California Content Standards (Pre-K)
| Main Criteria: California Content Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grade: Ages 3-5 | ||
| Correlation Options: Show Correlated | ||
| California Content Standards |
| Early Childhood Education |
| Grade: Ages 3-5 - Adopted: 2008 |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | Social-Emotional Development |
| PERFORMANCE STANDARD / MODE | SED.SE. | Self |
| EXPECTATION / SUBSTRAND | SE.1.0. | Self-Awareness |
| FOUNDATION / PROFICIENCY LEVEL | SE.1.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | SE.1.1.1. | Describe their physical characteristics, behavior, and abilities positively. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | Social-Emotional Development |
| PERFORMANCE STANDARD / MODE | SED.SE. | Self |
| EXPECTATION / SUBSTRAND | SE.1.0. | Self-Awareness |
| FOUNDATION / PROFICIENCY LEVEL | SE.1.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | SE.1.2.1. | Compare their characteristics with those of others and display a growing awareness of their psychological characteristics, such as thoughts and feelings. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show Funny Faces How Many Feet? If You're Happy & You Know It Talking About Your Feelings Tips for storytelling: Story ideas |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | Social-Emotional Development |
| PERFORMANCE STANDARD / MODE | SED.SE. | Self |
| EXPECTATION / SUBSTRAND | SE.2.0. | Self-Regulation |
| FOUNDATION / PROFICIENCY LEVEL | SE.2.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | SE.2.1.1. | Need adult guidance in managing their attention, feelings, and impulses and show some effort at self-control. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Talking About Your Feelings |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | Social-Emotional Development |
| PERFORMANCE STANDARD / MODE | SED.SE. | Self |
| EXPECTATION / SUBSTRAND | SE.2.0. | Self-Regulation |
| FOUNDATION / PROFICIENCY LEVEL | SE.2.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | SE.2.2.1. | Regulate their attention, thought, feelings, and impulses more contently, although adult guidance is sometimes necessary. ReadyRosie Funny Faces How can I get my child to listen to me? How should I handle temper tantrums? If You're Happy & You Know It Talking About Your Feelings |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | Social-Emotional Development |
| PERFORMANCE STANDARD / MODE | SED.SE. | Self |
| EXPECTATION / SUBSTRAND | SE.3.0. | Social and Emotional Understanding |
| FOUNDATION / PROFICIENCY LEVEL | SE.3.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | SE.3.1.1. | Seek to understand people’s feelings and behavior, notice diversity in human characteristics, and are interested in how people are similar and different. ReadyRosie Family Photos Family Talent Show Funny Faces Grandparent Storytime If You're Happy & You Know It Talking About Your Feelings Thank You Note Why should we tell family stories? |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | Social-Emotional Development |
| PERFORMANCE STANDARD / MODE | SED.SE. | Self |
| EXPECTATION / SUBSTRAND | SE.4.0. | Empathy and Caring |
| FOUNDATION / PROFICIENCY LEVEL | SE.4.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | SE.4.1.1. | Demonstrate concern for the needs of others and people in distress. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | Social-Emotional Development |
| PERFORMANCE STANDARD / MODE | SED.SE. | Self |
| EXPECTATION / SUBSTRAND | SE.4.0. | Empathy and Caring |
| FOUNDATION / PROFICIENCY LEVEL | SE.4.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | SE.4.2.1. | Respond to another’s distress and needs with sympathetic caring and are more likely to assist. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | Social-Emotional Development |
| PERFORMANCE STANDARD / MODE | SED.SE. | Self |
| EXPECTATION / SUBSTRAND | SE.5.0. | Initiative in Learning |
| FOUNDATION / PROFICIENCY LEVEL | SE.5.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | SE.5.1.1. | Enjoy learning and are confident in their abilities to make new discoveries although may not persist at solving difficult problems. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | Social-Emotional Development |
| PERFORMANCE STANDARD / MODE | SED.SE. | Self |
| EXPECTATION / SUBSTRAND | SE.5.0. | Initiative in Learning |
| FOUNDATION / PROFICIENCY LEVEL | SE.5.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | SE.5.2.1. | Take greater initiative in making new discoveries, identifying new solutions, and persisting in trying to figure things out. ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | Social-Emotional Development |
| PERFORMANCE STANDARD / MODE | SED.SI. | Social Interaction |
| EXPECTATION / SUBSTRAND | SI.1.0. | Interactions with Familiar Adults |
| FOUNDATION / PROFICIENCY LEVEL | SI.1.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | SI.1.1.1. | Interact with familiar adults comfortably and competently, especially in familiar settings. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | Social-Emotional Development |
| PERFORMANCE STANDARD / MODE | SED.SI. | Social Interaction |
| EXPECTATION / SUBSTRAND | SI.1.0. | Interactions with Familiar Adults |
| FOUNDATION / PROFICIENCY LEVEL | SI.1.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | SI.1.2.1. | Participate in longer and more reciprocal interactions with familiar adults and take greater initiative in social interaction. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | Social-Emotional Development |
| PERFORMANCE STANDARD / MODE | SED.SI. | Social Interaction |
| EXPECTATION / SUBSTRAND | SI.2.0. | Interactions with Peers |
| FOUNDATION / PROFICIENCY LEVEL | SI.2.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | SI.2.1.1. | Interact easily with peers in shared activities that occasionally become cooperative efforts. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| GRADE LEVEL EXPECTATION | SI.2.1.2. | Participate in simple sequences of pretend play. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| GRADE LEVEL EXPECTATION | SI.2.1.3. | Seek assistance in resolving peer conflict, especially when disagreements have escalated into physical aggression. ReadyRosie How can I get my child to listen to me? How can I stop my kids from fighting? How should I handle temper tantrums? Talking About Your Feelings |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | Social-Emotional Development |
| PERFORMANCE STANDARD / MODE | SED.SI. | Social Interaction |
| EXPECTATION / SUBSTRAND | SI.2.0. | Interactions with Peers |
| FOUNDATION / PROFICIENCY LEVEL | SI.2.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | SI.2.2.1. | More actively and intentionally cooperate with each other. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| GRADE LEVEL EXPECTATION | SI.2.2.2. | Create more complex sequences of pretend play that involve planning, coordination of roles, and cooperation. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| GRADE LEVEL EXPECTATION | SI.2.2.3. | Negotiate with each other, seeking adult assistance when needed, and increasingly use words to respond to conflict. Disagreements may be expressed with verbal taunting in addition to physical aggression. ReadyRosie How can I get my child to listen to me? How can I stop my kids from fighting? How should I handle temper tantrums? Talking About Your Feelings |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | Social-Emotional Development |
| PERFORMANCE STANDARD / MODE | SED.SI. | Social Interaction |
| EXPECTATION / SUBSTRAND | SI.3.0. | Group Participation |
| FOUNDATION / PROFICIENCY LEVEL | SI.3.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | SI.3.1.1. | Participate in group activities and are beginning to understand and cooperate with social expectations, group rules, and roles. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | Social-Emotional Development |
| PERFORMANCE STANDARD / MODE | SED.SI. | Social Interaction |
| EXPECTATION / SUBSTRAND | SI.4.0. | Cooperation and Responsibility |
| FOUNDATION / PROFICIENCY LEVEL | SI.4.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | SI.4.1.1. | Seek to cooperate with adult instructions but their capacities for self-control are limited, especially when they are frustrated or upset. ReadyRosie How should I handle temper tantrums? Talking About Your Feelings |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | Social-Emotional Development |
| PERFORMANCE STANDARD / MODE | SED.SI. | Social Interaction |
| EXPECTATION / SUBSTRAND | SI.4.0. | Cooperation and Responsibility |
| FOUNDATION / PROFICIENCY LEVEL | SI.4.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | SI.4.2.1. | Have growing capacities for self-control and are motivated to cooperate in order to receive adult approval and think approvingly of themselves. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | Social-Emotional Development |
| PERFORMANCE STANDARD / MODE | SED.RL. | Relationships |
| EXPECTATION / SUBSTRAND | RL.1.0. | Attachments to Parents |
| FOUNDATION / PROFICIENCY LEVEL | RL.1.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | RL.1.1.1. | Seek security and support from their primary family attachment figures. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| GRADE LEVEL EXPECTATION | RL.1.1.2. | Contribute to maintaining positive relationships with their primary family attachment figures. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| GRADE LEVEL EXPECTATION | RL.1.1.3. | After experience with out-of-home care, manage departures and separations from primary family attachment figures with the teacher’s assistance. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | Social-Emotional Development |
| PERFORMANCE STANDARD / MODE | SED.RL. | Relationships |
| EXPECTATION / SUBSTRAND | RL.1.0. | Attachments to Parents |
| FOUNDATION / PROFICIENCY LEVEL | RL.1.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | RL.1.2.1. | Take greater initiative in seeking support from their primary family attachment figures. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| GRADE LEVEL EXPECTATION | RL.1.2.2. | Contribute to positive mutual cooperation with their primary family attachment figures. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| GRADE LEVEL EXPECTATION | RL.1.2.3. | After experience with out-of-home care, comfortably depart from primary family attachment figures. Also maintain wellbeing while apart from primary family attachment figures during the day. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | Social-Emotional Development |
| PERFORMANCE STANDARD / MODE | SED.RL. | Relationships |
| EXPECTATION / SUBSTRAND | RL.2.0. | Close Relationships with Teachers and Caregivers |
| FOUNDATION / PROFICIENCY LEVEL | RL.2.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | RL.2.1.1. | Seek security and support from their primary teachers and caregivers. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| GRADE LEVEL EXPECTATION | RL.2.1.2. | Contribute to maintaining positive relationships with primary teachers and caregivers. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | Social-Emotional Development |
| PERFORMANCE STANDARD / MODE | SED.RL. | Relationships |
| EXPECTATION / SUBSTRAND | RL.2.0. | Close Relationships with Teachers and Caregivers |
| FOUNDATION / PROFICIENCY LEVEL | RL.2.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | RL.2.2.1. | Take greater initiative in seeking the support of their primary teachers and caregivers. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| GRADE LEVEL EXPECTATION | RL.2.2.2. | Contribute to positive mutual cooperation with primary teachers and caregivers. ReadyRosie Behavior is a form of communication You are your child's first teacher |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | Social-Emotional Development |
| PERFORMANCE STANDARD / MODE | SED.RL. | Relationships |
| EXPECTATION / SUBSTRAND | RL.3.0. | Friendships |
| FOUNDATION / PROFICIENCY LEVEL | RL.3.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | RL.3.1.1. | Choose to play with one or two special peers whom they identify as friends. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | Social-Emotional Development |
| PERFORMANCE STANDARD / MODE | SED.RL. | Relationships |
| EXPECTATION / SUBSTRAND | RL.3.0. | Friendships |
| FOUNDATION / PROFICIENCY LEVEL | RL.3.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | RL.3.2.1. | Friendships are more reciprocal, exclusive, and enduring. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT STANDARD / DOMAIN / PART | CA.LL. | Language and Literacy |
| PERFORMANCE STANDARD / MODE | LL.LS. | Listening and Speaking |
| EXPECTATION / SUBSTRAND | LS.1.0. | Language Use and Conventions: Children understand and use language to communicate with others effectively. |
| FOUNDATION / PROFICIENCY LEVEL | LS.1.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | LS.1.1.1. | Use language to communicate with others in familiar social situations for a variety of basic purposes, including describing, requesting, commenting, acknowledging, greeting, and rejecting. ReadyRosie Color Word Sentences If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Putting Away the Groceries Table Riddles Taking Turns Who Should We Ask? |
| GRADE LEVEL EXPECTATION | LS.1.1.3. | Use accepted language and style during communication with familiar adults and children. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| CONTENT STANDARD / DOMAIN / PART | CA.LL. | Language and Literacy |
| PERFORMANCE STANDARD / MODE | LL.LS. | Listening and Speaking |
| EXPECTATION / SUBSTRAND | LS.1.0. | Language Use and Conventions: Children understand and use language to communicate with others effectively. |
| FOUNDATION / PROFICIENCY LEVEL | LS.1.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | LS.1.2.1. | Use language to communicate with others in both familiar and unfamiliar social situations for a variety of basic and advanced purposes, including reasoning, predicting, problem-solving, and seeking new information. ReadyRosie Color Word Sentences If You're Happy & You Know It Listening for Sounds Pantry Talk Description Phone Fun Putting Away the Groceries Table Riddles Taking Turns Who Should We Ask? |
| GRADE LEVEL EXPECTATION | LS.1.2.3. | Use accepted language and style during communication with both familiar and unfamiliar adults and children. ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| CONTENT STANDARD / DOMAIN / PART | CA.LL. | Language and Literacy |
| PERFORMANCE STANDARD / MODE | LL.LS. | Listening and Speaking |
| EXPECTATION / SUBSTRAND | LS.2.0. | Vocabulary: Children develop age-appropriate vocabulary. |
| FOUNDATION / PROFICIENCY LEVEL | LS.2.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | LS.2.1.1. | Understand and use accepted words for objects, actions, and attributes encountered frequently in both real and symbolic contexts. ReadyRosie Comparing Vegetables Finding the Groceries Following Directions Grocery Store Conversations How Many Can You Name? How can I help my child learn new words? I Spy an Animal I'm Thinking of an Animal Kitchen Labeling Mystery Bag Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| GRADE LEVEL EXPECTATION | LS.2.1.2. | Understand and use accepted words for categories of objects encountered and used frequently in everyday life. ReadyRosie Comparing Vegetables Guess My Shape How Many Can You Name? Pantry Sort 1 Silent Opposites Sort and Graph Leaves |
| GRADE LEVEL EXPECTATION | LS.2.1.3. | Understand and use simple words that describe the relations between objects. ReadyRosie Putting Away the Groceries Table Riddles |
| CONTENT STANDARD / DOMAIN / PART | CA.LL. | Language and Literacy |
| PERFORMANCE STANDARD / MODE | LL.LS. | Listening and Speaking |
| EXPECTATION / SUBSTRAND | LS.2.0. | Vocabulary: Children develop age-appropriate vocabulary. |
| FOUNDATION / PROFICIENCY LEVEL | LS.2.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | LS.2.2.1. | Understand and use an increasing variety and specificity of accepted words for objects, actions, and attributes encountered in both real and symbolic contexts. ReadyRosie Putting Away the Groceries Table Riddles |
| GRADE LEVEL EXPECTATION | LS.2.2.2. | Understand and use accepted words for categories of objects encountered in everyday life. ReadyRosie Comparing Vegetables Finding the Groceries Guess My Shape How Many Can You Name? I Spy an Animal Mystery Bag Pantry Sort 1 |
| GRADE LEVEL EXPECTATION | LS.2.2.3. | Understand and use both simple and complex words that describe the relations between objects. ReadyRosie Putting Away the Groceries Table Riddles |
| CONTENT STANDARD / DOMAIN / PART | CA.LL. | Language and Literacy |
| PERFORMANCE STANDARD / MODE | LL.LS. | Listening and Speaking |
| EXPECTATION / SUBSTRAND | LS.3.0. | Grammar: Children develop age-appropriate grammar. |
| FOUNDATION / PROFICIENCY LEVEL | LS.3.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | LS.3.1.1. | Understand and use increasingly complex and longer sentences, including sentences that combine two phrases or two to three concepts to communicate ideas. ReadyRosie All Mixed Up Family Photos Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag Pantry Talk Description Phone Fun Who Should We Ask? |
| GRADE LEVEL EXPECTATION | LS.3.1.2. | Understand and typically use age-appropriate grammar, including accepted word forms, such as subject-verb agreement, progressive tense, regular past tense, regular plurals, pronouns, and possessives. ReadyRosie All Mixed Up What Did I Do? |
| CONTENT STANDARD / DOMAIN / PART | CA.LL. | Language and Literacy |
| PERFORMANCE STANDARD / MODE | LL.LS. | Listening and Speaking |
| EXPECTATION / SUBSTRAND | LS.3.0. | Grammar: Children develop age-appropriate grammar. |
| FOUNDATION / PROFICIENCY LEVEL | LS.3.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | LS.3.2.1. | Understand and use increasingly complex and longer sentences, including sentences that combine two to three phrases or three to four concepts to communicate ideas. ReadyRosie All Mixed Up Family Photos Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag Pantry Talk Description Phone Fun Who Should We Ask? |
| GRADE LEVEL EXPECTATION | LS.3.2.2. | Understand and typically use age-appropriate grammar, including accepted word forms, such as subject-verb agreement, progressive tense, regular and irregular past tense, regular and irregular plurals, pronouns, and possessives. ReadyRosie All Mixed Up What Did I Do? |
| CONTENT STANDARD / DOMAIN / PART | CA.LL. | Language and Literacy |
| PERFORMANCE STANDARD / MODE | LL.RE. | Reading |
| EXPECTATION / SUBSTRAND | RE.1.0. | Concepts about Print: Children begin to recognize print conventions and understand that print carries meaning. |
| FOUNDATION / PROFICIENCY LEVEL | RE.1.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | RE.1.1.1. | Begin to display appropriate book-handling behaviors and begin to recognize print conventions. ReadyRosie Chime In Color Word Sentences Funny Reading Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Sentences Stuffed Animal Stories Words on the Page |
| GRADE LEVEL EXPECTATION | RE.1.1.2. | Recognize print as something that can be read. ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories Tips for helping your child love reading |
| CONTENT STANDARD / DOMAIN / PART | CA.LL. | Language and Literacy |
| PERFORMANCE STANDARD / MODE | LL.RE. | Reading |
| EXPECTATION / SUBSTRAND | RE.1.0. | Concepts about Print: Children begin to recognize print conventions and understand that print carries meaning. |
| FOUNDATION / PROFICIENCY LEVEL | RE.1.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | RE.1.2.1. | Display appropriate book-handling behaviors and knowledge of print conventions. ReadyRosie Chime In Color Word Sentences Funny Reading Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Sentences Stuffed Animal Stories Words on the Page |
| GRADE LEVEL EXPECTATION | RE.1.2.2. | Understand that print is something that is read and has specific meaning. ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Sentence Segmenting Shopping for Clothes Starting a Word Bank Stuffed Animal Stories Tips for helping your child love reading Words on the Page |
| CONTENT STANDARD / DOMAIN / PART | CA.LL. | Language and Literacy |
| PERFORMANCE STANDARD / MODE | LL.RE. | Reading |
| EXPECTATION / SUBSTRAND | RE.2.0. | Phonological Awareness: Children develop age-appropriate phonological awareness. |
| FOUNDATION / PROFICIENCY LEVEL | RE.2.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | RE.2.2.1. | Orally blend and delete words and syllables without the support of pictures or objects. ReadyRosie Drumming Sounds Echo Game Frog Hopping Grocery Sack Syllables Lazy Letters Little Bo Peep Substitutions Sequences of Sounds |
| CONTENT STANDARD / DOMAIN / PART | CA.LL. | Language and Literacy |
| PERFORMANCE STANDARD / MODE | LL.RE. | Reading |
| EXPECTATION / SUBSTRAND | RE.3.0. | Alphabetics and Word/Print Recognition: Children begin to recognize letters of the alphabet. |
| FOUNDATION / PROFICIENCY LEVEL | RE.3.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | RE.3.1.1. | Recognize the first letter of own name. ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| GRADE LEVEL EXPECTATION | RE.3.1.2. | Match some letter names to their printed form. ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| CONTENT STANDARD / DOMAIN / PART | CA.LL. | Language and Literacy |
| PERFORMANCE STANDARD / MODE | LL.RE. | Reading |
| EXPECTATION / SUBSTRAND | RE.3.0. | Alphabetics and Word/Print Recognition: Children begin to recognize letters of the alphabet. |
| FOUNDATION / PROFICIENCY LEVEL | RE.3.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | RE.3.2.1. | Recognize own name or other common words in print. ReadyRosie Morning Message Name Game Starting a Word Bank Writing Names with Shaving Cream |
| GRADE LEVEL EXPECTATION | RE.3.2.2. | Match more than half of uppercase letter names and more than half of lowercase letter names to their printed form. ReadyRosie Jump Rope Letters Letter Hunt Letter Sort Looking for Letters in Ads Magnetic Letter Mix Up Making Letter Soup Name Game Point the ABC Song Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes Silverware Alphabet Stomp the Letter Writing Names with Shaving Cream |
| GRADE LEVEL EXPECTATION | RE.3.2.3. | Begin to recognize that letters have sounds. ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| CONTENT STANDARD / DOMAIN / PART | CA.LL. | Language and Literacy |
| PERFORMANCE STANDARD / MODE | LL.RE. | Reading |
| EXPECTATION / SUBSTRAND | RE.4.0. | Comprehension and Analysis of Age-Appropriate Text: Children demonstrate understanding of age-appropriate text read aloud. |
| FOUNDATION / PROFICIENCY LEVEL | RE.4.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | RE.4.1.1. | Demonstrate knowledge of main characters or events in a familiar story (e.g., who, what, where) through answering questions (e.g., recall and simple inferencing), retelling, reenacting, or creating artwork. ReadyRosie Act It Out Book Bag Descriptions Family Movie Night Family Photos Itsy Bitsy Spider Illustrations Making Connections PreK My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Text to Self Connections Tips for helping your child love reading Tips for storytelling: Using gestures Toy Stories |
| GRADE LEVEL EXPECTATION | RE.4.1.2. | Demonstrate knowledge from informational text through labeling, describing, playing or creating artwork. ReadyRosie Getting Information from Pictures Just the Facts |
| CONTENT STANDARD / DOMAIN / PART | CA.LL. | Language and Literacy |
| PERFORMANCE STANDARD / MODE | LL.RE. | Reading |
| EXPECTATION / SUBSTRAND | RE.4.0. | Comprehension and Analysis of Age-Appropriate Text: Children demonstrate understanding of age-appropriate text read aloud. |
| FOUNDATION / PROFICIENCY LEVEL | RE.4.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | RE.4.2.1. | Demonstrate knowledge of details in a familiar story, including characters, events, and ordering of events through answering questions (particularly summarizing, predicting, and inferencing), retelling, reenacting, or created artwork. ReadyRosie Baby Photo Fun Book Bag Descriptions Book Selection Family Movie Night Family Photos Itsy Bitsy Spider Illustrations Just the Facts Making Connections PreK My Favorite Part Picture Walk Predictions Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Selecting Books Text to Self Connections Tips for helping your child love reading Tips for storytelling: Using gestures Toy Stories |
| GRADE LEVEL EXPECTATION | RE.4.2.2. | Use information from informational text in a variety of ways, including describing, relating, categorizing, or comparing and contrasting. ReadyRosie All About My Day Book Bag Descriptions Compare and Contrast Questions Getting Information from Pictures Grandparent Storytime Just the Facts My Favorite Part Tips for helping your child love reading Tips for storytelling: Using gestures |
| CONTENT STANDARD / DOMAIN / PART | CA.LL. | Language and Literacy |
| PERFORMANCE STANDARD / MODE | LL.RE. | Reading |
| EXPECTATION / SUBSTRAND | RE.5.0. | Literacy Interest and Response: Children demonstrate motivation for literacy activities. |
| FOUNDATION / PROFICIENCY LEVEL | RE.5.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | RE.5.1.1. | Demonstrate enjoyment of literacy and literacy-related activities. ReadyRosie Getting Information from Pictures Just the Facts Reading Routines for Early Readers |
| GRADE LEVEL EXPECTATION | RE.5.1.2. | Engage in routines associated with literacy activities. ReadyRosie Asking Wh- Questions Just the Facts My Favorite Part Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Tips for helping your child love reading |
| CONTENT STANDARD / DOMAIN / PART | CA.LL. | Language and Literacy |
| PERFORMANCE STANDARD / MODE | LL.RE. | Reading |
| EXPECTATION / SUBSTRAND | RE.5.0. | Literacy Interest and Response: Children demonstrate motivation for literacy activities. |
| FOUNDATION / PROFICIENCY LEVEL | RE.5.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | RE.5.2.1. | Demonstrate, with increasing independence, enjoyment of literacy and literacy-related activities. ReadyRosie Getting Information from Pictures Just the Facts Reading Routines for Early Readers |
| GRADE LEVEL EXPECTATION | RE.5.2.2. | Engage in more complex routines associated with literacy activities. ReadyRosie Asking Wh- Questions Just the Facts My Favorite Part Reading Routines for Early Readers Reading a Book for the Second Time Recalling What Happened in a Story Tips for helping your child love reading |
| CONTENT STANDARD / DOMAIN / PART | CA.LL. | Language and Literacy |
| PERFORMANCE STANDARD / MODE | LL.WR. | Writing |
| EXPECTATION / SUBSTRAND | WR.1.0. | Writing Strategies: Children demonstrate emergent writing skills. |
| FOUNDATION / PROFICIENCY LEVEL | WR.1.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | WR.1.1.1. | Experiment with grasp and body position using a variety of drawing and writing tools. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| GRADE LEVEL EXPECTATION | WR.1.1.2. | Write using scribbles that are different from pictures. ReadyRosie Detailed Drawing of a Face Making a Grocery List May I Take your Order? Mirror, Mirror Shaving Cream Shapes Thank You Note Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| GRADE LEVEL EXPECTATION | WR.1.1.3. | Write marks to represent own name. ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| CONTENT STANDARD / DOMAIN / PART | CA.LL. | Language and Literacy |
| PERFORMANCE STANDARD / MODE | LL.WR. | Writing |
| EXPECTATION / SUBSTRAND | WR.1.0. | Writing Strategies: Children demonstrate emergent writing skills. |
| FOUNDATION / PROFICIENCY LEVEL | WR.1.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | WR.1.2.1. | Adjust grasp and body position for increased control in drawing and writing. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| GRADE LEVEL EXPECTATION | WR.1.2.2. | Write letters or letter-like shapes to represent words or ideas. ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Weekend News Writing Names with Shaving Cream |
| GRADE LEVEL EXPECTATION | WR.1.2.3. | Write first name nearly correctly. ReadyRosie Morning Message Name Game Writing Names with Shaving Cream |
| CONTENT STANDARD / DOMAIN / PART | CA.MA. | Mathematics |
| PERFORMANCE STANDARD / MODE | MA.NS. | Number Sense |
| EXPECTATION / SUBSTRAND | NS.1.0. | Children begin to understand numbers and quantities in their everyday environment. |
| FOUNDATION / PROFICIENCY LEVEL | NS.1.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | NS.1.1.1. | Recite numbers in order to ten with increasing accuracy. ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Counting Signs Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up May I Take your Order? More Grapes More than Ten Penny Drop Quick Dots Show Me Skipping Around Taking Inventory The Number Stays the Same |
| GRADE LEVEL EXPECTATION | NS.1.1.2. | Begin to recognize and name a few written numerals. ReadyRosie Fruit Salad Magazine Number Hunt Numbers Everywhere |
| GRADE LEVEL EXPECTATION | NS.1.1.4. | Count up to five objects, using one-to-one correspondence (one object for each number word) with increasing accuracy. ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Candy Sort and Graph Counting Signs Decorating Cupcakes Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up Lily Pad Hop Magazine Number Hunt Measure your Steps More than Ten Numbers Everywhere Penny Drop Show Me Taking Inventory The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| GRADE LEVEL EXPECTATION | NS.1.1.5. | Use the number name of the last object counted to answer the question, “How many . . . ?” ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Counting Signs Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up May I Take your Order? More Grapes More than Ten Penny Drop Quick Dots Show Me Skipping Around Taking Inventory The Number Stays the Same |
| CONTENT STANDARD / DOMAIN / PART | CA.MA. | Mathematics |
| PERFORMANCE STANDARD / MODE | MA.NS. | Number Sense |
| EXPECTATION / SUBSTRAND | NS.1.0. | Children begin to understand numbers and quantities in their everyday environment. |
| FOUNDATION / PROFICIENCY LEVEL | NS.1.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | NS.1.2.1. | Recite numbers in order to twenty with increasing accuracy. ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Penny Drop Rub a Dub Counting Show Me Taking Inventory |
| GRADE LEVEL EXPECTATION | NS.1.2.2. | Recognize and know the name of some written numerals. ReadyRosie Fruit Salad Magazine Number Hunt Numbers Everywhere |
| GRADE LEVEL EXPECTATION | NS.1.2.4. | Count up to ten objects, using one-to-one correspondence (one object for each number word) with increasing accuracy. ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Candy Sort and Graph Counting Signs Decorating Cupcakes Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up Lily Pad Hop Magazine Number Hunt Measure your Steps More than Ten Numbers Everywhere Penny Drop Show Me Taking Inventory The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| GRADE LEVEL EXPECTATION | NS.1.2.5. | Understand, when counting, that the number name of the last object counted represents the total number of objects in the group (i.e., cardinality). ReadyRosie Acorns and Pinecones Adding Ice Apple Pie Block Tower Counting Signs Domino Match-Up Fruit Salad How Many Can I Grab? How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up May I Take your Order? More Grapes More than Ten Penny Drop Quick Dots Show Me Skipping Around Taking Inventory The Number Stays the Same |
| CONTENT STANDARD / DOMAIN / PART | CA.MA. | Mathematics |
| PERFORMANCE STANDARD / MODE | MA.NS. | Number Sense |
| EXPECTATION / SUBSTRAND | NS.2.0. | Children begin to understand number relationships and operations in their everyday environment. |
| FOUNDATION / PROFICIENCY LEVEL | NS.2.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | NS.2.1.1. | Compare visually (with or without counting) two groups of objects that are obviously equal or nonequal and communicate, “more” or “same.” ReadyRosie Acorns and Pinecones All Done Apple Pie Block Tower Cereal Challenge Checkout Countdown Domino Match-Up Make a Tower of Ten More Grapes More than Ten Penny Drop Sharing Goldfish Show Me Slap One More Snack Fractions The Number Stays the Same Three Little Animals Who has the Biggest Number? |
| GRADE LEVEL EXPECTATION | NS.2.1.2. | Understand that adding to (or taking away) one or more objects from a group will increase (or decrease) the number of objects in the group. ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| GRADE LEVEL EXPECTATION | NS.2.1.3. | Understand that putting two groups of objects together will make a bigger group. ReadyRosie Decorating Cupcakes How Many Feet? In My Pond, Part 1 Make a Tower of Ten One More Packing for Our Trip Rock Toss |
| GRADE LEVEL EXPECTATION | NS.2.1.4. | Solve simple addition and subtraction problems nonverbally (and often verbally) with a very small number of objects (sums up to 4 or 5). ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| CONTENT STANDARD / DOMAIN / PART | CA.MA. | Mathematics |
| PERFORMANCE STANDARD / MODE | MA.NS. | Number Sense |
| EXPECTATION / SUBSTRAND | NS.2.0. | Children begin to understand number relationships and operations in their everyday environment. |
| FOUNDATION / PROFICIENCY LEVEL | NS.2.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | NS.2.2.1. | Compare, by counting or matching, two groups of up to five objects and communicate, “more,” “same as,” or “fewer” (or “less”). ReadyRosie Acorns and Pinecones All Done Apple Pie Block Tower Cereal Challenge Checkout Countdown Domino Match-Up Make a Tower of Ten More Grapes More than Ten Penny Drop Sharing Goldfish Show Me Slap One More Snack Fractions The Number Stays the Same Three Little Animals Who has the Biggest Number? |
| GRADE LEVEL EXPECTATION | NS.2.2.2. | Understand that adding one or taking away one changes the number in a small group of objects by exactly one. ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| GRADE LEVEL EXPECTATION | NS.2.2.3. | Understand that putting two groups of objects together will make a bigger group and that a group of objects can be taken apart into smaller groups. ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| GRADE LEVEL EXPECTATION | NS.2.2.4. | Solve simple addition and subtraction problems with a small number of objects (sums up to 10), usually by counting. ReadyRosie All Done Checkout Countdown Decorating Cupcakes How Many Feet? In My Pond, Part 1 In My Pond, Part 2 Make a Tower of Ten One Less One More Packing for Our Trip Rock Toss Three Little Animals |
| CONTENT STANDARD / DOMAIN / PART | CA.MA. | Mathematics |
| PERFORMANCE STANDARD / MODE | MA.AF. | Algebra and Functions (Classification and Patterning) |
| EXPECTATION / SUBSTRAND | AF.1.0. | Children begin to sort and classify objects in their everyday environment. |
| FOUNDATION / PROFICIENCY LEVEL | AF.1.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | AF.1.1.1. | Sort and classify objects by one attribute into two or more groups, with increasing accuracy. ReadyRosie Candy Sort and Graph How Many Can I Grab? I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| CONTENT STANDARD / DOMAIN / PART | CA.MA. | Mathematics |
| PERFORMANCE STANDARD / MODE | MA.AF. | Algebra and Functions (Classification and Patterning) |
| EXPECTATION / SUBSTRAND | AF.1.0. | Children begin to sort and classify objects in their everyday environment. |
| FOUNDATION / PROFICIENCY LEVEL | AF.1.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | AF.1.2.1. | Sort and classify objects by one or more attributes, into two or more groups, with increasing accuracy (e.g., may sort first by one attribute and then by another attribute). ReadyRosie How Many Can I Grab? |
| CONTENT STANDARD / DOMAIN / PART | CA.MA. | Mathematics |
| PERFORMANCE STANDARD / MODE | MA.AF. | Algebra and Functions (Classification and Patterning) |
| EXPECTATION / SUBSTRAND | AF.2.0. | Children begin to recognize simple, repeating patterns. |
| FOUNDATION / PROFICIENCY LEVEL | AF.2.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | AF.2.1.1. | Begin to identify or recognize a simple repeating pattern. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| GRADE LEVEL EXPECTATION | AF.2.1.2. | Attempt to create a simple repeating pattern or participate in making one. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| CONTENT STANDARD / DOMAIN / PART | CA.MA. | Mathematics |
| PERFORMANCE STANDARD / MODE | MA.AF. | Algebra and Functions (Classification and Patterning) |
| EXPECTATION / SUBSTRAND | AF.2.0. | Children begin to recognize simple, repeating patterns. |
| FOUNDATION / PROFICIENCY LEVEL | AF.2.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | AF.2.2.1. | Recognize and duplicate simple repeating patterns. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| GRADE LEVEL EXPECTATION | AF.2.2.2. | Begin to extend and create simple repeating patterns. ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| CONTENT STANDARD / DOMAIN / PART | CA.MA. | Mathematics |
| PERFORMANCE STANDARD / MODE | MA.ME. | Measurement |
| EXPECTATION / SUBSTRAND | ME.1.0. | Children begin to compare and order objects. |
| FOUNDATION / PROFICIENCY LEVEL | ME.1.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | ME.1.1.1. | Demonstrate awareness that objects can be compared by length, weight, or capacity, by noting gross differences, using words such as bigger, longer, heavier, or taller, or by placing objects side by side to compare length. ReadyRosie Bookcase Problem Building Houses Buying Oranges Comparing Vegetables Fill Up the Cup Grocery Store Weights Leap Frog Measure Making Trail Mix Measuring the Table Near and Far Strawberries for a Picnic |
| GRADE LEVEL EXPECTATION | ME.1.1.2. | Order three objects by size. ReadyRosie How Many Can I Grab? |
| CONTENT STANDARD / DOMAIN / PART | CA.MA. | Mathematics |
| PERFORMANCE STANDARD / MODE | MA.ME. | Measurement |
| EXPECTATION / SUBSTRAND | ME.1.0. | Children begin to compare and order objects. |
| FOUNDATION / PROFICIENCY LEVEL | ME.1.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | ME.1.2.1. | Compare two objects by length, weight, or capacity directly (e.g., putting objects side by side) or indirectly (e.g., using a third object). ReadyRosie Bookcase Problem Building Houses Buying Oranges Comparing Vegetables Fill Up the Cup Grocery Store Weights Leap Frog Measure Making Trail Mix Measuring the Table Near and Far Strawberries for a Picnic |
| GRADE LEVEL EXPECTATION | ME.1.2.2. | Order four or more objects by size. ReadyRosie How Many Can I Grab? |
| CONTENT STANDARD / DOMAIN / PART | CA.MA. | Mathematics |
| PERFORMANCE STANDARD / MODE | MA.GE. | Geometry |
| EXPECTATION / SUBSTRAND | GE.1.0. | Children begin to identify and use common shapes in their everyday environment. |
| FOUNDATION / PROFICIENCY LEVEL | GE.1.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | GE.1.1.1. | Identify simple two-dimensional shapes, such as a circle and square. ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| GRADE LEVEL EXPECTATION | GE.1.1.2. | Use individual shapes to represent different elements of a picture or design. ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| CONTENT STANDARD / DOMAIN / PART | CA.MA. | Mathematics |
| PERFORMANCE STANDARD / MODE | MA.GE. | Geometry |
| EXPECTATION / SUBSTRAND | GE.1.0. | Children begin to identify and use common shapes in their everyday environment. |
| FOUNDATION / PROFICIENCY LEVEL | GE.1.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | GE.1.2.1. | Identify, describe, and construct a variety of different shapes, including variations of a circle, triangle, rectangle, square, and other shapes. ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| GRADE LEVEL EXPECTATION | GE.1.2.2. | Combine different shapes to create a picture or design. ReadyRosie Building Houses Finger Shapes Guess My Shape Mirror, Mirror Pantry Sort 1 Pantry Sort 2 Shape Changers Shape Hunt Shaving Cream Shapes Ways to Cut a Sandwich |
| CONTENT STANDARD / DOMAIN / PART | CA.MA. | Mathematics |
| PERFORMANCE STANDARD / MODE | MA.GE. | Geometry |
| EXPECTATION / SUBSTRAND | GE.2.0. | Children begin to understand positions in space. |
| FOUNDATION / PROFICIENCY LEVEL | GE.2.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | GE.2.1.1. | Identify positions of objects and people in space, such as in/on/ under, up/down, and inside/outside. ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Race Car Transformations Stuffed Animal Olympics Treasure Map |
| CONTENT STANDARD / DOMAIN / PART | CA.MA. | Mathematics |
| PERFORMANCE STANDARD / MODE | MA.GE. | Geometry |
| EXPECTATION / SUBSTRAND | GE.2.0. | Children begin to understand positions in space. |
| FOUNDATION / PROFICIENCY LEVEL | GE.2.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | GE.2.2.1. | Identify positions of objects and people in space, including in/on/ under, up/down, inside/outside, beside/between, and in front/behind. ReadyRosie Bookcase Problem Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Little Miss Muffet Role Play Mirror, Mirror Near and Far Race Car Transformations Stuffed Animal Olympics Treasure Map |
| CONTENT STANDARD / DOMAIN / PART | CA.MA. | Mathematics |
| PERFORMANCE STANDARD / MODE | MA.MR. | Mathematical Reasoning |
| EXPECTATION / SUBSTRAND | MR.1.0. | Children use mathematical thinking to solve problems that arise in their everyday environment. |
| FOUNDATION / PROFICIENCY LEVEL | MR.1.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | MR.1.1.1. | Begin to apply simple mathematical strategies to solve problems in their environment. ReadyRosie Find My Number Lily Pad Hop Magazine Number Hunt May I Take your Order? Numbers Everywhere Special Day Countdown Three Ways to Show a Number |
| CONTENT STANDARD / DOMAIN / PART | CA.MA. | Mathematics |
| PERFORMANCE STANDARD / MODE | MA.MR. | Mathematical Reasoning |
| EXPECTATION / SUBSTRAND | MR.1.0. | Children use mathematical thinking to solve problems that arise in their everyday environment. |
| FOUNDATION / PROFICIENCY LEVEL | MR.1.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | MR.1.2.1. | Identify and apply a variety of mathematical strategies to solve problems in their environment. ReadyRosie Find My Number Lily Pad Hop Magazine Number Hunt May I Take your Order? Numbers Everywhere Special Day Countdown Three Ways to Show a Number |
| CONTENT STANDARD / DOMAIN / PART | CA.ELD. | English-Language Development |
| PERFORMANCE STANDARD / MODE | ELD.LI. | Listening |
| EXPECTATION / SUBSTRAND | LI.1.0. | Children listen with understanding. |
| FOUNDATION / PROFICIENCY LEVEL | LI.1.01. | Focus: Beginning words |
| GRADE LEVEL EXPECTATION | LI.1.1.B. | Beginning: Attend to English oral language in both real and pretend activity, relying on intonation, facial expressions, or the gestures of the speaker. ReadyRosie Comparing Vegetables Following Directions Grocery Store Conversations How can I help my child learn new words? I'm Thinking of an Animal Kitchen Labeling Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| GRADE LEVEL EXPECTATION | LI.1.1.M. | Middle: Demonstrate understanding of words in English for objects and actions as well as phrases encountered frequently in both real and pretend activity. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | LI.1.1.L. | Later: Begin to demonstrate an understanding of a larger set of words in English (for objects and actions, personal pronouns, and possessives) in both real and pretend activity. ReadyRosie Pantry Talk Description |
| CONTENT STANDARD / DOMAIN / PART | CA.ELD. | English-Language Development |
| PERFORMANCE STANDARD / MODE | ELD.LI. | Listening |
| EXPECTATION / SUBSTRAND | LI.1.0. | Children listen with understanding. |
| FOUNDATION / PROFICIENCY LEVEL | LI.1.02. | Focus: Requests and directions |
| GRADE LEVEL EXPECTATION | LI.1.2.B. | Beginning: Begin to follow simple directions in English, especially when there are contextual cues. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | LI.1.2.M. | Middle: Respond appropriately to requests involving one step when personally directed by others, which may occur with or without contextual cues. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | LI.1.2.L. | Later: Follow directions that involve a one- or two-step sequence, relying less on contextual cues. ReadyRosie Follow My Design Follow the Leader Little Miss Muffet Role Play Making Patterns Making Trail Mix Mirror, Mirror Mystery Bag Rhyming Purse Sequences of Sounds Shopping for Clothes Sink or Swim |
| CONTENT STANDARD / DOMAIN / PART | CA.ELD. | English-Language Development |
| PERFORMANCE STANDARD / MODE | ELD.LI. | Listening |
| EXPECTATION / SUBSTRAND | LI.1.0. | Children listen with understanding. |
| FOUNDATION / PROFICIENCY LEVEL | LI.1.03. | Focus: Basic and advanced concepts |
| GRADE LEVEL EXPECTATION | LI.1.3.B. | Beginning: Demonstrate an understanding of words related to basic and advanced concepts in the home language that are appropriate for the age (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary). ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | LI.1.3.M. | Middle: Begin to demonstrate an understanding of words in English related to basic concepts. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | LI.1.3.L. | Later: Demonstrate an understanding of words in English related to more advanced concepts. ReadyRosie Pantry Talk Description |
| CONTENT STANDARD / DOMAIN / PART | CA.ELD. | English-Language Development |
| PERFORMANCE STANDARD / MODE | ELD.SP. | Speaking |
| EXPECTATION / SUBSTRAND | SP.1.0. | Children use nonverbal and verbal strategies to communicate with others. |
| FOUNDATION / PROFICIENCY LEVEL | SP.1.01. | Focus: Communication of needs |
| GRADE LEVEL EXPECTATION | SP.1.1.B. | Beginning: Use nonverbal communication, such as gestures or behaviors, to seek attention, request objects, or initiate a response from others. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | SP.1.1.M. | Middle: Combine nonverbal and some verbal communication to be understood by others (may code-switch--that is, use the home language and English--and use telegraphic and/or formulaic speech). ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | SP.1.1.L. | Later: Show increasing reliance on verbal communication in English to be understood by others. ReadyRosie Pantry Talk Description |
| CONTENT STANDARD / DOMAIN / PART | CA.ELD. | English-Language Development |
| PERFORMANCE STANDARD / MODE | ELD.SP. | Speaking |
| EXPECTATION / SUBSTRAND | SP.1.0. | Children use nonverbal and verbal strategies to communicate with others. |
| FOUNDATION / PROFICIENCY LEVEL | SP.1.02. | Focus: Vocabulary production |
| GRADE LEVEL EXPECTATION | SP.1.2.B. | Beginning: Use vocabulary in the home language that is age-appropriate (as reported by parents, teachers, assistants, or others and with the assistance of an interpreter if necessary). ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | SP.1.2.M. | Middle: Begin to use English vocabulary, mainly consisting of concrete nouns and with some verbs and pronouns (telegraphic speech). ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | SP.1.2.L. | Later: Use new English vocabulary to share knowledge of concepts. ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag Pantry Talk Description |
| CONTENT STANDARD / DOMAIN / PART | CA.ELD. | English-Language Development |
| PERFORMANCE STANDARD / MODE | ELD.SP. | Speaking |
| EXPECTATION / SUBSTRAND | SP.1.0. | Children use nonverbal and verbal strategies to communicate with others. |
| FOUNDATION / PROFICIENCY LEVEL | SP.1.03. | Focus: Conversation |
| GRADE LEVEL EXPECTATION | SP.1.3.B. | Beginning: Converse in the home language (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary). ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | SP.1.3.M. | Middle: Begin to converse with others, using English vocabulary but may code-switch (i.e., use the home language and English). ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | SP.1.3.L. | Later: Sustain a conversation in English about a variety of topics. ReadyRosie Pantry Talk Description |
| CONTENT STANDARD / DOMAIN / PART | CA.ELD. | English-Language Development |
| PERFORMANCE STANDARD / MODE | ELD.SP. | Speaking |
| EXPECTATION / SUBSTRAND | SP.1.0. | Children use nonverbal and verbal strategies to communicate with others. |
| FOUNDATION / PROFICIENCY LEVEL | SP.1.04. | Focus: Utterance length and complexity |
| GRADE LEVEL EXPECTATION | SP.1.4.B. | Beginning: Use a range of utterance lengths in the home language that is age-appropriate (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary). ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | SP.1.4.M. | Middle: Use two- and three-word utterances in English to communicate. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | SP.1.4.L. | Later: Increase utterance length in English by adding appropriate possessive pronouns (e.g., his, her); conjunctions (e.g., and, or); or other elements (e.g., adjectives, adverbs). ReadyRosie Pantry Talk Description |
| CONTENT STANDARD / DOMAIN / PART | CA.ELD. | English-Language Development |
| PERFORMANCE STANDARD / MODE | ELD.SP. | Speaking |
| EXPECTATION / SUBSTRAND | SP.1.0. | Children use nonverbal and verbal strategies to communicate with others. |
| FOUNDATION / PROFICIENCY LEVEL | SP.1.05. | Focus: Grammar |
| GRADE LEVEL EXPECTATION | SP.1.5.B. | Beginning: Use age-appropriate grammar in the home language (e.g., plurals; simple past tense; use of subject, verb, object), sometimes with errors (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary). ReadyRosie All Mixed Up Pantry Talk Description |
| GRADE LEVEL EXPECTATION | SP.1.5.M. | Middle: Begin to use some English grammatical markers (e.g., -ing or plural -s) and, at times, apply the rules of grammar of the home language to English. ReadyRosie All Mixed Up Pantry Talk Description |
| GRADE LEVEL EXPECTATION | SP.1.5.L. | Later: Expand the use of different forms of grammar in English (e.g., plurals; simple past tense; use of subject, verb and object), sometimes with errors. ReadyRosie All Mixed Up Pantry Talk Description |
| CONTENT STANDARD / DOMAIN / PART | CA.ELD. | English-Language Development |
| PERFORMANCE STANDARD / MODE | ELD.SP. | Speaking |
| EXPECTATION / SUBSTRAND | SP.1.0. | Children use nonverbal and verbal strategies to communicate with others. |
| FOUNDATION / PROFICIENCY LEVEL | SP.1.06. | Focus: Inquiry |
| GRADE LEVEL EXPECTATION | SP.1.6.B. | Beginning: Ask a variety of types of questions (e.g., “what,” “why,” “how,” “when,” and “where”) in the home language (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | SP.1.6.M. | Middle: Begin to use “what” and “why” questions in English, sometimes with errors. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | SP.1.6.L. | Later: Begin to use “what,” “why,” “how,” “when,” and “where” questions in more complete forms in English, sometimes with errors. ReadyRosie Pantry Talk Description |
| CONTENT STANDARD / DOMAIN / PART | CA.ELD. | English-Language Development |
| PERFORMANCE STANDARD / MODE | ELD.SP. | Speaking |
| EXPECTATION / SUBSTRAND | SP.2.0. | Children begin to understand and use social conventions in English. |
| FOUNDATION / PROFICIENCY LEVEL | SP.2.01. | Focus: Social conventions |
| GRADE LEVEL EXPECTATION | SP.2.1.B. | Beginning: Use social conventions of the home language (as reported by teachers, parents, assistants, or others, with the assistance of an interpreter if necessary). ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | SP.2.1.M. | Middle: Demonstrate a beginning understanding of English social conventions. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | SP.2.1.L. | Later: Appropriately use words and tone of voice associated with social conventions in English. ReadyRosie Pantry Talk Description Tips for storytelling: Using your voice |
| CONTENT STANDARD / DOMAIN / PART | CA.ELD. | English-Language Development |
| PERFORMANCE STANDARD / MODE | ELD.SP. | Speaking |
| EXPECTATION / SUBSTRAND | SP.3.0. | Children use language to create oral narratives about their personal experiences. |
| FOUNDATION / PROFICIENCY LEVEL | SP.3.01. | Focus: Narrative development |
| GRADE LEVEL EXPECTATION | SP.3.1.B. | Beginning: Create a narrative in the home language (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary). ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | SP.3.1.M. | Middle: Begin to use English to talk about personal experiences; may complete a narrative in the home language while using some English (i.e., code-switching). ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | SP.3.1.L. | Later: Produce simple narratives in English that are real or fictional. ReadyRosie Pantry Talk Description |
| CONTENT STANDARD / DOMAIN / PART | CA.ELD. | English-Language Development |
| PERFORMANCE STANDARD / MODE | ELD.RE. | Reading |
| EXPECTATION / SUBSTRAND | RE.1.0. | Children demonstrate an appreciation and enjoyment of reading and literature. |
| FOUNDATION / PROFICIENCY LEVEL | RE.1.01. | Focus: Participate in read-aloud activity |
| GRADE LEVEL EXPECTATION | RE.1.1.B. | Beginning: Attend to an adult reading a short storybook written in the home language or a storybook written in English if the story has been read in the home language. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | RE.1.1.M. | Middle: Begin to participate in reading activities, using books written in English when the language is predictable. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | RE.1.1.L. | Later: Participate in reading activities, using a variety of genres that are written in English (e.g., poetry, fairy tales, concept books, and informational books). ReadyRosie Pantry Talk Description |
| CONTENT STANDARD / DOMAIN / PART | CA.ELD. | English-Language Development |
| PERFORMANCE STANDARD / MODE | ELD.RE. | Reading |
| EXPECTATION / SUBSTRAND | RE.1.0. | Children demonstrate an appreciation and enjoyment of reading and literature. |
| FOUNDATION / PROFICIENCY LEVEL | RE.1.02. | Focus: Interest in books and reading |
| GRADE LEVEL EXPECTATION | RE.1.2.B. | Beginning: “Read” familiar books written in the home language or in English when encouraged by others and, in the home language, talk about the books. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | RE.1.2.M. | Middle: Choose to “read” familiar books written in the home language or in English with increasing independence and, in the home language or in English, talk about the books. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | RE.1.2.L. | Later: Choose to “read” familiar books written in English with increasing independence and talk about the books in English. ReadyRosie Pantry Talk Description |
| CONTENT STANDARD / DOMAIN / PART | CA.ELD. | English-Language Development |
| PERFORMANCE STANDARD / MODE | ELD.RE. | Reading |
| EXPECTATION / SUBSTRAND | RE.2.0. | Children show an increasing understanding of book reading. |
| FOUNDATION / PROFICIENCY LEVEL | RE.2.01. | Focus: Personal connections to the story |
| GRADE LEVEL EXPECTATION | RE.2.1.B. | Beginning: Begin to identify and relate to a story from their own life experiences in the home language (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary). ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | RE.2.1.M. | Middle: Describe their own experiences related to the topic of the story, using telegraphic and/or formulaic speech in English. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | RE.2.1.L. | Later: Begin to engage in extended conversations in English about stories. ReadyRosie Pantry Talk Description |
| CONTENT STANDARD / DOMAIN / PART | CA.ELD. | English-Language Development |
| PERFORMANCE STANDARD / MODE | ELD.RE. | Reading |
| EXPECTATION / SUBSTRAND | RE.2.0. | Children show an increasing understanding of book reading. |
| FOUNDATION / PROFICIENCY LEVEL | RE.2.02. | Focus: Story structure |
| GRADE LEVEL EXPECTATION | RE.2.2.B. | Beginning: Retell a story in the home language when read or told a story in the home language (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary). ReadyRosie Book Bag Descriptions Family Movie Night Family Photos My Favorite Part Pantry Talk Description Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Tips for helping your child love reading Tips for storytelling: Using gestures |
| GRADE LEVEL EXPECTATION | RE.2.2.M. | Middle: Retell a story using the home language and some English when read or told a story in English. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | RE.2.2.L. | Later: Retell in English the majority of a story read or told in English. ReadyRosie Pantry Talk Description |
| CONTENT STANDARD / DOMAIN / PART | CA.ELD. | English-Language Development |
| PERFORMANCE STANDARD / MODE | ELD.RE. | Reading |
| EXPECTATION / SUBSTRAND | RE.3.0. | Children demonstrate an understanding of print conventions. |
| FOUNDATION / PROFICIENCY LEVEL | RE.3.01. | Focus: Book handling |
| GRADE LEVEL EXPECTATION | RE.3.1.B. | Beginning: Begin to understand that books are read in a consistent manner (e.g., in English, pages are turned from right to left and the print is read from top to bottom, left to right; this may vary in other languages). ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Pantry Talk Description Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories |
| GRADE LEVEL EXPECTATION | RE.3.1.M. | Middle: Continue to develop an understanding of how to read a book, sometimes applying knowledge of print conventions from the home language. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | RE.3.1.L. | Later: Demonstrate an understanding that print in English is organized from left to right, top to bottom, and that pages are turned from right to left when a book is read. ReadyRosie Pantry Talk Description |
| CONTENT STANDARD / DOMAIN / PART | CA.ELD. | English-Language Development |
| PERFORMANCE STANDARD / MODE | ELD.RE. | Reading |
| EXPECTATION / SUBSTRAND | RE.4.0. | Children demonstrate awareness that print carries meaning. |
| FOUNDATION / PROFICIENCY LEVEL | RE.4.01. | Focus: Environmental print |
| GRADE LEVEL EXPECTATION | RE.4.1.B. | Beginning: Begin to recognize that symbols in the environment (classroom, community, or home) carry a consistent meaning in the home language or in English. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | RE.4.1.M. | Middle: Recognize in the environment (classroom, community, or home) some familiar symbols, words, and print labels in the home language or in English. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | RE.4.1.L. | Later: Recognize in the environment (classroom, community, or home) an increasing number of familiar symbols, words, and print labels in English. ReadyRosie Pantry Talk Description |
| CONTENT STANDARD / DOMAIN / PART | CA.ELD. | English-Language Development |
| PERFORMANCE STANDARD / MODE | ELD.RE. | Reading |
| EXPECTATION / SUBSTRAND | RE.5.0. | Children demonstrate progress in their knowledge of the alphabet in English. |
| FOUNDATION / PROFICIENCY LEVEL | RE.5.01. | Focus: Letter awareness |
| GRADE LEVEL EXPECTATION | RE.5.1.B. | Beginning: Interact with material representing the letters of the English alphabet. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | RE.5.1.M. | Middle: Begin to talk about the letters of the English alphabet while playing and interacting with them; may code-switch (use the home language and English). ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | RE.5.1.L. | Later: Begin to demonstrate understanding that the letters of the English alphabet are symbols used to make words. ReadyRosie Pantry Talk Description |
| CONTENT STANDARD / DOMAIN / PART | CA.ELD. | English-Language Development |
| PERFORMANCE STANDARD / MODE | ELD.RE. | Reading |
| EXPECTATION / SUBSTRAND | RE.5.0. | Children demonstrate progress in their knowledge of the alphabet in English. |
| FOUNDATION / PROFICIENCY LEVEL | RE.5.02. | Focus: Letter recognition |
| GRADE LEVEL EXPECTATION | RE.5.2.B. | Beginning: Begin to recognize the first letter in their own name or the character for their own name in the home language or English. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | RE.5.2.M. | Middle: Identify some letters of the alphabet in English. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | RE.5.2.L. | Later: Identify ten or more letters of the alphabet in English. ReadyRosie Pantry Talk Description |
| CONTENT STANDARD / DOMAIN / PART | CA.ELD. | English-Language Development |
| PERFORMANCE STANDARD / MODE | ELD.RE. | Reading |
| EXPECTATION / SUBSTRAND | RE.6.0. | Children demonstrate phonological awareness. |
| FOUNDATION / PROFICIENCY LEVEL | RE.6.01. | Focus: Rhyming |
| GRADE LEVEL EXPECTATION | RE.6.1.B. | Beginning: Listen attentively and begin to participate in simple songs, poems, and finger plays that emphasize rhyme in the home language or in English. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | RE.6.1.M. | Middle: Begin to repeat or recite simple songs, poems, and finger plays that emphasize rhyme in the home language or in English. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | RE.6.1.L. | Later: Repeat, recite, produce, or initiate simple songs, poems, and finger plays that emphasize rhyme in English. ReadyRosie Pantry Talk Description |
| CONTENT STANDARD / DOMAIN / PART | CA.ELD. | English-Language Development |
| PERFORMANCE STANDARD / MODE | ELD.RE. | Reading |
| EXPECTATION / SUBSTRAND | RE.6.0. | Children demonstrate phonological awareness. |
| FOUNDATION / PROFICIENCY LEVEL | RE.6.02. | Focus: Onset (initial sound) |
| GRADE LEVEL EXPECTATION | RE.6.2.B. | Beginning: Listen attentively and begin to participate in simple songs, poems, and finger plays in the home language or in English. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | RE.6.2.M. | Middle: Begin to recognize words that have a similar onset (initial sound) in the home language or in English, with support. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | RE.6.2.L. | Later: Recognize and produce words that have a similar onset (initial sound) in English. ReadyRosie Pantry Talk Description |
| CONTENT STANDARD / DOMAIN / PART | CA.ELD. | English-Language Development |
| PERFORMANCE STANDARD / MODE | ELD.RE. | Reading |
| EXPECTATION / SUBSTRAND | RE.6.0. | Children demonstrate phonological awareness. |
| FOUNDATION / PROFICIENCY LEVEL | RE.6.03. | Focus: Sound differences in the home language and English |
| GRADE LEVEL EXPECTATION | RE.6.3.B. | Beginning: Attend to and manipulate different sounds or tones in words in the home language (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary.) ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | RE.6.3.M. | Middle: Begin to use words in English with phonemes (individual units of meaningful sound in a word or syllable) that are different from the home language. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | RE.6.3.L. | Later: Begin to orally manipulate sounds (onsets, rimes, and phonemes) in words in English, with support. ReadyRosie Pantry Talk Description |
| CONTENT STANDARD / DOMAIN / PART | CA.ELD. | English-Language Development |
| PERFORMANCE STANDARD / MODE | ELD.WR. | Writing |
| EXPECTATION / SUBSTRAND | WR.1.0. | Children use writing to communicate their ideas. |
| FOUNDATION / PROFICIENCY LEVEL | WR.1.01. | Focus: Writing as communication |
| GRADE LEVEL EXPECTATION | WR.1.1.B. | Beginning: Begin to understand that writing can be used to communicate. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | WR.1.1.M. | Middle: Begin to understand that what is said in the home language or in English can be written down and read by others. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | WR.1.1.L. | Later: Develop an increasing understanding that what is said in English can be written down and read by others. ReadyRosie Pantry Talk Description |
| CONTENT STANDARD / DOMAIN / PART | CA.ELD. | English-Language Development |
| PERFORMANCE STANDARD / MODE | ELD.WR. | Writing |
| EXPECTATION / SUBSTRAND | WR.1.0. | Children use writing to communicate their ideas. |
| FOUNDATION / PROFICIENCY LEVEL | WR.1.02. | Focus: Writing to represent words or ideas |
| GRADE LEVEL EXPECTATION | WR.1.2.B. | Beginning: Begin to demonstrate an awareness that written language can be in the home language or in English. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | WR.1.2.M. | Middle: Begin to use marks or symbols to represent spoken language in the home language or in English. ReadyRosie Pantry Talk Description |
| GRADE LEVEL EXPECTATION | WR.1.2.L. | Later: Continue to develop writing by using letters or letter-like marks to represent their ideas in English. ReadyRosie Pantry Talk Description |
| CONTENT STANDARD / DOMAIN / PART | CA.ELD. | English-Language Development |
| PERFORMANCE STANDARD / MODE | ELD.WR. | Writing |
| EXPECTATION / SUBSTRAND | WR.1.0. | Children use writing to communicate their ideas. |
| FOUNDATION / PROFICIENCY LEVEL | WR.1.03. | Focus: Writing their name |
| GRADE LEVEL EXPECTATION | WR.1.3.B. | Beginning: Write marks to represent their own name in a way that may resemble how it is written in the home language. ReadyRosie Morning Message Name Game Pantry Talk Description Writing Names with Shaving Cream |
| GRADE LEVEL EXPECTATION | WR.1.3.M. | Middle: Attempt to copy their own name in English or in the writing system of their home language. ReadyRosie Morning Message Name Game Pantry Talk Description Writing Names with Shaving Cream |
| GRADE LEVEL EXPECTATION | WR.1.3.L. | Later: Write their first name on their own in English nearly correctly, using letters of the English alphabet to accurately represent pronunciation in their home language. ReadyRosie Morning Message Name Game Pantry Talk Description Writing Names with Shaving Cream |
| Grade: Ages 3-5 - Adopted: 2010 |
| CONTENT STANDARD / DOMAIN / PART | CA.VPA. | Visual and Performing Arts |
| PERFORMANCE STANDARD / MODE | VPA.VA. | Visual Art |
| EXPECTATION / SUBSTRAND | VA.1.0. | Notice, Respond, and Engage |
| FOUNDATION / PROFICIENCY LEVEL | VA.1.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | VA.1.1.2. | Create marks with crayons, paints, and chalk and then identify them; mold and build with dough and clay and then identify them. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| GRADE LEVEL EXPECTATION | VA.1.1.3. | Enjoy and engage with displays of visual art, inside or outside the class room. Begin to express preferences for some art activities or materials. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| GRADE LEVEL EXPECTATION | VA.1.1.4. | Choose own art for display in the classroom or for inclusion in a portfolio or book and briefly explain choice. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| CONTENT STANDARD / DOMAIN / PART | CA.VPA. | Visual and Performing Arts |
| PERFORMANCE STANDARD / MODE | VPA.VA. | Visual Art |
| EXPECTATION / SUBSTRAND | VA.1.0. | Notice, Respond, and Engage |
| FOUNDATION / PROFICIENCY LEVEL | VA.1.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | VA.1.2.1. | Communicate about elements appearing in art (such as line, texture, or perspective), and describe how objects are positioned in the artwork. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| GRADE LEVEL EXPECTATION | VA.1.2.2. | Begin to plan art and show increasing care and persistence in completing it. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| GRADE LEVEL EXPECTATION | VA.1.2.3. | Enjoy and engage with displays of visual art. May expand critical assessment of visual art to include preferences for types of artwork or art activities. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| GRADE LEVEL EXPECTATION | VA.1.2.4. | Choose own art for display in the classroom or for inclusion in a portfolio or book and explain her or his ideas in some detail. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| CONTENT STANDARD / DOMAIN / PART | CA.VPA. | Visual and Performing Arts |
| PERFORMANCE STANDARD / MODE | VPA.VA. | Visual Art |
| EXPECTATION / SUBSTRAND | VA.2.0. | Develop Skills in Visual Art |
| FOUNDATION / PROFICIENCY LEVEL | VA.2.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | VA.2.1.1. | Make straight and curved marks and lines; begin to draw rough circle shapes. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| GRADE LEVEL EXPECTATION | VA.2.1.2. | Begin to create paintings or drawings that suggest people, animals, and objects. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| GRADE LEVEL EXPECTATION | VA.2.1.3. | Make somewhat regular shaped balls and coils out of dough or clay. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| GRADE LEVEL EXPECTATION | VA.2.1.4. | Begin to use paper and other materials to assemble simple collages. ReadyRosie Tips for helping your child love reading |
| GRADE LEVEL EXPECTATION | VA.2.1.6. | Demonstrate some motor control when working with visual arts tools. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| CONTENT STANDARD / DOMAIN / PART | CA.VPA. | Visual and Performing Arts |
| PERFORMANCE STANDARD / MODE | VPA.VA. | Visual Art |
| EXPECTATION / SUBSTRAND | VA.2.0. | Develop Skills in Visual Art |
| FOUNDATION / PROFICIENCY LEVEL | VA.2.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | VA.2.2.1. | Draw single circle and add lines to create representations of people and things. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| GRADE LEVEL EXPECTATION | VA.2.2.2. | Begin to create representative paintings or drawings that approximate or depict people, animals, and objects. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| GRADE LEVEL EXPECTATION | VA.2.2.3. | Make more representational forms out of dough or clay, using tools (for example, a rolling pin or a garlic press). ReadyRosie Tips for helping your child love reading |
| GRADE LEVEL EXPECTATION | VA.2.2.4. | Use paper and other materials to make two and three dimensional assembled works. ReadyRosie Tips for helping your child love reading |
| GRADE LEVEL EXPECTATION | VA.2.2.6. | Demonstrate increasing coordination and motor control when working with visual arts tools. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| CONTENT STANDARD / DOMAIN / PART | CA.VPA. | Visual and Performing Arts |
| PERFORMANCE STANDARD / MODE | VPA.VA. | Visual Art |
| EXPECTATION / SUBSTRAND | VA.3.0. | Create, Invent, and Express Through Visual Art |
| FOUNDATION / PROFICIENCY LEVEL | VA.3.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | VA.3.1.1. | Create art and sometimes name the work. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| GRADE LEVEL EXPECTATION | VA.3.1.2. | Begin to draw figures or objects. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| GRADE LEVEL EXPECTATION | VA.3.1.3. | Begin to use intensity of marks and color to express a feeling or mood. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| CONTENT STANDARD / DOMAIN / PART | CA.VPA. | Visual and Performing Arts |
| PERFORMANCE STANDARD / MODE | VPA.VA. | Visual Art |
| EXPECTATION / SUBSTRAND | VA.3.0. | Create, Invent, and Express Through Visual Art |
| FOUNDATION / PROFICIENCY LEVEL | VA.3.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | VA.3.2.1. | Intentionally create content in a work of art. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| GRADE LEVEL EXPECTATION | VA.3.2.2. | Draw more detailed figures or objects with more control of line and shape. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| GRADE LEVEL EXPECTATION | VA.3.2.3. | Use intensity of marks and color more frequently to express a feeling or mood. ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Using a Menu to Order Writing Names with Shaving Cream |
| CONTENT STANDARD / DOMAIN / PART | CA.VPA. | Visual and Performing Arts |
| PERFORMANCE STANDARD / MODE | VPA.MU. | Music |
| EXPECTATION / SUBSTRAND | MU.1.0. | Notice, Respond, and Engage |
| FOUNDATION / PROFICIENCY LEVEL | MU.1.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | MU.1.1.2. | Recognize simple repeating melody and rhythm patterns. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| CONTENT STANDARD / DOMAIN / PART | CA.VPA. | Visual and Performing Arts |
| PERFORMANCE STANDARD / MODE | VPA.MU. | Music |
| EXPECTATION / SUBSTRAND | MU.2.0. | Develop Skills in Music |
| FOUNDATION / PROFICIENCY LEVEL | MU.2.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | MU.2.1.2. | Explore vocally; sing repetitive patterns and parts of songs alone and with others. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| CONTENT STANDARD / DOMAIN / PART | CA.VPA. | Visual and Performing Arts |
| PERFORMANCE STANDARD / MODE | VPA.MU. | Music |
| EXPECTATION / SUBSTRAND | MU.2.0. | Develop Skills in Music |
| FOUNDATION / PROFICIENCY LEVEL | MU.2.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | MU.2.2.1. | Become more able to discriminate between different voices and various instrumental and environ mental sounds. Follow words in a song. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| GRADE LEVEL EXPECTATION | MU.2.2.2. | Extend vocal exploration; sing repetitive patterns and entire songs alone and with others in wider ranges of pitch. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| CONTENT STANDARD / DOMAIN / PART | CA.VPA. | Visual and Performing Arts |
| PERFORMANCE STANDARD / MODE | VPA.MU. | Music |
| EXPECTATION / SUBSTRAND | MU.3.0. | Create, Invent, and Express Through Music |
| FOUNDATION / PROFICIENCY LEVEL | MU.3.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | MU.3.1.1. | Explore vocal and instrumental skills and use instruments to produce simple rhythms and tones. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| GRADE LEVEL EXPECTATION | MU.3.1.3. | Improvise vocally and instrumentally. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| CONTENT STANDARD / DOMAIN / PART | CA.VPA. | Visual and Performing Arts |
| PERFORMANCE STANDARD / MODE | VPA.MU. | Music |
| EXPECTATION / SUBSTRAND | MU.3.0. | Create, Invent, and Express Through Music |
| FOUNDATION / PROFICIENCY LEVEL | MU.3.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | MU.3.2.1. | Continue to apply vocal and instrumental skills and use instruments to produce more complex rhythms, tones, melodies, and songs. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| GRADE LEVEL EXPECTATION | MU.3.2.3. | Explore, improvise, and create brief melodies with voice or instrument. ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| CONTENT STANDARD / DOMAIN / PART | CA.VPA. | Visual and Performing Arts |
| PERFORMANCE STANDARD / MODE | VPA.DR. | Drama |
| EXPECTATION / SUBSTRAND | DR.1.0. | Notice, Respond, and Engage |
| FOUNDATION / PROFICIENCY LEVEL | DR.1.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | DR.1.1.1. | Demonstrate an understanding of simple drama vocabulary. ReadyRosie Act It Out Toy Stories |
| GRADE LEVEL EXPECTATION | DR.1.1.2. | Identify preferences and interests related to participating in drama. ReadyRosie Act It Out Toy Stories |
| GRADE LEVEL EXPECTATION | DR.1.1.3. | Demonstrate knowledge of simple plot of a participatory drama. ReadyRosie Act It Out Toy Stories |
| CONTENT STANDARD / DOMAIN / PART | CA.VPA. | Visual and Performing Arts |
| PERFORMANCE STANDARD / MODE | VPA.DR. | Drama |
| EXPECTATION / SUBSTRAND | DR.1.0. | Notice, Respond, and Engage |
| FOUNDATION / PROFICIENCY LEVEL | DR.1.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | DR.1.2.1. | Demonstrate a broader understanding of drama vocabulary. ReadyRosie Act It Out Toy Stories |
| GRADE LEVEL EXPECTATION | DR.1.2.2. | Explain preferences and interests related to participating in drama. ReadyRosie Act It Out Toy Stories |
| GRADE LEVEL EXPECTATION | DR.1.2.3. | Demonstrate knowledge of extended plot and conflict of a participatory drama. ReadyRosie Act It Out Toy Stories |
| CONTENT STANDARD / DOMAIN / PART | CA.VPA. | Visual and Performing Arts |
| PERFORMANCE STANDARD / MODE | VPA.DR. | Drama |
| EXPECTATION / SUBSTRAND | DR.2.0. | Develop Skills to Create, Invent, and Express Through Drama |
| FOUNDATION / PROFICIENCY LEVEL | DR.2.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | DR.2.1.2. | Add props and costumes to enhance dramatization of familiar stories and fantasy play with peers. ReadyRosie Act It Out Toy Stories |
| CONTENT STANDARD / DOMAIN / PART | CA.VPA. | Visual and Performing Arts |
| PERFORMANCE STANDARD / MODE | VPA.DR. | Drama |
| EXPECTATION / SUBSTRAND | DR.2.0. | Develop Skills to Create, Invent, and Express Through Drama |
| FOUNDATION / PROFICIENCY LEVEL | DR.2.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | DR.2.2.2. | Create and use an increasing variety of props, costumes and scenery to enhance dramatization of familiar stories and fantasy play with peers. ReadyRosie Act It Out Toy Stories |
| CONTENT STANDARD / DOMAIN / PART | CA.VPA. | Visual and Performing Arts |
| PERFORMANCE STANDARD / MODE | VPA.DA. | Dance |
| EXPECTATION / SUBSTRAND | DA.1.0. | Notice, Respond, and Engage |
| FOUNDATION / PROFICIENCY LEVEL | DA.1.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | DA.1.1.3. | Respond to instruction of one skill at a time during movement, such as a jump or fall. ReadyRosie Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| CONTENT STANDARD / DOMAIN / PART | CA.PD. | Physical Development |
| PERFORMANCE STANDARD / MODE | PD.FM. | Fundamental Movement Skills |
| EXPECTATION / SUBSTRAND | FM.1.0. | Balance |
| FOUNDATION / PROFICIENCY LEVEL | FM.1.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | FM.1.1.1. | Maintain balance while holding still; sometimes may need assistance. ReadyRosie Follow the Leader |
| GRADE LEVEL EXPECTATION | FM.1.1.2. | Maintain balance while in motion when moving from one position to another or when changing directions, though balance may not be completely stable. ReadyRosie Follow the Leader |
| CONTENT STANDARD / DOMAIN / PART | CA.PD. | Physical Development |
| PERFORMANCE STANDARD / MODE | PD.FM. | Fundamental Movement Skills |
| EXPECTATION / SUBSTRAND | FM.1.0. | Balance |
| FOUNDATION / PROFICIENCY LEVEL | FM.1.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | FM.1.2.1. | Show increasing balance and control when holding still. ReadyRosie Follow the Leader |
| GRADE LEVEL EXPECTATION | FM.1.2.2. | Show increasing balance control while moving in different directions and when transitioning from one movement or position to another. ReadyRosie Follow the Leader |
| CONTENT STANDARD / DOMAIN / PART | CA.PD. | Physical Development |
| PERFORMANCE STANDARD / MODE | PD.FM. | Fundamental Movement Skills |
| EXPECTATION / SUBSTRAND | FM.2.0. | Locomotor Skills |
| FOUNDATION / PROFICIENCY LEVEL | FM.2.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | FM.2.1.1. | Walk with balance, not always stable, oppositional arm movements still developing, and relatively wide base of support (space between feet). ReadyRosie Follow the Leader |
| GRADE LEVEL EXPECTATION | FM.2.1.2. | Run with short stride length and feet off the ground for a short period of time. May show inconsistent opposition of arms and legs. ReadyRosie Follow the Leader |
| GRADE LEVEL EXPECTATION | FM.2.1.3. | Jump for height (up or down) and for distance with beginning competence. ReadyRosie Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| GRADE LEVEL EXPECTATION | FM.2.1.4. | Begin to demonstrate a variety of locomotor skills, such as galloping, sliding, hopping, and leaping. ReadyRosie Follow the Leader |
| CONTENT STANDARD / DOMAIN / PART | CA.PD. | Physical Development |
| PERFORMANCE STANDARD / MODE | PD.FM. | Fundamental Movement Skills |
| EXPECTATION / SUBSTRAND | FM.2.0. | Locomotor Skills |
| FOUNDATION / PROFICIENCY LEVEL | FM.2.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | FM.2.2.1. | Walk with balance, oppositional arm movements, and relatively narrow base of support (space between feet). ReadyRosie Follow the Leader |
| GRADE LEVEL EXPECTATION | FM.2.2.2. | Run with a longer stride length and each foot off the ground for a greater length of time. Opposition of arms and legs is more consistent. ReadyRosie Follow the Leader |
| GRADE LEVEL EXPECTATION | FM.2.2.3. | Jump for height (up or down) and for distance with increasing competence. Uses arm swing to aid forward jump. ReadyRosie Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| GRADE LEVEL EXPECTATION | FM.2.2.4. | Demonstrate increasing ability and body coordination in a variety of locomotor skills, such as galloping, sliding, hopping, and leaping. ReadyRosie Follow the Leader |
| CONTENT STANDARD / DOMAIN / PART | CA.PD. | Physical Development |
| PERFORMANCE STANDARD / MODE | PD.FM. | Fundamental Movement Skills |
| EXPECTATION / SUBSTRAND | FM.3.0. | Manipulative Skills |
| FOUNDATION / PROFICIENCY LEVEL | FM.3.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | FM.3.1.1. | Begin to show gross motor manipulative skills by using arms, hands, and feet, such as rolling a ball underhand, tossing underhand, bouncing, catching, striking, throwing overhand, and kicking. ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| GRADE LEVEL EXPECTATION | FM.3.1.2. | Begin to show fine motor manipulative skills using hands and arms such as in-hand manipulation, writing, cutting, and dressing. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| CONTENT STANDARD / DOMAIN / PART | CA.PD. | Physical Development |
| PERFORMANCE STANDARD / MODE | PD.FM. | Fundamental Movement Skills |
| EXPECTATION / SUBSTRAND | FM.3.0. | Manipulative Skills |
| FOUNDATION / PROFICIENCY LEVEL | FM.3.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | FM.3.2.1. | Show gross motor manipulative skills by using arms, hands, and feet with increased coordination, such as rolling a ball underhand, tossing underhand, bouncing, catching, striking, throwing overhand, and kicking. ReadyRosie Rhyming Toss Rock Toss The Number Stays the Same |
| GRADE LEVEL EXPECTATION | FM.3.2.2. | Show increasing fine motor manipulative skills using hands and arms such as in-hand manipulation, writing, cutting, and dressing. ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| CONTENT STANDARD / DOMAIN / PART | CA.PD. | Physical Development |
| PERFORMANCE STANDARD / MODE | PD.MS. | Perceptual–Motor Skills and Movement Concepts |
| EXPECTATION / SUBSTRAND | MS.2.0. | Spatial Awareness |
| FOUNDATION / PROFICIENCY LEVEL | MS.2.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | MS.2.1.1. | Use own body as reference point when locating or relating to other people or objects in space. ReadyRosie Follow the Leader Jump to It Rock Toss |
| CONTENT STANDARD / DOMAIN / PART | CA.PD. | Physical Development |
| PERFORMANCE STANDARD / MODE | PD.MS. | Perceptual–Motor Skills and Movement Concepts |
| EXPECTATION / SUBSTRAND | MS.2.0. | Spatial Awareness |
| FOUNDATION / PROFICIENCY LEVEL | MS.2.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | MS.2.2.1. | Use own body, general space, and other people’s space when locating or relating to other people or objects in space. ReadyRosie Follow the Leader Jump to It Rock Toss |
| CONTENT STANDARD / DOMAIN / PART | CA.PD. | Physical Development |
| PERFORMANCE STANDARD / MODE | PD.MS. | Perceptual–Motor Skills and Movement Concepts |
| EXPECTATION / SUBSTRAND | MS.3.0. | Directional Awareness |
| FOUNDATION / PROFICIENCY LEVEL | MS.3.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | MS.3.1.1. | Distinguish movements that are up and down and to the side of the body (for example, understands “use that side, now the other side”). ReadyRosie Follow the Leader Jump to It Rock Toss |
| GRADE LEVEL EXPECTATION | MS.3.1.2. | Move forward and backward or up and down easily. ReadyRosie Follow the Leader Jump to It Rock Toss |
| GRADE LEVEL EXPECTATION | MS.3.1.3. | Can place an object on top of or under something with some accuracy. ReadyRosie Follow the Leader Jump to It Rock Toss |
| GRADE LEVEL EXPECTATION | MS.3.1.4. | Use any two body parts together. ReadyRosie Follow the Leader Jump to It Rock Toss |
| CONTENT STANDARD / DOMAIN / PART | CA.PD. | Physical Development |
| PERFORMANCE STANDARD / MODE | PD.MS. | Perceptual–Motor Skills and Movement Concepts |
| EXPECTATION / SUBSTRAND | MS.3.0. | Directional Awareness |
| FOUNDATION / PROFICIENCY LEVEL | MS.3.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | MS.3.2.1. | Begin to understand and distinguish between the sides of the body. ReadyRosie Follow the Leader Jump to It Rock Toss |
| GRADE LEVEL EXPECTATION | MS.3.2.2. | Can change directions quickly and accurately. ReadyRosie Follow the Leader Jump to It Rock Toss |
| GRADE LEVEL EXPECTATION | MS.3.2.3. | Can place an object or own body in front of, to the side, or behind something else with greater accuracy. ReadyRosie Follow the Leader Jump to It Rock Toss |
| GRADE LEVEL EXPECTATION | MS.3.2.4. | Demonstrate more precision and efficiency during two-handed fine motor activities. ReadyRosie Follow the Leader Jump to It Rock Toss |
| CONTENT STANDARD / DOMAIN / PART | CA.HE. | Health |
| PERFORMANCE STANDARD / MODE | HE.HH. | Health Habits |
| EXPECTATION / SUBSTRAND | HH.1.0. | Basic Hygiene |
| FOUNDATION / PROFICIENCY LEVEL | HH.1.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | HH.1.2.1. | Demonstrate knowledge of more steps in the handwashing routine. ReadyRosie Rub a Dub Counting |
| CONTENT STANDARD / DOMAIN / PART | CA.HE. | Health |
| PERFORMANCE STANDARD / MODE | HE.HH. | Health Habits |
| EXPECTATION / SUBSTRAND | HH.4.0. | Sun Safety |
| FOUNDATION / PROFICIENCY LEVEL | HH.4.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | HH.4.1.1. | Begin to practice sun-safe actions, with adult support and guidance. ReadyRosie My Address |
| CONTENT STANDARD / DOMAIN / PART | CA.HE. | Health |
| PERFORMANCE STANDARD / MODE | HE.HH. | Health Habits |
| EXPECTATION / SUBSTRAND | HH.4.0. | Sun Safety |
| FOUNDATION / PROFICIENCY LEVEL | HH.4.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | HH.4.2.1. | Practice sun-safe actions with decreasing adult support and guidance. ReadyRosie My Address |
| CONTENT STANDARD / DOMAIN / PART | CA.HE. | Health |
| PERFORMANCE STANDARD / MODE | HE.SA. | Safety |
| EXPECTATION / SUBSTRAND | SA.1.0. | Injury Prevention |
| FOUNDATION / PROFICIENCY LEVEL | SA.1.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | SA.1.1.1. | Follow safety rules with adult support and prompting. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| CONTENT STANDARD / DOMAIN / PART | CA.HE. | Health |
| PERFORMANCE STANDARD / MODE | HE.SA. | Safety |
| EXPECTATION / SUBSTRAND | SA.1.0. | Injury Prevention |
| FOUNDATION / PROFICIENCY LEVEL | SA.1.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | SA.1.2.1. | Follow safety rules more independently though may still need adult support and prompting. ReadyRosie My Address |
| CONTENT STANDARD / DOMAIN / PART | CA.HE. | Health |
| PERFORMANCE STANDARD / MODE | HE.NU. | Nutrition |
| EXPECTATION / SUBSTRAND | NU.2.0. | Nutrition Choices |
| FOUNDATION / PROFICIENCY LEVEL | NU.2.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | NU.2.1.2. | Indicate food preferences that reflect familial and cultural practices. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| CONTENT STANDARD / DOMAIN / PART | CA.HE. | Health |
| PERFORMANCE STANDARD / MODE | HE.NU. | Nutrition |
| EXPECTATION / SUBSTRAND | NU.2.0. | Nutrition Choices |
| FOUNDATION / PROFICIENCY LEVEL | NU.2.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | NU.2.2.2. | Indicate food preferences based on familial and cultural practices and on some knowledge of healthy choices. ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| Grade: Ages 3-5 - Adopted: 2013 |
| CONTENT STANDARD / DOMAIN / PART | CA.HSS. | History-Social Science |
| PERFORMANCE STANDARD / MODE | HSS.SS. | Self and Society |
| EXPECTATION / SUBSTRAND | SS.1.0. | Culture and Diversity |
| FOUNDATION / PROFICIENCY LEVEL | SS.1.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | SS.1.1.1. | Exhibit developing cultural, ethnic, and racial identity and understand relevant language and cultural practices. Display curiosity about diversity in human characteristics and practices, but prefer those of their own group. ReadyRosie Family Photos Family Talent Show Grandparent Storytime Why should we tell family stories? |
| CONTENT STANDARD / DOMAIN / PART | CA.HSS. | History-Social Science |
| PERFORMANCE STANDARD / MODE | HSS.SS. | Self and Society |
| EXPECTATION / SUBSTRAND | SS.1.0. | Culture and Diversity |
| FOUNDATION / PROFICIENCY LEVEL | SS.1.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | SS.1.2.1. | Manifest stronger cultural, ethnic, and racial identity and greater familiarity with relevant language, traditions, and other practices. Show more interest in human diversity, but strongly favor characteristics of their own group. ReadyRosie Detailed Drawing of a Face Family Photos Family Talent Show Grandparent Storytime How Many Feet? Tips for storytelling: Story ideas Why should we tell family stories? |
| CONTENT STANDARD / DOMAIN / PART | CA.HSS. | History-Social Science |
| PERFORMANCE STANDARD / MODE | HSS.SS. | Self and Society |
| EXPECTATION / SUBSTRAND | SS.2.0. | Relationships |
| FOUNDATION / PROFICIENCY LEVEL | SS.2.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | SS.2.1.1. | Interact comfortably with many peers and adults; actively contribute to creating and maintaining relation - ships with a few significant adults and peers. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT STANDARD / DOMAIN / PART | CA.HSS. | History-Social Science |
| PERFORMANCE STANDARD / MODE | HSS.SS. | Self and Society |
| EXPECTATION / SUBSTRAND | SS.2.0. | Relationships |
| FOUNDATION / PROFICIENCY LEVEL | SS.2.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | SS.2.2.1. | Understand the mutual responsibilities of relationships; take initiative in developing relationships that are mutual, cooperative, and exclusive. ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| CONTENT STANDARD / DOMAIN / PART | CA.HSS. | History-Social Science |
| PERFORMANCE STANDARD / MODE | HSS.SS. | Self and Society |
| EXPECTATION / SUBSTRAND | SS.3.0. | Social Roles and Occupations |
| FOUNDATION / PROFICIENCY LEVEL | SS.3.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | SS.3.1.1. | Play familiar adult social roles and occupations (such as parent, teacher, and doctor) consistent with their developing knowledge of these roles. ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories Who Should We Ask? |
| CONTENT STANDARD / DOMAIN / PART | CA.HSS. | History-Social Science |
| PERFORMANCE STANDARD / MODE | HSS.C. | Becoming a Preschool Community Member (Civics) |
| EXPECTATION / SUBSTRAND | C.3.0. | Fairness and Respect for Other People |
| FOUNDATION / PROFICIENCY LEVEL | C.3.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | C.3.1.1. | Respond to the feelings and needs of others with simple forms of assistance, sharing, and turn-taking. Understand the importance of rules that protect fairness and maintain order. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| CONTENT STANDARD / DOMAIN / PART | CA.HSS. | History-Social Science |
| PERFORMANCE STANDARD / MODE | HSS.C. | Becoming a Preschool Community Member (Civics) |
| EXPECTATION / SUBSTRAND | C.3.0. | Fairness and Respect for Other People |
| FOUNDATION / PROFICIENCY LEVEL | C.3.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | C.3.2.1. | Pay attention to others’ feelings, more likely to provide assistance, and try to coordinate personal desires with those of other children in mutually satisfactory ways. Actively support rules that protect fairness to others. ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| CONTENT STANDARD / DOMAIN / PART | CA.HSS. | History-Social Science |
| PERFORMANCE STANDARD / MODE | HSS.C. | Becoming a Preschool Community Member (Civics) |
| EXPECTATION / SUBSTRAND | C.4.0. | Conflict Resolution |
| FOUNDATION / PROFICIENCY LEVEL | C.4.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | C.4.1.1. | Can use simple bargaining strategies and seek adult assistance when in conflict with other children or adults, although frustration, distress, or aggression also occurs. ReadyRosie How can I get my child to listen to me? How can I stop my kids from fighting? How should I handle temper tantrums? Talking About Your Feelings |
| CONTENT STANDARD / DOMAIN / PART | CA.HSS. | History-Social Science |
| PERFORMANCE STANDARD / MODE | HSS.C. | Becoming a Preschool Community Member (Civics) |
| EXPECTATION / SUBSTRAND | C.4.0. | Conflict Resolution |
| FOUNDATION / PROFICIENCY LEVEL | C.4.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | C.4.2.1. | More capable of negotiating, compromising, and finding cooperative means of resolving conflict with peers or adults, although verbal aggression may also result. ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| CONTENT STANDARD / DOMAIN / PART | CA.HSS. | History-Social Science |
| PERFORMANCE STANDARD / MODE | HSS.H. | Sense of Time (History) |
| EXPECTATION / SUBSTRAND | H.3.0. | Personal History |
| FOUNDATION / PROFICIENCY LEVEL | H.3.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | H.3.1.1. | Proudly display developing skills to attract adult attention and share simple accounts about recent experiences. ReadyRosie Why is storytelling important? |
| CONTENT STANDARD / DOMAIN / PART | CA.HSS. | History-Social Science |
| PERFORMANCE STANDARD / MODE | HSS.H. | Sense of Time (History) |
| EXPECTATION / SUBSTRAND | H.3.0. | Personal History |
| FOUNDATION / PROFICIENCY LEVEL | H.3.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | H.3.2.1. | Compare current abilities with skills at a younger age and share more detailed autobiographical stories about recent experiences. ReadyRosie Why is storytelling important? |
| CONTENT STANDARD / DOMAIN / PART | CA.HSS. | History-Social Science |
| PERFORMANCE STANDARD / MODE | HSS.H. | Sense of Time (History) |
| EXPECTATION / SUBSTRAND | H.4.0. | Historical Changes in People and the World |
| FOUNDATION / PROFICIENCY LEVEL | H.4.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | H.4.1.1. | Easily distinguish older family members from younger ones (and other people) and events in the recent past from those that happened “long ago,” although do not readily sequence historical events on a timeline. ReadyRosie Tips for storytelling: Story ideas Why is storytelling important? |
| CONTENT STANDARD / DOMAIN / PART | CA.HSS. | History-Social Science |
| PERFORMANCE STANDARD / MODE | HSS.H. | Sense of Time (History) |
| EXPECTATION / SUBSTRAND | H.4.0. | Historical Changes in People and the World |
| FOUNDATION / PROFICIENCY LEVEL | H.4.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | H.4.2.1. | Develop an interest in family history (e.g., when family members were children) as well as events of “long ago,” and begin to understand when these events occurred in relation to each other. ReadyRosie Tips for storytelling: Story ideas Why is storytelling important? |
| CONTENT STANDARD / DOMAIN / PART | CA.HSS. | History-Social Science |
| PERFORMANCE STANDARD / MODE | HSS.GE. | Sense of Place (Geography and Ecology) |
| EXPECTATION / SUBSTRAND | GE.3.0. | Understanding the Physical World Through Drawings and Maps |
| FOUNDATION / PROFICIENCY LEVEL | GE.3.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | GE.3.1.1. | Can use drawings, globes, and maps to refer to the physical world, although often unclear on the use of map symbols. ReadyRosie My Address |
| CONTENT STANDARD / DOMAIN / PART | CA.HSS. | History-Social Science |
| PERFORMANCE STANDARD / MODE | HSS.GE. | Sense of Place (Geography and Ecology) |
| EXPECTATION / SUBSTRAND | GE.3.0. | Understanding the Physical World Through Drawings and Maps |
| FOUNDATION / PROFICIENCY LEVEL | GE.3.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | GE.3.2.1. | Create their own drawings, maps, and models; are more skilled at using globes, maps, and map symbols; and use maps for basic problem solving (such as locating objects) with adult guidance. ReadyRosie My Address |
| CONTENT STANDARD / DOMAIN / PART | CA.HSS. | History-Social Science |
| PERFORMANCE STANDARD / MODE | HSS.E. | Marketplace (Economics) |
| EXPECTATION / SUBSTRAND | E.1.0. | Exchange |
| FOUNDATION / PROFICIENCY LEVEL | E.1.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | E.1.1.1. | Understand ownership, limited supply, what stores do, give-and-take, and payment of money to sellers. Show interest in money and its function, but still figuring out the relative value of coins. ReadyRosie Making a Grocery List |
| CONTENT STANDARD / DOMAIN / PART | CA.SC. | Science |
| PERFORMANCE STANDARD / MODE | SC.SI. | Scientific Inquiry |
| EXPECTATION / SUBSTRAND | SI.1.0. | Observation and Investigation |
| FOUNDATION / PROFICIENCY LEVEL | SI.1.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | SI.1.1.1. | Demonstrate curiosity and raise simple questions about objects and events in their environment. ReadyRosie What's for Dinner? |
| GRADE LEVEL EXPECTATION | SI.1.1.2. | Observe objects and events in the environment and describe them. ReadyRosie Grocery Store Conversations Sink or Float |
| GRADE LEVEL EXPECTATION | SI.1.1.4. | Compare and contrast objects and events and begin to describe similarities and differences. ReadyRosie Candy Sort and Graph Grocery Store Weights I Spy an Animal Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| GRADE LEVEL EXPECTATION | SI.1.1.5. | Compare and contrast objects and events and describe similarities and differences in greater detail. ReadyRosie Candy Sort and Graph Grocery Store Weights I Spy an Animal Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| CONTENT STANDARD / DOMAIN / PART | CA.SC. | Science |
| PERFORMANCE STANDARD / MODE | SC.SI. | Scientific Inquiry |
| EXPECTATION / SUBSTRAND | SI.1.0. | Observation and Investigation |
| FOUNDATION / PROFICIENCY LEVEL | SI.1.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | SI.1.2.1. | Demonstrate curiosity and an increased ability to raise questions about objects and events in their environment. ReadyRosie What's for Dinner? |
| GRADE LEVEL EXPECTATION | SI.1.2.2. | Observe objects and events in the environment and describe them in greater detail. ReadyRosie Grocery Store Conversations Sink or Float |
| GRADE LEVEL EXPECTATION | SI.1.2.4. | Compare and contrast objects and events and describe similarities and differences in greater detail. ReadyRosie Candy Sort and Graph Grocery Store Weights I Spy an Animal Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| GRADE LEVEL EXPECTATION | SI.1.2.5. | Demonstrates an increased ability to make predictions and check them (e.g., may make more complex predictions, offer ways to test predictions, and discuss why predictions were correct or incorrect). ReadyRosie Acorns and Pinecones Measure your Steps Strawberries for a Picnic |
| CONTENT STANDARD / DOMAIN / PART | CA.SC. | Science |
| PERFORMANCE STANDARD / MODE | SC.PS. | Physical Sciences |
| EXPECTATION / SUBSTRAND | PS.1.0. | Properties and Characteristics of Nonliving Objects and Materials |
| FOUNDATION / PROFICIENCY LEVEL | PS.1.1. | At around 48 months of age |
| GRADE LEVEL EXPECTATION | PS.1.1.1. | Observe, investigate, and identify he characteristics and physical properties of objects and of solid and nonsolid materials (size, weight, shape, color, texture, and sound). ReadyRosie Buying Oranges Strawberries for a Picnic |
| CONTENT STANDARD / DOMAIN / PART | CA.SC. | Science |
| PERFORMANCE STANDARD / MODE | SC.PS. | Physical Sciences |
| EXPECTATION / SUBSTRAND | PS.1.0. | Properties and Characteristics of Nonliving Objects and Materials |
| FOUNDATION / PROFICIENCY LEVEL | PS. 1.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | PS. 1.2.1. | Demonstrate increased ability to observe, investigate, and describe in greater detail the characteristics and physical properties of objects, and of solid and nonsolid materials (size, weight, shape, color, texture, and sound). ReadyRosie Buying Oranges Strawberries for a Picnic |
| CONTENT STANDARD / DOMAIN / PART | CA.SC. | Science |
| PERFORMANCE STANDARD / MODE | SC.ES. | Earth Sciences |
| EXPECTATION / SUBSTRAND | EC.1.0. | Properties and Characteristics of Earth Materials and Objects |
| FOUNDATION / PROFICIENCY LEVEL | EC.1.2. | At around 60 months of age |
| GRADE LEVEL EXPECTATION | EC.1.2.1. | Demonstrate increased ability to investigate and compare characteristics (size, weight, shape, color, texture) of earth materials such as sand, rocks, soil, water, and air. ReadyRosie Candy Sort and Graph Grocery Store Weights I Spy an Animal Likely or Unlikely Sort and Graph Leaves Sorting Laundry |