Wisconsin Academic Standards (Infant)
| Main Criteria: Wisconsin Academic Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grades: Ages Birth to 12 months, Ages 13 to 24 months, Ages 25 to 36 months | ||
| Correlation Options: Show Correlated | ||
| Wisconsin Academic Standards |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2013/updated 2017 |
| DOMAIN | WI.B-60.I. | HEALTH AND PHYSICAL DEVELOPMENT |
| CONTENT STANDARD | I.A.EL. | PHYSICAL HEALTH AND DEVELOPMENT – Developmental Expectation: Children in Wisconsin will be physically healthy and will be able to effectively care for their own physical needs. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | A.EL.1d. | Demonstrates behaviors to meet self-help and physical needs. (Eating) ReadyRosie Lunchtime Language |
| DESCRIPTOR / FOCUS AREA | A.EL.3. | Demonstrates a healthy life style. ReadyRosie Lunchtime Language |
| DOMAIN | WI.B-60.I. | HEALTH AND PHYSICAL DEVELOPMENT |
| CONTENT STANDARD | I.B.EL. | MOTOR DEVELOPMENT – Developmental Expectation: Children in Wisconsin will develop and refine their use of small and gross motor skills. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | B.EL.2. | Exhibits eye-hand coordination, strength, control, and object manipulation. ReadyRosie Grasp and Grab Touch and Taste |
| DOMAIN | WI.B-60.I. | HEALTH AND PHYSICAL DEVELOPMENT |
| CONTENT STANDARD | I.C.EL. | SENSORY ORGANIZATION – Developmental Expectation: Children in Wisconsin will integrate input from all sensory systems and learn to respond appropriately and automatically within their environment. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | C.EL.1. | Uses senses to take in, experience, integrate, and regulate responses to the environment. ReadyRosie Bath Time Fun Two on Me and You |
| DOMAIN | WI.B-60.II. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| CONTENT STANDARD | II.C.EL. | SOCIAL COMPETENCE – Developmental Expectation: Children in Wisconsin will form and maintain secure relationships and gain understanding of social systems. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | C.EL.1. | Demonstrates attachment, trust, and autonomy. ReadyRosie Baby Massage Behavior is a form of communication Grasp and Grab How can I get my child to listen to me? How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close That's My Name Tips for bonding with your baby Tummy Talk Two on Me and You What Comes after Two? Which Toy? You are your child's first teacher |
| DESCRIPTOR / FOCUS AREA | C.EL.2. | Engages in social interaction and plays with others. ReadyRosie Do You See Me? Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| DESCRIPTOR / FOCUS AREA | C.EL.3. | Demonstrates understanding of rules and social expectations. ReadyRosie Animal Noises How do I get my child to______? Reading Routines for Early Readers What Comes after Two? |
| DESCRIPTOR / FOCUS AREA | C.EL.4. | Engages in social problem solving behavior and learns to resolve conflict. ReadyRosie Bath Time Fun Do You See Me? Kicking Paper Supported Standing |
| DOMAIN | WI.B-60.III. | LANGUAGE DEVELOPMENT AND COMMUNICATION |
| CONTENT STANDARD | III.A.EL. | LISTENING AND UNDERSTANDING – Developmental Expectation: Children in Wisconsin will convey and interpret meaning through listening and understanding. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | A.EL.1. | Derives meaning through listening to communications of others and sounds in the environment. ReadyRosie Bath Time Fun Two on Me and You |
| DESCRIPTOR / FOCUS AREA | A.EL.2. | Listens and responds to communications with others. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| DOMAIN | WI.B-60.III. | LANGUAGE DEVELOPMENT AND COMMUNICATION |
| CONTENT STANDARD | III.B.EL. | SPEAKING AND COMMUNICATING – Developmental Expectation: Children in Wisconsin will convey and interpret meaning through speaking and other forms of communicating. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | B.EL.2b. | Uses vocalizations and spoken language to communicate. (Language Content) (Semantics: rule system for establishing meaning of words, individually and in combination) ReadyRosie Lunchtime Language |
| DOMAIN | WI.B-60.III. | LANGUAGE DEVELOPMENT AND COMMUNICATION |
| CONTENT STANDARD | III.C.EL. | EARLY LITERACY – Developmental Expectation: Children in Wisconsin will form and maintain secure relationships and gain understanding of social systems. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | C.EL.1. | Develops ability to detect, manipulate, or analyze the auditory parts of spoken language. ReadyRosie Grocery List |
| DOMAIN | WI.B-60.IV. | APPROACHES TO LEARNING |
| CONTENT STANDARD | IV.A.EL. | CURIOSITY, ENGAGEMENT, AND PERSISTENCE – Developmental Expectation: Children in Wisconsin will use curiosity, engagement and persistence to extend their learning. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | A.EL.1. | Displays curiosity, risk-taking, and willingness to engage in new experiences. ReadyRosie Do You See Me? Kicking Paper Supported Standing Touch and Taste Which Toy? |
| DESCRIPTOR / FOCUS AREA | A.EL.2. | Engages in meaningful learning through attempting, repeating, experimenting, refining, and elaborating on experiences and activities. ReadyRosie Do You See Me? Supported Standing |
| DESCRIPTOR / FOCUS AREA | A.EL.3. | Exhibits persistence and flexibility. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| DOMAIN | WI.B-60.IV. | APPROACHES TO LEARNING |
| CONTENT STANDARD | IV.B.EL. | CREATIVITY AND IMAGINATION – Developmental Expectation: Children in Wisconsin will convey and interpret meaning through speaking and other forms of communicating. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will use invention, imagination, and play to extend their learning: | |
| DESCRIPTOR / FOCUS AREA | B.EL.1. | Engages in imaginative play and inventive thinking through interactions with people, materials, and the environment. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| DESCRIPTOR / FOCUS AREA | B.EL.2. | Expresses self creatively through music, movement, and art. ReadyRosie Animal Noises How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| DOMAIN | WI.B-60.IV. | APPROACHES TO LEARNING |
| CONTENT STANDARD | IV.C.EL. | DIVERSITY IN LEARNING – Developmental Expectation: Children in Wisconsin will engage in diverse approaches to learning that reflect social and cultural contexts such as biology, family history, culture, and individual learning styles. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | C.EL.1. | Experiences a variety of routines, practices, and languages. ReadyRosie Animal Noises How can I communicate with my baby? How do I get my child to______? Piggy Toes Reading Routines for Early Readers What Comes after Two? |
| DOMAIN | WI.B-60.V. | COGNITION AND GENERAL KNOWLEDGE |
| CONTENT STANDARD | V.A.EL. | EXPLORATION, DISCOVERY, AND PROBLEM SOLVING – Developmental Expectation: Children in Wisconsin will develop their capacity to use cognitive skills as a tool to acquire knowledge and skills. These skills include reasoning, reflection, and interpretation. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | A.EL.1. | Uses multi-sensory abilities to process information. ReadyRosie Bath Time Fun Two on Me and You |
| DESCRIPTOR / FOCUS AREA | A.EL.2. | Understands new meanings as memory increases. ReadyRosie How can I help my child learn new words? |
| DESCRIPTOR / FOCUS AREA | A.EL.3. | Applies problem solving skills. ReadyRosie Do You See Me? Supported Standing |
| DOMAIN | WI.B-60.V. | COGNITION AND GENERAL KNOWLEDGE |
| CONTENT STANDARD | V.B.EL. | MATHEMATICAL THINKING – Developmental Expectation: Children in Wisconsin will understand and use early mathematical concepts and logical thinking processes to extend their learning. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will use invention, imagination, and play to extend their learning: | |
| DESCRIPTOR / FOCUS AREA | B.EL.1. | Demonstrates an understanding of numbers and counting. ReadyRosie Table Taps |
| Wisconsin Academic Standards |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2013/updated 2017 |
| DOMAIN | WI.B-60.I. | HEALTH AND PHYSICAL DEVELOPMENT |
| CONTENT STANDARD | I.A.EL. | PHYSICAL HEALTH AND DEVELOPMENT – Developmental Expectation: Children in Wisconsin will be physically healthy and will be able to effectively care for their own physical needs. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | A.EL.1d. | Demonstrates behaviors to meet self-help and physical needs. (Eating) ReadyRosie Snack Time Speech |
| DESCRIPTOR / FOCUS AREA | A.EL.3. | Demonstrates a healthy life style. ReadyRosie Snack Time Speech |
| DOMAIN | WI.B-60.I. | HEALTH AND PHYSICAL DEVELOPMENT |
| CONTENT STANDARD | I.B.EL. | MOTOR DEVELOPMENT – Developmental Expectation: Children in Wisconsin will develop and refine their use of small and gross motor skills. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | B.EL.1a. | Moves with strength, control, balance, coordination, locomotion, and endurance. (Purpose and Coordination) ReadyRosie Baby Basketball Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| DESCRIPTOR / FOCUS AREA | B.EL.1b. | Moves with strength, control, balance, coordination, locomotion, and endurance. (Balance and Strength) ReadyRosie Baby Basketball Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| DESCRIPTOR / FOCUS AREA | B.EL.2. | Exhibits eye-hand coordination, strength, control, and object manipulation. ReadyRosie Baby Basketball Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Kick With Me Little Hands, Big Plans Take Along Toy Tube Chute |
| DOMAIN | WI.B-60.I. | HEALTH AND PHYSICAL DEVELOPMENT |
| CONTENT STANDARD | I.C.EL. | SENSORY ORGANIZATION – Developmental Expectation: Children in Wisconsin will integrate input from all sensory systems and learn to respond appropriately and automatically within their environment. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | C.EL.1. | Uses senses to take in, experience, integrate, and regulate responses to the environment. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| DOMAIN | WI.B-60.II. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| CONTENT STANDARD | II.A.EL. | EMOTIONAL DEVELOPMENT – Developmental Expectation: Children in Wisconsin will demonstrate emotional competence and self regulation. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | A.EL.1. | Expresses a wide range of emotions. ReadyRosie Reading Emotions |
| DOMAIN | WI.B-60.II. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| CONTENT STANDARD | II.B.EL. | SELF-CONCEPT – Developmental Expectation: Children in Wisconsin will have a personal sense of well being. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | B.EL.1. | Develops positive self-esteem. ReadyRosie Happy Birthday to You Point and Learn This or That |
| DESCRIPTOR / FOCUS AREA | B.EL.2. | Demonstrates self-awareness. ReadyRosie Choosing Clothes Happy Birthday to You Point and Learn This or That This or That |
| DOMAIN | WI.B-60.II. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| CONTENT STANDARD | II.C.EL. | SOCIAL COMPETENCE – Developmental Expectation: Children in Wisconsin will form and maintain secure relationships and gain understanding of social systems. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | C.EL.1. | Demonstrates attachment, trust, and autonomy. ReadyRosie Behavior is a form of communication Choosing Clothes How can I get my child to listen to me? How can I make music part of our day? How should I handle temper tantrums? Move to to the Music This or That Tips for bonding with your baby You are your child's first teacher |
| DESCRIPTOR / FOCUS AREA | C.EL.2. | Engages in social interaction and plays with others. ReadyRosie Choosing Clothes How can I make music part of our day? Kick With Me Little Hands, Big Plans Move to to the Music Tea Party This or That |
| DESCRIPTOR / FOCUS AREA | C.EL.3. | Demonstrates understanding of rules and social expectations. ReadyRosie Big, Little Helper How do I get my child to______? How should I handle temper tantrums? Kick With Me Let's Get Dressed Little Hands, Big Plans Reading Routines for Early Readers Shoe Search Tea Party |
| DESCRIPTOR / FOCUS AREA | C.EL.4. | Engages in social problem solving behavior and learns to resolve conflict. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| DOMAIN | WI.B-60.III. | LANGUAGE DEVELOPMENT AND COMMUNICATION |
| CONTENT STANDARD | III.A.EL. | LISTENING AND UNDERSTANDING – Developmental Expectation: Children in Wisconsin will convey and interpret meaning through listening and understanding. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | A.EL.1. | Derives meaning through listening to communications of others and sounds in the environment. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| DESCRIPTOR / FOCUS AREA | A.EL.2. | Listens and responds to communications with others. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| DESCRIPTOR / FOCUS AREA | A.EL.3. | Follows directions of increasing complexity. ReadyRosie Choosing Clothes Talk and Play |
| DOMAIN | WI.B-60.III. | LANGUAGE DEVELOPMENT AND COMMUNICATION |
| CONTENT STANDARD | III.B.EL. | SPEAKING AND COMMUNICATING – Developmental Expectation: Children in Wisconsin will convey and interpret meaning through speaking and other forms of communicating. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | B.EL.2b. | Uses vocalizations and spoken language to communicate. (Language Content) (Semantics: rule system for establishing meaning of words, individually and in combination) ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| DOMAIN | WI.B-60.IV. | APPROACHES TO LEARNING |
| CONTENT STANDARD | IV.A.EL. | CURIOSITY, ENGAGEMENT, AND PERSISTENCE – Developmental Expectation: Children in Wisconsin will use curiosity, engagement and persistence to extend their learning. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | A.EL.1. | Displays curiosity, risk-taking, and willingness to engage in new experiences. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Dump and Pick Up Take Along Toy Tube Chute Walk the Line |
| DESCRIPTOR / FOCUS AREA | A.EL.2. | Engages in meaningful learning through attempting, repeating, experimenting, refining, and elaborating on experiences and activities. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| DESCRIPTOR / FOCUS AREA | A.EL.3. | Exhibits persistence and flexibility. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| DOMAIN | WI.B-60.IV. | APPROACHES TO LEARNING |
| CONTENT STANDARD | IV.B.EL. | CREATIVITY AND IMAGINATION – Developmental Expectation: Children in Wisconsin will convey and interpret meaning through speaking and other forms of communicating. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will use invention, imagination, and play to extend their learning: | |
| DESCRIPTOR / FOCUS AREA | B.EL.1. | Engages in imaginative play and inventive thinking through interactions with people, materials, and the environment. ReadyRosie Bear Bath Choosing Clothes How can I make music part of our day? Move to to the Music Tea Party This or That |
| DESCRIPTOR / FOCUS AREA | B.EL.2. | Expresses self creatively through music, movement, and art. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Reading Emotions Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| DOMAIN | WI.B-60.IV. | APPROACHES TO LEARNING |
| CONTENT STANDARD | IV.C.EL. | DIVERSITY IN LEARNING – Developmental Expectation: Children in Wisconsin will engage in diverse approaches to learning that reflect social and cultural contexts such as biology, family history, culture, and individual learning styles. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | C.EL.1. | Experiences a variety of routines, practices, and languages. ReadyRosie Big, Little Helper Clap and Swing How can I communicate with my baby? How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Reading Routines for Early Readers Shoe Search Swing Song Why should we tell family stories? |
| DESCRIPTOR / FOCUS AREA | C.EL.2. | Learns within the context of his/her family and culture. ReadyRosie Why is storytelling important? |
| DOMAIN | WI.B-60.V. | COGNITION AND GENERAL KNOWLEDGE |
| CONTENT STANDARD | V.A.EL. | EXPLORATION, DISCOVERY, AND PROBLEM SOLVING – Developmental Expectation: Children in Wisconsin will develop their capacity to use cognitive skills as a tool to acquire knowledge and skills. These skills include reasoning, reflection, and interpretation. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | A.EL.1. | Uses multi-sensory abilities to process information. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| DESCRIPTOR / FOCUS AREA | A.EL.2. | Understands new meanings as memory increases. ReadyRosie How can I help my child learn new words? |
| DESCRIPTOR / FOCUS AREA | A.EL.3. | Applies problem solving skills. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| DOMAIN | WI.B-60.V. | COGNITION AND GENERAL KNOWLEDGE |
| CONTENT STANDARD | V.B.EL. | MATHEMATICAL THINKING – Developmental Expectation: Children in Wisconsin will understand and use early mathematical concepts and logical thinking processes to extend their learning. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will use invention, imagination, and play to extend their learning: | |
| DESCRIPTOR / FOCUS AREA | B.EL.2. | Understands number operations and relationships. |
| LEARNING CONTINUUM | JOHN? SORTING? ReadyRosie Big and Little Color Toys Find a Match |
| DOMAIN | WI.B-60.V. | COGNITION AND GENERAL KNOWLEDGE |
| CONTENT STANDARD | V.B.EL. | MATHEMATICAL THINKING – Developmental Expectation: Children in Wisconsin will understand and use early mathematical concepts and logical thinking processes to extend their learning. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will use invention, imagination, and play to extend their learning: | |
| DESCRIPTOR / FOCUS AREA | B.EL.4. | Uses the attributes of objects for comparison and patterning. ReadyRosie Big and Little Color Toys Find a Match |
| Wisconsin Academic Standards |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2013/updated 2017 |
| DOMAIN | WI.B-60.I. | HEALTH AND PHYSICAL DEVELOPMENT |
| CONTENT STANDARD | I.A.EL. | PHYSICAL HEALTH AND DEVELOPMENT – Developmental Expectation: Children in Wisconsin will be physically healthy and will be able to effectively care for their own physical needs. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | A.EL.1a. | Demonstrates behaviors to meet self-help and physical needs. (Sleep) ReadyRosie I Can Do It All By Myself |
| DESCRIPTOR / FOCUS AREA | A.EL.1b. | Demonstrates behaviors to meet self-help and physical needs. (Dressing) ReadyRosie I Can Do It All By Myself T-Shirt Talk |
| DESCRIPTOR / FOCUS AREA | A.EL.1c. | Demonstrates behaviors to meet self-help and physical needs. (Toileting) ReadyRosie I Can Do It All By Myself |
| DESCRIPTOR / FOCUS AREA | A.EL.1d. | Demonstrates behaviors to meet self-help and physical needs. (Eating) ReadyRosie Hooray Parfait I Can Do It All By Myself Little Chef Packing our Lunch |
| DESCRIPTOR / FOCUS AREA | A.EL.3. | Demonstrates a healthy life style. ReadyRosie Bear Hunt Get Moving Hooray Parfait I Can Do It All By Myself Little Chef Packing our Lunch |
| DOMAIN | WI.B-60.I. | HEALTH AND PHYSICAL DEVELOPMENT |
| CONTENT STANDARD | I.B.EL. | MOTOR DEVELOPMENT – Developmental Expectation: Children in Wisconsin will develop and refine their use of small and gross motor skills. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | B.EL.1a. | Moves with strength, control, balance, coordination, locomotion, and endurance. (Purpose and Coordination) ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| DESCRIPTOR / FOCUS AREA | B.EL.1b. | Moves with strength, control, balance, coordination, locomotion, and endurance. (Balance and Strength) ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| DESCRIPTOR / FOCUS AREA | B.EL.2. | Exhibits eye-hand coordination, strength, control, and object manipulation. ReadyRosie Catch! Drum Patterns Torn Paper Art Toy Car Wash |
| DOMAIN | WI.B-60.I. | HEALTH AND PHYSICAL DEVELOPMENT |
| CONTENT STANDARD | I.C.EL. | SENSORY ORGANIZATION – Developmental Expectation: Children in Wisconsin will integrate input from all sensory systems and learn to respond appropriately and automatically within their environment. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | C.EL.1. | Uses senses to take in, experience, integrate, and regulate responses to the environment. ReadyRosie Fast, Slow Playdough Lengths |
| DOMAIN | WI.B-60.II. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| CONTENT STANDARD | II.B.EL. | SELF-CONCEPT – Developmental Expectation: Children in Wisconsin will have a personal sense of well being. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | B.EL.2. | Demonstrates self-awareness. ReadyRosie I Am Unique Tell Me About It! |
| DOMAIN | WI.B-60.II. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| CONTENT STANDARD | II.C.EL. | SOCIAL COMPETENCE – Developmental Expectation: Children in Wisconsin will form and maintain secure relationships and gain understanding of social systems. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | C.EL.1. | Demonstrates attachment, trust, and autonomy. ReadyRosie Behavior is a form of communication How can I get my child to listen to me? How can I make music part of our day? How should I handle temper tantrums? Tell Me About It! Tips for bonding with your baby You are your child's first teacher |
| DESCRIPTOR / FOCUS AREA | C.EL.2. | Engages in social interaction and plays with others. ReadyRosie Catch! Fast, Slow How can I make music part of our day? How can I stop my kids from fighting? Ring Around the Rosie |
| DESCRIPTOR / FOCUS AREA | C.EL.3. | Demonstrates understanding of rules and social expectations. ReadyRosie Catch! How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers Ring Around the Rosie |
| DESCRIPTOR / FOCUS AREA | C.EL.4. | Engages in social problem solving behavior and learns to resolve conflict. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait How can I stop my kids from fighting? Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| DOMAIN | WI.B-60.III. | LANGUAGE DEVELOPMENT AND COMMUNICATION |
| CONTENT STANDARD | III.A.EL. | LISTENING AND UNDERSTANDING – Developmental Expectation: Children in Wisconsin will convey and interpret meaning through listening and understanding. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | A.EL.1. | Derives meaning through listening to communications of others and sounds in the environment. ReadyRosie Fast, Slow Playdough Lengths |
| DOMAIN | WI.B-60.III. | LANGUAGE DEVELOPMENT AND COMMUNICATION |
| CONTENT STANDARD | III.B.EL. | SPEAKING AND COMMUNICATING – Developmental Expectation: Children in Wisconsin will convey and interpret meaning through speaking and other forms of communicating. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | B.EL.2a. | Uses vocalizations and spoken language to communicate. (Language Form) (Syntax: rule system for combining words, phrases, and sentences, includes parts of speech, word order, and sentence structure) ReadyRosie Stuck on You Tell Me About It! Tempted to Talk |
| DESCRIPTOR / FOCUS AREA | B.EL.2b. | Uses vocalizations and spoken language to communicate. (Language Content) (Semantics: rule system for establishing meaning of words, individually and in combination) ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| DESCRIPTOR / FOCUS AREA | B.EL.2c. | Uses vocalizations and spoken language to communicate. (Language Function) (Pragmatics: rules governing the use of language in context) ReadyRosie Stuck on You Tell Me About It! Tempted to Talk |
| DOMAIN | WI.B-60.III. | LANGUAGE DEVELOPMENT AND COMMUNICATION |
| CONTENT STANDARD | III.C.EL. | EARLY LITERACY – Developmental Expectation: Children in Wisconsin will form and maintain secure relationships and gain understanding of social systems. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | C.EL.4. | Uses writing to represent thoughts or ideas. ReadyRosie Copy Me Paint your Name Secret Message |
| DOMAIN | WI.B-60.IV. | APPROACHES TO LEARNING |
| CONTENT STANDARD | IV.A.EL. | CURIOSITY, ENGAGEMENT, AND PERSISTENCE – Developmental Expectation: Children in Wisconsin will use curiosity, engagement and persistence to extend their learning. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | A.EL.1. | Displays curiosity, risk-taking, and willingness to engage in new experiences. ReadyRosie Counting Collection Drum Patterns Fast, Slow Hooray Parfait I Can Do It All By Myself Nature Walk and Talk Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| DESCRIPTOR / FOCUS AREA | A.EL.2. | Engages in meaningful learning through attempting, repeating, experimenting, refining, and elaborating on experiences and activities. ReadyRosie Drum Patterns Fast, Slow Get Moving Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| DESCRIPTOR / FOCUS AREA | A.EL.3. | Exhibits persistence and flexibility. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| DOMAIN | WI.B-60.IV. | APPROACHES TO LEARNING |
| CONTENT STANDARD | IV.B.EL. | CREATIVITY AND IMAGINATION – Developmental Expectation: Children in Wisconsin will convey and interpret meaning through speaking and other forms of communicating. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will use invention, imagination, and play to extend their learning: | |
| DESCRIPTOR / FOCUS AREA | B.EL.1. | Engages in imaginative play and inventive thinking through interactions with people, materials, and the environment. ReadyRosie Banana Phonana Drum Patterns How can I make music part of our day? Recycled Play Toy Car Wash Vroom! Vroom! |
| DESCRIPTOR / FOCUS AREA | B.EL.2. | Expresses self creatively through music, movement, and art. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| DOMAIN | WI.B-60.IV. | APPROACHES TO LEARNING |
| CONTENT STANDARD | IV.C.EL. | DIVERSITY IN LEARNING – Developmental Expectation: Children in Wisconsin will engage in diverse approaches to learning that reflect social and cultural contexts such as biology, family history, culture, and individual learning styles. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | C.EL.1. | Experiences a variety of routines, practices, and languages. ReadyRosie Book Walk How can I communicate with my baby? How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers Why should we tell family stories? |
| DESCRIPTOR / FOCUS AREA | C.EL.2. | Learns within the context of his/her family and culture. ReadyRosie Book Walk Tips for storytelling: Story ideas Why is storytelling important? |
| DOMAIN | WI.B-60.V. | COGNITION AND GENERAL KNOWLEDGE |
| CONTENT STANDARD | V.A.EL. | EXPLORATION, DISCOVERY, AND PROBLEM SOLVING – Developmental Expectation: Children in Wisconsin will develop their capacity to use cognitive skills as a tool to acquire knowledge and skills. These skills include reasoning, reflection, and interpretation. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will show evidence of developmentally appropriate abilities in the following areas: | |
| DESCRIPTOR / FOCUS AREA | A.EL.1. | Uses multi-sensory abilities to process information. ReadyRosie Fast, Slow Playdough Lengths |
| DESCRIPTOR / FOCUS AREA | A.EL.2. | Understands new meanings as memory increases. ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You |
| DESCRIPTOR / FOCUS AREA | A.EL.3. | Applies problem solving skills. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| DOMAIN | WI.B-60.V. | COGNITION AND GENERAL KNOWLEDGE |
| CONTENT STANDARD | V.B.EL. | MATHEMATICAL THINKING – Developmental Expectation: Children in Wisconsin will understand and use early mathematical concepts and logical thinking processes to extend their learning. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will use invention, imagination, and play to extend their learning: | |
| DESCRIPTOR / FOCUS AREA | B.EL.1. | Demonstrates an understanding of numbers and counting. ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| DOMAIN | WI.B-60.V. | COGNITION AND GENERAL KNOWLEDGE |
| CONTENT STANDARD | V.B.EL. | MATHEMATICAL THINKING – Developmental Expectation: Children in Wisconsin will understand and use early mathematical concepts and logical thinking processes to extend their learning. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will use invention, imagination, and play to extend their learning: | |
| DESCRIPTOR / FOCUS AREA | B.EL.2. | Understands number operations and relationships. |
| LEARNING CONTINUUM | JOHN? SORTING? ReadyRosie Nature Walk and Talk Toy Sort |
| DOMAIN | WI.B-60.V. | COGNITION AND GENERAL KNOWLEDGE |
| CONTENT STANDARD | V.B.EL. | MATHEMATICAL THINKING – Developmental Expectation: Children in Wisconsin will understand and use early mathematical concepts and logical thinking processes to extend their learning. |
| PERFORMANCE STANDARD / LEARNING PRIORITY | Performance Standard – During the early childhood period, children in Wisconsin will use invention, imagination, and play to extend their learning: | |
| DESCRIPTOR / FOCUS AREA | B.EL.3. | Explores, recognizes, and describes, shapes and spatial relationships. ReadyRosie Copy Me |
| DESCRIPTOR / FOCUS AREA | B.EL.4. | Uses the attributes of objects for comparison and patterning. ReadyRosie Drum Patterns Nature Walk and Talk Toy Sort |