Every Child Ready - Criterion 2.1

Every Child Ready materials meet expectations for supporting social-emotional learning (2.1a). 

The materials include clearly defined Social Emotional Learning (SEL) standards organized into seven skills, each broken into six developmental steps from least to most complex (performance levels AA-EE), reflecting a strengths-based developmental progression.

• Considering Thoughts and Emotions of Self (SE.1) – Units 1 & 2

• Co-Regulation and Self-Regulation (SE.2) – Units 1 & 3

• Positive Self-Concept and Community (SE.3) – Units 1, 2, 5, 6, 10

• Perspective-Taking and Empathy (SE.4) – Units 1, 4, 10

• Foundational Relationship Skills (SE.5) – Units 1–10

• Independence and Initiative (SE.6) – Units 1 & 7

• Navigating Challenges and Decision-Making (SE.7) – Units 8 & 9

These goals align with widely recognized PK SEL milestones, ensuring children practice foundational skills such as emotion recognition, empathy, cooperation, and self-regulation. The ECR Standards Overview includes a reference list of relevant research that informs the framework, scope, and sequence of skills within SEL (pp. 24-25). Detailed information, including descriptions of leveled skills, is available in the Social-Emotional Learning Standards Handout. The ECR Scope and Sequence shows how each social-emotional learning standard is introduced, reinforced, and extended across units (PK4 on pg. 20). The ECR Essential Standards identify the expected end-of-Pre-K outcomes for the seven Social-Emotional Learning skills. The materials teach and reinforce the development of social, emotional, and behavioral skills through an embedded, sequenced program called Helpful Hearts that includes standards-based lessons, reinforcement activities, visual aids and tools, and teacher guidance. Each unit has a SEL theme and essential questions. For example, in Unit 6, the SEL theme is Connecting with Others: Playing Together, and the Essential Questions are:

• Week 1: How do I play together with others? 

• Week 2: How do I wait my turn?

• Week 3: How do I take turns? 

• Week 4: How can I trade when playing?

Teachers also have access to the Well-Being Hub, which includes a variety of research-based resources, including strategies and tools for teaching behaviors and social-emotional skills, classroom materials to support implementation, ideas and resources to support developmentally appropriate reinforcement practices, and guides and tools to build capacity to respond to unexpected behaviors. One example of a resource on the hub is the SEL Skill Building Strategies, organized by unit and providing simple, fun, and natural ways to embed and reinforce social, emotional, and behavioral skill-building throughout the school day.

The Integrated Approach to Instruction document indicates that SEL is taught throughout the instructional day and can be found during:

• Small Groups: Teachers scaffold the sequencing of SEL skills through modeling, guided practice, and positive feedback.

• Morning Meeting: Welcome Wiggles-lively songs and chants that build community and welcome children to Morning Meeting.

Helpful Hearts-intentional community building and social-emotional skill practice aligned with the unit and Social-Emotional Learning theme.

• Free-Choice Centers: Free-choice play is supported with facilitation strategies that encourage cooperation, negotiation, and problem-solving.

• Read Aloud, Journaling, and Question of the Day: SEL skills are reinforced in different modalities to support continued exposure and automaticity. 

Examples from Unit 6:

• PK4 Unit 6 Week 1 Centers Facilitation: Body Systems and Body Puzzles - Directs teachers to talk about feelings (a review skill): “How do you feel looking at pictures that show the inside of your body? Talk about how it’s okay to have lots of feelings about seeing the body systems. It’s okay to feel that way.”

• PK4 Unit 6 Week 3 Centers Facilitation: Library Center: Positive Self-Image Book Club: Directs teacher to “ask children to take turns showing off their special abilities in a mini talent show.”

• PK4 Unit 6 Week 3 Centers Facilitation: Construction Zone: Building the Crocodile’s World: Directs teacher to “Talk about the little crocodile’s feelings” in connection to the book The Crocodile Who Didn’t Like Water

• Unit 6 Read Alouds include two related to this theme: Hello Play! Naya and Jackson Cooperate and Should I Share My Ice Cream?  In Weekly Facilitation Guides, under this Read Aloud, the teacher is directed to focus their questions on whether Gerald should share his ice cream, how Gerald and Piggie are feeling, and generating ideas for kindness after the book is over. Later, on Friday, when the book is revisited, children play a cooperative game of adding scoops to the ice cream.

•  Unit 6 Journal Prompts include: What do you like to play with peers? Draw or write about a time you cooperated with others. Write about a time you took turns.

Overall, Every Child Ready materials support social-emotional learning through a clearly defined, developmentally sequenced, and research-based framework. The materials include explicit learning goals organized into seven skills with progressive developmental levels. Social-emotional learning is intentionally sequenced across units, embedded throughout daily instruction, and reinforced through lesson plans, centers, read-alouds, journaling, and routines that connect SEL to other areas of learning. Teaching practices are supported by research, and teacher resources ensure that children have frequent and meaningful opportunities to develop skills such as self-regulation, empathy, cooperation, and decision-making.

Every Child Ready materials meet expectations for supporting language and literacy instruction through a comprehensive approach (2.1b). 

The materials outline six domains of early language and literacy development:

• Alphabet Knowledge ( symbols, names, and sounds of the alphabet)

• Book Knowledge (book/print concepts)

• Phonological Awareness (syllables, onset-rime, phonemes)

• Language Comprehension (receptive/expressive vocabulary and syntax)

• Narrative Comprehension (constructing meaning from narrative & informational texts)

• Writing (emergent writing to express ideas)

Materials include a scope and sequence that shows how each language and literacy domain and its associated learning standard are introduced, reinforced, and extended across units (PK4, pp. 14-16). There is also an ECR Super Sounds Overview that includes detailed information about the scope and sequence of instruction in alphabet knowledge and phonological awareness.

These domains align with the Simple View of Reading and are supported by research noted in the Science of Reading Alignment Guide. In both the Platform Guide and the Science of Reading Alignment Guide, the program distinguishes prekindergarten expectations from kindergarten expectations, emphasizing developmental pacing while still providing specific, measurable outcomes within each domain. Performance indicators are concrete and observable, such as identifying up to 30 uppercase or lowercase letters and producing up to 15 letter sounds, which can be found in learning labs throughout Units 1-11. Detailed information about language and literacy, including target skills and descriptors, is available in the following standards documents:

• Alphabet Knowledge and Phonological Awareness Standards Handout

• Book Knowledge Standards Handout

• Language Comprehension Standards Handout

• Narrative Comprehension Standards Handout

• Writing Standards Handout

The materials clearly communicate when language and literacy goals are addressed across daily routines. Morning meeting includes Super Sounds activities for alphabet knowledge and phonological awareness, while Read Alouds target language comprehension, vocabulary, and background knowledge. Each of the six domains is broken down into standards with indicators and performance markers, and lessons are directly linked to these markers. For example, the standard for segmenting compound words includes 28 aligned lessons across small-group instruction, intervention sessions, and morning meetings.

The progression within each domain is intentional and systematic. Under Phonological Awareness, the rhyme standard progresses from repeating familiar sounds to identifying and producing rhyming words, demonstrating a clear, developmentally appropriate sequence. All domains follow similarly structured progressions with observable behaviors at each level.

The materials incorporate an integrated approach to learning, embedding vocabulary, comprehension, and writing within thematic units. Some lessons connect literacy to science, as seen in Unit 8’s A Log’s Life, which pairs informational text comprehension with life cycles, and Unit 7 Learning Labs, which combine shared writing experiences with life-cycle concepts. The Science of Reading Alignment Guide identifies Learning Labs and Question of the Day as opportunities for connecting literacy with other areas of learning. 

The research base is clearly documented in the Program Guide and Science of Reading Alignment Guide. Citations include foundational reading research, such as Gough & Tunmer's (Simple View of Reading) and Ehri’s phases of reading development, as well as journal articles on alphabet and writing development. The materials highlight research-supported instructional practices, including explicit instruction, modeling, guided practice, and a five-step vocabulary process reinforced through play. Read Aloud lessons also reference multimodal learning, defined as using movement, drawing, and questioning to support comprehension and vocabulary.

Overall, Every Child Ready materials outline six key language and literacy domains supported by a clear scope and sequence, defined standards, and observable performance indicators. Learning goals are integrated across daily routines and instructional components, with intentional progressions that build skills over time. The materials also include connections to other areas of learning and documented alignment with established frameworks, supporting a structured, developmentally appropriate approach to early language and literacy development.

Every Child Ready materials meet expectations for supporting mathematics instruction (2.1c). 

 ECR mathematics standards include five subdomains and associated learning targets.: 

• Number Concepts

• Geometry & Spatial Sense

• Data Analysis and Planning

• Measurement

• Patterns, Functions, and Algebra. 

These foundational math skills are consistently embedded across daily thematic units through play, exploration, and real-world experiences. Math instruction appears in small- and whole-group lessons, Learning Labs, and centers, progressing from concrete to abstract and supported with scaffolding, differentiation, and rich mathematical vocabulary.

The ECR Standards document lists all mathematics skills, performance indicators, and descriptions of each skill. The ECR Standards Overview includes a reference list of relevant research that informs the framework, scope, and sequence of skills in Mathematics (pg. 23). Detailed information on standards, including descriptions of leveled skills, is available in the Mathematics Standards Handout. The ECR Scope and Sequence shows how each math standard is introduced, reinforced, and extended across units. The ECR Essential Standards names identify key performance indicators considered on-grade level within Mathematics. The ECR Standards Overview includes a reference list of relevant research that informs the framework, scope and sequence of skills within Mathematics (p. 23).

Lesson plans include clear learning targets, essential questions, core vocabulary, and differentiated small-group plans. forced through consistent language and structured routines. These repeated and varied opportunities support the development of foundational math understanding across contexts. For example, a small-group lesson, “Making Sets of Up to Eight,” under Number Concepts, has a learning target that states, “Create sets of zero to eight and begin to use cardinality to identify the last number counted.” The lesson structure includes Introduce, Model, Practice, Differentiate, Conclude, and Apply.

The scope and sequence intentionally scaffold mathematical learning, revisiting concepts with increasing complexity. Mathematics is embedded across domains such as literacy, fine arts, science, and engineering, supporting cross-curricular integration and helping children understand math in meaningful, thematic contexts. Lesson guidance in read-alouds, centers, small groups, and Morning Meetings ensures opportunities for hands-on exploration and discussion throughout the day.

The materials revisit mathematical concepts with increasing complexity and integrate math across domains such as literacy, fine arts, and science. Teachers have access to a variety of math-specific resources and tiered lessons, including Tier 1 and intervention supports, which align with research-based early childhood instructional practices.

Overall, Every Child Ready materials provide developmentally appropriate, well-sequenced, and intentionally designed mathematics instruction that supports consistent exposure to foundational skills across the materials. Small-group lessons, centers, routines, and Learning Labs reinforce mathematical content through varied and engaging experiences, supported by clear teacher guidance and differentiation. While the materials align with Pre-K mathematics standards and provide opportunities for skill development, the program could be strengthened by including more consistent, explicit instruction in the mathematical process standards, such as reasoning, problem-solving, and mathematical communication.

Every Child Ready materials meet expectations for supporting science and engineering learning experiences (2.1d). 

Standards include three Science subdomains:

• Life, Earth, and Space Science: Natural scientific concepts that children can observe and discuss, including plants, animals, weather, and the sky.

• Physical Properties: Physical concepts that children can observe, explore, and discuss, including the properties of light, water, and motion, and how they change.

• Scientific Process: Skills that children use to engage in the scientific process, including observing, questioning, hypothesizing, experimenting, and recording conclusions

Target skills and descriptors for each science standard are available on the Science Standards Handout. Learning Lab lessons are when the majority of whole-group science and engineering instruction takes place. Concepts and skills from the Learning Lab are reinforced in Centers. This daily component blends STEM concepts with hands-on science and engineering tasks, using four lesson types: observe, explore, construct, and experiment. Each Learning Lab lesson uses explicit teacher modeling and then child practice opportunities. 

Science lessons involve the following research-supported practices and connect with other areas of learning:

• Hands-on investigations where children can observe physical changes to materials over time, with opportunities to continue observing changes throughout the day or over multiple days or even weeks.

• Integration with Centers: Exploration Station and Investigation Location offer structured, sensory-rich setups (e.g., water/sand tables, magnifiers, scales) that let children apply scientific concepts and processes during play, with teacher facilitation and open-ended questions to extend thinking.

• Observation of living systems as teachers model careful observation (e.g., butterfly life cycle) during the Learning Lab. Children can then revisit and independently observe changing systems during Centers to support building inquiry over time.

• Read Aloud anchors thematic science and engineering vocabulary and content knowledge that appear again in other daily components. This helps children build robust background knowledge tied to STEM topics.

• Engineering practices are reinforced in Learning Lab "construct" lessons as children create and build structures and simple machines (e.g., Bear Bridge) with teacher modeling and child practice. This helps children develop STEM problem-solving skills, persistence, and early engineering habits of mind.

• Teachers model the use of simple machines in real-world contexts to help children link scientific and engineering concepts. For example, teachers model creating a lever (Simple Machines Help My Body - Levers Part 1 and Part 2), and then children practice and continue that exploration during centers.

Overall, across all units, Every Child Ready materials reflect intentional design, clear learning goals, and structured instructional guidance. The materials scope and sequence provide a cohesive progression of learning that spans Life, Earth, and Space Science, as well as Physical Properties and Scientific Processes, with focused lessons that introduce key concepts and repeated opportunities for reinforcement across thematic units. Activities are hands-on, inquiry-driven, and aligned with Pre-K standards. Materials consistently promote active engagement, critical thinking, and problem-solving through play-based learning experiences supported by research-based learning goals.

Every Child Ready materials meet expectations for supporting fine arts experiences (2.1f). 

ECR has five creative arts standards:

• Dance & Movement (C-ARTS.1)

• Dramatic Play (C-ARTS.2)

• Visual Arts (C-ARTS.3)

• Music (C-ARTS.4)

• Creative Art Appreciation (C-ARTS.4) 

Target skills and descriptors for each standard are available on the Creative Arts Standards Handout. The ECR Scope and Sequence shows how each creative arts skill and associated learning standard is introduced, reinforced, and extended across units ( PK4 on p. 13). ECR embeds research-aligned arts practices across daily components, with substantial protected time in Centers (twice daily, 60–90 minutes) for children to engage in open-ended, creative exploration with and without teacher facilitation.

• Visual Arts

  • Materials and environment support the visual arts. Classrooms include dedicated art spaces (e.g., Art Easel, Art Studio) with high-quality, accessible materials that invite process art, fine-motor practice, and creative risk-taking.

  • Teachers model techniques for children. They prompt children to talk about their work, and display children’s art to support self-reflection and art appreciation

• Music

  • ECR includes daily songs and rhythm routines. The Welcome Wiggles part of Morning Meeting includes songs and chants. These are intentionally repeated across units to build rhythm, rhyme, and phonological awareness while cultivating a joyful classroom culture.

  • Music is integrated in many ways. Experiences are used to preview and reinforce unit concepts introduced in Morning Meeting and Read Alouds, strengthening vocabulary, memory, and attention.

• Dance and Movement:

  • ECR has a movement-rich day. Children engage in guided movement (e.g., action songs, patterned movement) within Gross Motor, Morning Meeting, and whole-group routines. This supports physical, cognitive, and social-emotional development. 

  • Teachers extend movement into Centers with prompts that encourage creative expression.

• Dramatic Play (Theater/Role Play)

  • ECR emphasizes imaginative role-play. Centers are designed for independent and guided play so children can take on roles, use props, and negotiate dramatic and imaginative scenarios. This practice also advances language, social-emotional development, and narrative skills.

  • Dramatic play ties into literacy. During Read Alouds, children act out texts and retell events, linking theatre practices to narrative comprehension targets.

• Art Appreciation

  • ECR classrooms display student work that is both thematic and up to date. Teachers curate displays of children’s work and facilitate “tell the story of your artwork” conversations. 

Fine arts appear within thematic units—most notably Unit 4: Color & Art. This unit introduces developmentally appropriate concepts, including artists’ tools, types of art, primary and secondary colors, and ideas about light and rainbows. Books and vocabulary, such as Artists Create, help children learn about different types of artists. 

Overall, Every Child Ready materials support art facilitation that typically occurs during center activities, the learning lab, and other whole-group routines, with some connections to other areas of learning. The materials support both structured and open-ended experiences, balancing teacher guidance with child-initiated creativity. Creative arts are an integral part of daily learning and not treated as enrichment or supplemental activities.