West Virginia Content Standards and Objectives (Pre-K)
| Main Criteria: West Virginia College and Career Readiness Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grade: Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| West Virginia College and Career Readiness Standards |
| Early Childhood Education |
| Grade: Ages 3-5 - Standards adopted 2017; Standards document published 2019 |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | AL.PK. | Approaches to Learning (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Executive Functioning and Cognitive Self-Regulation | |
| GRADE LEVEL EXPECTATION | Cluster: Sustain attention, impulse control, flexibility in thinking | |
| INDICATOR | AL.PK.1. | Illustrate increasing abilities in impulse control. 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 |
| INDICATOR | AL.PK.2. | Demonstrate actions, words, and behaviors with increasing independence. ReadyRosie • Celebrate Learning • Fix that Picture • My Age • Prepping Your Lunch • Shape Changers • Sink or Swim • Sturdy Structures • Taking Turns • What makes balls move? |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | AL.PK. | Approaches to Learning (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Initiative and Curiosity | |
| GRADE LEVEL EXPECTATION | Cluster: Interest in varied topics and experiences, desire to learn, creativeness, and independence in learning | |
| INDICATOR | AL.PK.3. | Demonstrate flexibility, imagination, and inventiveness in approaching tasks and activities. ReadyRosie • Celebrate Learning • Fix that Picture • My Age • Prepping Your Lunch • Shape Changers • Sink or Swim • Sturdy Structures • Taking Turns • What makes balls move? |
| INDICATOR | AL.PK.4. | Originate and combine ideas to learn and discuss a range of topics. ReadyRosie • Color Word Sentences • Family Sunshine Message • If You're Happy & You Know It • Pantry Talk Description • Phone Fun • Sharing sign language • Show your love • Taking Turns • Who Should We Ask? |
| INDICATOR | AL.PK.5. | Inquire and investigate. ReadyRosie • Observing Closely • Sink or Float • Water Instruments |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | AL.PK. | Approaches to Learning (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Persistence and Attentiveness | |
| GRADE LEVEL EXPECTATION | Cluster: Engagement in activities with persistence and attention | |
| INDICATOR | AL.PK.6. | Persist in completing tasks, activities, projects, and experiences. ReadyRosie • Celebrate Learning • Fix that Picture • My Age • Prepping Your Lunch • Shape Changers • Sink or Swim • Sturdy Structures • Taking Turns • What makes balls move? |
| INDICATOR | AL.PK.7. | Increase concentration over a reasonable amount of time despite distractions and interruptions. ReadyRosie • Drumming Sounds |
| INDICATOR | AL.PK.8. | Engage in project or activity over an extended period of time. ReadyRosie • Celebrate Learning • Fix that Picture • My Age • Prepping Your Lunch • Setting Summer Learning Goals • Shape Changers • Sink or Swim • Sturdy Structures • Taking Turns • What makes balls move? |
| INDICATOR | AL.PK.9. | Continuously create, develop, and implement plans. ReadyRosie • Celebrate Learning • Setting Summer Learning Goals |
| INDICATOR | AL.PK.10. | Seek solutions to questions, tasks, or problems through trial and error. ReadyRosie • Fix that Picture • Insect Evidence • Prepping Your Lunch • Protective Paper Tubes |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | AL.PK. | Approaches to Learning (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Cooperation | |
| GRADE LEVEL EXPECTATION | Cluster: Interest and engagement in group experiences | |
| INDICATOR | AL.PK.11. | Initiate and engage in learning experiences and play with peers. ReadyRosie • Building Houses • Family Talent Show • Keep It Up • Pet Greetings • Sharing sign language • Taking Turns • What can we build together? • Who has the Biggest Number? |
| INDICATOR | AL.PK.12. | Relate and share knowledge with peers. ReadyRosie • Building Houses • Family Talent Show • Keep It Up • Pet Greetings • Sharing sign language • Taking Turns • What can we build together? • Who has the Biggest Number? |
| INDICATOR | AL.PK.13. | Assemble and guide classroom activities. ReadyRosie • How Do Routines Help to Create a More Peaceful Home? • How do I get my child to______? • How should I handle temper tantrums? • What should we wear? |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | SE.PK. | Social and Emotional Development (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Self-Concept | |
| GRADE LEVEL EXPECTATION | Cluster: Development of Self-Concept | |
| INDICATOR | SE.PK.1. | Describe themselves by using physical characteristics/traits (e.g., hair, body parts, and height). ReadyRosie • Follow the Leader • Jump to It • Rock Toss |
| INDICATOR | SE.PK.3. | Increase independence in a variety of activities, routines, and tasks. ReadyRosie • Celebrate Learning • Fix that Picture • My Age • Prepping Your Lunch • Shape Changers • Sink or Swim • Sturdy Structures • Taking Turns • What makes balls move? |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | SE.PK. | Social and Emotional Development (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Self-Concept | |
| GRADE LEVEL EXPECTATION | Cluster: Development of Self-Expression and Self-Awareness | |
| INDICATOR | SE.PK.4. | Demonstrate progress in expressing needs, wants, and feelings. ReadyRosie • Behavior is a form of communication |
| INDICATOR | SE.PK.5. | Express a broad range of emotions and recognize these emotions in self and others. ReadyRosie • Funny Faces • If You're Happy & You Know It • Show your love • Talking About Your Feelings • Where did It Come From? |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | SE.PK. | Social and Emotional Development (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Social Relationships | |
| GRADE LEVEL EXPECTATION | Cluster: Development and Demonstration of Pro-Social Behaviors | |
| INDICATOR | SE.PK.8. | Show empathy and caring for others. ReadyRosie • Active Listening • Funny Faces • If You're Happy & You Know It • Insect Evidence • Sharing sign language • Talking About Your Feelings • Thank You Note |
| INDICATOR | SE.PK.11. | Develop and sustain friendships with peers. ReadyRosie • Building Houses • Family Talent Show • Keep It Up • Pet Greetings • Sharing sign language • Taking Turns • What can we build together? • Who has the Biggest Number? |
| INDICATOR | SE.PK.12. | Manage transitions and begin to adapt to changes in routines. ReadyRosie • How Do Routines Help to Create a More Peaceful Home? • How do I get my child to______? • How should I handle temper tantrums? • What should we wear? |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | SE.PK. | Social and Emotional Development (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Social Relationships | |
| GRADE LEVEL EXPECTATION | Cluster: Cooperation | |
| INDICATOR | SE.PK.13. | Use communication skills to initiate or join classroom activities. ReadyRosie • How can I stop my kids from fighting? |
| INDICATOR | SE.PK.14. | Engage in cooperative play. ReadyRosie • How can I stop my kids from fighting? |
| INDICATOR | SE.PK.15. | Take turns with materials and during experiences. ReadyRosie • Choosing the Right Voice • Taking Turns |
| INDICATOR | SE.PK.16. | Use and accept negotiation, compromise, and discussion to resolve conflicts. ReadyRosie • Big Rule Little Rule • How can I stop my kids from fighting? • Talking About Your Feelings • Watch the Road • What can we build together? |
| INDICATOR | SE.PK.17. | Accept guidance and direction from a variety of familiar adults. ReadyRosie • How can I get my child to listen to me? • How should I handle temper tantrums? |
| INDICATOR | SE.PK.18. | Participate in a variety of classroom activities and tasks. ReadyRosie • Active Listening • Big Rule Little Rule • Brushing Your Teeth • Family Sunshine Message • How Do Routines Help to Create a More Peaceful Home? • How do I get my child to______? • How should I handle temper tantrums? • Packing for Our Trip • Pet Greetings • Reading Routines for Early Readers • Watch the Road • What can we build together? |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | SE.PK. | Social and Emotional Development (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Knowledge of Family and Community | |
| GRADE LEVEL EXPECTATION | Cluster: Progression of Understanding of their Role in the Family and Community | |
| INDICATOR | SE.PK.19. | Understand and describe the interactive roles and relationships among family members. ReadyRosie • My Address |
| INDICATOR | SE.PK.20. | Identify and describe roles of community members. ReadyRosie • Who Should We Ask? |
| INDICATOR | SE.PK.21. | Understand similarities and respect differences among people (e.g., gender, race, special needs, culture, language, and family structure). ReadyRosie • Family Talent Show • Grandparent Storytime • Show your love • Why should we tell family stories? |
| INDICATOR | SE.PK.23. | Identify and describe locations and places in their community. ReadyRosie • What should we wear? |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | ELA.PK. | English Language Arts (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Literacy Early Learning Foundations | |
| GRADE LEVEL EXPECTATION | Cluster: Fluency | |
| INDICATOR | ELA.PK.I. | Retell familiar stories from text with some accuracy and details. ReadyRosie • Book Bag Descriptions • Family Movie Night • 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 / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | ELA.PK. | English Language Arts (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Literacy Early Learning Foundations | |
| GRADE LEVEL EXPECTATION | Cluster: Phonics and Word Recognition | |
| INDICATOR | ELA.PK.II.1. | Know the sounds associated with several letters. ReadyRosie • Frog Hopping • Listen My Children • Reading the Grocery List • Searching for Sounds at the Store • Shopping for Clothes • Songwriting Session |
| INDICATOR | ELA.PK.II.2. | Recognize their own name and words associated with environmental print. ReadyRosie • Morning Message • Name Game • Shopping for Clothes • Writing Names with Shaving Cream |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | ELA.PK. | English Language Arts (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Literacy Early Learning Foundations | |
| GRADE LEVEL EXPECTATION | Cluster: Handwriting | |
| INDICATOR | ELA.PK.III.1. | Use a pincer grip to hold and manipulate tools for writing, drawing, and painting. ReadyRosie • Jump Rope Letters • Making a Grocery List • Silverware Alphabet • Weekend News • Writing Names with Shaving Cream |
| INDICATOR | ELA.PK.III.2. | Use scribbles, shapes, pictures and letters to represent objects, stories, experiences, or ideas. ReadyRosie • Detailed Drawing of a Face • Making a Grocery List • Thank You Note • Using a Menu to Order • Writing Names with Shaving Cream |
| INDICATOR | ELA.PK.III.3. | Attempt to independently write some familiar words. ReadyRosie • Detailed Drawing of a Face • Making a Grocery List • Thank You Note • Using a Menu to Order • Writing Names with Shaving Cream |
| INDICATOR | ELA.PK.III.4. | Write first name. ReadyRosie • Detailed Drawing of a Face • Making a Grocery List • Morning Message • Name Game • Thank You Note • Using a Menu to Order • Writing Names with Shaving Cream |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | ELA.PK. | English Language Arts (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Literacy Early Learning Foundations | |
| GRADE LEVEL EXPECTATION | Cluster: Phonological Awareness | |
| INDICATOR | ELA.PK.IV.1. | Identify sounds or spoken words in the environment. ReadyRosie • Color Word Sentences • Thumbs Up, Thumbs Down |
| INDICATOR | ELA.PK.IV.2. | Recognize and produce rhyming words. 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 • Songwriting Session • Twinkle, Twinkle Rhymes • Water Instruments |
| INDICATOR | ELA.PK.IV.3. | Separate words into syllables. ReadyRosie • Frog Hopping • Grocery Sack Syllables • Sequences of Sounds |
| INDICATOR | ELA.PK.IV.4. | Replicate the beginning sound in a word. ReadyRosie • Listen My Children • Making a Grocery List • Signaling for Sounds • Swinging to Sounds • Thumbs Up, Thumbs Down |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | ELA.PK. | English Language Arts (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Literacy Early Learning Foundations | |
| GRADE LEVEL EXPECTATION | Cluster: Print Concepts | |
| INDICATOR | ELA.PK.V.1. | Show interest in shared reading and looking at books independently. ReadyRosie • Asking Wh- Questions • Just the Facts • My Favorite Part • Reading Routines for Early Readers • Reading a Book for the Second Time • Recalling What Happened in a Story • Tips for helping your child love reading |
| INDICATOR | ELA.PK.V.2. | Demonstrate an understanding that writing conveys meaning. ReadyRosie • Stuffed Animal Stories • Weekend News |
| INDICATOR | ELA.PK.V.3. | Understand concepts of print such as print moves from left to right and top to bottom, and print conveys a message. ReadyRosie • Chime In • Color Word Sentences • Funny Reading • Kitchen Labeling • Looking for Letters in Ads • Morning Message • My Address • Reading the Grocery List • Reading with Jack and Jill • Sentence Segmenting • Shopping for Clothes • Starting a Word Bank • Stuffed Animal Sentences • Stuffed Animal Stories • Words on the Page |
| INDICATOR | ELA.PK.V.4. | Recognize that letters are grouped to form words and words are a unit of print. ReadyRosie • Looking for Letters in Ads • Reading with Jack and Jill • Starting a Word Bank • Words on the Page |
| INDICATOR | ELA.PK.V.5. | Recognize and name some upper and lower case letters of the alphabet. ReadyRosie • Jump Rope Letters • Letter Hunt • Looking for Letters in Ads • Name Game • Shopping for Clothes • Stomp the Letter |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | ELA.PK. | English Language Arts (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Reading | |
| GRADE LEVEL EXPECTATION | Cluster: Key Ideas and Details | |
| INDICATOR | ELA.PK.1. | With prompting and support, ask and answer questions about details in a literary text. ReadyRosie • Asking Wh- Questions • Book Bag Descriptions • Making Connections PreK • Reading Routines for Early Readers • Reading a Book for the Second Time • Recalling What Happened in a Story • Think About It • Tips for helping your child love reading |
| INDICATOR | ELA.PK.2. | With prompting and support, retell stories in literary texts. ReadyRosie • Book Bag Descriptions • Family Movie Night • 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 |
| INDICATOR | ELA.PK.3. | With prompting and support, identify characters, events, and setting in a literary text. ReadyRosie • Making Connections PreK • Text to Self Connections • Toy Stories |
| INDICATOR | ELA.PK.4. | With prompting and support, ask and answer questions about details in an informational text. ReadyRosie • All About My Day • Asking Wh- Questions • Book Bag Descriptions • Grandparent Storytime • My Favorite Part • Tips for helping your child love reading • Tips for storytelling: Using gestures |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | ELA.PK. | English Language Arts (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Reading | |
| GRADE LEVEL EXPECTATION | Cluster: Craft and Structure | |
| INDICATOR | ELA.PK.7. | With prompting and support, answer questions about unknown words in a literary text. ReadyRosie • Reading a Book for the Second Time |
| INDICATOR | ELA.PK.9. | With prompting and support, define the roles of author and illustrator in a literary text. ReadyRosie • Funny Reading |
| INDICATOR | ELA.PK.11. | With prompting and support, identify the front cover and back cover of a book and recognize how books are read (e.g., one page at a time, from front to back). ReadyRosie • Funny Reading |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | ELA.PK. | English Language Arts (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Reading | |
| GRADE LEVEL EXPECTATION | Cluster: Integration of Knowledge and Ideas | |
| INDICATOR | ELA.PK.13. | With prompting and support, describe the relationship between illustrations and the literary story in which they appear (e.g., what moment in a story an illustration depicts). ReadyRosie • Picture Walk Predictions • Retelling the Story |
| INDICATOR | ELA.PK.14. | With prompting and support, discuss how the adventures and experiences of characters in familiar literary stories relate to children’s own experiences. ReadyRosie • Picture Walk Predictions |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | ELA.PK. | English Language Arts (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Writing | |
| GRADE LEVEL EXPECTATION | Cluster: Text Types and Purposes | |
| INDICATOR | ELA.PK.20. | With prompting and support, use a combination of drawing, dictating, and writing to compose opinion pieces in which the topic or the name of the text being discussed is included; state an opinion or preference about the topic or book using discussion, experience, or texts. ReadyRosie • Itsy Bitsy Spider Illustrations |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | ELA.PK. | English Language Arts (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Writing | |
| GRADE LEVEL EXPECTATION | Cluster: Production and Distribution of Writing | |
| INDICATOR | ELA.PK.25. | With guidance and support, explore a variety of writing tools and materials (e.g., pencils, markers, sand, developmentally appropriate digital tools). 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 / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | ELA.PK. | English Language Arts (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Writing | |
| GRADE LEVEL EXPECTATION | Cluster: Research to Build and Present Knowledge | |
| INDICATOR | ELA.PK.27. | With prompting and support, recall information from experiences to answer a question. ReadyRosie • Who Should We Ask? |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | ELA.PK. | English Language Arts (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Speaking and Listening | |
| GRADE LEVEL EXPECTATION | Cluster: Comprehension and Collaboration | |
| INDICATOR | ELA.PK.30. | With prompting and support, participate in collaborative conversations about pre-k topics and texts with peers and adults through multiple exchanges. ReadyRosie • Color Word Sentences • Family Sunshine Message • If You're Happy & You Know It • Pantry Talk Description • Phone Fun • Sharing sign language • Show your love • Taking Turns • Who Should We Ask? |
| INDICATOR | ELA.PK.31. | With prompting and support, confirm understanding of a text read aloud or information presented orally or through other media by answering questions about details. ReadyRosie • Baby Photo Fun • Color Word Sentences • Why should we tell family stories? • Yesterday, Today, Tomorrow |
| INDICATOR | ELA.PK.32. | With prompting and support, ask and answer questions in order to seek help and get information. ReadyRosie • Baby Photo Fun • Color Word Sentences • Listening for Sounds • Phone Fun • Why should we tell family stories? • Yesterday, Today, Tomorrow |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | ELA.PK. | English Language Arts (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Speaking and Listening | |
| GRADE LEVEL EXPECTATION | Cluster: Presentation of Knowledge and Ideas | |
| INDICATOR | ELA.PK.33. | Describe familiar people, places, things, and events. ReadyRosie • Putting Away the Groceries • Table Riddles |
| INDICATOR | ELA.PK.34. | With prompting and support, add drawings or other visual displays to descriptions as desired to provide additional details (e.g., 2- or 3-dimensional artwork). ReadyRosie • Detailed Drawing of a Face • Fashion designer • May I Take your Order? • Mirror, Mirror • Protective Paper Tubes • Shaving Cream Shapes • Three Ways to Show a Number • Using a Menu to Order • Writing Names with Shaving Cream |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | ELA.PK. | English Language Arts (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Language | |
| GRADE LEVEL EXPECTATION | Cluster: Conventions of Standard English | |
| INDICATOR | ELA.PK.36.1. | Communicate clearly enough to be understood by adults across a range of situations: Pronunciation errors and grammatical errors are isolated and infrequent. ReadyRosie • All Mixed Up • Five senses in nature • Insect Expert • Pet Greetings • Sand Sleuths |
| INDICATOR | ELA.PK.36.2. | Communicate clearly enough to be understood by adults across a range of situations: Show proficiency with prepositions, regular/irregular past tense, verb, possessives, and noun-verb agreement. ReadyRosie • All Mixed Up • Five senses in nature • Insect Expert • Pet Greetings • Sand Sleuths |
| INDICATOR | ELA.PK.36.3. | Communicate clearly enough to be understood by adults across a range of situations: Show an understanding of a variety of sentences. ReadyRosie • All Mixed Up • Pantry Talk Description • Phone Fun • Who Should We Ask? |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | ELA.PK. | English Language Arts (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Language | |
| GRADE LEVEL EXPECTATION | Cluster: Vocabulary Acquisition and Use | |
| INDICATOR | ELA.PK.40.1. | With prompting and support, explore word categories and relationships among words: Sort common objects into categories (e.g., shapes or foods) to gain a sense of the concepts the categories represent. ReadyRosie • Grocery Store Conversations • How Many Can You Name? • Putting Away the Groceries • Silent Opposites • Sort and Graph Leaves |
| INDICATOR | ELA.PK.40.2. | With prompting and support, explore word categories and relationships among words: Demonstrate understanding of frequently occurring verbs and adjectives and opposites (antonyms). ReadyRosie • Comparing Vegetables • Silent Opposites • What's the Opposite? |
| INDICATOR | ELA.PK.40.3. | With prompting and support, explore word categories and relationships among words: Identify real-life connections between words and their meaning. ReadyRosie • Comparing Vegetables • Following Directions • Grocery Store Conversations • How can I help my child learn new words? • I'm Thinking of an Animal • Kitchen Labeling • Laundry List • My Shadow and Me • Pantry Talk Description • Predicting Vocabulary • Silent Opposites • Sink or Float • Take Away • Think About It |
| INDICATOR | ELA.PK.41. | With prompting and support, use words and phrases acquired through conversations, being read to, and responding to texts. ReadyRosie • Fashion designer • Finding the Groceries • Five senses in nature • Fix that Picture • Household Machines • How Many Can You Name? • I Spy an Animal • Insect Evidence • Insect Expert • Laundry List • Look closely • Mystery Bag |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | M.PK. | Mathematics (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Counting and Cardinality | |
| GRADE LEVEL EXPECTATION | Cluster: Number names | |
| INDICATOR | M.PK.1. | Count in sequence to 10 and beyond. 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 • Rub a Dub Counting • Show Me • Skipping Around • Taking Inventory • Tallying Boxes • The Number Stays the Same |
| INDICATOR | M.PK.3. | Begin to identify and write some numerals. ReadyRosie • Find My Number • Fruit Salad • Magazine Number Hunt • May I Take your Order? • My Address • Numbers Everywhere • Taking Inventory • Three Ways to Show a Number |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | M.PK. | Mathematics (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Counting and Cardinality | |
| GRADE LEVEL EXPECTATION | Cluster: Counting to tell the number of objects | |
| INDICATOR | M.PK.4.1. | Understand the relationship between numbers and quantities; connect counting to cardinality: Use one-to-one correspondence to count objects and match groups to objects. ReadyRosie • Acorns and Pinecones • Adding Ice • Apple Pie • Candy Sort and Graph • Counting Signs • Decorating Cupcakes • Fruit Salad • How Many Can I Grab? • How Many Feet? • How Many Steps to Bed? • How Many in the Car? • How Old Are You? • Lily Pad Hop • Penny Drop • The Number Stays the Same • Three Ways to Show a Number • Under the Cup • What's for Dinner? |
| INDICATOR | M.PK.4.2. | Understand the relationship between numbers and quantities; connect counting to cardinality: Match quantity with number symbols; given a number up to 10, counts out that many objects. 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 • Magazine Number Hunt • More than Ten • Numbers Everywhere • Show Me • Taking Inventory • Tallying Boxes |
| INDICATOR | M.PK.4.3. | Understand the relationship between numbers and quantities; connect counting to cardinality: Recognize quantity without counting up to five objects. ReadyRosie • Find My Number • Lily Pad Hop • Magazine Number Hunt • May I Take your Order? • Numbers Everywhere • Special Day Countdown • Three Ways to Show a Number • Where did It Come From? |
| INDICATOR | M.PK.5. | Count to answer, “how many?” questions up to 10 items. ReadyRosie • Find My Number • Lily Pad Hop • Magazine Number Hunt • May I Take your Order? • Numbers Everywhere • Special Day Countdown • Three Ways to Show a Number • Where did It Come From? |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | M.PK. | Mathematics (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Counting and Cardinality | |
| GRADE LEVEL EXPECTATION | Cluster: Comparing and ordering numbers | |
| INDICATOR | M.PK.6. | Identify whether the number of objects in one group is more, less, greater than, fewer, and or equal to number of objects in another group for up to 5 objects (e.g., by using matching and counting strategies). ReadyRosie • Acorns and Pinecones • Adding Ice • Block Tower • Cereal Challenge • 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 • Make a Tower of Ten • More than Ten • Sharing Goldfish • Show Me • Slap One More • Snack Fractions • Taking Inventory • Tallying Boxes • Who has the Biggest Number? |
| INDICATOR | M.PK.7. | Identify first and last related to order or position. ReadyRosie • First Place • Under the Cup |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | M.PK. | Mathematics (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Operations and Algebraic Thinking | |
| GRADE LEVEL EXPECTATION | Cluster: Composing and decomposing numbers | |
| INDICATOR | M.PK.8. | Recognize addition as putting objects together and subtraction as taking objects apart. (e.g., if we have 3 apples and add 2 more, how many apples do we have all together?). ReadyRosie • All Done • Checkout Countdown • Decorating Cupcakes • How Many Feet? • In My Pond, Part 1 • In My Pond, Part 2 • Make a Tower of Ten • One Less • One More • Packing for Our Trip • Rock Toss • Three Little Animals |
| INDICATOR | M.PK.10. | Identify parts in relationship to a whole. ReadyRosie • Sharing a Meal • Snack Fractions |
| INDICATOR | M.PK.11. | Duplicate, create, and extend simple patterns using concrete objects. ReadyRosie • Making Patterns • My Age • Setting the Table • Sound Patterns • Speedometer Math • The Fence Problem |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | M.PK. | Mathematics (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Measurement and Data | |
| GRADE LEVEL EXPECTATION | Cluster: Describe and compare measureable attributes | |
| INDICATOR | M.PK.14. | With prompting and support, identify measurable attributes of objects, such as length and/or weight. ReadyRosie • Bookcase Problem • Building Houses • Buying Oranges • Comparing Vegetables • Grocery Store Weights • How Many Can I Grab? • Leap Frog Measure • Measuring the Table • Near and Far |
| INDICATOR | M.PK.15.1. | Represent and interpret data: Estimate the size of objects in comparison to a common unit of measurement, (e.g., more/less, long/short, big/little, light/heavy). ReadyRosie • Bookcase Problem • Building Houses • Buying Oranges • Comparing Vegetables • Grocery Store Weights • How Many Can I Grab? • Leap Frog Measure • Measuring the Table • Near and Far |
| INDICATOR | M.PK.15.2. | Represent and interpret data: Recognize and interpret information/symbols presented in tables and graphs. ReadyRosie • Dino Dig • Sort and Graph Leaves |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | M.PK. | Mathematics (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Measurement and Data | |
| GRADE LEVEL EXPECTATION | Cluster: Classify objects and count the number of objects in each category | |
| INDICATOR | M.PK.16. | Sort objects into categories according to common characteristics (e.g., color, size, shape) and count the number of objects. ReadyRosie • Candy Sort and Graph • Do All Balls Bounce • I Spy a Coin • I Spy an Animal • Letter Sort • Likely or Unlikely • Sort and Graph Leaves • Sorting Laundry • Tallying Boxes • What makes balls move? • Where did It Come From? |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | M.PK. | Mathematics (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Geometry | |
| GRADE LEVEL EXPECTATION | Cluster: Identify and describe shapes | |
| INDICATOR | M.PK.17.1. | Describe objects in the environment: Use the names of basic shapes. ReadyRosie • Buying Oranges |
| INDICATOR | M.PK.17.2. | Describe objects in the environment: Describe the relative positions of objects using terms (e.g., up, down, over, under, top, bottom, inside, outside, in front, behind). ReadyRosie • Bookcase Problem • Finding the Groceries • Follow My Design • Follow the Leader • Following Directions • Jump to It • Little Miss Muffet Role Play • Mirror, Mirror • Near and Far • Race Car Transformations • Stuffed Animal Olympics • Treasure Map |
| INDICATOR | M.PK.18. | Correctly name basic shapes regardless of their orientations or overall size. ReadyRosie • Building Houses • Can We Make a Box? • Finger Shapes • Guess My Shape • Mirror, Mirror • Pantry Sort 1 • Pantry Sort 2 • Shape Changers • Shape Hunt • Shaving Cream Shapes • Sturdy Structures • Ways to Cut a Sandwich |
| INDICATOR | M.PK.19. | Sort two-and three-dimensional shapes and objects. ReadyRosie • Building Houses • Can We Make a Box? • Finger Shapes • Guess My Shape • Mirror, Mirror • Pantry Sort 1 • Pantry Sort 2 • Shape Changers • Shape Hunt • Shaving Cream Shapes • Sturdy Structures • Ways to Cut a Sandwich |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | M.PK. | Mathematics (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Geometry | |
| GRADE LEVEL EXPECTATION | Cluster: Analyze, compare, create and compose shapes | |
| INDICATOR | M.PK.20. | Analyze and compare two- and three-dimensional shapes and objects in different sizes. Describe their similarities, differences, and other attributes. ReadyRosie • Building Houses • Can We Make a Box? • Finger Shapes • Guess My Shape • Mirror, Mirror • Pantry Sort 1 • Pantry Sort 2 • Shape Changers • Shape Hunt • Shaving Cream Shapes • Sturdy Structures • Ways to Cut a Sandwich |
| INDICATOR | M.PK.21. | Create and build shapes from components (e.g., sticks and clay balls). ReadyRosie • Building Houses • Can We Make a Box? • Finger Shapes • Guess My Shape • Mirror, Mirror • Pantry Sort 1 • Pantry Sort 2 • Shape Changers • Shape Hunt • Shaving Cream Shapes • Sturdy Structures • Ways to Cut a Sandwich |
| INDICATOR | M.PK.22. | With prompting and support, compose simple shapes to form larger shapes (e.g., “Can these two triangles, with full sides touching, join to make a rectangle?”) ReadyRosie • Building Houses • Can We Make a Box? • Finger Shapes • Guess My Shape • Mirror, Mirror • Pantry Sort 1 • Pantry Sort 2 • Shape Changers • Shape Hunt • Shaving Cream Shapes • Sturdy Structures • Ways to Cut a Sandwich |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | SC.PK. | Science (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Science as Inquiry | |
| GRADE LEVEL EXPECTATION | Cluster: Foundational Knowledge of Scientific Inquiry | |
| INDICATOR | SC.PK.1. | Ask questions that can be answered through active investigation. ReadyRosie • What's for Dinner? |
| INDICATOR | SC.PK.2. | Explore and discuss similarities and differences among objects and materials. ReadyRosie • Active Listening • Do All Balls Bounce • Five senses in nature • Grocery Store Conversations • Laundry List • Observing Closely • Sink or Float • Sturdy Structures • Tallying Boxes • Watch the Road • Water Instruments • What makes balls move? |
| INDICATOR | SC.PK.4. | Make predictions and brainstorm solutions. ReadyRosie • Acorns and Pinecones • Observing Closely • Strawberries for a Picnic • Sturdy Structures |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | SC.PK. | Science (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Science as Inquiry | |
| GRADE LEVEL EXPECTATION | Cluster: Utilization of Inquiry | |
| INDICATOR | SC.PK.5. | Identify the five senses and use them to make observations. ReadyRosie • Grocery Store Conversations |
| INDICATOR | SC.PK.7. | Engage in scientific talk by utilizing words (e.g., observe, compare, contrast, measure, reflect, predict, plan). ReadyRosie • Grocery Store Weights • I'm Thinking of an Animal • Mystery Bag • Strawberries for a Picnic |
| INDICATOR | SC.PK.8. | Communicate results, solutions, and conclusions through a variety of methods (e.g., verbal or visual representation). ReadyRosie • Observing Closely • Sink or Float • Water Instruments • What's for Dinner? |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | SC.PK. | Science (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Scientific Knowledge | |
| GRADE LEVEL EXPECTATION | Cluster: Understanding the Living and Physical World | |
| INDICATOR | SC.PK.11. | Communicate awareness that people can impact the environment in positive and negative ways. ReadyRosie • Prepping Your Lunch |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | PH.PK. | Health and Physical Development (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Safety Practices | |
| GRADE LEVEL EXPECTATION | Cluster: Safety Practices | |
| INDICATOR | PH.PK.1. | Participate in safety stories, games, and drills (e.g., bus, fire, bike, and strangers). ReadyRosie • My Address |
| INDICATOR | PH.PK.4. | Follow classroom and community safety rules and routines (e.g., fire drills, bus rules, pedestrian safety). ReadyRosie • My Address |
| INDICATOR | PH.PK.5. | With prompting and support, communicate an understanding of the importance of safety routines and rules. ReadyRosie • My Address |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | PH.PK. | Health and Physical Development (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Health Practices | |
| GRADE LEVEL EXPECTATION | Cluster: Healthy Development | |
| INDICATOR | PH.PK.6. | Complete personal care tasks (e.g., dressing, brushing teeth, toileting, and washing hands) independently. ReadyRosie • Rub a Dub Counting |
| INDICATOR | PH.PK.8. | Communicate an understanding of the importance of healthy routines (e.g., appropriate times to wash hands). ReadyRosie • Rub a Dub Counting |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | PH.PK. | Health and Physical Development (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Gross Motor | |
| GRADE LEVEL EXPECTATION | Cluster: Gross Motor Development | |
| INDICATOR | PH.PK.10. | Develop motor control for a range of physical activities (e.g., walking, propelling a wheelchair or mobility device, skipping, running, climbing, and hopping). ReadyRosie • Follow the Leader |
| INDICATOR | PH.PK.11. | Develop motor coordination and skill in using objects for a range of physical activities (e.g., pulling, throwing, catching, kicking, bouncing or hitting a ball, and riding a tricycle). ReadyRosie • Rhyming Toss • Rock Toss • The Number Stays the Same |
| INDICATOR | PH.PK.12. | Demonstrate increased balance (e.g., balance beam, riding equipment, and play structures). ReadyRosie • Follow the Leader |
| INDICATOR | PH.PK.13. | Demonstrate awareness of own body and other people’s space during interactions. ReadyRosie • Follow the Leader • Jump to It • Rock Toss |
| INDICATOR | PH.PK.14. | Move body in relation to objects to effectively perform tasks (e.g., kick a ball, pedal a tricycle). ReadyRosie • Rhyming Toss • Rock Toss • The Number Stays the Same |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | PH.PK. | Health and Physical Development (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Fine Motor | |
| GRADE LEVEL EXPECTATION | Cluster: Fine Motor Development | |
| INDICATOR | PH.PK.15. | Demonstrate increased ability, strength, dexterity, and control to manipulate and use tools (e.g., scissors, staplers, hammers, and eating utensils). ReadyRosie • Alphabet Clapping • Can We Make a Box? • Detailed Drawing of a Face • Drumming Sounds • Finger Shapes • Fix that Picture • Household Machines • Inspiring Sculptures • Jump Rope Letters • Mirror, Mirror • Protective Paper Tubes • Sand Sleuths • Setting the Table • Sharing sign language • Shaving Cream Shapes • Silverware Alphabet • Thank You Note • Writing Names with Shaving Cream |
| INDICATOR | PH.PK.16. | Demonstrate increased accuracy of eye-hand coordination and use of opposing hand movements (e.g., building with blocks, stringing with beads, cutting with scissors, and putting puzzles together). ReadyRosie • Alphabet Clapping • Can We Make a Box? • Detailed Drawing of a Face • Drumming Sounds • Finger Shapes • Fix that Picture • Household Machines • Inspiring Sculptures • Jump Rope Letters • Mirror, Mirror • Protective Paper Tubes • Sand Sleuths • Setting the Table • Sharing sign language • Shaving Cream Shapes • Silverware Alphabet • Thank You Note • Writing Names with Shaving Cream |
| INDICATOR | PH.PK.17. | Explore a variety of writing tools and materials (e.g., pencils, markers, sand, developmentally appropriate digital tools). ReadyRosie • Detailed Drawing of a Face • Fashion designer • May I Take your Order? • Mirror, Mirror • Protective Paper Tubes • Shaving Cream Shapes • Three Ways to Show a Number • Using a Menu to Order • Writing Names with Shaving Cream |
| INDICATOR | PH.PK.18. | Demonstrate increased ability with self-help skills (e.g., buttoning, zipping, and lacing). ReadyRosie • Alphabet Clapping • Can We Make a Box? • Detailed Drawing of a Face • Drumming Sounds • Finger Shapes • Fix that Picture • Household Machines • Inspiring Sculptures • Jump Rope Letters • Mirror, Mirror • Protective Paper Tubes • Sand Sleuths • Setting the Table • Sharing sign language • Shaving Cream Shapes • Silverware Alphabet • Thank You Note • Writing Names with Shaving Cream |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | AR.PK. | The Arts (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Music | |
| GRADE LEVEL EXPECTATION | Cluster: Music | |
| INDICATOR | AR.PK.1. | Participate in music activities (e.g., listening, singing, and finger plays). ReadyRosie • If You're Happy & You Know It • Itsy Bitsy Spider Illustrations • Sliding to Nursery Rhymes • Water Instruments • Why should I sing to my baby? |
| INDICATOR | AR.PK.4. | Express what is felt and heard through musical elements (e.g., tempo and style). ReadyRosie • Water Instruments |
| CONTENT STANDARD / COURSE | WEST VIRGINIA PRE-K STANDARDS (AGES 3-5) | |
| CONTENT STANDARD / OBJECTIVE | AR.PK. | The Arts (Ages 3-5) |
| OBJECTIVE / EXPECTATION | Visual Arts | |
| GRADE LEVEL EXPECTATION | Cluster: Visual Arts | |
| INDICATOR | AR.PK.7. | Express thoughts and feelings through creative artwork (e.g., drawing, sculpting, and painting). ReadyRosie • Detailed Drawing of a Face • Fashion designer • May I Take your Order? • Mirror, Mirror • Protective Paper Tubes • Shaving Cream Shapes • Three Ways to Show a Number • Tips for helping your child love reading • Using a Menu to Order • Writing Names with Shaving Cream |
| INDICATOR | AR.PK.8. | Communicate ideas, experiences, and knowledge through creative artwork. ReadyRosie • Detailed Drawing of a Face • Fashion designer • May I Take your Order? • Mirror, Mirror • Protective Paper Tubes • Shaving Cream Shapes • Three Ways to Show a Number • Tips for helping your child love reading • Using a Menu to Order • Writing Names with Shaving Cream |
| INDICATOR | AR.PK.9. | Demonstrate a growing ability to plan, work independently, and demonstrate care and persistence in a variety of art projects. ReadyRosie • Detailed Drawing of a Face • Fashion designer • May I Take your Order? • Mirror, Mirror • Protective Paper Tubes • Shaving Cream Shapes • Three Ways to Show a Number • Using a Menu to Order • Writing Names with Shaving Cream |
| INDICATOR | AR.PK.11. | Explore colors, textures, and techniques using different mediums (e.g., clay, natural materials, wood, sewing, digital graphics, and photography). ReadyRosie • Detailed Drawing of a Face • Fashion designer • May I Take your Order? • Mirror, Mirror • Protective Paper Tubes • Shaving Cream Shapes • Three Ways to Show a Number • Tips for helping your child love reading • Using a Menu to Order • Writing Names with Shaving Cream |