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NOTE:MostReadyRosieactivitiesrepresentavarietyofstandards.Forpurposesofcurriculumalignmentandplanning,wehaveintentionallychosentolisteachactivityonlyonceinthisdocument.Eachactivityislistednexttothestandardthatbestreflectstheprimarylearninggoal.
Texas2015Pre-KGuidelines ReadyRosieActivitiesSOCIAL&EMOTIONALDEVELOPMENTDOMAIN:Self-ConceptSkillsI.A.1.Childisawareofwhereownbodyisinspaceandrespectspersonalboundaries.
TheReadyRosielibraryconsistsofhundredsofvideosshowingavarietyofrealfamiliesmodelinghealthyinteractions.Eachfamilyoperateswithuniqueculturalandindividualvaluesandbehaviors.ReadyRosieusersareexposedtomanyopportunitiestoseehowparentsandcaregiversinfluenceachild’sviewofhimselfasanindividualandamemberofafamily.
I.A.2.Childshowsself-awarenessandcanexpressprideinageappropriateabilitiesandskills.I.A.3.Childshowsreasonableopinionofhisownabilitiesandlimitations.I.A.4.Childshowsinitiativeinindependentsituationsandpersistsinattemptingtosolveproblems.SOCIAL&EMOTIONALDEVELOPMENTDOMAIN:Self-RegulationSkillsI.B.1.a.Childfollowsclassroomrulesandroutineswithoccasionalremindersfromteacher.
AllReadyRosievideosareapproximatelytwominuteslong.Thisstandardlengthprovidesviewerstheopportunitytoseeachildparticipateinanactivitywithsustainedfocusandattentionthatisdevelopmentallyappropriateandmayormaynotextendforalongeramountoftime.Parentsandcaregiversarealsogivenmodelswhereadultsinitiateanengagingandenjoyablestructuredactivityinwhichachildcanpracticefollowingdirectionsandregulatingbehavior.
I.B.1.b.Childtakescareofandmanagesclassroommaterials.I.B.1.c.Childregulateshisownbehaviorwithoccasionalremindersorassistancefromteacher.I.B.2.a.Childbeginstounderstanddifferenceandconnectionbetweenemotions/feelingsandbehaviors.I.B.2.b.Childcancommunicatebasicemotions/feelings.I.B.2.c.Childisabletoincreaseordecreaseintensityofemotionsmoreconsistently,althoughadultguidanceissometimesnecessary.I.B.3.a.Childsustainsattentiontopersonallychosenorroutine(teacher-directed)tasksuntilcompleted.I.B.3.b.Childremainsfocusedonengaginggroupactivitiesforupto20minutesatatime.
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SOCIAL&EMOTIONALDEVELOPMENTDOMAIN:RelationshipswithOthersI.C.1.Childuseseffectiveverbalandnon-verbalcommunicationskillstobuildrelationshipswithteachers/adults.
ThegoalofallReadyRosievideosistoinspireparentsandcaregiverstoinvesttimeinbondingwiththeirchildren.Thesebondingexperiencesprovideasafeandfuncontextforchildrentopracticelisteningandspeakingandlearningpositivewaystointeractwithothers.
I.C.2.Childassumesvariousrolesandresponsibilitiesaspartofaclassroomcommunity.I.C.3.Childshowscompetenceininitiatingsocialinteractions.I.C.4.Childincreasinglyinteractsandcommunicateswithpeerstoinitiatepretendplayscenariosthatshareacommonplanandgoal.I.C.5.Childinitiatesproblem-solvingstrategiesandseeksadulthelpwhennecessary.I.C.6.Childdemonstratesempathyandcaringforothers.I.C.7.Childinteractswithavarietyofplaymatesandmayhavepreferredfriends.SOCIAL&EMOTIONALDEVELOPMENTDOMAIN:SocialAwarenessSkillsI.D.1Childdemonstratesanunderstandingthatothershaveperspectivesandfeelingsthataredifferentfromherown.
• IfYou’reHappyandYouKnowIt(Siestáscontentoylosabes)
LANGUAGE&COMMUNICATIONDOMAIN:ListeningComprehensionSkillsII.A.1Childshowsunderstandingbyrespondingappropriately.
Duetothenatureoftheinteractionsmodeledbyparents/care-giverswithchildren,ALLReadyRosieactivitiesaredesignedtosupportListeningComprehensionskills.However,theactivitieslistedbelowweredesignedtointentionallyfocusoncriticallistening.• ListeningforSounds(Escuchandosonidos)• SequencesofSounds(Secuenciadesonidos)• SEEALSOACTIVITIESLISTEDFORIII.D.3.
II.A.2Childshowsunderstandingbyfollowingtwo-steporaldirectionsandusuallyfollowsthree-stepdirections.II.A.3Childshowsunderstandingofthelanguagebeingspokenbyteachersandpeers.LANGUAGE&COMMUNICATIONDOMAIN:Speaking(Conversation)SkillsII.B.1Childisabletouselanguagefordifferentpurposes.
Duetothenatureoftheinteractionsmodeledbyparents/care-giverswithchildren,ALLReadyRosieactivitiesaredesignedtoelicitthedevelopmentofSpeakingandConversationskills.However,the
II.B.2Childengagesinconversationsinappropriateways.
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II.B.3Childprovidesappropriateinformationforvarioussituations.
activitieslistedbelowweredesignedtointentionallyfocusondevelopingappropriateverbalandnon-verbalskillsforcommunication.• GroceryStoreConversation(Conversacionesdel
Supermercado)• MyAddress(Midirección)
II.B.4Childdemonstratesknowledgeofverbalconversationalrules.
• TakingTurns(TomandosuTurno)
II.B.5Childdemonstratesknowledgeofnonverbalconversationalrules.
• FunnyFaces(Caraschistosas)
II.B.6Childmatcheslanguagetosocialcontexts.
• ChoosingtheRightVoice(Eligiendolavozmásapropiada)
LANGUAGE&COMMUNICATIONDOMAIN:SpeechProductionSkillsII.C.1Child'sspeechisunderstoodbyboththeteacherandotheradultsintheschool.
• Mirror,Mirror(Espejo,Espejo)
II.C.2Childperceivesdifferencesbetweensimilarsoundingwords.
• ThumbsUp/ThumbsDown(Pulgaresarriba,pulgaresabajo)
II.C.3Childinvestigatesanddemonstratesgrowingunderstandingofthesoundsandintonationoflanguage.
• SlidingtoNurseryRhymes(Deslizándonosalascancionesdecuna)
LANGUAGE&COMMUNICATIONDOMAIN:VocabularySkillsII.D.1Childusesavarietyofwordstolabelanddescribepeople,places,things,andactions.
• PantryTalkDescriptions(DescribirlaComida)• MysteryBag(Labolsamisteriosa)• SilentOpposites(Opuestossilenciosos)• What’stheOpposite(¿Cuáleselopuesto?)• HowManyCanYouName?(¿Cuántospuedes
nombrar?)• GuesstheGroup(Adivinaelgrupo)
II.D.2Childdemonstratesunderstandingoftermsusedintheinstructionallanguageoftheclassroom.
• FollowingDirections(Siguiendoinstrucciones)• LittleMissMuffetRolePlay(Representaciónde
Debajodeunbotón)II.D.3Childdemonstratesunderstandinginavarietyofwaysofknowingthemeaningof3,000to4,000words,manymorethanheorsheuses.
• KitchenLabeling(Etiquetandolacocina)• SinkorFloat(Hundiroflotar)• PuttingAwaytheGroceries(Guardandola
comida)II.D.4Childusesalargespeakingvocabulary,addingseveralnewwordsdaily.
• PredictingVocabulary(Prediciendovocabulario)• MyFavoritePart(Mipartefavorita)
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II.D.5Childincreaseslisteningvocabularyandbeginstodevelopvocabularyofobjectnamesandcommonphrases.
• TableRiddles(Adivinanzasenlamesa)
LANGUAGE&COMMUNICATIONDOMAIN:SentencesandStructureSkillsII.E.1Childtypicallyusescompletesentencesoffourormorewordsandgrammaticallycomplexityusuallywithsubject,verb,andobjectorder.
• AllMixedUp(Todorevuelto)• I’mThinkingofanAnimal(Estoypensandoenun
animal)
II.E.2Childusesregularandirregularplurals,regularpasttense,personalandpossessivepronouns,andsubject-verbagreement.
• WhatDidIDo?(¿Quéhice?)
II.E.3Childusessentenceswithmorethanonephrase.
• ZooinMyRoom(UnZoológicoenMiCuarto)
II.E.4Childcombinesmorethanoneideausingcomplexsentences.
• PhoneFun(TeléfonoDivertido)
II.E.5Childcombinessentencesthatgivelotsofdetail,stickstothetopics,andclearlycommunicatesintendedmeaning.
• ToyStories(Historiasdejuguetes)
EMERGENTLITERACYREADINGDOMAIN:MotivationtoReadSkillsIII.A.1Childengagesinpre-readingandreading-relatedactivities.
• ChimeIn(RepiteConmigo)• StartingaWordBank(Empezandounbancode
palabras)III.A.2Childself-selectsbooksandotherwrittenmaterialstoengageinpre-readingbehaviors.
• BookSelection(Seleccióndelibros)
III.A.3Childrecognizesthattexthasmeaning
• MorningMessage(MensajedelaMañana)• ReadingwithJackandJill(Leyendoconlos
Pollitos)EMERGENTLITERACYREADINGDOMAIN:PhonologicalAwarenessSkillsIII.B.1Childseparatesanormallyspokenfour-wordsentenceintoindividualwords.
• SentenceSegmenting(Separandopalabrasdelasoraciones)
• ColorWordsSentences(Oracionesdecolores)III.B.2Childcombineswordstomakeacompoundword.
• CompoundWords(Palabrascompuestas)
III.B.3Childdeletesawordfromacompoundword.
• TakeAway(Quitarlapalabra)
III.B.4Childcombinessyllablesintowords.
• GrocerySackSyllables(Lassílabasenlabolsadelmandado)
III.B.5Childcansegmentasyllablefromaword.
• DeconstructingWords(DeshaciendoPalabras)
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III.B.6Childcanrecognizerhymingwords.
• Twinkle,TwinkleRhymes(Rima,rimaquerima)• RhymingToss(Aventandorimas)• FinishtheRhyme(Terminalarima)• RhymingwithJackandJill(Rimandoconlos
Pollitos)• RhymingPurse(Labolsitadelasrimas)• HoppingRhyming(Rimassaltarinas)• LittleBoPeepSubstitutions(Substitucionescon
Poemas)III.B.7Childcanproduceawordthatbeginswiththesamesoundasagivenpairofwords.
• SwingingtoSounds(Columpiándonosconlossonidos)
• SignalingforSounds(Haciendoseñalesalossonidos)
• ListenMyChildren(EscuchenMisNiños)III.B.8Childblendsonset(initialconsonantorconsonants)andrime(voweltoend)toformafamiliarone-syllablewordwithandwithoutpictorialsupport.
• LaundryRiddles(Englishonly)
III.B.9Childrecognizesandblendsspokenphonemesintoonesyllablewordswithpictorialsupport.
• FrogHopping(Saltosderana)• EchoGame(Eljuegodeleco)• PushingforSounds(EmpujandolasSílabas)• DrummingSounds(Sonidosdeltambor)
EMERGENTLITERACYREADINGDOMAIN:AlphabetKnowledgeSkillsIII.C.1Childnamesatleast20upperandatleast20lowercaselettersinthelanguageofinstruction.
• LetterSort(Clasificacióndeletras)• AlphabetClapping(Aplaudiendoelabecedario)• MakingLetterSoup(Haciendosopadeletras)• LetterHunt(Cazadeletras)• PointtheABCSong(Señalandolacancióndel
ABC)• LookingforLettersinAds(Buscandoletrasenel
periódico)• MagneticLetterMixUp(Enredodeletras
magnéticas)• StomptheLetter(Pisotealaletra)
III.C.2Childrecognizesatleast20distinctlettersoundsinthelanguageofinstruction.
• ReadingtheGroceryList(Leyendolalistadelmandado)
III.C.3Childproducesatleast20distinctlettersoundcorrespondencesinthelanguageofinstruction
• SearchingforSoundsattheStore(Buscandosonidosenlatienda)
• LazyLetters(Letrasflojas)
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EMERGENTLITERACYREADINGDOMAIN:ComprehensionofTextReadAloudSkillsIII.D.1Childretellsorreenactsastoryafteritisreadaloud.
• RetellingtheStory(VolveraContarlaHistoria)• ActitOut(Actuarlo)
III.D.2Childusesinformationlearnedfrombooksbydescribing,relating,categorizing,orcomparingandcontrasting.
• FunnyReading(Lalecturachistosa)• MakingConnections(Haciendoconexiones)• BookCoverConversations(Conversacionesde
PortadasdeLibros)• ItsyBitsySpiderIllustrations(Ilustracionesdela
ArañaPequeñita)• JusttheFacts(InformaciónImportante)
III.D.3Childasksandrespondstoquestionsrelevanttothetextreadaloud.
• GettingInformationfromPictures(ObtenerInformacióndelosDibujos)
• WhoShouldWeAsk?(¿Aquiéndebemospreguntar?)
• BookBagDescriptions(Describiendoloslibros)III.D.4Childwillmakeinferencesandpredictionsabouttext.
• PictureWalkPredictions(Prediccióndeimágenes)• ThinkAboutIt(¡Piénsalo!
EMERGENTLITERACYREADINGDOMAIN:PrintConceptsIII.E.1Childcandistinguishbetweenelementsofprintincludingletters,words,andpictures.
• WordsonthePage(Palabrasenunapágina)• StuffedAnimalStories(Historiasconanimalitosde
peluche)• ShoppingforClothes(Comprarropa)III.E.2
Childdemonstratesunderstandingofprintdirectionalityincludinglefttorightandtoptobottom.III.E.3Childcanidentifysomeconventionalfeaturesofprintthatcommunicatemeaningincludingendpunctuationandcase.EMERGENTLITERACYWRITINGDOMAIN:MotivationtoWriteSkillsIV.A.1Childintentionallyusesmarks,letters,orsymbolstorecordlanguageandverballysharesmeaning.
• DetailedDrawingofaFace(Dibujodetalladodeunrostro)
• MakingaGroceryList(Haciendounalistaparaelmandado)
• UsingaMenutoOrder(Usandounmenúparaordenar)
• SilverwareAlphabet(AlfabetodeUtensiliosdeMesa)
• JumpRopeLetters(Saltarlacuerdadeletras)
IV.A.2Childindependentlywritestocommunicatehis/herideasforavarietyofpurposes.
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EMERGENTLITERACYWRITINGDOMAIN:WritingasaProcessIV.B.1Childdiscussesandcontributesideasfordraftscomposedinwhole/smallgroupwritingactivities.
• WeekendNews(Noticiasdelfindesemana)
IV.B.2Childinteractsandprovidessuggestionstorevise(add,takeout,changeorder)andedit(conventions)class-madedrafts.IV.B.3Childsharesandcelebratesclass-madeandindividualwrittenproducts.EMERGENTLITERACYWRITINGDOMAIN:ConventionsinWritingIV.C.1Childwritesownname(firstnameorfrequentnickname)usinglegiblelettersinpropersequence.
• NameGame(JuegodelNombre)• WritingNamesUsingShavingCream(Escribiendo
NombresconCremadeAfeitar)IV.C.2Childmovesfromscribblestosomeletter-soundcorrespondenceusingbeginningandendingsoundswhenwriting.
• StuffedAnimalSentences(Oracionesdepeluche)• ThankYouNote(CartadeAgradecimiento)
IV.C.3Childindependentlyusesletterstomakewordsorpartsofwords.IV.C.4Childusesappropriatedirectionalitywhenwriting(toptobottom,lefttoright).IV.C.5Childbeginstoexperimentwithpunctuationwhenwriting.MATHEMATICSDOMAIN:CountingSkillsV.A.1Childknowsthatobjects,orpartsofanobject,canbecounted.
• BlockTower(Latorredebloques)• HowManyinaSet?(¿CuántosenunGrupo?)
V.A.2Childuseswordstorotecountfrom1to30.
• RubaDub(Contandolavando)• CrazyCounting(Contandocomoloquitos)• SkippingAround(SaltandoAlrededor)• SpeedometerMath(Matemáticasdel
Velocímetro)• MyAge(Miedad)
V.A.3Childcounts1-10items,withonecountperitem.
• FruitSalad(Ensaladadefruta)• CountingSigns(ContandolasSeñales)• PennyDrop(CaídadeCentavo)• CerealChallenge(Lacuestióndelcereal)
V.A.4Childdemonstratesthattheorderofthecounting
• ApplePie(Pasteldemanzana)• AcornsandPinecones(Bellotasypiñas)
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sequenceisalwaysthesame,regardlessofwhatiscounted.
• MoreGrapes(Másuvas)
V.A.5Childcountsupto10items,anddemonstratesthatthelastcountindicateshowmanyitemswerecounted.
• HowManyintheCar?(¿CuántosenelCarro?)• In10Seconds(En10segundos)• HowManycanIGrab?(¿Cuántospuedoagarrar?)• HowManyFeet?(¿CuántosPies?)• TakingInventory(Haceruninventario)• MoreThanTen(Másquediez)• MayITakeYourOrder?(¿Puedotomarsuorden?)
V.A.6Childdemonstratesunderstandingthatwhencounting,theitemscanbechoseninanyorder.
• TheNumberStaystheSame(Elnúmerosequedaigual)
• RockToss(Aventarpiedras)• AddingIce(Agregandohielo)
V.A.7Childusestheverbalordinalterms.
• FirstPlace(Primerlugar)• UndertheCup(DebajodelVaso)
V.A.8Childverballyidentifies,withoutcountingthenumberofobjectsfrom1to5.
• ShowMe(¡Enséñame!)• QuickDots(Puntosrápidos)• DominoMatchUp(EmparejaelDominó)
V.A.9Childrecognizesone-digitnumerals,0-9.
• MagazineNumberHunt(Cazandonúmerosenlarevista)
• FindMyNumber(Encuentraminúmero)• NumbersEverywhere(Númerosportodaspartes)• TheBiggestNumber(Elnúmeromayor)• ThreeWaystoShowaNumber(Tresmanerasde
mostrarunnúmero)• LilyPadHop(Saltodehojadelirio)
MATHEMATICSDOMAIN:AddingTo/TakingAwaySkillsV.B.1Childusesconcreteobjects,createspictorialmodelsandsharesaverbalwordproblemforaddingupto5objects.
• DecoratingCupcakes(DecorandoPastelitos)• PackingforOurTrip(Empacandoparanuestro
viaje)• OneMore(Unomás)• InMyPond,Part1(Enmiestanque,parte1)• GiveMeFive(Damecinco)• CatsandDogs(Gatosyperros)• MakingTen(Haciendodiez)
V.B.2Childusesconcretemodelsormakesaverbalwordproblemforsubtracting1-5objectsfromaset.
• ThreeLittleAnimals(Tresanimalespequeñitos)• CheckoutCountdown(Contandohaciaatrás)• OneLess(Unomenos)• InMyPond,Part2(Enmiestanque,parte2)• PuttingAwayDishes(GuardarlosPlatos)• FinishMySet(Completamiconjunto)• AllDone(Yaseacabaron)
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V.B.3Childusesinformalstrategiestoseparateupto10itemsintoequalgroups.
• SnackFractions(Fraccionesconlamerienda)• SharingGoldfish(Compartiendopececitos)• SharingaMeal(Compartiendolacomida)
MATHEMATICSDOMAIN:GeometryandSpatialSenseSkillsV.C.1Childnamescommonshapes.
• ShapeHunt(Enbuscadeformas)• FingerShapes(Figurasconlosdeditos)• GuessmyShape(AdivinaMiFigura)• PantrySort1(ClasificarlaComida#1)• PantrySort2(ClasificarlaComida#2)
V.C.2Childcreatesshapes.
• ShavingCreamShapes(Figurasconcremadeafeitar)
• WaystoCutaSandwich(Manerasdecortarun“sandwich”)
• IsitaTriangle?(¿EsunTriangulo?)• ShapeChangers(Cambiadoresdeformas)
V.C.3Childdemonstratesuseoflocationwords(suchas"over","under","above","on","beside","nextto","between","infrontof","near","far",etc.)
• FollowtheLeader(¡Sigueallíder!)• NearandFar(CercayLejos)• FindingtheGroceries(EncontrandoelMandado)• JumptoIt(¡Bríncale!)
V.C.4Childslides,flips,andturnsshapestodemonstratethattheshapesremainthesame.
• RaceCarTransformations(Transformacionesconcochecitos)
• FollowMyDesign(SigueMiDiseño)MATHEMATICSDOMAIN:MeasurementSkillsV.D.1Childrecognizesandcomparesheightsorlengthsofpeopleorobjects.
• ComparingVegetables(Comparandovegetales)• LeapFrogMeasure(Midiendoconlaranita
saltarina)• BookcaseProblem(Problemaconellibrero)• MeasuringtheTable(Midiendolamesa)
V.D.2Childrecognizeshowmuchcanbeplacedwithinanobject.
• FillUptheCup(Llenandolataza)• MakingTrailMix(Mezclandofrutossecosy
chocolates)• StrawberriesforaPicnic(Fresasparaelpicnic)
V.D.3Childinformallyrecognizesandcomparesweightsofobjectsorpeople.
• BuyingOranges(Comprandonaranjas)• GroceryStoreWeights(PesasdelSupermercado)• BlowYourHouseDown!(DerrumbarlaCasa
Soplando)V.D.4Childuseslanguagetodescribeconceptsassociatedwiththepassingoftime.
• WhichTakesLonger?(¿Quétomamástiempo?)• Yesterday,Today,Tomorrow(Ayer,Hoy,Mañana)• AllAboutMyDay(Todosobremidía)
MATHEMATICSDOMAIN:ClassificationandPatternsSkillsV.E.1Childsortsobjectsthatarethesameanddifferentintogroupsanduseslanguagetodescribehowthe
• SortingLaundry(Clasificandolaropa)• ISpyaCoin(Yoveounamoneda)• ISpyanAnimal(Yoveo…unanimal)
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groupsaresimilaranddifferent. • LikelyLegos(Legosprobableseimprobables)V.E.2Childcollectsdataandorganizesitinagraphicrepresentation.
• DinoDig(Desenterrandodinosaurios)• SortandGraphLeaves(Clasificoygraficohojas)• CandySortandGraph(ClasificaryGraficarDulces)• What’sforDinner?(¿Quéhayparacenar?)
V.E.3Childrecognizesandcreatespatterns.
• SettingtheTable(Poniendolamesa)• MakingPatterns(Haciendopatrones)• SoundPatterns(Patronesdesonidos)• TheFenceProblem(ElProblemadelaCerca)