Alaska Content and Performance Standards (Infant)
| Main Criteria: Alaska Content and Performance Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grades: Ages Birth to 12 months, Ages 13 to 24 months, Ages 25 to 36 months | ||
| Correlation Options: Show Correlated | ||
| Alaska Content and Performance Standards |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2007 |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Motor Development: Gross Motor Skills | |
| INDICATOR | PHD.1.1. | CHILDREN DEMONSTRATE STRENGTH AND COORDINATION OF LARGE MOTOR MUSCLES - Some Indicators for Children: |
| INDICATOR | PHD.1.1.1. | Lifts head and chest while on tummy ReadyRosie Tummy Talk |
| INDICATOR | PHD.1.1.3. | Rolls over ReadyRosie Roll Over |
| INDICATOR | PHD.1.1.5. | Reaches for feet and brings them to mouth ReadyRosie Bath Time Fun |
| INDICATOR | PHD.1.1.6. | Sits with support and later, sits without support ReadyRosie Supported Sitting |
| INDICATOR | PHD.1.1.8. | Pulls self-up to stand, holding on to something or someone ReadyRosie Supported Standing Up, Down |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Motor Development: Fine Motor Skills | |
| INDICATOR | PHD.1.2. | CHILDREN DEMONSTRATE STRENGTH AND COORDINATION OF SMALL MOTOR MUSCLES - Some Indicators for Children: |
| INDICATOR | PHD.1.2.1. | Grasps caregivers’ fingers ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| INDICATOR | PHD.1.2.2. | Consistently reaches for toys, objects, and bottles with both hands ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| INDICATOR | PHD.1.2.4. | Transfers small objects from hand to hand ReadyRosie Grasp and Grab Touch and Taste |
| INDICATOR | PHD.1.2.6. | Picks up object with thumb and forefinger ReadyRosie Grasp and Grab Touch and Taste |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Motor Development: Sensorimotor Skills | |
| INDICATOR | PHD.1.3. | CHILDREN USE THEIR SENSES: SIGHT, HEARING, SMELL, TASTE, AND TOUCH, TO GUIDE AND INTEGRATE THEIR INTERACTIONS - Some Indicators for Children: |
| INDICATOR | PHD.1.3.5. | Explores the environment with mouth and hands. ReadyRosie Bath Time Fun Two on Me and You |
| INDICATOR | PHD.1.3.6. | Moves objects from one hand to the other. ReadyRosie Grasp and Grab Touch and Taste |
| INDICATOR | PHD.1.3.7. | Coordinates eye and hand movements (e.g., puts objects into large container). ReadyRosie Grasp and Grab Touch and Taste |
| INDICATOR | PHD.1.3.8. | Explores and responds to different surface textures (e.g., hard top tables, soft cushions). ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Physical development: Physical Fitness | |
| INDICATOR | PHD.1.4. | CHILDREN DEMONSTRATE THE STAMINA AND ENERGY TO PARTICIPATE IN DAILY ACTIVITIES - Some Indicators for Children: |
| INDICATOR | PHD.1.4.2. | Lifts head, makes facial expressions. ReadyRosie Snuggle Close |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Physical development: Physical Fitness | |
| INDICATOR | PHD.1.5. | CHILDREN ENGATE INA VARIETY OF PHYSICAL ACTIVITIES - Some Indicators for Children: |
| INDICATOR | PHD.1.5.1. | Attempts new gross and fine motor activities, often with assistance. ReadyRosie Grasp and Grab Touch and Taste |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Health and Personal Care: Daily Living Skills | |
| INDICATOR | PHD.1.6. | CHILDREN DEMONSTRATE PERSONAL HEALTH AND HYGIENCE SKILLS ACTIVITIES - Some Indicators for Children: |
| INDICATOR | PHD.1.6.5. | Indicates needs and wants such as hunger or a dirty diaper. ReadyRosie Behavior is a form of communication |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Health and Personal Care: Daily Living Skills | |
| INDICATOR | PHD.1.7. | CHILDREN PRACTICE BASIC PERSONAL CARE ROUTINES ACTIVITIES - Some Indicators for Children: |
| INDICATOR | PHD.1.7.1. | Indicates anticipation of feeding on seeing breast, bottle, or food. ReadyRosie Lunchtime Language |
| INDICATOR | PHD.1.7.2. | Assists caregiver with holding bottle, later grasps a cup, and then eats with fingers. ReadyRosie Lunchtime Language |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Health and Personal Care: Daily Living Skills | |
| INDICATOR | PHD.1.8. | CHILDREN EAT A VARIETY OF NUTRITIOUS FOODS- Some Indicators for Children: |
| INDICATOR | PHD.1.8.2. | Regulates the speed and intensity with which he/she eats. ReadyRosie Lunchtime Language |
| INDICATOR | PHD.1.8.3. | Consumes a variety of nutritious foods from all food groups, after 6 months of age. ReadyRosie Lunchtime Language |
| INDICATOR | PHD.1.8.4. | Explores food with fingers, after 6 months. ReadyRosie Lunchtime Language |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Safety: Safe Practices | |
| INDICATOR | PHD.1.9. | CHILDREN MAKE SAFE CHOICES, AVOIDING HARMFUL OBJECTS AND SITUATIONS- Some Indicators for Children: |
| INDICATOR | PHD.1.9.1. | Responds to cues from caregivers about warnings of danger. ReadyRosie How can I get my child to listen to me? |
| INDICATOR | PHD.1.9.2. | Shows recognition of the difference between primary caregivers and strangers. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| INDICATOR | PHD.1.9.3. | Reacts when caregiver says “no” but may need assistance to stop unsafe behavior. ReadyRosie How can I get my child to listen to me? |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Safety: Rules and Regulations | |
| INDICATOR | PHD.1.10. | CHILDREN DEMONSTRATE AWARENESS AND UNDERSTANDING OF SAFETY RULES- Some Indicators for Children: |
| INDICATOR | PHD.1.10.1. | Reacts and responds to caregivers words or actions; can be distracted from unsafe behavior with words, physical prompts, or signal from adult but require constant supervision and guidance (e.g., stops unsafe activity when told “stop”). ReadyRosie How can I get my child to listen to me? |
| INDICATOR | PHD.1.10.2. | Follows some consistently set rules and routines. ReadyRosie Animal Noises How do I get my child to______? Reading Routines for Early Readers What Comes after Two? |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Interactions with Adults | |
| INDICATOR | SED.2.11. | CHILDREN TRUST AND INTERACT COMFORTABLY WITH FAMILIAR ADULTS - Some Indicators for Children: |
| INDICATOR | SED.2.11.1. | Quiets when comforted. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| INDICATOR | SED.2.11.2. | Shows preference for primary caregivers. ReadyRosie That's My Name |
| INDICATOR | SED.2.11.3. | Establishes and maintains interactions with caregivers. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| INDICATOR | SED.2.11.4. | Imitates familiar adults’ gestures and sounds. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| INDICATOR | SED.2.11.5. | Shows affection for adults through facial expressions and gestures. ReadyRosie Snuggle Close That's My Name |
| INDICATOR | SED.2.11.6. | Uses body movements to initiate social interactions (e.g., pats adult’s face). ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| INDICATOR | SED.2.11.8. | Distinguishes between familiar and unfamiliar adults (e.g., prefers comfort from familiar adult). ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| INDICATOR | SED.2.11.9. | Exhibits separation anxiety by crying when caregiver is not in sight or clinging to caregiver in the presence of strangers (separation anxiety increases over time and then diminishes). ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Interactions with Adults | |
| INDICATOR | SED.2.12. | CHILDREN SEEK ASSISTANCE FROM ADULTS WHEN NEEDED ADULTS - Some Indicators for Children: |
| INDICATOR | SED.2.12.1. | Cries, makes sounds, or uses body movements to signal caregiver for assistance, attention, or need for comfort. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close That's My Name Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| INDICATOR | SED.2.12.2. | Looks for caregivers’ response in uncertain situations. ReadyRosie How can I get my child to listen to me? |
| INDICATOR | SED.2.12.3. | Tests caregiver responses to his/her behavior (e.g., reaches for a forbidden object and looks at caregiver to check response). ReadyRosie How can I get my child to listen to me? |
| INDICATOR | SED.2.12.4. | Looks to adult for indication of appropriate and inappropriate behavior. ReadyRosie How can I get my child to listen to me? |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Interactions with Adults | |
| INDICATOR | SED.2.13. | CHILDREN DEVELOP FRIENDSHIPS WITH PEERS - Some Indicators for Children: |
| INDICATOR | SED.2.13.1. | Smiles at and engages caregivers. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| INDICATOR | SED.2.13.2. | Smiles spontaneously at other children. ReadyRosie Do You See Me? |
| INDICATOR | SED.2.13.3. | Shows enjoyment in interactions with other children, as expressed in gestures, facial expressions, and vocalizations. ReadyRosie Snuggle Close |
| INDICATOR | SED.2.13.4. | Shows interest in other children by watching them and tracking their behavior (e.g., follows older siblings around). ReadyRosie Do You See Me? |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Interactions with Adults | |
| INDICATOR | SED.2.14. | CHILDREN COOPERATE WITH PEERS - Some Indicators for Children: |
| INDICATOR | SED.2.14.1. | Observes other children and imitates their sounds, actions, and motions. ReadyRosie Do You See Me? |
| INDICATOR | SED.2.14.2. | Shows enjoyment in interaction with other children, as expressed in gestures, facial expressions, and vocalizations. ReadyRosie Snuggle Close |
| INDICATOR | SED.2.14.3. | Begins to take turns with primary caregiver during play, with assistance. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Interactions with Adults | |
| INDICATOR | SED.2.15. | CHILDREN DEMONSTRATE POSITIVE NEGOTIATION SKILLS - Some Indicators for Children: |
| INDICATOR | SED.2.15.1. | Elicits attention of adults. ReadyRosie That's My Name |
| INDICATOR | SED.2.15.2. | Communicates needs with vocalizations and gestures. ReadyRosie Behavior is a form of communication |
| INDICATOR | SED.2.15.3. | Reaches out to touch other children or grabs their toys. ReadyRosie Do You See Me? |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Adaptive Social Behavior | |
| INDICATOR | SED.2.16. | CHILDREN DEMOSTRATE AWARENESS OF BEHAVIOR AND ITS EFFECTS- Some Indicators for Children: |
| INDICATOR | SED.2.16.1. | Repeats actions many times to cause a desired effect (e.g., smiles because it makes caregivers smile and laugh). ReadyRosie Bath Time Fun Kicking Paper |
| INDICATOR | SED.2.16.2. | Recognizes that certain adult actions are associated with expected behavior (e.g., “When caregiver puts me in crib, I am supposed to go to sleep.”). ReadyRosie Bath Time Fun Kicking Paper |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Adaptive Social Behavior | |
| INDICATOR | SED.2.17. | CHILDREN PARTICIPATE POSITIVELY IN GROUP ACTIVITIES - Some Indicators for Children: |
| INDICATOR | SED.2.17.1. | - Smiles at other children and adults. ReadyRosie Do You See Me? |
| INDICATOR | SED.2.17.2. | Reaches out to touch other children or grabs their toys. ReadyRosie Do You See Me? |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Adaptive Social Behavior | |
| INDICATOR | SED.2.18. | CHILDREN ADAPT TO DIVERSE SETTINGS - Some Indicators for Children: |
| INDICATOR | SED.2.18.2. | Demonstrates recognition of a new setting by changing behavior (e.g., looks to parent for guidance). ReadyRosie How can I get my child to listen to me? |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Adaptive Social Behavior | |
| INDICATOR | SED.2.19. | CHILDREN DEMONSTRATE EMPATHY FOR OTHERS AND THE NATURAL WORLD - Some Indicators for Children: |
| INDICATOR | SED.2.19.4. | Explores plants, flowers, and other living things with multiple senses. ReadyRosie Bath Time Fun Two on Me and You |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Appreciating Diversity | |
| INDICATOR | SED.2.20. | CHILDREN RECOGNIZE, APPRECIATE, AND RESPECT SIMILARITIES AND DIFFERENCES IN PEOPLE - Some Indicators for Children: |
| INDICATOR | SED.2.20.2. | Focuses attention on others. ReadyRosie How can I communicate with my baby? Piggy Toes |
| INDICATOR | SED.2.20.3. | Notices others’ physical characteristics (e.g., pats others’ hair). ReadyRosie How can I communicate with my baby? Piggy Toes |
| INDICATOR | SED.2.20.4. | Distinguishes primary caregivers from others. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| INDICATOR | SED.2.20.5. | Interacts with others who are of different ethnic and cultural backgrounds, of a different gender, who speak other languages, or have special needs. ReadyRosie How can I communicate with my baby? Piggy Toes |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Emotional Development: Self-Concept | |
| INDICATOR | SED.2.21. | CHILDREN PERCEIVE THEMSELVES AS UNIQUE INDIVIDUALS - Some Indicators for Children: |
| INDICATOR | SED.2.21.1. | Signals caregivers for assistance, attention, or need for comfort. ReadyRosie Baby Massage Behavior is a form of communication How can I get my child to listen to me? Snuggle Close That's My Name Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| INDICATOR | SED.2.21.2. | Explores own body (e.g., observes hands, reaches for toes). ReadyRosie Bath Time Fun Kicking Paper Piggy Toes Roll Over Strong Legs Table Taps Touch and Taste |
| INDICATOR | SED.2.21.3. | Explores the face and other body parts of others (e.g., touches caregivers’ ears, hair, hands). ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| INDICATOR | SED.2.21.4. | Responds with gestures or vocalizations when name is spoken. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| INDICATOR | SED.2.21.6. | Attempts to complete basic daily living tasks (e.g., eating, getting dressed). ReadyRosie Lunchtime Language |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Emotional Development: Self-Concept | |
| INDICATOR | SED.2.22. | CHILDREN DEMOSTRATE AWARENESS OF THEIR ABILITES, CHARACTERISTICS, AND PREFERENCES - Some Indicators for Children: |
| INDICATOR | SED.2.22.1. | Shows preference for primary caregivers. ReadyRosie That's My Name |
| INDICATOR | SED.2.22.4. | Notices and explores hands, eventually becoming aware that they are attached and that they can be controlled to do things. ReadyRosie Grasp and Grab Touch and Taste |
| INDICATOR | SED.2.22.5. | Points or moves toward desired people or objects. ReadyRosie Do You See Me? |
| INDICATOR | SED.2.22.7. | Repeats a motion or noise to replicate a result. ReadyRosie Bath Time Fun Kicking Paper |
| INDICATOR | SED.2.22.11. | Points to at least two body parts, when asked. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Emotional Development: Self-Efficacy | |
| INDICATOR | SED.2.23. | CHILDREN DEMONSTRATE BELIEF IN THEIR ABILITIES - Some Indicators for Children: |
| INDICATOR | SED.2.23.1. | Repeats a sound or gesture that creates an effect (e.g., repeatedly shakes a rattle after discovering that it makes a sound). ReadyRosie Bath Time Fun Kicking Paper |
| INDICATOR | SED.2.23.2. | Recognizes that adults respond to cues. ReadyRosie That's My Name |
| INDICATOR | SED.2.23.4. | Looks to caregiver when accomplishing new tasks (e.g., standing or walking). ReadyRosie That's My Name |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Emotional Development: Self-Control | |
| INDICATOR | SED.2.24. | CHILDREN UNDERSTAND AND FOLLOW RULES AND ROUTINES - Some Indicators for Children: |
| INDICATOR | SED.2.24.2. | Engages in some regular behaviors (e.g., sings or babbles self to sleep, goes to high chair to be fed). ReadyRosie Animal Noises How do I get my child to______? Reading Routines for Early Readers What Comes after Two? |
| INDICATOR | SED.2.24.3. | Participates in routine interactions (e.g. , quiets body when picked up, cooperates in dressing). ReadyRosie Animal Noises Grasp and Grab How can I make music part of our day? How do I get my child to______? Me in the Mirror Reading Routines for Early Readers Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You What Comes after Two? Which Toy? |
| INDICATOR | SED.2.24.4. | Anticipates routine interactions (e.g., lifts arms toward caregiver to be picked up). ReadyRosie Animal Noises Grasp and Grab How can I make music part of our day? How do I get my child to______? Me in the Mirror Reading Routines for Early Readers Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You What Comes after Two? Which Toy? |
| INDICATOR | SED.2.24.5. | Follows some consistently set rules and routines. ReadyRosie Animal Noises How do I get my child to______? Reading Routines for Early Readers What Comes after Two? |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Emotional Development: Self-Control | |
| INDICATOR | SED.2.25. | CHILDREN REGULATE THEIR FEELINGS AND IMPULSES - Some Indicators for Children: |
| INDICATOR | SED.2.25.1. | Signals needs with sounds or motions (e.g., cries when hungry or reaches for wanted object of comfort). ReadyRosie Behavior is a form of communication |
| INDICATOR | SED.2.25.2. | Relaxes or stops crying when comforted (e.g., when swaddled or spoken to softly). ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| INDICATOR | SED.2.25.4. | Communicates need for support or help from adults (e.g., holds out arms when tired). ReadyRosie How can I get my child to listen to me? |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Emotional Development: Emotional Expression | |
| INDICATOR | SED.2.26. | CHILDREN EXPRESS APPROPRIATELY A RANGE OF EMOTIONS - Some Indicators for Children: |
| INDICATOR | SED.2.26.1. | Cries, uses other vocalizations, facial expressions, or body language to express emotions and to get needs met. ReadyRosie Behavior is a form of communication Snuggle Close |
| INDICATOR | SED.2.26.3. | Smiles, waves, or laughs in response to positive adult interaction. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | AL.3. | Approaches to Learning |
| GOAL | Learning Approaches: Curiosity and Interest | |
| INDICATOR | AL.3.27. | CHILDREN ARE CURIOUS ABOUT AND INTERESTED IN LEARNING NEW THINGS AND HAVING NEW EXPERIENCES - Some Indicators for Children: |
| INDICATOR | AL.3.27.2. | Reacts to new voices or sounds by turning in the direction of sound, becoming more quiet or active, or changing facial expressions. ReadyRosie Do You See Me? Snuggle Close |
| INDICATOR | AL.3.27.4. | Uses all senses to explore the environment (e.g., reaching out to touch rain). ReadyRosie Bath Time Fun Two on Me and You |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | AL.3. | Approaches to Learning |
| GOAL | Learning Approaches: Initiative | |
| INDICATOR | AL.3.28. | CHILDREN DEMOSTRATE INITIATIVE - Some Indicators for Children: |
| INDICATOR | AL.3.28.2. | Engages familiar adults and children in interactions (e.g., smiling, approaching, not withdrawing). ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | AL.3. | Approaches to Learning |
| GOAL | Learning Approaches: Persistence and Attentiveness | |
| INDICATOR | AL.3.29. | CHILDREN SUSTAIN ATTENTION TO TASKS AND PERSIST WHEN FACING CHALLENGES - Some Indicators for Children: |
| INDICATOR | AL.3.29.1. | Holds attention of caregiver (e.g., smiles, babbles, sustains eye-contact). ReadyRosie That's My Name |
| INDICATOR | AL.3.29.2. | Directs attention towards objects by reaching, grasping, or staring at them. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| INDICATOR | AL.3.29.4. | Repeats simple motions or activities (e.g., swats at mobile, consistently reaches for objects). ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| INDICATOR | AL.3.29.6. | Focuses on reader or storyteller for brief periods of time. ReadyRosie Do You See Me? |
| INDICATOR | AL.3.29.7. | Tries different ways of doing things. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | AL.3. | Approaches to Learning |
| GOAL | Learning Approaches: Creativity and Inventiveness | |
| INDICATOR | AL.3.30. | CHILDREN APPROACH DAILY ACTIVITIES WITH CREATIVITIY AND INVENTIVENESS - Some Indicators for Children: |
| INDICATOR | AL.3.30.1. | Inspects own hands and feet (e.g., by mouthing). ReadyRosie Bath Time Fun Kicking Paper Piggy Toes Roll Over Strong Legs |
| INDICATOR | AL.3.30.2. | Mouths, shakes, bangs, drops, or throws objects. ReadyRosie Bath Time Fun |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | AL.3. | Approaches to Learning |
| GOAL | Learning Approaches: Reflection and Interpretation | |
| INDICATOR | AL.3.31. | CHILDREN LEARN FROM THEIR EXPERIENCES - Some Indicators for Children: |
| INDICATOR | AL.3.31.3. | Plays games with primary caregiver that involve repetition (e.g., peek-a- boo). ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| INDICATOR | AL.3.31.4. | Experiments to see if similar objects will cause similar responses (e.g., shakes stuffed animal in the same way as a rattle to hear noise). ReadyRosie Bath Time Fun Kicking Paper |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Reasoning: Causation | |
| INDICATOR | CGK.4.32. | CHILDREN DEMONSTRATE AWARENESS OF CAUSE AND EFFECT - Some Indicators for Children: |
| INDICATOR | CGK.4.32.2. | Uses sounds, gestures, and movements to impact the environment and interactions. ReadyRosie Bath Time Fun Two on Me and You |
| INDICATOR | CGK.4.32.3. | Acts on an object to make a pleasing sight, sound, or motion (e.g., kicks or swats mobile, continues to bat at object to repeat sound). ReadyRosie Bath Time Fun Kicking Paper |
| INDICATOR | CGK.4.32.4. | Repeats actions many times to cause desired effect. ReadyRosie Bath Time Fun Kicking Paper |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Reasoning: Critical and Analytic Thinking | |
| INDICATOR | CGK.4.33. | CHILDREN COMPARE, CONTRAST, EXAMINE, AND EVALUATE EXPERIENCES, TASKS, AND EVENTS - Some Indicators for Children: |
| INDICATOR | CGK.4.33.2. | Explores objects in many different ways (e.g., mouthing, shaking, banging, throwing). ReadyRosie Bath Time Fun Two on Me and You |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Reasoning: Critical and Analytic Thinking | |
| INDICATOR | CGK.4.34. | CHILDREN USE PAST KNOWLEDGE TO BUILD NEW KNOWLEDGE - Some Indicators for Children: |
| INDICATOR | CGK.4.34.1. | Shakes stuffed animal or object in same way as rattle to hear noise. ReadyRosie Bath Time Fun Kicking Paper |
| INDICATOR | CGK.4.34.5. | Watches separate body parts, their movement, and experiments with control of their movements. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| INDICATOR | CGK.4.34.7. | Follows the edges of objects in a space, such as a blanket, bed, or room. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| INDICATOR | CGK.4.34.8. | Recognizes different facial expressions. ReadyRosie Snuggle Close |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Reasoning: Problem Solving | |
| INDICATOR | CGK.4.35. | CHILDREN FIND MULTIPLE SOLUTIONS TO QUESTIONS, TASKS, PROBLEMS, AND CHALLENGES - Some Indicators for Children: |
| INDICATOR | CGK.4.35.2. | Seeks assistance from caregiver to solve a problem by using vocalizations, facial expressions, or gestures. ReadyRosie Behavior is a form of communication How can I get my child to listen to me? Snuggle Close |
| INDICATOR | CGK.4.35.3. | Uses objects as a means to an end (e.g., uses a bucket to transport blocks from one room to another, uses spoon to reach for food). ReadyRosie Do You See Me? Supported Standing |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Reasoning: Representational Thought | |
| INDICATOR | CGK.4.36. | CHILDREN USE SYMBOLS TO REPRESENT OBJECTS - Some Indicators for Children: |
| INDICATOR | CGK.4.36.3. | Recognizes people, animals, or objects in pictures or photographs. ReadyRosie Animal Noises |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Science: Scientific Thinking | |
| INDICATOR | CGK.4.41. | CHILDREN COLLECT INFORMATION THROUGH OBSERVATION AND MANIPULATION - Some Indicators for Children: |
| INDICATOR | CGK.4.41.2. | Gathers information through the senses (e.g., mouthing, grasping, reaching). ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Science: Scientific Thinking | |
| INDICATOR | CGK.4.42. | CHILDREN ENGAGE IN EXPLORING THE NATURAL WORLD BY MANIPULATING OBJECTS, ASKING QUESTIONS, MAKING PREDICTIONS, AND DEVELOPING GENERALIZATIONS - Some Indicators for Children: |
| INDICATOR | CGK.4.42.2. | Expresses a sense of wonder about the natural world (e.g., reaches for objects, puts objects in mouth or rubs on cheek, rolls objects in hands, drops objects on floor). ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Social Studies: Geography | |
| INDICATOR | CGK.4.46. | CHILDREN DEMONSTRATE AWARENESS OF LOCATION AND SPATIAL RELATIONSHIPS - Some Indicators for Children: |
| INDICATOR | CGK.4.46.2. | Explores spatial relationships (e.g., attempts to fi t own body in boxes or tunnels). ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| INDICATOR | CGK.4.46.3. | Develops awareness of own body and how much space it takes up. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Social Studies: Economics | |
| INDICATOR | CGK.4.48. | CHILDREN DEMONSTRATE AWARENESS OF ECONOMIC CONCEPTS - Some Indicators for Children: |
| INDICATOR | CGK.4.48.1. | Depends on others to provide for wants and needs. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Family, Community, and Culture: Family | |
| INDICATOR | CGK.4.51. | CHILDREN DEMONSTRATE AWARENESS OF FAMILY CHARACTERISTICS ASND FUNCTIONS - Some Indicators for Children: |
| INDICATOR | CGK.4.51.1. | Kicks legs and squeals when familiar adult appears. ReadyRosie That's My Name |
| INDICATOR | CGK.4.51.2. | Initiates contact with caregivers. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| INDICATOR | CGK.4.51.3. | Shows affection (e.g., hugs and kisses) to familiar adults. ReadyRosie That's My Name |
| INDICATOR | CGK.4.51.4. | Develops and maintains trusting relationships with primary caregiver. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Family, Community, and Culture: Community | |
| INDICATOR | CGK.4.52. | CHILDREN DEMONSTRATE AWARENESS OF THEIR COMMUNITY, HUMAN INTERDEPENDENCE, AND SOCIAL ROLES - Some Indicators for Children: |
| INDICATOR | CGK.4.52.1. | Begins to watch other children. ReadyRosie Do You See Me? |
| INDICATOR | CGK.4.52.2. | Reaches out to touch other children or grabs their toys. ReadyRosie Do You See Me? |
| INDICATOR | CGK.4.52.3. | Recognizes the names of other children. ReadyRosie Do You See Me? |
| INDICATOR | CGK.4.52.4. | Shows recognition of the family members of other children. ReadyRosie Do You See Me? |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Family, Community, and Culture: Community | |
| INDICATOR | CGK.4.53. | CHILDREN DEMONSTRATE CIVIC RESPONSIBILITY - Some Indicators for Children: |
| INDICATOR | CGK.4.53.3. | Requests assistance when needed. ReadyRosie How can I get my child to listen to me? |
| INDICATOR | CGK.4.53.4. | Looks to caregivers for assistance and guidance. ReadyRosie How can I get my child to listen to me? |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Family, Community and Culture: Culture | |
| INDICATOR | CGK.4.54. | CHILDREN DEMOSTRATE AWARENESS AND APPRECIATION OF THEIR OWN AND OTHERS’ CULTURES - Some Indicators for Children: |
| INDICATOR | CGK.4.54.1. | Recognizes simple differences between people (e.g., shows curiosity about someone who wears glasses or has skin color other than own). ReadyRosie How can I communicate with my baby? Piggy Toes |
| INDICATOR | CGK.4.54.2. | Interacts with other children who are of different ethnic and cultural backgrounds, of a different gender, who speak other languages, or have special needs. ReadyRosie How can I communicate with my baby? Piggy Toes |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Creative Arts: Expression and Representation | |
| INDICATOR | CGK.4.55. | CHILDREN USE CREATIVE ARTS TO EXPRESS AND REPRESENT WHAT THEY KNOW, THINK, BELIEVE, OR FEEL - Some Indicators for Children: |
| INDICATOR | CGK.4.55.1. | Gazes at pictures, photographs, and mirror images. ReadyRosie Animal Noises |
| INDICATOR | CGK.4.55.4. | Exhibits an increased variety of movements to express self-using different body parts. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| INDICATOR | CGK.4.55.5. | Imitates sounds, facial expressions, and gestures of another person. ReadyRosie Snuggle Close |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Creative Arts: Understanding and Appreciation | |
| INDICATOR | CGK.4.56. | CHILDREN DEMONSTRATE UNDERSTANDING AND APPRECIATION OF CREATIVE ARTS - Some Indicators for Children: |
| INDICATOR | CGK.4.56.1. | Shows interest in sounds, tones, voices, music, colors, and shapes. ReadyRosie Tips for storytelling: Using your voice |
| INDICATOR | CGK.4.56.2. | Enjoys rhythms and songs. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| INDICATOR | CGK.4.56.3. | Prefers repetition of familiar songs and rhythmic patterns. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| INDICATOR | CGK.4.56.4. | Interacts with others through touch and motion. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| INDICATOR | CGK.4.56.5. | Enjoys looking at children’s books of dance, music, theatre, and visual arts. ReadyRosie Animal Noises I can't sing. How can I sing to my baby? |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language, and Literacy |
| GOAL | Communication: Listening | |
| INDICATOR | CLL.5.57. | CHILDREN DEMONSTRATE THE MEANING OF LANGUAGE BY LISTENING - Some Indicators for Children: |
| INDICATOR | CLL.5.57.2. | Shows preference for familiar human voices to other sounds (e.g., animal sounds). ReadyRosie How can I get my child to listen to me? |
| INDICATOR | CLL.5.57.4. | Pays attention to what the speaker is looking at or pointing to. ReadyRosie How can I get my child to listen to me? |
| INDICATOR | CLL.5.57.5. | Vocalizes or gestures in response to another person’s voice or gesture. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language, and Literacy |
| GOAL | Communication: Oral and Written Communication | |
| INDICATOR | CLL.5.58. | CHILDREN COMMUNICATE EFFECTIVELY - Some Indicators for Children: |
| INDICATOR | CLL.5.58.1. | Vocalizes/uses sounds, words and/or gestures to solicit attention. ReadyRosie Behavior is a form of communication |
| INDICATOR | CLL.5.58.2. | Communicates needs through facial expression, words, or actions (e.g., points to desired object). ReadyRosie Behavior is a form of communication |
| INDICATOR | CLL.5.58.4. | Imitates words and/or beginning sign (e.g., simple greetings, sign for more) and gestures. ReadyRosie Lunchtime Language |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language, and Literacy |
| GOAL | Communication: Conventions of Social Communication | |
| INDICATOR | CLL.5.59. | CHILDREN COMPREHEND AND USE THE CONVENTIONS OF SOCIAL COMMUNICATION - Some Indicators for Children: |
| INDICATOR | CLL.5.59.1. | Responds when name is called or signed, sometimes. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language, and Literacy |
| GOAL | Language: Vocabulary | |
| INDICATOR | CLL.5.60. | CHILDREN USE RECEPTIVE COMMUNICATION SKILLS - Some Indicators for Children: |
| INDICATOR | CLL.5.60.3. | Responds appropriately to familiar words and songs (e.g., “Clap,” child claps). ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| INDICATOR | CLL.5.60.4. | Responds appropriately to familiar “signs” (e.g., “more,” nursing/bottle, or “all done,” “Mama/dada.”). ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language, and Literacy |
| GOAL | Language: Vocabulary | |
| INDICATOR | CLL.5.61. | CHILDREN USE EXPRESSIVE COMMUNICATION SKILLS - Some Indicators for Children: |
| INDICATOR | CLL.5.61.1. | Makes facial expressions, gestures and changes tones. ReadyRosie Snuggle Close |
| INDICATOR | CLL.5.61.4. | Makes sounds or gestures that let others know that he/she is experiencing pleasure or pain or to express needs (e.g., coos and squeals when content). ReadyRosie Behavior is a form of communication |
| INDICATOR | CLL.5.61.7. | Uses eight to ten understandable words (e.g., “daddy,” “bottle,” “up”) and/or “baby signs” (“more,” “nursing/bottle,” “all done”). ReadyRosie Lunchtime Language |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language, and Literacy |
| GOAL | Language: Grammar and Syntax | |
| INDICATOR | CLL.5.62. | CHILDREN DEMONSTRATE PROGRESSION IN GRAMMAR AND SYNTAX - Some Indicators for Children: |
| INDICATOR | CLL.5.62.1. | Uses single word speech (e.g., one word to communicate message, child says “up.” when wanting to be carried by adult) or beginning sign language and symbols (e.g., “More,” “nurse/bottle, “All done.”). ReadyRosie Behavior is a form of communication Lunchtime Language |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language, and Literacy |
| GOAL | Language: Comprehension | |
| INDICATOR | CLL.5.63. | CHILDREN DEMONSTRATE COMPREHENSION AND MEANING IN LANGUAGE - Some Indicators for Children: |
| INDICATOR | CLL.5.63.2. | Imitates adult actions that go along with simple songs, rhymes and traditional songs (e.g., “row, row, row your boat,” “Pinpon,” “la Bo”). ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language, and Literacy |
| GOAL | Language: Expressive / Oral Language | |
| INDICATOR | CLL.5.64. | CHILDREN USE LANGUAGE FOR A VARIETY OF PURPOSES - Some Indicators for Children: |
| INDICATOR | CLL.5.64.1. | Vocalizes to get attention. ReadyRosie Behavior is a form of communication |
| INDICATOR | CLL.5.64.2. | Uses a variety of inflections and sounds to express intent (e.g., coos to express happiness). ReadyRosie Behavior is a form of communication |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language, and Literacy |
| GOAL | Language: Reading | |
| INDICATOR | CLL.5.65. | CHILDREN DEMONSTRATE PHONOLOGICAL AWARENESS - Some Indicators for Children: |
| INDICATOR | CLL.5.65.3. | Vocalizes familiar words when read to. ReadyRosie Grocery List |
| INDICATOR | CLL.5.65.4. | Recites last word of familiar rhymes, with assistance. ReadyRosie Grocery List |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language, and Literacy |
| GOAL | Literacy: Reading (Alphabetic principle) | |
| INDICATOR | CLL.5.66. | CHILDREN DEMONSTRATE AWARENESS OF LETTERS AND SYMBOLS - Some Indicators for Children: |
| INDICATOR | CLL.5.66.1. | Shows increasing awareness of sounds of spoken words by focusing on the speaker. ReadyRosie Grocery List |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language, and Literacy |
| GOAL | Literacy: Reading | |
| INDICATOR | CLL.5.68. | CHILDREN DEMONSTRATE C0MPREHENSION OF PRINTED MATERIAL AND ORAL STORIES - Some Indicators for Children: |
| INDICATOR | CLL.5.68.3. | Identifies familiar people and objects in photographs. ReadyRosie Animal Noises |
| PERFORMANCE / CONTENT STANDARD | AK.B-18. | Alaska Early Learning Guidelines for Birth to 18 Months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language, and Literacy |
| GOAL | English Language Learners: Dual Language Acquisition | |
| INDICATOR | CLL.5.74. | CHILDREN DEMONSTRATE COMPETENCY IN HOME LANGUAGE WHILE ACQUIRING BEGINNING PROFICIENCY IN ENGLISH - Some Indicators for Children: |
| INDICATOR | CLL.5.74.1. | Responds to familiar words in home language (e.g., “clap”– the child claps) and attends to sounds in English (e.g., “clap”– looks towards speaker). ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| INDICATOR | CLL.5.74.3. | Communicates needs through single-word speech in home language and through facial expression, gestures, or actions (e.g., points to object desired) if attempting to communicate in English. ReadyRosie Behavior is a form of communication Snuggle Close |
| Alaska Content and Performance Standards |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2007 |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Motor Development: Gross Motor Skills | |
| INDICATOR | PHD.1.1. | CHILDREN DEMONSTRATE STRENGTH AND COORDINATION OF LARGE MOTOR MUSCLES - Some Indicators for Children: |
| INDICATOR | PHD.1.1.1. | Carries toys or objects while walking. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| INDICATOR | PHD.1.1.2. | Walks and runs with skill, changing both speed and direction. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| INDICATOR | PHD.1.1.3. | Walks backwards. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| INDICATOR | PHD.1.1.5. | Pounds object with intent and precision (e.g., hammers peg with accuracy). ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| INDICATOR | PHD.1.1.6. | Kicks and throws a ball, but with little control of direction or speed. ReadyRosie Baby Basketball Kick With Me |
| INDICATOR | PHD.1.1.8. | Balances on one foot briefly. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| INDICATOR | PHD.1.1.9. | Bends over easily at the waist, without falling. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| INDICATOR | PHD.1.1.10. | Walks in a straight line. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Motor Development: Fine Motor Skills | |
| INDICATOR | PHD.1.2. | CHILDREN DEMONSTRATE STRENGTH AND COORDINATION OF SMALL MOTOR MUSCLES - Some Indicators for Children: |
| INDICATOR | PHD.1.2.1. | Turns book pages one page at a time, most of the time. ReadyRosie Look at the Book |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Motor Development: Sensorimotor Skills | |
| INDICATOR | PHD.1.3. | CHILDREN USE THEIR SENSES: SIGHT, HEARING, SMELL, TASTE, AND TOUCH, TO GUIDE AND INTEGRATE THEIR INTERACTIONS - Some Indicators for Children: |
| INDICATOR | PHD.1.3.1. | Performs basic creative movements, with adult guidance or alone (e.g., dances to music or rhythm). ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| INDICATOR | PHD.1.3.2. | Demonstrates awareness of own body in space (e.g., walks around table without bumping into it). ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| INDICATOR | PHD.1.3.3. | Eats food with a variety of textures. ReadyRosie Snack Time Speech |
| INDICATOR | PHD.1.3.4. | Exhibits eye-hand coordination (e.g., builds with blocks, completes simple puzzles, and strings large beads). ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Physical Development: Physical Fitness | |
| INDICATOR | PHD.1.5. | CHILDREN ENGATE IN A VARIETY OF PHYSICAL ACTIVITIES- Some Indicators for Children: |
| INDICATOR | PHD.1.5.2. | Participates actively in games, dance, outdoor play, and other forms of exercise. ReadyRosie Bear Bath I can't sing. How can I sing to my baby? Move While you Sing Tea Party |
| INDICATOR | PHD.1.5.3. | Develops a sense of games and rules in games like hide and seek and tag. ReadyRosie Bear Bath Tea Party |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Health and Personal Care: Daily Living Skills | |
| INDICATOR | PHD.1.6. | CHILDREN DEMONSTRATE PERSONAL HEALTH AND HYGIENCE SKILLS - Some Indicators for Children: |
| INDICATOR | PHD.1.6.6. | Participates in bathroom routines. ReadyRosie Brush, Baby, Brush |
| INDICATOR | PHD.1.6.7. | Cooperates and assists caregiver with tooth brushing. ReadyRosie Brush, Baby, Brush |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Health and Personal Care: Nutrition | |
| INDICATOR | PHD.1.8. | CHILDREN EAT A VARIETY OF NUTRITIOUS FOODS - Some Indicators for Children: |
| INDICATOR | PHD.1.8.1. | Begins to recognize and eat a variety of nutritious foods. ReadyRosie Snack Time Speech |
| INDICATOR | PHD.1.8.3. | Makes personal food choices among several nutritious options. ReadyRosie Snack Time Speech |
| INDICATOR | PHD.1.8.4. | Tries new foods when offered. ReadyRosie Snack Time Speech |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Safety: Safe Practices | |
| INDICATOR | PHD.1.9. | CHILDREN MAKE SAFE CHOICES, AVOIDING HARMFUL OBJECTS AND SITUATIONS - Some Indicators for Children: |
| INDICATOR | PHD.1.9.3. | Identifies safe adults. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| INDICATOR | PHD.1.9.5. | Tells adult when someone hurts him/her or makes him/her feel bad. ReadyRosie Behavior is a form of communication How can I get my child to listen to me? How should I handle temper tantrums? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Safety: Rules and Regulations | |
| INDICATOR | PHD.1.10. | CHILDREN DEMONSTRATE AWARENESS AND UNDERSTANDING OF SAFETY RULES - Some Indicators for Children: |
| INDICATOR | PHD.1.10.1. | Displays recognition of the rules, though may not always follow them. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| INDICATOR | PHD.1.10.2. | Anticipates consequences for not following rules. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Interactions with Adults | |
| INDICATOR | SED.2.11. | CHILDREN TRUST AND INTERACT COMFORTABLY WITH FAMILIAR ADULTS - Some Indicators for Children: |
| INDICATOR | SED.2.11.2. | Demonstrates feeling safe with significant adults by seeking them in uncomfortable or dangerous situations. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| INDICATOR | SED.2.11.3. | Imitates adult activities (e.g., pretends to fish or cook, “reads” next to adult who is reading). ReadyRosie Bear Bath Choosing Clothes How can I make music part of our day? Move to to the Music Tea Party This or That |
| INDICATOR | SED.2.11.4. | Initiates interactions and play with adults. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| INDICATOR | SED.2.11.5. | Responds appropriately to adults’ verbal greetings. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Interactions with Adults | |
| INDICATOR | SED.2.12. | CHILDREN SEEK ASSISTANCE FROM ADULTS WHEN NEEDED - Some Indicators for Children: |
| INDICATOR | SED.2.12.1. | Seeks adult assistance with challenges. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATOR | SED.2.12.2. | Periodically checks with caregiver for help or reassurance when playing by self or with peers. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATOR | SED.2.12.3. | Responds positively to guidance most of the time. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATOR | SED.2.12.4. | Starts activity after a caregiver makes suggestions, sometimes (e.g., uses adult’s suggestions to find missing pieces to a toy or items needed for an art activity). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Interactions with Adults | |
| INDICATOR | SED.2.13. | CHILDREN DEVELOP FRIENDSHIPS WITH PEERS - Some Indicators for Children: |
| INDICATOR | SED.2.13.1. | Plays side-by-side with another child, at times. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| INDICATOR | SED.2.13.3. | Initiates social interaction with peers. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| INDICATOR | SED.2.13.4. | Shows enthusiasm about the company of other children. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| INDICATOR | SED.2.13.5. | Spontaneously shows preference for familiar playmates. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| INDICATOR | SED.2.13.6. | Responds verbally when interacting with peers (e.g., laughing or babbling). ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Interactions with Adults | |
| INDICATOR | SED.2.14. | CHILDREN COOPERATE WITH PEERS - Some Indicators for Children: |
| INDICATOR | SED.2.14.1. | Plays side-by-side with other children, at times. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| INDICATOR | SED.2.14.3. | Gives up and keeps objects during playful interactions with peers, with assistance. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Interactions with Adults | |
| INDICATOR | SED.2.15. | CHILDREN DEMONSTRATE POSITIVE NEGOTIATION SKILLS - Some Indicators for Children: |
| INDICATOR | SED.2.15.4. | Indicates preferences and intentions by communicating yes/no questions (e.g., “Are you done with that? Are you still using it? Can Aluuk use it now? Do you want to keep it?”). ReadyRosie Choosing Clothes This or That |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Adaptive Social Behavior | |
| INDICATOR | SED.2.16. | CHILDREN DEMONSTRATE AWARENESS OF BEHAVIOR AND ITS EFFECTS - Some Indicators for Children: |
| INDICATOR | SED.2.16.3. | Learns consequences of a specific behavior, but may not understand why the behavior warrants the consequence. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| INDICATOR | SED.2.16.4. | Recognizes that inappropriate behavior will elicit corrective action or unhappiness from adults. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Adaptive Social Behavior | |
| INDICATOR | SED.2.17. | CHILDREN PARTICIPATE POSITIVELY IN GROUP ACTIVITIES - Some Indicators for Children: |
| INDICATOR | SED.2.17.1. | Shows increasing enthusiasm about the company of others. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| INDICATOR | SED.2.17.3. | Participates in loosely structured group games (e.g., chase, dramatic play). ReadyRosie Bear Bath Build to Four |
| INDICATOR | SED.2.17.4. | Follows family routines (e.g., meal time behavior). ReadyRosie Big, Little Helper How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Adaptive Social Behavior | |
| INDICATOR | SED.2.18. | CHILDREN ADAPT TO DIVERSE SETTINGS - Some Indicators for Children: |
| INDICATOR | SED.2.18.1. | Separates from primary caregiver in familiar settings outside the home environment. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Adaptive Social Behavior | |
| INDICATOR | SED.2.19. | CHILDREN DEMONSTRATE EMPATHY FOR OTHERS AND THE NATURAL WORLD - Some Indicators for Children: |
| INDICATOR | SED.2.19.2. | Demonstrates awareness of feelings during pretend play (e.g., soothes a crying doll). ReadyRosie Bear Bath Tea Party |
| INDICATOR | SED.2.19.3. | Names emotions of self and others (e.g., happy, sad). ReadyRosie Reading Emotions |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Appreciating Diversity | |
| INDICATOR | SED.2.20. | CHILDREN RECOGNIZE, APPRECIATE, AND RESPECT SIMILARITIES AND DIFFERENCES IN PEOPLE - Some Indicators for Children: |
| INDICATOR | SED.2.20.1. | Plays in the presence of other children. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| INDICATOR | SED.2.20.3. | Identifies gender and other basic similarities and differences between self and others. ReadyRosie Clap and Swing How can I communicate with my baby? Swing Song Why should we tell family stories? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Emotional Development: Self-Concept | |
| INDICATOR | SED.2.21. | CHILDREN PERCEIVE THEMSELVES AS UNIQUE INDIVIDUALS - Some Indicators for Children: |
| INDICATOR | SED.2.21.1. | Tests limits and strives for independence. ReadyRosie Happy Birthday to You Point and Learn This or That |
| INDICATOR | SED.2.21.4. | Shows awareness of being seen by others (e.g., exaggerates or repeats behavior when notices someone is watching). ReadyRosie Happy Birthday to You Point and Learn This or That |
| INDICATOR | SED.2.21.5. | Occupies self appropriately for brief periods of time (e.g., 10 to 15 minutes). ReadyRosie Happy Birthday to You Point and Learn This or That |
| INDICATOR | SED.2.22. | CHILDREN DEMONSTRATE AWARENESS OF THEIR ABI8LITIES, CHARACTERISTICS, AND PREFERENCES - Some Indicators for Children: ReadyRosie Happy Birthday to You Point and Learn This or That |
| INDICATOR | SED.2.22.1. | Points to and names some of own body parts. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| INDICATOR | SED.2.22.4. | Shows preference for favorite books, toys, and activities. ReadyRosie Bear Bath Choosing Clothes Tea Party This or That |
| INDICATOR | SED.2.22.5. | Indicates preferences and intentions by answering yes/no questions (e.g., “Are you done with that?” “Are you still using it?” “Can José use it now?”). ReadyRosie Choosing Clothes This or That |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Emotional Development: Self-Efficacy | |
| INDICATOR | SED.2.23. | CHILDREN DEMONSTRATE BELIEF IN THEIR ABILITIES - Some Indicators for Children: |
| INDICATOR | SED.2.23.1. | Wants to take care of self. ReadyRosie Happy Birthday to You Point and Learn This or That |
| INDICATOR | SED.2.23.2. | Recognizes own accomplishments. ReadyRosie Happy Birthday to You Point and Learn This or That |
| INDICATOR | SED.2.23.3. | Shows completed projects (e.g., drawing, pile of blocks) to caregiver. ReadyRosie Happy Birthday to You Point and Learn This or That |
| INDICATOR | SED.2.23.4. | Acts as though is capable of doing new tasks and activities (e.g., copies use of adult tools, tries to sweep the floor with an adult-sized broom). ReadyRosie Happy Birthday to You Point and Learn This or That |
| INDICATOR | SED.2.23.5. | Seeks help after trying something new or challenging. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Emotional Development: Self-Control | |
| INDICATOR | SED.2.24. | CHILDREN UNDERSTAND AND FOLLOW RULES AND ROUTINES - Some Indicators for Children: |
| INDICATOR | SED.2.24.1. | Tests limits and strives for independence. ReadyRosie Happy Birthday to You Point and Learn This or That |
| INDICATOR | SED.2.24.2. | Anticipates and follows simple routines, with reminders and assistance (e.g., washes hands and helps set table at snack time, helps to pick up and put away blocks at clean-up time). ReadyRosie Big, Little Helper How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Reading Routines for Early Readers Shoe Search |
| INDICATOR | SED.2.24.3. | Anticipates and follows simple rules, with reminders (e.g., expects to be buckled up when he/she gets in car seat). ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| INDICATOR | SED.2.24.4. | Anticipates consequences for not following rules. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Emotional Development: Self-Control | |
| INDICATOR | SED.2.25. | CHILDREN REGULATE THEIR FEELINGS AND IMPULSES - Some Indicators for Children: |
| INDICATOR | SED.2.25.1. | Names some emotions (e.g., happy, excited, sad, mad, tired, angry, scared). ReadyRosie Reading Emotions |
| INDICATOR | SED.2.25.2. | Seeks caregiver support and attention when feeling strong emotions. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATOR | SED.2.25.3. | Begins to control impulses (e.g., says “no” when reaching for forbidden object; restrains self from stepping on a book on the floor). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Emotional Development: Emotional Expression | |
| INDICATOR | SED.2.26. | CHILDREN EXPRESS APPROPRIATELY A RANGE OF EMOTIONS - Some Indicators for Children: |
| INDICATOR | SED.2.26.1. | Recognizes and expresses emotions towards familiar persons, pets, or possessions with appropriate facial expressions, words, gestures, signs, or other means. ReadyRosie Reading Emotions |
| INDICATOR | SED.2.26.2. | Names emotions (e.g., happy, excited, sad, mad, tired, scared). ReadyRosie Reading Emotions |
| INDICATOR | SED.2.26.3. | Learns about own feelings and that it is okay to feel silly, sad, angry, and all other emotions. ReadyRosie Reading Emotions |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | AL.3. | Approaches to Learning |
| GOAL | Learning Approaches: Curiosity and Interest | |
| INDICATOR | AL.3.27. | CHILDREN ARE CURIOUS ABOUT AND INTERESTED IN LEARNING NEW THINGS AND HAVING NEW EXPERIENCES - Some Indicators for Children: |
| INDICATOR | AL.3.27.2. | Shows interest in new and others’ activities. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | AL.3. | Approaches to Learning |
| GOAL | Learning Approaches: Initiative | |
| INDICATOR | AL.3.28. | CHILDREN DEMONSTRATE INITIATIVE - Some Indicators for Children: |
| INDICATOR | AL.3.28.1. | Tries new ways of doing things and begins to take some risks. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| INDICATOR | AL.3.28.2. | Initiates play with others. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| INDICATOR | AL.3.28.8. | Pretends to be in new and familiar places with new and familiar roles. ReadyRosie Bear Bath Tea Party |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | AL.3. | Approaches to Learning |
| GOAL | Learning Approaches: Persistence and Attentiveness | |
| INDICATOR | AL.3.29. | CHILDREN SUSTAIN ATTENTION TO TASKS AND PERSIST WHEN FACING CHALLENGES - Some Indicators for Children: |
| INDICATOR | AL.3.29.3. | Continues to try a difficult task for a brief period of time (e.g., builds a block structure for 3 to 5 minutes). ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| INDICATOR | AL.3.29.5. | Seeks and accepts assistance when encountering a problem. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATOR | AL.3.29.6. | Listens and participates in story time (e.g., turning pages of book, using hand motions such as clapping at appropriate times). ReadyRosie Look at the Book |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | AL.3. | Approaches to Learning |
| GOAL | Learning Approaches: Creativity and Inventiveness | |
| INDICATOR | AL.3.30. | CHILDREN APPROACH DAILY ACTIVITIES WITH CREATIVITY AND INVENTIVENESS - Some Indicators for Children: |
| INDICATOR | AL.3.30.2. | Approaches tasks experimentally, adapting as the activity evolves. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| INDICATOR | AL.3.30.3. | Displays understanding of how objects work together (e.g., gets the dustpan when adult is sweeping the floor). ReadyRosie Bear Bath Tea Party |
| INDICATOR | AL.3.30.4. | Enjoys opportunities for pretend play and creating things. ReadyRosie Bear Bath Tea Party |
| INDICATOR | AL.3.30.5. | Pretends and uses imagination during play. ReadyRosie Bear Bath Tea Party |
| INDICATOR | AL.3.30.8. | Plays with dolls, costumes and acts out animal roles. ReadyRosie Bear Bath Tea Party |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | AL.3. | Approaches to Learning |
| GOAL | Learning Approaches: Reflection and Interpretation | |
| INDICATOR | AL.3.31. | CHILDREN LEARN FROM THEIR EXPERIENCES - Some Indicators for Children: |
| INDICATOR | AL.3.31.2. | Realizes that behaviors can precede events (e.g., “if mom puts the pot on the stove, she is going to cook something to eat.”). ReadyRosie Dump and Pick Up |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Reasoning: Causation | |
| INDICATOR | CGK.4.32. | CHILDREN DEMONSTRATE AWARENESS OF CAUSE AND EFFECT - Some Indicators for Children: |
| INDICATOR | CGK.4.32.4. | Expresses beginning understanding of cause and effect (e.g., “it’s quiet because you turned off the radio.”). ReadyRosie Dump and Pick Up |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Reasoning: Critical and Analytic Thinking | |
| INDICATOR | CGK.4.33. | CHILDREN COMPARE, CONTRAST, EXAMINE, AND EVALUATE EXPERIENCES, TASKS, AND EVENTS - Some Indicators for Children: |
| INDICATOR | CGK.4.33.1. | Imitates behavior seen in another place and time. ReadyRosie Bear Bath Tea Party |
| INDICATOR | CGK.4.33.2. | Notices and describes how items are the same or different (e.g., “This ball is bigger than that one.” “My shirt is the same as Unchallee’s.”). ReadyRosie Build to Four Counting Counts Dump and Pick Up Little Hands, Big Plans |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Reasoning: Problem Solving | |
| INDICATOR | CGK.4.35. | CHILDREN FIND MULTIPLE SOLUTIONS TO QUESTIONS, TASKS, PROBLEMS, AND CHALLENGES - Some Indicators for Children: |
| INDICATOR | CGK.4.35.1. | Uses active exploration and trial and error to solve problems. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| INDICATOR | CGK.4.35.2. | Tries several methods to solve a problem before asking for assistance. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| INDICATOR | CGK.4.35.3. | Communicates to request assistance. ReadyRosie Behavior is a form of communication Snack Time Speech |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Reasoning: Representational Thought | |
| INDICATOR | CGK.4.37. | CHILDREN CAN DISTINGUISH BETWEEN FANTASY AND REALITY - Some Indicators for Children: |
| INDICATOR | CGK.4.37.1. | Plays make-believe with props (e.g., dolls, stuffed animals, and people). ReadyRosie Bear Bath Tea Party |
| INDICATOR | CGK.4.37.2. | Creates an imaginary friend. ReadyRosie Bear Bath Tea Party |
| INDICATOR | CGK.4.37.3. | Reacts to people in costume as if they are the characters they portray. ReadyRosie Bear Bath Tea Party |
| INDICATOR | CGK.4.37.4. | Reacts to puppets as if they are real and not extensions of an adult or another child. ReadyRosie Bear Bath Tea Party |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Mathematics and Numeracy: Number Sense and Operations | |
| INDICATOR | CGK.4.38. | CHILDREN DEMONSTRATE KNOWLEDGE OF NUMBERS AND COUNTING - Some Indicators for Children: |
| INDICATOR | CGK.4.38.2. | Imitates counting rhymes or songs (e.g. , “Five little Monkeys”). ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| INDICATOR | CGK.4.38.4. | Identifies quantity and comparisons of quantity (e.g., all, some, none, more, less). ReadyRosie Build to Four Counting Counts Dump and Pick Up Little Hands, Big Plans |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Mathematics and Numeracy: Measurement | |
| INDICATOR | CGK.4.39. | CHILDREN DOMONSTRATE SOME KNOLEDGE OF SIZE, VOLUME, HEIGHT, WEIGHT AND LENGTH - Some Indicators for Children: |
| INDICATOR | CGK.4.39.7. | Demonstrates comparative behavior by nesting up to five cups. ReadyRosie Big and Little Color Toys Find a Match |
| INDICATOR | CGK.4.39.8. | Orders objects by size, volume, height, weight, and length with assistance. ReadyRosie Big and Little Color Toys Find a Match |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Mathematics and Numeracy: Properties of Ordering | |
| INDICATOR | CGK.4.40. | CHILDREN SORT, CLASSIFY, AND ORGANIZE OBJECTS - Some Indicators for Children: |
| INDICATOR | CGK.4.40.1. | Collects items that have common characteristics (e.g., red blocks, shells, leaves). ReadyRosie Big and Little Color Toys Find a Match |
| INDICATOR | CGK.4.40.2. | Arranges objects in lines (e.g., makes a row of blocks). ReadyRosie Big and Little Color Toys Find a Match |
| INDICATOR | CGK.4.40.3. | Sorts objects by one characteristic (e.g., color). ReadyRosie Big and Little Color Toys Find a Match |
| INDICATOR | CGK.4.40.4. | Recognizes objects arranged in series (e.g., small, medium, large). ReadyRosie Big and Little Color Toys Find a Match |
| INDICATOR | CGK.4.40.5. | Identifies categories of objects (e.g., dogs, cats, deer, moose, and bears are all animals), with assistance. ReadyRosie Big and Little Color Toys Find a Match |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Science: Scientific Thinking | |
| INDICATOR | CGK.4.42. | CHILDREN ENGAGE IN EXPLORING THE NATURAL WORLD BY MANIPULATING OBJECTS, ASKING QUESTIONS, MAKING PREDICTIONS, AND DEVELOPING GENERALIZATIONS - Some Indicators for Children: |
| INDICATOR | CGK.4.42.3. | Demonstrates restraint of impulsivity before engaging in an activity. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Social Studies: History | |
| INDICATOR | CGK.4.45. | CHILDREN DIFFERENTIATE BETWEEN EVENTS THAT HAPPEN IN THE PAST, PRESENT, AND FUTURE - Some Indicators for Children: |
| INDICATOR | CGK.4.45.1. | Anticipates recurring events in typical routines (e.g., “After I eat lunch, I will hear a story.”). ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Family, Community, and Culture: Family | |
| INDICATOR | CGK.4.51. | CHILDREN DEMONSTRATE AWARENESS OF FAMILY CHARACTERISTICS AND FUNTIONS - Some Indicators for Children: |
| INDICATOR | CGK.4.51.4. | Pretends to nurture a doll by feeding and talking to it. ReadyRosie Tea Party |
| INDICATOR | CGK.4.51.5. | Gives names to toys and dolls that reflect family and circle of friends. ReadyRosie Tea Party |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Family, Community, and Culture: Community | |
| INDICATOR | CGK.4.52. | CHILDREN DEMONSTRATE AWARENESS OF THEIR COMMUNITY, HUMAN INTERDEPENDENCE, AND SOCIAL ROLES - Some Indicators for Children: |
| INDICATOR | CGK.4.52.2. | Shows interest in peers by including them in play, referring to them by name. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| INDICATOR | CGK.4.52.6. | Participates in family routines. ReadyRosie Big, Little Helper How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Family, Community, and Culture: Community | |
| INDICATOR | CGK.4.53. | CHILDREN DEMONSTRATE CIVIC RESPONSIBILITY - Some Indicators for Children: |
| INDICATOR | CGK.4.53.1. | Tries out roles and relationships through dramatic and pretend play. ReadyRosie Bear Bath Tea Party |
| INDICATOR | CGK.4.53.2. | Recognizes that there may be different rules in different places (e.g., school rules may be different from those at home) and follows appropriate set of rules, with assistance. ReadyRosie Big, Little Helper How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Reading Routines for Early Readers Shoe Search |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Family, Community and Culture: Culture | |
| INDICATOR | CGK.4.54. | CHILDREN DEMONSTRATE AWARENESS AND APPRECIATION OF THEIR OWN AND OTHERS’ CULTURES - Some Indicators for Children: |
| INDICATOR | CGK.4.54.1. | Enjoys poems, stories, and songs about a variety of people and cultures. ReadyRosie Clap and Swing How can I communicate with my baby? Swing Song Why should we tell family stories? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Creative Arts: Expression and Representation | |
| INDICATOR | CGK.4.55. | CHILDREN USE CREATIVE ARTS TO EXPRESS AND REPRESENT WHAT THEY KNOW, THINK, BELIEVE, OR FEEL - Some Indicators for Children: |
| INDICATOR | CGK.4.55.3. | Explores various ways of moving with or without music. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| INDICATOR | CGK.4.55.4. | Explores simple songs using voice and/or instruments. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| INDICATOR | CGK.4.55.5. | Engages in pretend play. ReadyRosie Bear Bath Tea Party |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Creative Arts: Understanding and Appreciation | |
| INDICATOR | CGK.4.56. | CHILDREN DEMONSTRATE UNDERSTANDING AND APPRECIATION OF CREATIVE ARTS - Some Indicators for Children: |
| INDICATOR | CGK.4.56.1. | Observes and responds to artwork produced by other individuals and/or cultures. ReadyRosie Clap and Swing How can I communicate with my baby? Reading Emotions Swing Song Why should we tell family stories? |
| INDICATOR | CGK.4.56.2. | Imitates movement after participating in or watching others perform games or songs. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| INDICATOR | CGK.4.56.3. | Exhibits interest when watching musical, dance, or theatre performances by other individuals. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | Communication: Listening | |
| INDICATOR | CLL.5.57. | CHILDREN DEMONSTRATE THE MEANING OF LANGUAGE BY LISTENING - Some Indicators for Children: |
| INDICATOR | CLL.5.57.1. | Enjoys finger plays (e.g., songs and games that use hands). ReadyRosie Itsy Bitsy Spider Motions |
| INDICATOR | CLL.5.57.2. | Responds to action words by performing the action. ReadyRosie Choosing Clothes Talk and Play |
| INDICATOR | CLL.5.57.3. | Responds by looking, when directed, toward a certain object. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATOR | CLL.5.57.5. | Listens to short and simple stories in the home language. ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | Communication: Conventions of Social Communication | |
| INDICATOR | CLL.5.59. | CHILDREN COMPREHEND AND USE THE CONVENTIONS OF SOCIAL COMMUNICATION - Some Indicators for Children: |
| INDICATOR | CLL.5.59.1. | Pays attention to speaker for at least a portion of a conversation. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| INDICATOR | CLL.5.59.3. | Makes a related comment (e.g., adult says, “Here is your water.” Child says “Cup” Or “Water cup.”). ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| INDICATOR | CLL.5.59.5. | Follows non-verbal directions (e.g., signal for “Come here.”). ReadyRosie Choosing Clothes Talk and Play |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | Language: Vocabulary | |
| INDICATOR | CLL.5.60. | CHILDREN USE RECEPTIVE COMMUNICATION SKILLS - Some Indicators for Children: |
| INDICATOR | CLL.5.60.1. | Demonstrates understanding of familiar words by responding appropriately. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| INDICATOR | CLL.5.60.2. | Identifies at least three body parts, when requested. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| INDICATOR | CLL.5.60.4. | Responds to directions that include verbs (e.g., run, jump, reach, open). ReadyRosie Choosing Clothes Talk and Play |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | Language: Vocabulary | |
| INDICATOR | CLL.5.61. | CHILDREN USE EXPRESSIVE COMMUNICATION SKILLS - Some Indicators for Children: |
| INDICATOR | CLL.5.61.1. | Uses new vocabulary in everyday experiences. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| INDICATOR | CLL.5.61.2. | Demonstrates use of an expressive vocabulary of more than one hundred words, or a combination of words and signs, or alternative communication, in home language. ReadyRosie Snack Time Speech Tips for storytelling: Using your voice |
| INDICATOR | CLL.5.61.3. | Uses mostly two- and some three-syllable words. ReadyRosie Tips for storytelling: Using your voice |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | Language: Comprehension | |
| INDICATOR | CLL.5.63. | CHILDREN DEMONSTRATE COMPREHENSION AND MEANING IN LANGUAGE - Some Indicators for Children: |
| INDICATOR | CLL.5.63.1. | Follows two-step directions with complex sentence structures (noun + verb + adverb, e.g., “Put dishes away quickly.” “Put dishes in the cupboard.”). ReadyRosie Choosing Clothes Talk and Play |
| INDICATOR | CLL.5.63.2. | Answers simple questions. ReadyRosie Why should we tell family stories? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | Language: Expressive / Oral Language | |
| INDICATOR | CLL.5.64. | CHILDREN USE LANGUAGE FOR A VARIETY OF PURPOSES - Some Indicators for Children: |
| INDICATOR | CLL.5.64.3. | Requests to hear familiar stories, songs and rhymes. ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| INDICATOR | CLL.5.64.5. | Uses a tape player or CD player to listen to a recorded story, with assistance. ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | Literacy: Reading | |
| INDICATOR | CLL.5.65. | CHILDREN DEMONSTRATE PHONOLOGICAL AWARENESS - Some Indicators for Children: |
| INDICATOR | CLL.5.65.1. | Recites phrases from familiar rhymes. ReadyRosie Clap and Swing Itsy Bitsy Spider Motions Rhyme and Ride Swing Song Where is Thumbkin? |
| INDICATOR | CLL.5.65.2. | Completes a familiar rhyme by providing the last word. ReadyRosie Clap and Swing Itsy Bitsy Spider Motions Rhyme and Ride Swing Song Where is Thumbkin? |
| INDICATOR | CLL.5.65.3. | Participates in rhyming games and songs with other children. ReadyRosie Clap and Swing Itsy Bitsy Spider Motions Rhyme and Ride Swing Song Where is Thumbkin? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | Literacy: Reading | |
| INDICATOR | CLL.5.67. | CHILDREN DEMONSTRATE AWARENESS OF PRINT CONCEPTS - Some Indicators for Children: |
| INDICATOR | CLL.5.67.1. | Knows the right side up of a book. ReadyRosie Look at the Book |
| INDICATOR | CLL.5.67.2. | Turns pages, usually a single page at a time. ReadyRosie Look at the Book |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | Literacy: Reading | |
| INDICATOR | CLL.5.69. | CHILDREN DEMONSTRATE AWARENESS THAT WRITTEN MATERIALS CAN BE USED FOR A VARIETY OF PURPOSES - Some Indicators for Children: |
| INDICATOR | CLL.5.69.3. | Recognizes print in the neighborhood, community, and environment (e.g., stop signs, store signs). ReadyRosie Check the Mail |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | Literacy: Reading | |
| INDICATOR | CLL.5.70. | CHILDREN DEMONSTRATE APPRECIATION AND ENJOYMENT OF READING - Some Indicators for Children: |
| INDICATOR | CLL.5.70.1. | Asks to be read to. ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| INDICATOR | CLL.5.70.2. | Requests favorite book to be read repeatedly. ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | Literacy: Writing | |
| INDICATOR | CLL.5.72. | CHILDREN USE WRITING SKILLS AND DEMONSTRATE KNOWLEDGE OF WRITING CONVENTIONS - Some Indicators for Children: |
| INDICATOR | CLL.5.72.4. | Uses a variety of writing tools (e.g., pencil, marker, paint brush). ReadyRosie Color with Me |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | Literacy: Writing | |
| INDICATOR | CLL.5.73. | CHILDREN USE WRITING FOR A VARIETY OF PURPOSES - Some Indicators for Children: |
| INDICATOR | CLL.5.73.2. | Recognizes some environmental print/symbols (e.g., stop sign). ReadyRosie Check the Mail |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | English Language Learners: Dual Language Acquisition | |
| INDICATOR | CLL.5.74. | CHILDREN DEMONSTRATE COMPETENCY IN HOME LANGUAGE WHILE ACQUIRING BEGINNING PROFICIENCY IN ENGLISH - Some Indicators for Children: |
| INDICATOR | CLL.5.74.1. | Follows simple verbal direction in home language and attempts to make sense of direction given in English when accompanied by a non-verbal gesture (e.g., signal for come here). ReadyRosie Choosing Clothes Talk and Play |
| INDICATOR | CLL.5.74.4. | Recalls words from simple songs in home language and recognizes words from songs in English. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| Alaska Content and Performance Standards |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2007 |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Motor Development: Gross Motor Skills | |
| INDICATOR | PHD.1.1. | CHILDREN DEMONSTRATE STRENGTH AND COORDINATION OF LARGE MOTOR MUSCLES - Some Indicators for Children: |
| INDICATOR | PHD.1.1.1. | Carries toys or objects while walking. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| INDICATOR | PHD.1.1.2. | Walks and runs with skill, changing both speed and direction. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| INDICATOR | PHD.1.1.3. | Walks backwards. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| INDICATOR | PHD.1.1.5. | Pounds object with intent and precision (e.g., hammers peg with accuracy). ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| INDICATOR | PHD.1.1.6. | Kicks and throws a ball, but with little control of direction or speed. ReadyRosie Catch! |
| INDICATOR | PHD.1.1.7. | Jumps in place. ReadyRosie Bear Hunt Get Moving |
| INDICATOR | PHD.1.1.8. | Balances on one foot briefly. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| INDICATOR | PHD.1.1.9. | Bends over easily at the waist, without falling. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| INDICATOR | PHD.1.1.10. | Walks in a straight line. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Motor Development: Fine Motor Skills | |
| INDICATOR | PHD.1.2. | CHILDREN DEMONSTRATE STRENGTH AND COORDINATION OF SMALL MOTOR MUSCLES - Some Indicators for Children: |
| INDICATOR | PHD.1.2.2. | Scribbles with crayons and begins to imitate marks (e.g., a circle). ReadyRosie Copy Me Paint your Name Secret Message |
| INDICATOR | PHD.1.2.9. | Works simple “insert” puzzles (e.g., completes simple puzzle, uses shape sorter box). ReadyRosie Nesting Bowls |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Motor Development: Sensorimotor Skills | |
| INDICATOR | PHD.1.3. | CHILDREN USE THEIR SENSES: SIGHT, HEARING, SMELL, TASTE, AND TOUCH, TO GUIDE AND INTEGRATE THEIR INTERACTIONS - Some Indicators for Children: |
| INDICATOR | PHD.1.3.1. | Performs basic creative movements, with adult guidance or alone (e.g., dances to music or rhythm). ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| INDICATOR | PHD.1.3.2. | Demonstrates awareness of own body in space (e.g., walks around table without bumping into it). ReadyRosie Bear Hunt |
| INDICATOR | PHD.1.3.3. | Eats food with a variety of textures. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| INDICATOR | PHD.1.3.4. | Exhibits eye-hand coordination (e.g., builds with blocks, completes simple puzzles, and strings large beads). ReadyRosie Drum Patterns Nesting Bowls Torn Paper Art Toy Car Wash |
| INDICATOR | PHD.1.3.5. | Enjoys climbing, walking up inclines, sliding, and swinging. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Physical Development: Physical Fitness | |
| INDICATOR | PHD.1.4. | CHILDREN DEMONSTRATE THE STAMINA AND ENERGY TO PARTICIPATE IN DAILY ACTIVITIES - Some Indicators for Children: |
| INDICATOR | PHD.1.4.1. | Participates actively in games, outdoor play, and other forms of physical movement. ReadyRosie Bear Hunt Get Moving |
| INDICATOR | PHD.1.4.2. | Runs spontaneously across the room or yard. ReadyRosie Bear Hunt Get Moving |
| INDICATOR | PHD.1.4.3. | Engages in unstructured physical activities for at least 60 minutes and up to several hours each day. ReadyRosie Bear Hunt Get Moving |
| INDICATOR | PHD.1.4.4. | Sustains physical (aerobic) activity for at least 15 minutes at a time, for at least 30 minutes each day. ReadyRosie Bear Hunt Get Moving |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Physical Development: Physical Fitness | |
| INDICATOR | PHD.1.5. | CHILDREN ENGATE IN A VARIETY OF PHYSICAL ACTIVITIES- Some Indicators for Children: |
| INDICATOR | PHD.1.5.1. | Attempts new activities that require physical movement, without adult assistance. ReadyRosie Bear Hunt Get Moving |
| INDICATOR | PHD.1.5.2. | Participates actively in games, dance, outdoor play, and other forms of exercise. ReadyRosie Bear Hunt Get Moving I can't sing. How can I sing to my baby? Ring Around the Rosie |
| INDICATOR | PHD.1.5.3. | Develops a sense of games and rules in games like hide and seek and tag. ReadyRosie Bear Hunt Get Moving |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Health and Personal Care: Daily Living Skills | |
| INDICATOR | PHD.1.6. | CHILDREN DEMONSTRATE PERSONAL HEALTH AND HYGIENCE SKILLS - Some Indicators for Children: |
| INDICATOR | PHD.1.6.1. | Uses tissue to wipe nose, with assistance. ReadyRosie I Can Do It All By Myself |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Health and Personal Care: Daily Living Skills | |
| INDICATOR | PHD.1.7. | CHILDREN PRACTICE BASIC PERSONAL CARE ROUTINES - Some Indicators for Children: |
| INDICATOR | PHD.1.7.1. | Feeds self with spoon without assistance. ReadyRosie Hooray Parfait I Can Do It All By Myself Little Chef Packing our Lunch |
| INDICATOR | PHD.1.7.3. | Demonstrates interest in changing clothes when wet or muddy. ReadyRosie T-Shirt Talk |
| INDICATOR | PHD.1.7.4. | Participates in putting on shoes and socks. ReadyRosie T-Shirt Talk |
| INDICATOR | PHD.1.7.5. | Dresses and undresses completely, with assistance. ReadyRosie T-Shirt Talk |
| INDICATOR | PHD.1.7.6. | Uses personal care objects correctly and regularly, sometimes with assistance (e.g., drinks from open cup, brushes hair, brushes teeth). ReadyRosie I Can Do It All By Myself |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Health and Personal Care: Nutrition | |
| INDICATOR | PHD.1.8. | CHILDREN EAT A VARIETY OF NUTRITIOUS FOODS - Some Indicators for Children: |
| INDICATOR | PHD.1.8.1. | Begins to recognize and eat a variety of nutritious foods. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| INDICATOR | PHD.1.8.3. | Makes personal food choices among several nutritious options. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| INDICATOR | PHD.1.8.4. | Tries new foods when offered. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| INDICATOR | PHD.1.8.5. | Consumes age appropriate amounts of nutritious beverages (e.g., water, milk, occasional 100% juice). ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Safety: Safe Practices | |
| INDICATOR | PHD.1.9. | CHILDREN MAKE SAFE CHOICES, AVOIDING HARMFUL OBJECTS AND SITUATIONS - Some Indicators for Children: |
| INDICATOR | PHD.1.9.3. | Identifies safe adults. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| INDICATOR | PHD.1.9.4. | Wears appropriate clothing for the conditions. ReadyRosie T-Shirt Talk |
| INDICATOR | PHD.1.9.5. | Tells adult when someone hurts him/her or makes him/her feel bad. ReadyRosie Behavior is a form of communication How can I get my child to listen to me? How should I handle temper tantrums? Tempted to Talk |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | PHD.1. | Physical Well-Being, Health, and Motor Development |
| GOAL | Safety: Rules and Regulations | |
| INDICATOR | PHD.1.10. | CHILDREN DEMONSTRATE AWARENESS AND UNDERSTANDING OF SAFETY RULES - Some Indicators for Children: |
| INDICATOR | PHD.1.10.1. | Displays recognition of the rules, though may not always follow them. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| INDICATOR | PHD.1.10.2. | Anticipates consequences for not following rules. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Interactions with Adults | |
| INDICATOR | SED.2.11. | CHILDREN TRUST AND INTERACT COMFORTABLY WITH FAMILIAR ADULTS - Some Indicators for Children: |
| INDICATOR | SED.2.11.1. | Establishes an attachment or bond with a consistent adult other than the primary caregiver. ReadyRosie Tell Me About It! |
| INDICATOR | SED.2.11.2. | Demonstrates feeling safe with significant adults by seeking them in uncomfortable or dangerous situations. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| INDICATOR | SED.2.11.3. | Imitates adult activities (e.g., pretends to fish or cook, “reads” next to adult who is reading). ReadyRosie Banana Phonana Drum Patterns How can I make music part of our day? Recycled Play Toy Car Wash Vroom! Vroom! |
| INDICATOR | SED.2.11.4. | Initiates interactions and play with adults. ReadyRosie How can I make music part of our day? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Interactions with Adults | |
| INDICATOR | SED.2.12. | CHILDREN SEEK ASSISTANCE FROM ADULTS WHEN NEEDED - Some Indicators for Children: |
| INDICATOR | SED.2.12.1. | Seeks adult assistance with challenges. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATOR | SED.2.12.2. | Periodically checks with caregiver for help or reassurance when playing by self or with peers. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATOR | SED.2.12.3. | Responds positively to guidance most of the time. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATOR | SED.2.12.4. | Starts activity after a caregiver makes suggestions, sometimes (e.g., uses adult’s suggestions to find missing pieces to a toy or items needed for an art activity). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Interactions with Adults | |
| INDICATOR | SED.2.13. | CHILDREN DEVELOP FRIENDSHIPS WITH PEERS - Some Indicators for Children: |
| INDICATOR | SED.2.13.1. | Plays side-by-side with another child, at times. ReadyRosie Catch! Ring Around the Rosie |
| INDICATOR | SED.2.13.3. | Initiates social interaction with peers. ReadyRosie Catch! Ring Around the Rosie |
| INDICATOR | SED.2.13.4. | Shows enthusiasm about the company of other children. ReadyRosie Catch! Ring Around the Rosie |
| INDICATOR | SED.2.13.5. | Spontaneously shows preference for familiar playmates. ReadyRosie Catch! Ring Around the Rosie |
| INDICATOR | SED.2.13.6. | Responds verbally when interacting with peers (e.g., laughing or babbling). ReadyRosie Catch! Ring Around the Rosie |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Interactions with Adults | |
| INDICATOR | SED.2.14. | CHILDREN COOPERATE WITH PEERS - Some Indicators for Children: |
| INDICATOR | SED.2.14.1. | Plays side-by-side with other children, at times. ReadyRosie Catch! Ring Around the Rosie |
| INDICATOR | SED.2.14.3. | Gives up and keeps objects during playful interactions with peers, with assistance. ReadyRosie How can I make music part of our day? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Interactions with Adults | |
| INDICATOR | SED.2.15. | CHILDREN DEMONSTRATE POSITIVE NEGOTIATION SKILLS - Some Indicators for Children: |
| INDICATOR | SED.2.15.3. | Communicates with other children to settle arguments, with assistance. ReadyRosie How can I stop my kids from fighting? |
| INDICATOR | SED.2.15.4. | Indicates preferences and intentions by communicating yes/no questions (e.g., “Are you done with that? Are you still using it? Can Aluuk use it now? Do you want to keep it?”). ReadyRosie I Am Unique Tell Me About It! |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Adaptive Social Behavior | |
| INDICATOR | SED.2.16. | CHILDREN DEMONSTRATE AWARENESS OF BEHAVIOR AND ITS EFFECTS - Some Indicators for Children: |
| INDICATOR | SED.2.16.2. | Demonstrates understanding that playing with certain desirable or forbidden objects will get adults’ attention. ReadyRosie Tell Me About It! |
| INDICATOR | SED.2.16.3. | Learns consequences of a specific behavior, but may not understand why the behavior warrants the consequence. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| INDICATOR | SED.2.16.4. | Recognizes that inappropriate behavior will elicit corrective action or unhappiness from adults. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Adaptive Social Behavior | |
| INDICATOR | SED.2.17. | CHILDREN PARTICIPATE POSITIVELY IN GROUP ACTIVITIES - Some Indicators for Children: |
| INDICATOR | SED.2.17.1. | Shows increasing enthusiasm about the company of others. ReadyRosie Catch! Ring Around the Rosie |
| INDICATOR | SED.2.17.3. | Participates in loosely structured group games (e.g., chase, dramatic play). ReadyRosie Banana Phonana Tips for helping your child love reading |
| INDICATOR | SED.2.17.4. | Follows family routines (e.g., meal time behavior). ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Adaptive Social Behavior | |
| INDICATOR | SED.2.18. | CHILDREN ADAPT TO DIVERSE SETTINGS - Some Indicators for Children: |
| INDICATOR | SED.2.18.1. | Separates from primary caregiver in familiar settings outside the home environment. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| INDICATOR | SED.2.18.3. | Asks questions or acts in other uncertain ways in unfamiliar settings and environments. ReadyRosie Nature Walk and Talk What Do We Do? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Adaptive Social Behavior | |
| INDICATOR | SED.2.19. | CHILDREN DEMONSTRATE EMPATHY FOR OTHERS AND THE NATURAL WORLD - Some Indicators for Children: |
| INDICATOR | SED.2.19.2. | Demonstrates awareness of feelings during pretend play (e.g., soothes a crying doll). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Social Development: Appreciating Diversity | |
| INDICATOR | SED.2.20. | CHILDREN RECOGNIZE, APPRECIATE, AND RESPECT SIMILARITIES AND DIFFERENCES IN PEOPLE - Some Indicators for Children: |
| INDICATOR | SED.2.20.1. | Plays in the presence of other children. ReadyRosie Catch! Ring Around the Rosie |
| INDICATOR | SED.2.20.2. | Asks simple questions about other children (e.g., “Where’s Rafael?”). ReadyRosie Nature Walk and Talk What Do We Do? |
| INDICATOR | SED.2.20.3. | Identifies gender and other basic similarities and differences between self and others. ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Emotional Development: Self-Concept | |
| INDICATOR | SED.2.21. | CHILDREN PERCEIVE THEMSELVES AS UNIQUE INDIVIDUALS - Some Indicators for Children: |
| INDICATOR | SED.2.21.3. | Identifies self and uses own name when asked (e.g., “I am a boy.” “My name is Rueben.”). ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| INDICATOR | SED.2.22.1. | Points to and names some of own body parts. ReadyRosie Bear Hunt |
| INDICATOR | SED.2.22.2. | Shows preference for familiar adults and peers. ReadyRosie Tell Me About It! |
| INDICATOR | SED.2.22.4. | Shows preference for favorite books, toys, and activities. ReadyRosie I Am Unique Tell Me About It! |
| INDICATOR | SED.2.22.5. | Indicates preferences and intentions by answering yes/no questions (e.g., “Are you done with that?” “Are you still using it?” “Can José use it now?”). ReadyRosie I Am Unique Tell Me About It! |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Emotional Development: Self-Efficacy | |
| INDICATOR | SED.2.23. | CHILDREN DEMONSTRATE BELIEF IN THEIR ABILITIES - Some Indicators for Children: |
| INDICATOR | SED.2.23.3. | Shows completed projects (e.g., drawing, pile of blocks) to caregiver. ReadyRosie Copy Me Recycled Play |
| INDICATOR | SED.2.23.5. | Seeks help after trying something new or challenging. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Emotional Development: Self-Control | |
| INDICATOR | SED.2.24. | CHILDREN UNDERSTAND AND FOLLOW RULES AND ROUTINES - Some Indicators for Children: |
| INDICATOR | SED.2.24.2. | Anticipates and follows simple routines, with reminders and assistance (e.g., washes hands and helps set table at snack time, helps to pick up and put away blocks at clean-up time). ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| INDICATOR | SED.2.24.3. | Anticipates and follows simple rules, with reminders (e.g., expects to be buckled up when he/she gets in car seat). ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| INDICATOR | SED.2.24.4. | Anticipates consequences for not following rules. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | SED.2. | Social and Emotional Development |
| GOAL | Emotional Development: Self-Control | |
| INDICATOR | SED.2.25. | CHILDREN REGULATE THEIR FEELINGS AND IMPULSES - Some Indicators for Children: |
| INDICATOR | SED.2.25.2. | Seeks caregiver support and attention when feeling strong emotions. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Tell Me About It! |
| INDICATOR | SED.2.25.3. | Begins to control impulses (e.g., says “no” when reaching for forbidden object; restrains self from stepping on a book on the floor). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | AL.3. | Approaches to Learning |
| GOAL | Learning Approaches: Curiosity and Interest | |
| INDICATOR | AL.3.27. | CHILDREN ARE CURIOUS ABOUT AND INTERESTED IN LEARNING NEW THINGS AND HAVING NEW EXPERIENCES - Some Indicators for Children: |
| INDICATOR | AL.3.27.1. | Explores the immediate environment (e.g., asks about a new object he/she finds, actively searches through collection of toys). ReadyRosie Nature Walk and Talk What Do We Do? |
| INDICATOR | AL.3.27.2. | Shows interest in new and others’ activities. ReadyRosie Catch! Ring Around the Rosie |
| INDICATOR | AL.3.27.3. | Asks simple “wh” questions (e.g., why, what, where). ReadyRosie Nature Walk and Talk What Do We Do? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | AL.3. | Approaches to Learning |
| GOAL | Learning Approaches: Initiative | |
| INDICATOR | AL.3.28. | CHILDREN DEMONSTRATE INITIATIVE - Some Indicators for Children: |
| INDICATOR | AL.3.28.1. | Tries new ways of doing things and begins to take some risks. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| INDICATOR | AL.3.28.2. | Initiates play with others. ReadyRosie Catch! Ring Around the Rosie |
| INDICATOR | AL.3.28.5. | Shows interest in wanting to take care of self (e.g., dressing). ReadyRosie T-Shirt Talk |
| INDICATOR | AL.3.28.7. | Seeks and takes pleasure in both new and repeated skills and experiences. ReadyRosie Get Moving |
| INDICATOR | AL.3.28.8. | Pretends to be in new and familiar places with new and familiar roles. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | AL.3. | Approaches to Learning |
| GOAL | Learning Approaches: Persistence and Attentiveness | |
| INDICATOR | AL.3.29. | CHILDREN SUSTAIN ATTENTION TO TASKS AND PERSIST WHEN FACING CHALLENGES - Some Indicators for Children: |
| INDICATOR | AL.3.29.1. | Shows interest in favorite activities over and over again. ReadyRosie Get Moving |
| INDICATOR | AL.3.29.2. | Completes simple projects (e.g., 3 to 5 piece puzzle, stacking blocks on top of one another). ReadyRosie Nesting Bowls |
| INDICATOR | AL.3.29.3. | Continues to try a difficult task for a brief period of time (e.g., builds a block structure for 3 to 5 minutes). ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| INDICATOR | AL.3.29.5. | Seeks and accepts assistance when encountering a problem. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | AL.3. | Approaches to Learning |
| GOAL | Learning Approaches: Creativity and Inventiveness | |
| INDICATOR | AL.3.30. | CHILDREN APPROACH DAILY ACTIVITIES WITH CREATIVITY AND INVENTIVENESS - Some Indicators for Children: |
| INDICATOR | AL.3.30.2. | Approaches tasks experimentally, adapting as the activity evolves. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| INDICATOR | AL.3.30.3. | Displays understanding of how objects work together (e.g., gets the dustpan when adult is sweeping the floor). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| INDICATOR | AL.3.30.4. | Enjoys opportunities for pretend play and creating things. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| INDICATOR | AL.3.30.5. | Pretends and uses imagination during play. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| INDICATOR | AL.3.30.6. | Uses creative language to describe events. ReadyRosie Book Walk Stuck on You |
| INDICATOR | AL.3.30.7. | Builds with blocks and other manipulatives. ReadyRosie Torn Paper Art |
| INDICATOR | AL.3.30.8. | Plays with dolls, costumes and acts out animal roles. ReadyRosie Banana Phonana Tips for helping your child love reading |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Reasoning: Causation | |
| INDICATOR | CGK.4.32. | CHILDREN DEMONSTRATE AWARENESS OF CAUSE AND EFFECT - Some Indicators for Children: |
| INDICATOR | CGK.4.32.3. | Knows playing with certain desirable or forbidden objects will get adults’ attention. ReadyRosie Tell Me About It! |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Reasoning: Critical and Analytic Thinking | |
| INDICATOR | CGK.4.33. | CHILDREN COMPARE, CONTRAST, EXAMINE, AND EVALUATE EXPERIENCES, TASKS, AND EVENTS - Some Indicators for Children: |
| INDICATOR | CGK.4.33.1. | Imitates behavior seen in another place and time. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Reasoning: Problem Solving | |
| INDICATOR | CGK.4.35. | CHILDREN FIND MULTIPLE SOLUTIONS TO QUESTIONS, TASKS, PROBLEMS, AND CHALLENGES - Some Indicators for Children: |
| INDICATOR | CGK.4.35.1. | Uses active exploration and trial and error to solve problems. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| INDICATOR | CGK.4.35.2. | Tries several methods to solve a problem before asking for assistance. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| INDICATOR | CGK.4.35.3. | Communicates to request assistance. ReadyRosie Behavior is a form of communication Tempted to Talk |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Reasoning: Representational Thought | |
| INDICATOR | CGK.4.36. | CHILDREN USE SYMBOLS TO REPRESENT OBJECTS - Some Indicators for Children: |
| INDICATOR | CGK.4.36.2. | Draws or scribbles and explains what the drawing is. ReadyRosie Copy Me Paint your Name Recycled Play Secret Message |
| INDICATOR | CGK.4.36.4. | Provides a simple description of a person or object that is not present (e.g., child barks when asked what noise the dog makes). ReadyRosie Book Walk Stuck on You |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Reasoning: Representational Thought | |
| INDICATOR | CGK.4.37. | CHILDREN CAN DISTINGUISH BETWEEN FANTASY AND REALITY - Some Indicators for Children: |
| INDICATOR | CGK.4.37.1. | Plays make-believe with props (e.g., dolls, stuffed animals, and people). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| INDICATOR | CGK.4.37.2. | Creates an imaginary friend. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| INDICATOR | CGK.4.37.3. | Reacts to people in costume as if they are the characters they portray. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| INDICATOR | CGK.4.37.4. | Reacts to puppets as if they are real and not extensions of an adult or another child. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Mathematics and Numeracy: Number Sense and Operations | |
| INDICATOR | CGK.4.38. | CHILDREN DEMONSTRATE KNOWLEDGE OF NUMBERS AND COUNTING - Some Indicators for Children: |
| INDICATOR | CGK.4.38.1. | Counts to at least five from memory in home language (e.g., recites, “one, two, and three...” or “atauciq, malruk, pingayun…” or “isa, dalawa, tatlo…”). ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| INDICATOR | CGK.4.38.2. | Imitates counting rhymes or songs (e.g. , “Five little Monkeys”). ReadyRosie Blast Off How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Magazine Problem Solving One, Two, Moo Packing our Lunch Ring Around the Rosie Snack Count Why should I sing to my baby? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Mathematics and Numeracy: Measurement | |
| INDICATOR | CGK.4.39. | CHILDREN DOMONSTRATE SOME KNOLEDGE OF SIZE, VOLUME, HEIGHT, WEIGHT AND LENGTH - Some Indicators for Children: |
| INDICATOR | CGK.4.39.7. | Demonstrates comparative behavior by nesting up to five cups. ReadyRosie Nature Walk and Talk Toy Sort |
| INDICATOR | CGK.4.39.8. | Orders objects by size, volume, height, weight, and length with assistance. ReadyRosie Nature Walk and Talk Toy Sort |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Mathematics and Numeracy: Properties of Ordering | |
| INDICATOR | CGK.4.40. | CHILDREN SORT, CLASSIFY, AND ORGANIZE OBJECTS - Some Indicators for Children: |
| INDICATOR | CGK.4.40.1. | Collects items that have common characteristics (e.g., red blocks, shells, leaves). ReadyRosie Nature Walk and Talk Toy Sort |
| INDICATOR | CGK.4.40.2. | Arranges objects in lines (e.g., makes a row of blocks). ReadyRosie Nature Walk and Talk Toy Sort |
| INDICATOR | CGK.4.40.3. | Sorts objects by one characteristic (e.g., color). ReadyRosie Nature Walk and Talk Toy Sort |
| INDICATOR | CGK.4.40.4. | Recognizes objects arranged in series (e.g., small, medium, large). ReadyRosie Nature Walk and Talk Toy Sort |
| INDICATOR | CGK.4.40.5. | Identifies categories of objects (e.g., dogs, cats, deer, moose, and bears are all animals), with assistance. ReadyRosie Nature Walk and Talk Toy Sort |
| INDICATOR | CGK.4.40.6. | Matches simple two-dimensional shapes in form boards and puzzles (e.g., circles, squares, triangles). ReadyRosie Copy Me Nesting Bowls |
| INDICATOR | CGK.4.40.7. | Identifies two geometric shapes (e.g., circle, square). ReadyRosie Copy Me |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Science: Scientific Thinking | |
| INDICATOR | CGK.4.42. | CHILDREN ENGAGE IN EXPLORING THE NATURAL WORLD BY MANIPULATING OBJECTS, ASKING QUESTIONS, MAKING PREDICTIONS, AND DEVELOPING GENERALIZATIONS - Some Indicators for Children: |
| INDICATOR | CGK.4.42.3. | Demonstrates restraint of impulsivity before engaging in an activity. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Social Studies: History | |
| INDICATOR | CGK.4.45. | CHILDREN DIFFERENTIATE BETWEEN EVENTS THAT HAPPEN IN THE PAST, PRESENT, AND FUTURE - Some Indicators for Children: |
| INDICATOR | CGK.4.45.1. | Anticipates recurring events in typical routines (e.g., “After I eat lunch, I will hear a story.”). ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Family, Community, and Culture: Family | |
| INDICATOR | CGK.4.51. | CHILDREN DEMONSTRATE AWARENESS OF FAMILY CHARACTERISTICS AND FUNTIONS - Some Indicators for Children: |
| INDICATOR | CGK.4.51.2. | Knows own first and last name. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Family, Community, and Culture: Community | |
| INDICATOR | CGK.4.52. | CHILDREN DEMONSTRATE AWARENESS OF THEIR COMMUNITY, HUMAN INTERDEPENDENCE, AND SOCIAL ROLES - Some Indicators for Children: |
| INDICATOR | CGK.4.52.2. | Shows interest in peers by including them in play, referring to them by name. ReadyRosie Catch! Ring Around the Rosie |
| INDICATOR | CGK.4.52.6. | Participates in family routines. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Family, Community, and Culture: Community | |
| INDICATOR | CGK.4.53. | CHILDREN DEMONSTRATE CIVIC RESPONSIBILITY - Some Indicators for Children: |
| INDICATOR | CGK.4.53.1. | Tries out roles and relationships through dramatic and pretend play. ReadyRosie Banana Phonana Drum Patterns Recycled Play Tips for helping your child love reading Toy Car Wash Vroom! Vroom! |
| INDICATOR | CGK.4.53.2. | Recognizes that there may be different rules in different places (e.g., school rules may be different from those at home) and follows appropriate set of rules, with assistance. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Family, Community and Culture: Culture | |
| INDICATOR | CGK.4.54. | CHILDREN DEMONSTRATE AWARENESS AND APPRECIATION OF THEIR OWN AND OTHERS’ CULTURES - Some Indicators for Children: |
| INDICATOR | CGK.4.54.1. | Enjoys poems, stories, and songs about a variety of people and cultures. ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| INDICATOR | CGK.4.54.2. | Displays knowledge of basic concepts of own heritage and background (e.g., shows pictures or objects from home). ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Creative Arts: Expression and Representation | |
| INDICATOR | CGK.4.55. | CHILDREN USE CREATIVE ARTS TO EXPRESS AND REPRESENT WHAT THEY KNOW, THINK, BELIEVE, OR FEEL - Some Indicators for Children: |
| INDICATOR | CGK.4.55.2. | Engages in the artistic process with enthusiasm. ReadyRosie Copy Me Recycled Play |
| INDICATOR | CGK.4.55.3. | Explores various ways of moving with or without music. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| INDICATOR | CGK.4.55.4. | Explores simple songs using voice and/or instruments. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| INDICATOR | CGK.4.55.5. | Engages in pretend play. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CGK.4. | Cognition and General Knowledge |
| GOAL | Creative Arts: Understanding and Appreciation | |
| INDICATOR | CGK.4.56. | CHILDREN DEMONSTRATE UNDERSTANDING AND APPRECIATION OF CREATIVE ARTS - Some Indicators for Children: |
| INDICATOR | CGK.4.56.1. | Observes and responds to artwork produced by other individuals and/or cultures. ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| INDICATOR | CGK.4.56.2. | Imitates movement after participating in or watching others perform games or songs. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| INDICATOR | CGK.4.56.3. | Exhibits interest when watching musical, dance, or theatre performances by other individuals. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | Communication: Listening | |
| INDICATOR | CLL.5.57. | CHILDREN DEMONSTRATE THE MEANING OF LANGUAGE BY LISTENING - Some Indicators for Children: |
| INDICATOR | CLL.5.57.3. | Responds by looking, when directed, toward a certain object. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATOR | CLL.5.57.5. | Listens to short and simple stories in the home language. ReadyRosie Why should we tell family stories? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | Communication: Oral and Written Communication | |
| INDICATOR | CLL.5.58. | CHILDREN COMMUNICATE EFFECTIVELY - Some Indicators for Children: |
| INDICATOR | CLL.5.58.5. | Uses descriptors to describe a thing or event (e.g., “big toy,” “fun ride,” “beautiful sunset”). ReadyRosie Book Walk Stuck on You |
| INDICATOR | CLL.5.58.8. | Draws simple pictures or scribbles word-like marks to communicate a message or an idea. ReadyRosie Copy Me Paint your Name Recycled Play Secret Message |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | Language: Vocabulary | |
| INDICATOR | CLL.5.60. | CHILDREN USE RECEPTIVE COMMUNICATION SKILLS - Some Indicators for Children: |
| INDICATOR | CLL.5.60.2. | Identifies at least three body parts, when requested. ReadyRosie Bear Hunt |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | Language: Vocabulary | |
| INDICATOR | CLL.5.61. | CHILDREN USE EXPRESSIVE COMMUNICATION SKILLS - Some Indicators for Children: |
| INDICATOR | CLL.5.61.1. | Uses new vocabulary in everyday experiences. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| INDICATOR | CLL.5.61.2. | Demonstrates use of an expressive vocabulary of more than one hundred words, or a combination of words and signs, or alternative communication, in home language. ReadyRosie Tips for storytelling: Using your voice |
| INDICATOR | CLL.5.61.3. | Uses mostly two- and some three-syllable words. ReadyRosie Tips for storytelling: Using your voice |
| INDICATOR | CLL.5.61.6. | Imitates simple two-word phrase/sentence. ReadyRosie Stuck on You Tell Me About It! Tempted to Talk |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | Language: Grammar and Syntax | |
| INDICATOR | CLL.5.62. | CHILDREN DEMONSTRATE PROGRESSION IN GRAMMAR AND SYNTAX - Some Indicators for Children: |
| INDICATOR | CLL.5.62.1. | Uses three- to four-word sentences with noun and verb. ReadyRosie Stuck on You Tell Me About It! Tempted to Talk |
| INDICATOR | CLL.5.62.2. | Describes a self-made drawing. ReadyRosie Copy Me Recycled Play |
| INDICATOR | CLL.5.62.3. | Uses simple questions in speech, but may not use correct grammar. ReadyRosie Nature Walk and Talk What Do We Do? |
| INDICATOR | CLL.5.62.7. | Begins to use complete sentences in conversation with peers during play. ReadyRosie Stuck on You Tell Me About It! Tempted to Talk |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | Language: Comprehension | |
| INDICATOR | CLL.5.63. | CHILDREN DEMONSTRATE COMPREHENSION AND MEANING IN LANGUAGE - Some Indicators for Children: |
| INDICATOR | CLL.5.63.2. | Answers simple questions. ReadyRosie T-Shirt Talk Why should we tell family stories? |
| INDICATOR | CLL.5.63.3. | Asks questions that demonstrate knowledge of events or phenomena (e.g., “Why did the boy run away?” “How did the water turn blue?”). ReadyRosie Nature Walk and Talk What Do We Do? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | Language: Expressive / Oral Language | |
| INDICATOR | CLL.5.64. | CHILDREN USE LANGUAGE FOR A VARIETY OF PURPOSES - Some Indicators for Children: |
| INDICATOR | CLL.5.64.3. | Requests to hear familiar stories, songs and rhymes. ReadyRosie Why should we tell family stories? |
| INDICATOR | CLL.5.64.5. | Uses a tape player or CD player to listen to a recorded story, with assistance. ReadyRosie Why should we tell family stories? |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | Literacy: Reading | |
| INDICATOR | CLL.5.65. | CHILDREN DEMONSTRATE PHONOLOGICAL AWARENESS - Some Indicators for Children: |
| INDICATOR | CLL.5.65.1. | Recites phrases from familiar rhymes. ReadyRosie Ring Around the Rosie |
| INDICATOR | CLL.5.65.2. | Completes a familiar rhyme by providing the last word. ReadyRosie Ring Around the Rosie |
| INDICATOR | CLL.5.65.3. | Participates in rhyming games and songs with other children. ReadyRosie Ring Around the Rosie |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | Literacy: Reading (Alphabetic principle) | |
| INDICATOR | CLL.5.66. | CHILDREN DEMONSTRATE AWARENESS OF LETTERS AND SYMBOLS - Some Indicators for Children: |
| INDICATOR | CLL.5.66.1. | Uses symbols or pictures to represent oral language. ReadyRosie Paint your Name |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | Literacy: Reading | |
| INDICATOR | CLL.5.68. | CHILDREN DEMONSTRATE COMPREHENSION OF PRINTED MATERIAL AND ORAL STORIES - Some Indicators for Children: |
| INDICATOR | CLL.5.68.6. | Anticipates what comes next in known stories, with assistance (e.g., anticipates the next animal in an animal concept book). ReadyRosie Tips for helping your child love reading |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | Literacy: Reading | |
| INDICATOR | CLL.5.70. | CHILDREN DEMONSTRATE APPRECIATION AND ENJOYMENT OF READING - Some Indicators for Children: |
| INDICATOR | CLL.5.70.1. | Asks to be read to. ReadyRosie Why should we tell family stories? |
| INDICATOR | CLL.5.70.2. | Requests favorite book to be read repeatedly. ReadyRosie Why should we tell family stories? |
| INDICATOR | CLL.5.70.4. | Looks through books and other printed matter as though reading. ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | Literacy: Writing | |
| INDICATOR | CLL.5.71. | CHILDREN DEMONSTRATE KNOWLEDGE OF LETTERS AND SYMBOLS (ALPHABET KNOWLEDGE) - Some Indicators for Children: |
| INDICATOR | CLL.5.71.2. | Labels pictures using scribble writing. ReadyRosie Copy Me Paint your Name Secret Message |
| INDICATOR | CLL.5.71.3. | Uses symbols or pictures as representation of oral language. ReadyRosie Paint your Name |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | Literacy: Writing | |
| INDICATOR | CLL.5.72. | CHILDREN USE WRITING SKILLS AND DEMONSTRATE KNOWLEDGE OF WRITING CONVENTIONS - Some Indicators for Children: |
| INDICATOR | CLL.5.72.1. | Scribbles and makes marks on paper purposefully. ReadyRosie Copy Me Paint your Name Secret Message |
| INDICATOR | CLL.5.72.2. | Names scribbles (e.g., tells others what scribbles mean). ReadyRosie Copy Me Paint your Name Secret Message |
| INDICATOR | CLL.5.72.3. | Draws horizontal and vertical lines. ReadyRosie Copy Me Recycled Play |
| INDICATOR | CLL.5.72.4. | Uses a variety of writing tools (e.g., pencil, marker, paint brush). ReadyRosie Copy Me Secret Message |
| INDICATOR | CLL.5.72.6. | Adjusts body position to enable writing/drawing on paper. ReadyRosie Copy Me Recycled Play |
| INDICATOR | CLL.5.72.7. | Pretends to write on paper without regard to location or direction. ReadyRosie Copy Me Paint your Name Secret Message |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | Literacy: Writing | |
| INDICATOR | CLL.5.73. | CHILDREN USE WRITING FOR A VARIETY OF PURPOSES - Some Indicators for Children: |
| INDICATOR | CLL.5.73.1. | Uses scribbles and pictures to make lists, letters, and stories. ReadyRosie Copy Me Paint your Name Secret Message |
| PERFORMANCE / CONTENT STANDARD | AK.18-36. | Alaska Early Learning Guidelines for 18 to 36 months |
| GRADE LEVEL EXPECTATION / STRAND | CLL.5. | Communication, Language and Literacy |
| GOAL | English Language Learners: Dual Language Acquisition | |
| INDICATOR | CLL.5.74. | CHILDREN DEMONSTRATE COMPETENCY IN HOME LANGUAGE WHILE ACQUIRING BEGINNING PROFICIENCY IN ENGLISH - Some Indicators for Children: |
| INDICATOR | CLL.5.74.4. | Recalls words from simple songs in home language and recognizes words from songs in English. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| INDICATOR | CLL.5.74.5. | Asks simple questions in home language; uses gestures or single words to ask questions in English. ReadyRosie Nature Walk and Talk What Do We Do? |