for the Second Time |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.RL.CS.4. | With prompting and support, respond to questions about the meaning of unknown words in a story. ReadyRosie Reading a Book for the Second Time |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Reading Standards Craft and Structure – Standard #5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.RI.CS.5. | Recognize various text features. ReadyRosie Getting Information from Pictures |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Reading Standards Craft and Structure – Standard #6: Assess how point of view or purpose shapes the content and style of a text. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.RI.CS.6. | With prompting and support, answer questions about who is presenting ideas or information in a text. ReadyRosie Asking Wh- Questions Book Bag Descriptions Getting Information from Pictures Making Connections PreK Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Think About It Tips for helping your child love reading |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Reading Standards Integration of Knowledge and Ideas – Standard #7: Assess how point of view or purpose shapes the content and style of a text. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.RI.IKI.7. | With prompting and support, orally describe the relationship between illustrations and the text in which they appear. ReadyRosie Picture Walk Predictions Retelling the Story |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.RL.IKI.7. | With prompting and support, orally describe the relationship between illustrations and the story in which they appear. ReadyRosie Picture Walk Predictions Retelling the Story |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Reading Standards Integration of Knowledge and Ideas – Standard #9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches an author takes. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.RI.IKI.9. | With prompting and support, orally identify basic similarities and differences between two texts on the same topic. ReadyRosie Compare and Contrast Questions |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.RL.IKI.9. | With prompting and support, orally compare and contrast the experiences of characters in a story to personal experience or to the experiences of characters in another familiar story. ReadyRosie Making Connections PreK Text to Self Connections |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Reading Standards Range of Reading and Level of Text Complexity – Standard #10: Read and comprehend complex literary and informational texts independently and proficiently. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.RI.RRTC.10. | Listen and respond to informational texts of appropriate complexity for pre-K. ReadyRosie Asking Wh- Questions Book Bag Descriptions Getting Information from Pictures Just the Facts Think About It Tips for helping your child love reading |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.RL.RRTC.10. | Listen and respond to stories and poems of appropriate complexity for pre-K. 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 |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Foundational Literacy Standards Print Concepts – Standard #1: Demonstrate understanding of the organization and basic features of print. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.FL.PC.1. | Demonstrate understanding of the organization and basic features of print. |
| LEARNING EXPECTATION | PK.FL.PC.1.a. | Handle books appropriately, right-side-up, turning pages one at a time, and front to back. 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 |
| LEARNING EXPECTATION | PK.FL.PC.1.b. | Recognize that spoken words can be written and read. 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 |
| LEARNING EXPECTATION | PK.FL.PC.1.c. | With guidance and support, understand that words are made up of alphabet letters. ReadyRosie Looking for Letters in Ads Reading with Jack and Jill Starting a Word Bank Words on the Page |
| LEARNING EXPECTATION | PK.FL.PC.1.d. | Recognize familiar uppercase letters and some of the most common lowercase letters. ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Looking for Letters in Ads 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 |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Foundational Literacy Standards Phonological Awareness – Standard #2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.FL.PA.2. | Demonstrate increasing understanding of spoken words, syllables, and sounds (phonemes) through oral language and with guidance and support. |
| LEARNING EXPECTATION | PK.FL.PA.2.a. | Recognize and discriminate between rhyming words in spoken language. ReadyRosie Color Word Sentences Frog Hopping Grocery Sack Syllables Sequences of Sounds Thumbs Up, Thumbs Down |
| LEARNING EXPECTATION | PK.FL.PA.2.b. | Begin to pronounce and identify syllables in familiar words and words in a sentence. ReadyRosie Frog Hopping Grocery Sack Syllables Sequences of Sounds |
| LEARNING EXPECTATION | PK.FL.PA.2.c. | Begin to blend and segment onsets and rhymes of single-syllable spoken words. ReadyRosie Drumming Sounds Echo Game Laundry Riddles Lazy Letters Sequences of Sounds |
| LEARNING EXPECTATION | PK.FL.PA.2.d. | Begin to isolate and pronounce the initial, final, and/or medial vowel sounds (phonemes) in two- and three-phoneme (VC or CVC) words, excluding CVC words ending with /l/, /r/, or /x/. ReadyRosie Making a Grocery List Thumbs Up, Thumbs Down |
| LEARNING EXPECTATION | PK.FL.PA.2.e. | Identify whether or not two words begin or end with the same sound. ReadyRosie Making a Grocery List Thumbs Up, Thumbs Down |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Foundational Literacy Standards Phonics and Word Recognition – Standard #3: Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.FL.PWR.3. | Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text. |
| LEARNING EXPECTATION | PK.FL.PWR.3.a. | Begin to demonstrate knowledge of one-to-one letter sound correspondence by producing the most frequent sound for familiar consonants. ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| LEARNING EXPECTATION | PK.FL.PWR.3.b. | Recognize high-frequency words by sight, including own name and other familiar words in the environment. ReadyRosie Morning Message Name Game Starting a Word Bank Writing Names with Shaving Cream |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Foundational Literacy Standards Word Composition – Standard #4: Know and apply grade-level phonics and word analysis skills when encoding words; write legibly. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.FL.WC.4. | Know and apply grade-level phonics and word analysis skills when encoding words. |
| LEARNING EXPECTATION | PK.FL.WC.4.a. | Begin to recognize the difference between upper and lowercase letters. ReadyRosie Jump Rope Letters Letter Hunt Looking for Letters in Ads Name Game Shopping for Clothes Stomp the Letter |
| LEARNING EXPECTATION | PK.FL.WC.4.b. | Begin to print the distinctive features of letter forms (circle, line, diagonal, crossed lines, etc.). ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Foundational Literacy Standards Fluency – Standard #5: Read with sufficient accuracy and fluency to support comprehension. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.F.5. | Interact with text to support comprehension. |
| LEARNING EXPECTATION | PK.F.5.a. | Use illustrations to retell story events in familiar picture books. ReadyRosie Book Bag Descriptions Family Movie Night Family Photos My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Foundational Literacy Standards Sentence Composition – Standard #6: Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.SC.6. | Demonstrate command of the conventions of standard English grammar and usage when speaking, and conventions of standard English grammar and usage, including capitalization and punctuation, when writing with adult modeling, guidance, and support. |
| LEARNING EXPECTATION | PK.SC.6.a. | With modeling or verbal prompts, orally produce complete sentences. ReadyRosie All Mixed Up Family Photos Pantry Talk Description Phone Fun Who Should We Ask? |
| LEARNING EXPECTATION | PK.SC.6.c. | Use frequently occurring nouns and verbs when speaking and in shared language activities. ReadyRosie All Mixed Up |
| LEARNING EXPECTATION | PK.SC.6.e. | Understand and use question words (interrogatives) when speaking and in shared language activities. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun Reading Routines for Early Readers |
| LEARNING EXPECTATION | PK.SC.6.f. | With prompting and support, use the most frequently occurring prepositions when speaking and in shared language activities. ReadyRosie Little Miss Muffet Role Play |
| LEARNING EXPECTATION | PK.SC.6.g. | With prompting and support, produce and expand complete sentences in shared language activities. ReadyRosie All Mixed Up Family Photos Pantry Talk Description Phone Fun Who Should We Ask? |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Foundational Literacy Standards Vocabulary Acquisition – Standard #7: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.FL.VA.7a. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on pre-K conversations, reading, and content. |
| LEARNING EXPECTATION | PK.FL.VA.7a.1. | Identify new meanings for familiar words and apply them accurately. ReadyRosie Comparing Vegetables Finding the Groceries Following Directions Grocery Store Conversations How Many Can You Name? How can I help my child learn new words? I Spy an Animal I'm Thinking of an Animal Kitchen Labeling Mystery Bag Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Foundational Literacy Standards Vocabulary Acquisition – Standard #7: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.FL.VA.7b. | With guidance and support from adults, explore word relationships and nuances in word meanings. |
| LEARNING EXPECTATION | PK.FL.VA.7b.1. | Sort common objects into categories to gain a sense of the concepts the categories represent. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Foundational Literacy Standards Vocabulary Acquisition – Standard #7: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.FL.VA.7c. | Use words and phrases acquired through conversations, being read to, and responding to texts. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag Reading a Book for the Second Time |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Writing Standards Text Types and Protocol – Standard #1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.W.TTP.1. | With modeling, prompting, and support, use a combination of drawing, dictating, and/or emergent writing to express a preference, opinion, or idea about a specific topic or text. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Writing Standards Text Types and Protocol – Standard #2: Write information/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.W.TTP.2. | With modeling, prompting, and support, use a combination of drawing, dictating, and/or emergent writing to explain information about a familiar topic or informational text. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Writing Standards Text Types and Protocol – Standard #3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.W.TTP.3. | With modeling, prompting, and support, use a combination of drawing, dictating, and/or emergent writing to narrate a single event. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Writing Standards Production and Distribution of Writing – Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.W.PDW.5. | With guidance and support from adults, respond to questions and suggestions from others and add details to strengthen drawing, dictating and/or emergent writing as needed. ReadyRosie Baby Photo Fun Color Word Sentences Listening for Sounds Phone Fun Why should we tell family stories? Yesterday, Today, Tomorrow |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Writing Standards Research to Build and Present Knowledge – Standard #8: Integrate relevant and credible information from multiple print and digital sources while avoiding plagiarism. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.W.RBPK.8. | With modeling, guidance, and support from adults, recall information from experiences or gather information from provided sources to answer a question. 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 |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Writing Standards Range of Writing – Standard #10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.W.RW.10. | With modeling, guidance, and support from adults, engage routinely in drawing, dictating, and emergent writing activities for a range of tasks, purposes, and audiences. 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 |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Speaking and Listening Standards Comprehension and Collaboration – Standard #1: Prepare for and participate effectively in a range of conversations and collaborations with varied partners, building on others’ ideas and expressing their own clearly and persuasively. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.SL.CC.1. | Participate with varied peers and adults in collaborative conversations across activities throughout the day. |
| LEARNING EXPECTATION | PK.SL.CC.1.a. | Demonstrate appropriate conversational interactions including taking turns, listening, speaking, answering questions, and wait time. ReadyRosie Choosing the Right Voice Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Speaking and Listening Standards Comprehension and Collaboration – Standard #2: Integrate and evaluate information presented in diverse media formats, such as visual, quantitative, and oral formats. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.SL.CC.2. | Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details, or by retelling, acting out, or representing key details through work in centers. ReadyRosie Asking Wh- Questions Baby Photo Fun Book Bag Descriptions Color Word Sentences Getting Information from Pictures Listening for Sounds Making Connections PreK Phone Fun 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 Why should we tell family stories? Yesterday, Today, Tomorrow |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Speaking and Listening Standards Comprehension and Collaboration – Standard #3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.SL.CC.3. | With prompting and support, ask and answer questions about what a speaker says in order to seek help, get information, or clarify something that is not understood. ReadyRosie Baby Photo Fun Color Word Sentences Listening for Sounds Phone Fun Why should we tell family stories? Yesterday, Today, Tomorrow |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Speaking and Listening Standards Presentation of Knowledge and Ideas – Standard #4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning; the organization, development, and style are appropriate to task, purpose, and audience. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.SL.PKI.4. | Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail. ReadyRosie Putting Away the Groceries Table Riddles |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Speaking and Listening Standards Presentation of Knowledge and Ideas – Standard #5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.SL.PKI.5. | Create representations and extensions of experiences or stories through writing, drawing, and open-ended materials in centers, and discuss them with others. ReadyRosie Baby Photo Fun Color Word Sentences 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 Why should we tell family stories? Writing Names with Shaving Cream Yesterday, Today, Tomorrow |
| STRAND / STANDARD / COURSE | TN.PK.ELA. | English Language Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Speaking and Listening Standards Presentation of Knowledge and Ideas – Standard #6: Adapt speech to a variety of contents and communicative tasks, demonstrating command of formal English when indicated or appropriate. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.SL.PKI.6. | With modeling, guidance, and support, express thoughts, feelings, and ideas through speaking. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| STRAND / STANDARD / COURSE | TN.PK.M. | Mathematics – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | PK.CC.A. | Counting and Cardinality (CC) – Standard A: Know number names and the counting sequence. |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.CC.A.1. | Count forward from 1 to 30. ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Penny Drop Rub a Dub Counting Show Me Taking Inventory |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.CC.A.2. | This standard begins in Kindergarten. ReadyRosie Making a Grocery List Using a Menu to Order |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.CC.A.3. | Begin to print the distinctive features of numerals (i.e., circle, line, diagonal, crossed lines). ReadyRosie Act It Out All About My Day Book Bag Descriptions Family Movie Night Family Photos Find My Number Grandparent Storytime May I Take your Order? My Address My Favorite Part Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Taking Inventory Three Ways to Show a Number Tips for helping your child love reading Tips for storytelling: Using gestures Toy Stories |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.CC.A.4. | Begin to name numerals 0-10. ReadyRosie Crazy Counting How Many Steps to Bed? How Old Are You? Magazine Number Hunt Rub a Dub Counting |
| STRAND / STANDARD / COURSE | TN.PK.M. | Mathematics – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | PK.CC.B. | Counting and Cardinality (CC) – Standard B: Count to tell the number of objects. |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.CC.B.4. | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| LEARNING EXPECTATION | PK.CC.B.4.a. | When counting objects, say the number names in the standard order, using one-to-one correspondence. ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Candy Sort and Graph Counting Signs Decorating Cupcakes Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up Lily Pad Hop Measure your Steps More than Ten Penny Drop Show Me Taking Inventory The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| LEARNING EXPECTATION | PK.CC.B.4.b. | Understand that the last number name said tells the number of objects counted. ReadyRosie Acorns and Pinecones All Done Apple Pie Block Tower Cereal Challenge Checkout Countdown Domino Match-Up More Grapes Penny Drop Show Me The Number Stays the Same Three Little Animals |
| LEARNING EXPECTATION | PK.CC.B.4.c. | Recognize that one more object added to a group of objects changes the quantity as a whole. ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Candy Sort and Graph Counting Signs Decorating Cupcakes Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Lily Pad Hop Measure your Steps Penny Drop The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| STRAND / STANDARD / COURSE | TN.PK.M. | Mathematics – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | PK.CC.B. | Counting and Cardinality (CC) – Standard B: Count to tell the number of objects. |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.CC.B.5. | Understand that a number represents a corresponding quantity. |
| LEARNING EXPECTATION | PK.CC.B.5.a. | Subitize quantities up to 5 (i.e., the ability to look at a quantity and say the quantity [1-5] quickly, just by looking). ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| LEARNING EXPECTATION | PK.CC.B.5.c. | With guidance and support, count to answer “how many?” questions about as many as 10 things arranged in a line, a rectangular array, or a circle. ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Candy Sort and Graph Counting Signs Decorating Cupcakes Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up Lily Pad Hop Measure your Steps More than Ten Penny Drop Show Me Taking Inventory The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| LEARNING EXPECTATION | PK.CC.B.5.d. | With guidance and support, count to answer “how many?” questions about as many as 5 things in a scattered configuration. ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Candy Sort and Graph Counting Signs Decorating Cupcakes Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up Lily Pad Hop Measure your Steps More than Ten Penny Drop Show Me Taking Inventory The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| STRAND / STANDARD / COURSE | TN.PK.M. | Mathematics – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | PK.CC.C. | Counting and Cardinality (CC) – Standard C: Compare numbers. |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.CC.C.6. | Use comparative language, such as more/less than or equal to, to compare and describe collections of objects. ReadyRosie Acorns and Pinecones Cereal Challenge Make a Tower of Ten More than Ten Sharing Goldfish Slap One More Snack Fractions Who has the Biggest Number? |
| STRAND / STANDARD / COURSE | TN.PK.M. | Mathematics – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | PK.OA.A. | Operations and Algebraic Thinking (OA) – Standard A: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.OA.A.1. | With guidance and support, begin to represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations. ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.OA.A.2. | With guidance and support, begin to solve addition and subtraction word problems, and add and subtract within 5 (e.g., by using objects or drawings to represent the problem). ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.OA.A.3. | Compose and decompose numbers to 5, in more than one way, by using objects or drawings. ReadyRosie All Done Checkout Countdown In My Pond, Part 2 One Less Three Little Animals |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.OA.A.4. | Show, through the use of concrete objects or drawings, the number needed to make up to 5 when added to any given number from 0-5. ReadyRosie Decorating Cupcakes How Many Feet? In My Pond, Part 1 Make a Tower of Ten One More Packing for Our Trip Rock Toss |
| STRAND / STANDARD / COURSE | TN.PK.M. | Mathematics – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | PK.MD.A. | Measurement and Data (MD) – Standard A: Describe and compare measurable attributes. |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.MD.A.1. | Describe measurable attributes of a single object, such as length, width, height. ReadyRosie Bookcase Problem Building Houses Buying Oranges Comparing Vegetables Grocery Store Weights Leap Frog Measure Measuring the Table Near and Far |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.MD.A.2. | Compare the attributes of two or more concrete objects and use words to define attributes of the objects (i.e. heavier/lighter, longer/shorter, etc.). ReadyRosie Bookcase Problem Building Houses Buying Oranges Comparing Vegetables Grocery Store Weights Leap Frog Measure Measuring the Table Near and Far |
| STRAND / STANDARD / COURSE | TN.PK.M. | Mathematics – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | PK.MD.C. | Measurement and Data (MD) – Standard C: Classify objects and count the number of objects in each category. |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.MD.C.4. | Sort a collection of objects into given categories using more than one attribute. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| STRAND / STANDARD / COURSE | TN.PK.M. | Mathematics – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | PK.G.A. | Geometry – Standard A: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.G.A.1. | Begin to use relative position words in appropriate context, such as above, below, beside, and between. 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 |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.G.A.2. | Correctly name some two-dimensional shapes. ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.G.A.3. | Begin to explore shapes as two-dimensional or three-dimensional. 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 |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.G.A.4. | Begin to describe objects in the environment using names of shapes. ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| STRAND / STANDARD / COURSE | TN.PK.M. | Mathematics – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | PK.G.B. | Geometry – Standard B: Analyze, compare, create, and compose shapes. |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.G.B.4. | Describe similarities and differences between two-dimensional shapes. ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.G.B.5. | Model shapes in the world by building and drawing shapes. ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.G.B.6. | Begin to recognize smaller shapes within a larger shape, including that some shapes can be put together to make a new shape. ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| STRAND / STANDARD / COURSE | TN.PK.S. | Science – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | PK.ETS1. | Engineering, Technology and Science (ETS1): Engineering design. |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.ETS1.01.a. | Use senses to gather, explore, and interpret information. ReadyRosie Grocery Store Conversations |
| STRAND / STANDARD / COURSE | TN.PK.SS. | Social Studies – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Economics: Students will identify basic wants and needs, the ways families produce, consume, and exchange goods and services in their communities, and the work people do in order to spend and save money. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.03. | Begin to distinguish between wants and needs. ReadyRosie Making a Grocery List |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.04. | Identify how the basic human needs of food, clothing, shelter, and transportation are met. ReadyRosie Behavior is a form of communication Making a Grocery List |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.06. | Identify different types of jobs, including work done in the home, school, and community. ReadyRosie My Address |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.07. | Give examples of how people exchange goods and use money to acquire wants and needs. ReadyRosie Making a Grocery List |
| STRAND / STANDARD / COURSE | TN.PK.SS. | Social Studies – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Geography: Students will demonstrate an understanding of the concept of location, what maps and globes represent, and their geographical location. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.08. | Use directions such as up, down, in front, and behind. ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Race Car Transformations Stuffed Animal Olympics Treasure Map |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.09. | Identify what a map represents. ReadyRosie My Address |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.10. | Understand how roads help people get around, and how they are used to organize locations within a city. ReadyRosie My Address |
| STRAND / STANDARD / COURSE | TN.PK.SS. | Social Studies – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Government and Civics: Students will learn the foundations of good citizenship, including civic responsibilities and patriotism, through the rules by which they live, the authority figures within their community and the United States, and national symbols. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.11. | Give examples of people who are authority figures. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.14. | Identify roles of authority figures at home, in school, and in the community, including parents, school principals, volunteers, police officers, fire and rescue workers, mayor, governor, and president. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.15. | Identify the need for rules. ReadyRosie Brushing Your Teeth How do I get my child to______? How should I handle temper tantrums? Packing for Our Trip Reading Routines for Early Readers |
| STRAND / STANDARD / COURSE | TN.PK.SS. | Social Studies – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | History: Students will understand the chronological organization of history and the importance of holidays. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.17. | Begin to understand the use of words and phrases about time, including: morning, afternoon, night, today, tomorrow, and yesterday. ReadyRosie All About My Day Which Takes Longer? Yesterday, Today, Tomorrow |
| STRAND / STANDARD / COURSE | TN.PK.CA. | Creative Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Visual Arts: Express self and represent what the student knows, thinks, believes, and feels through visual arts. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.CA.1. | Experiment with a variety of media and art materials for tactile experience and exploration. 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 |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.CA.2. | Create artistic works with intent and purpose using varying tools, texture, color, and technique. 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 |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.CA.3. | Present and respond to visual art created by self and others. 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 |
| STRAND / STANDARD / COURSE | TN.PK.CA. | Creative Arts – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Music: Express self by engaging in musical activities. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.CA.4. | Engage in musical activities having different moods, tempos, and rhythms by listening, singing, or performing. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.CA.5. | Create and perform using voice, traditional instruments, and/or non-traditional instruments. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| STRAND / STANDARD / COURSE | TN.PK.PD. | Physical Development – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Sensorimotor: Use senses to assist and guide learning; using sensory information to plan and carry out movements. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.PD.1. | Compare, contrast, and describe different sights, smells, sounds, tastes, and textures found in the environment. ReadyRosie Grocery Store Conversations |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.PD.2. | Demonstrate awareness of spatial boundaries and the ability to work and move within them. ReadyRosie Follow the Leader Jump to It Rock Toss |
| STRAND / STANDARD / COURSE | TN.PK.PD. | Physical Development – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Gross Motor: Demonstrate coordination and control of large muscles. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.PD.3. | Develop body strength, balance, flexibility, and stamina to move self through space in a variety of ways (e.g., running, jumping, skipping). ReadyRosie Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| STRAND / STANDARD / COURSE | TN.PK.PD. | Physical Development – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Fine Motor: Demonstrate eye-hand coordination and dexterity needed to manipulate objects. | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.PD.5. | Experiment with handheld tools to develop strength, control, and dexterity of small muscles (e.g., paintbrushes, crayons, markers, lacing, clay, etc.). 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 |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.PD.6. | Explore and engage in activities which enhance hand-eye coordination (e.g., building with blocks, creating with clay, putting puzzles together, and using other manipulatives). ReadyRosie Tips for helping your child love reading |
| STRAND / STANDARD / COURSE | TN.PK.PD. | Physical Development – 4 Years |
| CONCEPTUAL STRAND / GUIDING QUESTION | Personal Health & Safety | |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.PD.8. | Demonstrate awareness and understanding of healthy habits (e.g., sufficient rest, nutritious foods, exercise). ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| GUIDING QUESTION / LEARNING EXPECTATION | PK.PD.9. | Demonstrate awareness and understanding of safety rules. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |