Early Learning Content Standards Checklist

Student: Date: Teacher:

I= skill has been introduced P= student is progressing with skill A= student has achieved skill N= skill has not been introduced yet

Reading Readiness Phonemic Awareness Recognizes when words share phonemes (sounds) and repeats the common phoneme. (i.e. /b/ in ball, baby, Bob; /t/ in Matt, kite, boat) Recognizes rhymes in familiar poems, songs, and words. Differentiates between sounds that are the same and different. Hears sounds in words by isolating syllables of a word. (by clapping, snapping)

Word Recognition Identifies own name in print. Recognizes and names some upper and lower case letters other than what is in first name. Recognizes words are made of letters.

Fluency Recognizes, “reads” and understands familiar words or environmental print.

Demonstrates understanding of reading fluency by phrasing, intonation and expression during shared reading. (i.e. Brown Bear, Brown Bear)

Vocabulary and Conceptual Understanding Names common categories. Demonstrates or orally communicates position and directional words.

Understands meaning of new words from the context, pictures with the text, or use of concrete objects and takes cues from adult for unknown words.

4/3/2018 1 Concept of Print Selects favorite books/poems and participates in familiar shared reading and discussions.

Holds book right side up, knows books are read from front to back, top to bottom, and left to right.

Comprehension Strategies Begins to distinguish print from pictures. Responds to oral reading by commenting or questioning.

Answers literal questions of orally read text. Identifies beginning, middle and end with a simple familiar story and sequences text. Predicts what may happen next during oral reading.

Reading Application Participates in shared reading of predictable or repetitious text. Identifies characters in a favorite story. Uses pictures and illustrations to aid comprehension. Follows simple directions. Retells or re-enacts events from a story or informational text. Begins to understand difference between reality and fantasy. Tell topic of book read aloud.

Writing Process

Prewriting and Writing Dictates or produces “writing” to express a thought. Repeats a message conveyed through dictation or “writing.” Begins to use resources to convey meaning. (i.e. labels, word wall, books, adults) Choose a topic and provide ideas for a shared writing with adult assistance. (story, personal experience, etc.)

Writing Application Names objects and labels with assistance. Determine purpose for writing. Dictates words or attempts writing for a variety of purposes. (i.e.- menus, dramatic play, note to friend) Beginning to write from top to bottom and horizontal rows.

4/3/2018 2 Dictates stories or produces simple stories using pictures, mock letters or words.

Writing Convention Prints letters of own name with assistance using conventional print. Begins to demonstrate letter formation. Scribble writes some familiar words and uses actual letters. Show an awareness of punctuation and spacing between words, phrases and sentences.

Research Asks questions about experiences, pictures, letters, words, or icons. Asks questions about experiences, pictures, letters, words, or icons. Recalls information about a topic dictated or constructed by a child. Shares findings of information through retelling using media and play. Use a variety of resources to gather information with assistance. (e.g. Pictionary, informational books, posters, computers).

Communication Attends to speakers, stories, poems, and songs. Participates in the recitation of books, poems, chants, songs, and nursery rhymes.

Follows simple oral directions. Answers simple “wh” questions. Speaks clearly and understandably to express ideas, feelings, and needs. (articulation, grammar and syntax) Details:

Can relay a personal experience through oral, visual, adaptive communication. Details:

Initiates and sustains a conversation between peers and adults with turn taking.

4/3/2018 3 Math Number, Number Sense and Operations Counts to 10. Demonstrates one-to-one correspondence. Counts on using manipulatives with familiar dot pattern. Determines “how many” in sets of 5 or fewer. Compares sets of equal, more, fewer and uses the language of comparison. Joins two sets of objects to make one large set. Distributes equally a set of objects into 2 or more smaller sets. Begins to scribble write or writes numerals in a meaningful context. Identifies and names numerals 0-9. Compares and orders numbers up to 5. Identifies some coins. Identifies that coins have different values.

Touch objects and say the number names when counting in the context of daily activities and play. Construct two sets of objects, each containing the same number of objects. Represent quantity using invented forms. Write numerical representations or numerals in meaningful context. Construct sets with more or fewer objects than a given set.

Measurement

Begins to identify and use language of units of time. (i.e.- day, night, week, yesterday, today, tomorrow) Recognizes various devices measure time. (i.e.- clock, timer, calendar)

Sequences events in the context of daily activities. (i.e.- wash your hands before snack, who is next for the computer)

Begins to use terms to compare attributes of objects. (i.e.- bigger, smaller, taller, shorter) Orders a set of objects by size, weight, or length. Measure length and volume (capacity) using non-standard units of measure.

Geometry and Spatial Sense Matches identical 2 and 3 dimensional objects. Sorts and classifies similar 2 and 3 dimensional objects. (i.e.- 2 balls of different sizes) 4/3/2018 4 Identifies, names, creates, and describes common 2-dimentional shapes in the classroom. Demonstrates and begins to use positional language. (i.e.- up, down, inside, outside) Identify, name and describe three-dimensional objects using the child’s own vocabulary.

Data Analysis and Probability Places items on a floor or table graph according to one attribute. Selects the category that has the fewest or most objects on a graph.

Gather, sort and compare objects by similarities and differences in the context of daily activities and play.

Patterns, Functions and Algebra Identifies, copies, and extends simple patterns. Sort, order and classify objects by one attribute. Use play, physical materials or drawings to model a simple problem.

Social/Emotional Development

Identifies personal characteristics such as gender and physical attributes. Stops an activity when given a direction by an adult to “stop”. Listens to and follows 3-part directions given to a group. Works independently on a developmentally appropriate activity assigned by an adult. Selects and works on a table activity independently. Uses restroom with minimal assistance in the school. Independently navigates within familiar environments. Follows established classroom eating and clean-up routine. Follows classroom rules and other routines. Obtains things he/she wants in socially appropriate ways.

Interacts with and responds to assistance in socially accepted ways from familiar adults. (e.g.- responds to redirectives, invites others to play) Demonstrates cooperative behaviors, such as helping, turn taking, and sharing. Engages in problem solving behavior with diminishing support from adults. Demonstrates ability to make independent choices and follows through on plans.

Interacts at a developmentally appropriate level with other children during unstructured activities with limited adult supervision.

4/3/2018 5 Science Scientific Inquiry

Child asks questions about objects, organisms, and events. Child makes “what will happen if…?” predictions based on experience. Child is observed investigating or testing natural laws. (gravity, life cycles, etc.) Child uses senses to observe and learn. Child explores objects and organisms with simple tools and measuring devices. Child compares objects or organisms based on characteristics. Child is able to communicate or represent findings. (with assistance) Child expresses ideas about objects, organisms and phenomena through drawing, movement, conversation or writing. Child demonstrates an understanding of the difference between helpful and harmful treatment of living things. Child joins peers in simple, spontaneous scientific explorations.

Life Science Student spontaneously suggests or attempts to water plants or feed living creatures.

Student asks what a living thing eats or drinks. Using picture cards, student can match creatures with their environment. Match adults with young, using pictures. Student can answer questions indicating an understanding of real versus pretend. (Ex. After reading Hungry, Hungry Caterpillar ask “could a caterpillar eat all that food?”)

Additional information:

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