Vermont Framework of Standards and Learning (Infant)
| Main Criteria: Vermont Framework of Standards and Learning | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grades: Ages Birth to 12 months, Ages 13 to 24 months, Ages 25 to 36 months | ||
| Correlation Options: Show Correlated | ||
| Vermont Framework of Standards and Learning |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2015 |
| STANDARD / STRAND | VT.IN.I.1. | DEVELOPING SELF - Approaches to Learning (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.I.1.1. | Play and Exploration |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.I.1.1.1. | Children engage in play to understand the world around them. |
| GRADE LEVEL EXPECTATION | IN.I.1.1.1.2. | Respond to play activities (e.g. peek-a-boo). ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| GRADE LEVEL EXPECTATION | IN.I.1.1.1.3. | Use senses to explore objects and toys (e.g., chews on toy). ReadyRosie Bath Time Fun Two on Me and You |
| STANDARD / STRAND | VT.IN.I.1. | DEVELOPING SELF - Approaches to Learning (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.I.1.2. | Initiative |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.I.1.2.1. | Children show curiosity about the world around them, and take action to interact with it and learn. |
| GRADE LEVEL EXPECTATION | IN.I.1.2.1.1. | Use senses to explore the immediate environment. ReadyRosie Bath Time Fun Two on Me and You |
| GRADE LEVEL EXPECTATION | IN.I.1.2.1.2. | Show interest in themselves (e.g., play with own feet). ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| GRADE LEVEL EXPECTATION | IN.I.1.2.1.3. | Seek, initiate and respond to interactions with people and objects. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| STANDARD / STRAND | VT.IN.I.1. | DEVELOPING SELF - Approaches to Learning (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.I.1.3. | Problem Solving |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.I.1.3.1. | Children display an interest in novel situations, and demonstrate flexibility, creativity and innovation in solving challenging tasks. |
| GRADE LEVEL EXPECTATION | IN.I.1.3.1.2. | React to new voices or sounds by turning in the direction of the sound or changing facial expression. ReadyRosie Do You See Me? |
| GRADE LEVEL EXPECTATION | IN.I.1.3.1.3. | Demonstrate creativity by exploring objects in multiple ways (e.g. pushes a chair to maintain balance). ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| GRADE LEVEL EXPECTATION | IN.I.1.3.1.5. | Use actions to solve simple problems (e.g., rolling to side to reach object). ReadyRosie Do You See Me? Roll Over Supported Standing |
| STANDARD / STRAND | VT.IN.I.2. | DEVELOPING SELF - Social and Emotional Learning and Development (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.I.2.1. | Emotion and Self-Regulation |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.I.2.1.1. | Children express a range of emotions, and regulate their emotional and social responses. |
| GRADE LEVEL EXPECTATION | IN.I.2.1.1.3. | Show some regulated daily routines e.g., sleeping and feeding. ReadyRosie How do I get my child to______? Lunchtime Language |
| GRADE LEVEL EXPECTATION | IN.I.2.1.1.4. | Develop some ability to attend to primary caregiver or toys with support. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| GRADE LEVEL EXPECTATION | IN.I.2.1.1.5. | Show ability to continue interaction with familiar adults or toys for more than just a brief time. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| STANDARD / STRAND | VT.IN.I.2. | DEVELOPING SELF - Social and Emotional Learning and Development (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.I.2.2. | Self-Awareness |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.I.2.2.1. | Children demonstrate awareness of their personal characteristics, skills, and abilities. |
| GRADE LEVEL EXPECTATION | IN.I.2.2.1.4. | Attend with interest when others show they are happy, sad, or fearful by their facial expressions, voices, or actions. ReadyRosie Snuggle Close |
| GRADE LEVEL EXPECTATION | IN.I.2.2.1.5. | Show awareness of familiar routines by behaviors (e.g., opening mouth for feeding or lifting arms to be picked up). ReadyRosie How do I get my child to______? |
| STANDARD / STRAND | VT.IN.I.2. | DEVELOPING SELF - Social and Emotional Learning and Development (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.I.2.3. | Relationships with Adults and Peers |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.I.2.3.1. | Children develop healthy positive relationships with adults and peers. |
| GRADE LEVEL EXPECTATION | IN.I.2.3.1.1. | Respond to adult through actions or vocalization e.g., repeat ‘ooo’ or ‘baba from adult. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| GRADE LEVEL EXPECTATION | IN.I.2.3.1.2. | Engage in simple back and forth (1-2) playful interactions with adults e.g., cooing, peek-a-boo, ball play. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| STANDARD / STRAND | VT.IN.I.3. | DEVELOPING SELF - Growing, Moving, and Being Healthy (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.I.3.1. | Motor Development and Coordination |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.I.3.1.1. | Children develop strength, coordination, and control of their large muscles. |
| GRADE LEVEL EXPECTATION | IN.I.3.1.1.3. | Pull to stand, cruise, then walk a few steps independently. ReadyRosie Supported Standing Up, Down |
| STANDARD / STRAND | VT.IN.I.3. | DEVELOPING SELF - Growing, Moving, and Being Healthy (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.I.3.1. | Motor Development and Coordination |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.I.3.1.2. | Children develop strength, eye-hand coordination, and control of their small or fine motor muscles. |
| GRADE LEVEL EXPECTATION | IN.I.3.1.2.1. | Transfer objects from one hand to another. ReadyRosie Grasp and Grab Touch and Taste |
| GRADE LEVEL EXPECTATION | IN.I.3.1.2.2. | Use both hands to hold, reach for and let go of objects. ReadyRosie Grasp and Grab Touch and Taste |
| GRADE LEVEL EXPECTATION | IN.I.3.1.2.3. | Coordinate movements using eyes and hands (e.g., bring hands together, stack rings). ReadyRosie Grasp and Grab Touch and Taste |
| STANDARD / STRAND | VT.IN.I.3. | DEVELOPING SELF - Growing, Moving, and Being Healthy (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.I.3.2. | Health and Safety Practices |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.I.3.2.1. | Children develop healthy eating habits and knowledge of good nutrition. |
| GRADE LEVEL EXPECTATION | IN.I.3.2.1.1. | Communicate feelings of hunger and fullness (e.g., cry or search for food, turn away when full). ReadyRosie Lunchtime Language |
| GRADE LEVEL EXPECTATION | IN.I.3.2.1.2. | Show food preferences. ReadyRosie Lunchtime Language |
| GRADE LEVEL EXPECTATION | IN.I.3.2.1.3. | Eat different kinds of foods (e.g., liquids, pureed or soft foods, finely chopped food). ReadyRosie Lunchtime Language |
| STANDARD / STRAND | VT.IN.I.3. | DEVELOPING SELF - Growing, Moving, and Being Healthy (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.I.3.2. | Health and Safety Practices |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.I.3.2.3. | Children develop the ability to identify unsafe situations, and use safe practices. |
| GRADE LEVEL EXPECTATION | IN.I.3.2.3.1. | Show preference for and trust in familiar caregivers. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STANDARD / STRAND | VT.IN.II.1. | COMMUNICATION and EXPRESSION - Language Development (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.II.1.1. | Receptive Language (Listening) |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.II.1.1.1. | Young children attend to, comprehend, and respond to increasingly complex language. |
| GRADE LEVEL EXPECTATION | IN.II.1.1.1.1. | Turn towards voices and focus on speech directed towards them. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| GRADE LEVEL EXPECTATION | IN.II.1.1.1.2. | Show excitement when hear familiar voices or familiar words (e.g., mama). ReadyRosie That's My Name |
| STANDARD / STRAND | VT.IN.II.1. | COMMUNICATION and EXPRESSION - Language Development (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.II.1.2. | Expressive Language (Speaking) |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.II.1.2.1. | Young children use increasingly complex vocabulary and grammar to express their thoughts, feelings, and ideas. |
| GRADE LEVEL EXPECTATION | IN.II.1.2.1.1. | Vocalize and use gestures to communicate (e.g., wave hi/bye). ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| GRADE LEVEL EXPECTATION | IN.II.1.2.1.2. | Babble (e.g., bah bah, ma ma) and jabber (e.g., bada). ReadyRosie Lunchtime Language |
| STANDARD / STRAND | VT.IN.II.1. | COMMUNICATION and EXPRESSION - Language Development (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.II.1.4. | Social Rules of Language |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.II.1.4.1. | Young children initiate and maintain conversations with others while developing knowledge and use of the social rules of language. |
| GRADE LEVEL EXPECTATION | IN.II.1.4.1.1. | Initiate and engage in simple turn taking interactions with others by using gestures, vocalizations, or facial expressions. ReadyRosie Snuggle Close |
| GRADE LEVEL EXPECTATION | IN.II.1.4.1.2. | Respond differently to different tones of voice and facial expressions. ReadyRosie Lunchtime Language Self Talk Snuggle Close Tips for storytelling: Using your voice Tummy Talk |
| GRADE LEVEL EXPECTATION | IN.II.1.4.1.3. | Use appropriate eye contact and engage in joint attention. ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Which Toy? |
| STANDARD / STRAND | VT.IN.II.2. | COMMUNICATION and EXPRESSION - Literacy Development (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.II.2.1. | Foundational Reading Skills |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.II.2.1.1. | Children develop the foundational skills needed for engaging with print, reading and writing. |
| GRADE LEVEL EXPECTATION | Print Concepts | |
| EXPECTATION | IN.II.2.1.1.1. | Show interest in looking at books and in adult initiated literacy activities. ReadyRosie Animal Noises Reading Routines for Early Readers |
| STANDARD / STRAND | VT.IN.II.2. | COMMUNICATION and EXPRESSION - Literacy Development (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.II.2.1. | Foundational Reading Skills |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.II.2.1.1. | Children develop the foundational skills needed for engaging with print, reading and writing. |
| GRADE LEVEL EXPECTATION | Phonological Awareness | |
| EXPECTATION | IN.II.2.1.1.2. | Imitate and take turns with others making sounds. ReadyRosie Grocery List |
| EXPECTATION | IN.II.2.1.1.3. | Experiment and play with sounds. ReadyRosie Grocery List |
| EXPECTATION | IN.II.2.1.1.4. | Respond differently to different sounds. ReadyRosie Grocery List |
| STANDARD / STRAND | VT.IN.II.2. | COMMUNICATION and EXPRESSION - Literacy Development (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.II.2.2a. | Reading: Engagement with Literature and Informational Text (0-5) |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.II.2.2a.1. | Children develop “book language” and demonstrate comprehension. |
| GRADE LEVEL EXPECTATION | IN.II.2.2a.1.1. | Show interest in shared reading activities and looking at books. ReadyRosie Animal Noises Reading Routines for Early Readers |
| STANDARD / STRAND | VT.IN.II.3. | COMMUNICATION and EXPRESSION - Creative Arts and Expression (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.II.3.1. | Visual Arts |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.II.3.1.1. | Children create art using a variety of tools and art media to express their ideas, feelings, creativity, and develop appreciation of the art created by others. |
| GRADE LEVEL EXPECTATION | IN.II.3.1.1.1. | Gaze at pictures, photographs. ReadyRosie Animal Noises |
| GRADE LEVEL EXPECTATION | IN.II.3.1.1.3. | Hold, touch, and experience different textures of objects. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| STANDARD / STRAND | VT.IN.II.3. | COMMUNICATION and EXPRESSION - Creative Arts and Expression (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.II.3.2. | Music |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.II.3.2.1. | Children engage in making and listening to music as a vehicle for expression and learning. |
| GRADE LEVEL EXPECTATION | IN.II.3.2.1.1. | Imitate sounds by babbling and other vocalizations during or after an adult sings or chants. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| GRADE LEVEL EXPECTATION | IN.II.3.2.1.2. | Attend to and make eye contact with caregivers who are singing ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Which Toy? |
| STANDARD / STRAND | VT.IN.II.3. | COMMUNICATION and EXPRESSION - Creative Arts and Expression (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.II.3.4. | Dance |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.II.3.4.1. | Children use movement to creatively express their ideas and feelings, and to learn. |
| GRADE LEVEL EXPECTATION | IN.II.3.4.1.1. | Move head, legs, and arms in response to music and other rhythmic sounds. ReadyRosie I can't sing. How can I sing to my baby? |
| GRADE LEVEL EXPECTATION | IN.II.3.4.1.2. | Express basic feelings (e.g., excitement, joy) through movement. ReadyRosie I can't sing. How can I sing to my baby? |
| STANDARD / STRAND | VT.IN.III.1. | LEARNING ABOUT THE WORLD - Mathematics (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.III.1.1a. | Number Sense, quantity, and Counting: Number Sense and Quantity |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.III.1.1a.1. | Children count in sequence and by multiples, represent numerals, connect counting to cardinality, and compare quantities. |
| GRADE LEVEL EXPECTATION | IN.III.1.1a.1.2. | Attend to songs, finger plays, and books that include numbers and numerals. ReadyRosie Itsy Bitsy Spider Motions Pattern Play |
| STANDARD / STRAND | VT.IN.III.1. | LEARNING ABOUT THE WORLD - Mathematics (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.III.1.3a. | Measurement, Classification and Data: Measurement, Comparison, Classification, and Time |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.III.1.3a.1. | Children develop awareness of the differences of the objects and learn to sort, compare and classify objects by their attributes and properties. They also develop a rudimentary sense of time based mostly on common routines. |
| GRADE LEVEL EXPECTATION | IN.III.1.3a.1.2. | Show awareness of basic daily routines (e.g., wake up, diaper change, fed). ReadyRosie How do I get my child to______? |
| GRADE LEVEL EXPECTATION | IN.III.1.3a.1.3. | Use body in a way that corresponds to size of object (e.g. pincer grasp with small objects). ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| STANDARD / STRAND | VT.IN.III.1. | LEARNING ABOUT THE WORLD - Mathematics (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.III.1.4a. | Geometry and Spatial Reasoning: Geometry and Spatial Sense |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.III.1.4a.1. | Children increasingly recognize two- and three-dimensional objects and use spatial reasoning. |
| GRADE LEVEL EXPECTATION | IN.III.1.4a.1.1. | Explore objects of different shapes using different senses. ReadyRosie Bath Time Fun Two on Me and You |
| GRADE LEVEL EXPECTATION | IN.III.1.4a.1.2. | Continue to look for an object when it is completely hidden. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| GRADE LEVEL EXPECTATION | IN.III.1.4a.1.4. | Explore relationships between objects through different actions (e.g., banging, rubbing, tapping together). ReadyRosie Bath Time Fun Two on Me and You |
| STANDARD / STRAND | VT.IN.III.2. | LEARNING ABOUT THE WORLD - Science (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.III.2.1. | Physical Sciences |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.III.2.1.1. | Children construct concepts of the properties of matter, sound, motion and energy through exploration and investigations. |
| GRADE LEVEL EXPECTATION | IN.III.2.1.1.1. | Attend to and demonstrate interest in objects in their environment, using all of their senses to explore. ReadyRosie Bath Time Fun Two on Me and You |
| GRADE LEVEL EXPECTATION | IN.III.2.1.1.2. | Move and handle objects to learn more about them (e.g., drop food from high chair to see what happens). ReadyRosie Bath Time Fun Kicking Paper |
| GRADE LEVEL EXPECTATION | IN.III.2.1.1.3. | Explore ways to make different sounds with their bodies and objects (e.g., vocal sounds, clapping). ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| GRADE LEVEL EXPECTATION | IN.III.2.1.1.5. | Looks for an object that is hidden out of sight. ReadyRosie Do You See Me? Supported Standing |
| STANDARD / STRAND | VT.IN.III.2. | LEARNING ABOUT THE WORLD - Science (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.III.2.2. | Life Sciences |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.III.2.2.1. | Children construct concepts about the characteristics of living organisms, their biology and ecosystems through exploration and investigations. |
| GRADE LEVEL EXPECTATION | IN.III.2.2.1.2. | Use senses to explore and get information about the natural world. ReadyRosie Bath Time Fun Two on Me and You |
| STANDARD / STRAND | VT.IN.III.2. | LEARNING ABOUT THE WORLD - Science (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.III.2.4. | Engineering Design |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.III.2.4.1. | Children design, experiment, construct, alter, and problem solve to modify the natural world and meet their needs and wants. |
| GRADE LEVEL EXPECTATION | IN.III.2.4.1.2. | Experiment with body movement. ReadyRosie I can't sing. How can I sing to my baby? |
| GRADE LEVEL EXPECTATION | IN.III.2.4.1.4. | Use all senses to explore the properties of objects in environment to gain knowledge. ReadyRosie Bath Time Fun Two on Me and You |
| GRADE LEVEL EXPECTATION | IN.III.2.4.1.5. | Use body to account for size when interacting with objects (e.g., opens arms wide to grasp a large ball). ReadyRosie Bath Time Fun Kicking Paper Piggy Toes Roll Over Strong Legs Table Taps Touch and Taste |
| GRADE LEVEL EXPECTATION | IN.III.2.4.1.6. | Carrying objects, putting into containers and dumping. ReadyRosie Grasp and Grab Touch and Taste |
| STANDARD / STRAND | VT.IN.III.3. | LEARNING ABOUT THE WORLD - Social Studies (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.III.3.1. | Inquiry |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.III.3.1.1. | Children make sense of the world around them by actively gathering and interpreting information. |
| GRADE LEVEL EXPECTATION | IN.III.3.1.1.2. | Explore objects in a variety of ways. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STANDARD / STRAND | VT.IN.III.3. | LEARNING ABOUT THE WORLD - Social Studies (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.III.3.2. | Family and Community; Civics, Government & Society |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.III.3.2.1. | Children identify themselves initially as belonging to a family, a group and a community; eventually they develop awareness of themselves as members of increasingly wider circles of society and learn the skills needed to be a contributing member of society. |
| GRADE LEVEL EXPECTATION | IN.III.3.2.1.1. | Demonstrate recognition of family members and caretakers by smiling, vocalizing, or crawling in the their direction. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| GRADE LEVEL EXPECTATION | IN.III.3.2.1.2. | Show a preference for familiar versus unfamiliar adults. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| GRADE LEVEL EXPECTATION | IN.III.3.2.1.3. | Explore the similarities and differences among people (e.g., touching their faces or hair, watching others’ facial expressions). ReadyRosie Do You See Me? Snuggle Close |
| GRADE LEVEL EXPECTATION | IN.III.3.2.1.4. | Seek family members and other familiar adults for play and meeting their needs. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| STANDARD / STRAND | VT.IN.III.3. | LEARNING ABOUT THE WORLD - Social Studies (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.III.3.3. | Physical & Cultural Geography |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.III.3.3.1. | Children construct concepts about the physical characteristics and locations of familiar to more distant places, and the impacts of people on the environment. They also construct concepts about their own cultural identity and learn to appreciate others’ cultures. |
| GRADE LEVEL EXPECTATION | IN.III.3.3.1.1. | Explore similarities and differences of familiar people by touching faces, feeling their hair, etc. ReadyRosie Do You See Me? |
| STANDARD / STRAND | VT.IN.III.3. | LEARNING ABOUT THE WORLD - Social Studies (Infants - By 12 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | IN.III.3.4. | History |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | IN.III.3.4.1. | Children develop concepts about the passage of time, how the past has been interpreted, and the ability to connect the past with the present. |
| GRADE LEVEL EXPECTATION | IN.III.3.4.1.1. | Notice daily routines. ReadyRosie How do I get my child to______? |
| Vermont Framework of Standards and Learning |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2015 |
| STANDARD / STRAND | VT.YT.I.1. | DEVELOPING SELF - Approaches to Learning (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.I.1.1. | Play and Exploration |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.I.1.1.1. | Children engage in play to understand the world around them. |
| GRADE LEVEL EXPECTATION | YT.I.1.1.1.2. | Engage in intended use of toy (e.g., running car along the floor). ReadyRosie Bear Bath Tea Party |
| GRADE LEVEL EXPECTATION | YT.I.1.1.1.3. | Engage in simple pretend play with actual objects (e.g., puts phone to ear, or doll to bed). ReadyRosie Bear Bath Tea Party |
| GRADE LEVEL EXPECTATION | YT.I.1.1.1.4. | Play outside engaging with the natural environment (e.g., feeling leaves, digging in sand). ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| STANDARD / STRAND | VT.YT.I.1. | DEVELOPING SELF - Approaches to Learning (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.I.1.2. | Initiative |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.I.1.2.1. | Children show curiosity about the world around them, and take action to interact with it and learn. |
| GRADE LEVEL EXPECTATION | YT.I.1.2.1.1. | Experiment with object to see how it reacts to different actions (e.g. bang , shake and roll pinecone). ReadyRosie Dump and Pick Up |
| GRADE LEVEL EXPECTATION | YT.I.1.2.1.3. | Engage in simple cause and effect (e.g., jack-in-the-box, placing hand under faucet and getting sprayed with water). ReadyRosie Dump and Pick Up |
| GRADE LEVEL EXPECTATION | YT.I.1.2.1.4. | Indicate preferences or dislikes for activities, people and experiences. ReadyRosie Choosing Clothes This or That |
| GRADE LEVEL EXPECTATION | YT.I.1.2.1.5. | Use memory as a foundation for more complex play, actions and ideas. ReadyRosie Big and Little Buried Treasure Shoe Search |
| STANDARD / STRAND | VT.YT.I.1. | DEVELOPING SELF - Approaches to Learning (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.I.1.3. | Problem Solving |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.I.1.3.1. | Children display an interest in novel situations, and demonstrate flexibility, creativity and innovation in solving challenging tasks. |
| GRADE LEVEL EXPECTATION | YT.I.1.3.1.3. | Use creative role playing to solve problems and to communicate needs. ReadyRosie Bear Bath Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| GRADE LEVEL EXPECTATION | YT.I.1.3.1.4. | Try solutions to everyday problems until discovers one that works. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| STANDARD / STRAND | VT.YT.I.2. | DEVELOPING SELF - Social and Emotional Learning and Development (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.I.2.1. | Emotion and Self-Regulation |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.I.2.1.1. | Children express a range of emotions, and regulate their emotional and social responses. |
| GRADE LEVEL EXPECTATION | YT.I.2.1.1.1. | Express a variety of emotions e.g., happy, sad, mad. ReadyRosie Reading Emotions |
| GRADE LEVEL EXPECTATION | YT.I.2.1.1.2. | Respond with intent to adult speech, facial expressions, touch and/or movement. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| GRADE LEVEL EXPECTATION | YT.I.2.1.1.3. | Take action to meet own needs e.g., pointing, stating, “more”, or giving hugs. ReadyRosie Behavior is a form of communication Snack Time Speech |
| GRADE LEVEL EXPECTATION | YT.I.2.1.1.4. | Follow simple routines e.g., goes to sink when an adult mentions hand washing. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| GRADE LEVEL EXPECTATION | YT.I.2.1.1.5. | Go to familiar adults for reassurance. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| GRADE LEVEL EXPECTATION | YT.I.2.1.1.6. | Show ability to attend to people, objects and activities to extend an activity or join others in a common focus. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| GRADE LEVEL EXPECTATION | YT.I.2.1.1.7. | Persist in attempts to communicate need. ReadyRosie Behavior is a form of communication Snack Time Speech |
| STANDARD / STRAND | VT.YT.I.2. | DEVELOPING SELF - Social and Emotional Learning and Development (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.I.2.2. | Self-Awareness |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.I.2.2.1. | Children demonstrate awareness of their personal characteristics, skills, and abilities. |
| GRADE LEVEL EXPECTATION | YT.I.2.2.1.3. | Use skills and abilities to meet own needs e.g., picks up book and brings to daddy. ReadyRosie Happy Birthday to You Point and Learn This or That |
| GRADE LEVEL EXPECTATION | YT.I.2.2.1.5. | Anticipate familiar routines or activities (e.g., getting shoes when it’s time to go or looking for parent when it’s time to go home). ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| STANDARD / STRAND | VT.YT.I.2. | DEVELOPING SELF - Social and Emotional Learning and Development (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.I.2.3. | Relationships with Adults and Peers |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.I.2.3.1. | Children develop healthy positive relationships with adults and peers. |
| GRADE LEVEL EXPECTATION | YT.I.2.3.1.1. | React to familiar and unfamiliar adults e.g., reaching out to mother, hiding behind dad’s legs. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| GRADE LEVEL EXPECTATION | YT.I.2.3.1.2. | Engage in more complex back and forth playful interactions with others e.g., hide n seek, finger-plays. ReadyRosie Choosing Clothes How can I make music part of our day? Itsy Bitsy Spider Motions Move to to the Music This or That |
| STANDARD / STRAND | VT.YT.I.3. | DEVELOPING SELF - Growing, Moving, and Being Healthy (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.I.3.1. | Motor Development and Coordination |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.I.3.1.1. | Children develop strength, coordination, and control of their large muscles. |
| GRADE LEVEL EXPECTATION | YT.I.3.1.1.1. | Move hands and legs together to push, pull, and climb (e.g., carry objects while walking, pull a toy on a string behind them, push a toy shopping cart, climb on the coffee table). ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| GRADE LEVEL EXPECTATION | YT.I.3.1.1.3. | Sustain balance during simple movements (e.g., walk independently, stand legs apart and swat to music). ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| STANDARD / STRAND | VT.YT.I.3. | DEVELOPING SELF - Growing, Moving, and Being Healthy (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.I.3.1. | Motor Development and Coordination |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.I.3.1.2. | Children develop strength, eye-hand coordination, and control of their small or fine motor muscles. |
| GRADE LEVEL EXPECTATION | YT.I.3.1.2.1. | Demonstrate control of hands and fingers (e.g., pick up a ball, hold a large crayon and make marks). ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| GRADE LEVEL EXPECTATION | YT.I.3.1.2.2. | Move fingers independent of other fingers (e.g., point to objects). ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| GRADE LEVEL EXPECTATION | YT.I.3.1.2.3. | Demonstrate eye-hand coordination (e.g., feed themselves finger foods, fill container with smaller objects). ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STANDARD / STRAND | VT.YT.I.3. | DEVELOPING SELF - Growing, Moving, and Being Healthy (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.I.3.2. | Health and Safety Practices |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.I.3.2.1. | Children develop healthy eating habits and knowledge of good nutrition. |
| GRADE LEVEL EXPECTATION | YT.I.3.2.1.1. | Try new foods. ReadyRosie Snack Time Speech |
| GRADE LEVEL EXPECTATION | YT.I.3.2.1.2. | Eat a variety of nutritious foods from all food groups. ReadyRosie Snack Time Speech |
| STANDARD / STRAND | VT.YT.I.3. | DEVELOPING SELF - Growing, Moving, and Being Healthy (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.I.3.2. | Health and Safety Practices |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.I.3.2.2. | Children develop personal health and self-care habits, and become increasingly independent. |
| GRADE LEVEL EXPECTATION | YT.I.3.2.2.2. | Use objects and follow routines that are comforting (e.g., pick out favorite book to be read before nap/bedtime). ReadyRosie How should I handle temper tantrums? |
| GRADE LEVEL EXPECTATION | YT.I.3.2.2.3. | Cooperate and may assist with care routines (mouth care, hand washing, dressing, bathing). ReadyRosie Brush, Baby, Brush |
| STANDARD / STRAND | VT.YT.I.3. | DEVELOPING SELF - Growing, Moving, and Being Healthy (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.I.3.2. | Health and Safety Practices |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.I.3.2.3. | Children develop the ability to identify unsafe situations, and use safe practices. |
| GRADE LEVEL EXPECTATION | YT.I.3.2.3.2. | Watch familiar adults for appropriate reactions to unfamiliar things or situations. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STANDARD / STRAND | VT.YT.II.1. | COMMUNICATION and EXPRESSION - Language Development (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.II.1.1. | Receptive Language (Listening) |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.II.1.1.1. | Young children attend to, comprehend, and respond to increasingly complex language. |
| GRADE LEVEL EXPECTATION | YT.II.1.1.1.1. | Respond to simple requests when accompanied by gestures. ReadyRosie Choosing Clothes Talk and Play |
| GRADE LEVEL EXPECTATION | YT.II.1.1.1.4. | Demonstrate receptive vocabulary of 50 or more words in home language. ReadyRosie How can I help my child learn new words? |
| STANDARD / STRAND | VT.YT.II.1. | COMMUNICATION and EXPRESSION - Language Development (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.II.1.2. | Expressive Language (Speaking) |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.II.1.2.1. | Young children use increasingly complex vocabulary and grammar to express their thoughts, feelings, and ideas. |
| GRADE LEVEL EXPECTATION | YT.II.1.2.1.1. | Combine gestures and words to communicate thoughts, feelings, needs (e.g., shake head ‘no’ with a vocal ‘no’). ReadyRosie Behavior is a form of communication Snack Time Speech |
| GRADE LEVEL EXPECTATION | YT.II.1.2.1.4. | Say at least 25 meaningful words (consistent and recognizable to caregivers). ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| STANDARD / STRAND | VT.YT.II.2. | COMMUNICATION and EXPRESSION - Literacy Development (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.II.2.1. | Foundational Reading Skills |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.II.2.1.1. | Children develop the foundational skills needed for engaging with print, reading and writing. |
| GRADE LEVEL EXPECTATION | Print Concepts | |
| EXPECTATION | YT.II.2.1.1.1. | Point to pictures in a book. ReadyRosie Look at the Book Reading Emotions |
| EXPECTATION | YT.II.2.1.1.2. | Turn pages. ReadyRosie Look at the Book |
| EXPECTATION | YT.II.2.1.1.3. | Notice environmental print. ReadyRosie Check the Mail |
| STANDARD / STRAND | VT.YT.II.2. | COMMUNICATION and EXPRESSION - Literacy Development (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.II.2.1. | Foundational Reading Skills |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.II.2.1.1. | Children develop the foundational skills needed for engaging with print, reading and writing. |
| GRADE LEVEL EXPECTATION | Phonological Awareness | |
| EXPECTATION | YT.II.2.1.1.4. | Listen to and participate in familiar songs, rhymes, and stories. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| STANDARD / STRAND | VT.YT.II.2. | COMMUNICATION and EXPRESSION - Literacy Development (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.II.2.2a. | Reading: Engagement with Literature and Informational Text (0-5) |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.II.2.2a.1. | Children develop “book language” and demonstrate comprehension. |
| GRADE LEVEL EXPECTATION | YT.II.2.2a.1.2. | Use “book babble” when holding a book to mimic sound of reading. ReadyRosie Reading Routines for Early Readers |
| GRADE LEVEL EXPECTATION | YT.II.2.2a.1.5. | Request adults to read a favorite book. ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| STANDARD / STRAND | VT.YT.II.2. | COMMUNICATION and EXPRESSION - Literacy Development (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.II.2.3. | Writing |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.II.2.3.1. | Children demonstrate the understanding that writing is a means for communication. With increasing fine motor skills and experiences with literacy, children begin to use writing conventions. (0-5) |
| GRADE LEVEL EXPECTATION | YT.II.2.3.1.2. | Use simple writing tools without adult assistance. ReadyRosie Color with Me |
| STANDARD / STRAND | VT.YT.II.3. | COMMUNICATION and EXPRESSION - Creative Arts and Expression (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.II.3.1. | Visual Arts |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.II.3.1.1. | Children create art using a variety of tools and art media to express their ideas, feelings, creativity, and develop appreciation of the art created by others. |
| GRADE LEVEL EXPECTATION | YT.II.3.1.1.4. | Respond to visual arts (e.g., pictures in books, paintings, photographs) and communicate preferences. ReadyRosie Look at the Book Reading Emotions |
| STANDARD / STRAND | VT.YT.II.3. | COMMUNICATION and EXPRESSION - Creative Arts and Expression (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.II.3.2. | Music |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.II.3.2.1. | Children engage in making and listening to music as a vehicle for expression and learning. |
| GRADE LEVEL EXPECTATION | YT.II.3.2.1.1. | Recognize and associate a particular song or sound with a particular meaning (e.g., clean-up song). ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| GRADE LEVEL EXPECTATION | YT.II.3.2.1.3. | Experiment with objects to change sound. ReadyRosie Dump and Pick Up |
| STANDARD / STRAND | VT.YT.II.3. | COMMUNICATION and EXPRESSION - Creative Arts and Expression (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.II.3.3. | Theatre (Dramatic Play) |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.II.3.3.1. | Children engage in dramatic play and theatre as a way to represent real-life experiences, communicate their ideas and feelings, learn, and use their imaginations. |
| GRADE LEVEL EXPECTATION | YT.II.3.3.1.1. | Engage in “pretending” by themselves (e.g., feeds herself bottle, places phone to ear and vocalizes). ReadyRosie Bear Bath Tea Party |
| GRADE LEVEL EXPECTATION | YT.II.3.3.1.2. | Role play familiar, every day events and routines (e.g., feed a doll, go shopping). ReadyRosie Bear Bath Tea Party |
| GRADE LEVEL EXPECTATION | YT.II.3.3.1.3. | Use hats, pocketbooks, clothes for dress-up and simple role playing. ReadyRosie Bear Bath |
| GRADE LEVEL EXPECTATION | YT.II.3.3.1.4. | Use object for intended purpose during play. ReadyRosie Bear Bath Tea Party |
| STANDARD / STRAND | VT.YT.II.3. | COMMUNICATION and EXPRESSION - Creative Arts and Expression (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.II.3.4. | Dance |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.II.3.4.1. | Children use movement to creatively express their ideas and feelings, and to learn. |
| GRADE LEVEL EXPECTATION | YT.II.3.4.1.1. | Make movements (e.g., stands with feet apart swaying) when music plays. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| GRADE LEVEL EXPECTATION | YT.II.3.4.1.2. | Clap when hear music or singing. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| GRADE LEVEL EXPECTATION | YT.II.3.4.1.3. | Dance to music in their own way (e.g., run around waving arms). ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| STANDARD / STRAND | VT.YT.III.1. | LEARNING ABOUT THE WORLD - Mathematics (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.III.1.1a. | Number Sense, quantity, and Counting: Number Sense and Quantity |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.III.1.1a.1. | Children count in sequence and by multiples, represent numerals, connect counting to cardinality, and compare quantities. |
| GRADE LEVEL EXPECTATION | YT.III.1.1a.1.3. | Participate in simple songs and activities that include numbers (e.g. Five Little Monkeys). ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| STANDARD / STRAND | VT.YT.III.1. | LEARNING ABOUT THE WORLD - Mathematics (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.III.1.2a. | Number Relationships and Operations: Number Relationships and Operations |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.III.1.2a.1. | Children increasingly use numbers to describe relationships and to solve mathematical problems. |
| GRADE LEVEL EXPECTATION | YT.III.1.2a.1.2. | Demonstrate early one-to-one correspondence (e.g., dropping objects one by one into a bucket). ReadyRosie Build to Four Counting Counts |
| STANDARD / STRAND | VT.YT.III.1. | LEARNING ABOUT THE WORLD - Mathematics (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.III.1.3a. | Measurement, Classification and Data: Measurement, Comparison, Classification, and Time |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.III.1.3a.1. | Children develop awareness of the differences of the objects and learn to sort, compare and classify objects by their attributes and properties. They also develop a rudimentary sense of time based mostly on common routines. |
| GRADE LEVEL EXPECTATION | YT.III.1.3a.1.1. | Demonstrate awareness of similarities and differences of objects. ReadyRosie Big and Little Color Toys Find a Match |
| GRADE LEVEL EXPECTATION | YT.III.1.3a.1.2. | Make simple comparisons between two objects when the differences are clear (e.g., select the big soccer ball and not the small tennis ball). ReadyRosie Big and Little Color Toys Find a Match |
| GRADE LEVEL EXPECTATION | YT.III.1.3a.1.3. | Identify difference between objects based on one variable (i.e. size or quantity). ReadyRosie Big and Little Color Toys Find a Match |
| GRADE LEVEL EXPECTATION | YT.III.1.3a.1.5. | Experiment with object relationships (e.g. what fits in openings to containers or tubes?). ReadyRosie Big and Little Color Toys Find a Match |
| STANDARD / STRAND | VT.YT.III.1. | LEARNING ABOUT THE WORLD - Mathematics (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.III.1.4a. | Geometry and Spatial Reasoning: Geometry and Spatial Sense |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.III.1.4a.1. | Children increasingly recognize two- and three-dimensional objects and use spatial reasoning. |
| GRADE LEVEL EXPECTATION | YT.III.1.4a.1.1. | Experiment with body’s relationship to objects (e.g. move body to see the front of doll). ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Tea Party Walk the Line |
| GRADE LEVEL EXPECTATION | YT.III.1.4a.1.2. | Manipulate objects of different sizes and shapes and how they fit together (e.g., nesting cups, or any object perceived to fit in container or tube). ReadyRosie Big and Little Color Toys Find a Match |
| GRADE LEVEL EXPECTATION | YT.III.1.4a.1.3. | Explore space with entire body (e.g., crawl under table, climb into a box). ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| STANDARD / STRAND | VT.YT.III.2. | LEARNING ABOUT THE WORLD - Science (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.III.2.1. | Physical Sciences |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.III.2.1.1. | Children construct concepts of the properties of matter, sound, motion and energy through exploration and investigations. |
| GRADE LEVEL EXPECTATION | YT.III.2.1.1.1. | Repeat actions and observe results. ReadyRosie Dump and Pick Up |
| GRADE LEVEL EXPECTATION | YT.III.2.1.1.2. | Demonstrate ability to push and pull objects. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| GRADE LEVEL EXPECTATION | YT.III.2.1.1.3. | Act upon objects to make them move in different ways. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STANDARD / STRAND | VT.YT.III.2. | LEARNING ABOUT THE WORLD - Science (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.III.2.4. | Engineering Design |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.III.2.4.1. | Children design, experiment, construct, alter, and problem solve to modify the natural world and meet their needs and wants. |
| GRADE LEVEL EXPECTATION | YT.III.2.4.1.1. | Coordinate body movement for purposeful actions. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| GRADE LEVEL EXPECTATION | YT.III.2.4.1.2. | Act on objects in different ways to make them move, ex. pushing vs kicking ball. ReadyRosie Baby Basketball Kick With Me |
| GRADE LEVEL EXPECTATION | YT.III.2.4.1.7. | Experiment with materials (ex. crayons, markers, play dough). ReadyRosie Color with Me |
| STANDARD / STRAND | VT.YT.III.3. | LEARNING ABOUT THE WORLD - Social Studies (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.III.3.1. | Inquiry |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.III.3.1.1. | Children make sense of the world around them by actively gathering and interpreting information. |
| GRADE LEVEL EXPECTATION | YT.III.3.1.1.1. | Use senses to investigate immediate surroundings. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| STANDARD / STRAND | VT.YT.III.3. | LEARNING ABOUT THE WORLD - Social Studies (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.III.3.2. | Family and Community; Civics, Government & Society |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.III.3.2.1. | Children identify themselves initially as belonging to a family, a group and a community; eventually they develop awareness of themselves as members of increasingly wider circles of society and learn the skills needed to be a contributing member of society. |
| GRADE LEVEL EXPECTATION | YT.III.3.2.1.2. | Observe and imitate routine actions of family members and others whom child feels comfortable with. ReadyRosie Bear Bath Tea Party |
| GRADE LEVEL EXPECTATION | YT.III.3.2.1.3. | Show comfort of being in familiar settings, routines. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| STANDARD / STRAND | VT.YT.III.3. | LEARNING ABOUT THE WORLD - Social Studies (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.III.3.4. | History |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.III.3.4.1. | Children develop concepts about the passage of time, how the past has been interpreted, and the ability to connect the past with the present. |
| GRADE LEVEL EXPECTATION | YT.III.3.4.1.2. | Participate in imitative play of simple actions observed in the recent past (e.g., feeding doll). ReadyRosie Bear Bath Tea Party |
| STANDARD / STRAND | VT.YT.III.3. | LEARNING ABOUT THE WORLD - Social Studies (Young Toddlers - By 18 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | YT.III.3.5. | Economics |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | YT.III.3.5.1. | Children describe how people interact economically and the occupations that people do to support themselves and society. They also learn about the economic interdependent relationships among people in our society. |
| GRADE LEVEL EXPECTATION | YT.III.3.5.1.1. | Use concept of “more” (e.g., sign, verbalizes or indicates “more”). ReadyRosie Build to Four Counting Counts Dump and Pick Up Little Hands, Big Plans Snack Time Speech |
| Vermont Framework of Standards and Learning |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2015 |
| STANDARD / STRAND | VT.OT.I.1. | DEVELOPING SELF - Approaches to Learning (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.I.1.1. | Play and Exploration |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.I.1.1.1. | Children engage in play to understand the world around them. |
| GRADE LEVEL EXPECTATION | OT.I.1.1.1.1. | Engage in constructive play (e.g., use blocks to build a tower). ReadyRosie Tips for helping your child love reading Torn Paper Art |
| GRADE LEVEL EXPECTATION | OT.I.1.1.1.2. | Engage in representational play (e.g., use a gourd as a hammer or a block as a phone). ReadyRosie Tips for helping your child love reading |
| GRADE LEVEL EXPECTATION | OT.I.1.1.1.3. | Experiment with the outdoor environment (e.g., climb on rocks, roll down hills). ReadyRosie Bear Hunt |
| GRADE LEVEL EXPECTATION | OT.I.1.1.1.4. | Build friendships through play. ReadyRosie Catch! Ring Around the Rosie |
| STANDARD / STRAND | VT.OT.I.1. | DEVELOPING SELF - Approaches to Learning (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.I.1.2. | Initiative |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.I.1.2.1. | Children show curiosity about the world around them, and take action to interact with it and learn. |
| GRADE LEVEL EXPECTATION | OT.I.1.2.1.1. | Watch others and imitate or participate. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| GRADE LEVEL EXPECTATION | OT.I.1.2.1.2. | Apply knowledge in new situations. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| GRADE LEVEL EXPECTATION | OT.I.1.2.1.3. | Ask questions to get new information. ReadyRosie Nature Walk and Talk What Do We Do? |
| GRADE LEVEL EXPECTATION | OT.I.1.2.1.4. | Initiate play with one peer. ReadyRosie Catch! Ring Around the Rosie |
| STANDARD / STRAND | VT.OT.I.1. | DEVELOPING SELF - Approaches to Learning (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.I.1.3. | Problem Solving |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.I.1.3.1. | Children display an interest in novel situations, and demonstrate flexibility, creativity and innovation in solving challenging tasks. |
| GRADE LEVEL EXPECTATION | OT.I.1.3.1.1. | Ask questions to gain information. ReadyRosie Nature Walk and Talk What Do We Do? |
| GRADE LEVEL EXPECTATION | OT.I.1.3.1.3. | Demonstrate a willingness to try new activities and experiences. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| GRADE LEVEL EXPECTATION | OT.I.1.3.1.5. | Use simple problem-solving skills to figure out solutions to everyday problems. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| STANDARD / STRAND | VT.OT.I.2. | DEVELOPING SELF - Social and Emotional Learning and Development (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.I.2.1. | Emotion and Self-Regulation |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.I.2.1.1. | Children express a range of emotions, and regulate their emotional and social responses. |
| GRADE LEVEL EXPECTATION | OT.I.2.1.1.3. | Use simple strategies to cope with own emotions e.g., appropriate gestures, actions and words. ReadyRosie How should I handle temper tantrums? |
| GRADE LEVEL EXPECTATION | OT.I.2.1.1.4. | Engage self in pretend play for short periods of time. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| GRADE LEVEL EXPECTATION | OT.I.2.1.1.5. | Participate in activities and experiences with people, objects or materials that require attention and common focus. ReadyRosie How can I make music part of our day? |
| GRADE LEVEL EXPECTATION | OT.I.2.1.1.6. | Show increased ability to stay engaged when working toward a goal or solving a problem. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| GRADE LEVEL EXPECTATION | OT.I.2.1.1.7. | Persist in attempts with different strategies until successful. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STANDARD / STRAND | VT.OT.I.2. | DEVELOPING SELF - Social and Emotional Learning and Development (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.I.2.2. | Self-Awareness |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.I.2.2.1. | Children demonstrate awareness of their personal characteristics, skills, and abilities. |
| GRADE LEVEL EXPECTATION | OT.I.2.2.1.1. | Demonstrate behaviors that reflect self-concept e.g., practices building block tower. ReadyRosie Tips for helping your child love reading Torn Paper Art |
| GRADE LEVEL EXPECTATION | OT.I.2.2.1.4. | Show understanding of some emotional expressions of others by labeling the emotions, asking questions, or responding in appropriate non-verbal ways. ReadyRosie Nature Walk and Talk What Do We Do? |
| STANDARD / STRAND | VT.OT.I.2. | DEVELOPING SELF - Social and Emotional Learning and Development (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.I.2.3. | Relationships with Adults and Peers |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.I.2.3.1. | Children develop healthy positive relationships with adults and peers. |
| GRADE LEVEL EXPECTATION | OT.I.2.3.1.1. | Develop trust and interacts comfortably with familiar adults. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| GRADE LEVEL EXPECTATION | OT.I.2.3.1.4. | Begin to imitate roles and relationship through play e.g., feeding baby doll, driving daddy’s car, dancing like a ballerina. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| GRADE LEVEL EXPECTATION | OT.I.2.3.1.6. | Use words in interaction with adults e.g., “I’ll be the mommy you be the baby” ReadyRosie How can I make music part of our day? |
| STANDARD / STRAND | VT.OT.I.3. | DEVELOPING SELF - Growing, Moving, and Being Healthy (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.I.3.1. | Motor Development and Coordination |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.I.3.1.1. | Children develop strength, coordination, and control of their large muscles. |
| GRADE LEVEL EXPECTATION | OT.I.3.1.1.1. | Walk and run with increasing skill demonstrating the ability to change speeds and direction. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| GRADE LEVEL EXPECTATION | OT.I.3.1.1.2. | Coordinate moving arms and legs to complete a task (e.g., catch a large ball against body, climb on play equipment, kick a stationary ball). ReadyRosie Bear Hunt Catch! Get Moving Ring Around the Rosie Stop and Go |
| GRADE LEVEL EXPECTATION | OT.I.3.1.1.3. | Sustain balance during simple movements (e.g., jump off low step landing with both feet; walk up and down stairs one at a time with both feet; walk backwards). ReadyRosie Bear Hunt Get Moving |
| STANDARD / STRAND | VT.OT.I.3. | DEVELOPING SELF - Growing, Moving, and Being Healthy (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.I.3.1. | Motor Development and Coordination |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.I.3.1.2. | Children develop strength, eye-hand coordination, and control of their small or fine motor muscles. |
| GRADE LEVEL EXPECTATION | OT.I.3.1.2.2. | Coordinate use of hands and fingers to accomplish more complex actions (e.g., put together knob puzzles, turn pages of a book). ReadyRosie Drum Patterns Nesting Bowls Torn Paper Art Toy Car Wash |
| GRADE LEVEL EXPECTATION | OT.I.3.1.2.3. | Perform simple fine motor skills (e.g., use play dough, string large beads). ReadyRosie Drum Patterns Playdough Lengths Torn Paper Art Toy Car Wash |
| GRADE LEVEL EXPECTATION | OT.I.3.1.2.4. | Use tools that require finger and hand coordination (e.g., string large beads). ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| STANDARD / STRAND | VT.OT.I.3. | DEVELOPING SELF - Growing, Moving, and Being Healthy (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.I.3.2. | Health and Safety Practices |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.I.3.2.1. | Children develop healthy eating habits and knowledge of good nutrition. |
| GRADE LEVEL EXPECTATION | OT.I.3.2.1.1. | Try new foods. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| GRADE LEVEL EXPECTATION | OT.I.3.2.1.2. | Show interest in and communicate about food, textures, tastes (e.g., crunchy, warm, sweet). ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| STANDARD / STRAND | VT.OT.I.3. | DEVELOPING SELF - Growing, Moving, and Being Healthy (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.I.3.2. | Health and Safety Practices |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.I.3.2.2. | Children develop personal health and self-care habits, and become increasingly independent. |
| GRADE LEVEL EXPECTATION | OT.I.3.2.2.2. | Communicate to request things they need (e.g., food when hungry, drink when thirsty). ReadyRosie Behavior is a form of communication Tempted to Talk |
| GRADE LEVEL EXPECTATION | OT.I.3.2.2.3. | Show some independence in personal care routines. ReadyRosie I Can Do It All By Myself |
| GRADE LEVEL EXPECTATION | OT.I.3.2.2.4. | Initiate and complete some personal health routines and self-care needs with assistance (e.g., wash hands, brush teeth, dress/undress). ReadyRosie T-Shirt Talk |
| GRADE LEVEL EXPECTATION | OT.I.3.2.2.5. | Use personal care objects (e.g., face cloth, brush) with assistance. ReadyRosie I Can Do It All By Myself |
| GRADE LEVEL EXPECTATION | OT.I.3.2.2.7. | Communicate with caregiver when not feeling well. ReadyRosie Behavior is a form of communication Tempted to Talk |
| STANDARD / STRAND | VT.OT.I.3. | DEVELOPING SELF - Growing, Moving, and Being Healthy (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.I.3.2. | Health and Safety Practices |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.I.3.2.3. | Children develop the ability to identify unsafe situations, and use safe practices. |
| GRADE LEVEL EXPECTATION | OT.I.3.2.3.1. | Respond appropriately to redirection by adults in order to avoid unsafe situations (e.g., stop before crossing street). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| GRADE LEVEL EXPECTATION | OT.I.3.2.3.3. | Increase self-control over impulses (e.g., wait for adult to cross street and not run into street). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| GRADE LEVEL EXPECTATION | OT.I.3.2.3.4. | Seek an adult’s help when in an unsafe or dangerous situation. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STANDARD / STRAND | VT.OT.II.1. | COMMUNICATION and EXPRESSION - Language Development (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.II.1.1. | Receptive Language (Listening) |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.II.1.1.1. | Young children attend to, comprehend, and respond to increasingly complex language. |
| GRADE LEVEL EXPECTATION | OT.II.1.1.1.3. | Listen to familiar stories and show comprehension by reacting to them. ReadyRosie Why should we tell family stories? |
| GRADE LEVEL EXPECTATION | OT.II.1.1.1.4. | Respond to action words by doing the action. ReadyRosie Banana Phonana |
| STANDARD / STRAND | VT.OT.II.1. | COMMUNICATION and EXPRESSION - Language Development (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.II.1.2. | Expressive Language (Speaking) |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.II.1.2.1. | Young children use increasingly complex vocabulary and grammar to express their thoughts, feelings, and ideas. |
| GRADE LEVEL EXPECTATION | OT.II.1.2.1.1. | Speak in 2-5 word sentences (e.g., I go home). ReadyRosie Stuck on You Tell Me About It! Tempted to Talk |
| GRADE LEVEL EXPECTATION | OT.II.1.2.1.4. | Use negatives and add descriptive words when speaking. ReadyRosie Book Walk Stuck on You |
| GRADE LEVEL EXPECTATION | OT.II.1.2.1.5. | Say 50 or more words in home language. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| GRADE LEVEL EXPECTATION | OT.II.1.2.1.6. | Ask simple questions. ReadyRosie Nature Walk and Talk What Do We Do? |
| GRADE LEVEL EXPECTATION | OT.II.1.2.1.8. | Respond to questions. ReadyRosie T-Shirt Talk Why should we tell family stories? |
| STANDARD / STRAND | VT.OT.II.1. | COMMUNICATION and EXPRESSION - Language Development (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.II.1.4. | Social Rules of Language |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.II.1.4.1. | Young children initiate and maintain conversations with others while developing knowledge and use of the social rules of language. |
| GRADE LEVEL EXPECTATION | OT.II.1.4.1.1. | Ask “why” questions to gain information. ReadyRosie Nature Walk and Talk What Do We Do? |
| GRADE LEVEL EXPECTATION | OT.II.1.4.1.2. | Use pauses and simple prompts to maintain a conversation. ReadyRosie Stuck on You Tell Me About It! |
| STANDARD / STRAND | VT.OT.II.2. | COMMUNICATION and EXPRESSION - Literacy Development (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.II.2.1. | Foundational Reading Skills |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.II.2.1.1. | Children develop the foundational skills needed for engaging with print, reading and writing. |
| GRADE LEVEL EXPECTATION | Print Concepts | |
| EXPECTATION | OT.II.2.1.1.1. | Demonstrate that print represents words (e.g., pretend to read text) ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| STANDARD / STRAND | VT.OT.II.2. | COMMUNICATION and EXPRESSION - Literacy Development (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.II.2.1. | Foundational Reading Skills |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.II.2.1.1. | Children develop the foundational skills needed for engaging with print, reading and writing. |
| GRADE LEVEL EXPECTATION | Fluency | |
| EXPECTATION | OT.II.2.1.1.7. | Pretend to read a familiar book. ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| EXPECTATION | OT.II.2.1.1.8. | With modeling and assistance, use pictures to “read” text. ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| STANDARD / STRAND | VT.OT.II.2. | COMMUNICATION and EXPRESSION - Literacy Development (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.II.2.2a. | Reading: Engagement with Literature and Informational Text (0-5) |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.II.2.2a.1. | Children develop “book language” and demonstrate comprehension. |
| GRADE LEVEL EXPECTATION | OT.II.2.2a.1.2. | Request adults to read a book. ReadyRosie Why should we tell family stories? |
| GRADE LEVEL EXPECTATION | OT.II.2.2a.1.3. | Answer simple questions about the story with modeling and assistance. ReadyRosie Reading Routines for Early Readers Tips for helping your child love reading |
| GRADE LEVEL EXPECTATION | OT.II.2.2a.1.4. | Actively participate in shared reading experiences by asking questions and making comments. ReadyRosie Tips for helping your child love reading |
| GRADE LEVEL EXPECTATION | OT.II.2.2a.1.5. | Retell some events in a familiar story with modeling and assistance. ReadyRosie Family Movie Night Tips for helping your child love reading Tips for storytelling: Using gestures |
| STANDARD / STRAND | VT.OT.II.2. | COMMUNICATION and EXPRESSION - Literacy Development (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.II.2.3. | Writing |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.II.2.3.1. | Children demonstrate the understanding that writing is a means for communication. With increasing fine motor skills and experiences with literacy, children begin to use writing conventions. (0-5) |
| GRADE LEVEL EXPECTATION | OT.II.2.3.1.1. | Scribbles with more control and sometimes purpose. ReadyRosie Copy Me Paint your Name Secret Message |
| GRADE LEVEL EXPECTATION | OT.II.2.3.1.2. | Tell others what the scribbles or drawings represent. ReadyRosie Copy Me Paint your Name Recycled Play Secret Message |
| GRADE LEVEL EXPECTATION | OT.II.2.3.1.3. | Use dictating, scribbles, or drawings to communicate a message. ReadyRosie Copy Me Paint your Name Recycled Play Secret Message |
| GRADE LEVEL EXPECTATION | OT.II.2.3.1.4. | Use a variety of writing tools. ReadyRosie Copy Me Secret Message |
| STANDARD / STRAND | VT.OT.II.3. | COMMUNICATION and EXPRESSION - Creative Arts and Expression (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.II.3.1. | Visual Arts |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.II.3.1.1. | Children create art using a variety of tools and art media to express their ideas, feelings, creativity, and develop appreciation of the art created by others. |
| GRADE LEVEL EXPECTATION | OT.II.3.1.1.1. | Create 2D and 3D art by experimenting with a variety of art materials (e.g., paint, clay). ReadyRosie Tips for helping your child love reading Torn Paper Art |
| GRADE LEVEL EXPECTATION | OT.II.3.1.1.2. | Create representations of real objects in child-initiated art work (e.g., labels scribbles and shapes “mom”). ReadyRosie Copy Me Paint your Name Secret Message |
| GRADE LEVEL EXPECTATION | OT.II.3.1.1.3. | Demonstrate preference for favorite colors. ReadyRosie Toy Sort |
| STANDARD / STRAND | VT.OT.II.3. | COMMUNICATION and EXPRESSION - Creative Arts and Expression (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.II.3.2. | Music |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.II.3.2.1. | Children engage in making and listening to music as a vehicle for expression and learning. |
| GRADE LEVEL EXPECTATION | OT.II.3.2.1.3. | Sing and clap during individual or group activities. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| GRADE LEVEL EXPECTATION | OT.II.3.2.1.5. | Make up simple and often nonsense songs. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| STANDARD / STRAND | VT.OT.II.3. | COMMUNICATION and EXPRESSION - Creative Arts and Expression (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.II.3.3. | Theatre (Dramatic Play) |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.II.3.3.1. | Children engage in dramatic play and theatre as a way to represent real-life experiences, communicate their ideas and feelings, learn, and use their imaginations. |
| GRADE LEVEL EXPECTATION | OT.II.3.3.1.1. | Participate in pretend play with other children. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| GRADE LEVEL EXPECTATION | OT.II.3.3.1.2. | Recreate familiar everyday scenes and routines using props and costumes. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| GRADE LEVEL EXPECTATION | OT.II.3.3.1.3. | Pretend to be a person or an animal through movement, language, and/or sounds. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| GRADE LEVEL EXPECTATION | OT.II.3.3.1.4. | Use random objects to represent other objects during play (e.g., block becomes a cell phone). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| GRADE LEVEL EXPECTATION | OT.II.3.3.1.5. | Link together a sequence of pretend play behaviors (e.g., put on hat, grab bag to go shopping). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| GRADE LEVEL EXPECTATION | OT.II.3.3.1.6. | Use pretend play to depict real-life experiences. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STANDARD / STRAND | VT.OT.II.3. | COMMUNICATION and EXPRESSION - Creative Arts and Expression (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.II.3.4. | Dance |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.II.3.4.1. | Children use movement to creatively express their ideas and feelings, and to learn. |
| GRADE LEVEL EXPECTATION | OT.II.3.4.1.1. | Make up simple dances or patterns of movement. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| GRADE LEVEL EXPECTATION | OT.II.3.4.1.2. | Express excitement during movement and dance. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| GRADE LEVEL EXPECTATION | OT.II.3.4.1.3. | Respond to music with increasingly coordinated movements (e.g., moves to the tempo of the music). ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| GRADE LEVEL EXPECTATION | OT.II.3.4.1.4. | Follows simple movements to songs. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| STANDARD / STRAND | VT.OT.III.1. | LEARNING ABOUT THE WORLD - Mathematics (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.III.1.1a. | Number Sense, quantity, and Counting: Number Sense and Quantity |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.III.1.1a.1. | Children count in sequence and by multiples, represent numerals, connect counting to cardinality, and compare quantities. |
| GRADE LEVEL EXPECTATION | OT.III.1.1a.1.1. | Recite numbers to 5 in sequence with few errors. ReadyRosie Blast Off Counting Collection Get Moving Snack Count |
| GRADE LEVEL EXPECTATION | OT.III.1.1a.1.2. | Count up to 5 objects using one number for each object with assistance and support. ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| STANDARD / STRAND | VT.OT.III.1. | LEARNING ABOUT THE WORLD - Mathematics (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.III.1.2a. | Number Relationships and Operations: Number Relationships and Operations |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.III.1.2a.1. | Children increasingly use numbers to describe relationships and to solve mathematical problems. |
| GRADE LEVEL EXPECTATION | OT.III.1.2a.1.1. | Use mathematical thinking in daily situations (e.g., hold up 2 fingers when asked how old, ask for and take 2 cookies). ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| GRADE LEVEL EXPECTATION | OT.III.1.2a.1.2. | Add more objects to a group to make a bigger set (e.g., add more model cars to a pile to have more cars). ReadyRosie Drum Patterns |
| STANDARD / STRAND | VT.OT.III.1. | LEARNING ABOUT THE WORLD - Mathematics (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.III.1.3a. | Measurement, Classification and Data: Measurement, Comparison, Classification, and Time |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.III.1.3a.1. | Children develop awareness of the differences of the objects and learn to sort, compare and classify objects by their attributes and properties. They also develop a rudimentary sense of time based mostly on common routines. |
| GRADE LEVEL EXPECTATION | OT.III.1.3a.1.1. | Sort objects by one attribute (e.g., color). ReadyRosie Nature Walk and Talk Toy Sort |
| GRADE LEVEL EXPECTATION | OT.III.1.3a.1.3. | Compare and order a small set of objects. ReadyRosie Nature Walk and Talk Toy Sort |
| GRADE LEVEL EXPECTATION | OT.III.1.3a.1.4. | Identify daily routines and what comes next. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STANDARD / STRAND | VT.OT.III.1. | LEARNING ABOUT THE WORLD - Mathematics (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.III.1.4a. | Geometry and Spatial Reasoning: Geometry and Spatial Sense |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.III.1.4a.1. | Children increasingly recognize two- and three-dimensional objects and use spatial reasoning. |
| GRADE LEVEL EXPECTATION | OT.III.1.4a.1.6. | Complete 9-12 piece non-connecting puzzles by matching pictures or shapes. ReadyRosie Nesting Bowls |
| STANDARD / STRAND | VT.OT.III.2. | LEARNING ABOUT THE WORLD - Science (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.III.2.1. | Physical Sciences |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.III.2.1.1. | Children construct concepts of the properties of matter, sound, motion and energy through exploration and investigations. |
| GRADE LEVEL EXPECTATION | OT.III.2.1.1.1. | Use objects in more than one way (e.g., use a bucket as a stool). ReadyRosie Tips for helping your child love reading |
| GRADE LEVEL EXPECTATION | OT.III.2.1.1.3. | Use basic words to describe speed of motion (e.g., “My car go fast.”). ReadyRosie Stuck on You Tell Me About It! Tempted to Talk |
| STANDARD / STRAND | VT.OT.III.3. | LEARNING ABOUT THE WORLD - Social Studies (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.III.3.2. | Family and Community; Civics, Government & Society |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.III.3.2.1. | Children identify themselves initially as belonging to a family, a group and a community; eventually they develop awareness of themselves as members of increasingly wider circles of society and learn the skills needed to be a contributing member of society. |
| GRADE LEVEL EXPECTATION | OT.III.3.2.1.1. | Demonstrate ability to point out and name family members and caregivers. ReadyRosie Tips for storytelling: Story ideas |
| GRADE LEVEL EXPECTATION | OT.III.3.2.1.2. | Respond accurately when asked for first and last name. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| GRADE LEVEL EXPECTATION | OT.III.3.2.1.4. | Follow simple rules at home or in the classroom. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| GRADE LEVEL EXPECTATION | OT.III.3.2.1.5. | Use play to communicate what they know about their community (e.g., pretend to go to a restaurant). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STANDARD / STRAND | VT.OT.III.3. | LEARNING ABOUT THE WORLD - Social Studies (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.III.3.3. | Physical & Cultural Geography |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.III.3.3.1. | Children construct concepts about the physical characteristics and locations of familiar to more distant places, and the impacts of people on the environment. They also construct concepts about their own cultural identity and learn to appreciate others’ cultures. |
| GRADE LEVEL EXPECTATION | OT.III.3.3.1.3. | Identify similarities and differences between self and others. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| STANDARD / STRAND | VT.OT.III.3. | LEARNING ABOUT THE WORLD - Social Studies (Older Toddlers - By 36 months) |
| ESSENTIAL KNOWLEDGE AND SKILL / STANDARD | OT.III.3.4. | History |
| GRADE LEVEL EXPECTATION / KNOWLEDGE AND SKILL | OT.III.3.4.1. | Children develop concepts about the passage of time, how the past has been interpreted, and the ability to connect the past with the present. |
| GRADE LEVEL EXPECTATION | OT.III.3.4.1.1. | Demonstrate through imitative play events observed in the past (e.g., going shopping). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| GRADE LEVEL EXPECTATION | OT.III.3.4.1.2. | Follow routines with simple sequence of events practiced in the past (e.g., wash hands before snack). ReadyRosie How do I get my child to______? How should I handle temper tantrums? |