California Desired Results Developmental Profile (Pre-K)
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 1: | Attention Maintenance – Child develops the capacity to pay attention to people, things, or the environment when interacting with others or exploring play materials |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Attends or responds briefly to people, things, or sounds ReadyRosie Listening for Sounds Pantry Talk Description Taking Turns |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 1: | Attention Maintenance – Child develops the capacity to pay attention to people, things, or the environment when interacting with others or exploring play materials |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Maintains attention, on own or with adult support, during brief activities ReadyRosie Drumming Sounds |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 1: | Attention Maintenance – Child develops the capacity to pay attention to people, things, or the environment when interacting with others or exploring play materials |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Maintains attention, with adult support, during activities that last for extended periods of time ReadyRosie Drumming Sounds |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 1: | Attention Maintenance – Child develops the capacity to pay attention to people, things, or the environment when interacting with others or exploring play materials |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Maintains attention on own during activities that last for extended periods of time ReadyRosie Drumming Sounds |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 1: | Attention Maintenance – Child develops the capacity to pay attention to people, things, or the environment when interacting with others or exploring play materials |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | There are no later levels for this measure ReadyRosie Drumming Sounds |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 2: | Self-Comforting – Child develops the capacity to comfort or soothe self in response to distress from internal or external stimulation |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Anticipates need for comfort and prepares self by asking questions, getting a special thing, or in other ways ReadyRosie Listening for Sounds Phone Fun |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 3: | Imitation – Child mirrors, repeats, and practices the actions or words of others in increasingly complex ways |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to facial expressions or vocalizations in basic ways ReadyRosie Listening for Sounds Pantry Talk Description Taking Turns |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 4: | Curiosity and Initiative in Learning – Child explores the environment in increasingly focused ways to learn about people, things, materials, and events |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to people, things, or sounds ReadyRosie Listening for Sounds Pantry Talk Description Taking Turns |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 4: | Curiosity and Initiative in Learning – Child explores the environment in increasingly focused ways to learn about people, things, materials, and events |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Notices new or unexpected characteristics or actions of people or things ReadyRosie Sink or Float |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 4: | Curiosity and Initiative in Learning – Child explores the environment in increasingly focused ways to learn about people, things, materials, and events |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Explores through simple observations, or manipulations, or asking simple questions ReadyRosie Lazy Letters Listening for Sounds Little Bo Peep Substitutions Phone Fun Sink or Float |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 4: | Curiosity and Initiative in Learning – Child explores the environment in increasingly focused ways to learn about people, things, materials, and events |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Explores by engaging in specific observations, manipulations, or by asking specific questions ReadyRosie Lazy Letters Listening for Sounds Little Bo Peep Substitutions Phone Fun Sink or Float |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 5: | Self-Control of Feelings and Behavior – Child increasingly develops strategies for regulating feelings and behavior, becoming less reliant on adult guidance over time |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Relies on communication or guidance from a familiar adult to regulate emotional or behavioral reactions in moderately stressful situations ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Talking About Your Feelings ReadyRosie - ExACT Alignment Tool How can I recognize signs of stress in my child and what can I do about it? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 5: | Self-Control of Feelings and Behavior – Child increasingly develops strategies for regulating feelings and behavior, becoming less reliant on adult guidance over time |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Demonstrates capacity to regulate emotional or behavioral reactions in some moderately stressful situations, occasionally needing adult support ReadyRosie How should I handle temper tantrums? Talking About Your Feelings ReadyRosie - ExACT Alignment Tool How can I recognize signs of stress in my child and what can I do about it? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 5: | Self-Control of Feelings and Behavior – Child increasingly develops strategies for regulating feelings and behavior, becoming less reliant on adult guidance over time |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Expresses strong feelings through constructive forms of communication, seeking the assistance of familiar adults when needed ReadyRosie How should I handle temper tantrums? Talking About Your Feelings ReadyRosie - ExACT Alignment Tool How can I recognize signs of stress in my child and what can I do about it? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 5: | Self-Control of Feelings and Behavior – Child increasingly develops strategies for regulating feelings and behavior, becoming less reliant on adult guidance over time |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Uses simple strategies (e.g., leaving a difficult situation, offering an alternative toy to a friend) to regulate own feelings or behaviors ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 5: | Self-Control of Feelings and Behavior – Child increasingly develops strategies for regulating feelings and behavior, becoming less reliant on adult guidance over time |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Uses socially appropriate strategies (e.g., negotiation, compromise, verbal reminders to self) to regulate own feelings or behaviors ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 6: | Engagement and Persistence – Child increasingly persists in understanding or mastering activities, even if they are challenging or difficult |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | There are no earlier levels for this measure ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 6: | Engagement and Persistence – Child increasingly persists in understanding or mastering activities, even if they are challenging or difficult |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Participates in a simple activity briefly ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 6: | Engagement and Persistence – Child increasingly persists in understanding or mastering activities, even if they are challenging or difficult |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Selects activities, but switches quickly from one to another, even with adult support to help focus on one activity ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 6: | Engagement and Persistence – Child increasingly persists in understanding or mastering activities, even if they are challenging or difficult |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Continues self-selected activities with adult support, even though interest briefly shifts to other activities ReadyRosie - ExACT Alignment Tool How can boredom be a positive thing for my child? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 6: | Engagement and Persistence – Child increasingly persists in understanding or mastering activities, even if they are challenging or difficult |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Continues self-selected activities on own, seeking adult support to work through challenges ReadyRosie - ExACT Alignment Tool How can boredom be a positive thing for my child? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 6: | Engagement and Persistence – Child increasingly persists in understanding or mastering activities, even if they are challenging or difficult |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Works through challenges on own while engaged in self-selected activities ReadyRosie - ExACT Alignment Tool How can boredom be a positive thing for my child? ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 6: | Engagement and Persistence – Child increasingly persists in understanding or mastering activities, even if they are challenging or difficult |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Returns to activities, including challenging ones, on multiple occasions to practice a skill or to complete the activity ReadyRosie Celebrate Learning My Age Shape Changers Sink or Swim Taking Turns |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 7: | Shared Use of Space and Materials – Child develops the capacity to share the use of space and materials with others |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | There are no earlier levels for this measure ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 7: | Shared Use of Space and Materials – Child develops the capacity to share the use of space and materials with others |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Demonstrates preferences for a few specific toys or materials ReadyRosie Book Selection Selecting Books Using a Menu to Order What's for Dinner? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 7: | Shared Use of Space and Materials – Child develops the capacity to share the use of space and materials with others |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Maintains control of some preferred materials, allowing others to use the rest, but will need adult support to share preferred materials with other children ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 7: | Shared Use of Space and Materials – Child develops the capacity to share the use of space and materials with others |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Follows expectations or procedures for sharing, most of the time, without adult prompting ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation – Preschool | |
| MEASURE-DEFINITION | ATL-REG 7: | Shared Use of Space and Materials – Child develops the capacity to share the use of space and materials with others |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Offers to share space or materials with others in the absence of explicit expectations for sharing ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 1: | Identity of Self in Relation to Others – Child shows increasing awareness of self as distinct from and also related to others |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Uses senses to explore self and others ReadyRosie Grocery Store Conversations |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 1: | Identity of Self in Relation to Others – Child shows increasing awareness of self as distinct from and also related to others |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Recognizes self and familiar people ReadyRosie Detailed Drawing of a Face Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 1: | Identity of Self in Relation to Others – Child shows increasing awareness of self as distinct from and also related to others |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Communicates own name and names of familiar people (e.g., “dada,” “mama,” “grandma,” or sibling’s name) ReadyRosie Tips for storytelling: Story ideas |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 1: | Identity of Self in Relation to Others – Child shows increasing awareness of self as distinct from and also related to others |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Expresses simple ideas about self and connection to others ReadyRosie Detailed Drawing of a Face Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 1: | Identity of Self in Relation to Others – Child shows increasing awareness of self as distinct from and also related to others |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Describes self or others based on physical characteristics ReadyRosie Detailed Drawing of a Face Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 1: | Identity of Self in Relation to Others – Child shows increasing awareness of self as distinct from and also related to others |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Describes own preferences or feelings ReadyRosie Book Selection Funny Faces If You're Happy & You Know It Selecting Books Talking About Your Feelings Using a Menu to Order What's for Dinner? |
| DESCRIPTOR | Describes the feelings or desires of family members, friends, or other familiar people ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note Tips for storytelling: Story ideas |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 1: | Identity of Self in Relation to Others – Child shows increasing awareness of self as distinct from and also related to others |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Compares own preferences or feelings to those of others ReadyRosie Detailed Drawing of a Face Family Talent Show How Many Feet? Tips for storytelling: Story ideas |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 2: | Social and Emotional Understanding – Child shows developing understanding of people’s behaviors, feelings, thoughts, and individual characteristics |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to faces, voices, or actions of other people ReadyRosie Listening for Sounds Pantry Talk Description Taking Turns |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 2: | Social and Emotional Understanding – Child shows developing understanding of people’s behaviors, feelings, thoughts, and individual characteristics |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Adjusts behavior in response to emotional expressions of familiar people, especially in novel or uncertain situations ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 2: | Social and Emotional Understanding – Child shows developing understanding of people’s behaviors, feelings, thoughts, and individual characteristics |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Adjusts behavior in response to emotional expressions of people who are less familiar ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 2: | Social and Emotional Understanding – Child shows developing understanding of people’s behaviors, feelings, thoughts, and individual characteristics |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Identifies own or others’ feelings ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 2: | Social and Emotional Understanding – Child shows developing understanding of people’s behaviors, feelings, thoughts, and individual characteristics |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Communicates, with adult assistance, about feelings that caused own behavior or others’ behavior ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 2: | Social and Emotional Understanding – Child shows developing understanding of people’s behaviors, feelings, thoughts, and individual characteristics |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Communicates ideas about why one has a feeling or what will happen as a result of a feeling ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 2: | Social and Emotional Understanding – Child shows developing understanding of people’s behaviors, feelings, thoughts, and individual characteristics |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Communicates ideas about how own or another’s personality affects how one thinks, feels, and acts ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 3: | Relationships and Social Interactions with Familiar Adults – Child develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adults |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to faces, voices, or actions of familiar people ReadyRosie Listening for Sounds Pantry Talk Description Taking Turns |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 3: | Relationships and Social Interactions with Familiar Adults – Child develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adults |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Shows a preference for familiar adults and tries to interact with them ReadyRosie Behavior is a form of communication You are your child's first teacher |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 3: | Relationships and Social Interactions with Familiar Adults – Child develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adults |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Seeks a familiar adult’s ideas or explanations about events or experiences that are interesting to the child ReadyRosie Following Directions Grandparent Storytime Morning Message Phone Fun Talking About Your Feelings Who Should We Ask? |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 4: | Relationships and Social Interactions with Peers – Child becomes increasingly competent and cooperative in interactions with peers and develops friendships with several peers |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Plays alongside other children, rarely interacting with them ReadyRosie - ExACT Alignment Tool How can boredom be a positive thing for my child? |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 4: | Relationships and Social Interactions with Peers – Child becomes increasingly competent and cooperative in interactions with peers and develops friendships with several peers |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Interacts in simple ways with familiar peers as they play side by side ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 4: | Relationships and Social Interactions with Peers – Child becomes increasingly competent and cooperative in interactions with peers and develops friendships with several peers |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Participates in brief episodes of cooperative play with one or two peers, especially those with whom child regularly plays ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 4: | Relationships and Social Interactions with Peers – Child becomes increasingly competent and cooperative in interactions with peers and develops friendships with several peers |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Participates in extended episodes of cooperative play (including pretend play) with one or two friends ReadyRosie Building Houses Family Talent Show In My Pond, Part 1 In My Pond, Part 2 Keep It Up Pretending Together Stuffed Animal Stories Taking Turns Toy Stories Who has the Biggest Number? |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 4: | Relationships and Social Interactions with Peers – Child becomes increasingly competent and cooperative in interactions with peers and develops friendships with several peers |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Initiates sustained episodes of cooperative play (including pretend play), particularly with friends ReadyRosie Building Houses Family Talent Show In My Pond, Part 1 In My Pond, Part 2 Keep It Up Pretending Together Stuffed Animal Stories Taking Turns Toy Stories Who has the Biggest Number? |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 4: | Relationships and Social Interactions with Peers – Child becomes increasingly competent and cooperative in interactions with peers and develops friendships with several peers |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Organizes or participates in planning cooperative play activities with several peers, particularly with friends ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 5: | Symbolic and Sociodramatic Play – Child develops the capacity to use objects to represent other objects or ideas and to engage in symbolic play with others |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Uses or combines objects in functional or meaningful ways ReadyRosie Tips for helping your child love reading |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 5: | Symbolic and Sociodramatic Play – Child develops the capacity to use objects to represent other objects or ideas and to engage in symbolic play with others |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Pretends that an object represents another object or serves a different purpose ReadyRosie Tips for helping your child love reading |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 5: | Symbolic and Sociodramatic Play – Child develops the capacity to use objects to represent other objects or ideas and to engage in symbolic play with others |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Engages in pretend-play sequences ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 5: | Symbolic and Sociodramatic Play – Child develops the capacity to use objects to represent other objects or ideas and to engage in symbolic play with others |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Engages in pretend play with others around a shared idea ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 5: | Symbolic and Sociodramatic Play – Child develops the capacity to use objects to represent other objects or ideas and to engage in symbolic play with others |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Engages in roles in pretend-play sequences with others ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| DOMAIN | SED — Social and Emotional Development – Preschool | |
| MEASURE-DEFINITION | SED 5: | Symbolic and Sociodramatic Play – Child develops the capacity to use objects to represent other objects or ideas and to engage in symbolic play with others |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Engages in pretend-play sequences with others by organizing and negotiating roles or rules around a shared elaborated idea ReadyRosie In My Pond, Part 1 In My Pond, Part 2 Pretending Together Stuffed Animal Stories Toy Stories |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 1: | Understanding of Language (Receptive) – Child understands increasingly complex communication and language |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to voices, sounds, gestures, or facial expressions in basic ways ReadyRosie Listening for Sounds Pantry Talk Description Taking Turns |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 1: | Understanding of Language (Receptive) – Child understands increasingly complex communication and language |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Responds to voices, gestures, or facial expressions in a variety of ways (e.g., gaze aversion, vocalization, movements) ReadyRosie Choosing the Right Voice Listening for Sounds Pantry Talk Description Taking Turns |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 1: | Understanding of Language (Receptive) – Child understands increasingly complex communication and language |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Recognizes a few frequently used words or gestures in familiar situations 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 |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 1: | Understanding of Language (Receptive) – Child understands increasingly complex communication and language |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Shows understanding of a variety of single words ReadyRosie Comparing Vegetables Following Directions Grocery Store Conversations How can I help my child learn new words? I'm Thinking of an Animal Kitchen Labeling Pantry Talk Description Predicting Vocabulary Silent Opposites Sink or Float Take Away Think About It |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 1: | Understanding of Language (Receptive) – Child understands increasingly complex communication and language |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Shows understanding of some complex vocabulary, phrases, or sentences as used in conversations, stories, or learning activities 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 |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 2: | Responsiveness to Language – Child communicates or acts in response to language and responds to increasingly complex language |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to voices, sounds, gestures, or facial expressions in basic ways ReadyRosie Listening for Sounds Pantry Talk Description Taking Turns |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 2: | Responsiveness to Language – Child communicates or acts in response to language and responds to increasingly complex language |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Responds to voices, gestures, or facial expressions in a variety of ways (e.g., eye gaze, gaze aversion, vocalization, movements) ReadyRosie Choosing the Right Voice Listening for Sounds Pantry Talk Description Taking Turns |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 2: | Responsiveness to Language – Child communicates or acts in response to language and responds to increasingly complex language |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to a few frequently used words or gestures in familiar situations 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 |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 2: | Responsiveness to Language – Child communicates or acts in response to language and responds to increasingly complex language |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Responds to simple comments that relate to a present situation ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 2: | Responsiveness to Language – Child communicates or acts in response to language and responds to increasingly complex language |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to one-step requests or questions that involve a familiar activity or routine 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 |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 2: | Responsiveness to Language – Child communicates or acts in response to language and responds to increasingly complex language |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Carries out a one-step request that relates to a new or an unfamiliar activity or situation 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 |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 2: | Responsiveness to Language – Child communicates or acts in response to language and responds to increasingly complex language |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Carries out multi-step requests that involve a familiar activity or situation 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 |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 2: | Responsiveness to Language – Child communicates or acts in response to language and responds to increasingly complex language |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Carries out multi-step requests that involve a new or unfamiliar activity or situation 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 |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 3: | Communication and Use of Language (Expressive) – Child’s communication develops from nonverbal communication to using language with increasingly complex words and sentences |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Uses a few “first words,” word-like sounds, or gestures to communicate ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 3: | Communication and Use of Language (Expressive) – Child’s communication develops from nonverbal communication to using language with increasingly complex words and sentences |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Uses a variety of single words to communicate ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 3: | Communication and Use of Language (Expressive) – Child’s communication develops from nonverbal communication to using language with increasingly complex words and sentences |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Uses two words together to communicate ReadyRosie Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 3: | Communication and Use of Language (Expressive) – Child’s communication develops from nonverbal communication to using language with increasingly complex words and sentences |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Uses short phrases or sentences of more than two words to communicate ReadyRosie All Mixed Up Pantry Talk Description |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 3: | Communication and Use of Language (Expressive) – Child’s communication develops from nonverbal communication to using language with increasingly complex words and sentences |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Uses short sentences that contain nouns, verbs, and other words, such as adjectives and recently encountered vocabulary, to communicate ReadyRosie All Mixed Up Pantry Talk Description Phone Fun Who Should We Ask? |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 3: | Communication and Use of Language (Expressive) – Child’s communication develops from nonverbal communication to using language with increasingly complex words and sentences |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Uses phrases and sentences with a variety of word forms, including past tense, future tense, plurals, pronouns, or possessives, to communicate, sometimes with errors ReadyRosie All Mixed Up Pantry Talk Description Phone Fun Who Should We Ask? |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 3: | Communication and Use of Language (Expressive) – Child’s communication develops from nonverbal communication to using language with increasingly complex words and sentences |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Combines phrases and sentences with a variety of word forms to communicate ideas or to describe people, objects, or events ReadyRosie Pantry Talk Description Phone Fun Putting Away the Groceries Table Riddles Who Should We Ask? |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 4: | Reciprocal Communication and Conversation – Child engages in back-and-forth communication that develops into increasingly extended conversations |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to sounds or movements of others in basic ways ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 4: | Reciprocal Communication and Conversation – Child engages in back-and-forth communication that develops into increasingly extended conversations |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Responds to or seeks contact with familiar adults, using vocalizations, gestures, or facial expressions during interactions ReadyRosie Choosing the Right Voice |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 4: | Reciprocal Communication and Conversation – Child engages in back-and-forth communication that develops into increasingly extended conversations |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Engages in brief back-and-forth communication with a familiar adult, using word approximations, vocalizations, gestures, or facial expressions ReadyRosie Choosing the Right Voice Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 4: | Reciprocal Communication and Conversation – Child engages in back-and-forth communication that develops into increasingly extended conversations |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Engages in brief back-and-forth communication with a familiar adult, using simple words or conventional gestures to communicate meaning ReadyRosie Color Word Sentences Finding the Groceries How Many Can You Name? I Spy an Animal If You're Happy & You Know It Mystery Bag Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 4: | Reciprocal Communication and Conversation – Child engages in back-and-forth communication that develops into increasingly extended conversations |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Engages in brief back-and-forth communication, combining words to communicate meaning ReadyRosie Color Word Sentences Finding the Groceries How Many Can You Name? I Spy an Animal If You're Happy & You Know It Mystery Bag Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 4: | Reciprocal Communication and Conversation – Child engages in back-and-forth communication that develops into increasingly extended conversations |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Engages in brief back-and-forth communication, using short phrases and sentences ReadyRosie All Mixed Up Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 4: | Reciprocal Communication and Conversation – Child engages in back-and-forth communication that develops into increasingly extended conversations |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Engages in brief conversations with a shared focus ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 4: | Reciprocal Communication and Conversation – Child engages in back-and-forth communication that develops into increasingly extended conversations |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Engages in conversations with a shared focus, contributing clarifying comments or building on the other person’s ideas ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Taking Turns Who Should We Ask? |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 4: | Reciprocal Communication and Conversation – Child engages in back-and-forth communication that develops into increasingly extended conversations |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Engages in extended focused conversations that involve reasoning, predicting, problem solving, or understanding ideas ReadyRosie Color Word Sentences If You're Happy & You Know It Pantry Talk Description Phone Fun Putting Away the Groceries Table Riddles Taking Turns Who Should We Ask? |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Attends or responds to people or things in basic ways ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Plays with books ReadyRosie Tips for helping your child love reading |
| DESCRIPTOR | Responds to other literacy activities ReadyRosie Tips for helping your child love reading |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Attends briefly to a familiar adult reading books, singing songs, or saying rhymes ReadyRosie Finish the Rhyme Grandparent Storytime Hopping Rhyming I Remember When If You're Happy & You Know It Itsy Bitsy Spider Illustrations Little Miss Muffet Role Play Making Trail Mix My Favorite Part Reading a Book for the Second Time Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes Why should I sing to my baby? Why should we tell family stories? |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Looks at books on own briefly ReadyRosie Tips for helping your child love reading |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Looks at books page by page ReadyRosie Tips for helping your child love reading |
| DESCRIPTOR | Participates, from beginning to end, in listening to stories, singing songs, or playing rhyming games, when supported by an adult ReadyRosie Finish the Rhyme Grandparent Storytime Hopping Rhyming I Remember When If You're Happy & You Know It Itsy Bitsy Spider Illustrations Little Miss Muffet Role Play Making Trail Mix My Favorite Part Reading a Book for the Second Time Reading with Jack and Jill Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes Why should I sing to my baby? Why should we tell family stories? |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Initiates looking at and talking about books, listening to and talking about stories, singing songs, or playing rhyming games ReadyRosie Book Bag Descriptions Family Movie Night Finish the Rhyme Hopping Rhyming If You're Happy & You Know It Itsy Bitsy Spider Illustrations Little Miss Muffet Role Play My Favorite Part Reading a Book for the Second Time Reading with Jack and Jill Recalling What Happened in a Story Retelling the Story Rhyming Purse Rhyming Toss Rhyming with Jack and Jill Sliding to Nursery Rhymes Tips for helping your child love reading Tips for storytelling: Using gestures Twinkle, Twinkle Rhymes Why should I sing to my baby? |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Extends literacy activities by retelling a story, drawing pictures about a story, or acting out a story ReadyRosie Book Bag Descriptions Detailed Drawing of a Face Family Movie Night May I Take your Order? Mirror, Mirror My Favorite Part Reading a Book for the Second Time Recalling What Happened in a Story Retelling the Story Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Tips for storytelling: Using gestures Using a Menu to Order Writing Names with Shaving Cream |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Initiates literacy activities that relate to classroom experiences as well as to own experiences or interests ReadyRosie Tips for helping your child love reading |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 6: | Comprehension of Age-Appropriate Text – Child develops capacity to understand details and ideas from age-appropriate text presented by adults |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | There are no earlier levels for this measure ReadyRosie Getting Information from Pictures |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 6: | Comprehension of Age-Appropriate Text – Child develops capacity to understand details and ideas from age-appropriate text presented by adults |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Shows interest when attending to books, pictures, or print materials, with an adult ReadyRosie Tips for helping your child love reading |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 6: | Comprehension of Age-Appropriate Text – Child develops capacity to understand details and ideas from age-appropriate text presented by adults |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Provides simple one- or two-word responses to questions when attending to books or other materials that include text, with an adult ReadyRosie Itsy Bitsy Spider Illustrations |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 6: | Comprehension of Age-Appropriate Text – Child develops capacity to understand details and ideas from age-appropriate text presented by adults |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Makes comments or asks questions about text presented in books or the environment ReadyRosie Asking Wh- Questions Color Word Sentences Listening for Sounds Phone Fun Think About It Tips for helping your child love reading |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 6: | Comprehension of Age-Appropriate Text – Child develops capacity to understand details and ideas from age-appropriate text presented by adults |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Demonstrates knowledge of main characters, events, or ideas in familiar narrative or informational text ReadyRosie Making Connections PreK Text to Self Connections Toy Stories |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 6: | Comprehension of Age-Appropriate Text – Child develops capacity to understand details and ideas from age-appropriate text presented by adults |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Demonstrates knowledge and understanding of details in narrative or informational text that includes order of events or cause and effect ReadyRosie All About My Day Itsy Bitsy Spider Illustrations Toy Stories |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 6: | Comprehension of Age-Appropriate Text – Child develops capacity to understand details and ideas from age-appropriate text presented by adults |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Demonstrates understanding of both narrative and informational text by summarizing, comparing, or making inferences about people, objects, or events ReadyRosie All About My Day Baby Photo Fun Book Bag Descriptions Book Selection Compare and Contrast Questions Family Movie Night Grandparent Storytime Just the Facts Making Connections PreK My Favorite Part 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 |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 7: | Concepts About Print – Child shows an increasing understanding of the conventions and physical organization of print material and that print carries meaning |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | There are no earlier levels for this measure ReadyRosie Chime In 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 |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 7: | Concepts About Print – Child shows an increasing understanding of the conventions and physical organization of print material and that print carries meaning |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Explores books ReadyRosie Tips for helping your child love reading |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 7: | Concepts About Print – Child shows an increasing understanding of the conventions and physical organization of print material and that print carries meaning |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Engages with print materials while being read to by an adult ReadyRosie Tips for helping your child love reading |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 7: | Concepts About Print – Child shows an increasing understanding of the conventions and physical organization of print material and that print carries meaning |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Demonstrates awareness of the way books are handled ReadyRosie Funny Reading |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 7: | Concepts About Print – Child shows an increasing understanding of the conventions and physical organization of print material and that print carries meaning |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Demonstrates understanding that print and symbols carry meaning ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 7: | Concepts About Print – Child shows an increasing understanding of the conventions and physical organization of print material and that print carries meaning |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Demonstrates understanding of how to follow print on a page of text ReadyRosie Chime In Color Word Sentences Funny Reading Reading the Grocery List Reading with Jack and Jill Stuffed Animal Sentences Stuffed Animal Stories Words on the Page |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 7: | Concepts About Print – Child shows an increasing understanding of the conventions and physical organization of print material and that print carries meaning |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Demonstrates understanding that print is organized into units, such as letters, sounds, and words ReadyRosie Frog Hopping Listen My Children Looking for Letters in Ads Reading the Grocery List Reading with Jack and Jill Searching for Sounds at the Store Shopping for Clothes Starting a Word Bank Words on the Page |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 8: | Phonological Awareness – Child shows increasing awareness of the sounds (elements) that make up language, including the ability to manipulate them in language |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | There are no earlier levels for this measure ReadyRosie Lazy Letters Little Bo Peep Substitutions |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 8: | Phonological Awareness – Child shows increasing awareness of the sounds (elements) that make up language, including the ability to manipulate them in language |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Attends to sounds or elements of language ReadyRosie Color Word Sentences Thumbs Up, Thumbs Down |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 8: | Phonological Awareness – Child shows increasing awareness of the sounds (elements) that make up language, including the ability to manipulate them in language |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Demonstrates awareness of variations in sounds ReadyRosie Color Word Sentences Thumbs Up, Thumbs Down |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 8: | Phonological Awareness – Child shows increasing awareness of the sounds (elements) that make up language, including the ability to manipulate them in language |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Sings simple songs ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| DESCRIPTOR | Repeats simple nursery rhymes ReadyRosie Little Bo Peep Substitutions Little Miss Muffet Role Play Rhyming with Jack and Jill Sliding to Nursery Rhymes Twinkle, Twinkle Rhymes |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 8: | Phonological Awareness – Child shows increasing awareness of the sounds (elements) that make up language, including the ability to manipulate them in language |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Demonstrates awareness of larger units of language (e.g., words, syllables) ReadyRosie Frog Hopping Grocery Sack Syllables Looking for Letters in Ads Reading with Jack and Jill Sequences of Sounds Starting a Word Bank Words on the Page |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 8: | Phonological Awareness – Child shows increasing awareness of the sounds (elements) that make up language, including the ability to manipulate them in language |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Blends larger units of language (e.g., compound words and syllables) with or without the support of pictures or objects ReadyRosie Compound Words Drumming Sounds Echo Game Frog Hopping Grocery Sack Syllables Lazy Letters Sequences of Sounds Take Away |
| DESCRIPTOR | Segments larger units of language (e.g., compound words and syllables) with or without the support of pictures or objects ReadyRosie Compound Words Frog Hopping Grocery Sack Syllables Sequences of Sounds Take Away |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 8: | Phonological Awareness – Child shows increasing awareness of the sounds (elements) that make up language, including the ability to manipulate them in language |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Blends smaller units of language (e.g., onsets and rimes), with or without the support of pictures or objects ReadyRosie Drumming Sounds Echo Game Laundry Riddles Lazy Letters Sequences of Sounds |
| DESCRIPTOR | Segments smaller units of language (e.g., onsets and rimes), with or without the support of pictures or objects ReadyRosie Laundry Riddles |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 9: | Letter and Word Knowledge – Child shows increasing awareness of letters in the environment and their relationship to sound, including understanding that letters make up words |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | There are no earlier levels for this measure ReadyRosie Looking for Letters in Ads Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Words on the Page |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 9: | Letter and Word Knowledge – Child shows increasing awareness of letters in the environment and their relationship to sound, including understanding that letters make up words |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Demonstrates awareness of a few common simple symbols in the environment ReadyRosie Shopping for Clothes |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 9: | Letter and Word Knowledge – Child shows increasing awareness of letters in the environment and their relationship to sound, including understanding that letters make up words |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Demonstrates awareness of a few letters in the environment 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 |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 9: | Letter and Word Knowledge – Child shows increasing awareness of letters in the environment and their relationship to sound, including understanding that letters make up words |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Identifies some letters by name 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 |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 9: | Letter and Word Knowledge – Child shows increasing awareness of letters in the environment and their relationship to sound, including understanding that letters make up words |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Identifies ten or more letters (not necessarily at the same time) 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 |
| DESCRIPTOR | Shows understanding that letters make up words ReadyRosie Looking for Letters in Ads Reading with Jack and Jill Starting a Word Bank Words on the Page |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 9: | Letter and Word Knowledge – Child shows increasing awareness of letters in the environment and their relationship to sound, including understanding that letters make up words |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Identifies most upper-case letters ReadyRosie Jump Rope Letters Letter Hunt Looking for Letters in Ads Name Game Shopping for Clothes Stomp the Letter |
| DESCRIPTOR | Identifies most lower-case letters ReadyRosie Jump Rope Letters Letter Hunt Looking for Letters in Ads Name Game Shopping for Clothes Stomp the Letter |
| DESCRIPTOR | Shows understanding that a letter corresponds to a sound in words ReadyRosie Frog Hopping Listen My Children Reading the Grocery List Searching for Sounds at the Store Shopping for Clothes |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 10: | Emergent Writing – Child shows increasing ability to write using scribbles, marks, drawings, letters, characters, or words to represent meaning |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | There are no earlier levels for this measure 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 |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 10: | Emergent Writing – Child shows increasing ability to write using scribbles, marks, drawings, letters, characters, or words to represent meaning |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Makes marks on paper ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 10: | Emergent Writing – Child shows increasing ability to write using scribbles, marks, drawings, letters, characters, or words to represent meaning |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Makes scribble marks ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 10: | Emergent Writing – Child shows increasing ability to write using scribbles, marks, drawings, letters, characters, or words to represent meaning |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Makes scribble marks or simple drawings that represent people, things, or events 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 |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 10: | Emergent Writing – Child shows increasing ability to write using scribbles, marks, drawings, letters, characters, or words to represent meaning |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Makes marks to represent own name or words ReadyRosie Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 10: | Emergent Writing – Child shows increasing ability to write using scribbles, marks, drawings, letters, characters, or words to represent meaning |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Uses letters or clearly recognizable approximations of letters to write own name ReadyRosie Jump Rope Letters Making a Grocery List Silverware Alphabet Using a Menu to Order Weekend News Writing Names with Shaving Cream |
| DOMAIN | LLD — Language and Literacy Development – Preschool | |
| MEASURE-DEFINITION | LLD 10: | Emergent Writing – Child shows increasing ability to write using scribbles, marks, drawings, letters, characters, or words to represent meaning |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Writes several words or a few simple phrases, or clearly recognizable approximations ReadyRosie All Mixed Up Detailed Drawing of a Face Making a Grocery List Thank You Note Using a Menu to Order Writing Names with Shaving Cream Zoo in My Room |
| DOMAIN | ELD — English-Language Development – Preschool | |
| MEASURE-DEFINITION | ELD 1: | Comprehension of English (Receptive English) – Child shows increasing progress toward fluency in understanding English |
| CATEGORY | Discovering Language | |
| DEVELOPMENTAL LEVEL | Recognizes a few frequently used words or gestures in the home language and culture in familiar situations ReadyRosie All Mixed Up 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 |
| DOMAIN | ELD — English-Language Development – Preschool | |
| MEASURE-DEFINITION | ELD 1: | Comprehension of English (Receptive English) – Child shows increasing progress toward fluency in understanding English |
| CATEGORY | Discovering English | |
| DEVELOPMENTAL LEVEL | Shows understanding of words and phrases in conversations, stories, and interactions in home language (may show little understanding of common words and phrases in English) ReadyRosie All Mixed Up 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 |
| DOMAIN | ELD — English-Language Development – Preschool | |
| MEASURE-DEFINITION | ELD 1: | Comprehension of English (Receptive English) – Child shows increasing progress toward fluency in understanding English |
| CATEGORY | Exploring English | |
| DEVELOPMENTAL LEVEL | Attends to interactions in English and sometimes participates in activities conducted in English ReadyRosie All Mixed Up 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 |
| DEVELOPMENTAL LEVEL | Shows understanding of a few common English words in familiar contexts or routines ReadyRosie All Mixed Up 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 |
| DOMAIN | ELD — English-Language Development – Preschool | |
| MEASURE-DEFINITION | ELD 1: | Comprehension of English (Receptive English) – Child shows increasing progress toward fluency in understanding English |
| CATEGORY | Developing English | |
| DEVELOPMENTAL LEVEL | Shows understanding of some common words and phrases in English during interactions and activities conducted in English, occasionally with support of home language, nonverbal cues, or both ReadyRosie All Mixed Up 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 |
| DOMAIN | ELD — English-Language Development – Preschool | |
| MEASURE-DEFINITION | ELD 1: | Comprehension of English (Receptive English) – Child shows increasing progress toward fluency in understanding English |
| CATEGORY | Building English | |
| DEVELOPMENTAL LEVEL | Shows understanding of many words, phrases, and concepts in English during interactions and activities conducted in English, occasionally with support of home language, nonverbal cues, or both ReadyRosie All Mixed Up 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 |
| DOMAIN | ELD — English-Language Development – Preschool | |
| MEASURE-DEFINITION | ELD 1: | Comprehension of English (Receptive English) – Child shows increasing progress toward fluency in understanding English |
| CATEGORY | Integrating English | |
| DEVELOPMENTAL LEVEL | Shows understanding of most information and concepts communicated in English for both instructional and social purposes ReadyRosie All Mixed Up 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 |
| DOMAIN | ELD — English-Language Development – Preschool | |
| MEASURE-DEFINITION | ELD 2: | Self-Expression in English (Expressive English) – Child shows increasing progress toward fluency in speaking English |
| CATEGORY | Discovering Language | |
| DEVELOPMENTAL LEVEL | Uses a few “first words” or word-like sounds or gestures to communicate in home language ReadyRosie All Mixed Up Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag Pantry Talk Description Phone Fun Who Should We Ask? |
| DOMAIN | ELD — English-Language Development – Preschool | |
| MEASURE-DEFINITION | ELD 2: | Self-Expression in English (Expressive English) – Child shows increasing progress toward fluency in speaking English |
| CATEGORY | Discovering English | |
| DEVELOPMENTAL LEVEL | Communicates in home language or nonverbally, or both ReadyRosie All Mixed Up Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag Pantry Talk Description Phone Fun Who Should We Ask? |
| DOMAIN | ELD — English-Language Development – Preschool | |
| MEASURE-DEFINITION | ELD 2: | Self-Expression in English (Expressive English) – Child shows increasing progress toward fluency in speaking English |
| CATEGORY | Exploring English | |
| DEVELOPMENTAL LEVEL | Communicates most competently in home language, occasionally using single words or short memorized sequences of words in English ReadyRosie All Mixed Up Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag Pantry Talk Description Phone Fun Who Should We Ask? |
| DOMAIN | ELD — English-Language Development – Preschool | |
| MEASURE-DEFINITION | ELD 2: | Self-Expression in English (Expressive English) – Child shows increasing progress toward fluency in speaking English |
| CATEGORY | Developing English | |
| DEVELOPMENTAL LEVEL | Communicates in English, using single words and common phrases (may mix English with home language) ReadyRosie All Mixed Up Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag Pantry Talk Description Phone Fun Who Should We Ask? |
| DOMAIN | ELD — English-Language Development – Preschool | |
| MEASURE-DEFINITION | ELD 2: | Self-Expression in English (Expressive English) – Child shows increasing progress toward fluency in speaking English |
| CATEGORY | Building English | |
| DEVELOPMENTAL LEVEL | Communicates in English, using sentences that may be incomplete (may contain grammatical errors and may mix English with home language) ReadyRosie All Mixed Up Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag Pantry Talk Description Phone Fun Who Should We Ask? |
| DOMAIN | ELD — English-Language Development – Preschool | |
| MEASURE-DEFINITION | ELD 2: | Self-Expression in English (Expressive English) – Child shows increasing progress toward fluency in speaking English |
| CATEGORY | Integrating English | |
| DEVELOPMENTAL LEVEL | Communicates in English, often using complete sentences, about a variety of social and instructional concepts and topics (may contain grammatical errors and may mix English with home language) ReadyRosie All Mixed Up Finding the Groceries How Many Can You Name? I Spy an Animal Mystery Bag Pantry Talk Description Phone Fun Who Should We Ask? |
| DOMAIN | ELD — English-Language Development – Preschool | |
| MEASURE-DEFINITION | ELD 3: | Understanding and Response to English Literacy Activities – Child shows an increasing understanding of and response to books, stories, songs, and poems presented in English |
| CATEGORY | Discovering Language | |
| DEVELOPMENTAL LEVEL | Attends briefly to a familiar adult looking at books, singing songs, or saying rhymes in home language ReadyRosie Itsy Bitsy Spider Illustrations |
| DOMAIN | ELD — English-Language Development – Preschool | |
| MEASURE-DEFINITION | ELD 3: | Understanding and Response to English Literacy Activities – Child shows an increasing understanding of and response to books, stories, songs, and poems presented in English |
| CATEGORY | Discovering English | |
| DEVELOPMENTAL LEVEL | Participates in literacy activities in home language ReadyRosie Itsy Bitsy Spider Illustrations |
| DEVELOPMENTAL LEVEL | Attends to simple literacy activities in English with some support ReadyRosie Itsy Bitsy Spider Illustrations |
| DOMAIN | ELD — English-Language Development – Preschool | |
| MEASURE-DEFINITION | ELD 3: | Understanding and Response to English Literacy Activities – Child shows an increasing understanding of and response to books, stories, songs, and poems presented in English |
| CATEGORY | Exploring English | |
| DEVELOPMENTAL LEVEL | Uses home language, gestures, or single words in English to show understanding of literacy activities in English ReadyRosie Itsy Bitsy Spider Illustrations |
| DOMAIN | ELD — English-Language Development – Preschool | |
| MEASURE-DEFINITION | ELD 3: | Understanding and Response to English Literacy Activities – Child shows an increasing understanding of and response to books, stories, songs, and poems presented in English |
| CATEGORY | Developing English | |
| DEVELOPMENTAL LEVEL | Uses frequently used words and short phrases in English to communicate understanding about a book, story, song, or poem told, read, or sung in English (often uses actions; may mix English with home language) ReadyRosie Itsy Bitsy Spider Illustrations |
| DOMAIN | ELD — English-Language Development – Preschool | |
| MEASURE-DEFINITION | ELD 3: | Understanding and Response to English Literacy Activities – Child shows an increasing understanding of and response to books, stories, songs, and poems presented in English |
| CATEGORY | Building English | |
| DEVELOPMENTAL LEVEL | Uses a variety of words and phrases in English to communicate understanding about key ideas of a book, story, song, or poem told, read, or sung in English (sometimes uses actions; may mix English with home language) ReadyRosie Itsy Bitsy Spider Illustrations |
| DOMAIN | ELD — English-Language Development – Preschool | |
| MEASURE-DEFINITION | ELD 3: | Understanding and Response to English Literacy Activities – Child shows an increasing understanding of and response to books, stories, songs, and poems presented in English |
| CATEGORY | Integrating English | |
| DEVELOPMENTAL LEVEL | Uses elaborated English phrases with a variety of vocabulary and grammatical structures to communicate understanding of the content of a book, story, song, or poem (may mix English with home language) ReadyRosie Itsy Bitsy Spider Illustrations |
| DOMAIN | ELD — English-Language Development – Preschool | |
| MEASURE-DEFINITION | ELD 4: | Symbol, Letter, and Print Knowledge in English – Child shows an increasing understanding that print in English carries meaning |
| CATEGORY | Discovering Language | |
| DEVELOPMENTAL LEVEL | Demonstrates awareness that pictures or objects can represent people or things 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 |
| DOMAIN | ELD — English-Language Development – Preschool | |
| MEASURE-DEFINITION | ELD 4: | Symbol, Letter, and Print Knowledge in English – Child shows an increasing understanding that print in English carries meaning |
| CATEGORY | Discovering English | |
| DEVELOPMENTAL LEVEL | Demonstrates awareness that symbols carry meaning or that print in home language carries meaning ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories |
| DOMAIN | ELD — English-Language Development – Preschool | |
| MEASURE-DEFINITION | ELD 4: | Symbol, Letter, and Print Knowledge in English – Child shows an increasing understanding that print in English carries meaning |
| CATEGORY | Exploring English | |
| DEVELOPMENTAL LEVEL | Demonstrates awareness that print in English carries meaning ReadyRosie Chime In Color Word Sentences Kitchen Labeling Morning Message My Address Reading the Grocery List Reading with Jack and Jill Shopping for Clothes Starting a Word Bank Stuffed Animal Stories |
| DOMAIN | ELD — English-Language Development – Preschool | |
| MEASURE-DEFINITION | ELD 4: | Symbol, Letter, and Print Knowledge in English – Child shows an increasing understanding that print in English carries meaning |
| CATEGORY | Developing English | |
| DEVELOPMENTAL LEVEL | Demonstrates understanding that English print consists of distinct letters with names in English 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 |
| DOMAIN | ELD — English-Language Development – Preschool | |
| MEASURE-DEFINITION | ELD 4: | Symbol, Letter, and Print Knowledge in English – Child shows an increasing understanding that print in English carries meaning |
| CATEGORY | Building English | |
| DEVELOPMENTAL LEVEL | Identifies several English letters 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 |
| DEVELOPMENTAL LEVEL | Recognizes own name in English print 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 |
| DOMAIN | ELD — English-Language Development – Preschool | |
| MEASURE-DEFINITION | ELD 4: | Symbol, Letter, and Print Knowledge in English – Child shows an increasing understanding that print in English carries meaning |
| CATEGORY | Integrating English | |
| DEVELOPMENTAL LEVEL | Identifies at least ten English letters 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 |
| DEVELOPMENTAL LEVEL | Identifies a few printed words frequently used in English 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 |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 1: | Spatial Relationships – Child increasingly shows understanding of how objects move in space or fit in different spaces |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Attends or responds as objects, people, or own body move through space ReadyRosie Follow the Leader Jump to It Rock Toss |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 1: | Spatial Relationships – Child increasingly shows understanding of how objects move in space or fit in different spaces |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Explores how self or objects fit in or fill up different spaces ReadyRosie Follow the Leader Jump to It Rock Toss |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 1: | Spatial Relationships – Child increasingly shows understanding of how objects move in space or fit in different spaces |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Explores spatial relationships (e.g., distance, position, direction), or movement of self or objects through space, trying a variety of possibilities ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Finding the Groceries Follow My Design Follow the Leader Following Directions Jump to It Leap Frog Measure Little Miss Muffet Role Play Measuring the Table Mirror, Mirror Near and Far Race Car Transformations Rock Toss Stuffed Animal Olympics Treasure Map |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 1: | Spatial Relationships – Child increasingly shows understanding of how objects move in space or fit in different spaces |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Takes into account spatial relationships (e.g., distance, position, direction) and physical properties (e.g., size, shape) when exploring possibilities of fitting objects together or moving through space ReadyRosie Bookcase Problem Building Houses Comparing Vegetables Finding the Groceries Finger Shapes Follow My Design Follow the Leader Following Directions Guess My Shape How Many Can I Grab? Jump to It Leap Frog Measure Little Miss Muffet Role Play Measuring the Table Mirror, Mirror Near and Far Pantry Sort 1 Pantry Sort 2 Race Car Transformations Shape Changers Shape Hunt Shaving Cream Shapes Stuffed Animal Olympics Treasure Map Ways to Cut a Sandwich |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 1: | Spatial Relationships – Child increasingly shows understanding of how objects move in space or fit in different spaces |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | There are no later levels for this measure ReadyRosie Follow the Leader Jump to It Rock Toss |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 2: | Classification – Child shows an increasing ability to compare, match, and sort objects into groups according to their attributes |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Attends to people, objects, or events ReadyRosie Candy Sort and Graph Grocery Store Weights I Spy an Animal Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 2: | Classification – Child shows an increasing ability to compare, match, and sort objects into groups according to their attributes |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Interacts differently with familiar people and objects than with unfamiliar people and objects ReadyRosie How can I help my child with separation? |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 2: | Classification – Child shows an increasing ability to compare, match, and sort objects into groups according to their attributes |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Associates a person or object with another person or object, based on a similarity or relationship between them ReadyRosie Candy Sort and Graph Grocery Store Weights I Spy an Animal Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 2: | Classification – Child shows an increasing ability to compare, match, and sort objects into groups according to their attributes |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Selects some objects that are similar from a collection of objects ReadyRosie Candy Sort and Graph Grocery Store Weights I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 2: | Classification – Child shows an increasing ability to compare, match, and sort objects into groups according to their attributes |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Sorts objects into two groups based on one attribute, but not always accurately ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 2: | Classification – Child shows an increasing ability to compare, match, and sort objects into groups according to their attributes |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Sorts objects accurately into two or more groups based on one attribute ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 2: | Classification – Child shows an increasing ability to compare, match, and sort objects into groups according to their attributes |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Sorts objects into two or more groups based on one attribute, then puts all the objects together and re-sorts the entire collection into new groups ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 2: | Classification – Child shows an increasing ability to compare, match, and sort objects into groups according to their attributes |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Sorts objects into groups based on at least two attributes, sometimes sorting by one attribute and then subdividing those groups based on a second attribute ReadyRosie Candy Sort and Graph I Spy a Coin I Spy an Animal Letter Sort Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 3: | Number Sense of Quantity – Child shows developing understanding of number and quantity |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to people or objects in basic ways ReadyRosie Fruit Salad Magazine Number Hunt Numbers Everywhere |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 3: | Number Sense of Quantity – Child shows developing understanding of number and quantity |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Responds to changes in the number of objects observed or interacted with ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 3: | Number Sense of Quantity – Child shows developing understanding of number and quantity |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Demonstrates awareness of quantity ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 3: | Number Sense of Quantity – Child shows developing understanding of number and quantity |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Uses number names, but not always correctly, in situations related to number or quantity ReadyRosie Crazy Counting How Many Steps to Bed? How Old Are You? Magazine Number Hunt Rub a Dub Counting |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 3: | Number Sense of Quantity – Child shows developing understanding of number and quantity |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Identifies small quantities without counting, up to three ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 3: | Number Sense of Quantity – Child shows developing understanding of number and quantity |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Counts up to five objects using one-to-one correspondence 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 More than Ten Penny Drop Show Me Taking Inventory The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| DESCRIPTOR | Recites numbers in order, one through ten ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 3: | Number Sense of Quantity – Child shows developing understanding of number and quantity |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Shows understanding that the last number counted is the total number of objects in the group ReadyRosie Acorns and Pinecones Adding Ice Block Tower Domino Match-Up Fruit Salad How Many Feet? How Many Steps to Bed? How Many in the Car? How Old Are You? Keep It Up More than Ten Show Me Taking Inventory |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 3: | Number Sense of Quantity – Child shows developing understanding of number and quantity |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Solves simple everyday problems involving numbers by counting up to 10 objects using one-to-one correspondence 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 More than Ten Penny Drop Show Me Taking Inventory The Number Stays the Same Three Ways to Show a Number Under the Cup What's for Dinner? |
| DESCRIPTOR | Recites numbers correctly, up to 20 ReadyRosie How Many Can I Grab? Keep It Up Penny Drop Rub a Dub Counting |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 4: | Number Sense of Math Operations – Child shows increasing ability to add and subtract small quantities of objects |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | There are no earlier levels for this measure 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 |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 4: | Number Sense of Math Operations – Child shows increasing ability to add and subtract small quantities of objects |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Demonstrates awareness of quantity ReadyRosie Domino Match-Up How Many in a Set? More Grapes Quick Dots Show Me Slap One More Three Ways to Show a Number |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 4: | Number Sense of Math Operations – Child shows increasing ability to add and subtract small quantities of objects |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Manipulates objects and explores the change in the number in a 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 |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 4: | Number Sense of Math Operations – Child shows increasing ability to add and subtract small quantities of objects |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Demonstrates understanding that adding objects to a group makes more or that taking away objects makes fewer or less ReadyRosie Acorns and Pinecones Cereal Challenge Make a Tower of Ten More than Ten Slap One More Who has the Biggest Number? |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 4: | Number Sense of Math Operations – Child shows increasing ability to add and subtract small quantities of objects |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Identifies the new number of objects after one object is added to or removed from a set of two or three objects ReadyRosie Acorns and Pinecones Cereal Challenge Domino Match-Up How Many in a Set? Make a Tower of Ten More Grapes More than Ten Quick Dots Show Me Slap One More Three Ways to Show a Number Who has the Biggest Number? |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 4: | Number Sense of Math Operations – Child shows increasing ability to add and subtract small quantities of objects |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Uses counting to add or subtract one or two objects to or from a group of at least four objects 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 |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 4: | Number Sense of Math Operations – Child shows increasing ability to add and subtract small quantities of objects |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Solves simple addition or subtraction word problems by using fingers or objects to represent numbers or by mental calculation 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 |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 5: | Measurement – Child shows an increasing understanding of measurable properties such as size, length, weight, and capacity (volume), and how to quantify those properties |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | There are no earlier levels for this measure ReadyRosie Bookcase Problem Building Houses Buying Oranges Comparing Vegetables Fill Up the Cup How Many Can I Grab? Leap Frog Measure Making Trail Mix Measuring the Table Near and Far Strawberries for a Picnic |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 5: | Measurement – Child shows an increasing understanding of measurable properties such as size, length, weight, and capacity (volume), and how to quantify those properties |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Demonstrates awareness that objects differ by properties (e.g., size, length, weight, or capacity) ReadyRosie Buying Oranges Fill Up the Cup Making Trail Mix More than Ten Strawberries for a Picnic |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 5: | Measurement – Child shows an increasing understanding of measurable properties such as size, length, weight, and capacity (volume), and how to quantify those properties |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Explores how objects differ by properties (e.g., size, length, weight, capacity) ReadyRosie Buying Oranges Fill Up the Cup How Many Can I Grab? Making Trail Mix Strawberries for a Picnic |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 5: | Measurement – Child shows an increasing understanding of measurable properties such as size, length, weight, and capacity (volume), and how to quantify those properties |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Shows understanding of some measurable properties (e.g., size, length, weight, capacity) or uses words (e.g., “big,” “heavy”) to describe some measurable properties ReadyRosie Bookcase Problem Building Houses Buying Oranges Comparing Vegetables Fill Up the Cup How Many Can I Grab? Leap Frog Measure Making Trail Mix Measuring the Table Near and Far Strawberries for a Picnic |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 5: | Measurement – Child shows an increasing understanding of measurable properties such as size, length, weight, and capacity (volume), and how to quantify those properties |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Identifies differences in size, length, weight, or capacity between two objects, using comparative words (e.g., “bigger,” “smaller”) or showing understanding of comparative words ReadyRosie Bookcase Problem Building Houses Buying Oranges Comparing Vegetables Fill Up the Cup How Many Can I Grab? Leap Frog Measure Making Trail Mix Measuring the Table Near and Far Strawberries for a Picnic |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 5: | Measurement – Child shows an increasing understanding of measurable properties such as size, length, weight, and capacity (volume), and how to quantify those properties |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Orders three or more objects by directly comparing them using a measurable property (e.g., size, length, weight, capacity) ReadyRosie Buying Oranges Fill Up the Cup How Many Can I Grab? Making Trail Mix Strawberries for a Picnic |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 5: | Measurement – Child shows an increasing understanding of measurable properties such as size, length, weight, and capacity (volume), and how to quantify those properties |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Explores the properties of objects (e.g., size, length, weight, capacity) through either the use of measurement tools with standard units (e.g., ruler, scale) or the use of nonstandard units (e.g., footsteps, blocks) ReadyRosie Bookcase Problem Buying Oranges Fill Up the Cup How Many Can I Grab? Making Trail Mix Strawberries for a Picnic |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 6: | Patterning – Child shows an increasing ability to recognize, reproduce, and create patterns of varying complexity |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | There are no earlier levels for this measure ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 6: | Patterning – Child shows an increasing ability to recognize, reproduce, and create patterns of varying complexity |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Notices and responds to simple repeating sequences ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 6: | Patterning – Child shows an increasing ability to recognize, reproduce, and create patterns of varying complexity |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Participates in some parts of simple repeating sequences in language, movement, music, everyday routines, or interactions ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 6: | Patterning – Child shows an increasing ability to recognize, reproduce, and create patterns of varying complexity |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Matches simple sequences that are seen, heard, or experienced ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 6: | Patterning – Child shows an increasing ability to recognize, reproduce, and create patterns of varying complexity |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Attempts to create simple repeating patterns (with two elements) ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 6: | Patterning – Child shows an increasing ability to recognize, reproduce, and create patterns of varying complexity |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Extends a simple repeating pattern (with two elements) by adding one or more repetitions of an existing pattern ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 6: | Patterning – Child shows an increasing ability to recognize, reproduce, and create patterns of varying complexity |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Creates, copies, or extends complex patterns (with three or more elements) ReadyRosie Making Patterns My Age Setting the Table Sound Patterns Speedometer Math The Fence Problem |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 7: | Shapes – Child shows an increasing knowledge of shapes and their characteristics |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | There are no earlier levels for this measure 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 |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 7: | Shapes – Child shows an increasing knowledge of shapes and their characteristics |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Explores shapes of objects 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 |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 7: | Shapes – Child shows an increasing knowledge of shapes and their characteristics |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Manipulates objects based on shape 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 |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 7: | Shapes – Child shows an increasing knowledge of shapes and their characteristics |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Matches similar shapes and distinguishes them from dissimilar shapes without necessarily naming them 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 |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 7: | Shapes – Child shows an increasing knowledge of shapes and their characteristics |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Identifies or names several shapes in the environment (e.g., circles, squares, triangles) ReadyRosie Buying Oranges |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 7: | Shapes – Child shows an increasing knowledge of shapes and their characteristics |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Recognizes shapes when they are presented in different orientations or as parts of other objects 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 |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 7: | Shapes – Child shows an increasing knowledge of shapes and their characteristics |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Describes several shapes and the differences between them 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 |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 9: | Inquiry Through Observation and Investigation – Child observes, explores, and investigates objects (living and nonliving things) and events in the environment and becomes increasingly sophisticated in pursuing knowledge about them |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to people, things, or sounds ReadyRosie Color Word Sentences Listening for Sounds Pantry Talk Description Taking Turns |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 9: | Inquiry Through Observation and Investigation – Child observes, explores, and investigates objects (living and nonliving things) and events in the environment and becomes increasingly sophisticated in pursuing knowledge about them |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Engages in simple purposeful explorations of familiar objects in the environment ReadyRosie Grocery Store Conversations Sink or Float |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 9: | Inquiry Through Observation and Investigation – Child observes, explores, and investigates objects (living and nonliving things) and events in the environment and becomes increasingly sophisticated in pursuing knowledge about them |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Engages in sustained explorations ReadyRosie Grocery Store Conversations Sink or Float |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 9: | Inquiry Through Observation and Investigation – Child observes, explores, and investigates objects (living and nonliving things) and events in the environment and becomes increasingly sophisticated in pursuing knowledge about them |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Observes objects and events of interest in the environment, makes simple predictions about them, and checks the predictions ReadyRosie Acorns and Pinecones Grocery Store Conversations Sink or Float Strawberries for a Picnic |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 9: | Inquiry Through Observation and Investigation – Child observes, explores, and investigates objects (living and nonliving things) and events in the environment and becomes increasingly sophisticated in pursuing knowledge about them |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Engages in detailed observations and complex investigations of objects and events in the environment (e.g., tests predictions, makes comparisons, uses scientific tools, or tracks changes over time) ReadyRosie Acorns and Pinecones Candy Sort and Graph Grocery Store Weights I Spy an Animal Likely or Unlikely Sort and Graph Leaves Sorting Laundry Strawberries for a Picnic |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 9: | Inquiry Through Observation and Investigation – Child observes, explores, and investigates objects (living and nonliving things) and events in the environment and becomes increasingly sophisticated in pursuing knowledge about them |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Contributes to planning and carries out detailed observations and complex investigations to answer questions of interest ReadyRosie Grocery Store Conversations Sink or Float |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 10: | Documentation and Communication of Inquiry – Child develops the capacity to describe and record observations and investigations about objects (living and nonliving things) and events, and to share ideas and explanations with others |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | There are no earlier levels for this measure ReadyRosie Sink or Float |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 10: | Documentation and Communication of Inquiry – Child develops the capacity to describe and record observations and investigations about objects (living and nonliving things) and events, and to share ideas and explanations with others |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Communicates simple observations about objects or events in the environment ReadyRosie Sink or Float |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 10: | Documentation and Communication of Inquiry – Child develops the capacity to describe and record observations and investigations about objects (living and nonliving things) and events, and to share ideas and explanations with others |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Communicates similarities or differences in the characteristics of objects ReadyRosie Candy Sort and Graph Grocery Store Weights I Spy an Animal Likely or Unlikely Sink or Float Sort and Graph Leaves Sorting Laundry |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 10: | Documentation and Communication of Inquiry – Child develops the capacity to describe and record observations and investigations about objects (living and nonliving things) and events, and to share ideas and explanations with others |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Includes details when recording observations or investigations ReadyRosie Sink or Float |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 10: | Documentation and Communication of Inquiry – Child develops the capacity to describe and record observations and investigations about objects (living and nonliving things) and events, and to share ideas and explanations with others |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Communicates about findings, related ideas, or simple explanations ReadyRosie Sink or Float |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 11: | Knowledge of the Natural World – Child develops the capacity to understand objects (living and nonliving things) and events in the natural world, including how they change and their characteristics |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Attends to people, objects, or events ReadyRosie Candy Sort and Graph Grocery Store Weights I Spy an Animal Likely or Unlikely Sort and Graph Leaves Sorting Laundry |
| DOMAIN | COG — Cognition, Including Math and Science – Preschool | |
| MEASURE-DEFINITION | COG 11: | Knowledge of the Natural World – Child develops the capacity to understand objects (living and nonliving things) and events in the natural world, including how they change and their characteristics |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Interacts with objects or people ReadyRosie Building Houses Family Talent Show Keep It Up Taking Turns Who has the Biggest Number? |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Responds to sensory information by moving body or limbs to reach for or move toward people or objects ReadyRosie Follow the Leader Jump to It Rock Toss |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Uses sensory information to control body while exploring people, objects, or changes in the physical environment ReadyRosie Follow the Leader Jump to It Rock Toss |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Demonstrates awareness of major body parts by exploring their movement potential ReadyRosie Follow the Leader Jump to It Rock Toss |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Tries different ways to coordinate movements of large or small body parts ReadyRosie Follow the Leader |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Adjusts, with adult guidance, aspects of movement (e.g., effort, spatial, directional) in relation to people and objects ReadyRosie Follow the Leader Jump to It Rock Toss |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Anticipates and then adjusts, on own, aspects of movement (e.g., effort, spatial, directional) in relation to people and objects in familiar spaces ReadyRosie Follow the Leader Jump to It Rock Toss |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Anticipates and then adjusts aspects of movement (e.g., effort, spatial, directional) during new activities, in changed environments, or on different surfaces ReadyRosie Follow the Leader Jump to It Rock Toss |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 2: | Gross Locomotor Movement Skills – Child shows increasing proficiency in fundamental locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping) |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Moves in basic and often involuntary ways ReadyRosie Follow the Leader |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 2: | Gross Locomotor Movement Skills – Child shows increasing proficiency in fundamental locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping) |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Moves two or more body parts together, often with intention ReadyRosie Follow the Leader |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 2: | Gross Locomotor Movement Skills – Child shows increasing proficiency in fundamental locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping) |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Coordinates movements of body parts to move whole body, such as creeping, crawling, or scooting on bottom ReadyRosie Follow the Leader |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 2: | Gross Locomotor Movement Skills – Child shows increasing proficiency in fundamental locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping) |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Coordinates basic movements in an upright position without using support ReadyRosie Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 2: | Gross Locomotor Movement Skills – Child shows increasing proficiency in fundamental locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping) |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Coordinates movements, in an upright position, that momentarily move whole body off the ground ReadyRosie Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 2: | Gross Locomotor Movement Skills – Child shows increasing proficiency in fundamental locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping) |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Coordinates and controls individual locomotor movements, with some success ReadyRosie Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 2: | Gross Locomotor Movement Skills – Child shows increasing proficiency in fundamental locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping) |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Combines and coordinates two or more locomotor movements together in effective ways, with some success ReadyRosie Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 2: | Gross Locomotor Movement Skills – Child shows increasing proficiency in fundamental locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping) |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Combines a variety of locomotor movements and moves effectively across a range of activities ReadyRosie Follow the Leader Frog Hopping Hopping Rhyming Jump to It Leap Frog Measure Lily Pad Hop Stomp the Letter |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Moves in basic and often involuntary ways ReadyRosie Follow the Leader |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Uses arms, legs, or body to move toward or reach for people or objects ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Rhyming Toss Rock Toss Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note The Number Stays the Same Writing Names with Shaving Cream |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Uses arms, legs, or body to engage in simple, repeated actions on objects ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Rhyming Toss Rock Toss Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note The Number Stays the Same Writing Names with Shaving Cream |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Uses arms, legs, or body in various ways to manipulate objects, while in positions such as sitting, moving on all fours, or upright, using support ReadyRosie Follow the Leader |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Manipulates objects, using one or more body parts, with limited stability ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Rhyming Toss Rock Toss Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note The Number Stays the Same Writing Names with Shaving Cream |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Manipulates objects, using one or more body parts, with stability but limited coordination ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Rhyming Toss Rock Toss Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note The Number Stays the Same Writing Names with Shaving Cream |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Uses two or more movements sequentially to manipulate objects, sometimes pausing briefly between movements ReadyRosie Follow the Leader |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Coordinates arms, legs, or body to manipulate objects, with connected sequential or simultaneous movements ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Rhyming Toss Rock Toss Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note The Number Stays the Same Writing Names with Shaving Cream |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Applies a variety of manipulative skills, in combination with locomotor skills, in different physical activities ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Jump Rope Letters Mirror, Mirror Rhyming Toss Rock Toss Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note The Number Stays the Same Writing Names with Shaving Cream |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Moves arms or hands in basic ways 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 |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Uses arms or hands to make contact with objects in the environment ReadyRosie Alphabet Clapping Detailed Drawing of a Face Drumming Sounds Finger Shapes Follow the Leader Jump Rope Letters Mirror, Mirror Setting the Table Shaving Cream Shapes Silverware Alphabet Thank You Note Writing Names with Shaving Cream |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Grasps objects with entire hand 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 |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Grasps objects with fingers and thumb 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 |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Explores ways to use one hand, or to use both hands doing the same movements, to manipulate objects 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 |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Manipulates objects with one hand while stabilizing the objects with other hand or with another part of body 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 |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Manipulates objects with both hands doing different movements 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 |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Manipulates objects, using hands, with strength, accuracy, and coordination 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 |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Performs, with efficiency, a variety of tasks that require precise manipulation of small objects 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 |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 5: | Safety – Child shows awareness of safety and increasingly demonstrates knowledge of safety skills when participating in daily activities |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Reacts to unpleasant stimulation or events in basic ways ReadyRosie My Address |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 5: | Safety – Child shows awareness of safety and increasingly demonstrates knowledge of safety skills when participating in daily activities |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Seeks to make contact with familiar adult ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 5: | Safety – Child shows awareness of safety and increasingly demonstrates knowledge of safety skills when participating in daily activities |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Follows adults’ guidance about basic safety practices ReadyRosie My Address |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 5: | Safety – Child shows awareness of safety and increasingly demonstrates knowledge of safety skills when participating in daily activities |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Follows basic safety practices, with close adult supervision ReadyRosie My Address |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 5: | Safety – Child shows awareness of safety and increasingly demonstrates knowledge of safety skills when participating in daily activities |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Follows basic safety practices on own in familiar environments, with occasional adult reminders ReadyRosie My Address |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 5: | Safety – Child shows awareness of safety and increasingly demonstrates knowledge of safety skills when participating in daily activities |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Applies basic safety practices on own across different situations ReadyRosie My Address |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 5: | Safety – Child shows awareness of safety and increasingly demonstrates knowledge of safety skills when participating in daily activities |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Communicates an understanding of some safety practices to others ReadyRosie My Address |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 6: | Personal Care Routines: Hygiene – Child increasingly responds to and initiates personal care routines that support hygiene |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Participates in own hygiene routines, with an adult ReadyRosie Follow the Leader Jump to It Rock Toss |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 7: | Personal Care Routines: Feeding – Child responds to feeding and feeds self with increasing proficiency |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Shows interest in participating in the process of being fed ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 7: | Personal Care Routines: Feeding – Child responds to feeding and feeds self with increasing proficiency |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Prepares simple foods to serve to self or others ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 10: | Nutrition – Child demonstrates increasing knowledge about nutrition and healthful food choices |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | There are no earlier levels for this measure ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 10: | Nutrition – Child demonstrates increasing knowledge about nutrition and healthful food choices |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Shows a preference for several favorite foods ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 10: | Nutrition – Child demonstrates increasing knowledge about nutrition and healthful food choices |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Shows interest in a variety of foods ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 10: | Nutrition – Child demonstrates increasing knowledge about nutrition and healthful food choices |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Recognizes or identifies a variety of foods ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 10: | Nutrition – Child demonstrates increasing knowledge about nutrition and healthful food choices |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Demonstrates knowledge of the characteristics of a variety of foods ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| DOMAIN | PD-HLTH — Physical Development–Health – Preschool | |
| MEASURE-DEFINITION | PD-HLTH 10: | Nutrition – Child demonstrates increasing knowledge about nutrition and healthful food choices |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Communicates simple explanations about the healthfulness of different food choices ReadyRosie Grocery Store Conversations Putting Away the Groceries |
| DOMAIN | HSS — History–Social Science – Preschool | |
| MEASURE-DEFINITION | HSS 4: | Conflict Negotiation – Child shows increasing understanding of the needs of other children and is increasingly able to consider alternatives and to negotiate constructively in conflict situations |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | There are no earlier levels for this measure ReadyRosie Funny Faces How can I stop my kids from fighting? If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| DOMAIN | HSS — History–Social Science – Preschool | |
| MEASURE-DEFINITION | HSS 4: | Conflict Negotiation – Child shows increasing understanding of the needs of other children and is increasingly able to consider alternatives and to negotiate constructively in conflict situations |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Takes action to get needs or wants met without considering impact on others or self ReadyRosie Book Selection Selecting Books Using a Menu to Order What's for Dinner? |
| DOMAIN | HSS — History–Social Science – Preschool | |
| MEASURE-DEFINITION | HSS 4: | Conflict Negotiation – Child shows increasing understanding of the needs of other children and is increasingly able to consider alternatives and to negotiate constructively in conflict situations |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Responds emotionally and often impulsively in conflict situations, requiring adult assistance to resolve conflict or reduce distress ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| DOMAIN | HSS — History–Social Science – Preschool | |
| MEASURE-DEFINITION | HSS 4: | Conflict Negotiation – Child shows increasing understanding of the needs of other children and is increasingly able to consider alternatives and to negotiate constructively in conflict situations |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Uses words or gestures to express desires in some conflict situations, but requires adult assistance to communicate constructively and resolve conflict ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| DOMAIN | HSS — History–Social Science – Preschool | |
| MEASURE-DEFINITION | HSS 4: | Conflict Negotiation – Child shows increasing understanding of the needs of other children and is increasingly able to consider alternatives and to negotiate constructively in conflict situations |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Uses appropriate words and actions to express desires in some conflict situations, often seeking adult assistance to resolve conflict ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| DOMAIN | HSS — History–Social Science – Preschool | |
| MEASURE-DEFINITION | HSS 4: | Conflict Negotiation – Child shows increasing understanding of the needs of other children and is increasingly able to consider alternatives and to negotiate constructively in conflict situations |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Uses appropriate words and actions to express desires in response to conflict situations, and suggests simple cooperative solutions based mainly on own needs ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| DOMAIN | HSS — History–Social Science – Preschool | |
| MEASURE-DEFINITION | HSS 4: | Conflict Negotiation – Child shows increasing understanding of the needs of other children and is increasingly able to consider alternatives and to negotiate constructively in conflict situations |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Considers the needs and interests of others when there is a conflict ReadyRosie Funny Faces If You're Happy & You Know It Talking About Your Feelings Thank You Note |
| DESCRIPTOR | Attempts to negotiate a compromise ReadyRosie How can I stop my kids from fighting? Talking About Your Feelings |
| DOMAIN | HSS — History–Social Science – Preschool | |
| MEASURE-DEFINITION | HSS 5: | Responsible Conduct as a Group Member – Child develops skills as a responsible group member in an early education setting, acting in a fair and socially acceptable manner and regulating behavior according to group expectations |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Takes action to get needs or wants met without considering impact on others ReadyRosie Book Selection Selecting Books Using a Menu to Order What's for Dinner? |
| DOMAIN | VPA — Visual and Performing Arts – Preschool | |
| MEASURE-DEFINITION | VPA 1: | Visual Art – Child engages, develops skills, and expresses self with increasing creativity, complexity, and depth through two-dimensional and three-dimensional visual art |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | There are no earlier levels for this measure ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| DOMAIN | VPA — Visual and Performing Arts – Preschool | |
| MEASURE-DEFINITION | VPA 1: | Visual Art – Child engages, develops skills, and expresses self with increasing creativity, complexity, and depth through two-dimensional and three-dimensional visual art |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Engages with tools and materials for painting or drawing or sculpting, as primarily a sensory experience ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| DOMAIN | VPA — Visual and Performing Arts – Preschool | |
| MEASURE-DEFINITION | VPA 1: | Visual Art – Child engages, develops skills, and expresses self with increasing creativity, complexity, and depth through two-dimensional and three-dimensional visual art |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Uses tools and materials to approximate basic lines and circle-like shapes (two-dimensional) 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 |
| DESCRIPTOR | Uses tools and materials to create basic sculpted shapes (three-dimensional) ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| DOMAIN | VPA — Visual and Performing Arts – Preschool | |
| MEASURE-DEFINITION | VPA 1: | Visual Art – Child engages, develops skills, and expresses self with increasing creativity, complexity, and depth through two-dimensional and three-dimensional visual art |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Experiments with tools and materials for painting or drawing (two-dimensional), or sculpting or assemblage (three-dimensional), sometimes representing a concrete thing ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| DOMAIN | VPA — Visual and Performing Arts – Preschool | |
| MEASURE-DEFINITION | VPA 1: | Visual Art – Child engages, develops skills, and expresses self with increasing creativity, complexity, and depth through two-dimensional and three-dimensional visual art |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Creates two-dimensional and three-dimensional representations of things ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| DESCRIPTOR | Experiments with detail or color ReadyRosie Detailed Drawing of a Face Grocery Store Conversations 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 |
| DOMAIN | VPA — Visual and Performing Arts – Preschool | |
| MEASURE-DEFINITION | VPA 1: | Visual Art – Child engages, develops skills, and expresses self with increasing creativity, complexity, and depth through two-dimensional and three-dimensional visual art |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Creates two-dimensional and three-dimensional representations to show action or how things relate to one another, using detail, shape, color, or organization ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| DOMAIN | VPA — Visual and Performing Arts – Preschool | |
| MEASURE-DEFINITION | VPA 1: | Visual Art – Child engages, develops skills, and expresses self with increasing creativity, complexity, and depth through two-dimensional and three-dimensional visual art |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Creates increasingly complex two-dimensional and three-dimensional representations that are expressive of mood, feeling, or interaction among things, using detail, shape, color, or organization ReadyRosie Detailed Drawing of a Face May I Take your Order? Mirror, Mirror Shaving Cream Shapes Three Ways to Show a Number Tips for helping your child love reading Using a Menu to Order Writing Names with Shaving Cream |
| DOMAIN | VPA — Visual and Performing Arts – Preschool | |
| MEASURE-DEFINITION | VPA 2: | Music – Child expresses and creates by making musical sounds, with increasing intentionality and complexity |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | There are no earlier levels for this measure ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| DOMAIN | VPA — Visual and Performing Arts – Preschool | |
| MEASURE-DEFINITION | VPA 2: | Music – Child expresses and creates by making musical sounds, with increasing intentionality and complexity |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Tries out different ways of making musical sounds with voice, body, or instruments (sometimes in response to adult prompting) ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| DOMAIN | VPA — Visual and Performing Arts – Preschool | |
| MEASURE-DEFINITION | VPA 2: | Music – Child expresses and creates by making musical sounds, with increasing intentionality and complexity |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Engages in brief segments of musical activities initiated by others, by making musical sounds using voice, body, or instruments ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| DOMAIN | VPA — Visual and Performing Arts – Preschool | |
| MEASURE-DEFINITION | VPA 2: | Music – Child expresses and creates by making musical sounds, with increasing intentionality and complexity |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Engages in extended segments of musical activities initiated by others, by making musical sounds using voice, body, or instruments ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| DOMAIN | VPA — Visual and Performing Arts – Preschool | |
| MEASURE-DEFINITION | VPA 2: | Music – Child expresses and creates by making musical sounds, with increasing intentionality and complexity |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Adapts to changes in the qualities of basic music elements (e.g., faster/slower, higher/lower, louder/softer) by making musical sounds using voice, body, or instruments ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| DOMAIN | VPA — Visual and Performing Arts – Preschool | |
| MEASURE-DEFINITION | VPA 2: | Music – Child expresses and creates by making musical sounds, with increasing intentionality and complexity |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Extends or varies music with new words or sounds through voice, body, or instruments, using basic music elements (e.g., faster/slower, higher/lower, louder/softer) ReadyRosie If You're Happy & You Know It Itsy Bitsy Spider Illustrations Sliding to Nursery Rhymes Why should I sing to my baby? |
| DOMAIN | VPA — Visual and Performing Arts – Preschool | |
| MEASURE-DEFINITION | VPA 3: | Drama – Child increases engagement, skill development, and creative expression in drama |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Demonstrates interest in adult’s dramatic portrayal of a character ReadyRosie Making Connections PreK Text to Self Connections |
| DOMAIN | VPA — Visual and Performing Arts – Preschool | |
| MEASURE-DEFINITION | VPA 3: | Drama – Child increases engagement, skill development, and creative expression in drama |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Uses facial expressions, voice, or gestures in response to an adult’s dramatic portrayal of a character ReadyRosie Choosing the Right Voice Making Connections PreK Text to Self Connections |
| DOMAIN | VPA — Visual and Performing Arts – Preschool | |
| MEASURE-DEFINITION | VPA 3: | Drama – Child increases engagement, skill development, and creative expression in drama |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Portrays a familiar character in a simple way, using facial expressions, voice, gestures, or body movements ReadyRosie Choosing the Right Voice Making Connections PreK Text to Self Connections |
| DOMAIN | VPA — Visual and Performing Arts – Preschool | |
| MEASURE-DEFINITION | VPA 3: | Drama – Child increases engagement, skill development, and creative expression in drama |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Portrays a character with some detail when contributing to an improvised drama based on a story, song, or poem ReadyRosie Making Connections PreK Text to Self Connections |
| DESCRIPTOR | Contributes to dialogue or ideas about a plot in response to adult’s suggestions ReadyRosie Toy Stories |
| DOMAIN | VPA — Visual and Performing Arts – Preschool | |
| MEASURE-DEFINITION | VPA 3: | Drama – Child increases engagement, skill development, and creative expression in drama |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Creates and maintains details of a character when contributing to an improvised drama (e.g., dialogue, plot, setting) without adult prompting ReadyRosie Making Connections PreK Text to Self Connections Toy Stories |
| DOMAIN | VPA — Visual and Performing Arts – Preschool | |
| MEASURE-DEFINITION | VPA 3: | Drama – Child increases engagement, skill development, and creative expression in drama |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Communicates details about a character’s emotions or thoughts when contributing to an improvised drama ReadyRosie Making Connections PreK Text to Self Connections |