Alaska Content and Performance Standards (Pre-K)
| Main Criteria: Alaska Content and Performance Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grade: Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| Alaska Content and Performance Standards |
| Early Childhood Education |
| Grade: Ages 3-5 - Adopted: 2007 |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Physical Well-Being, Health, and Motor Development | |
| GOAL | Motor Development: Gross Motor Skills | |
| INDICATOR | 1.1. | CHILDREN DEMONSTRATE STRENGTH AND COORDINATION OF LARGE MOTOR MUSCLES - Some Indicators for Children: |
| INDICATOR | 1.1.1. | Walks and runs in circular paths (e.g., around obstacles and corners) ReadyRosie Follow the Leader |
| INDICATOR | 1.1.2. | Crawls through a play tunnel or under tables ReadyRosie Follow the Leader |
| INDICATOR | 1.1.3. | Climbs on play equipment ReadyRosie Follow the Leader |
| INDICATOR | 1.1.4. | Throws large beanbags or ball with some accuracy ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| INDICATOR | 1.1.5. | Catches large balls with two hands ReadyRosie Rhyming Toss The Number Stays the Same |
| INDICATOR | 1.1.6. | Kicks ball forward ReadyRosie Rhyming Toss The Number Stays the Same |
| INDICATOR | 1.1.7. | Balances on one foot ReadyRosie Follow the Leader |
| INDICATOR | 1.1.8. | Hops forward on one foot without losing balance ReadyRosie Follow the Leader |
| INDICATOR | 1.1.9. | Jumps on two feet and over small objects with balance and control ReadyRosie Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| INDICATOR | 1.1.10. | Gallops with skill ReadyRosie Follow the Leader |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Physical Well-Being, Health, and Motor Development | |
| GOAL | Motor Development: Fine Motor Skills | |
| INDICATOR | 1.2. | CHILDREN DEMONSTRATE STRENGTH AND COORDINATION OF SMALL MOTOR MUSCLES - Some Indicators for Children: |
| INDICATOR | 1.2.2. | Uses various drawing and art materials (e.g., crayons, brushes, finger paint) ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 1.2.3. | Copies shapes and geometric designs ReadyRosie Building Houses Pantry Sort 1 Pantry Sort 2 |
| INDICATOR | 1.2.6. | Manipulates small objects with ease (e.g., strings beads, fits small objects into holes) ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| INDICATOR | 1.2.11. | Writes some recognizable letters or numbers ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Physical Well-Being, Health, and Motor Development | |
| GOAL | Motor Development: Sensorimotor Skills | |
| INDICATOR | 1.3. | CHILDREN USE THEIR SENSES: SIGHT, HEARING, SMELL, TASTE, AND TOUCH, TO GUIDE AND INTEGRATE THEIR INTERACTIONS - Some Indicators for Children: |
| INDICATOR | 1.3.1. | Physically reacts appropriately to the environment (e.g., bends knees to soften a landing, moves quickly to avoid obstacles) ReadyRosie Follow the Leader Jump to It Rock Toss |
| INDICATOR | 1.3.2. | Demonstrates concepts through movement (e.g., imitates an animal through movement, sounds, dress, dramatization, dance) ReadyRosie Follow the Leader Jump to It Rock Toss |
| INDICATOR | 1.3.3. | Improves eye-hand coordination (e.g., catches a bounced ball) 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 |
| INDICATOR | 1.3.4. | Practices sensory regulation by pushing objects, climbing short ladders, swinging on a swing, and sliding ReadyRosie Follow the Leader |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Physical Well-Being, Health, and Motor Development | |
| GOAL | Physical Development: Physical Fitness | |
| INDICATOR | 1.5. | CHILDREN ENGAGE IN A VARIETY OF PHYSICAL ACTIVITIES - Some Indicators for Children: |
| INDICATOR | 1.5.1. | Participates in different physical activities (e.g., walking, climbing, playing in snow, throwing, dancing) with enthusiasm ReadyRosie Follow the Leader |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Physical Well-Being, Health, and Motor Development | |
| GOAL | Health and Personal Care: Daily Living Skills | |
| INDICATOR | 1.7. | CHILDREN PRACTICE BASIC PERSONAL CARE ROUTINES - Some Indicators for Children: |
| INDICATOR | 1.7.2. | Washes hands independently with frequency ReadyRosie Rub a Dub Counting |
| INDICATOR | 1.7.7. | Decides, with few prompts, when to carry out self-help tasks (e.g., to wash hands when dirty and before meals) ReadyRosie Rub a Dub Counting |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Physical Well-Being, Health, and Motor Development | |
| GOAL | Health and Personal Care: Nutrition | |
| INDICATOR | 1.8. | CHILDREN EAT A VARIETY OF NUTRITIOUS FOODS - Some Indicators for Children: |
| INDICATOR | 1.8.1. | Participates in preparing nutritious snacks and meals ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| INDICATOR | 1.8.3. | Passes food at the table and takes appropriate sized portions, or other culturally-specific family serving style ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Physical Well-Being, Health, and Motor Development | |
| GOAL | Safety: Safe Practices | |
| INDICATOR | 1.9. | CHILDREN MAKE SAFE CHOICES, AVOIDING HARMFUL OBJECTS AND SITUATIONS - Some Indicators for Children: |
| INDICATOR | 1.9.3. | Uses helmets when riding toys ReadyRosie My Address |
| INDICATOR | 1.9.6. | Recognizes danger and poison symbols and avoids those objects or areas ReadyRosie My Address |
| INDICATOR | 1.9.7. | Does not touch or take medicine without adult assistance but knows that medicine can improve health when used properly ReadyRosie My Address |
| INDICATOR | 1.9.8. | Understands the difference between ''safe touch'' and ''unsafe touch'' ReadyRosie My Address |
| INDICATOR | 1.9.9. | Identifies appropriate clothing and skin protectant for various weather conditions ReadyRosie My Address |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Physical Well-Being, Health, and Motor Development | |
| GOAL | Safety: Rules and Regulations | |
| INDICATOR | 1.10. | CHILDREN DEMONSTRATE AWARENESS AND UNDERSTANDING OF SAFETY RULES - Some Indicators for Children: |
| INDICATOR | 1.10.1. | Understands and anticipates the consequences of not following rules 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 | 1.10.2. | Identifies safety signs posted around the classroom and home ReadyRosie My Address Shopping for Clothes |
| INDICATOR | 1.10.3. | Follows emergency drill instruction (e.g., fire, earthquake, tsunami, bomb, lockdown) ReadyRosie My Address |
| INDICATOR | 1.10.4. | Follows basic safety rules, with assistance (e.g., bus, bicycle, boats, planes, playground, crossing the street, stranger awareness, using sidewalk, boardwalk, dock) ReadyRosie How do I get my child to______? How should I handle temper tantrums? My Address |
| INDICATOR | 1.10.5. | Initiates getting buckled into age- and weight appropriate car safety seat in vehicles ReadyRosie My Address |
| INDICATOR | 1.10.6. | Puts on or asks for helmet before riding a bicycle or other wheeled toy ReadyRosie My Address |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Social Development: Interactions with Adults | |
| INDICATOR | 2.11. | CHILDREN TRUST AND INTERACT COMFORTABLY WITH FAMILIAR ADULTS - Some Indicators for Children: |
| INDICATOR | 2.11.1. | Separates with assistance from significant adults without demonstrating a great deal of anxiety (younger child may need extra help) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Social Development: Interactions with Peers | |
| INDICATOR | 2.13. | CHILDREN DEVELOP FRIENDSHIPS WITH PEERS - Some Indicators for Children: |
| INDICATOR | 2.13.1. | Shows enjoyment in playing with other children ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | 2.13.2. | Initiates an activity with another child ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | 2.13.4. | Makes and maintains a friendship with at least one other child ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | 2.13.5. | Initiates conversations with other children; asks questions and responds ReadyRosie Baby Photo Fun Color Word Sentences Listening for Sounds Phone Fun Why should we tell family stories? Yesterday, Today, Tomorrow |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Social Development: Interactions with Peers | |
| INDICATOR | 2.14. | CHILDREN COOPERATE WITH PEERS - Some Indicators for Children: |
| INDICATOR | 2.14.1. | Plays with other children without prompting, some of the time ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | 2.14.2. | Cooperates with other children, with assistance ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | 2.14.3. | Shares materials and toys during play, with assistance ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Social Development: Interactions with Peers | |
| INDICATOR | 2.15. | CHILDREN DEMONSTRATE POSITIVE NEGOTIATION SKILLS - Some Indicators for Children: |
| INDICATOR | 2.15.1. | Understands concept of ''mine'' and ''his/hers'' ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | 2.15.2. | Approaches other children positively ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | 2.15.3. | Uses different turn-taking strategies (e.g., bartering, trading, beginning to share) ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | 2.15.4. | Uses simple strategies to solve problems appropriately, either individually or in a group (e.g., seeks assistance from an adult) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATOR | 2.15.6. | States a position with reasons (e.g., ''I do not want to play right now because I am tired.'') ReadyRosie Behavior is a form of communication |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Social Development: Adaptive Social Behavior | |
| INDICATOR | 2.16. | CHILDREN DEMONSTRATE AWARENESS OF BEHAVIOR AND ITS EFFECTS - Some Indicators for Children: |
| INDICATOR | 2.16.1. | Takes turns and shares with peers, with assistance ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | 2.16.2. | Asks ''why'' questions to show effort at understanding effects of behavior (e.g., ''If I do this, why does that happen?'') ReadyRosie All Done Color Word Sentences Decorating Cupcakes How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Listening for Sounds Phone Fun Sink or Swim Taking Turns |
| INDICATOR | 2.16.3. | Demonstrates understanding of the consequences of own actions on others (e.g., ''I gave Anna the toy and so she is playing with it now.'') 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 | 2.16.4. | Describes other children's positive, thoughtful, kind behaviors ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | 2.16.5. | Shows empathy for physically hurt or emotionally upset child ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Social Development: Adaptive Social Behavior | |
| INDICATOR | 2.17. | CHILDREN PARTICIPATE POSITIVELY IN GROUP ACTIVITIES - Some Indicators for Children: |
| INDICATOR | 2.17.1. | Seeks out other children to play with ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | 2.17.2. | Notices and comments on who is absent from routine group settings (e.g., play groups) ReadyRosie My Address |
| INDICATOR | 2.17.3. | Identifies self as member of a group (e.g., refers to our family, our school, our team, our culture) ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Social Development: Adaptive Social Behavior | |
| INDICATOR | 2.18. | CHILDREN ADAPT TO DIVERSE SETTINGS - Some Indicators for Children: |
| INDICATOR | 2.18.3. | Adjusts behavior to different settings (e.g., home, playground) ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Social Development: Adaptive Social Behavior | |
| INDICATOR | 2.19. | CHILDREN DEMONSTRATE EMPATHY FOR OTHERS AND THE NATURAL WORLD - Some Indicators for Children: |
| INDICATOR | 2.19.1. | Notices and shows concern for peers' feelings ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | 2.19.3. | Adopts a variety of roles and feelings during pretend play ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | 2.19.4. | Communicates appropriate feelings for characters in stories ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | 2.19.6. | Acts kindly and gently with safe, child-friendly animals ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Social Development: Appreciating Diversity | |
| INDICATOR | 2.20. | CHILDREN RECOGNIZE, APPRECIATE, AND RESPECT SIMILARITIES AND DIFFERENCES IN PEOPLE - Some Indicators for Children: |
| INDICATOR | 2.20.1. | Compares similarities or differences of others (e.g., height, hair color) in his/her circle of contact ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| INDICATOR | 2.20.2. | Develops awareness, knowledge, and appreciation of own gender and cultural identity ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show Grandparent Storytime How Many Feet? Tips for storytelling: Story ideas Why should we tell family stories? |
| INDICATOR | 2.20.3. | Demonstrates understanding that different individuals have different abilities and information ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| INDICATOR | 2.20.4. | Includes other children in his/her activities who are of a different gender, ethnic background, who speak other languages, or who have special needs, with guidance ReadyRosie Building Houses Family Photos Family Talent Show Funny Faces Grandparent Storytime If You're Happy & You Know It Keep It Up Taking Turns Talking About Your Feelings Thank You Note Who has the Biggest Number? Why should we tell family stories? |
| INDICATOR | 2.20.5. | Asks questions about others' families, ethnicity, language, cultural heritage, and differences in physical characteristics ReadyRosie Color Word Sentences Family Photos Family Talent Show Grandparent Storytime Listening for Sounds Phone Fun Why should we tell family stories? |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Emotional Development: Self-Concept | |
| INDICATOR | 2.21. | CHILDREN PERCEIVE THEMSELVES AS UNIQUE INDIVIDUALS - Some Indicators for Children: |
| INDICATOR | 2.21.1. | Describes self as a person with a mind, a body, and feelings ReadyRosie Follow the Leader Jump to It |
| INDICATOR | 2.21.2. | Refers to self by first and last name and uses appropriate pronouns (I, me) rather than referring to self in 3rd person ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| INDICATOR | 2.21.5. | Describes family members and begins to understand their relationship to one another ReadyRosie My Address |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Emotional Development: Self-Concept | |
| INDICATOR | 2.22. | CHILDREN DEMONSTRATE AWARENESS OF THEIR ABILITIES, CHARACTERISTICS, AND PREFERENCES - Some Indicators for Children: |
| INDICATOR | 2.22.1. | Describes own basic physical characteristics ReadyRosie Follow the Leader Jump to It |
| INDICATOR | 2.22.2. | Exerts will and preferences ReadyRosie Behavior is a form of communication |
| INDICATOR | 2.22.3. | Experiments with own abilities by trying new activities and testing limits ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 2.22.4. | Develops awareness, knowledge, and appreciation of own gender and cultural identity ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show Grandparent Storytime How Many Feet? Tips for storytelling: Story ideas Why should we tell family stories? |
| INDICATOR | 2.22.5. | Identifies feelings, likes and dislikes, and begins to be able to explain why he/she has them ReadyRosie Behavior is a form of communication |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Emotional Development: Self-Efficacy | |
| INDICATOR | 2.23. | CHILDREN DEMONSTRATE BELIEF IN THEIR ABILITIES - Some Indicators for Children: |
| INDICATOR | 2.23.1. | Expresses delight with mastery of a skill (e.g., ''I did it myself.'') ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| INDICATOR | 2.23.2. | Asks others to view own creations (e.g., ''Look at my picture.'') ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| INDICATOR | 2.23.3. | Demonstrates confidence in own abilities (e.g., ''I can climb to the top of the big slide!'' or a child in leg braces has a big smile on their face when using a walker by themselves) ReadyRosie Detailed Drawing of a Face Family Talent Show Follow the Leader I Remember When If You're Happy & You Know It |
| INDICATOR | 2.23.4. | Expresses own ideas and opinions ReadyRosie Behavior is a form of communication |
| INDICATOR | 2.23.5. | Enjoys process of creating ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Emotional Development: Self-Control | |
| INDICATOR | 2.24. | CHILDREN UNDERSTAND AND FOLLOW RULES AND ROUTINES - Some Indicators for Children: |
| INDICATOR | 2.24.1. | Participates easily in routine activities (e.g., meal time, snack time, bedtime) 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 |
| INDICATOR | 2.24.2. | Follows simple rules without reminders (e.g., handles toys with care) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| INDICATOR | 2.24.5. | Predicts what comes next in the day, when there is an established and consistent schedule ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Emotional Development: Self-Control | |
| INDICATOR | 2.25. | CHILDREN REGULATE THEIR FEELINGS AND IMPULSES - Some Indicators for Children: |
| INDICATOR | 2.25.1. | Expresses strong emotions constructively, at times with assistance ReadyRosie How should I handle temper tantrums? Talking About Your Feelings |
| INDICATOR | 2.25.2. | Expresses ownership of feelings and desire to control self, with assistance ReadyRosie How should I handle temper tantrums? Talking About Your Feelings |
| INDICATOR | 2.25.3. | Calms self after having strong emotions, with guidance (e.g., goes to quiet area or requests favorite book to be read when upset) ReadyRosie How should I handle temper tantrums? Talking About Your Feelings |
| INDICATOR | 2.25.4. | Waits for turn and shows patience during group activities, sometimes ReadyRosie Choosing the Right Voice Taking Turns |
| INDICATOR | 2.25.5. | Sticks with difficult tasks without becoming overly frustrated ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Emotional Development: Emotional Expression | |
| INDICATOR | 2.26. | CHILDREN EXPRESS APPROPRIATELY A RANGE OF EMOTIONS - Some Indicators for Children: |
| INDICATOR | 2.26.1. | Names and talks about own emotions ReadyRosie Behavior is a form of communication |
| INDICATOR | 2.26.2. | Uses pretend play to understand and respond to emotions ReadyRosie Behavior is a form of communication |
| INDICATOR | 2.26.3. | Associates emotions with words and facial expressions ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Approaches to Learning | |
| GOAL | Learning Approaches: Curiosity and Interest | |
| INDICATOR | 3.27. | CHILDREN ARE CURIOUS ABOUT AND INTERESTED IN LEARNING NEW THINGS AND HAVING NEW EXPERIENCES - Some Indicators for Children: |
| INDICATOR | 3.27.1. | Asks others for information (e.g., ''What is that?'' ''Why is the moon round?'') ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 3.27.2. | Investigates and experiments with materials ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 3.27.3. | Shows interest in how and why others do things ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 3.27.4. | Uses ''Why'' to get additional information about how his/her world works ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 3.27.5. | Develops personal interests (e.g., trains, farm animals) ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Approaches to Learning | |
| GOAL | Learning Approaches: Initiative | |
| INDICATOR | 3.28. | CHILDREN DEMONSTRATE INITIATIVE - Some Indicators for Children: |
| INDICATOR | 3.28.1. | Asks a peer to join in play ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | 3.28.2. | Joins a play activity already in progress, with assistance ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | 3.28.5. | Finds and uses materials to follow through on an idea (e.g., blocks for building a tower, blank paper and crayons for drawing about a story or experience) ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns Tips for helping your child love reading |
| INDICATOR | 3.28.6. | Makes decisions about what activity or materials to work with from selection offered ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Approaches to Learning | |
| GOAL | Learning Approaches: Persistence and Attentiveness | |
| INDICATOR | 3.29. | CHILDREN SUSTAIN ATTENTION TO TASKS AND PERSIST WHEN FACING CHALLENGES - Some Indicators for Children: |
| INDICATOR | 3.29.1. | Focuses on tasks of interest to him/her ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 3.29.2. | Remains engaged in an activity for at least 5 to 10 minutes, at times ReadyRosie Drumming Sounds |
| INDICATOR | 3.29.6. | Participates in meal time with few distractions ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Approaches to Learning | |
| GOAL | Learning Approaches: Creativity and Inventiveness | |
| INDICATOR | 3.30. | CHILDREN APPROACH DAILY ACTIVITIES WITH CREATIVITY AND INVENTIVENESS - Some Indicators for Children: |
| INDICATOR | 3.30.1. | Invents new activities or games ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 3.30.2. | Uses imagination to create a variety of ideas ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 3.30.4. | Makes up words, songs, or stories ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| INDICATOR | 3.30.5. | Expresses ideas through art, construction, movement, or music 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 |
| INDICATOR | 3.30.6. | Engages in extensive pretend play that includes role play (e.g., plays ''house'' or ''explorers'') ReadyRosie Tips for helping your child love reading |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Approaches to Learning | |
| GOAL | Learning Approaches: Reflection and Interpretation | |
| INDICATOR | 3.31. | CHILDREN LEARN FROM THEIR EXPERIENCES - Some Indicators for Children: |
| INDICATOR | 3.31.2. | Represents things in environment with available materials, moving from simple to complex representations (e.g., recreates picture of a house, bridge, road with blocks) 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 |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Reasoning: Critical and Analytic Thinking | |
| INDICATOR | 4.33. | CHILDREN COMPARE, CONTRAST, EXAMINE, AND EVALUATE EXPERIENCES, TASKS, AND EVENTS - Some Indicators for Children: |
| INDICATOR | 4.33.4. | Explains simple benefits and/or drawbacks of choosing one course of action, with assistance 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 | 4.33.5. | Organizes objects by more than one preselected characteristic (e.g., crayons and markers by color and type of implement) ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Reasoning: Critical and Analytic Thinking | |
| INDICATOR | 4.34. | CHILDREN USE PAST KNOWLEDGE TO BUILD NEW KNOWLEDGE - Some Indicators for Children: |
| INDICATOR | 4.34.1. | Applies new information or vocabulary to an activity ReadyRosie Grocery Store Conversations Pantry Talk Description What's the Opposite? Zoo in My Room |
| INDICATOR | 4.34.2. | Uses information gained through one modality and applies it to new context via another modality (e.g., tries to build a tower of blocks like the one seen in a book) ReadyRosie Tips for helping your child love reading |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Reasoning: Problem Solving | |
| INDICATOR | 4.35. | CHILDREN FIND MULTIPLE SOLUTIONS TO QUESTIONS, TASKS, PROBLEMS, AND CHALLENGES - Some Indicators for Children: |
| INDICATOR | 4.35.2. | Seeks assistance from another child or an adult to solve problems ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Reasoning: Representational Thought | |
| INDICATOR | 4.36. | CHILDREN USE SYMBOLS TO REPRESENT OBJECTS - Some Indicators for Children: |
| INDICATOR | 4.36.1. | Provides more complex description of a person or object that is not present (e.g., child describes that the dog is black, soft, and runs around; child gestures to show how big) ReadyRosie Putting Away the Groceries Table Riddles |
| INDICATOR | 4.36.2. | Uses symbols or pictures as representation for oral language 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 |
| INDICATOR | 4.36.4. | Recognizes objects, places, and ideas by symbols (e.g., recognizes which is the men's room and which is the women's room by looking at the stick figure symbols) ReadyRosie Shopping for Clothes |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Mathematics and Numeracy: Number Sense and Operations | |
| INDICATOR | 4.38. | CHILDREN DEMONSTRATE KNOWLEDGE OF NUMBERS AND COUNTING - Some Indicators for Children: |
| INDICATOR | 4.38.1. | Names some numerals ReadyRosie Fruit Salad Magazine Number Hunt Numbers Everywhere |
| INDICATOR | 4.38.2. | Recognizes that a single object is ''one'' regardless of size, shape, or other attributes 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 Measure your Steps Penny Drop The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| INDICATOR | 4.38.3. | Understands that numbers represent quantity (e.g., gets three apples out of the box) ReadyRosie Fruit Salad Magazine Number Hunt Numbers Everywhere |
| INDICATOR | 4.38.4. | Applies numbers and counting concepts to daily life (e.g., counts number of children who have raised their hand) 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 |
| INDICATOR | 4.38.5. | Differentiates some letters from numerals ReadyRosie Fruit Salad Magazine Number Hunt Numbers Everywhere |
| INDICATOR | 4.38.6. | Recognizes, names, and writes some numerals ReadyRosie Crazy Counting Find My Number Fruit Salad How Many Steps to Bed? How Old Are You? Magazine Number Hunt May I Take your Order? My Address Numbers Everywhere Rub a Dub Counting Taking Inventory Three Ways to Show a Number |
| INDICATOR | 4.38.7. | Names the numbers in order to ten or more from memory ReadyRosie Fruit Salad Magazine Number Hunt Numbers Everywhere |
| INDICATOR | 4.38.8. | Counts at least five objects in one-to-one correspondence, without assistance ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Candy Sort and Graph Counting Signs Decorating Cupcakes 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 Lily Pad Hop Measure your Steps More than Ten Penny Drop Show Me Taking Inventory The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| INDICATOR | 4.38.9. | Understands that the last count represents the quantity of what has been counted 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 |
| INDICATOR | 4.38.10. | Understands the quantity is not affected by the order of counting ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| INDICATOR | 4.38.12. | Applies counting to new situations (e.g., counting objects, counting groups) 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 |
| INDICATOR | 4.38.14. | Tells what number comes before or after a given number up to five ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Counting Signs Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up May I Take your Order? More Grapes More than Ten Penny Drop Quick Dots Show Me Skipping Around Taking Inventory The Number Stays the Same |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Mathematics and Numeracy: Measurement | |
| INDICATOR | 4.39. | CHILDREN DEMONSTRATE SOME KNOWLEDGE OF SIZE, VOLUME, HEIGHT, WEIGHT AND LENGTH - Some Indicators for Children: |
| INDICATOR | 4.39.1. | Engages in activities that explore and develop vocabulary for length and weight ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Leap Frog Measure Measuring the Table Near and Far |
| INDICATOR | 4.39.2. | Uses measuring tools in play activities (e.g., measuring tape, measuring cups) ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Leap Frog Measure Measuring the Table Near and Far |
| INDICATOR | 4.39.5. | Exhibits spontaneous comparison by ordering objects by size, volume, height, weight, and length ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Mathematics and Numeracy: Properties of Ordering | |
| INDICATOR | 4.40. | CHILDREN SORT, CLASSIFY, AND ORGANIZE OBJECTS - Some Indicators for Children: |
| INDICATOR | 4.40.1. | Orders several objects on the basis of one characteristic through trial and error (e.g., puts four blocks in a row from smallest to largest) ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry Tips for helping your child love reading |
| INDICATOR | 4.40.2. | Systematically explores patterns with a variety of materials ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| INDICATOR | 4.40.3. | Classifies everyday objects that go together (e.g., shoe/sock, pencil/paper, comb/brush) ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| INDICATOR | 4.40.4. | Compares shape and size of objects ReadyRosie Cereal Challenge |
| INDICATOR | 4.40.5. | Creates, builds, or draws shapes ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| INDICATOR | 4.40.6. | Orders shapes from smallest to largest (e.g., orders various circle sizes) ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Science: Scientific Thinking | |
| INDICATOR | 4.41. | CHILDREN COLLECT INFORMATION THROUGH OBSERVATION AND MANIPULATION - Some Indicators for Children: |
| INDICATOR | 4.41.2. | Uses non-standard tools (e.g., blocks, paper tubes) to explore the environment ReadyRosie Tips for helping your child love reading |
| INDICATOR | 4.41.4. | Participates in experiments provided by adults and describes observations (e.g., mixing soil and water to make mud) ReadyRosie Grocery Store Conversations Sink or Float |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Science: Scientific Thinking | |
| INDICATOR | 4.42. | CHILDREN ENGAGE IN EXPLORING THE NATURAL WORLD BY MANIPULATING OBJECTS, ASKING QUESTIONS, MAKING PREDICTIONS, AND DEVELOPING GENERALIZATIONS - Some Indicators for Children: |
| INDICATOR | 4.42.1. | Asks questions and finds answers through active exploration ReadyRosie What's for Dinner? |
| INDICATOR | 4.42.4. | Uses vocabulary that shows recognition of scientific principles to explain why things happen (e.g., uses words such as sink, float, melt, freeze) ReadyRosie Grocery Store Weights I'm Thinking of an Animal Mystery Bag Strawberries for a Picnic |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Social Studies: History | |
| INDICATOR | 4.45. | CHILDREN DIFFERENTIATE BETWEEN EVENTS THAT HAPPEN IN THE PAST, PRESENT, AND FUTURE - Some Indicators for Children: |
| INDICATOR | 4.45.1. | Retells a simple story or event in roughly sequential order ReadyRosie Itsy Bitsy Spider Illustrations Toy Stories |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Social Studies: Economics | |
| INDICATOR | 4.48. | CHILDREN DEMONSTRATE AWARENESS OF ECONOMIC CONCEPTS - Some Indicators for Children: |
| INDICATOR | 4.48.1. | Demonstrates awareness of money being needed to purchase goods and services ReadyRosie Making a Grocery List |
| INDICATOR | 4.48.4. | Demonstrates understanding of sharing and interdependence ReadyRosie Making a Grocery List |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Social Studies: Technology | |
| INDICATOR | 4.50. | CHILDREN USE TECHNOLOGY APPROPRIATELY - Some Indicators for Children: |
| INDICATOR | 4.50.3. | Describes stories, images, or sounds experienced with technology (e.g., music on CD player, program on television, story heard on tape) ReadyRosie Family Movie Night |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Family, Community, and Culture: Family | |
| INDICATOR | 4.51. | CHILDREN DEMONSTRATE AWARENESS OF FAMILY CHARACTERISTICS AND FUNCTIONS - Some Indicators for Children: |
| INDICATOR | 4.51.1. | Describes family members and begins to understand simple relationships to one another (e.g., ''Marika is my sister.'') ReadyRosie My Address |
| INDICATOR | 4.51.3. | Identifies self as a member of a specific family and cultural group ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show Grandparent Storytime How Many Feet? Tips for storytelling: Story ideas Why should we tell family stories? |
| INDICATOR | 4.51.4. | Adopts the roles of different family members during dramatic play ReadyRosie My Address |
| INDICATOR | 4.51.5. | Tells stories about family routines ReadyRosie My Address |
| INDICATOR | 4.51.7. | Joins in singing family songs ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why is storytelling important? Why should I sing to my baby? |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Family, Community and Culture: Community | |
| INDICATOR | 4.52. | CHILDREN DEMONSTRATE AWARENESS OF THEIR COMMUNITY, HUMAN INTERDEPENDENCE, AND SOCIAL ROLES - Some Indicators for Children: |
| INDICATOR | 4.52.1. | Identifies people by characteristics other than name, when asked ReadyRosie My Address |
| INDICATOR | 4.52.2. | Names a parent's job (e.g., nurse, plumber, farmer), but may not know what parent actually does at the job ReadyRosie My Address |
| INDICATOR | 4.52.4. | Pretends to be different community workers during play (e.g., grocery store clerk, teacher, construction worker, doctor, fisherperson) ReadyRosie Tips for helping your child love reading Who Should We Ask? |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Family, Community and Culture: Community | |
| INDICATOR | 4.53. | CHILDREN DEMONSTRATE CIVIC RESPONSIBILITY - Some Indicators for Children: |
| INDICATOR | 4.53.2. | Helps to make rules for free choice play (e.g., ''Only four people at the sand table.'') ReadyRosie How do I get my child to______? How should I handle temper tantrums? In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| INDICATOR | 4.53.3. | Follows rules while playing games and reminds others of the rules ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| INDICATOR | 4.53.4. | Responds to another child's needs by sometimes giving and sharing ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | 4.53.5. | Notices if another child is missing an essential article to participate in the group (e.g., other child does not have crayons to draw with) ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | 4.53.6. | Invites other children to join groups or other activities ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Family, Community and Culture: Culture | |
| INDICATOR | 4.54. | CHILDREN DEMONSTRATE AWARENESS AND APPRECIATION OF THEIR OWN AND OTHERS' CULTURES - Some Indicators for Children: |
| INDICATOR | 4.54.1. | Asks questions about other children's appearance and behavior ReadyRosie Color Word Sentences Family Photos Family Talent Show Grandparent Storytime Listening for Sounds Phone Fun Why should we tell family stories? |
| INDICATOR | 4.54.2. | Asks questions about similarities and differences in other people (e.g., language, hair styles, clothing) ReadyRosie Color Word Sentences Family Photos Family Talent Show Grandparent Storytime Listening for Sounds Phone Fun Why should we tell family stories? |
| INDICATOR | 4.54.3. | Shows respect for similarities and differences (e.g., does not laugh at somebody who is different) ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| INDICATOR | 4.54.4. | Begins to develop awareness, knowledge, and appreciation of own culture ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Creative Arts: Expression and Representation | |
| INDICATOR | 4.55. | CHILDREN USE CREATIVE ARTS TO EXPRESS AND REPRESENT WHAT THEY KNOW, THINK, BELIEVE, OR FEEL - Some Indicators for Children: |
| INDICATOR | 4.55.1. | Participates in group music experiences (e.g., singing, finger plays, chants, musical instruments) ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| INDICATOR | 4.55.2. | Remembers the words to an oft-repeated song ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| INDICATOR | 4.55.3. | Asks to sing a particular song ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| INDICATOR | 4.55.5. | Tries one type of art many times (e.g., painting at easel several days in a row, using different colors, or covering the whole paper with paint) ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Creative Arts: Understanding and Appreciation | |
| INDICATOR | 4.56. | CHILDREN DEMONSTRATE UNDERSTANDING AND APPRECIATION OF CREATIVE ARTS - Some Indicators for Children: |
| INDICATOR | 4.56.2. | Listens attentively at a children's concert, play, or puppet show ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| INDICATOR | 4.56.5. | Wonders about or asks questions about works of art, paintings, songs, dance, or theatre ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Communication: Listening | |
| INDICATOR | 5.57. | CHILDREN DEMONSTRATE THE MEANING OF LANGUAGE BY LISTENING - Some Indicators for Children: |
| INDICATOR | 5.57.2. | Listens to others in a group discussion for a short period ReadyRosie Choosing the Right Voice Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| INDICATOR | 5.57.3. | Responds to questions with appropriate answers ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Communication: Oral and Written Communication | |
| INDICATOR | 5.58. | CHILDREN COMMUNICATE EFFECTIVELY - Some Indicators for Children: |
| INDICATOR | 5.58.1. | Speaks clearly enough to be understood by most listeners ReadyRosie Choosing the Right Voice |
| INDICATOR | 5.58.2. | States point of view, likes/dislikes, and opinions using words, signs or picture boards ReadyRosie Book Selection Selecting Books Using a Menu to Order What's for Dinner? |
| INDICATOR | 5.58.3. | Uses multiple word sentences to communicate needs, ideas, actions, and/or feelings ReadyRosie Behavior is a form of communication Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| INDICATOR | 5.58.4. | Relays a simple message (e.g., from grandparent to parent) ReadyRosie Baby Photo Fun Making Connections PreK Zoo in My Room |
| INDICATOR | 5.58.6. | Uses pre-writing (also known as ''print approximations'') in play with other children when pretending to communicate ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 5.58.7. | Begins to draw representational figures 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 |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Communication: Conventions of Social Communication | |
| INDICATOR | 5.59. | CHILDREN COMPREHEND AND USE THE CONVENTIONS OF SOCIAL COMMUNICATION - Some Indicators for Children: |
| INDICATOR | 5.59.1. | Pays attention to speaker during conversation ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| INDICATOR | 5.59.2. | Takes turns during group conversations/discussions, usually ReadyRosie Choosing the Right Voice Taking Turns |
| INDICATOR | 5.59.3. | Recognizes rising and falling intonations and what they mean (e.g., difference between a ''wh'' question and a statement) ReadyRosie Choosing the Right Voice |
| INDICATOR | 5.59.5. | Bilingual child adjusts his/her language and communication form according to person with whom he/she is speaking ReadyRosie Grocery Store Conversations Pantry Talk Description What's the Opposite? Zoo in My Room |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Language: Vocabulary | |
| INDICATOR | 5.60. | CHILDREN USE RECEPTIVE COMMUNICATION SKILLS - Some Indicators for Children: |
| INDICATOR | 5.60.1. | Recognizes and responds to some family and traditional stories and their meanings ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| INDICATOR | 5.60.2. | Responds appropriately to a request (e.g., ''Bring me the green towel.'') 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 |
| INDICATOR | 5.60.3. | Understands a receptive vocabulary of several hundred words in home language ReadyRosie Pantry Talk Description |
| INDICATOR | 5.60.4. | Distinguishes between real and made-up 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 |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Language: Vocabulary | |
| INDICATOR | 5.61. | CHILDREN USE EXPRESSIVE COMMUNICATION SKILLS - Some Indicators for Children: |
| INDICATOR | 5.61.1. | Uses new vocabulary in spontaneous speech ReadyRosie Grocery Store Conversations Pantry Talk Description What's the Opposite? Zoo in My Room |
| INDICATOR | 5.61.2. | Asks the meaning of unfamiliar words and then experiments with using them ReadyRosie Grocery Store Conversations Pantry Talk Description What's the Opposite? Zoo in My Room |
| INDICATOR | 5.61.3. | Uses words to further describe actions or adjectives (e.g., ''running fast'' or ''playing well'') ReadyRosie Putting Away the Groceries Table Riddles |
| INDICATOR | 5.61.4. | Uses multiple words to explain ideas (e.g., when talking about primary caregiver says ''mother/father'' and/or ''parent'') ReadyRosie Grocery Store Conversations Pantry Talk Description What's the Opposite? Zoo in My Room |
| INDICATOR | 5.61.5. | Uses words to express emotions (e.g., happy, sad, tired, scared) ReadyRosie Funny Faces Grocery Store Conversations If You're Happy & You Know It Pantry Talk Description Talking About Your Feelings What's the Opposite? Zoo in My Room |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Language: Grammar and Syntax | |
| INDICATOR | 5.62. | CHILDREN DEMONSTRATE PROGRESSION IN GRAMMAR AND SYNTAX - Some Indicators for Children: |
| INDICATOR | 5.62.1. | Talks in sentences with five to six words to describe people, places, and events ReadyRosie Family Photos Pantry Talk Description Phone Fun Who Should We Ask? |
| INDICATOR | 5.62.2. | Uses more complex grammar and parts of speech ReadyRosie All Mixed Up |
| INDICATOR | 5.62.3. | Describes a task, project, and/or event sequentially in three or more sentences ReadyRosie All Mixed Up Pantry Talk Description Putting Away the Groceries Table Riddles |
| INDICATOR | 5.62.4. | Asks questions for information/clarification ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| INDICATOR | 5.62.5. | Uses prepositions in everyday language, sometimes needing assistance (e.g., at, in, under) ReadyRosie All Mixed Up |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Language: Comprehension | |
| INDICATOR | 5.63. | CHILDREN DEMONSTRATE COMPREHENSION AND MEANING IN LANGUAGE - Some Indicators for Children: |
| INDICATOR | 5.63.1. | Follows directions that involve a two- or three-step sequence of actions which may not be related (e.g., ''Please pick up your toys and then get your shoes.'') ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| INDICATOR | 5.63.2. | Responds to questions with verbal answers or gestures ReadyRosie Baby Photo Fun Color Word Sentences Why should we tell family stories? Yesterday, Today, Tomorrow |
| INDICATOR | 5.63.3. | Extends/expands the thought or idea expressed by another ReadyRosie Color Word Sentences I'm Thinking of an Animal If You're Happy & You Know It Mystery Bag Pantry Talk Description Phone Fun Pretending Together Taking Turns Weekend News Who Should We Ask? Yesterday, Today, Tomorrow |
| INDICATOR | 5.63.4. | Engages in conversation that develops a thought or idea (e.g., tells about a past event) ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Language: Expressive/Oral language | |
| INDICATOR | 5.64. | CHILDREN USE LANGUAGE FOR A VARIETY OF PURPOSES - Some Indicators for Children: |
| INDICATOR | 5.64.1. | Recounts some details of a recent event ReadyRosie I'm Thinking of an Animal Mystery Bag Pantry Talk Description Pretending Together Weekend News Yesterday, Today, Tomorrow |
| INDICATOR | 5.64.3. | Uses oral language to communicate a message ReadyRosie Behavior is a form of communication |
| INDICATOR | 5.64.4. | Participates in conversations about a variety of topics ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Literacy: Reading | |
| INDICATOR | 5.65. | CHILDREN DEMONSTRATE PHONOLOGICAL AWARENESS - Some Indicators for Children: |
| INDICATOR | 5.65.1. | Participates in and creates songs, rhymes, and games that play with sounds of language (e.g., claps out sounds or rhythms of language) ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| INDICATOR | 5.65.2. | Identifies initial sound of words, with assistance (e.g., book begins with the /b/sound) ReadyRosie Listen My Children Making a Grocery List Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| INDICATOR | 5.65.3. | Makes three or more letter-sound correspondences (e.g., identifies that ''David,'' ''day,'' and ''dog'' all begin with ''d'') ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| INDICATOR | 5.65.4. | Finds objects in a picture with the same beginning sound, with assistance ReadyRosie Listen My Children Making a Grocery List Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| INDICATOR | 5.65.5. | Differentiates between similar-sounding words (e.g., ''three'' and ''tree'') ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Literacy: Reading | |
| INDICATOR | 5.66. | CHILDREN DEMONSTRATE AWARENESS OF LETTERS AND SYMBOLS - Some Indicators for Children: |
| INDICATOR | 5.66.1. | Recites letters of the alphabet in home language ReadyRosie Alphabet Clapping Point the ABC Song |
| INDICATOR | 5.66.2. | Knows that alphabet letters are a special category of symbols/pictures 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 |
| INDICATOR | 5.66.3. | Associates the names of letters with their shapes 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 |
| INDICATOR | 5.66.4. | Correctly identifies ten or more letters of the alphabet 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 |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Literacy: Reading | |
| INDICATOR | 5.67. | CHILDREN DEMONSTRATE AWARENESS OF PRINT CONCEPTS - Some Indicators for Children: |
| INDICATOR | 5.67.1. | Knows first and last page of a book ReadyRosie Funny Reading |
| INDICATOR | 5.67.2. | Identifies some individual letters in text ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| INDICATOR | 5.67.3. | Shows understanding that letters make up words ReadyRosie Looking for Letters in Ads Reading with Jack and Jill Starting a Word Bank Words on the Page |
| INDICATOR | 5.67.5. | Begins to understand that print progresses from left to right (Exceptions are Arabic, Chinese, and Japanese text, etc.) 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 |
| INDICATOR | 5.67.6. | Recognizes some signs and symbols in environment (e.g., stop signs) ReadyRosie Shopping for Clothes |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Literacy: Reading | |
| INDICATOR | 5.68. | CHILDREN DEMONSTRATE COMPREHENSION OF PRINTED MATERIAL AND ORAL STORIES - Some Indicators for Children: |
| INDICATOR | 5.68.1. | Uses pictures to predict a story ReadyRosie Book Selection Picture Walk Predictions Selecting Books Text to Self Connections |
| INDICATOR | 5.68.2. | Matches pictures with spoken word in home language ReadyRosie Funny Reading Kitchen Labeling Stuffed Animal Sentences |
| INDICATOR | 5.68.3. | Recognizes own name when spelled out in letters ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| INDICATOR | 5.68.6. | Identifies major characters in story ReadyRosie Making Connections PreK Text to Self Connections |
| INDICATOR | 5.68.7. | Begins to understand the sequence of a story (e.g., beginning, middle, and end) ReadyRosie Itsy Bitsy Spider Illustrations Toy Stories |
| INDICATOR | 5.68.8. | Makes up an ending for a story ReadyRosie Itsy Bitsy Spider Illustrations Toy Stories |
| INDICATOR | 5.68.9. | Pretends to read a familiar book ReadyRosie Tips for helping your child love reading |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Literacy: Reading | |
| INDICATOR | 5.69. | CHILDREN DEMONSTRATE AWARENESS THAT WRITTEN MATERIALS CAN BE USED FOR A VARIETY OF PURPOSES - Some Indicators for Children: |
| INDICATOR | 5.69.1. | Identifies a variety of printed materials (e.g., books, newspapers, cereal boxes) ReadyRosie Who Should We Ask? |
| INDICATOR | 5.69.2. | Imitates common reading activities appropriately in play (e.g., pretends to use directions while putting something together) ReadyRosie Tips for helping your child love reading |
| INDICATOR | 5.69.3. | Uses signs in the environment for information (e.g., in a tall building, points to the elevator button) ReadyRosie Shopping for Clothes |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Literacy: Reading | |
| INDICATOR | 5.70. | CHILDREN DEMONSTRATE APPRECIATION AND ENJOYMENT OF READING - Some Indicators for Children: |
| INDICATOR | 5.70.1. | Expresses the title of a favorite book ReadyRosie Funny Reading |
| INDICATOR | 5.70.2. | Gives opinion on books in terms of sections liked and enjoyed ReadyRosie Asking Wh- Questions 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 |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Literacy: Writing | |
| INDICATOR | 5.71. | CHILDREN DEMONSTRATE KNOWLEDGE OF LETTERS AND SYMBOLS (ALPHABET KNOWLEDGE) - Some Indicators for Children: |
| INDICATOR | 5.71.1. | Knows the difference between printed letters and drawings 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 |
| INDICATOR | 5.71.2. | Attempts to copy one or more letters of the alphabet ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 5.71.4. | Knows that alphabet letters are a special category of 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 |
| INDICATOR | 5.71.5. | Identifies letters to match the said-aloud letter name ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| INDICATOR | 5.71.6. | Works at writing own name ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 5.71.7. | Shows awareness of the difference between own writing and conventional print ReadyRosie Stuffed Animal Stories Weekend News |
| INDICATOR | 5.71.8. | Shows awareness of two different writing systems (especially appropriate for English Language Learner) ReadyRosie Stuffed Animal Stories Weekend News |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Literacy: Writing | |
| INDICATOR | 5.72. | CHILDREN USE WRITING SKILLS AND DEMONSTRATE KNOWLEDGE OF WRITING CONVENTIONS - Some Indicators for Children: |
| INDICATOR | 5.72.1. | Writes some letters or numerals ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 5.72.2. | Prints or copies first name ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 5.72.3. | Attempts to copy words from print ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 5.72.4. | Draws basic geometric shapes (e.g., circle, triangle) ReadyRosie Finger Shapes Guess My Shape Mirror, Mirror Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| INDICATOR | 5.72.5. | Uses pretend writing activities during play to show print conventions in home language ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 5.72.6. | Adjusts paper position when writing ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Literacy: Writing | |
| INDICATOR | 5.73. | CHILDREN USE WRITING FOR A VARIETY OF PURPOSES - Some Indicators for Children: |
| INDICATOR | 5.73.1. | Uses letter-like symbols to make lists, letters, and stories ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 5.73.2. | Copies some environmental print/symbols ReadyRosie Detailed Drawing of a Face Making a Grocery List Shopping for Clothes Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 5.73.3. | Uses letter-like symbols to express an idea ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 5.73.4. | Talks out loud about creative ideas and stories and asks adult to write them out ReadyRosie Stuffed Animal Stories Weekend News |
| INDICATOR | 5.73.5. | Asks adult to write out rhymes to make a simple poem ReadyRosie Stuffed Animal Stories Weekend News |
| PERFORMANCE / CONTENT STANDARD | AK.1. | Alaska Early Learning Guidelines for 36 to 60 Months |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | English Language Learners: Dual Language Acquisition | |
| INDICATOR | 5.74. | CHILDREN DEMONSTRATE COMPETENCY IN HOME LANGUAGE WHILE ACQUIRING BEGINNING PROFICIENCY IN ENGLISH - Some Indicators for Children: |
| INDICATOR | 5.74.1. | Demonstrates understanding that there are languages other than his/her home language (e.g., identifies sentence spoken in home language in comparison to one spoken in English) ReadyRosie Pantry Talk Description |
| INDICATOR | 5.74.2. | Relies on non-verbal cues to communicate in English, but does not rely on non-verbal cues to communicate in home language ReadyRosie Pantry Talk Description |
| INDICATOR | 5.74.3. | Focuses on the meaning of words rather than grammar in acquiring spoken English language competency ReadyRosie All Mixed Up Grocery Store Conversations Pantry Talk Description What's the Opposite? Zoo in My Room |
| INDICATOR | 5.74.4. | Follows linguistic rules of home language and constructs own rules for English ReadyRosie All Mixed Up Pantry Talk Description |
| INDICATOR | 5.74.5. | Uses sentences in home language and begins to use single word or telegraphic speech in English to communicate ReadyRosie All Mixed Up Pantry Talk Description |
| INDICATOR | 5.74.6. | Bilingual child adjusts language and communication form used according to person with whom he/she is speaking ReadyRosie Grocery Store Conversations Pantry Talk Description What's the Opposite? Zoo in My Room |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Physical Well-Being, Health, and Motor Development | |
| GOAL | Motor Development: Gross Motor Skills | |
| INDICATOR | 1.1. | CHILDREN DEMONSTRATE STRENGTH AND COORDINATION OF LARGE MOTOR MUSCLES - Some Indicators for Children: |
| INDICATOR | 1.1.1. | Runs with an even gait and with few falls ReadyRosie Follow the Leader |
| INDICATOR | 1.1.2. | Hops on each foot separately without support ReadyRosie Follow the Leader |
| INDICATOR | 1.1.3. | Maintains balance while bending, twisting, or stretching ReadyRosie Follow the Leader |
| INDICATOR | 1.1.5. | Moves body into position to catch a ball, then throws the ball in the right direction ReadyRosie Rhyming Toss The Number Stays the Same |
| INDICATOR | 1.1.6. | Kicks large ball to a given point with some accuracy ReadyRosie Rhyming Toss The Number Stays the Same |
| INDICATOR | 1.1.8. | Throws a medium-size ball with some accuracy ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Physical Well-Being, Health, and Motor Development | |
| GOAL | Motor Development: Fine Motor skills | |
| INDICATOR | 1.2. | CHILDREN DEMONSTRATE STRENGTH AND COORDINATION OF SMALL MOTOR MUSCLES - Some Indicators for Children: |
| INDICATOR | 1.2.3. | Cuts, draws, glues with materials provided 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 |
| INDICATOR | 1.2.5. | Prints some letters in own name ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Physical Well-Being, Health, and Motor Development | |
| GOAL | Motor Development: Sensorimotor Skills | |
| INDICATOR | 1.3. | CHILDREN USE THEIR SENSES: SIGHT, HEARING, SMELL, TASTE, AND TOUCH, TO GUIDE AND INTEGRATE THEIR INTERACTIONS - Some Indicators for Children: |
| INDICATOR | 1.3.1. | Hits a medium-size ball (6'' to 8'') with a bat with some consistency ReadyRosie Rhyming Toss The Number Stays the Same |
| INDICATOR | 1.3.2. | Catches a ball thrown from a distance of five to ten feet ReadyRosie Rhyming Toss The Number Stays the Same |
| INDICATOR | 1.3.4. | Carries a glass of water or juice across the room without spilling it ReadyRosie Follow the Leader |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Physical Well-Being, Health, and Motor Development | |
| GOAL | Health and Personal Care: Daily Living Skills | |
| INDICATOR | 1.7. | CHILDREN PRACTICE BASIC PERSONAL CARE ROUTINES - Some Indicators for Children: |
| INDICATOR | 1.7.2. | Pours milk or juice easily and with minimal spills ReadyRosie Fill Up the Cup Making Trail Mix Strawberries for a Picnic |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Physical Well-Being, Health, and Motor Development | |
| GOAL | Health and Personal Care: Nutrition | |
| INDICATOR | 1.8. | CHILDREN EAT A VARIETY OF NUTRITIOUS FOODS - Some Indicators for Children: |
| INDICATOR | 1.8.3. | Provides simple explanations for own and others' food allergies ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Physical Well-Being, Health, and Motor Development | |
| GOAL | Safety: Safe Practices | |
| INDICATOR | 1.9. | CHILDREN MAKE SAFE CHOICES, AVOIDING HARMFUL OBJECTS AND SITUATIONS - Some Indicators for Children: |
| INDICATOR | 1.9.2. | Understands that some practices may be personally dangerous (e.g., smoking, drinking alcohol, playing with matches, contact with germs and blood) ReadyRosie My Address |
| INDICATOR | 1.9.3. | Identifies local hazards (e.g., thin ice, wildlife, dogs, moving water, guns) ReadyRosie My Address |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Physical Well-Being, Health, and Motor Development | |
| GOAL | Safety: Rules and Regulations | |
| INDICATOR | 1.10. | CHILDREN DEMONSTRATE AWARENESS AND UNDERSTANDING OF SAFETY RULES - Some Indicators for Children: |
| INDICATOR | 1.10.1. | Consistently follows safety rules ReadyRosie How do I get my child to______? How should I handle temper tantrums? My Address |
| INDICATOR | 1.10.2. | Understands why emergency drills are important ReadyRosie How do I get my child to______? How should I handle temper tantrums? My Address |
| INDICATOR | 1.10.4. | Demonstrates safety rules as engages in dramatic play (e.g., ''Tell your doll to keep his fingers away from the hot stove so he does not get hurt.'') ReadyRosie My Address |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Social Development: Interactions with Adults | |
| INDICATOR | 2.11. | CHILDREN TRUST AND INTERACT COMFORTABLY WITH FAMILIAR ADULTS - Some Indicators for Children: |
| INDICATOR | 2.11.1. | Interacts easily with familiar adults in the community (e.g., custodian, next-door neighbor, doctor, bus driver) ReadyRosie Who Should We Ask? |
| INDICATOR | 2.11.5. | Demonstrates knowledge of culturally specific communication styles and their appropriate uses ReadyRosie Pantry Talk Description |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Social Development: Interactions with Adults | |
| INDICATOR | 2.12. | CHILDREN SEEK ASSISTANCE FROM ADULTS WHEN NEEDED - Some Indicators for Children: |
| INDICATOR | 2.12.1. | Seeks assistance from adults in the community (e.g., neighbor, bus driver, librarian) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATOR | 2.12.3. | Asks questions and checks with an adult before deviating from rules and routines ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Social Development: Interactions with Peers | |
| INDICATOR | 2.13. | CHILDREN DEVELOP FRIENDSHIPS WITH PEERS - Some Indicators for Children: |
| INDICATOR | 2.13.2. | Shows loyalty to friends ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | 2.13.3. | Follows suggestions given by a friend about how to proceed in their play ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | 2.13.4. | Has friends in different settings (e.g., neighborhood, school, extended family) ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | 2.13.5. | Maintains friendships with two or more peers ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | 2.13.6. | Carries on conversations with peers ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Social Development: Interactions with Peers | |
| INDICATOR | 2.14. | CHILDREN COOPERATE WITH PEERS - Some Indicators for Children: |
| INDICATOR | 2.14.1. | Shares materials and toys with other children ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| INDICATOR | 2.14.2. | Sustains interactions by cooperating, helping, sharing, and suggesting new ideas for play ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Social Development: Interactions with Peers | |
| INDICATOR | 2.15. | CHILDREN DEMONSTRATE POSITIVE NEGOTIATION SKILLS - Some Indicators for Children: |
| INDICATOR | 2.15.1. | Uses multiple strategies to resolve conflicts (e.g., attempts to communicate and then seeks assistance) ReadyRosie How can I get my child to listen to me? How can I stop my kids from fighting? How should I handle temper tantrums? Talking About Your Feelings |
| INDICATOR | 2.15.2. | Attempts to settle disputes or solve problems with another child through negotiation, addressing own rights as well as the other child's needs, with assistance (e.g., ''I'll use the paste for these two pieces of paper and then give it to you.'') ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| INDICATOR | 2.15.4. | Demonstrates beginning understanding of others' intentions or motives ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Social Development: Adaptive Social Behavior | |
| INDICATOR | 2.16. | CHILDREN DEMONSTRATE AWARENESS OF BEHAVIOR AND ITS EFFECTS - Some Indicators for Children: |
| INDICATOR | 2.16.1. | Describes how own actions make others feel and behave ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | 2.16.3. | Engages in empathetic, caring behavior so others respond positively ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | 2.16.4. | Explains his/her response to others' actions and feelings (e.g., ''I gave her a hug because she was sad.'') ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | 2.16.5. | Guesses how own and others' behavior will influence responses ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Social Development: Adaptive Social Behavior | |
| INDICATOR | 2.17. | CHILDREN PARTICIPATE POSITIVELY IN GROUP ACTIVITIES - Some Indicators for Children: |
| INDICATOR | 2.17.3. | Participates in classroom and group routines (e.g., joins other children feeding the fish or building a structure) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| INDICATOR | 2.17.5. | Invents and sets up activities that include more than one child ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Social Development: Adaptive Social Behavior | |
| INDICATOR | 2.18. | CHILDREN ADAPT TO DIVERSE SETTINGS - Some Indicators for Children: |
| INDICATOR | 2.18.1. | Expresses anticipation of special events in different settings ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Social Development: Adaptive Social Behavior | |
| INDICATOR | 2.19. | CHILDREN DEMONSTRATE EMPATHY FOR OTHERS AND THE NATURAL WORLD - Some Indicators for Children: |
| INDICATOR | 2.19.1. | Communicates others' feelings ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | 2.19.2. | Comforts family members or friends who are not feeling well or are upset ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | 2.19.3. | Expresses excitement about special events and accomplishments of others within cultural context and expectations ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | 2.19.6. | Expresses emotion in response to hurt person or animal ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Social Development: Appreciating Diversity | |
| INDICATOR | 2.20. | CHILDREN RECOGNIZE, APPRECIATE, AND RESPECT SIMILARITIES AND DIFFERENCES IN PEOPLE - Some Indicators for Children: |
| INDICATOR | 2.20.1. | Shows concern about fairness within peer group (e.g., ''Everyone gets a turn.'' ''That's not fair.'') ReadyRosie Choosing the Right Voice Taking Turns |
| INDICATOR | 2.20.2. | Recognizes others' abilities in certain areas (e.g., ''Jamie sings really well.'' ''Marie is a fast runner.'') ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | 2.20.4. | Notices that other children might use different words for the same object (e.g., ''mother'' is said differently in different languages) ReadyRosie Pantry Talk Description |
| INDICATOR | 2.20.5. | Examines a situation from another's perspective ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| INDICATOR | 2.20.6. | Recognizes stereotypes and culturally or linguistically unfair or biased behavior ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Emotional Development: Self-Concept | |
| INDICATOR | 2.21. | CHILDREN PERCEIVE THEMSELVES AS UNIQUE INDIVIDUALS - Some Indicators for Children: |
| INDICATOR | 2.21.1. | Shares information about self with others ReadyRosie Behavior is a form of communication |
| INDICATOR | 2.21.3. | Shows self-direction in actions ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 2.21.4. | Works independently and interdependently, and shows pleasure from it ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 2.21.5. | Accepts responsibilities and follows through on them (e.g., helps with chores) ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 2.21.6. | Requests quiet time and space ReadyRosie Behavior is a form of communication |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Emotional Development: Self-Concept | |
| INDICATOR | 2.22. | CHILDREN DEMONSTRATE AWARENESS OF THEIR ABILITIES, CHARACTERISTICS, AND PREFERENCES - Some Indicators for Children: |
| INDICATOR | 2.22.1. | Describes self using several physical and behavioral characteristics (e.g., ''I am tall and I can reach up high.'') ReadyRosie Follow the Leader Jump to It |
| INDICATOR | 2.22.2. | Describes own skills and abilities in certain areas (e.g., ''I like to paint.'') ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| INDICATOR | 2.22.3. | Suggests games and activities that demonstrate own preferences and abilities (e.g., sets up a game of catch) ReadyRosie Rhyming Toss The Number Stays the Same |
| INDICATOR | 2.22.4. | Differentiates between preferences for self and others (e.g., ''I like to play with dolls and she likes to play with toy animals.'') ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Emotional Development: Self-Efficacy | |
| INDICATOR | 2.23. | CHILDREN DEMONSTRATE BELIEF IN THEIR ABILITIES - Some Indicators for Children: |
| INDICATOR | 2.23.1. | Takes on new tasks and improves skills with practice (e.g., wheeling self in wheelchair) ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 2.23.2. | Expresses delight over a successful project and wants others to like it too ReadyRosie Detailed Drawing of a Face Family Talent Show I Remember When If You're Happy & You Know It |
| INDICATOR | 2.23.3. | Starts a task and works on it until finished ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Emotional Development: Self-Control | |
| INDICATOR | 2.24. | CHILDREN UNDERSTAND AND FOLLOW RULES AND ROUTINES - Some Indicators for Children: |
| INDICATOR | 2.24.1. | Engages in and completes simple routines without assistance (e.g., puts coat on to go outside to play) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| INDICATOR | 2.24.3. | Follows rules in different settings (e.g., lowers voice when enters library) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| INDICATOR | 2.24.4. | Applies rules in new but similar situations ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| INDICATOR | 2.24.5. | Explains simple family or classroom rules to others ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Emotional Development: Self-Control | |
| INDICATOR | 2.25. | CHILDREN REGULATE THEIR FEELINGS AND IMPULSES - Some Indicators for Children: |
| INDICATOR | 2.25.1. | Expresses self in safe and appropriate ways (e.g., expresses anger or sadness without fights) ReadyRosie How should I handle temper tantrums? Talking About Your Feelings |
| INDICATOR | 2.25.2. | Shows ability to control destructive impulses, with guidance ReadyRosie How should I handle temper tantrums? Talking About Your Feelings |
| INDICATOR | 2.25.3. | Seeks peaceful resolution to conflict ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| INDICATOR | 2.25.4. | Modifies behavior and expression of emotions for different environments ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| INDICATOR | 2.25.5. | Stops and listens to instructions before jumping into activity, with guidance 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 |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Social and Emotional Development | |
| GOAL | Emotional Development: Emotional Expression | |
| INDICATOR | 2.26. | CHILDREN EXPRESS APPROPRIATELY A RANGE OF EMOTIONS - Some Indicators for Children: |
| INDICATOR | 2.26.1. | Expresses feelings through play ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| INDICATOR | 2.26.3. | Acknowledges sadness about loss (e.g., change in caregiver, divorce, or death) ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| INDICATOR | 2.26.4. | Does not inhibit emotional expression (e.g., cries when feels sad) ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| INDICATOR | 2.26.5. | Names some levels of emotion (e.g., frustrated, angry) ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Approaches to Learning | |
| GOAL | Learning Approaches: Curiosity and Interest | |
| INDICATOR | 3.27. | CHILDREN ARE CURIOUS ABOUT AND INTERESTED IN LEARNING NEW THINGS AND HAVING NEW EXPERIENCES - Some Indicators for Children: |
| INDICATOR | 3.27.1. | Engages in discussions about new events and occurrences (e.g., ''Why did this happen?'') ReadyRosie How can I stop my kids from fighting? |
| INDICATOR | 3.27.2. | Asks questions about changes in his/her world ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| INDICATOR | 3.27.4. | Looks for new information and wants to know more about personal interests, with assistance ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 3.27.5. | Develops increasing complexity and persistence in using familiar materials ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Approaches to Learning | |
| GOAL | Learning Approaches: Initiative | |
| INDICATOR | 3.28. | CHILDREN DEMONSTRATE INITIATIVE - Some Indicators for Children: |
| INDICATOR | 3.28.1. | Chooses to work on a project because the activity is of personal interest ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 3.28.2. | Invents projects and works on them with little assistance ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 3.28.3. | Forms a plan for an activity and acts on it ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Approaches to Learning | |
| GOAL | Learning Approaches: Persistence and Attentiveness | |
| INDICATOR | 3.29. | CHILDREN SUSTAIN ATTENTION TO TASKS AND PERSIST WHEN FACING CHALLENGES - Some Indicators for Children: |
| INDICATOR | 3.29.1. | Maintains interest in a project or activity until finished ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 3.29.2. | Sets goals and follows through on plans, with assistance ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 3.29.4. | Works on a task over a period of time, leaving and returning to it (e.g., block structure) ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 3.29.5. | Shifts attention back to activity at hand after being distracted ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| INDICATOR | 3.29.6. | Focuses on projects despite distractions ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 3.29.7. | Accepts reasonable challenges and continues through frustration ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Approaches to Learning | |
| GOAL | Learning Approaches: Creativity and Inventiveness | |
| INDICATOR | 3.30. | CHILDREN APPROACH DAILY ACTIVITIES WITH CREATIVITY AND INVENTIVENESS - Some Indicators for Children: |
| INDICATOR | 3.30.1. | Uses dramatic or symbolic play to pretend ReadyRosie Tips for helping your child love reading |
| INDICATOR | 3.30.2. | Combines activities, materials, and equipment in new ways (e.g., builds tent by using sheet or blanket around table) ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 3.30.3. | Completes projects differently from other children (e.g., uses a unique approach in block structures and paintings) ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 3.30.5. | Represents reality in a variety of ways (e.g., pretend play, drawing) 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 |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Approaches to Learning | |
| GOAL | Learning Approaches: Reflection and Interpretation | |
| INDICATOR | 3.31. | CHILDREN LEARN FROM THEIR EXPERIENCES - Some Indicators for Children: |
| INDICATOR | 3.31.1. | Uses a variety of methods to express thoughts and ideas (e.g., discussion, art activities) ReadyRosie Color Word Sentences Detailed Drawing of a Face If You're Happy & You Know It May I Take your Order? Mirror, Mirror Pantry Talk Description Phone Fun Shaving Cream Shapes Taking Turns Three Ways to Show a Number Using a Menu to Order Who Should We Ask? Writing Names with Shaving Cream |
| INDICATOR | 3.31.2. | Demonstrates long-term memory of meaningful events and interesting ideas ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 3.31.4. | Seeks information for further understanding ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| INDICATOR | 3.31.5. | Uses multiple sources of information to complete projects and acquire new information, with assistance ReadyRosie Getting Information from Pictures Just the Facts Who Should We Ask? |
| INDICATOR | 3.31.6. | Plans activities and sets goals based on past experience ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| INDICATOR | 3.31.7. | Demonstrates beginning understanding of what others are thinking, their intentions, or motivations ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Reasoning: Causation | |
| INDICATOR | 4.32. | CHILDREN DEMONSTRATE AWARENESS OF CAUSE AND EFFECT - Some Indicators for Children: |
| INDICATOR | 4.32.3. | Explains reasons why simple events occurred (e.g., ''Carlos isn't here today because he got sick yesterday.'') ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Reasoning: Critical and Analytic Thinking | |
| INDICATOR | 4.33. | CHILDREN COMPARE, CONTRAST, EXAMINE, AND EVALUATE EXPERIENCES, TASKS, AND EVENTS - Some Indicators for Children: |
| INDICATOR | 4.33.1. | Identifies characteristics for comparison (e.g., size, color) ReadyRosie Candy Sort and Graph Grocery Store Weights I Spy an Animal Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| INDICATOR | 4.33.2. | Compares the main characters or events of stories ReadyRosie Making Connections PreK Text to Self Connections |
| INDICATOR | 4.33.3. | Describes experiences using comparative language (e.g., ''Today's walk was longer than yesterday's.'') ReadyRosie Putting Away the Groceries Table Riddles |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Reasoning: Critical and Analytic Thinking | |
| INDICATOR | 4.34. | CHILDREN USE PAST KNOWLEDGE TO BUILD NEW KNOWLEDGE - Some Indicators for Children: |
| INDICATOR | 4.34.3. | Understands that words are made up of letters ReadyRosie Looking for Letters in Ads Reading with Jack and Jill Starting a Word Bank Words on the Page |
| INDICATOR | 4.34.4. | Recognizes the difference between squares and rectangles and circles and ovals 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 |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Reasoning: Representational Thought | |
| INDICATOR | 4.36. | CHILDREN USE SYMBOLS TO REPRESENT OBJECTS - Some Indicators for Children: |
| INDICATOR | 4.36.1. | Uses physical objects to demonstrate vocabulary (e.g., creates two piles of blocks - one with ''more'' blocks, one with ''less'') ReadyRosie How Many Can You Name? Reading a Book for the Second Time Silent Opposites Sort and Graph Leaves Tips for helping your child love reading |
| INDICATOR | 4.36.2. | Represents simple objects through drawings, movement, mime, three-dimensional constructions 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 |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Mathematics and Numeracy: Number Sense and Operations | |
| INDICATOR | 4.38. | CHILDREN DEMONSTRATE KNOWLEDGE OF NUMBERS AND COUNTING - Some Indicators for Children: |
| INDICATOR | 4.38.1. | Counts to at least 20 from memory ReadyRosie How Many Can I Grab? Keep It Up Penny Drop Rub a Dub Counting |
| INDICATOR | 4.38.2. | Understands that when counting items they must be counted only once and none should be left out 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 |
| INDICATOR | 4.38.3. | Uses math manipulatives, games, toys, and coins in daily activities ReadyRosie Acorns and Pinecones All Done Apple Pie Block Tower Cereal Challenge Checkout Countdown Domino Match-Up More Grapes Penny Drop Show Me The Number Stays the Same Three Little Animals |
| INDICATOR | 4.38.4. | Uses basic numbers and counting operations (e.g., ''I gave Chua one of my blocks. Now she has two blocks.'') 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 |
| INDICATOR | 4.38.5. | Tells what number comes before or after a given number to 20, with assistance ReadyRosie How Many Can I Grab? Keep It Up Penny Drop Rub a Dub Counting |
| INDICATOR | 4.38.6. | Explains the difference between addition and subtraction, with assistance 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 |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Mathematics and Numeracy: Measurement | |
| INDICATOR | 4.39. | CHILDREN DEMONSTRATE SOME KNOWLEDGE OF SIZE, VOLUME, HEIGHT, WEIGHT AND LENGTH - Some Indicators for Children: |
| INDICATOR | 4.39.1. | Measures sand or water using a variety of containers ReadyRosie Buying Oranges Grocery Store Weights |
| INDICATOR | 4.39.4. | Estimates measurements using size, volume, height, weight, and length (e.g., how many steps it will take to walk across the room) ReadyRosie Fill Up the Cup Making Trail Mix Strawberries for a Picnic |
| INDICATOR | 4.39.5. | Demonstrates comparative behavior by matching objects correctly (e.g., bolts to nuts, jars to lids, greeting cards to envelopes) ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Mathematics and Numeracy: Properties of Ordering | |
| INDICATOR | 4.40. | CHILDREN SORT, CLASSIFY, AND ORGANIZE OBJECTS - Some Indicators for Children: |
| INDICATOR | 4.40.1. | Sorts objects into categories, classifying and comparing according to a characteristic (e.g., size, color) ReadyRosie How Many Can I Grab? |
| INDICATOR | 4.40.2. | Recognizes, describes, duplicates, and extends a two-part pattern (e.g., A/B, circle/square) ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| INDICATOR | 4.40.3. | Describes how and why objects are arranged or sorted the way they are ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Science: Scientific Thinking | |
| INDICATOR | 4.41. | CHILDREN COLLECT INFORMATION THROUGH OBSERVATION AND MANIPULATION - Some Indicators for Children: |
| INDICATOR | 4.41.1. | Seeks information through observation, systematic exploration, and conversations ReadyRosie Grocery Store Conversations Sink or Float |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Social Studies: History | |
| INDICATOR | 4.45. | CHILDREN DIFFERENTIATE BETWEEN EVENTS THAT HAPPEN IN THE PAST, PRESENT, AND FUTURE - Some Indicators for Children: |
| INDICATOR | 4.45.2. | Begins to use the vocabulary for days of the week and names of the months ReadyRosie Reading a Book for the Second Time |
| INDICATOR | 4.45.3. | Describes events or objects from his/her personal or family history ReadyRosie Tips for storytelling: Story ideas Why is storytelling important? |
| INDICATOR | 4.45.5. | Uses the future tense to discuss plans ReadyRosie All Mixed Up Pantry Talk Description |
| INDICATOR | 4.45.6. | Progresses in understanding similarities and respecting differences among people, such as genders, race, special needs, culture, language, and family structures ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show Grandparent Storytime How Many Feet? Tips for storytelling: Story ideas Why should we tell family stories? |
| INDICATOR | 4.45.7. | Recognizes pictures of parents or grandparents when they were young. ReadyRosie Tips for storytelling: Story ideas Why is storytelling important? |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Social Studies: Geography | |
| INDICATOR | 4.47. | CHILDREN DEMONSTRATE KNOWLEDGE OF THE RELATIONSHIP BETWEEN PEOPLE, PLACES, AND REGIONS - Some Indicators for Children: |
| INDICATOR | 4.47.2. | Helps to navigate on journeys (e.g., ''After you pass the big red barn, then my house is next.'' or ''I live by the bus stop.'') ReadyRosie My Address |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Social Studies: Economics | |
| INDICATOR | 4.48. | CHILDREN DEMONSTRATE AWARENESS OF ECONOMIC CONCEPTS - Some Indicators for Children: |
| INDICATOR | 4.48.4. | Accurately names some coins and money bills (e.g., penny, nickel, dollar bill) ReadyRosie I Spy a Coin |
| INDICATOR | 4.48.5. | Recognizes that some things are owned by people and other things are collective goods ReadyRosie Making a Grocery List |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Family, Community, and Culture: Family | |
| INDICATOR | 4.51. | CHILDREN DEMONSTRATE AWARENESS OF FAMILY CHARACTERISTICS AND FUNCTIONS - Some Indicators for Children: |
| INDICATOR | 4.51.1. | Recognizes extended family members (e.g., cousins, aunts, uncles) ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Family, Community and Culture: Community | |
| INDICATOR | 4.53. | CHILDREN DEMONSTRATE CIVIC RESPONSIBILITY - Some Indicators for Children: |
| INDICATOR | 4.53.1. | Exhibits positive citizenship behaviors by sharing, taking turns, following rules, and taking responsibility for classroom jobs ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| INDICATOR | 4.53.3. | Demonstrates awareness of the reasons for rules and laws ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| INDICATOR | 4.53.4. | Exhibits personal responsibility, choice, and leadership in the context of self-help skills and duties/roles that benefit the family or class ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Family, Community and Culture: Culture | |
| INDICATOR | 4.54. | CHILDREN DEMONSTRATE AWARENESS AND APPRECIATION OF THEIR OWN AND OTHERS' CULTURES - Some Indicators for Children: |
| INDICATOR | 4.54.1. | Talks about, compares, and explores similarities and differences in daily practices across cultures ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| INDICATOR | 4.54.2. | Expresses understanding about other children's cultures through conversations, dramatic play, interactions, and items from home ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| INDICATOR | 4.54.3. | Recognizes and celebrates similarities and differences between people of different cultures ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| INDICATOR | 4.54.4. | Recognizes stereotypes and culturally or linguistically unfair or biased behavior ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Cognition and General Knowledge | |
| GOAL | Creative Arts: Expression and Representation | |
| INDICATOR | 4.55. | CHILDREN USE CREATIVE ARTS TO EXPRESS AND REPRESENT WHAT THEY KNOW, THINK, BELIEVE, OR FEEL - Some Indicators for Children: |
| INDICATOR | 4.55.1. | Uses music to express thoughts, feelings, and energy ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| INDICATOR | 4.55.2. | Expresses his/her feelings and ideas through creative art, drama, and movement ReadyRosie Detailed Drawing of a Face Funny Faces If You're Happy & You Know It May I Take your Order? Mirror, Mirror Shaving Cream Shapes Talking About Your Feelings Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 4.55.5. | Enjoys singing, making up silly and rhyming verses, imitating rhythmic patterns, and using music to tell stories and express feelings ReadyRosie Funny Faces If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Talking About Your Feelings Why should I sing to my baby? |
| INDICATOR | 4.55.6. | Develops ability to plan, work both alone and with others, and demonstrate care and persistence in a variety of art projects 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 |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Communication: Listening | |
| INDICATOR | 5.57. | CHILDREN DEMONSTRATE THE MEANING OF LANGUAGE BY LISTENING - Some Indicators for Children: |
| INDICATOR | 5.57.1. | Attends to book reading/storytelling for at least five minutes ReadyRosie Tips for helping your child love reading |
| INDICATOR | 5.57.2. | Listens to others and responds in group conversations and discussions ReadyRosie Color Word Sentences If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| INDICATOR | 5.57.3. | Notices different tones and cadences (e.g., recognizes the difference between humorous and serious voice inflection) ReadyRosie Tips for storytelling: Using your voice |
| INDICATOR | 5.57.4. | Enjoys listening to stories from different sources (e.g., in person, on the radio) ReadyRosie My Favorite Part Reading a Book for the Second Time Why should we tell family stories? |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Communication: Oral and Written Communication | |
| INDICATOR | 5.58. | CHILDREN COMMUNICATE EFFECTIVELY - Some Indicators for Children: |
| INDICATOR | 5.58.1. | Initiates conversation by making statements or asking questions ReadyRosie Color Word Sentences Listening for Sounds Phone Fun |
| INDICATOR | 5.58.2. | Expresses an idea in more than one way ReadyRosie Color Word Sentences I'm Thinking of an Animal If You're Happy & You Know It Mystery Bag Pantry Talk Description Phone Fun Pretending Together Taking Turns Weekend News Who Should We Ask? Yesterday, Today, Tomorrow |
| INDICATOR | 5.58.3. | Adjusts communication style to listener (e.g., when talking to a younger child uses simple words) ReadyRosie Grocery Store Conversations Pantry Talk Description What's the Opposite? Zoo in My Room |
| INDICATOR | 5.58.5. | Understands the concept of writing to communicate information or messages (e.g., attempts to write a short phrase or greeting) ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 5.58.6. | Draws pictures with objects and people to communicate an idea or event, with assistance 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 |
| INDICATOR | 5.58.7. | Makes a simple story book using pictures, personal experience or culture and some words, with assistance 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 |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Communication: Conventions of Social Communication | |
| INDICATOR | 5.59. | CHILDREN COMPREHEND AND USE THE CONVENTIONS OF SOCIAL COMMUNICATION - Some Indicators for Children: |
| INDICATOR | 5.59.1. | Uses language appropriately with different audiences (e.g., uses different words with peers and adults), most of the time ReadyRosie Grocery Store Conversations Pantry Talk Description What's the Opposite? Zoo in My Room |
| INDICATOR | 5.59.2. | Uses language appropriately depending upon the purpose (e.g., to tell stories, get information, ask for help), most of the time ReadyRosie Grocery Store Conversations Pantry Talk Description What's the Opposite? Zoo in My Room |
| INDICATOR | 5.59.3. | Adjusts intonation and volume in a variety of settings (e.g., whispers when a baby is sleeping) ReadyRosie Choosing the Right Voice |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Language: Vocabulary | |
| INDICATOR | 5.60. | CHILDREN USE RECEPTIVE COMMUNICATION SKILLS - Some Indicators for Children: |
| INDICATOR | 5.60.1. | Demonstrates understanding of an increasing number of technical and specialized words (e.g., pediatrician is a child's doctor, elder is an honored person in the child's family or community) ReadyRosie Comparing Vegetables Guess My Shape Pantry Sort 1 Who Should We Ask? |
| INDICATOR | 5.60.2. | Understands words that mean the same thing (synonyms) and some words that mean the opposite thing (antonyms) ReadyRosie Comparing Vegetables Silent Opposites What's the Opposite? |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Language: Vocabulary | |
| INDICATOR | 5.61. | CHILDREN USE EXPRESSIVE COMMUNICATION SKILLS - Some Indicators for Children: |
| INDICATOR | 5.61.1. | Expresses most feelings and emotions ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| INDICATOR | 5.61.2. | Names some non-present objects using appropriate words ReadyRosie Grocery Store Conversations Pantry Talk Description What's the Opposite? Zoo in My Room |
| INDICATOR | 5.61.3. | Correctly uses words to indicate understanding ReadyRosie Grocery Store Conversations Pantry Talk Description What's the Opposite? Zoo in My Room |
| INDICATOR | 5.61.4. | Defines words, with assistance (e.g., ''Firefighters put out fires.'') ReadyRosie Grocery Store Conversations Pantry Talk Description What's the Opposite? Zoo in My Room |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Language: Grammar and Syntax | |
| INDICATOR | 5.62. | CHILDREN DEMONSTRATE PROGRESSION IN GRAMMAR AND SYNTAX - Some Indicators for Children: |
| INDICATOR | 5.62.1. | Demonstrates beginning skills in using sentences in a logical sequence ReadyRosie All Mixed Up Pantry Talk Description |
| INDICATOR | 5.62.2. | Uses sentences in home language that show an emergence of grammatical correctness with subject/verb agreement ReadyRosie What Did I Do? |
| INDICATOR | 5.62.3. | Begins to use verb-tense appropriately with regular verbs, usually ReadyRosie All Mixed Up |
| INDICATOR | 5.62.4. | Begins to notice when simple sentences do not make sense, with assistance ReadyRosie All Mixed Up Pantry Talk Description |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Language: Comprehension | |
| INDICATOR | 5.63. | CHILDREN DEMONSTRATE COMPREHENSION AND MEANING IN LANGUAGE - Some Indicators for Children: |
| INDICATOR | 5.63.1. | Follows two- and three-part directions unfamiliar to the daily routine 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 |
| INDICATOR | 5.63.2. | Uses and understands complex sentences in home language ReadyRosie All Mixed Up Family Photos Pantry Talk Description Phone Fun Who Should We Ask? |
| INDICATOR | 5.63.4. | Begins to represent a storyline through drawing, acting, or singing, with assistance 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 |
| INDICATOR | 5.63.5. | Retells simple stories in sequence in home language ReadyRosie Itsy Bitsy Spider Illustrations Toy Stories |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Language: Expressive/Oral language | |
| INDICATOR | 5.64. | CHILDREN USE LANGUAGE FOR A VARIETY OF PURPOSES - Some Indicators for Children: |
| INDICATOR | 5.64.1. | Describes the details of a recent event or occurrence ReadyRosie Putting Away the Groceries Table Riddles |
| INDICATOR | 5.64.4. | Enjoys listening to stories from diverse cultures ReadyRosie My Favorite Part Reading a Book for the Second Time Why should we tell family stories? |
| INDICATOR | 5.64.7. | Creates made-up words ReadyRosie Grocery Store Conversations Pantry Talk Description What's the Opposite? Zoo in My Room |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Literacy: Reading | |
| INDICATOR | 5.65. | CHILDREN DEMONSTRATE PHONOLOGICAL AWARENESS - Some Indicators for Children: |
| INDICATOR | 5.65.1. | Matches picture with articulated initial letter sound (e.g., matches the picture of a dog with the sound /d/) ReadyRosie Listen My Children Making a Grocery List Signaling for Sounds Swinging to Sounds Thumbs Up, Thumbs Down |
| INDICATOR | 5.65.3. | Begins to blend individual letter sounds to make a new word, with assistance (e.g., ''/b//a//l/... what's the word? Ball'') ReadyRosie Drumming Sounds Echo Game Lazy Letters Sequences of Sounds |
| INDICATOR | 5.65.4. | Recognizes which segment of a word is left off when spoken aloud, with assistance, (e.g., ''picture,'' and can recognize the /p/is left off when ''icture'' is said) ReadyRosie Making a Grocery List Thumbs Up, Thumbs Down |
| INDICATOR | 5.65.5. | Creates a familiar word when given a word and a new beginning sound (e.g., ''man'' and new beginning sound /f/creates ''fan'') ReadyRosie Laundry Riddles |
| INDICATOR | 5.65.6. | Divides words into syllables with assistance ReadyRosie Frog Hopping Grocery Sack Syllables Sequences of Sounds |
| INDICATOR | 5.65.7. | Begins to create and invent words by substituting one sound for another (e.g., ''Bandaid/dambaid'') ReadyRosie Laundry Riddles Lazy Letters Little Bo Peep Substitutions |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Literacy: Reading | |
| INDICATOR | 5.66. | CHILDREN DEMONSTRATE AWARENESS OF LETTERS AND SYMBOLS - Some Indicators for Children: |
| INDICATOR | 5.66.1. | Demonstrates understanding that letters have a name and a sound ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| INDICATOR | 5.66.2. | Makes many letter/sound matches ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| INDICATOR | 5.66.3. | Identifies a letter for a given letter name, for most letters 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 |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Literacy: Reading | |
| INDICATOR | 5.67. | CHILDREN DEMONSTRATE AWARENESS OF PRINT CONCEPTS - Some Indicators for Children: |
| INDICATOR | 5.67.1. | Demonstrates how to follow text in proper order on a written page while reading or following along (e.g., for English, left to right and top to bottom) 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 |
| INDICATOR | 5.67.2. | Recognizes difference between letters and numerals 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 |
| INDICATOR | 5.67.3. | Identifies letters in first name ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| INDICATOR | 5.67.4. | Points to title of book when asked ReadyRosie Funny Reading |
| INDICATOR | 5.67.5. | Reads familiar sight words (e.g., names on cereal boxes) ReadyRosie Morning Message Starting a Word Bank |
| INDICATOR | 5.67.6. | Reads own first name and those of some peers ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| INDICATOR | 5.67.7. | Reads some environmental print (e.g., bus) ReadyRosie Shopping for Clothes |
| INDICATOR | 5.67.8. | Recognizes when something is written in his/her home language, sometimes ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Literacy: Reading | |
| INDICATOR | 5.68. | CHILDREN DEMONSTRATE COMPREHENSION OF PRINTED MATERIAL AND ORAL STORIES - Some Indicators for Children: |
| INDICATOR | 5.68.1. | Knows that print conveys meaning ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories |
| INDICATOR | 5.68.2. | Compares stories with real life ReadyRosie Picture Walk Predictions |
| INDICATOR | 5.68.3. | Uses pictures to infer or predict meaning in text read aloud and/or shared with others ReadyRosie Baby Photo Fun Book Selection Just the Facts Making Connections PreK Picture Walk Predictions Reading a Book for the Second Time Recalling What Happened in a Story Selecting Books Text to Self Connections |
| INDICATOR | 5.68.4. | Uses strategies such as questioning or predicting to comprehend printed material ReadyRosie Asking Wh- Questions Book Selection Picture Walk Predictions Selecting Books Text to Self Connections Think About It Tips for helping your child love reading |
| INDICATOR | 5.68.5. | Recalls a story with some level of detail pertaining to characters and setting ReadyRosie Book Bag Descriptions Family Movie Night Family Photos My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Literacy: Reading | |
| INDICATOR | 5.69. | CHILDREN DEMONSTRATE AWARENESS THAT WRITTEN MATERIALS CAN BE USED FOR A VARIETY OF PURPOSES - Some Indicators for Children: |
| INDICATOR | 5.69.1. | Uses picture clues for information (e.g., attempts to predict weather by looking at picture of clouds and rain in newspaper or on television news) ReadyRosie Book Selection Picture Walk Predictions Retelling the Story Selecting Books Text to Self Connections |
| INDICATOR | 5.69.2. | Recognizes function of common labels in the environment (e.g., restroom sign) ReadyRosie Shopping for Clothes |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Literacy: Reading | |
| INDICATOR | 5.70. | CHILDREN DEMONSTRATE APPRECIATION AND ENJOYMENT OF READING - Some Indicators for Children: |
| INDICATOR | 5.70.1. | Enjoys ''how-to'' books, non-fiction, and reference books ReadyRosie Getting Information from Pictures Just the Facts |
| INDICATOR | 5.70.2. | Shares and talks about books with peers ReadyRosie Asking Wh- Questions 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 | 5.70.3. | Looks for books of interest ReadyRosie Reading Routines for Early Readers |
| INDICATOR | 5.70.4. | Shows interest in learning to read and makes attempts at ''reading' favorite books aloud ReadyRosie Tips for helping your child love reading |
| INDICATOR | 5.70.5. | Sits through entire picture book read aloud without disrupting ReadyRosie Choosing the Right Voice Taking Turns |
| INDICATOR | 5.70.6. | Has a favorite author/illustrator or series of books by same author ReadyRosie Funny Reading |
| INDICATOR | 5.70.7. | 'Reads'' books by repeating the story he/she has heard an adult tell or by ''reading'' the pictures ReadyRosie Book Bag Descriptions Family Movie Night Family Photos My Favorite Part Picture Walk Predictions 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 |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Literacy: Writing | |
| INDICATOR | 5.71. | CHILDREN DEMONSTRATE KNOWLEDGE OF LETTERS AND SYMBOLS (ALPHABET KNOWLEDGE) - Some Indicators for Children: |
| INDICATOR | 5.71.1. | Recognizes several upper case and lower case letters ReadyRosie Jump Rope Letters Letter Hunt Looking for Letters in Ads Name Game Shopping for Clothes Stomp the Letter |
| INDICATOR | 5.71.2. | Prints some alphabet letters for given letter names 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 Weekend News Writing Names with Shaving Cream |
| INDICATOR | 5.71.3. | Writes some upper case and lower case letters, without assistance ReadyRosie Jump Rope Letters Letter Hunt Looking for Letters in Ads Making a Grocery List Name Game Shopping for Clothes Silverware Alphabet Stomp the Letter Weekend News Writing Names with Shaving Cream |
| INDICATOR | 5.71.4. | Writes first names of others or some simple 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 | 5.71.5. | Writes some simple words on paper after adult segments words into individual sounds out loud (e.g., /c//l//a//p/= clap) ReadyRosie Detailed Drawing of a Face Frog Hopping Grocery Sack Syllables Making a Grocery List Sequences of Sounds Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 5.71.6. | Recognizes initial letters in their names and titles of books 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 |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Literacy: Writing | |
| INDICATOR | 5.72. | CHILDREN USE WRITING SKILLS AND DEMONSTRATE KNOWLEDGE OF WRITING CONVENTIONS - Some Indicators for Children: |
| INDICATOR | 5.72.2. | Adjusts grasp to size of writing tool ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| INDICATOR | 5.72.3. | Shows beginning knowledge of punctuation marks (e.g., period at the end of a sentence) ReadyRosie Frog Hopping Grocery Sack Syllables Sequences of Sounds |
| INDICATOR | 5.72.4. | May use an initial letter to represent an entire word ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | Literacy: Writing | |
| INDICATOR | 5.73. | CHILDREN USE WRITING FOR A VARIETY OF PURPOSES - Some Indicators for Children: |
| INDICATOR | 5.73.1. | Imitates common writing activities in play (e.g., letters, cards, newspaper) ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| INDICATOR | 5.73.3. | Demonstrates beginning of creative writing by using inventive spelling and/or pictures to express an idea or story ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| PERFORMANCE / CONTENT STANDARD | AK.2. | Alaska Early Learning Guidelines for 60 Months to Kindergarten Entry |
| GRADE LEVEL EXPECTATION / STRAND | Communication, Language and Literacy | |
| GOAL | English Language Learners: Dual Language Acquisition | |
| INDICATOR | 5.74. | CHILDREN DEMONSTRATE COMPETENCY IN HOME LANGUAGE WHILE ACQUIRING BEGINNING PROFICIENCY IN ENGLISH - Some Indicators for Children: |
| INDICATOR | 5.74.1. | Follows multi-step directions in home language and single-step directions in English ReadyRosie Follow My Design Follow the Leader 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 |
| INDICATOR | 5.74.2. | Demonstrates understanding of words used in home language that are different from English ReadyRosie Grocery Store Conversations Pantry Talk Description What's the Opposite? Zoo in My Room |
| INDICATOR | 5.74.3. | Makes consistent grammatical errors in English (e.g., mans for men) ReadyRosie All Mixed Up Pantry Talk Description |
| INDICATOR | 5.74.4. | Re-tells a simple story told in home language but may only be able to re-tell a few words from a story told in English ReadyRosie Itsy Bitsy Spider Illustrations Pantry Talk Description Toy Stories |
| INDICATOR | 5.74.5. | Begins to understand that non-family adults and peers may not understand home language ReadyRosie Pantry Talk Description |
| INDICATOR | 5.74.6. | Chooses language (home or English) and/or non-verbal gestures to communicate according to audience, purpose, and setting ReadyRosie Grocery Store Conversations Pantry Talk Description What's the Opposite? Zoo in My Room |