Washington State K–12 Learning Standards and Guidelines (Pre-K)
| Main Criteria: Washington State K–12 Learning Standards and Guidelines | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grade: Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| Washington State K–12 Learning Standards and Guidelines |
| Early Childhood Education |
| Grade: Ages 3-5 - Adopted: 2012 |
| EALR | WA.1.3-4. | About me and my family and culture (Ages 3 to 4 Years) |
| BIG IDEA / CORE CONTENT | 1.3-4.1. | Family and culture |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.3-4.1.1. | Remember the people who are important in the child’s life. ReadyRosie Behavior is a form of communication Find My Number My Address Recalling What Happened in a Story Sink or Swim You are your child's first teacher |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.3-4.1.2. | Name most family members, including extended family. ReadyRosie Tips for storytelling: Story ideas |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.3-4.1.3. | Recognize the importance of cultural celebrations and traditions. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.3-4.1.4. | Show or talk about objects from family or culture. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| EALR | WA.1.3-4. | About me and my family and culture (Ages 3 to 4 Years) |
| BIG IDEA / CORE CONTENT | 1.3-4.2. | Self-concept |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.3-4.2.1. | Proud to say own first and last name. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? I Remember When If You're Happy & You Know It Tips for storytelling: Story ideas |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.3-4.2.2. | Know self as a part of the family, spiritual group, culture, community, and/or other group to which the family belongs. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.3-4.2.3. | Notice self as an important person to family and friends. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| EALR | WA.1.3-4. | About me and my family and culture (Ages 3 to 4 Years) |
| BIG IDEA / CORE CONTENT | 1.3-4.3. | Self-management |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.3-4.3.1. | Show personal likes and dislikes. ReadyRosie Book Selection Selecting Books Using a Menu to Order What's for Dinner? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.3-4.3.2. | Identify favorite and familiar activities. ReadyRosie Book Selection Selecting Books Using a Menu to Order What's for Dinner? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.3-4.3.3. | Find it hard to cooperate when tense, hungry, scared, sad, angry, etc., resulting in behavior that is hurtful, harmful or withdrawn. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.3-4.3.4. | Release or redirect emotional tensions—cry, laugh, tremble, yawn, sing, jump, walk—becoming more relaxed and cooperative afterward. ReadyRosie Frog Hopping Funny Faces Hopping Rhyming How can I stop my kids from fighting? If You're Happy & You Know It Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter Talking About Your Feelings |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.3-4.3.5. | Remember and cooperate in daily routines, such as getting into a car seat, and in changes from one activity to another, with occasional reminders. ReadyRosie How can I stop my kids from fighting? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.3-4.3.7. | Identify simple rules and expect others to follow them. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.3-4.3.9. | Express delight in own abilities. (“I did it myself!”) ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.3-4.3.10. | Be able to identify when something is hard to do. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.3-4.3.11. | Sometimes turn down a treat now if a better treat will be available later. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| EALR | WA.1.3-4. | About me and my family and culture (Ages 3 to 4 Years) |
| BIG IDEA / CORE CONTENT | 1.3-4.4. | Learning to learn |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.3-4.4.1. | Copy adults and playmates. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.3-4.4.4. | Become engrossed in an activity and ignore distractions briefly. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.3-4.4.5. | Imitate real-life roles/experiences in simple role plays. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.3-4.4.8. | Recognize when making a mistake and sometimes adjust behavior to correct it. ReadyRosie How should I handle temper tantrums? Talking About Your Feelings |
| EALR | WA.2.3-4. | Building relationships (Ages 3 to 4 Years) |
| BIG IDEA / CORE CONTENT | 2.3-4.1. | Interactions with adults |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.3-4.1.1. | Separate from important adults, sometimes relying on another adult to feel safe. Release tensions through laughter, tears, trembling, talking, or yawning. ReadyRosie Behavior is a form of communication Funny Faces If You're Happy & You Know It Talking About Your Feelings You are your child's first teacher |
| EALR | WA.2.3-4. | Building relationships (Ages 3 to 4 Years) |
| BIG IDEA / CORE CONTENT | 2.3-4.2. | Interactions with peers |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.3-4.2.1. | Engage in play with other children. Join in group activities. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.3-4.2.2. | Initiate play with friends, siblings, cousins and/or others. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.3-4.2.3. | Share and take turns with other children. ReadyRosie Building Houses Choosing the Right Voice Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.3-4.2.4. | Show affection or closeness with peers. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EALR | WA.2.3-4. | Building relationships (Ages 3 to 4 Years) |
| BIG IDEA / CORE CONTENT | 2.3-4.3. | Social behaviors |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.3-4.3.2. | Begin to remember and follow multistep directions. ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.3-4.3.5. | Explore, practice and understand social roles through play. Adopt a variety of roles and feelings during pretend play. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.3-4.3.6. | Plan play by identifying different roles needed and who will fill these roles. Consider changing roles to fi t the interests of children playing. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.3-4.3.8. | Sing, drum and/or dance with others. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.3-4.3.9. | React to peers’ feelings (empathy). ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| EALR | WA.2.3-4. | Building relationships (Ages 3 to 4 Years) |
| BIG IDEA / CORE CONTENT | 2.3-4.4. | Problem solving, conflict resolution |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.3-4.4.1. | Accept/reach out to children who are different. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.3-4.4.2. | Identify ways to change behavior to respond to another’s desires or needs. Remember and follow through on the agreement without further reminders, some of the time. ReadyRosie How can I stop my kids from fighting? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.3-4.4.3. | Wait for a turn. ReadyRosie Choosing the Right Voice Taking Turns |
| EALR | WA.3.3-4. | Touching, seeing, hearing and moving around (Ages 3 to 4 Years) |
| BIG IDEA / CORE CONTENT | 3.3-4.1. | Using the large muscles (gross motor skills) |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.3-4.1.1. | Further develop movement skills using the whole body, such as walking, jumping, and running, throwing and climbing. A child in a wheelchair might start and stop the chair, and hold the body upright. ReadyRosie Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.3-4.1.2. | Use both hands to grasp an object, such as catching a large ball. ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.3-4.1.3. | Balance briefly on one leg, such as for kicking a ball. ReadyRosie Follow the Leader |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.3-4.1.4. | Show coordination and balance, such as in walking along a line or a beam. ReadyRosie Follow the Leader |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.3-4.1.6. | Enjoy the challenge of trying new skills. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EALR | WA.3.3-4. | Touching, seeing, hearing and moving around (Ages 3 to 4 Years) |
| BIG IDEA / CORE CONTENT | 3.3-4.2. | Using the small muscles (fine motor skills) |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.3-4.2.1. | Draw some shapes and lines using a crayon or pencil. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.3-4.2.2. | Work puzzles of three or four pieces. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.3-4.2.3. | Develop eye-hand coordination, such as in stringing large beads. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.3-4.2.4. | Button large buttons, zip and unzip clothing, and open and close other fasteners. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.3-4.2.5. | Persist some of the time in practicing skills that are difficult. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EALR | WA.3.3-4. | Touching, seeing, hearing and moving around (Ages 3 to 4 Years) |
| BIG IDEA / CORE CONTENT | 3.3-4.3. | Using the senses (sensorimotor skills) |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.3-4.3.2. | Drum, sing, play musical instruments and listen to music from different cultures. ReadyRosie Family Photos Family Talent Show Grandparent Storytime If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? Why should we tell family stories? |
| EALR | WA.4.3-4. | Growing up healthy (Ages 3 to 4 Years) |
| BIG IDEA / CORE CONTENT | 4.3-4.1. | Daily living skills (personal health and hygiene) |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 4.3-4.1.3. | Wash hands and use a towel to dry them. ReadyRosie Rub a Dub Counting |
| EALR | WA.4.3-4. | Growing up healthy (Ages 3 to 4 Years) |
| BIG IDEA / CORE CONTENT | 4.3-4.3. | Safety |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 4.3-4.3.1. | Hold parent’s/caregiver’s hand when walking in public places. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 4.3-4.3.2. | Begin to learn safety rules for the child’s daily activities. ReadyRosie My Address |
| EALR | WA.5.3-4. | Communicating (literacy) (Ages 3 to 4 Years) |
| BIG IDEA / CORE CONTENT | 5.3-4.1. | Speaking and listening (language development) |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.3-4.1.1. | Communicate with body language, facial expression, tone of voice and in words. ReadyRosie Choosing the Right Voice |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.3-4.1.2. | Say name, tribal or religious name if the child has one, age and sex. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.3-4.1.5. | Name one or more friends and relatives. ReadyRosie Tips for storytelling: Story ideas |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.3-4.1.6. | Ask the meaning of new words, and then try using them. ReadyRosie Comparing Vegetables Finding the Groceries Following Directions Grocery Store Conversations How Many Can You Name? How can I help my child learn new words? I Spy an Animal I'm Thinking of an Animal Kitchen Labeling Mystery Bag Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.3-4.1.7. | Speak so most people can understand. ReadyRosie Choosing the Right Voice |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.3-4.1.8. | Use words like “I,” “me,” “we,” and “you” and some plurals (such as cars, dogs). ReadyRosie All Mixed Up |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.3-4.1.9. | Use multi-word sentences, phrases, and gestures to communicate needs, ideas, actions and feelings. ReadyRosie Family Photos Pantry Talk Description Phone Fun Who Should We Ask? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.3-4.1.10. | Respond to questions verbally or with gestures. ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.3-4.1.11. | Ask questions for information or clarification. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.3-4.1.12. | Enjoy repeating rhyming words or word patterns in songs, poems or stories. ReadyRosie Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.3-4.1.13. | Show awareness of separate syllables in words by tapping or clapping for each syllable. ReadyRosie Frog Hopping Grocery Sack Syllables Sequences of Sounds |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.3-4.1.14. | Remember and follow directions of one or two steps. Struggle to remember and follow complicated or multi-step directions. ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.3-4.1.16. | Participate in conversations. Take turn in group conversations, and listen to others in group for a short period of time. Recognize rising and falling intonations, and what these mean. ReadyRosie Choosing the Right Voice Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| EALR | WA.5.3-4. | Communicating (literacy) (Ages 3 to 4 Years) |
| BIG IDEA / CORE CONTENT | 5.3-4.2. | Reading |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.3-4.2.1. | Identify print on signs, etc., asking “What does that say?” ReadyRosie Shopping for Clothes |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.3-4.2.2. | Identify own name as a whole word. ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.3-4.2.3. | Match the beginning sounds of some words. Find objects in a picture that have the same beginning sound, with some adult help. ReadyRosie Listen My Children Signaling for Sounds Swinging to Sounds |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.3-4.2.4. | Decide whether two words rhyme. ReadyRosie Finish the Rhyme Hopping Rhyming Little Miss Muffet Role Play Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.3-4.2.5. | Request a favorite book. ReadyRosie Getting Information from Pictures Just the Facts |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.3-4.2.6. | Enjoy picture books and being read to. Enjoy looking at books on own. Use pictures to predict a story. ReadyRosie Grandparent Storytime I Remember When Making Trail Mix My Favorite Part Reading a Book for the Second Time Tips for helping your child love reading Why should we tell family stories? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.3-4.2.7. | Listen to and follow along with books in a different language. ReadyRosie Grandparent Storytime I Remember When Making Trail Mix My Favorite Part Reading a Book for the Second Time Why should we tell family stories? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.3-4.2.8. | Turn book pages one at a time. ReadyRosie Funny Reading |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.3-4.2.9. | Use owns experiences to comment on a story, though the comments might not follow the story line. ReadyRosie Getting Information from Pictures Just the Facts Picture Walk Predictions |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.3-4.2.10. | Retell simple, familiar stories from memory while looking at the book. ReadyRosie Book Bag Descriptions Family Movie Night Family Photos My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures |
| EALR | WA.5.3-4. | Communicating (literacy) (Ages 3 to 4 Years) |
| BIG IDEA / CORE CONTENT | 5.3-4.3. | Writing |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.3-4.3.1. | Make marks or scribbles when an adult suggests writing. ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.3-4.3.2. | Attempt to copy one or more letters or characters of the home language. ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.3-4.3.3. | Draw pictures and tell their story. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| EALR | WA.6.3-4. | Learning about my world (Ages 3 to 4 Years) |
| BIG IDEA / CORE CONTENT | 6.3-4.1. | Knowledge (cognition) |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.3-4.1.1. | Ask a lot of “why” and “what” questions. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.3-4.1.2. | Learn by doing hands-on and through the senses. ReadyRosie Grocery Store Conversations |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.3-4.1.3. | Learn through play. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.3-4.1.4. | Recall several items after they have been put out of sight. ReadyRosie Find My Number My Address Recalling What Happened in a Story Sink or Swim |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.3-4.1.6. | Make plans for ways to do something. May or may not follow through. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| EALR | WA.6.3-4. | Learning about my world (Ages 3 to 4 Years) |
| BIG IDEA / CORE CONTENT | 6.3-4.2. | Math |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.3-4.2.1. | Count to 10 and beyond by rote. Count up to five items. Points to objects while counting. ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.3-4.2.2. | Identify by sight how many are in a small group of items, up to three. ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.3-4.2.3. | Understand that the whole is larger than one of its parts (for example, an apple is larger than an apple slice). ReadyRosie Sharing a Meal Snack Fractions |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.3-4.2.4. | Identify up to four objects or pictures that are the same. Take objects or pictures that are different out of the group. ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.3-4.2.5. | Sort and describe items by size, color and/or shape. ReadyRosie Candy Sort and Graph Finger Shapes Grocery Store Conversations Guess My Shape How Many Can I Grab? I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Sort and Graph Leaves Sorting Laundry Ways to Cut a Sandwich |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.3-4.2.6. | Match simple flat shapes (circles, squares, and triangles). ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.3-4.2.7. | Compare size by sight, feel and comparing to hands, feet, etc. (visual and tactile math). ReadyRosie How Many Can I Grab? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.3-4.2.8. | Use gestures or words to make comparisons (larger, smaller, shorter, taller). ReadyRosie Bookcase Problem Building Houses Comparing Vegetables How Many Can I Grab? Leap Frog Measure Measuring the Table Near and Far |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.3-4.2.9. | Compare two objects by length, weight or size. ReadyRosie Bookcase Problem Building Houses Buying Oranges Comparing Vegetables How Many Can I Grab? Leap Frog Measure Measuring the Table Near and Far |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.3-4.2.10. | Find the total sum of small groups of items. ReadyRosie Decorating Cupcakes How Many Feet? In My Pond, Part 1 Make a Tower of Ten One More Packing for Our Trip Rock Toss |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.3-4.2.11. | Understand words that tell where things are (such as behind, under, in, on). Use these words to identify locations. ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Race Car Transformations Stuffed Animal Olympics Treasure Map |
| EALR | WA.6.3-4. | Learning about my world (Ages 3 to 4 Years) |
| BIG IDEA / CORE CONTENT | 6.3-4.4. | Social Studies |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.3-4.4.1. | Name family members by relationship (such as father, sister, cousin, auntie, etc.). ReadyRosie Tips for storytelling: Story ideas |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.3-4.4.2. | Make a drawing of own family as the child sees it. ReadyRosie Tips for storytelling: Story ideas |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.3-4.4.3. | Recognize whose parent is who’s when parents come for their children or in photos of each other’s families. ReadyRosie Tips for storytelling: Story ideas |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.3-4.4.4. | Take on family roles in play, identify how each person should behave and act out the part for a brief time. Enjoy changing roles. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 My Address Pretending Together Stuffed Animal Stories Toy Stories |
| EALR | WA.6.3-4. | Learning about my world (Ages 3 to 4 Years) |
| BIG IDEA / CORE CONTENT | 6.3-4.5. | Arts |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.3-4.5.1. | Draw something familiar. Begin to draw representational figures. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.3-4.5.2. | Do beadwork with appropriately sized beads. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.3-4.5.3. | Play make-believe with dolls, toy animals and people. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.3-4.5.4. | Dance, sing, drum, and use rattles, draw or paint. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.3-4.5.5. | Look at artwork from different cultures. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| EALR | WA.1.4-5. | About me and my family and culture (Ages 4 to 5 Years) |
| BIG IDEA / CORE CONTENT | 1.4-5.1. | Family and culture |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.4-5.1.1. | Take pride in own family composition and interest in others’. Understand that families are diverse. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show Grandparent Storytime How Many Feet? Tips for storytelling: Story ideas Why should we tell family stories? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.4-5.1.2. | Recognize and respect similarities and differences between self and other people, such as gender, race, special needs, cultures, languages, communities and family structures. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| EALR | WA.1.4-5. | About me and my family and culture (Ages 4 to 5 Years) |
| BIG IDEA / CORE CONTENT | 1.4-5.2. | Self concept |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.4-5.2.1. | Describe what he or she likes and is interested in. ReadyRosie Book Selection Selecting Books Using a Menu to Order What's for Dinner? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.4-5.2.2. | Choose activities to do alone or with others (such as puzzles, painting, etc.). ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EALR | WA.1.4-5. | About me and my family and culture (Ages 4 to 5 Years) |
| BIG IDEA / CORE CONTENT | 1.4-5.3. | Self management |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.4-5.3.1. | Release emotional tensions in the arms or presence of a caring adult. (By this age, the child may have been discouraged from doing so and find it more difficult than before.) Still is able to cry, laugh, tremble, yawn and/or have non-hurtful tantrums. Is relaxed and cooperative afterward. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.4-5.3.2. | Associate emotions with words and facial expressions. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.4-5.3.3. | Express one or two feelings in role playing life experiences. Adopt a variety of roles in pretend play. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.4-5.3.4. | Anticipate consequences of own behavior. With help, consider possibilities and plan effective approaches to problems. ReadyRosie All Done Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Sink or Swim Taking Turns |
| EALR | WA.1.4-5. | About me and my family and culture (Ages 4 to 5 Years) |
| BIG IDEA / CORE CONTENT | 1.4-5.4. | Learning to learn |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.4-5.4.1. | Be curious; interested in trying things out. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.4-5.4.2. | Stay with a task for more than five minutes and attempt to solve problems that arise. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.4-5.4.3. | Use imagination to create a variety of ideas. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.4-5.4.4. | Enjoy pretend play (such as using dolls or stuffed animals, or playing “house” or “explorers”). ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Tips for helping your child love reading Toy Stories |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.4-5.4.5. | Use play as a way to explore and understand life experiences and roles. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 1.4-5.4.6. | Recognize when making mistakes and fix these errors during a task. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EALR | WA.2.4-5. | Building relationships (Ages 4 to 5 Years) |
| BIG IDEA / CORE CONTENT | 2.4-5.1. | Interactions with adults |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.4-5.1.1. | Seek emotional support from caregivers. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.4-5.1.2. | Understand that adults may want the child to do something different than he/she wants to do. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| EALR | WA.2.4-5. | Building relationships (Ages 4 to 5 Years) |
| BIG IDEA / CORE CONTENT | 2.4-5.2. | Interactions with peers |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.4-5.2.1. | Play with children the same age and of different ages. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.4-5.2.2. | Initiate an activity with another child. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.4-5.2.3. | Invite other children to join groups or other activities. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.4-5.2.4. | Make and follow plans for games with other children. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EALR | WA.2.4-5. | Building relationships (Ages 4 to 5 Years) |
| BIG IDEA / CORE CONTENT | 2.4-5.3. | Social behaviors |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.4-5.3.3. | Cooperate with other children, share and take turns. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.4-5.3.4. | Connect emotions with facial expressions. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.4-5.3.7. | Wait for a turn without getting angry or grabbing. May lose interest in the object or activity before getting a turn. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| EALR | WA.2.4-5. | Building relationships (Ages 4 to 5 Years) |
| BIG IDEA / CORE CONTENT | 2.4-5.4. | Problem solving, conflict resolution |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.4-5.4.1. | Ask for help from another child or an adult to solve a problem. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.4-5.4.2. | Make decisions and solve problems with other children, with adult help. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 2.4-5.4.3. | Observe that others may have ideas or feelings that differ from the child’s own. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| EALR | WA.3.4-5. | Touching, seeing, hearing and moving around (Ages 4 to 5 Years) |
| BIG IDEA / CORE CONTENT | 3.4-5.1. | Using the large muscles (gross motor skills) |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.4-5.1.1. | Move with purpose from one place to another using the whole body. This might include walking, running, marching, jumping, hopping or climbing. For child in a wheelchair, skills might include steering the chair into different spaces. ReadyRosie Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Rock Toss Stomp the Letter |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.4-5.1.2. | Use both hands to catch. Throw with good aim. Kick an object. ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.4-5.1.3. | Show good balance and coordination, such as walking on a wide beam or line. ReadyRosie Follow the Leader |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.4-5.1.4. | Enjoy challenging him- or herself to try new and increasingly difficult activities. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EALR | WA.3.4-5. | Touching, seeing, hearing and moving around (Ages 4 to 5 Years) |
| BIG IDEA / CORE CONTENT | 3.4-5.2. | Using the small muscles (fine motor skills) |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.4-5.2.2. | Show increasing skill with small materials. Screw and unscrew jar lids, and turn door handles. Use zippers, buttons and snaps. String large beads; fold paper; open and close containers. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.4-5.2.4. | Write some letters or numbers. ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 3.4-5.2.5. | Spend time practicing skills that are difficult. Be aware of what he/she finds difficult and try to do it better. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| EALR | WA.4.4-5. | Growing up healthy (Ages 4 to 5 Years) |
| BIG IDEA / CORE CONTENT | 4.4-5.1. | Daily living skills (personal health and hygiene) |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 4.4-5.1.1. | Participate easily and know what to do in routine activities (such as meal time, bed time). ReadyRosie My Address |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 4.4-5.1.2. | Communicate need to rest, drink and eat. ReadyRosie Behavior is a form of communication |
| EALR | WA.4.4-5. | Growing up healthy (Ages 4 to 5 Years) |
| BIG IDEA / CORE CONTENT | 4.4-5.3. | Safety |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 4.4-5.3.1. | Identify trusted adults who can help in dangerous situations. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 4.4-5.3.2. | Follow safety rules indoors and outdoors. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| EALR | WA.5.4-5. | Communicating (literacy) (Ages 4 to 5 Years) |
| BIG IDEA / CORE CONTENT | 5.4-5.1. | Speaking and listening (language development) |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.4-5.1.1. | Know and use several hundred words in home language. Use new words on own. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.4-5.1.2. | Use words to describe actions (such as “running fast”) and emotions (such as happy, sad, tired and scared). ReadyRosie Funny Faces If You're Happy & You Know It Putting Away the Groceries Table Riddles Talking About Your Feelings |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.4-5.1.3. | Talk in sentences of five or six words. ReadyRosie All Mixed Up |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.4-5.1.4. | Know when it is appropriate to ask questions and whom to ask. Ask questions to get information or clarification. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.4-5.1.5. | Remember and follow directions involving two or three steps, including steps that are not related (such as “Please pick up your toys and put on your shoes”). ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.4-5.1.6. | Remember all parts and respond correctly to a request (such as “Bring me the green towel”). ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.4-5.1.7. | Tell some details of a recent event in sequence. ReadyRosie Sequences of Sounds |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.4-5.1.9. | Listen to others and respond in a group discussion for a short period. Remember what was said and gain information through listening. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.4-5.1.10. | State own point of view, and likes and dislikes using words, gestures and/or pictures. ReadyRosie Book Selection Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Selecting Books Taking Turns Using a Menu to Order What's for Dinner? Who Should We Ask? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.4-5.1.11. | Join in and make up songs, chants, rhymes and games that play with the sounds of language (such as clapping out the rhythm). ReadyRosie Color Word Sentences If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Thumbs Up, Thumbs Down Why should I sing to my baby? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.4-5.1.12. | Sing a song or say a poem from memory. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| EALR | WA.5.4-5. | Communicating (literacy) (Ages 4 to 5 Years) |
| BIG IDEA / CORE CONTENT | 5.4-5.2. | Reading |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.4-5.2.1. | Know some basic rules of grammar (such as correctly using “me” and “I”). ReadyRosie All Mixed Up |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.4-5.2.2. | Understand that alphabet letters are a special kind of picture and that they have names. Begin to identify individual letters of the alphabet (or characters of the home language) in text. ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.4-5.2.4. | Identify three or more letters with their sound at the beginning of a word (such as “day,” “dog” and “David” all begin with “d”). ReadyRosie Listen My Children Making a Grocery List Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.4-5.2.5. | Recognize some signs and symbols in the classroom and community (such as a Stop sign), and use them for information. ReadyRosie Shopping for Clothes |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.4-5.2.6. | Begin to recite some words in familiar books from memory. ReadyRosie Book Bag Descriptions Family Movie Night Family Photos My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.4-5.2.7. | Know that print has meaning. ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.4-5.2.8. | Recognize own name in print. ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.4-5.2.9. | Begin to understand the order in which a page is read (for example, English is read from left to right and top to bottom. ReadyRosie Chime In Color Word Sentences Funny Reading Reading the Grocery List Reading with Jack and Jill Stuffed Animal Sentences Stuffed Animal Stories Words on the Page |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.4-5.2.10. | Tell you what is going to happen next in a story. Make up an ending ReadyRosie Itsy Bitsy Spider Illustrations Toy Stories |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.4-5.2.12. | Use actions to show ideas from stories, signs, pictures, etc. ReadyRosie Act It Out Toy Stories |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.4-5.2.13. | Retell more complicated, familiar stories from memories. ReadyRosie Book Bag Descriptions Family Movie Night Family Photos My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures |
| EALR | WA.5.4-5. | Communicating (literacy) (Ages 4 to 5 Years) |
| BIG IDEA / CORE CONTENT | 5.4-5.3. | Writing |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.4-5.3.1. | Make marks, scribbles or letter-like shapes and identify them as words. Use pretend writing activities during play. ReadyRosie Detailed Drawing of a Face Jump Rope Letters Making a Grocery List Silverware Alphabet Thank You Note Using a Menu to Order Weekend News Writing Names with Shaving Cream |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.4-5.3.2. | Use letter-like symbols to make lists, letters and stories or to label pictures. ReadyRosie Detailed Drawing of a Face Jump Rope Letters Making a Grocery List Silverware Alphabet Thank You Note Using a Menu to Order Weekend News Writing Names with Shaving Cream |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.4-5.3.3. | Attempt to copy one or more letters of the alphabet. ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 5.4-5.3.4. | Begin to print or copy own name, and identify at least some of the letters. ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| EALR | WA.6.4-5. | Learning about my world (Ages 4 to 5 Years) |
| BIG IDEA / CORE CONTENT | 6.4-5.1. | Knowledge (cognition) |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.1.1. | Ask adults questions to get information (as appropriate in the family’s culture). ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.1.2. | Describe likes and interests. ReadyRosie Book Selection Selecting Books Using a Menu to Order What's for Dinner? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.1.3. | Apply new information or words to an activity or interaction. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.1.4. | Build on and adapt to what the child learned before. For example, change the way of stacking blocks after a tower continues to fall. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns Tips for helping your child love reading |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.1.5. | Be able to explain what he or she has done and why, including any changes made to his/ her plans. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.1.8. | Recognize objects, places and ideas by symbols (for example, recognize which is the men’s room and which is the women’s by looking at the stick figure symbols). ReadyRosie Shopping for Clothes |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.1.9. | Name more than three colors. ReadyRosie Grocery Store Conversations |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.1.10. | Group some everyday objects that go together (such as shoe and sock, pencil and paper). ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.1.11. | Predict what comes next in the day when there is a consistent schedule. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| EALR | WA.6.4-5. | Learning about my world (Ages 4 to 5 Years) |
| BIG IDEA / CORE CONTENT | 6.4-5.2. | Math |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.2.1. | Count to 20 and beyond. Count 10 or more objects accurately. ReadyRosie Acorns and Pinecones All Done Apple Pie Block Tower Cereal Challenge Checkout Countdown Domino Match-Up How Many Can I Grab? Keep It Up More Grapes Penny Drop Rub a Dub Counting Show Me The Number Stays the Same Three Little Animals |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.2.2. | Give the next number in the sequence 1 through 10. ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Counting Signs Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up May I Take your Order? More Grapes More than Ten Penny Drop Quick Dots Show Me Skipping Around Taking Inventory The Number Stays the Same |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.2.3. | Count out 10 items; may use fingers, body parts or other counters, as used in the child’s home culture. Count and group things by number. ReadyRosie Acorns and Pinecones All Done Apple Pie Block Tower Cereal Challenge Checkout Countdown Domino Match-Up More Grapes Penny Drop Show Me The Number Stays the Same Three Little Animals |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.2.4. | Compare groups of up to 10 objects. ReadyRosie Acorns and Pinecones Cereal Challenge Make a Tower of Ten More than Ten Slap One More Who has the Biggest Number? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.2.5. | Find the sum when joining two sets of up to five objects. ReadyRosie Decorating Cupcakes How Many Feet? In My Pond, Part 1 Make a Tower of Ten One More Packing for Our Trip Rock Toss |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.2.6. | Identify by sight how many are in a small group of objects, up to four. ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.2.7. | Use measuring tools in play (such as a ruler, measuring cups, or parts of the body). ReadyRosie Buying Oranges Grocery Store Weights |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.2.8. | Match and sort simple shapes (circles, squares, triangles). ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.2.9. | Compare size (such as, “I’m as tall as the yellow bookshelf.”) Describe objects using size words (big, small, tall, short). ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Leap Frog Measure Measuring the Table Near and Far |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.2.10. | Compare two objects using comparison words such as smaller, faster and heavier. ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Leap Frog Measure Measuring the Table Near and Far |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.2.11. | Order three objects by one characteristic, (such as from smallest to largest). ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Leap Frog Measure Measuring the Table Near and Far |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.2.12. | Work puzzles with up to 10 pieces. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.2.13. | Create own patterns with a variety of materials. Describe what the pattern is. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.2.14. | Follow simple directions for position (beside, next to, between, etc.) ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Race Car Transformations Stuffed Animal Olympics Treasure Map |
| EALR | WA.6.4-5. | Learning about my world (Ages 4 to 5 Years) |
| BIG IDEA / CORE CONTENT | 6.4-5.3. | Science |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.3.1. | Ask questions and identify ways to find answers. Try out these activities and think about what to do next to learn more. ReadyRosie What's for Dinner? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.3.2. | Predict what will happen in science and nature experiences. Consider whether these predictions were right, and explain why or why not. ReadyRosie Acorns and Pinecones Measure your Steps Strawberries for a Picnic |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.3.4. | Measure sand or water using a variety of containers. ReadyRosie Strawberries for a Picnic |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.3.5. | Use one sense (such as smell) to experience something and make one or two comments to describe this. ReadyRosie Grocery Store Conversations |
| EALR | WA.6.4-5. | Learning about my world (Ages 4 to 5 Years) |
| BIG IDEA / CORE CONTENT | 6.4-5.4. | Social Studies |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.4.1. | Describe family members and understand simple relationships (such as, “Marika is my sister.”) ReadyRosie My Address |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.4.2. | Adopt the roles of different family members during dramatic play. Plan what each role does and then enact it. ReadyRosie My Address |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.4.3. | Draw own family, as the child understands it. ReadyRosie My Address |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.4.6. | Recognize some people in the community by their jobs (such as grocery store clerk, bus driver, doctor). ReadyRosie Who Should We Ask? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.4.7. | Enjoy taking the roles of different jobs in pretend play. ReadyRosie Tips for helping your child love reading Who Should We Ask? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.4.10. | Match objects to their normal locations (for example, a stove in the kitchen, a bed in the bedroom, a tree in the forest). ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Race Car Transformations Stuffed Animal Olympics Treasure Map |
| EALR | WA.6.4-5. | Learning about my world (Ages 4 to 5 Years) |
| BIG IDEA / CORE CONTENT | 6.4-5.5. | Arts |
| CORE CONTENT / CONTENT STANDARD | Children may . . . | |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.5.1. | Show an increasing ability to use art materials safely and with purpose. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.5.3. | Express self through art and music. Take pride in showing others own creations (“Look at my picture.”) ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.5.4. | Use a variety of materials to create representations of people and things (such as drawing a person showing two to four body parts). ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.5.5. | Show creativity and imagination. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.5.6. | Hum or move to the rhythm of recorded music. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.5.7. | Ask to sing a particular song. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.5.8. | Remember the words to a familiar song. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.5.9. | Enjoy participating in a variety of music activities, such as listening, singing, finger plays, chants, playing musical instruments, games and performances. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.5.10. | Enjoy learning songs and dances from other cultures. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.5.13. | Perform simple elements of drama (such as audience, actors). ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| CONTENT STANDARD / PERFORMANCE EXPECTATION | 6.4-5.5.14. | Participate in dramatic play activities (such as acting out familiar activities, stories or events from own life). ReadyRosie Act It Out Morning Message Name Game Toy Stories Writing Names with Shaving Cream |