ReadyRosie Alignment to the 2015 Texas PreK Guidelines · ALIGNMENT TO THE 2015 TEXAS PRE-K GUIDELINES 1 ... • Funny Faces (Caras chistosas) ... (Oraciones de colores)

ALIGNMENTTOTHE2015TEXASPRE-KGUIDELINES

1

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.


2

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.


3

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)


4

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)


5

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)


6

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.


7

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)


8

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)


9

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)


10

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)

Documents

ReadyRosie Alignment to the 2015 Texas PreK Guidelines · ALIGNMENT TO THE 2015 TEXAS PRE-K GUIDELINES 1 ... • Funny Faces (Caras chistosas) ... (Oraciones de colores)