Washington State K–12 Learning Standards and Guidelines (Infant)
| Main Criteria: Washington State K–12 Learning Standards and Guidelines | ||
| 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 | ||
| Washington State K–12 Learning Standards and Guidelines |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2012 |
| EALR | WA.1.YI. | About me and my family and culture (Young Infants Birth to 11 Months) |
| BIG IDEA / CORE CONTENT | 1.YI.1. | Family and culture |
| CORE CONTENT / CONTENT STANDARD | Young Infants develop trusting relationships with familiar adults. Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.YI.1.1. | Show preference for primary 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 |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.YI.1.2. | Smile at, make sounds, and move body to interact with caregivers. Smile, wave or laugh to respond to friendly adults. 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? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.YI.1.3. | Respond to caregiver’s face, words and touch. 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? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.YI.1.4. | Cry to express or relieve self of a variety of feelings; cry may increase when caregiver listens and responds to child’s need. 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 |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.YI.1.5. | Feel safe releasing feelings (such as by crying, trembling, etc.) in the presence of a familiar adult. 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 |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.YI.1.6. | Cry when caregiver is not in sight or cling to caregiver when strangers are nearby. 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 |
| EALR | WA.1.YI. | About me and my family and culture (Young Infants Birth to 11 Months) |
| BIG IDEA / CORE CONTENT | 1.YI.2. | Self-concept |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.YI.2.1. | Respond with movement and/or sounds when someone speaks the child’s name. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.YI.2.2. | Explore own toes and fingers. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.YI.2.3. | Repeat an action to get more effect (such as wriggling in the crib to shake a mobile hanging above, smiling and cooing to get the caregiver to smile back). ReadyRosie Bath Time Fun Kicking Paper |
| EALR | WA.1.YI. | About me and my family and culture (Young Infants Birth to 11 Months) |
| BIG IDEA / CORE CONTENT | 1.YI.3. | Self-management |
| CORE CONTENT / CONTENT STANDARD | Young Infants efficiently release tension through babbling, crying, trembling, yawning and laughing. Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.YI.3.1. | Cry, make sounds and move body to let caregiver know of the need for help, attention or comfort. 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 |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.YI.3.2. | Respond by relaxing or crying harder when adult pays attention. Grow more confident when encouraged to release feelings. ReadyRosie That's My Name |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.YI.3.3. | Use sounds, facial expressions, and body movements to connect with others and with objects in the environment. ReadyRosie Bath Time Fun Snuggle Close Two on Me and You |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.YI.3.4. | Hold caregiver’s attention by babbling, looking at face, etc. ReadyRosie That's My Name |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.YI.3.5. | Look away at times to control the timing of the interaction. 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? |
| EALR | WA.1.YI. | About me and my family and culture (Young Infants Birth to 11 Months) |
| BIG IDEA / CORE CONTENT | 1.YI.3. | Self-management |
| CORE CONTENT / CONTENT STANDARD | Young Infants begin to calm their own feelings. Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.YI.3.6. | Use adult to reassure self by cuddling, grasping adult’s finger, etc. 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 |
| EALR | WA.1.YI. | About me and my family and culture (Young Infants Birth to 11 Months) |
| BIG IDEA / CORE CONTENT | 1.YI.3. | Self-management |
| CORE CONTENT / CONTENT STANDARD | Young Infants use a trusted adult as a secure base from which to explore. Children may... | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.YI.3.8. | Move away from adult by rolling, scooting, etc.; look back at adult. ReadyRosie Roll Over |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.YI.3.9. | Look for caregiver’s response in uncertain situations or when trying something new. ReadyRosie How can I get my child to listen to me? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.YI.3.10. | Wait briefly to touch or eat something in response to caregiver’s direction. ReadyRosie How can I get my child to listen to me? |
| EALR | WA.1.YI. | About me and my family and culture (Young Infants Birth to 11 Months) |
| BIG IDEA / CORE CONTENT | 1.YI.3. | Self-management |
| CORE CONTENT / CONTENT STANDARD | Young Infants begin to notice routines. Children may... | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.YI.3.11. | Participate in repeated routines, such as lifting arms toward caregiver to be picked up. 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? |
| EALR | WA.1.YI. | About me and my family and culture (Young Infants Birth to 11 Months) |
| BIG IDEA / CORE CONTENT | 1.YI.4. | Learning about learning |
| CORE CONTENT / CONTENT STANDARD | Young Infants observe and explore their surroundings. Children may... | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.YI.4.1. | Explore own body (such as reaching for toes); explore the face and body of caregivers (such as touching ears, hair, hands). ReadyRosie Bath Time Fun Do You See Me? Kicking Paper Piggy Toes Roll Over Strong Legs Table Taps Touch and Taste |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.YI.4.4. | Use all senses to explore. ReadyRosie Bath Time Fun Two on Me and You |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.YI.4.6. | Start interactions with familiar adults and children (such as by smiling or making sounds). 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? |
| EALR | WA.2.YI. | Building relationships (Young Infants Birth to 11 Months) |
| BIG IDEA / CORE CONTENT | 2.YI.1. | Interactions with adults |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.YI.1.1. | Smile at adults. ReadyRosie That's My Name |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.YI.1.2. | Respond to contact with adults, and later, initiate, by using vocalization, facial expressions and body movement. 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? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.YI.1.3. | Enjoy playing with adults (shown by happy gestures, smiles, gurgles, etc.). 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? |
| EALR | WA.2.YI. | Building relationships (Young Infants Birth to 11 Months) |
| BIG IDEA / CORE CONTENT | 2.YI.2. | Interactions with children |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.YI.2.1. | Smile at other children. ReadyRosie Do You See Me? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.YI.2.2. | Initiate contact with other children with vocalizations, facial expressions and body movements. ReadyRosie Snuggle Close |
| EALR | WA.2.YI. | Building relationships (Young Infants Birth to 11 Months) |
| BIG IDEA / CORE CONTENT | 2.YI.3. | Social behavior |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.YI.3.1. | Notice others’ physical characteristics (such as by patting a sibling’s hair). ReadyRosie Do You See Me? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.YI.3.2. | Notice emotional expressions of adults and other children. Imitate facial expressions. ReadyRosie Snuggle Close |
| EALR | WA.3.YI. | Touching, seeing, hearing and moving around (Young Infants Birth to 11 Months) |
| BIG IDEA / CORE CONTENT | 3.YI.1. | Using the large muscles (gross motor skills) |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.YI.1.3. | When lying on back, bend at hips to lift feet, reach with hands and arms, move head side to side; begin to notice own hands. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.YI.1.4. | Roll from back to side, back to front and front to back with increasing control. ReadyRosie Roll Over |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.YI.1.5. | Move to explore (roll, crawl, scoot, creep). ReadyRosie Roll Over |
| EALR | WA.3.YI. | Touching, seeing, hearing and moving around (Young Infants Birth to 11 Months) |
| BIG IDEA / CORE CONTENT | 3.YI.2. | Using the small muscles (fi ne motor skills) |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.YI.2.2. | Play with own hands by touching them together. ReadyRosie Grasp and Grab Touch and Taste |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.YI.2.5. | Reach, grasp and release objects. ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| EALR | WA.3.YI. | Touching, seeing, hearing and moving around (Young Infants Birth to 11 Months) |
| BIG IDEA / CORE CONTENT | 3.YI.3. | Using the senses (sensorimotor skills) |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.YI.3.1. | Turn toward sound and touch. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.YI.3.4. | Explore things nearby with mouth and hands. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.YI.3.5. | Actively play, exploring and interacting with what’s nearby. ReadyRosie Bath Time Fun Two on Me and You |
| EALR | WA.4.YI. | Growing up healthy (Young Infants Birth to 11 Months) |
| BIG IDEA / CORE CONTENT | 4.YI.2. | Nutrition and health |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 4.YI.2.1. | Suck and swallow. ReadyRosie Lunchtime Language |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 4.YI.2.2. | Connect breast or bottle with getting fed. ReadyRosie Lunchtime Language |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 4.YI.2.3. | Help caregiver hold the bottle. ReadyRosie Lunchtime Language |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 4.YI.2.4. | Chew and bite; eat finger foods. ReadyRosie Lunchtime Language |
| EALR | WA.4.YI. | Growing up healthy (Young Infants Birth to 11 Months) |
| BIG IDEA / CORE CONTENT | 4.YI.3. | Safety |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 4.YI.3.1. | Prefer caregiver over a stranger. 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 |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 4.YI.3.2. | Stop/wait when caregiver says “no” or gives a nonverbal cue for alarm/danger. ReadyRosie How can I get my child to listen to me? |
| EALR | WA.5.YI. | Communicating (literacy) (Young Infants Birth to 11 Months) |
| BIG IDEA / CORE CONTENT | 5.YI.1. | Speaking and listening (language development) |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.YI.1.2. | Cry, coo and make other sounds. ReadyRosie Behavior is a form of communication |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.YI.1.3. | Cry in different ways depending on whether hungry, in pain or tired. ReadyRosie Behavior is a form of communication |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.YI.1.4. | Imitate adult facial expressions. ReadyRosie Snuggle Close |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.YI.1.5. | Respond when the child’s name is called. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.YI.1.7. | Babble, try to talk and copy sounds. ReadyRosie Lunchtime Language |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.YI.1.9. | Pay attention to what adult is looking at or pointing to. 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? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.YI.1.14. | Say first word. ReadyRosie Grocery List |
| EALR | WA.5.YI. | Communicating (literacy) (Young Infants Birth to 11 Months) |
| BIG IDEA / CORE CONTENT | 5.YI.2. | Reading |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.YI.2.1. | Imitate sounds of language. ReadyRosie Grocery List |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.YI.2.2. | Show awareness of the sounds of spoken words by focusing on the person speaking. ReadyRosie Grocery List |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.YI.2.5. | Begin to participate in stories, songs and finger plays. 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? |
| EALR | WA.6.YI. | Learning about my world (Young Infants Birth to 11 Months) |
| BIG IDEA / CORE CONTENT | 6.YI.1. | Knowledge (cognition) |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.YI.1.2. | Look for dropped object. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.YI.1.5. | Show curiosity about things and try to get things that are out of reach. ReadyRosie Bath Time Fun Do You See Me? Kicking Paper Table Taps Touch and Taste Which Toy? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.YI.1.7. | Search for a hidden object. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EALR | WA.6.YI. | Learning about my world (Young Infants Birth to 11 Months) |
| BIG IDEA / CORE CONTENT | 6.YI.3. | Science |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.YI.3.1. | Use the senses (mouthing, watching, grasping, reaching) to get information and explore what’s nearby. ReadyRosie Bath Time Fun Table Taps Touch and Taste Two on Me and You |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.YI.3.2. | Use more than one sense at a time, such as when looking at, feeling and shaking a rattle. ReadyRosie Bath Time Fun Two on Me and You |
| EALR | WA.6.YI. | Learning about my world (Young Infants Birth to 11 Months) |
| BIG IDEA / CORE CONTENT | 6.YI.4. | Social Studies |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.YI.4.1. | Show interest in people. ReadyRosie Do You See Me? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.YI.4.2. | Notice daily routines. ReadyRosie How do I get my child to______? |
| EALR | WA.6.YI. | Learning about my world (Young Infants Birth to 11 Months) |
| BIG IDEA / CORE CONTENT | 6.YI.5. | Arts |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.YI.5.1. | Gaze at pictures, photos and mirror images. ReadyRosie Animal Noises |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.YI.5.3. | Notice and move to music and/or rhythms. ReadyRosie I can't sing. How can I sing to my baby? |
| Washington State K–12 Learning Standards and Guidelines |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2012 |
| EALR | WA.1.OI. | About me and my family and culture (Older Infants 9 to 18 Months) |
| BIG IDEA / CORE CONTENT | 1.OI.1. | Family and culture |
| CORE CONTENT / CONTENT STANDARD | Older Infants develop trusting relationships with familiar adults. Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.OI.1.1. | Respond when someone speaks the child’s name. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.OI.1.2. | Seek out trusted caregiver(s) for comfort and support. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EALR | WA.1.OI. | About me and my family and culture (Older Infants 9 to 18 Months) |
| BIG IDEA / CORE CONTENT | 1.OI.2. | Self-concept |
| CORE CONTENT / CONTENT STANDARD | Older Infants show their preferences. Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.OI.2.1. | Protest when does not want to do something; know what he or she likes to do. ReadyRosie Choosing Clothes This or That |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.OI.2.2. | Point to indicate what he or she wants. ReadyRosie Choosing Clothes This or That |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.OI.2.4. | Try to do things on own. Show joy when completing a simple task. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Happy Birthday to You Point and Learn Take Along Toy This or That Tube Chute Walk the Line |
| EALR | WA.1.OI. | About me and my family and culture (Older Infants 9 to 18 Months) |
| BIG IDEA / CORE CONTENT | 1.OI.3. | Self-management |
| CORE CONTENT / CONTENT STANDARD | Older Infants use trusted adult as a secure base from which to explore. Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.OI.3.1. | Look for caregiver’s response in uncertain situations or when trying something new. Test caregiver’s response, such as reaching for a forbidden object, then looking to see how caregiver responds. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.OI.3.2. | Move away from caregiver to explore environment; may do so repeatedly. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.OI.3.3. | Pay attention to an object a caregiver is looking at or talking about. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EALR | WA.1.OI. | About me and my family and culture (Older Infants 9 to 18 Months) |
| BIG IDEA / CORE CONTENT | 1.OI.3. | Self-management |
| CORE CONTENT / CONTENT STANDARD | Older Infants begin to participate in repeated routines. Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.OI.3.5. | Participate in repeated routines, such as lifting arms toward caregiver to be picked up. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.OI.3.6. | Follow some rules and routines, and simple directions. ReadyRosie Choosing Clothes How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search Talk and Play |
| EALR | WA.1.OI. | About me and my family and culture (Older Infants 9 to 18 Months) |
| BIG IDEA / CORE CONTENT | 1.OI.3. | Self-management |
| CORE CONTENT / CONTENT STANDARD | Older infants continue to express emotions. Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.OI.3.7. | Either relax or cry harder when adult pays attention. Grow more confident when encouraged to release strong feelings. ReadyRosie Reading Emotions |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.OI.3.8. | Express and respond to a variety of emotions. ReadyRosie Reading Emotions |
| EALR | WA.1.OI. | About me and my family and culture (Older Infants 9 to 18 Months) |
| BIG IDEA / CORE CONTENT | 1.OI.4. | Learning to learn |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.OI.4.1. | Use all senses and a variety of motions to explore. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.OI.4.2. | Learn through play and interaction with others. ReadyRosie Choosing Clothes How can I make music part of our day? Kick With Me Little Hands, Big Plans Move to to the Music Tea Party This or That |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.OI.4.3. | Try different approaches to reaching a desired object or achieving a goal. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Dump and Pick Up Take Along Toy Tube Chute Walk the Line |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.OI.4.5. | Actively play games with caregivers that involve repetition, such as peek-a-boo; anticipate own turn. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.OI.4.6. | Experiment to see if objects have the same effects, such as shaking a stuffed animal to see if it makes a noise like a rattle. ReadyRosie Dump and Pick Up |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.OI.4.7. | Apply something already learned to something new, such as banging on a drum to make a sound, then banging on a bucket. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.OI.4.9. | Say focused on an activity for a sustained period of time. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.OI.4.10. | Begin to be able to hold information in mind (such as the location of a hidden object) and keep track of simple changes (track the movement of a hidden object). ReadyRosie Big and Little Buried Treasure Shoe Search |
| EALR | WA.2.OI. | Building relationships (Older Infants 9 to 18 Months) |
| BIG IDEA / CORE CONTENT | 2.OI.1. | Interactions with adults |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.OI.1.1. | Enjoy playing with adults. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.OI.1.2. | Follow adult’s pointing or gaze to share the same activity or topic. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.OI.1.3. | Initiate interactions by smiling, with vocalizations or gestures. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| EALR | WA.2.OI. | Building relationships (Older Infants 9 to 18 Months) |
| BIG IDEA / CORE CONTENT | 2.OI.3. | Social behavior |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.OI.3.1. | Laugh when others laugh. ReadyRosie Reading Emotions |
| EALR | WA.2.OI. | Building relationships (Older Infants 9 to 18 Months) |
| BIG IDEA / CORE CONTENT | 2.OI.4. | Problem solving, conflict resolution |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.OI.4.1. | Accept adults stepping in when there are disputes over toys and play. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EALR | WA.3.OI. | Touching, seeing, hearing and moving around (Older Infants 9 to 18 Months) |
| BIG IDEA / CORE CONTENT | 3.OI.1. | Using the large muscles (gross motor skills) |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.OI.1.1. | Rock back and forth on hands and knees; creep or crawl. ReadyRosie Baby Basketball Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.OI.1.2. | Pull self-ups to a stand, holding onto something or someone. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.OI.1.3. | Walk holding onto furniture (“cruising”). ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.OI.1.4. | Walk. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.OI.1.6. | Dance or move to music. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| EALR | WA.3.OI. | Touching, seeing, hearing and moving around (Older Infants 9 to 18 Months) |
| BIG IDEA / CORE CONTENT | 3.OI.2. | Using the small muscles (fi ne motor skills) |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.OI.2.1. | Use fingers and toes in play. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.OI.2.2. | Manipulate balls and other toys. Enjoy using different ways to manipulate, such as pounding, tapping, etc. ReadyRosie Baby Basketball Kick With Me |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.OI.2.3. | Pick up things (such as cereal O’s) between thumb and forefinger. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.OI.2.4. | Coordinate eye and hand movements, such as putting things into a box. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| EALR | WA.4.OI. | Growing up healthy (Older Infants 9 to 18 Months) |
| BIG IDEA / CORE CONTENT | 4.OI.2. | Nutrition and health |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 4.OI.2.2. | Feed self with a spoon. ReadyRosie Snack Time Speech |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 4.OI.2.3. | Eat finger foods. ReadyRosie Snack Time Speech |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 4.OI.2.4. | Eat a variety of nutritious foods. ReadyRosie Snack Time Speech |
| EALR | WA.4.OI. | Growing up healthy (Older Infants 9 to 18 Months) |
| BIG IDEA / CORE CONTENT | 4.OI.3. | Safety |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 4.OI.3.1. | Be able to tell who are his or her main caregivers and family, and who strangers are. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 4.OI.3.2. | Be distracted from unsafe behavior with words (such as “no-no” or “stop”) or signals from adults. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 4.OI.3.3. | Look to adults before initiating an unsafe behavior. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EALR | WA.5.OI. | Communicating (literacy) (Older Infants 9 to 18 Months) |
| BIG IDEA / CORE CONTENT | 5.OI.1. | Speaking and listening (language development) |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.OI.1.2. | Turn, stop or speak when name is called. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.OI.1.3. | Respond appropriately to familiar words (such as clapping when caregiver says “Clap”). ReadyRosie Choosing Clothes Talk and Play |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.OI.1.12. | Enjoy following single-step directions. (“Bring me the ball”) ReadyRosie Choosing Clothes Talk and Play |
| EALR | WA.5.OI. | Communicating (literacy) (Older Infants 9 to 18 Months) |
| BIG IDEA / CORE CONTENT | 5.OI.2. | Reading |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.OI.2.3. | Point to pictures and words in book; have favorite books; increasingly able to handle books, with help; try to turn pages. ReadyRosie Look at the Book |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.OI.2.4. | Bring a book to an adult to read aloud. ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.OI.2.6. | Participate in stories, songs, finger plays and rhymes. 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 Look at the Book Move While you Sing Move to to the Music Reading Emotions Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? Why should we tell family stories? |
| EALR | WA.5.OI. | Communicating (literacy) (Older Infants 9 to 18 Months) |
| BIG IDEA / CORE CONTENT | 5.OI.3. | Writing |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.OI.3.2. | Grasp marker or crayon with fist and mark on paper in any location. ReadyRosie Color with Me |
| EALR | WA.6.OI. | Learning about my world (Older Infants 9 to 18 Months) |
| BIG IDEA / CORE CONTENT | 6.OI.1. | Knowledge (cognition) |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.OI.1.1. | Observe others’ activities. Then imitate their actions, gestures and sounds. ReadyRosie Bear Bath Tea Party |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.OI.1.2. | Use imitation to make a desired effect, such as activating a toy, or obtaining an object. ReadyRosie Dump and Pick Up |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.OI.1.3. | Explore things in many ways, such a shaking, banging, poking and throwing. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.OI.1.7. | Seek caregiver’s help by making sounds, words, facial expressions or gestures to obtain an object or start an activity. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.OI.1.9. | Begin make-believe play and imitate the actions of others, such as rocking and feeding a baby doll. ReadyRosie Bear Bath Tea Party |
| EALR | WA.6.OI. | Learning about my world (Older Infants 9 to 18 Months) |
| BIG IDEA / CORE CONTENT | 6.OI.2. | Math |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.OI.2.3. | Play with toys and objects of different size and shape. ReadyRosie Bear Bath Tea Party |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.OI.2.5. | Follow simple directions that use words like “in,” “on,” “up” and “down.” ReadyRosie Choosing Clothes Talk and Play |
| EALR | WA.6.OI. | Learning about my world (Older Infants 9 to 18 Months) |
| BIG IDEA / CORE CONTENT | 6.OI.4. | Social Studies |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.OI.4.1. | Be eager for regular daily activities. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.OI.4.3. | Explore spaces, such as trying to fit into an open cardboard box. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| EALR | WA.6.OI. | Learning about my world (Older Infants 9 to 18 Months) |
| BIG IDEA / CORE CONTENT | 6.OI.5. | Arts |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.OI.5.3. | Show interest in sounds, tones, voices, music, colors and shapes. ReadyRosie Find a Match |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.OI.5.4. | Enjoy rhythms and movement. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| Washington State K–12 Learning Standards and Guidelines |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2012 |
| EALR | WA.1.T. | About me and my family and culture (Toddlers 16 to 36 Months) |
| BIG IDEA / CORE CONTENT | 1.T.1. | Family and culture |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.T.1.1. | Have a relationship with caregivers or family other than the parents or main caregiver. ReadyRosie How can I make music part of our day? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.T.1.2. | Show preference for familiar adults and peers. ReadyRosie Tell Me About It! |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.T.1.3. | Feel comfortable in a variety of places with familiar adults (such as at home, in the car, store or playground). ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.T.1.7. | Enjoy stories, songs and poems about a variety of people and cultures. ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| EALR | WA.1.T. | About me and my family and culture (Toddlers 16 to 36 Months) |
| BIG IDEA / CORE CONTENT | 1.T.2. | Self-concept |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.T.2.1. | Separate from main caregiver when in familiar settings outside the home. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.T.2.4. | Show self-confidence; try new things. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.T.2.5. | Make choices (such as what clothes to wear) and have favorite books, toys and activities. ReadyRosie I Am Unique Tell Me About It! |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.T.2.8. | Seek the comfort of adults significant to him/her when in new or uncomfortable situations, or needing help, or feeling strong emotions. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EALR | WA.1.T. | About me and my family and culture (Toddlers 16 to 36 Months) |
| BIG IDEA / CORE CONTENT | 1.T.3. | Self-management |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.T.3.1. | Remember and follow simple routines and rules some of the time. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.T.3.3. | Have trouble learning new behavior when routines are changed. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.T.3.4. | Respond well to adult guidance, most of the time. Test limits and try to be independent. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.T.3.5. | Stop an activity or avoid doing something if directed. ReadyRosie Fast, Slow How can I stop my kids from fighting? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.T.3.7. | Do things the child has been told not to do. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| EALR | WA.1.T. | About me and my family and culture (Toddlers 16 to 36 Months) |
| BIG IDEA / CORE CONTENT | 1.T.4. | Learning to learn |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.T.4.1. | Actively explore the environment. ReadyRosie Nature Walk and Talk What Do We Do? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.T.4.2. | Ask questions. ReadyRosie Nature Walk and Talk What Do We Do? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.T.4.4. | Insist on some choices. Choose an activity and keep at it for longer periods of time. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.T.4.5. | Want to do favorite activities over and over. ReadyRosie Get Moving I Am Unique Tell Me About It! |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.T.4.6. | Seek and accept help when encountering a problem. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.T.4.7. | Invent new ways to use everyday items. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.T.4.8. | Enjoy pretend play and creating things. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| EALR | WA.2.T. | Building relationships (Toddlers 16 to 36 Months) |
| BIG IDEA / CORE CONTENT | 2.T.1. | Interactions with adults |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.T.1.1. | Start interactions and play with adults. ReadyRosie How can I make music part of our day? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.T.1.2. | Seek out attention from adults. ReadyRosie Tell Me About It! |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.T.1.3. | Enjoy turn-taking games with caregivers and may direct adult in his or her role. ReadyRosie How can I make music part of our day? |
| EALR | WA.2.T. | Building relationships (Toddlers 16 to 36 Months) |
| BIG IDEA / CORE CONTENT | 2.T.2. | Social behavior |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.T.2.1. | Be excited to see friends and familiar people. Have a preferred playmate. ReadyRosie Catch! Ring Around the Rosie |
| EALR | WA.2.T. | Building relationships (Toddlers 16 to 36 Months) |
| BIG IDEA / CORE CONTENT | 2.T.3. | Problem solving, conflict resolution |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.T.3.1. | Find it hard to wait for a turn. Use adult help to share and take turns. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.T.3.2. | Respond appropriately (most of the time) when another child expresses wants, such as to look at a book with him or her. ReadyRosie Catch! Ring Around the Rosie |
| EALR | WA.3.T. | Touching, seeing, hearing and moving around (Toddlers 16 to 36 Months) |
| BIG IDEA / CORE CONTENT | 3.T.1. | Using the large muscles (gross motor skills) |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.T.1.1. | Walk and run well, or use a mobility device, if needed. Change speed and direction. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.T.1.3. | Jump up and down. Squat. Stand on tiptoe. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.T.1.4. | Pull toys while walking. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.T.1.6. | Kick a ball that is not moving. ReadyRosie Catch! |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.T.1.7. | Throw a ball or beanbag. Catch a large, bounced ball against the body. ReadyRosie Catch! |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.T.1.8. | Enjoy being active. Join in active games, dance, outdoor play and other physical activity. ReadyRosie Bear Hunt Get Moving I can't sing. How can I sing to my baby? Ring Around the Rosie |
| EALR | WA.3.T. | Touching, seeing, hearing and moving around (Toddlers 16 to 36 Months) |
| BIG IDEA / CORE CONTENT | 3.T.2. | Using the small muscles (fi ne motor skills) |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.T.2.1. | Reach, grasp and release with more control. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.T.2.2. | Use tools such as spoon, crayon, and toy hammer. ReadyRosie Copy Me Secret Message |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.T.2.4. | Grasp small items with thumb and finger. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.T.2.5. | Nest up to five cups or other items. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| EALR | WA.3.T. | Touching, seeing, hearing and moving around (Toddlers 16 to 36 Months) |
| BIG IDEA / CORE CONTENT | 3.T.3. | Using the senses (sensorimotor skills) |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.T.3.1. | Dance or move to music and rhythms. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.T.3.2. | Show eye-hand coordination—build with blocks, work simple puzzles, string large beads, put together and take apart items like pop beads. ReadyRosie Drum Patterns Nesting Bowls Torn Paper Art Toy Car Wash |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.T.3.3. | Become aware of where the body is in relation to other things, such as walking around a table without bumping into it. ReadyRosie Bear Hunt |
| EALR | WA.4.T. | Growing up healthy (Toddlers 16 to 36 Months) |
| BIG IDEA / CORE CONTENT | 4.T.1. | Daily living skills (personal health and hygiene) |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 4.T.1.1. | Want to take care of self. ReadyRosie I Can Do It All By Myself |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 4.T.1.2. | Dress and undress completely (except for fasteners), with help. ReadyRosie T-Shirt Talk |
| EALR | WA.5.T. | Communicating (literacy) (Toddlers 16 to 36 Months) |
| BIG IDEA / CORE CONTENT | 5.T.1. | Speaking and listening (language development) |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.T.1.1. | Respond appropriately to familiar words. Respond to directions that include verbs, such as run, jump, and reach, open. ReadyRosie Bear Hunt Get Moving |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.T.1.2. | Touch correct body parts in songs or games where you identify parts of the body. ReadyRosie Bear Hunt 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? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.T.1.3. | Use more than 100 words. When learning more than one language, the child might not use words equally in both languages. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.T.1.4. | Enjoy learning new words. ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.T.1.8. | Use three- or four-word sentences with a noun and verb. ReadyRosie Stuck on You Tell Me About It! Tempted to Talk |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.T.1.11. | Ask and answer simple questions, as appropriate for the culture. ReadyRosie Nature Walk and Talk T-Shirt Talk What Do We Do? Why should we tell family stories? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.T.1.15. | Recount an event, with help. Communicate about recent activities. ReadyRosie Book Walk Stuck on You |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.T.1.17. | Take turns in longer conversations. ReadyRosie Stuck on You Tell Me About It! |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.T.1.18. | Use gestures or phrases to show respect for others, though need adult prompts sometimes. ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.T.1.19. | Enjoy making animal sounds to represent familiar animals. ReadyRosie Banana Phonana |
| EALR | WA.5.T. | Communicating (literacy) (Toddlers 16 to 36 Months) |
| BIG IDEA / CORE CONTENT | 5.T.2. | Reading |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.T.2.1. | Enjoy reciting phrases from familiar rhymes, stories and finger plays. Say the last word of a familiar rhyme to complete it. ReadyRosie Ring Around the Rosie |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.T.2.2. | Join in rhyming games and songs with other children. 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? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.T.2.3. | Sing songs with or recite letters of the alphabet. 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? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.T.2.5. | Know the right side up of a book. Turn pages, usually one at a time. Imitate reading by turning pages, remembering and telling the story. ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.T.2.7. | Recite familiar words in a book when read to. ReadyRosie Why should we tell family stories? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.T.2.9. | Anticipate what comes next in known stories. ReadyRosie Tips for helping your child love reading |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.T.2.11. | Ask to be read to, or for storytelling. Request a favorite book or story many times. ReadyRosie Why should we tell family stories? |
| EALR | WA.5.T. | Communicating (literacy) (Toddlers 16 to 36 Months) |
| BIG IDEA / CORE CONTENT | 5.T.3. | Writing |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.T.3.1. | Label pictures using scribble writing or ask an adult to label the pictures. ReadyRosie Copy Me Paint your Name Secret Message |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.T.3.3. | Scribble and make marks on paper, and tell others what the scribble means. ReadyRosie Copy Me Paint your Name Secret Message |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.T.3.4. | Draw horizontal and vertical lines. ReadyRosie Copy Me Recycled Play |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.T.3.5. | Use a variety of writing tools (pencil, marker, paint brush). ReadyRosie Copy Me Secret Message |
| EALR | WA.6.T. | Learning about my world (Toddlers 16 to 36 Months) |
| BIG IDEA / CORE CONTENT | 6.T.1. | Knowledge (cognition) |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.T.1.2. | Know that playing with certain desirable or forbidden things will get adults’ attention. ReadyRosie Tell Me About It! |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.T.1.6. | Repeat an action over and over until successful, such as stacking blocks until they no longer fall down. ReadyRosie Get Moving |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.T.1.7. | Explore and use trial and error to solve problems. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.T.1.8. | Imitate how others solve problems. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.T.1.9. | Ask for help when needed. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.T.1.12. | Play make-believe with props, such as dolls or stuffed animals. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| EALR | WA.6.T. | Learning about my world (Toddlers 16 to 36 Months) |
| BIG IDEA / CORE CONTENT | 6.T.2. | Math |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.T.2.1. | Count to at least 10 from memory. ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.T.2.2. | Begin counting small groups of items (up to five). ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.T.2.3. | Understand the concepts of “one” and “two,” such as by following directions to take one cracker. ReadyRosie Blast Off |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.T.2.4. | Recognize and name a few numerals. ReadyRosie Blast Off Counting Collection Get Moving Snack Count |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.T.2.5. | Identify quantity and comparisons, such as all, some, none. Use comparison words correctly, such as bigger and smaller, more and less. ReadyRosie Blast Off |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.T.2.7. | Match simple flat shapes (circles, squares, and triangles). ReadyRosie Copy Me |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.T.2.8. | Identify two geometric shapes, such as a circle and a square. ReadyRosie Copy Me |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.T.2.9. | Follow simple directions for position, such as up, down, in, on. ReadyRosie Which Lid? |
| EALR | WA.6.T. | Learning about my world (Toddlers 16 to 36 Months) |
| BIG IDEA / CORE CONTENT | 6.T.3. | Science |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.T.3.2. | Explore nature using the senses, such as looking at and feeling different leaves. ReadyRosie Fast, Slow Playdough Lengths |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.T.3.5. | Enact animals’ activities (such as eating, sleeping) in pretend play. Move toy animals to mimic animals in the wild. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| EALR | WA.6.T. | Learning about my world (Toddlers 16 to 36 Months) |
| BIG IDEA / CORE CONTENT | 6.T.5. | Arts |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.T.5.1. | Use a variety of materials to express self, such as paint, crayons and musical instruments. ReadyRosie Copy Me Recycled Play |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.T.5.2. | Sing and make up simple songs and/or music with instruments. 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? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.T.5.3. | Explore various ways of moving the body with and without music. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.T.5.4. | Imitate movement after watching others perform games or dance. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.T.5.5. | Act out familiar stories or events. ReadyRosie Banana Phonana |