Utah Core Standards (Pre-K)
| Main Criteria: Utah Core Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Early Childhood Education, Health and PE, Language Arts, Science | ||
| Grades: Pre K, Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| Utah Core Standards |
| Early Childhood Education |
| Grade: Ages 3-5 - Adopted: 2013 |
| STANDARD / AREA OF LEARNING | UT.EC.ELA. | English Language Arts |
| OBJECTIVE / STRAND | ELA.RL. | READING STANDARDS FOR LITERATURE (RL) |
| INDICATOR / CLUSTER | KEY IDEAS AND DETAILS | |
| EXPECTATION / STANDARD | ELA.RL.1. | With prompting and support, state some details of a text. ReadyRosie Reading Routines for Early Readers |
| EXPECTATION / STANDARD | ELA.RL.2. | Listen attentively and retell simple stories through conversation, art, movement, or drama. ReadyRosie Act It Out 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 Toy Stories |
| EXPECTATION / STANDARD | ELA.RL.3. | Answer questions about simple stories using sequencing format (e.g., what happened first, next, and last). ReadyRosie Itsy Bitsy Spider Illustrations Toy Stories |
| STANDARD / AREA OF LEARNING | UT.EC.ELA. | English Language Arts |
| OBJECTIVE / STRAND | ELA.RL. | READING STANDARDS FOR LITERATURE (RL) |
| INDICATOR / CLUSTER | CRAFT AND STRUCTURE | |
| EXPECTATION / STANDARD | ELA.RL.4. | With prompting and support, ask and answer questions about unknown words in a text. ReadyRosie Asking Wh- Questions Book Bag Descriptions Making Connections PreK Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Think About It Tips for helping your child love reading |
| EXPECTATION / STANDARD | ELA.RL.6. | With prompting and support, recognize that books have a title, author, and illustrator. ReadyRosie Funny Reading |
| STANDARD / AREA OF LEARNING | UT.EC.ELA. | English Language Arts |
| OBJECTIVE / STRAND | ELA.RL. | READING STANDARDS FOR LITERATURE (RL) |
| INDICATOR / CLUSTER | INTEGRATION OF KNOWLEDGE AND IDEALS | |
| EXPECTATION / STANDARD | ELA.RL.7. | Understand that illustrations help tell the story. ReadyRosie Picture Walk Predictions Retelling the Story |
| EXPECTATION / STANDARD | ELA.RL.9. | Identify characters and their experiences in familiar stories. ReadyRosie Making Connections PreK Text to Self Connections |
| STANDARD / AREA OF LEARNING | UT.EC.ELA. | English Language Arts |
| OBJECTIVE / STRAND | ELA.RL. | READING STANDARDS FOR LITERATURE (RL) |
| INDICATOR / CLUSTER | RANGE OF READING AND LEVEL OF COMPLEXITY | |
| EXPECTATION / STANDARD | ELA.RL.10. | Engage in shared reading experiences and explore books independently. 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 Tips for helping your child love reading |
| STANDARD / AREA OF LEARNING | UT.EC.ELA. | English Language Arts |
| OBJECTIVE / STRAND | ELA.RI. | STANDARDS FOR INFORMATIONAL TEXT (RI) |
| INDICATOR / CLUSTER | KEY IDEAS AND DETAILS | |
| EXPECTATION / STANDARD | ELA.RI.1. | With prompting and support, ask and answer questions about details in a text and make personal connections with text. ReadyRosie Asking Wh- Questions Book Bag Descriptions Getting Information from Pictures Think About It Tips for helping your child love reading |
| EXPECTATION / STANDARD | ELA.RI.2. | Listen to a wide variety of informational text. ReadyRosie Just the Facts Tips for helping your child love reading |
| EXPECTATION / STANDARD | ELA.RI.3. | With prompting and support, discuss information in a text and make connections to personal experiences. ReadyRosie Getting Information from Pictures Just the Facts Tips for helping your child love reading |
| STANDARD / AREA OF LEARNING | UT.EC.ELA. | English Language Arts |
| OBJECTIVE / STRAND | ELA.RI. | STANDARDS FOR INFORMATIONAL TEXT (RI) |
| INDICATOR / CLUSTER | INTEGRATION OF KNOWLEDGE AND IDEALS | |
| EXPECTATION / STANDARD | ELA.RI.9. | With prompting and support, recognize that there are similarities and differences between two texts on the same topic. ReadyRosie Compare and Contrast Questions |
| STANDARD / AREA OF LEARNING | UT.EC.ELA. | English Language Arts |
| OBJECTIVE / STRAND | ELA.RI. | STANDARDS FOR INFORMATIONAL TEXT (RI) |
| INDICATOR / CLUSTER | RANGE OF READING AND LEVEL OF COMPLEXITY | |
| EXPECTATION / STANDARD | ELA.RI.10. | With modeling and support, participate in shared reading experiences. ReadyRosie Just the Facts Tips for helping your child love reading |
| STANDARD / AREA OF LEARNING | UT.EC.ELA. | English Language Arts |
| OBJECTIVE / STRAND | ELA.RF. | READING STANDARDS FOR FOUNDATIONAL SKILLS (RF) |
| INDICATOR / CLUSTER | PRINT CONCEPTS | |
| EXPECTATION / STANDARD | ELA.RF.1. | With guidance and support, recognize that print conveys meaning and know the difference between pictures and words on a page. |
| INDICATOR | ELA.RF.1.a. | Recognize that print is read from top to bottom and left to right. 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 |
| INDICATOR | ELA.RF.1.b. | Recognize the difference between pictures and words on a page or in the environment. 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 |
| INDICATOR | ELA.RF.1.d. | Recognize the difference between letters, numbers, and other symbols. ReadyRosie Fruit Salad Jump Rope Letters Letter Hunt Letter Sort Magazine Number Hunt Magnetic Letter Mix Up Making Letter Soup Name Game Numbers Everywhere 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 |
| INDICATOR | ELA.RF.1.e. | Recognize print in everyday life (e.g., numbers, letters, one’s name, words, familiar logos, and environmental print). ReadyRosie Fruit Salad Jump Rope Letters Letter Hunt Letter Sort Magazine Number Hunt Magnetic Letter Mix Up Making Letter Soup Morning Message Name Game Numbers Everywhere 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 / AREA OF LEARNING | UT.EC.ELA. | English Language Arts |
| OBJECTIVE / STRAND | ELA.RF. | READING STANDARDS FOR FOUNDATIONAL SKILLS (RF) |
| INDICATOR / CLUSTER | PHONOLOGICAL AWARENESS | |
| EXPECTATION / STANDARD | ELA.RF.2. | With guidance and support, begin to identify sounds (phonemes) in spoken words. |
| INDICATOR | ELA.RF.2.a. | Respond to the rhythm of spoken language, such as songs, poems, or chants. 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? |
| INDICATOR | ELA.RF.2.b. | Begin to recognize syllables (word parts) in simple words. ReadyRosie Frog Hopping Grocery Sack Syllables Sequences of Sounds |
| INDICATOR | ELA.RF.2.c. | Begin to recognize initial sounds in words (e.g., own name). ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| INDICATOR | ELA.RF.2.d. | Begin to demonstrate understanding the concept of first, middle and last. ReadyRosie Listen My Children Making a Grocery List Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| STANDARD / AREA OF LEARNING | UT.EC.ELA. | English Language Arts |
| OBJECTIVE / STRAND | ELA.RF. | READING STANDARDS FOR FOUNDATIONAL SKILLS (RF) |
| INDICATOR / CLUSTER | PHONICS AND WORD RECOGNITION | |
| EXPECTATION / STANDARD | ELA.RF.3. | With guidance and support, recognize that words are made up of letters and their sounds. |
| INDICATOR | ELA.RF.3.a. | Recognize that letters have names and sounds. ReadyRosie Frog Hopping Jump Rope Letters Letter Hunt Letter Sort Listen My Children 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 |
| INDICATOR | ELA.RF.3.c. | Recognize own name. ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| INDICATOR | ELA.RF.3.d. | Distinguish between items that are the same or different, such as pictures, objects, and letters. 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 |
| STANDARD / AREA OF LEARNING | UT.EC.ELA. | English Language Arts |
| OBJECTIVE / STRAND | ELA.W. | STANDARDS FOR WRITING (W) |
| INDICATOR / CLUSTER | TEXT TYPES AND PURPOSES | |
| EXPECTATION / STANDARD | ELA.W.1. | With modeling and support, use a combination of drawing, dictating, and scribbling to represent a topic (e.g., “This is my family...”). 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 |
| EXPECTATION / STANDARD | ELA.W.2. | With modeling and support, use a combination of drawing, dictating, and scribbling to extend learning of a topic. 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 |
| EXPECTATION / STANDARD | ELA.W.3. | With modeling and support, use a combination of drawing, dictating, and scribbling to share one or more events of 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 |
| STANDARD / AREA OF LEARNING | UT.EC.ELA. | English Language Arts |
| OBJECTIVE / STRAND | ELA.W. | STANDARDS FOR WRITING (W) |
| INDICATOR / CLUSTER | PRODUCTION AND DISTRIBUTION OF WRITING | |
| EXPECTATION / STANDARD | ELA.W.5. | With modeling, guidance, and support, talk about drawing, dictation, or developmentally appropriate writing. 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 |
| EXPECTATION / STANDARD | ELA.W.6. | Use a variety of writing/drawing tools (e.g., chalk, crayon, paint, markers, stamps, Magna Doodle, pencil, and computer) to represent ideas. 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 |
| STANDARD / AREA OF LEARNING | UT.EC.ELA. | English Language Arts |
| OBJECTIVE / STRAND | ELA.W. | STANDARDS FOR WRITING (W) |
| INDICATOR / CLUSTER | RESEARCH TO BUILD AND PRESENT KNOWLEDGE | |
| EXPECTATION / STANDARD | ELA.W.7. | With guidance and support, participate in group activities that use a combination of drawing, dictating, and scribbling specific to a topic. ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Stuffed Animal Stories Thank You Note Three Ways to Show a Number Using a Menu to Order Weekend News Writing Names with Shaving Cream |
| EXPECTATION / STANDARD | ELA.W.8. | With guidance and support, participate in discovery activities to gain new information. ReadyRosie Making a Grocery List Using a Menu to Order |
| STANDARD / AREA OF LEARNING | UT.EC.ELA. | English Language Arts |
| OBJECTIVE / STRAND | ELA.SL. | STANDARDS FOR SPEAKING & LISTENING (SL) |
| INDICATOR / CLUSTER | COMPREHENSION AND COLLABORATION | |
| EXPECTATION / STANDARD | ELA.SL.1. | Communicate with adults and peers in small and larger groups. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| EXPECTATION / STANDARD | ELA.SL.1.a. | Recognize that there are rules for discussions (e.g., listening to others and taking turns speaking). 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? |
| EXPECTATION / STANDARD | ELA.SL.2. | With guidance and support, ask and answer simple questions about text or media. 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 |
| EXPECTATION / STANDARD | ELA.SL.3. | With guidance and support, ask and answer simple questions. ReadyRosie Baby Photo Fun Color Word Sentences Listening for Sounds Phone Fun Why should we tell family stories? Yesterday, Today, Tomorrow |
| STANDARD / AREA OF LEARNING | UT.EC.ELA. | English Language Arts |
| OBJECTIVE / STRAND | ELA.SL. | STANDARDS FOR SPEAKING & LISTENING (SL) |
| INDICATOR / CLUSTER | PRESENTATION OF KNOWLEDGE AND IDEAS | |
| EXPECTATION / STANDARD | ELA.SL.4. | With prompting and support, describe familiar people, places, things, and events. ReadyRosie Putting Away the Groceries Table Riddles |
| EXPECTATION / STANDARD | ELA.SL.6. | Speak audibly and express thoughts, feelings, and ideas clearly. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| STANDARD / AREA OF LEARNING | UT.EC.ELA. | English Language Arts |
| OBJECTIVE / STRAND | ELA.L. | STANDARDS FOR LANGUAGE (L) |
| INDICATOR / CLUSTER | CONVENTIONS OF STANDARD ENGLISH | |
| EXPECTATION / STANDARD | ELA.L.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| INDICATOR | ELA.L.1.a. | Experiment with writing. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | ELA.L.1.b. | Speak in simple sentences to communicate needs and wants. ReadyRosie Behavior is a form of communication |
| INDICATOR | ELA.L.1.d. | Respond to and ask questions (e.g., who, what, where, when, why, and how). ReadyRosie Baby Photo Fun Color Word Sentences Listening for Sounds Phone Fun Why should we tell family stories? Yesterday, Today, Tomorrow |
| INDICATOR | ELA.L.1.e. | Use common prepositions (e.g., to, from, in, out, on, off, for, of, by, with). ReadyRosie Little Miss Muffet Role Play |
| INDICATOR | ELA.L.1.f. | Speak in simple sentences to communicate ideas. ReadyRosie Family Photos Pantry Talk Description Phone Fun Who Should We Ask? |
| STANDARD / AREA OF LEARNING | UT.EC.ELA. | English Language Arts |
| OBJECTIVE / STRAND | ELA.L. | STANDARDS FOR LANGUAGE (L) |
| INDICATOR / CLUSTER | CONVENTIONS OF STANDARD ENGLISH | |
| EXPECTATION / STANDARD | ELA.L.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| INDICATOR | ELA.L.2.a. | Recognize that there are upper- and lowercase letters. ReadyRosie Jump Rope Letters Letter Hunt Looking for Letters in Ads Name Game Shopping for Clothes Stomp the Letter |
| INDICATOR | ELA.L.2.d. | Use beginning phonemic awareness, including making up chants, rhymes, and playing with alliterative language. ReadyRosie Color Word Sentences Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Signaling for Sounds Sliding to Nursery Rhymes Thumbs Up, Thumbs Down Twinkle, Twinkle Rhymes |
| STANDARD / AREA OF LEARNING | UT.EC.ELA. | English Language Arts |
| OBJECTIVE / STRAND | ELA.L. | STANDARDS FOR LANGUAGE (L) |
| INDICATOR / CLUSTER | VOCABULARY ACQUISITION AND USE | |
| EXPECTATION / STANDARD | ELA.L.4. | With prompting and support, ask questions and name familiar people, objects, and animals from picture cues or objects in the child’s environment. |
| INDICATOR | ELA.L.4.a. | With prompting and support, connect new vocabulary with known words and experiences. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag Reading a Book for the Second Time |
| INDICATOR | ELA.L.4.b. | With prompting and support, discuss words, phrases, and their meanings as found in texts, instruction, and conversations. ReadyRosie Comparing Vegetables Finding the Groceries Guess My Shape How Many Can You Name? I Spy an Animal Mystery Bag Pantry Sort 1 Reading a Book for the Second Time |
| STANDARD / AREA OF LEARNING | UT.EC.ELA. | English Language Arts |
| OBJECTIVE / STRAND | ELA.L. | STANDARDS FOR LANGUAGE (L) |
| INDICATOR / CLUSTER | VOCABULARY ACQUISITION AND USE | |
| EXPECTATION / STANDARD | ELA.L.5. | With guidance and support, identify common words regarding people, objects, and animals in the environment. |
| INDICATOR | ELA.L.5.a. | Discuss commonalities and differences and sort by one attribute (e.g., color, size). ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| INDICATOR | ELA.L.5.b. | Increase vocabulary to include contrasting and descriptive words/opposites (e.g., night/day, boy/girl, up/down). ReadyRosie Comparing Vegetables Silent Opposites What's the Opposite? |
| INDICATOR | ELA.L.5.c. | Access prior knowledge and experiences to identify connections between words and their applications to real life. ReadyRosie Reading a Book for the Second Time |
| STANDARD / AREA OF LEARNING | UT.EC.ELA. | English Language Arts |
| OBJECTIVE / STRAND | ELA.L. | STANDARDS FOR LANGUAGE (L) |
| INDICATOR / CLUSTER | VOCABULARY ACQUISITION AND USE | |
| EXPECTATION / STANDARD | ELA.L.6. | With prompting and support, begin simple dialogue about self or texts read aloud. 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 |
| STANDARD / AREA OF LEARNING | UT.EC.ELA. | English Language Arts |
| OBJECTIVE / STRAND | ELA.L. | STANDARDS FOR LANGUAGE (L) |
| INDICATOR / CLUSTER | INTEGRATION OF KNOWLEDGE AND IDEALS | |
| EXPECTATION / STANDARD | ELA.L.7. | Understand that illustrations help tell the story. ReadyRosie Picture Walk Predictions Retelling the Story |
| EXPECTATION / STANDARD | ELA.L.9. | Identify characters and their experiences in familiar stories. ReadyRosie Making Connections PreK Text to Self Connections |
| STANDARD / AREA OF LEARNING | UT.EC.ELA. | English Language Arts |
| OBJECTIVE / STRAND | ELA.L. | STANDARDS FOR LANGUAGE (L) |
| INDICATOR / CLUSTER | RANGE OF READING AND LEVEL OF COMPLEXITY | |
| EXPECTATION / STANDARD | ELA.L.10. | Engage in shared reading experiences and explore books independently. 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 |
| STANDARD / AREA OF LEARNING | UT.EC.M. | Mathematics |
| OBJECTIVE / STRAND | M.CC. | COUNTING AND CARDINALITY (CC) |
| INDICATOR / CLUSTER | KNOW NUMBER NAMES AND COUNT SEQUENCE | |
| EXPECTATION / STANDARD | M.CC.1. | Begin to count to 10 by ones. ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Counting Signs 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 May I Take your Order? More Grapes More than Ten Penny Drop Quick Dots Show Me Skipping Around Taking Inventory The Number Stays the Same |
| EXPECTATION / STANDARD | M.CC.2. | Recognize that numbers have a certain order (1, 2, 3, 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 |
| STANDARD / AREA OF LEARNING | UT.EC.M. | Mathematics |
| OBJECTIVE / STRAND | M.CC. | COUNTING AND CARDINALITY (CC) |
| INDICATOR / CLUSTER | COUNT TO TELL THE NUMBER OF OBJECTS | |
| EXPECTATION / STANDARD | M.CC.4. | Begin to count objects with support. |
| INDICATOR | M.CC.4.a. | Use one-to-one correspondence when counting up to five objects. ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Candy Sort and Graph Counting Signs Decorating Cupcakes Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Lily Pad Hop Measure your Steps Penny Drop The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| INDICATOR | M.CC.4.b. | Recite numbers in the correct order and understand that numbers have a correct sequence. ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Counting Signs 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 May I Take your Order? More Grapes More than Ten Penny Drop Quick Dots Show Me Skipping Around Taking Inventory The Number Stays the Same |
| STANDARD / AREA OF LEARNING | UT.EC.M. | Mathematics |
| OBJECTIVE / STRAND | M.CC. | COUNTING AND CARDINALITY (CC) |
| INDICATOR / CLUSTER | COUNT TO TELL THE NUMBER OF OBJECTS | |
| EXPECTATION / STANDARD | M.CC.5. | Count as many as five objects arranged in a line. 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 |
| STANDARD / AREA OF LEARNING | UT.EC.M. | Mathematics |
| OBJECTIVE / STRAND | M.CC. | COUNTING AND CARDINALITY (CC) |
| INDICATOR / CLUSTER | COMPARE NUMBERS | |
| EXPECTATION / STANDARD | M.CC.6. | Visually identify or count to determine which of two sets has more objects (1–5). ReadyRosie Acorns and Pinecones Cereal Challenge Make a Tower of Ten More than Ten Slap One More Who has the Biggest Number? |
| STANDARD / AREA OF LEARNING | UT.EC.M. | Mathematics |
| OBJECTIVE / STRAND | M.OA. | OPERATIONS & ALBEBRAIC THINKING (OA) |
| INDICATOR / CLUSTER | UNDERSTAND ADDITION AS PUTTING TOGETHER AND ADDING TO, AND UNDERSTAND SUBTRACTION AS TAKING APART AND TAKING FROM | |
| EXPECTATION / STANDARD | M.OA.1. | Explore how adding to and/or taking away objects changes the size of a group. 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 |
| STANDARD / AREA OF LEARNING | UT.EC.M. | Mathematics |
| OBJECTIVE / STRAND | M.OA. | OPERATIONS & ALBEBRAIC THINKING (OA) |
| INDICATOR / CLUSTER | UNDERSTAND ADDITION AS PUTTING TOGETHER AND ADDING TO, AND UNDERSTAND SUBTRACTION AS TAKING APART AND TAKING FROM | |
| EXPECTATION / STANDARD | M.OA.2. | Begin to explore adding and taking away of objects in a set. |
| INDICATOR | M.OA.2.a. | Explore how adding objects makes the size of a group larger. ReadyRosie Decorating Cupcakes How Many Feet? In My Pond, Part 1 Make a Tower of Ten One More Packing for Our Trip Rock Toss |
| INDICATOR | M.OA.2.b. | Explore how removing objects makes the size of a group smaller. ReadyRosie All Done Checkout Countdown In My Pond, Part 2 One Less Three Little Animals |
| STANDARD / AREA OF LEARNING | UT.EC.M. | Mathematics |
| OBJECTIVE / STRAND | M.OA. | OPERATIONS & ALBEBRAIC THINKING (OA) |
| INDICATOR / CLUSTER | UNDERSTAND ADDITION AS PUTTING TOGETHER AND ADDING TO, AND UNDERSTAND SUBTRACTION AS TAKING APART AND TAKING FROM | |
| EXPECTATION / STANDARD | M.OA.6. | Begin to duplicate and extend simple patterns (e.g., ababab) ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| STANDARD / AREA OF LEARNING | UT.EC.M. | Mathematics |
| OBJECTIVE / STRAND | M.MD. | MEASUREMENT AND DATA (MD) |
| INDICATOR / CLUSTER | DESCRIBE AND COMPARE MEASURABLE ATTRIBUTES | |
| EXPECTATION / STANDARD | M.MD.1. | Understand and describe measurable attributes (e.g., how big, how tall, how long, or how heavy). |
| INDICATOR | M.MD.1.a. | Compare simple data (e.g., likes/dislikes, number of boys/girls in class today). ReadyRosie Cereal Challenge |
| STANDARD / AREA OF LEARNING | UT.EC.M. | Mathematics |
| OBJECTIVE / STRAND | M.MD. | MEASUREMENT AND DATA (MD) |
| INDICATOR / CLUSTER | DESCRIBE AND COMPARE MEASURABLE ATTRIBUTES | |
| EXPECTATION / STANDARD | M.MD.2. | Begin to compare objects using measurable attributes (e.g., length [longer/shorter], weight [heavier/lighter], and size [bigger/ smaller]). ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Leap Frog Measure Measuring the Table Near and Far |
| EXPECTATION / STANDARD | M.MD.3. | Sort objects into given categories. 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 / AREA OF LEARNING | UT.EC.M. | Mathematics |
| OBJECTIVE / STRAND | M.G. | GEOMETRY (G) |
| INDICATOR / CLUSTER | IDENTIFY AND DESCRIBE SHAPES (SQUARES, CIRCLES, TRIANGLES, RECTANGLES, HEXAGONS, CUBES, CONES, CYLINDERS, AND SPHERES) | |
| EXPECTATION / STANDARD | M.G.1. | Begin to recognize and name basic shapes. 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 |
| EXPECTATION / STANDARD | M.G.2. | Begin to recognize basic shapes, regardless of size. 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 |
| EXPECTATION / STANDARD | M.G.3. | Begin to recognize the difference in basic shapes as two-dimensional (picture) or three-dimensional (object). 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 / AREA OF LEARNING | UT.EC.M. | Mathematics |
| OBJECTIVE / STRAND | M.G. | GEOMETRY (G) |
| INDICATOR / CLUSTER | ANALYZE, COMPARE, CREATE, AND COMPOSE SHAPES | |
| EXPECTATION / STANDARD | M.G.4. | Begin to recognize the difference in basic shapes as two-dimensional (picture) or three-dimensional (object). 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 |
| EXPECTATION / STANDARD | M.G.5. | Explore shapes using a variety of media (e.g., blocks, stickers, play dough/clay, art supplies, etc.). ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Tips for helping your child love reading Ways to Cut a Sandwich |
| EXPECTATION / STANDARD | M.G.6. | Begin to recognize basic shapes when shown simple line drawings. 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 / AREA OF LEARNING | UT.EC.AL&S. | Approaches to Learning and Science |
| OBJECTIVE / STRAND | AL&S.2. | Students will gain an understanding of earth and space science. |
| INDICATOR / CLUSTER | AL&S.2.1. | Use senses to explore objects and the environment. ReadyRosie Grocery Store Conversations |
| INDICATOR / CLUSTER | AL&S.2.2. | Attend to colors and textures in the natural environment. ReadyRosie Grocery Store Conversations |
| INDICATOR / CLUSTER | AL&S.2.4. | Ask questions for further information. ReadyRosie What's for Dinner? |
| STANDARD / AREA OF LEARNING | UT.EC.SE&SS. | SOCIAL/EMOTIONAL AND SOCIAL STUDIES (SE&SS) |
| OBJECTIVE / STRAND | SE&SS.1. | The child develops self-awareness and positive self-esteem. |
| INDICATOR / CLUSTER | SE&SS.1.1. | Knows personal information. |
| EXPECTATION / STANDARD | SE&SS.1.1.b. | Develops awareness of self as separate from others, and engages in behaviors that build relationships with familiar adults. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| EXPECTATION / STANDARD | SE&SS.1.1.c. | Knows and uses friends’ names. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STANDARD / AREA OF LEARNING | UT.EC.SE&SS. | SOCIAL/EMOTIONAL AND SOCIAL STUDIES (SE&SS) |
| OBJECTIVE / STRAND | SE&SS.1. | The child develops self-awareness and positive self-esteem. |
| INDICATOR / CLUSTER | SE&SS.1.2. | Demonstrates awareness of abilities and preferences. |
| EXPECTATION / STANDARD | SE&SS.1.2.a. | Selects activities based on preferences. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION / STANDARD | SE&SS.1.2.b. | Participates in activities. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION / STANDARD | SE&SS.1.2.c. | Asks others for help when needed. ReadyRosie Behavior is a form of communication |
| STANDARD / AREA OF LEARNING | UT.EC.SE&SS. | SOCIAL/EMOTIONAL AND SOCIAL STUDIES (SE&SS) |
| OBJECTIVE / STRAND | SE&SS.1. | The child develops self-awareness and positive self-esteem. |
| INDICATOR / CLUSTER | SE&SS.1.3. | Develops growing capacity for independence. |
| EXPECTATION / STANDARD | SE&SS.1.3.a. | Leaves parent or caregiver without undue anxiety. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| EXPECTATION / STANDARD | SE&SS.1.3.c. | Begins to initiate interactions with adults and peers. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STANDARD / AREA OF LEARNING | UT.EC.SE&SS. | SOCIAL/EMOTIONAL AND SOCIAL STUDIES (SE&SS) |
| OBJECTIVE / STRAND | SE&SS.1. | The child develops self-awareness and positive self-esteem. |
| INDICATOR / CLUSTER | SE&SS.1.4. | Expresses self in different roles and mediums. |
| EXPECTATION / STANDARD | SE&SS.1.4.a. | Engages in pretend play and acts out roles. ReadyRosie Tips for helping your child love reading |
| EXPECTATION / STANDARD | SE&SS.1.4.b. | Expresses feelings and emotions through facial expressions, sounds, or gestures and words. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| EXPECTATION / STANDARD | SE&SS.1.4.c. | Expresses feelings, needs, and wants in a socially productive manner. ReadyRosie Behavior is a form of communication Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| EXPECTATION / STANDARD | SE&SS.1.4.d. | Shows pride in increasing abilities. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| STANDARD / AREA OF LEARNING | UT.EC.SE&SS. | SOCIAL/EMOTIONAL AND SOCIAL STUDIES (SE&SS) |
| OBJECTIVE / STRAND | SE&SS.2. | The child develops social skills that promote positive interactions with others. |
| INDICATOR / CLUSTER | SE&SS.2.1. | Develops skills to interact cooperatively with others. |
| EXPECTATION / STANDARD | SE&SS.2.1.a. | Participates in learning activities. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EXPECTATION / STANDARD | SE&SS.2.1.b. | Responds to and interacts with another child. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION / STANDARD | SE&SS.2.1.c. | Takes turns, verbally and nonverbally. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STANDARD / AREA OF LEARNING | UT.EC.SE&SS. | SOCIAL/EMOTIONAL AND SOCIAL STUDIES (SE&SS) |
| OBJECTIVE / STRAND | SE&SS.2. | The child develops social skills that promote positive interactions with others. |
| INDICATOR / CLUSTER | SE&SS.2.2. | Participates in cooperative play. |
| EXPECTATION / STANDARD | SE&SS.2.2.a. | Follows agreed-upon rules (e.g., not hitting, etc.). ReadyRosie Building Houses Family Talent Show How do I get my child to______? How should I handle temper tantrums? Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION / STANDARD | SE&SS.2.2.b. | Joins in ongoing activities. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EXPECTATION / STANDARD | SE&SS.2.2.c. | Initiates play with others. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STANDARD / AREA OF LEARNING | UT.EC.SE&SS. | SOCIAL/EMOTIONAL AND SOCIAL STUDIES (SE&SS) |
| OBJECTIVE / STRAND | SE&SS.2. | The child develops social skills that promote positive interactions with others. |
| INDICATOR / CLUSTER | SE&SS.2.3. | Employs positive social behaviors with peers and adults. |
| EXPECTATION / STANDARD | SE&SS.2.3.c. | Develops friendships with peers. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| STANDARD / AREA OF LEARNING | UT.EC.SE&SS. | SOCIAL/EMOTIONAL AND SOCIAL STUDIES (SE&SS) |
| OBJECTIVE / STRAND | SE&SS.2. | The child develops social skills that promote positive interactions with others. |
| INDICATOR / CLUSTER | SE&SS.2.4. | Develops self-control by regulating impulses and feelings. |
| EXPECTATION / STANDARD | SE&SS.2.4.a. | Begins to follow simple rules, routines, and directions. ReadyRosie Follow My Design Follow the Leader How do I get my child to______? How should I handle temper tantrums? 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 |
| EXPECTATION / STANDARD | SE&SS.2.4.b. | Understands and accepts limitations (e.g., being told “no”). ReadyRosie How should I handle temper tantrums? Talking About Your Feelings |
| EXPECTATION / STANDARD | SE&SS.2.4.c. | Seeks ways to find comfort in new situations, and shows ability to cope with stress. ReadyRosie How should I handle temper tantrums? Talking About Your Feelings |
| STANDARD / AREA OF LEARNING | UT.EC.SE&SS. | SOCIAL/EMOTIONAL AND SOCIAL STUDIES (SE&SS) |
| OBJECTIVE / STRAND | SE&SS.2. | The child develops social skills that promote positive interactions with others. |
| INDICATOR / CLUSTER | SE&SS.2.5. | Expresses emotions and feelings. |
| EXPECTATION / STANDARD | SE&SS.2.5.a. | Identifies emotions (e.g., happy, sad, angry, frustrated, bored, lonely, afraid). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| EXPECTATION / STANDARD | SE&SS.2.5.b. | Identifies feelings (e.g., thirsty, hungry, hot, cold). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| EXPECTATION / STANDARD | SE&SS.2.5.c. | Begins to show concern for others. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| STANDARD / AREA OF LEARNING | UT.EC.SE&SS. | SOCIAL/EMOTIONAL AND SOCIAL STUDIES (SE&SS) |
| OBJECTIVE / STRAND | SE&SS.2. | The child develops social skills that promote positive interactions with others. |
| INDICATOR / CLUSTER | SE&SS.2.6. | Develops skills to solve conflicts. With guidance, child: |
| EXPECTATION / STANDARD | SE&SS.2.6.a. | Begins to recognize other children’s feelings and emotions. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| EXPECTATION / STANDARD | SE&SS.2.6.b. | Begins to respond to other children’s feelings and emotions. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| EXPECTATION / STANDARD | SE&SS.2.6.c. | Learns social skills, and eventually words, for expressing feelings, needs, and wants. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| EXPECTATION / STANDARD | SE&SS.2.6.e. | Resolves conflict with peers alone and/or with adult intervention as appropriate. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| STANDARD / AREA OF LEARNING | UT.EC.SE&SS. | SOCIAL/EMOTIONAL AND SOCIAL STUDIES (SE&SS) |
| OBJECTIVE / STRAND | SE&SS.2. | The child develops social skills that promote positive interactions with others. |
| INDICATOR / CLUSTER | SE&SS.2.7. | Respects others and their belongings. |
| EXPECTATION / STANDARD | SE&SS.2.7.b. | Begins to demonstrate ability to wait for his/her turn to use materials. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| EXPECTATION / STANDARD | SE&SS.2.7c. | Uses and shares materials with peers. ReadyRosie Building Houses Family Talent Show Funny Faces If You're Happy & You Know It Keep It Up Taking Turns Talking About Your Feelings Thank You Note Who has the Biggest Number? |
| EXPECTATION / STANDARD | SE&SS.2.7d. | Recognizes that others’ needs are important. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| STANDARD / AREA OF LEARNING | UT.EC.CA. | CREATIVE ARTS (CA) |
| OBJECTIVE / STRAND | CA.1. | Students will participate in a variety of activities that allow for creative and imaginative expression. |
| INDICATOR / CLUSTER | CA.1.1. | Learn several simple songs. |
| EXPECTATION / STANDARD | CA.1.1.a. | Know several simple songs. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| EXPECTATION / STANDARD | CA.1.1.c. | Show awareness and appreciation of different kinds of music. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| STANDARD / AREA OF LEARNING | UT.EC.CA. | CREATIVE ARTS (CA) |
| OBJECTIVE / STRAND | CA.1. | Students will participate in a variety of activities that allow for creative and imaginative expression. |
| INDICATOR / CLUSTER | CA.1.2. | Use their body to move to music and express themselves. |
| EXPECTATION / STANDARD | CA.1.2.c. | Demonstrate large motor balance, stability, and control. ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| EXPECTATION / STANDARD | CA.1.2.d. | Move body, arms and legs with coordination. ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| STANDARD / AREA OF LEARNING | UT.EC.CA. | CREATIVE ARTS (CA) |
| OBJECTIVE / STRAND | CA.1. | Students will participate in a variety of activities that allow for creative and imaginative expression. |
| INDICATOR / CLUSTER | CA.1.3. | Use a variety of media and materials to create drawings, pictures, or other objects. |
| EXPECTATION / STANDARD | CA.1.3.a. | Show interest in a variety of art materials. 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 |
| EXPECTATION / STANDARD | CA.1.3.b. | Begin to recognize colors (e.g., red, orange, yellow, green, blue, purple, black, white, brown). ReadyRosie Grocery Store Conversations |
| EXPECTATION / STANDARD | CA.1.3.c. | Explore various materials, tools, and processes to create works of art. 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 / AREA OF LEARNING | UT.EC.PHS. | PHYSICAL/HEALTH AND SAFETY (PHS) |
| OBJECTIVE / STRAND | PHS.1. | The child develops fine and gross motor coordination (small and large muscle). |
| INDICATOR / CLUSTER | PHS.1.1. | Exhibits fine motor coordination (small muscle). |
| EXPECTATION / STANDARD | PHS.1.1.a. | Manipulates and explores objects: |
| INDICATOR | PHS.1.1.a.i. | Builds with a variety of blocks. ReadyRosie Tips for helping your child love reading |
| INDICATOR | PHS.1.1.a.ii. | Makes line, circles, or scribbles with writing tools. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| STANDARD / AREA OF LEARNING | UT.EC.PHS. | PHYSICAL/HEALTH AND SAFETY (PHS) |
| OBJECTIVE / STRAND | PHS.1. | The child develops fine and gross motor coordination (small and large muscle). |
| INDICATOR / CLUSTER | PHS.1.2. | Exhibits gross motor coordination (large muscle). |
| EXPECTATION / STANDARD | PHS.1.2.a. | Participates in activities that develop control and balance during movements that move the child from one place to another (locomotor; e.g., walks forward in a straight line, hops, runs, and jumps over low objects). ReadyRosie Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| EXPECTATION / STANDARD | PHS.1.2.b. | Participates in activities that develop coordination and balance in from one place to another (non- locomotor; e.g., balances on one foot, moves body parts in isolation). ReadyRosie Follow the Leader |
| EXPECTATION / STANDARD | PHS.1.2.c. | Participates in activities that develop control of large muscles to manipulate objects (e.g., throws, catches, and kicks balls; rides wheeled toys). ReadyRosie Follow the Leader |
| EXPECTATION / STANDARD | PHS.1.2.d. | Participates in activities that develop control of body movement through space (e.g., runs and stops, changes direction while in motion, moves in response to a cue, and dances). ReadyRosie Follow the Leader |
| STANDARD / AREA OF LEARNING | UT.EC.PHS. | PHYSICAL/HEALTH AND SAFETY (PHS) |
| OBJECTIVE / STRAND | PHS.2. | The child develops an understanding of health and safety. |
| INDICATOR / CLUSTER | PHS.2.2. | Participates in self-selected or organized activities that enhance physical fitness. |
| EXPECTATION / STANDARD | PHS.2.2.a. | Demonstrates awareness that personal boundaries exist. ReadyRosie Follow the Leader Jump to It Rock Toss |
| EXPECTATION / STANDARD | PHS.2.2.b. | Uses movement to show ideas and feelings. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| STANDARD / AREA OF LEARNING | UT.EC.PHS. | PHYSICAL/HEALTH AND SAFETY (PHS) |
| OBJECTIVE / STRAND | PHS.2. | The child develops an understanding of health and safety. |
| INDICATOR / CLUSTER | PHS.2.3. | Practices safety procedures. |
| EXPECTATION / STANDARD | PHS.2.3.a. | Begins to learn outdoor and indoor safety rules. ReadyRosie My Address |
| Utah Core Standards |
| Health and PE |
| Grade: Pre K - Adopted: 2013 |
| STANDARD / AREA OF LEARNING | UT.PK.PHS. | PHYSICAL/HEALTH AND SAFETY (PHS) |
| OBJECTIVE / STRAND | PK.PHS.1. | The child develops fine and gross motor coordination (small and large muscle). |
| INDICATOR / CLUSTER | PK.PHS.1.2. | Exhibits gross motor coordination (large muscle). |
| EXPECTATION / STANDARD | PK.PHS.1.2.a. | Demonstrates control and balance during movements that move the child from one place to another (locomotor; e.g., walks forward in a straight line, hops, runs, and jumps over low objects). ReadyRosie Hopping Rhyming |
| STANDARD / AREA OF LEARNING | UT.PK.PHS. | PHYSICAL/HEALTH AND SAFETY (PHS) |
| OBJECTIVE / STRAND | PK.PHS.2. | The child develops an understanding of health and safety. |
| INDICATOR / CLUSTER | PK.PHS.2.1. | Shows independence in personal care. |
| EXPECTATION / STANDARD | PK.PHS.2.1.a. | Develops independence in personal hygiene and care. ReadyRosie Brushing Your Teeth Rub a Dub Counting |
| STANDARD / AREA OF LEARNING | UT.PK.PHS. | PHYSICAL/HEALTH AND SAFETY (PHS) |
| OBJECTIVE / STRAND | PK.PHS.2. | The child develops an understanding of health and safety. |
| INDICATOR / CLUSTER | PK.PHS.2.3. | Practices safety procedures. |
| EXPECTATION / STANDARD | PK.PHS.2.3.a. | Follows outdoor and indoor safety rules. ReadyRosie How do I get my child to______? Sink or Swim |
| Utah Core Standards |
| Language Arts |
| Grade: Pre K - Adopted: 2013 |
| STANDARD / AREA OF LEARNING | UT.PK.RL. | READING STANDARDS FOR LITERATURE (RL) |
| OBJECTIVE / STRAND | KEY IDEAS AND DETAILS | |
| INDICATOR / CLUSTER | PK.RL.1. | With prompting and support, ask and answer questions about details in a text. ReadyRosie Book Bag Descriptions Reading a Book for the Second Time Recalling What Happened in a Story |
| INDICATOR / CLUSTER | PK.RL.2. | Listen attentively and retell simple stories through conversation, art, movement, or drama. ReadyRosie Act It Out Asking Wh- Questions My Favorite Part Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Toy Stories |
| INDICATOR / CLUSTER | PK.RL.3. | Retell stories with simple plots, including some details about characters, settings, and major events in a story (e.g., story webs). ReadyRosie Making Connections PreK My Favorite Part Recalling What Happened in a Story Retelling the Story Toy Stories |
| STANDARD / AREA OF LEARNING | UT.PK.RL. | READING STANDARDS FOR LITERATURE (RL) |
| OBJECTIVE / STRAND | CRAFT AND STRUCTURE | |
| INDICATOR / CLUSTER | PK.RL.4. | With prompting and support, ask and answer questions about unknown words in a text. ReadyRosie Think About It |
| INDICATOR / CLUSTER | PK.RL.6. | With prompting and support, discuss the role of the author and illustrator in telling the story. ReadyRosie Funny Reading |
| STANDARD / AREA OF LEARNING | UT.PK.RL. | READING STANDARDS FOR LITERATURE (RL) |
| OBJECTIVE / STRAND | INTEGRATION OF KNOWLEDGE AND IDEALS | |
| INDICATOR / CLUSTER | PK.RL.7. | Use illustrations to tell the story when looking at a familiar book. ReadyRosie Picture Walk Predictions Retelling the Story |
| INDICATOR / CLUSTER | PK.RL.9. | Discuss characters and their experiences in familiar stories that are similar and different. ReadyRosie Making Connections PreK |
| STANDARD / AREA OF LEARNING | UT.PK.RL. | READING STANDARDS FOR LITERATURE (RL) |
| OBJECTIVE / STRAND | RANGE OF READING AND LEVEL OF COMPLEXITY | |
| INDICATOR / CLUSTER | PK.RL.10. | Engage in storytelling and conversations with peers and adults about texts read. ReadyRosie Asking Wh- Questions |
| STANDARD / AREA OF LEARNING | UT.PK.RI. | STANDARDS FOR INFORMATIONAL TEXT (RI) |
| OBJECTIVE / STRAND | KEY IDEAS AND DETAILS | |
| INDICATOR / CLUSTER | PK.RI.1. | With prompting and support, ask and answer questions about details in a text and make personal connections with text. ReadyRosie Book Bag Descriptions Getting Information from Pictures Just the Facts Making Trail Mix |
| STANDARD / AREA OF LEARNING | UT.PK.RI. | STANDARDS FOR INFORMATIONAL TEXT (RI) |
| OBJECTIVE / STRAND | KEY IDEAS AND DETAILS | |
| INDICATOR / CLUSTER | PK.RI.2. | Listen to a wide variety of informational text. |
| EXPECTATION / STANDARD | PK.RI.2.b. | Retell some details of a text in an appropriate sequence. ReadyRosie All About My Day Just the Facts |
| STANDARD / AREA OF LEARNING | UT.PK.RI. | STANDARDS FOR INFORMATIONAL TEXT (RI) |
| OBJECTIVE / STRAND | CRAFT AND STRUCTURE | |
| INDICATOR / CLUSTER | PK.RI.4. | With prompting and support, ask and answer questions about unknown words in a text. ReadyRosie Think About It |
| STANDARD / AREA OF LEARNING | UT.PK.RI. | STANDARDS FOR INFORMATIONAL TEXT (RI) |
| OBJECTIVE / STRAND | INTEGRATION OF KNOWLEDGE AND IDEALS | |
| INDICATOR / CLUSTER | PK.RI.9. | With prompting and support, participate in discussions to identify the similarities and differences between two texts on the same topic. ReadyRosie Compare and Contrast Questions |
| STANDARD / AREA OF LEARNING | UT.PK.RF. | READING STANDARDS FOR FOUNDATIONAL SKILLS (RF) |
| OBJECTIVE / STRAND | PRINT CONCEPTS | |
| INDICATOR / CLUSTER | PK.RF.1. | With guidance and support, recognize print in everyday life, such as numbers, letters, one’s name, words, familiar logos and signs. |
| EXPECTATION / STANDARD | PK.RF.1.a. | Recognize that print is read from top to bottom and left to right. ReadyRosie Chime In Funny Reading My Address Reading with Jack and Jill Words on the Page |
| EXPECTATION / STANDARD | PK.RF.1.b. | Recognize that spoken words are represented in written language. ReadyRosie My Address |
| EXPECTATION / STANDARD | PK.RF.1.c. | Understand that letters are grouped to form words. ReadyRosie Kitchen Labeling Words on the Page |
| EXPECTATION / STANDARD | PK.RF.1.d. | Recognize some alphabet letters. ReadyRosie Making Letter Soup Making a Grocery List Name Game Point the ABC Song Silverware Alphabet |
| EXPECTATION / STANDARD | PK.RF.1.e. | Recognize print in everyday life (e.g., numbers, letters, one’s name, words, familiar logos, and environmental print). ReadyRosie Kitchen Labeling Making Letter Soup Making a Grocery List Morning Message Name Game Point the ABC Song Shopping for Clothes Silverware Alphabet Writing Names with Shaving Cream |
| STANDARD / AREA OF LEARNING | UT.PK.RF. | READING STANDARDS FOR FOUNDATIONAL SKILLS (RF) |
| OBJECTIVE / STRAND | PHONOLOGICAL AWARENESS | |
| INDICATOR / CLUSTER | PK.RF.2. | With guidance and support, identify and discriminate between sounds (phonemes) in spoken language, such as attention to beginning and ending sounds (phonemes) of words. |
| EXPECTATION / STANDARD | PK.RF.2.a. | Begin to supply rhyming words in familiar songs/ jingles and orally match words that rhyme. ReadyRosie Hopping Rhyming Little Bo Peep Substitutions 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 |
| EXPECTATION / STANDARD | PK.RF.2.b. | Identify and separate syllables (word parts) in words. ReadyRosie Frog Hopping Grocery Sack Syllables |
| EXPECTATION / STANDARD | PK.RF.2.c. | Identify words by syllables, beginning sounds, or individual sounds. ReadyRosie Frog Hopping Grocery Sack Syllables Listen My Children Making a Grocery List Reading the Grocery List Searching for Sounds at the Store Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| EXPECTATION / STANDARD | PK.RF.2.d. | Recognize initial and final sound of words. ReadyRosie Listen My Children Reading the Grocery List Searching for Sounds at the Store Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| EXPECTATION / STANDARD | PK.RF.2.e. | With modeling and support, identify individual phonemes (e.g., /d/, /s/, /t/). ReadyRosie Frog Hopping |
| STANDARD / AREA OF LEARNING | UT.PK.RF. | READING STANDARDS FOR FOUNDATIONAL SKILLS (RF) |
| OBJECTIVE / STRAND | PHONICS AND WORD RECOGNITION | |
| INDICATOR / CLUSTER | PK.RF.3. | With guidance and support, recognize that words are made up of letters and their sounds. |
| EXPECTATION / STANDARD | PK.RF.3.a. | Begin to associate names of letters with sounds of the alphabet (e.g., initial sound of own name). ReadyRosie Making a Grocery List |
| EXPECTATION / STANDARD | PK.RF.3.d. | Distinguish between letters and words that are the same or different. ReadyRosie Making Letter Soup Making a Grocery List Name Game Point the ABC Song Silverware Alphabet |
| STANDARD / AREA OF LEARNING | UT.PK.W. | STANDARDS FOR WRITING (W) |
| OBJECTIVE / STRAND | TEXT TYPES AND PURPOSES | |
| INDICATOR / CLUSTER | PK.W.1. | Use a combination of drawing, dictating, scribbling, approximating letters, and using known letters to represent and share feelings and ideas about a topic. ReadyRosie Making a Grocery List Stuffed Animal Stories Thank You Note Using a Menu to Order |
| INDICATOR / CLUSTER | PK.W.2. | With modeling and support, use a combination of drawing, dictating, scribbling, approximating letters, invented spelling, and using known letters to extend learning about a topic. ReadyRosie Making a Grocery List Stuffed Animal Stories Thank You Note Using a Menu to Order |
| INDICATOR / CLUSTER | PK.W.3. | With modeling and support, use a combination of drawing, dictating, scribbling, approximating letters, and using known letters to describe parts of a story (e.g., characters, setting, sequence of events). ReadyRosie Making a Grocery List Stuffed Animal Stories Thank You Note Using a Menu to Order |
| STANDARD / AREA OF LEARNING | UT.PK.W. | STANDARDS FOR WRITING (W) |
| OBJECTIVE / STRAND | PRODUCTION AND DISTRIBUTION OF WRITING | |
| INDICATOR / CLUSTER | PK.W.5. | With modeling, guidance, and support from adults, review drawing, dictation or developmentally appropriate writing. |
| EXPECTATION / STANDARD | PK.W.5.c. | Start to produce writing that is legible, including the conventional formation of some upper- and lowercase manuscript letters, including those in own name. ReadyRosie Jump Rope Letters Making a Grocery List |
| STANDARD / AREA OF LEARNING | UT.PK.W. | STANDARDS FOR WRITING (W) |
| OBJECTIVE / STRAND | RESEARCH TO BUILD AND PRESENT KNOWLEDGE | |
| INDICATOR / CLUSTER | PK.W.7. | With guidance and support, participate in group activities that use developmentally appropriate writing to represent knowledge and/or opinion on a topic. ReadyRosie Stuffed Animal Stories |
| STANDARD / AREA OF LEARNING | UT.PK.SL. | STANDARDS FOR SPEAKING & LISTENING (SL) |
| OBJECTIVE / STRAND | COMPREHENSION AND COLLABORATION | |
| INDICATOR / CLUSTER | PK.SL.1. | Engage in conversations with peers and adults in small and larger groups, by talking about pictures, topics, and text. |
| EXPECTATION / STANDARD | PK.SL.1.b. | Take multiple turns during conversations. ReadyRosie Choosing the Right Voice Taking Turns |
| STANDARD / AREA OF LEARNING | UT.PK.SL. | STANDARDS FOR SPEAKING & LISTENING (SL) |
| OBJECTIVE / STRAND | COMPREHENSION AND COLLABORATION | |
| INDICATOR / CLUSTER | PK.SL.2. | With guidance and support, ask and answer questions and make comments about print material, oral information, and other media (e.g., ask questions using where, when, why, and how). ReadyRosie Reading a Book for the Second Time Recalling What Happened in a Story What's for Dinner? Who Should We Ask? |
| INDICATOR / CLUSTER | PK.SL.3. | With guidance and support, ask and answer questions to seek help or to learn more. ReadyRosie Reading a Book for the Second Time Recalling What Happened in a Story What's for Dinner? Who Should We Ask? |
| STANDARD / AREA OF LEARNING | UT.PK.SL. | STANDARDS FOR SPEAKING & LISTENING (SL) |
| OBJECTIVE / STRAND | PRESENTATION OF KNOWLEDGE AND IDEAS | |
| INDICATOR / CLUSTER | PK.SL.4. | With prompting and support, describe familiar people, places, things, and events. ReadyRosie Grandparent Storytime Pantry Talk Description Pretending Together Putting Away the Groceries Table Riddles Yesterday, Today, Tomorrow Zoo in My Room |
| INDICATOR / CLUSTER | PK.SL.6. | Speak audibly and express thoughts, feelings, and ideas clearly. ReadyRosie Choosing the Right Voice Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| STANDARD / AREA OF LEARNING | UT.PK.L. | STANDARDS FOR LANGUAGE (L) |
| OBJECTIVE / STRAND | CONVENTIONS OF STANDARD ENGLISH | |
| INDICATOR / CLUSTER | PK.L.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| EXPECTATION / STANDARD | PK.L.1.a. | Print some letters of the alphabet, including those in own name. ReadyRosie Jump Rope Letters Making a Grocery List |
| EXPECTATION / STANDARD | PK.L.1.d. | Respond to and ask questions (e.g., who, what, where, when, why, and how). ReadyRosie Reading a Book for the Second Time Recalling What Happened in a Story What's for Dinner? Who Should We Ask? |
| EXPECTATION / STANDARD | PK.L.1.e. | Use common prepositions (e.g., to, from, in, out, on, off, for, of, by, with). ReadyRosie Follow the Leader Little Miss Muffet Role Play Stuffed Animal Olympics |
| STANDARD / AREA OF LEARNING | UT.PK.L. | STANDARDS FOR LANGUAGE (L) |
| OBJECTIVE / STRAND | CONVENTIONS OF STANDARD ENGLISH | |
| INDICATOR / CLUSTER | PK.L.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| EXPECTATION / STANDARD | PK.L.2.a. | Recognize that there are upper and lower case letters. ReadyRosie Letter Hunt Letter Sort Looking for Letters in Ads Reading the Grocery List Searching for Sounds at the Store Stomp the Letter Writing Names with Shaving Cream |
| EXPECTATION / STANDARD | PK.L.2.d. | With modeling and support, identify individual phonemes (e.g., /d/, /s/, /t/). ReadyRosie Lazy Letters |
| STANDARD / AREA OF LEARNING | UT.PK.L. | STANDARDS FOR LANGUAGE (L) |
| OBJECTIVE / STRAND | VOCABULARY ACQUISITION AND USE | |
| INDICATOR / CLUSTER | PK.L.4. | With prompting and support, clarify the meaning of unknown and multiple-meaning words and phrases. |
| EXPECTATION / STANDARD | PK.L.4.a. | With prompting and support, connect new vocabulary with known words and experiences. ReadyRosie Grocery Store Conversations How can I help my child learn new words? I'm Thinking of an Animal Mystery Bag Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| STANDARD / AREA OF LEARNING | UT.PK.L. | STANDARDS FOR LANGUAGE (L) |
| OBJECTIVE / STRAND | VOCABULARY ACQUISITION AND USE | |
| INDICATOR / CLUSTER | PK.L.5. | With guidance and support, explore word relationships and nuances in word meanings. |
| EXPECTATION / STANDARD | PK.L.5.a. | Discuss commonalities and differences and sort objects (e.g., shapes, foods). ReadyRosie Grocery Store Conversations How Many Can You Name? |
| EXPECTATION / STANDARD | PK.L.5.b. | Compare commonalities and differences by identifying opposites using descriptive words (e.g., big/little, short/ long, large/small, happy/sad). ReadyRosie Silent Opposites What's the Opposite? |
| EXPECTATION / STANDARD | PK.L.5.c. | Access prior knowledge and experiences to identify connections between words and their applications to real life. ReadyRosie Grocery Store Conversations How can I help my child learn new words? I'm Thinking of an Animal Mystery Bag Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| STANDARD / AREA OF LEARNING | UT.PK.L. | STANDARDS FOR LANGUAGE (L) |
| OBJECTIVE / STRAND | VOCABULARY ACQUISITION AND USE | |
| INDICATOR / CLUSTER | PK.L.6. | With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to texts. ReadyRosie Grocery Store Conversations How can I help my child learn new words? I'm Thinking of an Animal Mystery Bag Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| Utah Core Standards |
| Science |
| Grade: Pre K - Adopted: 2013 |
| STANDARD / AREA OF LEARNING | UT.PK.AL&S. | Approaches to Learning and Science |
| OBJECTIVE / STRAND | PK.AL&S.4. | Students will gain an understanding of life science through the study of changes in organisms over time and the nature of living things. |
| INDICATOR / CLUSTER | PK.AL&S.4.7. | Explore the parts of different animals (e.g., skin, fur, feathers, scales; hand, wing, flipper, fin). ReadyRosie I'm Thinking of an Animal |