Wisconsin Academic Standards (Pre-K)
| Main Criteria: Wisconsin Academic Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grade: Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| Wisconsin Academic Standards |
| Early Childhood Education |
| Grade: Ages 3-5 - 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 Grocery Store Conversations Putting Away the Groceries |
| DESCRIPTOR / FOCUS AREA | A.EL.2. | Demonstrates behaviors to meet safety needs. ReadyRosie My Address |
| DESCRIPTOR / FOCUS AREA | A.EL.3. | Demonstrates a healthy life style. ReadyRosie Grocery Store Conversations My Address Putting Away the Groceries |
| 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 Follow the Leader |
| DESCRIPTOR / FOCUS AREA | B.EL.1b. | Moves with strength, control, balance, coordination, locomotion, and endurance. (Balance and Strength) ReadyRosie Follow the Leader |
| DESCRIPTOR / FOCUS AREA | B.EL.2. | Exhibits eye-hand coordination, strength, control, and object manipulation. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Rhyming Toss Rock Toss Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note The Number Stays the Same Writing Names with Shaving Cream |
| 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 Grocery Store Conversations |
| 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 Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| DESCRIPTOR / FOCUS AREA | A.EL.2. | Understands and responds to others’ emotions. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| 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 Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| DESCRIPTOR / FOCUS AREA | B.EL.2. | Demonstrates self-awareness. ReadyRosie Book Selection Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It Selecting Books Using a Menu to Order What's for Dinner? |
| 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 should I handle temper tantrums? You are your child's first teacher |
| DESCRIPTOR / FOCUS AREA | C.EL.2. | Engages in social interaction and plays with others. ReadyRosie Building Houses Family Talent Show How can I stop my kids from fighting? Keep It Up Taking Turns Who has the Biggest Number? |
| DESCRIPTOR / FOCUS AREA | C.EL.3. | Demonstrates understanding of rules and social expectations. ReadyRosie Brushing Your Teeth Building Houses Family Talent Show How do I get my child to______? How should I handle temper tantrums? Keep It Up Packing for Our Trip Reading Routines for Early Readers Taking Turns Who has the Biggest Number? |
| DESCRIPTOR / FOCUS AREA | C.EL.4. | Engages in social problem solving behavior and learns to resolve conflict. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| 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 Grocery Store Conversations |
| DESCRIPTOR / FOCUS AREA | A.EL.2. | Listens and responds to communications with others. ReadyRosie Choosing the Right Voice Color Word Sentences Follow My Design Follow the Leader Listening for Sounds Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Pantry Talk Description Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim Taking Turns |
| DESCRIPTOR / FOCUS AREA | A.EL.3. | Follows directions of increasing complexity. 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 |
| 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 All Mixed Up Family Photos Pantry Talk Description Phone Fun Who Should We Ask? |
| 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 Finding the Groceries Grocery Store Conversations How Many Can You Name? I Spy an Animal Mystery Bag Pantry Talk Description What's the Opposite? Zoo in My Room |
| 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 Family Photos Grocery Store Conversations Pantry Talk Description Phone Fun What's the Opposite? Who Should We Ask? Zoo in My Room |
| 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 Color Word Sentences Thumbs Up, Thumbs Down |
| DESCRIPTOR / FOCUS AREA | C.EL.2. | Understands concept that the alphabet represents the sounds of spoken language and the letters of written language. ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| DESCRIPTOR / FOCUS AREA | C.EL.3. | Shows appreciation of books and understands how print works. ReadyRosie Chime In Color Word Sentences Funny Reading Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Sentences Stuffed Animal Stories Words on the Page |
| DESCRIPTOR / FOCUS AREA | C.EL.4. | Uses writing to represent thoughts 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 |
| 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 Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DESCRIPTOR / FOCUS AREA | A.EL.3. | Exhibits persistence and flexibility. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| 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 In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| DESCRIPTOR / FOCUS AREA | B.EL.2. | Expresses self creatively through music, movement, and art. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes 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 Brushing Your Teeth Family Photos Family Talent Show Grandparent Storytime How do I get my child to______? How should I handle temper tantrums? Packing for Our Trip 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 My Address 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 Grocery Store Conversations |
| DESCRIPTOR / FOCUS AREA | A.EL.2. | Understands new meanings as memory increases. 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 Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| 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 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 |
| 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 All Done Candy Sort and Graph Checkout Countdown Decorating Cupcakes How Many Feet? I Spy a Coin I Spy an Animal In My Pond, Part 1 In My Pond, Part 2 Letter Sort Likely or Unlikely Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Sharing Goldfish Sort and Graph Leaves Sorting Laundry Three Little Animals |
| 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 Bookcase Problem Building Houses Finding the Groceries Finger Shapes Follow My Design Follow the Leader Following Directions Guess My Shape Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Pantry Sort 1 Pantry Sort 2 Race Car Transformations Shape Changers Shape Hunt Shaving Cream Shapes Stuffed Animal Olympics Treasure Map Ways to Cut a Sandwich |
| DESCRIPTOR / FOCUS AREA | B.EL.4. | Uses the attributes of objects for comparison and patterning. ReadyRosie Candy Sort and Graph How Many Can I Grab? I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Making Patterns My Age Setting the Table Sort and Graph Leaves Sorting Laundry Sound Patterns Speedometer Math The Fence Problem |
| DESCRIPTOR / FOCUS AREA | B.EL.5. | Understands the concept of measurement. ReadyRosie Bookcase Problem Buying Oranges Fill Up the Cup Grocery Store Weights Making Trail Mix Strawberries for a Picnic |
| DESCRIPTOR / FOCUS AREA | B.EL.6. | Collects, describes, and records information using all senses. ReadyRosie Cereal Challenge Dino Dig Sort and Graph Leaves What's for Dinner? |
| DOMAIN | WI.B-60.V. | COGNITION AND GENERAL KNOWLEDGE |
| CONTENT STANDARD | V.C.EL. | SCIENTIFIC THINKING – Developmental Expectation: Children in Wisconsin will understand and use scientific tools and skills 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 | C.EL.1. | Uses observation to gather information. ReadyRosie Grocery Store Conversations Sink or Float |
| DESCRIPTOR / FOCUS AREA | C.EL.2. | Uses tools to gather information, compare observed objects, and seek answers to questions through active investigation. ReadyRosie Grocery Store Conversations Sink or Float |
| DESCRIPTOR / FOCUS AREA | C.EL.3. | Hypothesizes and makes predictions. ReadyRosie Acorns and Pinecones Measure your Steps Strawberries for a Picnic |