Wyoming Content and Performance Standards (Pre-K)
| Main Criteria: Wyoming Content and Performance Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grade: Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| Wyoming Content and Performance Standards |
| Early Childhood Education |
| Grade: Ages 3-5 - Adopted: 2015 |
| CONTENT STANDARD | WY.1.AL. | APPROACHES TO LEARNING |
| BENCHMARK | 1.AL.3-5.1. | INITIATIVE AND CURIOSITY: An interest in varied activities, a desire to learn, creativeness, and independence in learning. |
| GRADE LEVEL EXAMPLE | 1.AL.3-5.1.1. | Demonstrates flexibility, imagination, and inventiveness in approaching tasks and activities. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXAMPLE | 1.AL.3-5.1.2. | Demonstrates eagerness to learn about and discuss a range of topics, ideas, and tasks. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| GRADE LEVEL EXAMPLE | 1.AL.3-5.1.3. | Asks questions and seeks new information. ReadyRosie Asking Wh- Questions Think About It Tips for helping your child love reading |
| GRADE LEVEL EXAMPLE | 1.AL.3-5.1.4. | Explores things in the environment and tries to figure out how they work (e.g., how they can be combined, new uses, etc.). ReadyRosie Grocery Store Conversations |
| CONTENT STANDARD | WY.1.AL. | APPROACHES TO LEARNING |
| BENCHMARK | 1.AL.3-5.2. | PERSISTENCE AND ATTENTION: The ability to begin and finish activities with attention and persistence. |
| GRADE LEVEL EXAMPLE | 1.AL.3-5.2.1. | When adults provide resources and activities that children are interested in and allow them to continue to stay involved in meaningful activities that they choose, children will stay interested and engaged for extended periods of time. ReadyRosie Celebrate Learning Drumming Sounds My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXAMPLE | 1.AL.3-5.2.2. | Sets goals, develops and follows through on plans. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXAMPLE | 1.AL.3-5.2.3. | Resists distractions, maintains attention, and continues the task at hand through frustrations and distractions. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT STANDARD | WY.1.AL. | APPROACHES TO LEARNING |
| BENCHMARK | 1.AL.3-5.3. | COOPERATION: An interest and engagement in group experiences. |
| GRADE LEVEL EXAMPLE | 1.AL.3-5.3.2. | Joins in cooperative play with others and invites others to play. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT STANDARD | WY.2.CA. | CREATIVE ARTS EXPRESSION |
| BENCHMARK | 2.CA.3-5.1. | MUSIC: The use of the voice and instruments to create sounds. |
| GRADE LEVEL EXAMPLE | 2.CA.3-5.1.1. | Participates in music activities, such as listening, singing, or performing ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| CONTENT STANDARD | WY.2.CA. | CREATIVE ARTS EXPRESSION |
| BENCHMARK | 2.CA.3-5.3. | VISUAL ARTS: The use of a range of media and materials to create drawings, pictures, or other objects. |
| GRADE LEVEL EXAMPLE | 2.CA.3-5.3.1. | Uses different materials and techniques to make art creations. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| GRADE LEVEL EXAMPLE | 2.CA.3-5.3.2. | Creates artistic work that reflects thoughts, feelings, experiences, or knowledge. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| CONTENT STANDARD | WY.2.CA. | CREATIVE ARTS EXPRESSION |
| BENCHMARK | 2.CA.3-5.4. | DRAMA: The portrayal of events, characters, or stories through acting or puppets, using props and language. |
| GRADE LEVEL EXAMPLE | 2.CA.3-5.4.1. | Uses dialogue, actions, and objects to tell a story or express thoughts and feelings about one’s self or a character. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| CONTENT STANDARD | WY.3.LD. | LANGUAGE DEVELOPMENT |
| BENCHMARK | 3.LD.3-5.1. | RECEPTIVE LANGUAGE: The ability to understand or comprehend language. |
| GRADE LEVEL EXAMPLE | 3.LD.3-5.1.1. | Responds to language during conversations, songs, stories, or other learning experiences. ReadyRosie Color Word Sentences If You're Happy & You Know It Itsy Bitsy Spider Illustrations Pantry Talk Description Phone Fun Sliding to Nursery Rhymes Taking Turns Who Should We Ask? Why should I sing to my baby? |
| GRADE LEVEL EXAMPLE | 3.LD.3-5.1.2. | Follows one- and two-step directions. ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| GRADE LEVEL EXAMPLE | 3.LD.3-5.1.3. | Comprehends increasingly complex and varied vocabulary. 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 |
| GRADE LEVEL EXAMPLE | 3.LD.3-5.1.4. | Comprehends different forms of language, such as questions or exclamations. ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| CONTENT STANDARD | WY.3.LD. | LANGUAGE DEVELOPMENT |
| BENCHMARK | 3.LD.3-5.2. | EXPRESSIVE LANGUAGE: The ability to use one or more languages to communicate. |
| GRADE LEVEL EXAMPLE | 3.LD.3-5.2.1. | Engages in communication and conversation with peers and adults. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| GRADE LEVEL EXAMPLE | 3.LD.3-5.2.2. | Uses increasingly complex and varied vocabulary to express ideas and needs. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| GRADE LEVEL EXAMPLE | 3.LD.3-5.2.3. | Uses different forms of language such as questions, comments, or explanations. ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| GRADE LEVEL EXAMPLE | 3.LD.3-5.2.4. | Asks and answers questions in order to seek help, get information, or clarify something that is not understood. ReadyRosie Asking Wh- Questions Book Bag Descriptions Finding the Groceries Getting Information from Pictures How Many Can You Name? I Spy an Animal Mystery Bag Think About It Tips for helping your child love reading |
| GRADE LEVEL EXAMPLE | 3.LD.3-5.2.5. | With guidance and support, uses the conventions of Standard English grammar when speaking. ReadyRosie All Mixed Up |
| GRADE LEVEL EXAMPLE | 3.LD.3-5.2.7. | Identifies and applies meanings for familiar words. 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 |
| CONTENT STANDARD | WY.4.LIT. | LITERACY KNOWLEDGE & SKILLS |
| BENCHMARK | 4.LIT.3-5.1. | BOOK APPRECIATION AND KNOWLEDGE: The interest in books and their features, and the ability to understand and get meaning from stories and information from books and other texts. |
| GRADE LEVEL EXAMPLE | 4.LIT.3-5.1.1. | Shows an interest in shared reading experiences 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 |
| GRADE LEVEL EXAMPLE | 4.LIT.3-5.1.2. | Recognizes how books are read (front to back and one page at a time) and recognizes basic features of books such as title, author, and illustrator. ReadyRosie Chime In Color Word Sentences Funny Reading Reading the Grocery List Reading with Jack and Jill Stuffed Animal Sentences Stuffed Animal Stories Words on the Page |
| GRADE LEVEL EXAMPLE | 4.LIT.3-5.1.3. | Asks and answers questions and makes comments about printed materials. ReadyRosie Asking Wh- Questions Book Bag Descriptions Finding the Groceries Getting Information from Pictures How Many Can You Name? I Spy an Animal Mystery Bag Think About It Tips for helping your child love reading |
| GRADE LEVEL EXAMPLE | 4.LIT.3-5.1.4. | Shows interest in different kinds of literature—fiction, non-fiction, informational text, poetry—on a range of topics. ReadyRosie Reading Routines for Early Readers |
| GRADE LEVEL EXAMPLE | 4.LIT.3-5.1.5. | Retells stories or information from books through conversation, artistic works, creative movement, or drama. ReadyRosie Book Bag Descriptions Family Movie Night Family Photos Itsy Bitsy Spider Illustrations 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 |
| GRADE LEVEL EXAMPLE | 4.LIT.3-5.1.6. | Relates content to real-life experience. ReadyRosie Getting Information from Pictures Just the Facts Picture Walk Predictions Text to Self Connections |
| GRADE LEVEL EXAMPLE | 4.LIT.3-5.1.7. | Makes connections between illustrations and text. ReadyRosie Picture Walk Predictions Retelling the Story |
| CONTENT STANDARD | WY.4.LIT. | LITERACY KNOWLEDGE & SKILLS |
| BENCHMARK | 4.LIT.3-5.2. | PRINT CONCEPTS AND CONVENTIONS: The concepts about print and early decoding (identifying letter-sound relationships). |
| GRADE LEVEL EXAMPLE | 4.LIT.3-5.2.1. | Recognizes print in everyday life, such as numbers, letters, the child’s name, words, and familiar logos and signs. ReadyRosie Fruit Salad Jump Rope Letters Letter Hunt Letter Sort Magazine Number Hunt Magnetic Letter Mix Up Making Letter Soup Morning Message Name Game Numbers Everywhere Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| GRADE LEVEL EXAMPLE | 4.LIT.3-5.2.2. | Points to writing and asks what it says. ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories |
| GRADE LEVEL EXAMPLE | 4.LIT.3-5.2.3. | Pretends to read following English print conventions of reading right to left and top to bottom of the page. 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 |
| GRADE LEVEL EXAMPLE | 4.LIT.3-5.2.4. | Can point to a word on a page in a book. ReadyRosie Color Word Sentences Reading with Jack and Jill Sentence Segmenting Starting a Word Bank Words on the Page |
| GRADE LEVEL EXAMPLE | 4.LIT.3-5.2.5. | Recognizes the association between spoken or signed and written words and will ask an adult to write specific words. ReadyRosie Funny Reading Kitchen Labeling Stuffed Animal Sentences |
| CONTENT STANDARD | WY.4.LIT. | LITERACY KNOWLEDGE & SKILLS |
| BENCHMARK | 4.LIT.3-5.3. | PHONOLOGICAL AWARENESS: An awareness that language can be broken into words, syllables, and smaller pieces of sound. |
| GRADE LEVEL EXAMPLE | 4.LIT.3-5.3.1. | Identifies and discriminates between words in language, between separate syllables, and between sounds and phonemes, such as attention to the beginning and ending sounds of words. ReadyRosie Frog Hopping Grocery Sack Syllables Listen My Children Making a Grocery List Reading the Grocery List Searching for Sounds at the Store Sequences of Sounds Shopping for Clothes Thumbs Up, Thumbs Down |
| CONTENT STANDARD | WY.4.LIT. | LITERACY KNOWLEDGE & SKILLS |
| BENCHMARK | 4.LIT.3-5.4. | ALPHABETICAL SKILLS: The names and sounds associated with letters. |
| GRADE LEVEL EXAMPLE | 4.LIT.3-5.4.1. | Recognizes that the letters of the alphabet are a special category of visual graphics that can be individually named. ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| GRADE LEVEL EXAMPLE | 4.LIT.3-5.4.2. | Recognizes that letters have distinct sound(s) associated with them. ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| GRADE LEVEL EXAMPLE | 4.LIT.3-5.4.3. | Attends to the beginning letters and sounds in familiar words. ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Making a Grocery List Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Thumbs Up, Thumbs Down Writing Names with Shaving Cream |
| GRADE LEVEL EXAMPLE | 4.LIT.3-5.4.4. | Identifies letters and associates correct sounds with letters. ReadyRosie Frog Hopping Jump Rope Letters Letter Hunt Letter Sort Listen My Children Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| GRADE LEVEL EXAMPLE | 4.LIT.3-5.4.5. | Identifies name and familiar words (environmental print). ReadyRosie Shopping for Clothes |
| CONTENT STANDARD | WY.4.LIT. | LITERACY KNOWLEDGE & SKILLS |
| BENCHMARK | 4.LIT.3-5.5. | EARLY WRITING: The familiarity with writing tools, conventions, and emerging skills to communicate through written representations, symbols, and letters. |
| GRADE LEVEL EXAMPLE | 4.LIT.3-5.5.2. | Recognizes that writing is a way of communicating for a variety of purposes, such as giving information, hearing stories, or giving an opinion. ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories |
| GRADE LEVEL EXAMPLE | 4.LIT.3-5.5.3. | Uses 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 |
| GRADE LEVEL EXAMPLE | 4.LIT.3-5.5.4. | Copies, traces, or independently writes letters or words. ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| GRADE LEVEL EXAMPLE | 4.LIT.3-5.5.5. | With guidance and support, uses a combination of drawing, dictating, or writing to express an opinion or tell a simple story. ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| GRADE LEVEL EXAMPLE | 4.LIT.3-5.5.6. | With guidance and support, participates in shared research and writing projects. ReadyRosie Stuffed Animal Stories Weekend News |
| CONTENT STANDARD | WY.5.LR. | LOGIC & REASONING |
| BENCHMARK | 5.LR.3-5.2. | SYMBOLIC REPRESENTATION: The use of symbols or objects to represent something else. |
| GRADE LEVEL EXAMPLE | 5.LR.3-5.2.1. | Represents people, places, or things through drawings, movement, and three-dimensional objects. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror 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 |
| GRADE LEVEL EXAMPLE | 5.LR.3-5.2.2. | Engages in pretend play and acts out roles. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| GRADE LEVEL EXAMPLE | 5.LR.3-5.2.3. | Recognizes the difference between pretend or fantasy situations and reality. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| CONTENT STANDARD | WY.6.MA. | MATHEMATICS KNOWLEDGE & SKILLS |
| BENCHMARK | 6.MA.3-5.1. | NUMBER CONCEPTS AND QUANTITIES: The understanding that numbers represent quantities and have ordinal properties (number words represent a rank order, particular size, or position in a list). |
| GRADE LEVEL EXAMPLE | 6.MA.3-5.1.1. | Recognizes numbers and quantities in the everyday environment. ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| GRADE LEVEL EXAMPLE | 6.MA.3-5.1.2. | Recites numbers in the correct order and understands that numbers come “before” or “after” one another. ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| GRADE LEVEL EXAMPLE | 6.MA.3-5.1.3. | Associates quantities and the names of numbers with written numerals. ReadyRosie Crazy Counting Fruit Salad How Many Steps to Bed? How Old Are You? Magazine Number Hunt Numbers Everywhere Rub a Dub Counting |
| GRADE LEVEL EXAMPLE | 6.MA.3-5.1.4. | Uses one-to-one counting and subitizing (identifying the number of objects without counting) to determine quantity. ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| GRADE LEVEL EXAMPLE | 6.MA.3-5.1.5. | Uses the number name of the last object counted to represent the number of objects in the set. ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| CONTENT STANDARD | WY.6.MA. | MATHEMATICS KNOWLEDGE & SKILLS |
| BENCHMARK | 6.MA.3-5.2. | NUMBER RELATIONS AND OPERATIONS: The use of numbers to describe relationships and solve problems. |
| GRADE LEVEL EXAMPLE | 6.MA.3-5.2.1. | Uses a range of strategies, such as counting, subitizing (“seeing” how many objects without counting), or matching, to compare quantity in two sets of objects and describes the comparison with terms, such as “more,” “less,” “greater than,” “fewer,” or “equal to.” ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| GRADE LEVEL EXAMPLE | 6.MA.3-5.2.2. | Recognizes that numbers (or sets of objects) can be combined or separated to make another number through the grouping of objects. ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| GRADE LEVEL EXAMPLE | 6.MA.3-5.2.3. | Identifies the number of items in a set that is created when items are combined or separated. ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| CONTENT STANDARD | WY.6.MA. | MATHEMATICS KNOWLEDGE & SKILLS |
| BENCHMARK | 6.MA.3-5.3. | GEOMETRY, PATTERNS, AND SPATIAL SENSE: The understanding of shapes, their properties, and how objects are related to one another. The recognition of patterns, sequencing, and critical thinking skills necessary to predict and classify objects in a pattern. |
| GRADE LEVEL EXAMPLE | 6.MA.3-5.3.1. | Recognizes and names common shapes—their parts and attributes. ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| GRADE LEVEL EXAMPLE | 6.MA.3-5.3.2. | Combines and separates shapes to make other shapes. ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| GRADE LEVEL EXAMPLE | 6.MA.3-5.3.3. | Compares objects in size and shape. ReadyRosie Finger Shapes Guess My Shape How Many Can I Grab? Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| GRADE LEVEL EXAMPLE | 6.MA.3-5.3.4. | Can follow directions or name positions of objects, such as “up,” “down,” “in front,” “behind,” “between,” “next to,” and “under.” 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 |
| GRADE LEVEL EXAMPLE | 6.MA.3-5.3.5. | Sorts, classifies, and serializes (puts in a pattern) objects, such as by color, shape, and size. ReadyRosie Candy Sort and Graph How Many Can I Grab? I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| GRADE LEVEL EXAMPLE | 6.MA.3-5.3.6. | Recognizes, duplicates, and extends simple patterns. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| GRADE LEVEL EXAMPLE | 6.MA.3-5.3.7. | Creates patterns through the repetition of a unit. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| CONTENT STANDARD | WY.6.MA. | MATHEMATICS KNOWLEDGE & SKILLS |
| BENCHMARK | 6.MA.3-5.4. | MEASUREMENT AND COMPARISON: The understanding of attributes and relative properties of objects as related to size, capacity, and area. |
| GRADE LEVEL EXAMPLE | 6.MA.3-5.4.1. | Compares and describes objects using attributes of length, weight, and size (bigger, longer, taller, heavier). ReadyRosie Buying Oranges Grocery Store Weights How Many Can I Grab? |
| GRADE LEVEL EXAMPLE | 6.MA.3-5.4.2. | Orders objects by size or length. ReadyRosie Bookcase Problem Building Houses Comparing Vegetables How Many Can I Grab? Leap Frog Measure Measuring the Table Near and Far |
| GRADE LEVEL EXAMPLE | 6.MA.3-5.4.4. | Sorts objects by count (more or less). ReadyRosie Keep It Up One Less One More Slap One More Special Day Countdown Who has the Biggest Number? |
| CONTENT STANDARD | WY.7.PDH. | PHYSICAL DEVELOPMENT & HEALTH |
| BENCHMARK | 7.PDH.3-5.1. | PHYSICAL HEALTH STATUS: The maintenance of healthy and age-appropriate physical well-being. |
| GRADE LEVEL EXAMPLE | 7.PDH.3-5.1.2. | Participates in prevention and management of chronic health conditions and avoids toxins such as lead. ReadyRosie Who Should We Ask? |
| CONTENT STANDARD | WY.7.PDH. | PHYSICAL DEVELOPMENT & HEALTH |
| BENCHMARK | 7.PHD.3-5.2. | HEALTH KNOWLEDGE AND PRACTICE: The understanding of healthy, safe habits and practicing healthy habits. |
| GRADE LEVEL EXAMPLE | 7.PHD.3-5.2.1. | Completes personal care tasks, such as dressing, brushing teeth, toileting, and washing hands independently from adults. ReadyRosie Rub a Dub Counting |
| GRADE LEVEL EXAMPLE | 7.PHD.3-5.2.2. | Communicates an understanding of the importance of health and safety routines and rules. ReadyRosie My Address |
| GRADE LEVEL EXAMPLE | 7.PHD.3-5.2.3. | Follows basic health and safety rules and responds appropriately to harmful or unsafe situations. ReadyRosie My Address |
| GRADE LEVEL EXAMPLE | 7.PHD.3-5.2.7. | Recognizes the importance of doctor and dentist visits. ReadyRosie Who Should We Ask? |
| GRADE LEVEL EXAMPLE | 7.PHD.3-5.2.8. | Cooperates during doctor and dentist visits and health and developmental screenings. ReadyRosie Who Should We Ask? |
| CONTENT STANDARD | WY.7.PDH. | PHYSICAL DEVELOPMENT & HEALTH |
| BENCHMARK | 7.PHD.3-5.3. | GROSS MOTOR: The control of large muscles for movement, navigation, and balance. |
| GRADE LEVEL EXAMPLE | 7.PHD.3-5.3.1. | Develops motor control and balance for a range of physical activities, such as walking, propelling a wheelchair or mobility device, skipping, running, climbing, and hopping. ReadyRosie Follow the Leader |
| GRADE LEVEL EXAMPLE | 7.PHD.3-5.3.2. | Develops motor coordination and skill in using objects for a range of physical activities, such as pulling, throwing, catching, kicking, bouncing or hitting balls, and riding a tricycle. ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| CONTENT STANDARD | WY.7.PDH. | PHYSICAL DEVELOPMENT & HEALTH |
| BENCHMARK | 7.PHD.3-5.4. | FINE MOTOR: The control of small muscles for such purposes as using utensils, self-care, building, and exploring. |
| GRADE LEVEL EXAMPLE | 7.PHD.3-5.4.2. | Turns pages in a book. ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories |
| CONTENT STANDARD | WY.8.SC. | SCIENCE KNOWLEDGE & SKILLS |
| BENCHMARK | 8.SC.3-5.1. | SCIENTIFIC SKILLS AND METHOD: The skills to observe and collect information and use it to ask questions, predict, explain, and draw conclusions. |
| GRADE LEVEL EXAMPLE | 8.SC.3-5.1.3. | Participates in simple investigations to form hypotheses, gather observations, draw conclusions, and form generalizations. ReadyRosie Sink or Float |
| CONTENT STANDARD | WY.9.SED. | SOCIAL & EMOTIONAL DEVELOPMENT |
| BENCHMARK | 9.SED.3-5.1. | SOCIAL RELATIONSHIPS: The healthy relationships and interactions with adults and peers. |
| GRADE LEVEL EXAMPLE | 9.SED.3-5.1.1. | Communicates with familiar adults and accepts or requests guidance. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| GRADE LEVEL EXAMPLE | 9.SED.3-5.1.2. | Cooperates with others. ReadyRosie How can I stop my kids from fighting? |
| GRADE LEVEL EXAMPLE | 9.SED.3-5.1.3. | Develops friendships with peers. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| GRADE LEVEL EXAMPLE | 9.SED.3-5.1.4. | Establishes secure relationships with adults. ReadyRosie Following Directions Grandparent Storytime Morning Message Phone Fun Talking About Your Feelings Who Should We Ask? |
| GRADE LEVEL EXAMPLE | 9.SED.3-5.1.5. | Uses socially appropriate behavior with peers and adults. Socially appropriate behavior in this age group means participating in activities that promote helping, sharing, and taking turns. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| GRADE LEVEL EXAMPLE | 9.SED.3-5.1.6. | Resolves conflict with peers alone and/or with adult intervention as appropriate. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| GRADE LEVEL EXAMPLE | 9.SED.3-5.1.7. | Uses words and actions to assert self in socially appropriate ways. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| GRADE LEVEL EXAMPLE | 9.SED.3-5.1.8. | Recognizes and labels others’ emotions. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| GRADE LEVEL EXAMPLE | 9.SED.3-5.1.9. | Expresses empathy and sympathy to peers. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| GRADE LEVEL EXAMPLE | 9.SED.3-5.1.10. | Recognizes how actions affect others and accepts consequences of one’s actions. 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 |
| GRADE LEVEL EXAMPLE | 9.SED.3-5.1.11. | Demonstrates affection in socially appropriate ways by offering compliments, choosing to sit next to a peer, offering a toy, etc. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT STANDARD | WY.9.SED. | SOCIAL & EMOTIONAL DEVELOPMENT |
| BENCHMARK | 9.SED.3-5.2. | SELF-CONCEPT AND SELF-EFFICACY: The perception that one is capable of successfully making decisions, accomplishing tasks, and meeting goals. |
| GRADE LEVEL EXAMPLE | 9.SED.3-5.2.1. | Identifies personal characteristics, preferences, thoughts, and feelings. ReadyRosie Book Selection Funny Faces If You're Happy & You Know It Selecting Books Talking About Your Feelings Using a Menu to Order What's for Dinner? |
| GRADE LEVEL EXAMPLE | 9.SED.3-5.2.2. | Demonstrates age-appropriate independence in a range of activities, routines, and tasks. ReadyRosie Celebrate Learning How do I get my child to______? How should I handle temper tantrums? My Age Shape Changers Sink or Swim Taking Turns |
| GRADE LEVEL EXAMPLE | 9.SED.3-5.2.3. | Shows confidence in a range of abilities and in the capacity to accomplish tasks and take on new tasks. ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| GRADE LEVEL EXAMPLE | 9.SED.3-5.2.4. | Demonstrates age-appropriate independence in decision making regarding activities and materials. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT STANDARD | WY.9.SED. | SOCIAL & EMOTIONAL DEVELOPMENT |
| BENCHMARK | 9.SED.3-5.3. | SELF-REGULATION: The ability to recognize and regulate emotions, attention, impulses, and behavior. |
| GRADE LEVEL EXAMPLE | 9.SED.3-5.3.1. | Recognizes and labels emotions. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| GRADE LEVEL EXAMPLE | 9.SED.3-5.3.3. | Follows simple rules, routines, and directions. ReadyRosie Follow My Design Follow the Leader How do I get my child to______? How should I handle temper tantrums? Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| CONTENT STANDARD | WY.9.SED. | SOCIAL & EMOTIONAL DEVELOPMENT |
| BENCHMARK | 9.SED.3-5.4. | EMOTIONAL AND BEHAVIORAL HEALTH: A healthy range of emotional expression and learning positive alternatives to aggressive or isolating behaviors. |
| GRADE LEVEL EXAMPLE | 9.SED.3-5.4.1. | Expresses a range of emotions appropriately, such as excitement, happiness, sadness, and fear. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| GRADE LEVEL EXAMPLE | 9.SED.3-5.4.2. | Refrains from disruptive, aggressive, angry, or defiant behaviors. ReadyRosie How should I handle temper tantrums? Talking About Your Feelings |
| CONTENT STANDARD | WY.10.SS. | SOCIAL STUDIES KNOWLEDGE & SKILLS |
| BENCHMARK | 10.SS.3-5.1. | SELF, FAMILY, AND COMMUNITY: The understanding of one’s relationship to the family and community, roles in the family and community, and respect for diversity. |
| GRADE LEVEL EXAMPLE | 10.SS.3-5.1.1. | Identifies personal and family structure. ReadyRosie My Address |
| GRADE LEVEL EXAMPLE | 10.SS.3-5.1.2. | Identifies similarities and respects differences among people. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| GRADE LEVEL EXAMPLE | 10.SS.3-5.1.4. | Explains (or tells) reasons for rules in the home and classroom and for laws in the community. ReadyRosie Brushing Your Teeth How do I get my child to______? How should I handle temper tantrums? Packing for Our Trip Reading Routines for Early Readers |