Arizona’s College and Career Ready Standards (Infant)
| Main Criteria: Arizona's College and Career Ready 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 | ||
| Arizona's College and Career Ready Standards |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2012 |
| STRAND | AZ.I.SED. | Social and Emotional Development – Birth to 8 months |
| CONCEPT / STANDARD | I.SED.1. | Trust and Emotional Security |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | I.SED.1.1. | INDICATORS of developing trust and emotional security |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.1.1.1. | Engages in behaviors that build relationships with familiar adults 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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.1.1.2. | Shows preference for familiar adults ReadyRosie That's My Name |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.1.1.4. | Seeks to find comfort in new situations 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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.1.1.5. | Shows emotional connection and attachment to others ReadyRosie That's My Name |
| STRAND | AZ.I.SED. | Social and Emotional Development – Birth to 8 months |
| CONCEPT / STANDARD | I.SED.1. | Trust and Emotional Security |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | I.SED.1.2. | EXAMPLES of behaviors that show development of trust and emotional security |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.1.2.1. | Looks intently at familiar human faces ReadyRosie Do You See Me? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.1.2.2. | Follows movement of caregiver about the room with eyes ReadyRosie Do You See Me? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.1.2.3. | Accepts comfort by familiar caregiver when tired, hungry or upset 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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.1.2.4. | Responds with smiles and cooing when picked up by familiar caregiver ReadyRosie That's My Name |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.1.2.5. | Avoids eye contact with unfamiliar adults ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Which Toy? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.1.2.6. | Looks at caregiver’s face while being held for feeding 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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.1.2.7. | Looks for familiar caregiver when tired, hungry or upset. 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 |
| STRAND | AZ.I.SED. | Social and Emotional Development – Birth to 8 months |
| CONCEPT / STANDARD | I.SED.2. | Self-Awareness |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | I.SED.2.1. | INDICATORS of developing self-awareness |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.2.1.1. | Expresses feelings and emotions through facial expressions, sounds or gestures ReadyRosie Snuggle Close |
| STRAND | AZ.I.SED. | Social and Emotional Development – Birth to 8 months |
| CONCEPT / STANDARD | I.SED.2. | Self-Awareness |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | I.SED.2.2. | EXAMPLES of behaviors that show development of self-awareness |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.2.2.1. | Stares at own hands or feet as they move ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.2.2.4. | Attends to other people’s faces and pictures or drawings of faces ReadyRosie Do You See Me? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.2.2.5. | Looks for familiar caregiver when tired, hungry or upset. 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 |
| STRAND | AZ.I.SED. | Social and Emotional Development – Birth to 8 months |
| CONCEPT / STANDARD | I.SED.3. | Self-Regulation |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | I.SED.3.1. | INDICATORS of developing self- regulation |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.3.1.4. | Understands simple routines, rules or limitations ReadyRosie How do I get my child to______? |
| STRAND | AZ.I.SED. | Social and Emotional Development – Birth to 8 months |
| CONCEPT / STANDARD | I.SED.3. | Self-Regulation |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | I.SED.3.2. | EXAMPLES of behaviors that show development of self-regulation |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.3.2.1. | Expects a response from a caregiver when crying or upset 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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.3.2.2. | Stops crying when held and gently rocked or talked to by familiar 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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.3.2.4. | Looks for familiar caregiver, favorite toy or blanket 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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.3.2.5. | Opens mouth for spoon while being fed by caregiver. ReadyRosie Lunchtime Language |
| STRAND | AZ.I.SED. | Social and Emotional Development – Birth to 8 months |
| CONCEPT / STANDARD | I.SED.4. | Relationships with Other Children |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | I.SED.4.1. | INDICATORS of developing relationships with other children |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.4.1.1. | Shows interest in and awareness of other children ReadyRosie Do You See Me? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.4.1.4. | Begins to show concern for others. Learns social skills and eventually uses words for expressing feelings, needs and wants ReadyRosie Behavior is a form of communication |
| STRAND | AZ.I.SED. | Social and Emotional Development – Birth to 8 months |
| CONCEPT / STANDARD | I.SED.4. | Relationships with Other Children |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | I.SED.4.2. | EXAMPLES of behaviors that show development of relationships with Other Children |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.4.2.1. | Watches other children from a distance or listens to other children ReadyRosie Do You See Me? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.4.2.3. | Starts to cry when other children in the room are crying ReadyRosie Do You See Me? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.4.2.4. | Vocalizes or gets excited when near other children ReadyRosie Do You See Me? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.4.2.5. | Looks at and watches another child who is crying or upset Imitates facial expressions during games with other children and caregiver. ReadyRosie Snuggle Close |
| STRAND | AZ.II.AL. | Approaches to Learning – Birth to 8 months |
| CONCEPT / STANDARD | II.AL.1. | INDICATORS of Persistence |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.1.1. | Begins noticing people, events, and things ReadyRosie Do You See Me? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.1.2. | Pay attention briefly and try to reproduce interesting and pleasurable effects and events ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.1.3. | Watches what others do, begin to pretend, and use materials in new and different ways ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.1.4. | Developing confidence; trying new things and taking risks ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STRAND | AZ.II.AL. | Approaches to Learning – Birth to 8 months |
| CONCEPT / STANDARD | II.AL.2. | INDICATORS of Initiative and Curiosity |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.2.1. | Shows awareness of and interest in the environment ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.2.2. | Engage in and actively explores self, objects, and surroundings ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.2.3. | Demonstrate ability to initiate activities ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.2.4. | Shows eagerness and curiosity as a learner ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STRAND | AZ.II.AL. | Approaches to Learning – Birth to 8 months |
| CONCEPT / STANDARD | II.AL.4. | INDICATORS of Reasoning and Problem Solving |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.4.2. | Explore object characteristics in many different ways ReadyRosie Do You See Me? Kicking Paper Supported Standing Touch and Taste Which Toy? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.4.3. | Behave in consistent ways to elicit desired response ReadyRosie Do You See Me? Supported Standing |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.4.4. | Realize that people exist even when out of view ReadyRosie Do You See Me? Supported Standing |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.4.5. | Use objects as intended ReadyRosie Do You See Me? Supported Standing |
| STRAND | AZ.II.AL. | Approaches to Learning – Birth to 8 months |
| CONCEPT / STANDARD | II.AL.5. | EXAMPLES of behaviors that show development of approaches to learning |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.5.3. | Shows interest in themselves (watch own hands, play with own feet) ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.5.4. | Reacts positively to caregiver’s face, voice, touch, or actions (smile or gaze at caregiver, make sounds, move body) ReadyRosie Do You See Me? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.5.6. | Enjoys repeating actions to make something happen again ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| STRAND | AZ.III.LDC. | Language Development and Communication – Birth to 8 months |
| CONCEPT / STANDARD | III.LDC.1. | Listening and Understanding |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | III.LDC.1.1. | INDICATORS of developing listening and understanding |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.1.1.3. | Responds to verbal communication of others ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.1.1.5. | Begins to understand gestures, words, questions or routines ReadyRosie How can I help my child learn new words? How do I get my child to______? |
| STRAND | AZ.III.LDC. | Language Development and Communication – Birth to 8 months |
| CONCEPT / STANDARD | III.LDC.1. | Listening and Understanding |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | III.LDC.1.2. | EXAMPLES of behaviors that show development of listening and understanding |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.1.2.1. | Quiets down and turns head toward a familiar voice or sound ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.1.2.4. | Responds to tone of voice, such as becoming excited or soothed when engaged in conversation ReadyRosie Lunchtime Language Self Talk Tips for storytelling: Using your voice Tummy Talk |
| STRAND | AZ.III.LDC. | Language Development and Communication – Birth to 8 months |
| CONCEPT / STANDARD | III.LDC.2. | Communicating and Speaking |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | III.LDC.2.1. | INDICATORS of developing communication and speaking |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.2.1.1. | Uses sounds, gestures or actions to express needs and wants ReadyRosie Behavior is a form of communication |
| STRAND | AZ.III.LDC. | Language Development and Communication – Birth to 8 months |
| CONCEPT / STANDARD | III.LDC.2. | Communicating and Speaking |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | III.LDC.2.2. | EXAMPLES of behaviors that show development of communicating and speaking |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.2.2.3. | Makes cooing sounds and other sounds of home languages Imitates vowel sounds, such as “ah” or “oh” or “oo” Smiles or vocalizes to initiate social contact with familiar caregiver ReadyRosie Do You See Me? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.2.2.4. | Takes turns by making sounds in response to adult talking with baby ReadyRosie Do You See Me? |
| STRAND | AZ.III.LDC. | Language Development and Communication – Birth to 8 months |
| CONCEPT / STANDARD | III.LDC.3. | Emergent Literacy |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | III.LDC.3.1. | INDICATORS of developing emergent literacy |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.3.1.1. | Shows interest in songs, rhymes and stories 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? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.3.1.2. | Shows interest in photos, pictures and drawings ReadyRosie Animal Noises |
| STRAND | AZ.III.LDC. | Language Development and Communication – Birth to 8 months |
| CONCEPT / STANDARD | III.LDC.3. | Emergent Literacy |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | III.LDC.3.2. | EXAMPLES of behaviors that show development of emergent literacy |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.3.2.2. | Looks at and attends to pictures of other babies or faces ReadyRosie Animal Noises |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.3.2.3. | Looks at books, pats the pictures or brings book to mouth ReadyRosie Animal Noises Reading Routines for Early Readers |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.3.2.4. | Listens and attends to repetitions of familiar words, songs or rhymes 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? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.3.2.5. | Hits buttons with pictures on toys to hear or reproduce sounds ReadyRosie Animal Noises Lunchtime Language Self Talk Tummy Talk |
| STRAND | AZ.IV.CD. | Cognitive Development – Birth to 8 months |
| CONCEPT / STANDARD | IV.CD.1. | Exploration and Discovery |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | IV.CD.1.1. | INDICATORS of developing exploration and discovery |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.1.1.1. | Pays attention to people and objects ReadyRosie Do You See Me? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.1.1.2. | Uses senses to explore people, objects and the environment ReadyRosie Bath Time Fun Two on Me and You |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.1.1.3. | Attends to colors, shapes, patterns or pictures ReadyRosie Animal Noises |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.1.1.4. | Shows interest and curiosity in new people and objects ReadyRosie Do You See Me? |
| STRAND | AZ.IV.CD. | Cognitive Development – Birth to 8 months |
| CONCEPT / STANDARD | IV.CD.1. | Exploration and Discovery |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | IV.CD.1.2. | EXAMPLES of behaviors that show development of exploration and discovery |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.1.2.1. | Focuses on caregiver’s voice or face during feeding times ReadyRosie Do You See Me? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.1.2.3. | Puts almost everything in mouth to explore, touch and taste ReadyRosie Bath Time Fun |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.1.2.4. | Turns head and follows with eyes when a new person enters the room ReadyRosie Do You See Me? |
| STRAND | AZ.IV.CD. | Cognitive Development – Birth to 8 months |
| CONCEPT / STANDARD | IV.CD.3. | Problem Solving |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | IV.CD.3.1. | INDICATORS of developing problem solving |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.3.1.1. | Experiments with different uses for objects ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.3.1.2. | Shows imagination and creativity in solving problems ReadyRosie Do You See Me? Supported Standing |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.3.1.3. | Uses a variety of strategies to solve problems ReadyRosie Do You See Me? Supported Standing |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.3.1.4. | Applies knowledge to new situations ReadyRosie Do You See Me? Supported Standing |
| STRAND | AZ.IV.CD. | Cognitive Development – Birth to 8 months |
| CONCEPT / STANDARD | IV.CD.3. | Problem Solving |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | IV.CD.3.2. | EXAMPLES of behaviors that show development of problem solving |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.3.2.1. | Brings toy to mouth to taste it and explore it ReadyRosie Bath Time Fun |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.3.2.2. | Hits, shakes or kicks toy to make and/or reproduce sounds ReadyRosie Do You See Me? Supported Standing |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.3.2.3. | Turns toy over and over to look at it and examine it ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.3.2.4. | Rolls over to get a toy on the other side or just out of reach ReadyRosie Roll Over |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.3.2.5. | Moves body up and down to get caregiver to continue the bouncing on caregiver’s knee ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STRAND | AZ.IV.CD. | Cognitive Development – Birth to 8 months |
| CONCEPT / STANDARD | IV.CD.4. | Imitation and Symbolic Play |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | IV.CD.4.2. | EXAMPLES of behaviors that show development of imitation and symbolic play |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.4.2.4. | Coos, squeals or laughs when familiar caregiver talks and plays games with baby ReadyRosie Do You See Me? |
| STRAND | AZ.V.PMD. | Physical and Motor Development – Birth to 8 months |
| CONCEPT / STANDARD | V.PMD.1. | Gross Motor Development |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | V.PMD.1.1. | INDICATORS of gross motor development |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.1.1.1. | Moves body, arms and legs with coordination ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.1.1.2. | Demonstrates large muscle balance, stability, control and coordination ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.1.1.3. | Develops increasing ability to change positions and move body from place to place ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.1.1.4. | Moves body with purpose to achieve a goal ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| STRAND | AZ.V.PMD. | Physical and Motor Development – Birth to 8 months |
| CONCEPT / STANDARD | V.PMD.1. | Gross Motor Development |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | V.PMD.1.2. | EXAMPLES of behaviors that show gross motor development |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.1.2.1. | Turns head from side to side and makes repetitive motions with arms and legs ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.1.2.2. | Holds head up when placed on stomach ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.1.2.3. | Rolls over and over to get closer to a toy ReadyRosie Roll Over |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.1.2.4. | Uses arms and legs to move forward or backward when on stomach or back ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| STRAND | AZ.V.PMD. | Physical and Motor Development – Birth to 8 months |
| CONCEPT / STANDARD | V.PMD.2. | Fine Motor Development |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | V.PMD.2.1. | INDICATORS of fine motor development |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.2.1.1. | Uses hands or feet to make contact with objects or people ReadyRosie Grasp and Grab Touch and Taste |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.2.1.2. | Develops small muscle control and coordination ReadyRosie Grasp and Grab Touch and Taste |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.2.1.3. | Coordinates eye and hand movements ReadyRosie Grasp and Grab Touch and Taste |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.2.1.4. | Uses different actions on objects ReadyRosie Grasp and Grab Touch and Taste |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.2.1.5. | Controls small muscles in hands when doing simple tasks ReadyRosie Grasp and Grab Touch and Taste |
| STRAND | AZ.V.PMD. | Physical and Motor Development – Birth to 8 months |
| CONCEPT / STANDARD | V.PMD.2. | Fine Motor Development |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | V.PMD.2.2. | EXAMPLES of behaviors that show fine motor development |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.2.2.3. | Looks at an object in hand while bringing it to mouth ReadyRosie Bath Time Fun |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.2.2.5. | Uses hands and actions, such as hitting, shaking and patting, to explore different ways to use a new toy ReadyRosie Grasp and Grab Touch and Taste |
| STRAND | AZ.V.PMD. | Physical and Motor Development – Birth to 8 months |
| CONCEPT / STANDARD | V.PMD.3. | Physical Health and Well-Being |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | V.PMD.3.1. | INDICATORS of developing physical health and well-being |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.3.1.3. | Expresses physical needs nonverbally or verbally ReadyRosie Behavior is a form of communication |
| Arizona's College and Career Ready Standards |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2012 |
| STRAND | AZ.I.SED. | Social and Emotional Development – 6 to 18 months |
| CONCEPT / STANDARD | I.SED.1. | Trust and Emotional Security |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | I.SED.1.1. | INDICATORS of developing trust and emotional security |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.1.1.1. | Engages in behaviors that build relationships with familiar adults ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.1.1.4. | Seeks to find comfort in new situations ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STRAND | AZ.I.SED. | Social and Emotional Development – 6 to 18 months |
| CONCEPT / STANDARD | I.SED.1. | Trust and Emotional Security |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | I.SED.1.2. | EXAMPLES of behaviors that show development of trust and emotional security |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.1.2.2. | Cries when left with a new caregiver, but may respond to soothing words, holding and other forms of comfort ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.1.2.3. | Prefers comfort from familiar adult when tired or hungry ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.1.2.4. | Enjoys looking at, pointing to or naming familiar people in family photos ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.1.2.5. | Calls for “Mama” or familiar person when in a new situation. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STRAND | AZ.I.SED. | Social and Emotional Development – 6 to 18 months |
| CONCEPT / STANDARD | I.SED.2. | Self-Awareness |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | I.SED.2.1. | INDICATORS of developing self-awareness |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.2.1.1. | Expresses feelings and emotions through facial expressions, sounds or gestures ReadyRosie Reading Emotions |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.2.1.2. | Develops awareness of self as separate from others ReadyRosie Happy Birthday to You Point and Learn This or That |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.2.1.3. | Shows confidence in increasing abilities ReadyRosie Happy Birthday to You Point and Learn This or That |
| STRAND | AZ.I.SED. | Social and Emotional Development – 6 to 18 months |
| CONCEPT / STANDARD | I.SED.2. | Self-Awareness |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | I.SED.2.2. | EXAMPLES of behaviors that show development of self-awareness |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.2.2.1. | Expresses emotions, such as sadness, happiness, anger and surprise ReadyRosie Reading Emotions |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.2.2.3. | Shows likes and dislikes for particular toys, blankets or other objects ReadyRosie Choosing Clothes This or That |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.2.2.4. | Claps hands for self after running round and round the table. ReadyRosie Happy Birthday to You Point and Learn This or That |
| STRAND | AZ.I.SED. | Social and Emotional Development – 6 to 18 months |
| CONCEPT / STANDARD | I.SED.3. | Self-Regulation |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | I.SED.3.1. | INDICATORS of developing self- regulation |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.3.1.1. | Begins to manage own behavior and show self-regulation ReadyRosie Happy Birthday to You Point and Learn This or That |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.3.1.3. | Shows increasing independence ReadyRosie Happy Birthday to You Point and Learn This or That |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.3.1.4. | Understands simple routines, rules or limitations ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| STRAND | AZ.I.SED. | Social and Emotional Development – 6 to 18 months |
| CONCEPT / STANDARD | I.SED.3. | Self-Regulation |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | I.SED.3.2. | EXAMPLES of behaviors that show development of self-regulation |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.3.2.5. | Copes with stress by playing with familiar toys in a favorite spot ReadyRosie Bear Bath Tea Party |
| STRAND | AZ.I.SED. | Social and Emotional Development – 6 to 18 months |
| CONCEPT / STANDARD | I.SED.4. | Relationships with Other Children |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | I.SED.4.1. | INDICATORS of developing relationships with other children |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.4.1.4. | Begins to show concern for others. Learns social skills and eventually uses words for expressing feelings, needs and wants ReadyRosie Behavior is a form of communication |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.4.1.5. | Uses imitation or pretend play to learn new roles and relationships ReadyRosie Bear Bath Kick With Me Little Hands, Big Plans Tea Party |
| STRAND | AZ.I.SED. | Social and Emotional Development – 6 to 18 months |
| CONCEPT / STANDARD | I.SED.4. | Relationships with Other Children |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | I.SED.4.2. | EXAMPLES of behaviors that show development of relationships with Other Children |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.4.2.6. | Pretends to talk on a toy telephone to a familiar person. ReadyRosie Bear Bath Tea Party |
| STRAND | AZ.II.AL. | Approaches to Learning – 6 to 18 months |
| CONCEPT / STANDARD | II.AL.1. | INDICATORS of Persistence |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.1.2. | Pay attention briefly and try to reproduce interesting and pleasurable effects and events ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.1.3. | Watches what others do, begin to pretend, and use materials in new and different ways ReadyRosie Bear Bath Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tea Party Tube Chute Walk the Line |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.1.4. | Developing confidence; trying new things and taking risks ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.1.5. | Develops likes and dislikes; with a growing sense of playfulness, they begin to see things as “funny” and enjoy surprising others ReadyRosie Choosing Clothes This or That |
| STRAND | AZ.II.AL. | Approaches to Learning – 6 to 18 months |
| CONCEPT / STANDARD | II.AL.2. | INDICATORS of Initiative and Curiosity |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.2.1. | Shows awareness of and interest in the environment ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.2.2. | Engage in and actively explores self, objects, and surroundings ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.2.3. | Demonstrate ability to initiate activities ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.2.4. | Shows eagerness and curiosity as a learner ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STRAND | AZ.II.AL. | Approaches to Learning – 6 to 18 months |
| CONCEPT / STANDARD | II.AL.3. | INDICATORS of Creativity and Inventiveness |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.3.4. | Pretend and use imagination during play ReadyRosie Bear Bath Tea Party |
| STRAND | AZ.II.AL. | Approaches to Learning – 6 to 18 months |
| CONCEPT / STANDARD | II.AL.4. | INDICATORS of Reasoning and Problem Solving |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.4.2. | Explore object characteristics in many different ways ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Dump and Pick Up Take Along Toy Tube Chute Walk the Line |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.4.3. | Behave in consistent ways to elicit desired response ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.4.4. | Realize that people exist even when out of view ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.4.5. | Use objects as intended ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| STRAND | AZ.II.AL. | Approaches to Learning – 6 to 18 months |
| CONCEPT / STANDARD | II.AL.5. | EXAMPLES of behaviors that show development of approaches to learning |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.5.1. | Shows enthusiasm for exploring and learning (clap, smile, try again and again) ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STRAND | AZ.II.AL. | Approaches to Learning – 6 to 18 months |
| CONCEPT / STANDARD | II.AL.5 | EXAMPLES of behaviors that show development of approaches to learning |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.5.2. | Shows curiosity (with pointing, facial expressions, words) ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STRAND | AZ.II.AL. | Approaches to Learning – 6 to 18 months |
| CONCEPT / STANDARD | II.AL.5. | EXAMPLES of behaviors that show development of approaches to learning |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.5.3. | Moves toward people and things that interest them ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.5.5. | Willing to approach new people, things, and experiences ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.5.6. | Starts activities that interest them and try to get others involved ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.5.7. | Willing to try or explore unfamiliar things and interact with new people ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.5.8. | Explores freely without a familiar adult nearby. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.5.9. | Imitates adult actions and problem-solving (talk on the phone, stir in a pot, get a toy from behind or underneath the couch). ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.5.11. | Expresses likes and dislikes through facial expressions, sounds, and movements. ReadyRosie Choosing Clothes This or That |
| STRAND | AZ.III.LDC. | Language Development and Communication – 6 to 18 months |
| CONCEPT / STANDARD | III.LDC.1. | Listening and Understanding |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | III.LDC.1.1. | INDICATORS of developing listening and understanding |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.1.1.3. | Responds to verbal communication of others ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.1.1.5. | Begins to understand gestures, words, questions or routines ReadyRosie How can I help my child learn new words? How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search Why should we tell family stories? |
| STRAND | AZ.III.LDC. | Language Development and Communication – 6 to 18 months |
| CONCEPT / STANDARD | III.LDC.1. | Listening and Understanding |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | III.LDC.1.2. | EXAMPLES of behaviors that show development of listening and understanding |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.1.2.1. | Quiets down or gets excited when hears familiar voices ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.1.2.2. | Looks at person who calls baby’s name or speaks to baby ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.1.2.3. | Cries in response to sudden loud noises, angry faces or voices ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.1.2.4. | Responds with gestures or words when asked if baby wants to eat or play ReadyRosie Why should we tell family stories? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.1.2.5. | Responds with gestures or words to simple requests or questions Looks for ball when asked, “Where is the ball?” ReadyRosie Why should we tell family stories? |
| STRAND | AZ.III.LDC. | Language Development and Communication – 6 to 18 months |
| CONCEPT / STANDARD | III.LDC.2. | Communicating and Speaking |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | III.LDC.2.1. | INDICATORS of developing communication and speaking |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.2.1.1. | Uses sounds, gestures or actions to express needs and wants ReadyRosie Behavior is a form of communication Snack Time Speech |
| STRAND | AZ.III.LDC. | Language Development and Communication – 6 to 18 months |
| CONCEPT / STANDARD | III.LDC.2. | Communicating and Speaking |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | III.LDC.2.2. | EXAMPLES of behaviors that show development of communicating and speaking |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.2.2.5. | Has a vocabulary of 10-20 words in home language or uses 10-20 signs consistently ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.2.2.6. | Responds to questions or simple requests with either a nonverbal or verbal answer ReadyRosie Why should we tell family stories? |
| STRAND | AZ.III.LDC. | Language Development and Communication – 6 to 18 months |
| CONCEPT / STANDARD | III.LDC.3. | Emergent Literacy |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | III.LDC.3.1. | INDICATORS of developing emergent literacy |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.3.1.1. | Shows interest in songs, rhymes and stories 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? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.3.1.2. | Shows interest in photos, pictures and drawings ReadyRosie Look at the Book Reading Emotions |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.3.1.4. | Begins to recognize and understand symbols ReadyRosie Check the Mail |
| STRAND | AZ.III.LDC. | Language Development and Communication – 6 to 18 months |
| CONCEPT / STANDARD | III.LDC.3. | Emergent Literacy |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | III.LDC.3.2. | EXAMPLES of behaviors that show development of emergent literacy |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.3.2.1. | Makes motions for familiar games, such as “pat-a-cake” or other rhymes and finger plays ReadyRosie Itsy Bitsy Spider Motions |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.3.2.2. | Points at or names objects, animals or people in photos, pictures and drawings ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Look at the Book Point and Learn Reading Emotions Talk and Play |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.3.2.3. | Sings or joins in on familiar songs with caregiver 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? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.3.2.4. | Turns pages of books, looks at the pictures and uses sounds or words ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| STRAND | AZ.IV.CD. | Cognitive Development – 6 to 18 months |
| CONCEPT / STANDARD | IV.CD.1. | Exploration and Discovery |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | IV.CD.1.1. | INDICATORS of developing exploration and discovery |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.1.1.2. | Uses senses to explore people, objects and the environment ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.1.1.3. | Attends to colors, shapes, patterns or pictures ReadyRosie Find a Match Reading Emotions |
| STRAND | AZ.IV.CD. | Cognitive Development – 6 to 18 months |
| CONCEPT / STANDARD | IV.CD.1. | Exploration and Discovery |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | IV.CD.1.2. | EXAMPLES of behaviors that show development of exploration and discovery |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.1.2.2. | Attends to and examines small objects, such as crumbs, bugs or pieces of paper ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.1.2.4. | Reaches for adult hands to continue a game ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STRAND | AZ.IV.CD. | Cognitive Development – 6 to 18 months |
| CONCEPT / STANDARD | IV.CD.2. | Memory |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | IV.CD.2.1. | INDICATORS of developing memory |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.2.1.1. | Shows ability to acquire and process new information ReadyRosie Big and Little Buried Treasure Shoe Search |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.2.1.2. | Recognizes familiar people, places and things ReadyRosie Big and Little Buried Treasure Shoe Search |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.2.1.4. | Searches for missing or hidden objects ReadyRosie Big and Little Buried Treasure Shoe Search |
| STRAND | AZ.IV.CD. | Cognitive Development – 6 to 18 months |
| CONCEPT / STANDARD | IV.CD.2. | Memory |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | IV.CD.2.2. | EXAMPLES of behaviors that show development of memory |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.2.2.1. | Brings familiar people their shoes, coat, purse or some other personal object ReadyRosie Big and Little Buried Treasure Shoe Search |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.2.2.2. | Uses a blanket to cover or hide a stuffed toy or doll ReadyRosie Tea Party |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.2.2.3. | Tries to follow a cat or dog under a chair or table ReadyRosie Big and Little Buried Treasure Shoe Search |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.2.2.5. | Looks out the window and waits for a familiar caregiver to return ReadyRosie Big and Little Buried Treasure Shoe Search |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.2.2.6. | Says or signs, “Dada” or “Mama” when hearing a car arrive ReadyRosie Big and Little Buried Treasure Shoe Search |
| STRAND | AZ.IV.CD. | Cognitive Development – 6 to 18 months |
| CONCEPT / STANDARD | IV.CD.3. | Problem Solving |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | IV.CD.3.1. | INDICATORS of developing problem solving |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.3.1.1. | Experiments with different uses for objects ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.3.1.2. | Shows imagination and creativity in solving problems ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.3.1.3. | Uses a variety of strategies to solve problems ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.3.1.4. | Applies knowledge to new situations ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| STRAND | AZ.IV.CD. | Cognitive Development – 6 to 18 months |
| CONCEPT / STANDARD | IV.CD.3. | Problem Solving |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | IV.CD.3.2. | EXAMPLES of behaviors that show development of problem solving |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.3.2.1. | Uses a spoon to bang on the dishes or on a table to make noise ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.3.2.2. | Uses a string to pull a toy into the crib or over to play with it ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.3.2.3. | Tries many different ways, such as poking with fingers, shaking or dumping to get something out of a bottle ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.3.2.4. | Gets and leads an adult to obtain a cookie or bottle on a counter ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| STRAND | AZ.IV.CD. | Cognitive Development – 6 to 18 months |
| CONCEPT / STANDARD | IV.CD.4. | Imitation and Symbolic Play |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | IV.CD.4.1. | INDICATORS of developing imitation and symbolic play |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.4.1.1. | Observes and imitates sounds, gestures or behaviors ReadyRosie Bear Bath Tea Party |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.4.1.2. | Uses objects in new ways or in pretend play ReadyRosie Bear Bath Tea Party |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.4.1.3. | Uses imitation or pretend play to express creativity and imagination ReadyRosie Bear Bath Tea Party |
| STRAND | AZ.IV.CD. | Cognitive Development – 6 to 18 months |
| CONCEPT / STANDARD | IV.CD.4. | Imitation and Symbolic Play |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | IV.CD.4.2. | EXAMPLES of behaviors that show development of imitation and symbolic play |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.4.2.1. | Tries to bite into a plastic apple or other fruit that looks like a real one ReadyRosie Bear Bath Tea Party |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.4.2.2. | Imitates adults by using a cloth to wipe the table after eating ReadyRosie Bear Bath Tea Party |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.4.2.3. | Pretends to comb or brush their own hair using their hand or fingers ReadyRosie Bear Bath Tea Party |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.4.2.4. | Pretends to feed doll or stuffed animal with own bottle or food ReadyRosie Tea Party |
| STRAND | AZ.V.PMD. | Physical and Motor Development – 6 to 18 months |
| CONCEPT / STANDARD | V.PMD.1. | Gross Motor Development |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | V.PMD.1.1. | INDICATORS of gross motor development |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.1.1.1. | Moves body, arms and legs with coordination ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.1.1.2. | Demonstrates large muscle balance, stability, control and coordination ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Move While you Sing Point and Learn Pop Go the Bubbles Take Along Toy Walk the Line |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.1.1.3. | Develops increasing ability to change positions and move body from place to place ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.1.1.4. | Moves body with purpose to achieve a goal ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| STRAND | AZ.V.PMD. | Physical and Motor Development – 6 to 18 months |
| CONCEPT / STANDARD | V.PMD.1. | Gross Motor Development |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | V.PMD.1.2. | EXAMPLES of behaviors that show gross motor development |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.1.2.1. | Sits by self and maintains balance while playing with a toy ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Move While you Sing Point and Learn Pop Go the Bubbles Take Along Toy Walk the Line |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.1.2.3. | Scoots on bottom using legs to help move from place to place ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.1.2.5. | Walks while holding onto furniture or people and later walks alone ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| STRAND | AZ.V.PMD. | Physical and Motor Development – 6 to 18 months |
| CONCEPT / STANDARD | V.PMD.2. | Fine Motor Development |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | V.PMD.2.1. | INDICATORS of fine motor development |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.2.1.1. | Uses hands or feet to make contact with objects or people ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.2.1.2. | Develops small muscle control and coordination ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.2.1.3. | Coordinates eye and hand movements ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.2.1.4. | Uses different actions on objects ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.2.1.5. | Controls small muscles in hands when doing simple tasks ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STRAND | AZ.V.PMD. | Physical and Motor Development – 6 to 18 months |
| CONCEPT / STANDARD | V.PMD.2. | Fine Motor Development |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | V.PMD.2.2. | EXAMPLES of behaviors that show fine motor development |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.2.2.3. | Uses pincher grasp with thumb and forefinger together to pick up small objects ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.2.2.4. | Pushes or pulls toys while standing or walking ReadyRosie Bear Bath Tea Party |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.2.2.5. | Drops or throws balls and other objects while sitting or standing ReadyRosie Baby Basketball Kick With Me |
| STRAND | AZ.V.PMD. | Physical and Motor Development – 6 to 18 months |
| CONCEPT / STANDARD | V.PMD.3. | Physical Health and Well-Being |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | V.PMD.3.1. | INDICATORS of developing physical health and well-being |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.3.1.3. | Expresses physical needs nonverbally or verbally ReadyRosie Behavior is a form of communication Snack Time Speech |
| Arizona's College and Career Ready Standards |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2012 |
| STRAND | AZ.I.SED. | Social and Emotional Development – 15 to 36 months |
| CONCEPT / STANDARD | I.SED.1. | Trust and Emotional Security |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | I.SED.1.1. | INDICATORS of developing trust and emotional security |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.1.1.1. | Engages in behaviors that build relationships with familiar adults ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.1.1.2. | Shows preference for familiar adults ReadyRosie Tell Me About It! |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.1.1.4. | Seeks to find comfort in new situations ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.1.1.5. | Shows emotional connection and attachment to others ReadyRosie Tell Me About It! |
| STRAND | AZ.I.SED. | Social and Emotional Development – 15 to 36 months |
| CONCEPT / STANDARD | I.SED.1. | Trust and Emotional Security |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | I.SED.1.2. | EXAMPLES of behaviors that show development of trust and emotional security |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.1.2.1. | Says “Hi” or “Bye-bye,” smiles or waves when familiar people enter or leave the room ReadyRosie Tell Me About It! |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.1.2.2. | Looks for or asks for “Mama” or familiar adult when falling down or getting hurt ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.1.2.3. | Greets familiar caregivers with enthusiasm when they return to the room ReadyRosie Tell Me About It! |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.1.2.4. | Reaches for familiar caregiver when an unfamiliar adult approaches. Wants to take a familiar toy or blanket along on a trip or a visit to a new place ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.1.2.5. | Accepts reassurance in a telephone conversation with a member of the family. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STRAND | AZ.I.SED. | Social and Emotional Development – 15 to 36 months |
| CONCEPT / STANDARD | I.SED.3. | Self-Regulation |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | I.SED.3.1. | INDICATORS of developing self- regulation |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.3.1.4. | Understands simple routines, rules or limitations ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STRAND | AZ.I.SED. | Social and Emotional Development – 15 to 36 months |
| CONCEPT / STANDARD | I.SED.3. | Self-Regulation |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | I.SED.3.2. | EXAMPLES of behaviors that show development of self-regulation |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.3.2.2. | Wants to put on shoes or coat without help ReadyRosie T-Shirt Talk |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.3.2.3. | Claps hands and shows others after completing a puzzle and then waits for a response from others ReadyRosie Nesting Bowls |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.3.2.4. | Says “No” or shakes head when doesn’t want to do something or doesn’t like something ReadyRosie I Am Unique Tell Me About It! |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.3.2.5. | Waits for adult before going outside or crossing the street ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STRAND | AZ.I.SED. | Social and Emotional Development – 15 to 36 months |
| CONCEPT / STANDARD | I.SED.4. | Relationships with Other Children |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | I.SED.4.1. | INDICATORS of developing relationships with other children |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.4.1.2. | Responds to and interacts with other children ReadyRosie Catch! Ring Around the Rosie |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.4.1.4. | Begins to show concern for others. Learns social skills and eventually uses words for expressing feelings, needs and wants ReadyRosie Behavior is a form of communication Tempted to Talk |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.4.1.5. | Uses imitation or pretend play to learn new roles and relationships ReadyRosie Banana Phonana Catch! Drum Patterns Recycled Play Ring Around the Rosie Tips for helping your child love reading Toy Car Wash Vroom! Vroom! |
| STRAND | AZ.I.SED. | Social and Emotional Development – 15 to 36 months |
| CONCEPT / STANDARD | I.SED.4. | Relationships with Other Children |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | I.SED.4.2. | EXAMPLES of behaviors that show development of relationships with Other Children |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.4.2.3. | Looks for an adult to help when another child is crying ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.4.2.4. | Shows interest or concern for another child who falls down by touching or talking to child Imitates tasks, such as wiping the table, that others do ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| OBJECTIVE / GRADE LEVEL EXPECTATION | I.SED.4.2.5. | Watches other children and imitates feeding stuffed animals with pretend food. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STRAND | AZ.II.AL. | Approaches to Learning – 15 to 36 months |
| CONCEPT / STANDARD | II.AL.1. | INDICATORS of Persistence |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.1.1. | Begins noticing people, events, and things ReadyRosie Nature Walk and Talk What Do We Do? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.1.2. | Pay attention briefly and try to reproduce interesting and pleasurable effects and events ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.1.3. | Watches what others do, begin to pretend, and use materials in new and different ways ReadyRosie Banana Phonana Counting Collection Drum Patterns Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls Recycled Play Toy Car Wash Vroom! Vroom! What Do We Do? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.1.4. | Developing confidence; trying new things and taking risks ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.1.5. | Develops likes and dislikes; with a growing sense of playfulness, they begin to see things as “funny” and enjoy surprising others ReadyRosie I Am Unique Tell Me About It! |
| STRAND | AZ.II.AL. | Approaches to Learning – 15 to 36 months |
| CONCEPT / STANDARD | II.AL.2. | INDICATORS of Initiative and Curiosity |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.2.1. | Shows awareness of and interest in the environment ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.2.2. | Engage in and actively explores self, objects, and surroundings ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.2.3. | Demonstrate ability to initiate activities ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.2.4. | Shows eagerness and curiosity as a learner ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STRAND | AZ.II.AL. | Approaches to Learning – 15 to 36 months |
| CONCEPT / STANDARD | II.AL.3. | INDICATORS of Creativity and Inventiveness |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.3.1. | Notice and show interest in and excitement with familiar objects, people and events ReadyRosie Nature Walk and Talk What Do We Do? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.3.2. | Approach and explore new experiences in familiar settings ReadyRosie Nature Walk and Talk What Do We Do? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.3.3. | Delight in finding new properties and uses for familiar objects and experiences ReadyRosie Nature Walk and Talk What Do We Do? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.3.4. | Pretend and use imagination during play ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STRAND | AZ.II.AL. | Approaches to Learning – 15 to 36 months |
| CONCEPT / STANDARD | II.AL.4. | INDICATORS of Reasoning and Problem Solving |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.4.2. | Explore object characteristics in many different ways ReadyRosie Counting Collection Drum Patterns Fast, Slow Hooray Parfait I Can Do It All By Myself Nature Walk and Talk Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.4.3. | Behave in consistent ways to elicit desired response ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.4.4. | Realize that people exist even when out of view ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.4.5. | Use objects as intended ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| STRAND | AZ.II.AL. | Approaches to Learning – 15 to 36 months |
| CONCEPT / STANDARD | II.AL.5. | EXAMPLES of behaviors that show development of approaches to learning |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.5.3. | Tries to involve other children in play ReadyRosie Catch! Ring Around the Rosie |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.5.4. | Talks about what they want to do, ask questions, and make their choices known using gestures, facial expressions, or words ReadyRosie Nature Walk and Talk What Do We Do? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.5.5. | Wants to do things their own way. (“Me do!”) ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.5.6. | Expresses a belief that they can do things for themselves (push adult’s hand away, say “I can do it.”) ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.5.7. | Tries new challenges willingly and with enthusiasm. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.5.9. | Cooperates with others to reach a goal. ReadyRosie Fast, Slow How can I stop my kids from fighting? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.5.10. | Plays make believe, pretend, and act out familiar life scenes ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | II.AL.5.12. | Accepts and use ideas from others ReadyRosie Fast, Slow How can I stop my kids from fighting? |
| STRAND | AZ.III.LDC. | Language Development and Communication – 15 to 36 months |
| CONCEPT / STANDARD | III.LDC.1. | Listening and Understanding |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | III.LDC.1.1. | INDICATORS of developing listening and understanding |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.1.1.5. | Begins to understand gestures, words, questions or routines ReadyRosie How can I help my child learn new words? How do I get my child to______? How should I handle temper tantrums? Magazine Picture Walk One, Two, Moo Stuck on You T-Shirt Talk Why should we tell family stories? |
| STRAND | AZ.III.LDC. | Language Development and Communication – 15 to 36 months |
| CONCEPT / STANDARD | III.LDC.1. | Listening and Understanding |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | III.LDC.1.2. | EXAMPLES of behaviors that show development of listening and understanding |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.1.2.5. | Shows enjoyment in sharing conversations with caregiver ReadyRosie Stuck on You Tell Me About It! |
| STRAND | AZ.III.LDC. | Language Development and Communication – 15 to 36 months |
| CONCEPT / STANDARD | III.LDC.2. | Communicating and Speaking |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | III.LDC.2.1. | INDICATORS of developing communication and speaking |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.2.1.1. | Uses sounds, gestures or actions to express needs and wants ReadyRosie Behavior is a form of communication Tempted to Talk |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.2.1.4. | Shows reciprocity in using language in simple conversations ReadyRosie Stuck on You Tell Me About It! |
| STRAND | AZ.III.LDC. | Language Development and Communication – 15 to 36 months |
| CONCEPT / STANDARD | III.LDC.2. | Communicating and Speaking |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | III.LDC.2.2. | EXAMPLES of behaviors that show development of communicating and speaking |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.2.2.5. | Initiates conversations, asks questions and answers questions with two- or three-word responses ReadyRosie Nature Walk and Talk T-Shirt Talk What Do We Do? Why should we tell family stories? |
| STRAND | AZ.III.LDC. | Language Development and Communication – 15 to 36 months |
| CONCEPT / STANDARD | III.LDC.3. | Emergent Literacy |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | III.LDC.3.1. | INDICATORS of developing emergent literacy |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.3.1.1. | Shows interest in songs, rhymes and stories 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? |
| STRAND | AZ.III.LDC. | Language Development and Communication – 15 to 36 months |
| CONCEPT / STANDARD | III.LDC.3. | Emergent Literacy |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | III.LDC.3.2. | EXAMPLES of behaviors that show development of emergent literacy |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.3.2.1. | Knows several simple songs, rhymes or stories 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? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.3.2.2. | Looks at, turns pages and names people or objects in picture books ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Stuck on You Tips for helping your child love reading Toy Sort |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.3.2.3. | Brings favorite books for caregiver to read ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| OBJECTIVE / GRADE LEVEL EXPECTATION | III.LDC.3.2.4. | Makes scribbles or shapes on paper to convey meaning ReadyRosie Copy Me Paint your Name Secret Message |
| STRAND | AZ.IV.CD. | Cognitive Development – 15 to 36 months |
| CONCEPT / STANDARD | IV.CD.1. | Exploration and Discovery |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | IV.CD.1.1. | INDICATORS of developing exploration and discovery |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.1.1.1. | Pays attention to people and objects ReadyRosie Nature Walk and Talk What Do We Do? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.1.1.2. | Uses senses to explore people, objects and the environment ReadyRosie Fast, Slow Playdough Lengths |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.1.1.3. | Attends to colors, shapes, patterns or pictures ReadyRosie Toy Sort |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.1.1.4. | Shows interest and curiosity in new people and objects ReadyRosie Nature Walk and Talk What Do We Do? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.1.1.5. | Makes things happen and watches for results or repeats action ReadyRosie Get Moving |
| STRAND | AZ.IV.CD. | Cognitive Development – 15 to 36 months |
| CONCEPT / STANDARD | IV.CD.1. | Exploration and Discovery |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | IV.CD.1.2. | EXAMPLES of behaviors that show development of exploration and discovery |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.1.2.1. | Picks up leaves, rocks and sticks during a walk outside ReadyRosie Nature Walk and Talk What Do We Do? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.1.2.2. | Watches intently and says names or sounds of animals at a zoo or farm ReadyRosie Magazine Picture Walk Nature Walk and Talk Stuck on You Toy Sort What Do We Do? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.1.2.3. | Does simple puzzles with different colors and shapes ReadyRosie Nesting Bowls Toy Sort |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.1.2.5. | Matches colors or shapes when sorting toys and other objects ReadyRosie Nature Walk and Talk Toy Sort |
| STRAND | AZ.IV.CD. | Cognitive Development – 15 to 36 months |
| CONCEPT / STANDARD | IV.CD.3. | Problem Solving |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | IV.CD.3.1. | INDICATORS of developing problem solving |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.3.1.1. | Experiments with different uses for objects ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.3.1.2. | Shows imagination and creativity in solving problems ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.3.1.3. | Uses a variety of strategies to solve problems ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.3.1.4. | Applies knowledge to new situations ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| STRAND | AZ.IV.CD. | Cognitive Development – 15 to 36 months |
| CONCEPT / STANDARD | IV.CD.3. | Problem Solving |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | IV.CD.3.2. | EXAMPLES of behaviors that show development of problem solving |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.3.2.1. | Asks for names of new objects or people with, “What is that?” or “Who is that?” ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.3.2.4. | Turns puzzle pieces in many different ways to complete a puzzle ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| STRAND | AZ.IV.CD. | Cognitive Development – 15 to 36 months |
| CONCEPT / STANDARD | IV.CD.4. | Imitation and Symbolic Play |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | IV.CD.4.1. | INDICATORS of developing imitation and symbolic play |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.4.1.1. | Observes and imitates sounds, gestures or behaviors ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.4.1.2. | Uses objects in new ways or in pretend play ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.4.1.3. | Uses imitation or pretend play to express creativity and imagination ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STRAND | AZ.IV.CD. | Cognitive Development – 15 to 36 months |
| CONCEPT / STANDARD | IV.CD.4. | Imitation and Symbolic Play |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | IV.CD.4.2. | EXAMPLES of behaviors that show development of imitation and symbolic play |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.4.2.1. | Uses any round object for a ball and throws it across the room ReadyRosie Catch! |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.4.2.2. | Imitates adult actions, such as putting a key in a keyhole, ringing a door bell or closing a door ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.4.2.3. | Uses familiar objects to represent other things, such as using a block moving along the floor as a car or a piece of newspaper as a blanket ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| OBJECTIVE / GRADE LEVEL EXPECTATION | IV.CD.4.2.4. | Talks to stuffed animals or dolls, pretends to feed them and tells them to go to sleep or says, “Night-night.” ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STRAND | AZ.V.PMD. | Physical and Motor Development – 15 to 36 months |
| CONCEPT / STANDARD | V.PMD.1. | Gross Motor Development |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | V.PMD.1.1. | INDICATORS of gross motor development |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.1.1.1. | Moves body, arms and legs with coordination ReadyRosie Bear Hunt |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.1.1.2. | Demonstrates large muscle balance, stability, control and coordination ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.1.1.3. | Develops increasing ability to change positions and move body from place to place ReadyRosie Bear Hunt |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.1.1.4. | Moves body with purpose to achieve a goal ReadyRosie Bear Hunt |
| STRAND | AZ.V.PMD. | Physical and Motor Development – 15 to 36 months |
| CONCEPT / STANDARD | V.PMD.1. | Gross Motor Development |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | V.PMD.1.2. | EXAMPLES of behaviors that show gross motor development |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.1.2.1. | Walks easily or runs from place to place by self ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.1.2.3. | Walks and sometimes runs across the room to greet people ReadyRosie Bear Hunt |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.1.2.4. | Jumps into puddles, piles of leaves or sandbox ReadyRosie Bear Hunt Get Moving |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.1.2.6. | Enjoys playing on swings, climbers or slides at playground ReadyRosie Bear Hunt |
| STRAND | AZ.V.PMD. | Physical and Motor Development – 15 to 36 months |
| CONCEPT / STANDARD | V.PMD.2. | Fine Motor Development |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | V.PMD.2.1. | INDICATORS of fine motor development |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.2.1.1. | Uses hands or feet to make contact with objects or people ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.2.1.2. | Develops small muscle control and coordination ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.2.1.3. | Coordinates eye and hand movements ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.2.1.4. | Uses different actions on objects ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.2.1.5. | Controls small muscles in hands when doing simple tasks ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| STRAND | AZ.V.PMD. | Physical and Motor Development – 15 to 36 months |
| CONCEPT / STANDARD | V.PMD.2. | Fine Motor Development |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | V.PMD.2.2. | EXAMPLES of behaviors that show fine motor development |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.2.2.1. | Kicks or throws a ball toward another child or to an adult ReadyRosie Catch! |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.2.2.3. | Makes lines, circles or scribbles with a crayon on paper ReadyRosie Copy Me Paint your Name Secret Message |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.2.2.4. | Pushes and pats puzzle pieces into place ReadyRosie Nesting Bowls |
| STRAND | AZ.V.PMD. | Physical and Motor Development – 15 to 36 months |
| CONCEPT / STANDARD | V.PMD.3. | Physical Health and Well-Being |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | V.PMD.3.1. | INDICATORS of developing physical health and well-being |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.3.1.3. | Expresses physical needs nonverbally or verbally ReadyRosie Behavior is a form of communication Tempted to Talk |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.3.1.4. | Participates in physical care routines ReadyRosie I Can Do It All By Myself |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.3.1.5. | Begins to develop self-help skills ReadyRosie I Can Do It All By Myself |
| STRAND | AZ.V.PMD. | Physical and Motor Development – 15 to 36 months |
| CONCEPT / STANDARD | V.PMD.3. | Physical Health and Well-Being |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | V.PMD.3.2. | EXAMPLES of behaviors that show development of physical health and well-being |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.3.2.1. | Participates in health care routines, such as using tissues to wipe nose, washing and drying hands and brushing teeth ReadyRosie I Can Do It All By Myself |
| OBJECTIVE / GRADE LEVEL EXPECTATION | V.PMD.3.2.6. | Holds hands under water to be washed and later insists on washing own hands ReadyRosie I Can Do It All By Myself |