Objectives for Development & Learning

Social–Emotional Language 1. Regulates own emotions and behaviors 8. Listens to and understands increasingly a. Manages feelings complex language b. Follows limits and expectations a. Comprehends language c. Takes care of own needs appropriately b. Follows directions 2. Establishes and sustains positive relationships 9. Uses language to express thoughts and needs a. Forms relationships with adults a. Uses an expanding expressive vocabulary b. Responds to emotional cues b. Speaks clearly c. Interacts with peers c. Uses conventional grammar d. Makes friends d. Tells about another time or place 3. Participates cooperatively and constructively 10. Uses appropriate conversational and other in group situations communication skills a. Balances needs and rights of self and others a. Engages in conversations b. Solves social problems b. Uses social rules of language

Physical Cognitive 4. Demonstrates traveling skills 11. Demonstrates positive approaches to learning 5. Demonstrates balancing skills a. Attends and engages b. Persists 6. Demonstrates gross-motor manipulative skills c. Solves problems 7. Demonstrates fine-motor strength d. Shows curiosity and motivation and coordination e. Shows flexibility and inventiveness in thinking a. Uses fingers and hands 12. Remembers and connects experiences b. Uses writing and drawing tools a. Recognizes and recalls b. Makes connections

13. Uses classification skills 14. Uses symbols and images to represent something not present a. Thinks symbolically b. Engages in sociodramatic play

Objectives for Development & Learning: Birth Through Kindergarten Literacy Science and Technology 15. Demonstrates phonological awareness 24. Uses scientific inquiry skills a. Notices and discriminates rhyme 25. Demonstrates knowledge of the characteristics b. Notices and discriminates alliteration of living things c. Notices and discriminates smaller and smaller units of sound 26. Demonstrates knowledge of the physical properties of objects and materials 16. Demonstrates knowledge of the alphabet a. Identifies and names letters 27. Demonstrates knowledge of Earth’s environment b. Uses letter–sound knowledge 28. Uses tools and other technology to perform tasks 17. Demonstrates knowledge of print and its uses a. Uses and appreciates books Social Studies b. Uses print concepts 29. Demonstrates knowledge about self 18. Comprehends and responds to books and other texts 30. Shows basic understanding of people and a. Interacts during read-alouds and book how they live conversations 31. Explores change related to familiar people b. Uses emergent reading skills or places c. Retells stories 32. Demonstrates simple geographic knowledge 19. Demonstrates emergent writing skills a. Writes name The Arts b. Writes to convey meaning 33. Explores the visual arts Mathematics 34. Explores musical concepts and expression 20. Uses number concepts and operations 35. Explores dance and movement concepts a. Counts 36. Explores drama through actions and language b. Quantifies c. Connects numerals with their quantities English Language Acquisition 21. Explores and describes spatial relationships and shapes 37. Demonstrates progress in listening to and a. Understands spatial relationships understanding English b. Understands shapes 38. Demonstrates progress in speaking English 22. Compares and measures 23. Demonstrates knowledge of patterns

Not Yet 1 2 3 4 5 6 7 8 9

Uses adult support to calm self Comforts self by seeking out Is able to look at a situation Controls strong emotions in an • Calms self when touched special object or person differently or delay appropriate manner most of gently, patted, massaged, • Gets teddy bear from cubby gratification the time rocked, or hears a soothing when upset • When the block area is full, • Asserts, “I’m mad. You’re not voice • Sits next to favorite adult looks to see what other areas sharing the blocks! I’m going • Turns away from source of when sad are available to play with the ramps.” overstimulation and cries, but • Scowls and says, “I didn’t get • Says, “I’m so excited! We’re is soothed by being picked up to paint this morning.” Pauses going to the zoo today!” while and adds, “I have an idea. I jumping up and down can paint after snack.”

b. Follows limits and expectations

Not Yet 1 2 3 4 5 6 7 8 9 Responds to changes in an Accepts redirection from Manages classroom rules, Applies rules in new but adult’s tone of voice and adults routines, and transitions with similar situations expression • Moves to the sand table at occasional reminders • Walks and uses a quiet voice • Looks when adult speaks in a suggestion of adult when • Indicates that only four in the library soothing voice there are too many at the art persons may play at the • Runs and shouts when on a • Appears anxious if voices are table water table field trip to the park loud or unfamiliar • Initially refuses to go inside • Cleans up when music is • Listens attentively to a guest • Touches the puddle of but complies when the played speaker water when adult smiles teacher restates the request • Goes to rest area when lights encouragingly are dimmed

Objectives for Development & Learning Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately

Not Yet 1 2 3 4 5 6 7 8 9

Indicates needs and wants; Seeks to do things for self Demonstrates confidence in Takes responsibility for own participates as adult attends • Asserts own needs by meeting own needs well-being to needs pointing, gesturing, or talking • Washes hands and uses towel • Completes chosen task • Cries to show discomfort, • Holds hands under faucet to dry • Waits for turn to go down hunger, or tiredness and waits for adult to turn on • Stays involved in activity of slide • Opens mouth when food is water choice • Creates a “Do not touch” sign offered • Tries to zip jacket, but throws • Uses materials, utensils, and for construction • Raises knees to chest when on to ground in frustration brushes appropriately • Tells why some foods are back for diaper changing • Attempts to clean up toys • Takes off coat and hangs it up good for you • Pulls off own socks • Puts away toys • Takes care of personal • Raises arms while being lifted • Volunteers to feed the fish belongings out of buggy

Not Yet 1 2 3 4 5 6 7 8 9

Demonstrates a secure Uses trusted adult as a secure Manages separations without Engages with trusted adults as attachment to one or more base from which to explore the distress and engages with resources and to share mutual adults world trusted adults interests • Appears uneasy when held by • Moves away from a trusted • Waves good-bye to mom and • Talks with teacher every day a stranger but smiles broadly adult to play with a new toy joins speech therapist in a about their pets when mom enters room but returns before venturing board game • Brings in photos of home • Calms when a familiar adult into a new area • Accepts teacher’s explanation garden to share with teacher offers appropriate comfort • Looks to a trusted adult of why she is leaving the room who also has a garden • Responds to teacher during for encouragement when and continues playing caregiving routines exploring a new material or physical space

b. Responds to emotional cues

Not Yet 1 2 3 4 5 6 7 8 9

Reacts to others’ emotional Demonstrates concern about Identifies basic emotional Recognizes that others’ expressions the feelings of others reactions of others and their feelings about a situation • Cries when hears an adult use • Brings a crying child’s blanket causes accurately might be different from his or an angry tone of voice to him • Says, “She’s happy because her own • Smiles and turns head to look • Hugs a child who fell down her brother is here.” “He’s • Says, “I like riding fast on the sad because his toy broke.” trike, but Tim doesn’t.” at person laughing • Gets an adult to assist a child • Moves to adult while watching who needs help • Matches a picture of a happy • Shows Meir a picture of another child have a tantrum face with a child getting a a dinosaur but doesn’t present or a sad face with a show it to Lucy because he picture of a child dropping the remembers that she’s afraid of banana she was eating dinosaurs

Objectives for Development & Learning Objective 2 Establishes and sustains positive relationships c. Interacts with peers

Not Yet 1 2 3 4 5 6 7 8 9

Plays near other children; uses Uses successful strategies for Initiates, joins in, and sustains Interacts cooperatively in similar materials or actions entering groups positive interactions with a groups of four or five children • Sits next to child playing an • Watches what other children small group of two to three • Works on tasks with others instrument are doing for a few minutes children toward a common goal • Imitates other children and then contributes an idea • Sees group pretending to ride • Plays and works together for building with blocks • Asks, “Can I run with you?” a bus and says, “Let’s go to extended periods of time the zoo on the bus.” • Looks at other child’s painting and chooses the same color • Enters easily into ongoing group play and plays cooperatively

d. Makes friends

Not Yet 1 2 3 4 5 6 7 8 9

Seeks a preferred playmate; Plays with one or two preferred Establishes a special Maintains friendships for shows pleasure when seeing a playmates friendship with one other several months or more friend • Builds block tower with child, but the friendship might • Finds her friend’s favorite • Leaves library area to greet another child during choice only last a short while purple marker and gives it another child upon his arrival time and then looks at books • Talks about having friends to her • Seeks preferred child to sit with same child later in the and what friends do together • Works through a conflict day next to at group time • Seeks out particular friend and remains friends after a • Joins same two friends for for selected activities on a disagreement several days to play a running regular basis game outside

Not Yet 1 2 3 4 5 6 7 8 9

Responds appropriately to Takes turns Initiates the sharing of Cooperates and shares ideas others’ expressions of wants • Waits behind another child at materials in the classroom and and materials in socially • Gives another child a ball the water fountain outdoors acceptable ways when asked • Says, “It’s your turn now; the • Gives another child the gold • Leaves enough space for • Makes room on the sofa for a timer is up.” marker to use but asks to use someone else to work at the child who wants to look at the it again when the other is done table book with him • Invites another child to pull • Pays attention to group the wagon with her discussions, values the ideas of others, and contributes own ideas in a respectful manner

b. Solves social problems

Not Yet 1 2 3 4 5 6 7 8 9

Expresses feelings during a Seeks adult help to resolve Suggests solutions to social Resolves social problems conflict social problems problems through negotiation and • Screams when another child • Goes to adult crying when • Says, “You ride around the compromise touches his crackers someone takes the princess track one time, then I’ll take • Says, “If I let you use the ruler, • Gets quiet and looks down dress she wanted to wear a turn.” will you let me use the hole- when another child pushes her • Calls for the teacher when • Says, “Let’s make a sign to punch?” another child grabs the play keep people from kicking our • Responds, “Hey, I know! You dough at the same time he sand castle like we did in the two can be the drivers to does block area.” deliver the pizza.” • Asks teacher to make a waiting list to use the new toy

Objectives for Development & Learning Objective 4 Demonstrates traveling skills

Not Yet 1 2 3 4 5 6 7 8 9

Moves to explore immediate Experiments with different Moves purposefully from place Coordinates complex environment ways of moving to place with control movements in play and games • Rolls over several times to • Walks across room • Runs • Runs smoothly and quickly, get toy • Uses a hurried walk • Avoids obstacles and people changes directions, stops and starts quickly • Crawls • Walks backwards while moving • Cruises • Starts and stops using • Steers wheelchair into small • Pushes riding toy with feet playground spaces • Takes a few steps while steering wheelchair • Jumps and spins • Takes steps, pushing a • Uses a walker to get to the • Walks up and down stairs push-toy or chair table alternating feet • Moves through obstacle course • Moves from crawling to sitting • Marches around room • Climbs up and down on • Gallops and skips with ease and back again playground equipment • Plays “Follow the Leader” • Rides tricycle using pedals using a variety of traveling • Gallops, but not smoothly movements

Not Yet 1 2 3 4 5 6 7 8 9

Balances while exploring Experiments with different Sustains balance during simple Sustains balance during immediate environment ways of balancing movement experiences complex movement • Sits propped up • Squats to pick up toys • Walks forward along sandbox experiences • Rocks back and forth on • Stands on tiptoes to reach edge, watching feet • Hops across the playground hands and knees something • Jumps off low step, landing on • Hops on one foot then the • Sits a while and plays with • Gets in and out of a chair two feet other toys • Kneels while playing • Jumps over small objects • Walks across beam or • Sits and reaches for toys • Holds body upright while sandbox edge forward and • Straddles a taped line on the backwards without falling floor moving wheelchair forward • Attempts to jump rope • Sidesteps across beam or sandbox edge

Objectives for Development & Learning Objective 6 Demonstrates gross-motor manipulative skills

Not Yet 1 2 3 4 5 6 7 8 9

Reaches, grasps, and releases Manipulates balls or similar Manipulates balls or similar Manipulates balls or similar objects objects with stiff body objects with flexible body objects with a full range of • Reaches for object movements movements motion • Pushes ball • Carries a large ball while • Throws a ball or other object • Steps forward to throw ball moving and follows through • Drops objects • Traps thrown ball against body • Flings a beanbag • Tosses beanbag into basket • Catches large ball with both • Grasps a rolled ball or other hands object with two hands • Throws a ball or other object • Strikes a balloon with large by pushing it with both hands • Strikes stationary ball • Bats or swipes at a toy paddle • Catches a large, bounced ball • Kicks ball forward by stepping • Bounces and catches ball against body with straight arms or running up to it • Kicks moving ball while • Kicks a stationary ball running

Not Yet 1 2 3 4 5 6 7 8 9

Reaches for, touches, and holds Uses fingers and whole-arm Uses refined wrist and finger Uses small, precise finger and objects purposefully movements to manipulate and movements hand movements • Bats or swipes at a toy explore objects • Squeezes and releases tongs, • Uses correct scissors grip • Transfers objects from one • Places shape in shape sorter turkey baster, squirt toy • Attempts to tie shoes hand to another • Points at objects and pokes • Snips with scissors • Pushes specific keys on a • Releases objects voluntarily bubbles • Strings large beads keyboard • Rakes and scoops objects to • Releases objects into • Pours water into containers • Arranges small pegs in containers pick them up • Pounds, pokes, squeezes, pegboard • Picks up food with fingers and • Uses spoon and sometimes rolls clay • Strings small beads fork to feed self puts in mouth • Buttons, zips, buckles, laces • Cuts out simple pictures and • Dumps sand into containers • Bangs two blocks together • Uses hand motions for “Itsy shapes, using other hand to • Crumbles paper • Unbuttons large buttons Bitsy Spider” move paper • Rotates knobs • Turns knobs to open doors • Cuts food • Tears paper • Uses eating utensils • Builds a structure using small Legos® • Sews lacing cards • Cuts along straight line

b. Uses writing and drawing tools

Not Yet 1 2 3 4 5 6 7 8 9

Grasps drawing and writing Grips drawing and writing tools Holds drawing and writing tools Uses three-point finger grip tools, jabbing at paper with whole hand but may use by using a three-point finger grip and efficient hand placement whole-arm movements to make but may hold the instrument too when writing and drawing marks close to one end

Objectives for Development & Learning Objective 8 Listens to and understands increasingly complex language a. Comprehends language

Not Yet 1 2 3 4 5 6 7 8 9

Shows an interest in the Identifies familiar people, Responds appropriately to Responds appropriately to speech of others animals, and objects when specific vocabulary and simple complex statements, questions, • Turns head toward people who prompted statements, questions, and vocabulary, and stories are talking • Picks up cup when asked, stories • Answers appropriately when • Recognizes familiar voice “Where’s your cup?” • Finds his favorite illustration asked, “How do you think before the adult enters the • Goes to sink when told to wash in a storybook when asked the car would move if it had room hands • Listens to friend tell about cut square wheels?” • Looks at favorite toy when • Touches body parts while finger and then goes to the • Builds on ideas about how to adult labels and points to it singing “Head, Shoulders, dramatic play area to get a fix the broken wagon Band-Aid® • Responds to own name Knees, and Toes.” • Acts out the life cycle of a • Responds using gestures to butterfly after the teacher compare the sizes of the three reads a story about it leaves

b. Follows directions

Not Yet 1 2 3 4 5 6 7 8 9

Responds to simple verbal Follows simple requests not Follows directions of two Follows detailed, instructional, requests accompanied by accompanied by gestures or more steps that relate multistep directions gestures or tone of voice • Throws trash in can when to familiar objects and • Follows instructions for • Waves when mother says, asked, “Will you please throw experiences navigating a new computer “Wave bye-bye,” as she waves this away?” • Washes and dries hands after program her hand • Puts the balls in the basket being reminded about the • Follows teacher’s guidance: • Covers eyes when adult when told, “Put all the balls in hand-washing sequence “To feed the fish, first get the prompts, “Wheeeere’s Lucy?” the basket, please.” • Completes a sequence of fish flakes. Open the jar and • Drops toy when teacher • Goes to cubby when teacher tasks, “Get the book bin and sprinkle a pinch of food on the extends hand and says, says, “It’s time to put coats on put it on the table. Then bring water. Finally, put the lid on “Please give it to me.” to go outside.” the paper and crayons.” the jar and put it back on the shelf.”

Not Yet 1 2 3 4 5 6 7 8 9

Vocalizes and gestures to Names familiar people, animals, Describes and tells the use of Incorporates new, less familiar communicate and objects many familiar items or technical words in everyday • Coos and squeals when happy • Says, “Nana,” when • When making pancakes, says, conversations • Cries after trying several times grandmother comes into the “Here is the beater. Let me • Uses a communication device to get toy just out of reach room beat the egg with it.” to say, “My bird went to the • Names the cow, horse, • Responds, “We used the big, vet. He has a disease. He’s • Waves hands in front of face losing his feathers.” to push away spoon during a chicken, pig, sheep, and goat red umbrella so we both could feeding as she sees them on the trip to get under it.” • Says, “I’m not sure I can put it the farm together. It’s complicated.” • Uses hand gestures to sign or indicate “more”

b. Speaks clearly

Not Yet 1 2 3 4 5 6 7 8 9

Babbles strings of single Uses some words and word-like Is understood by most people; Pronounces multisyllabic or consonant sounds and sounds and is understood by may mispronounce new, long, unusual words correctly combines sounds most familiar people or unusual words • Says, “Oh, that one has layers, • Says, “M-m-m;” “D-d-d” • Refers to grandma as • Says, “I saw ants and a it’s a sedimentary rock.” • Says, “Ba-ba-ba” “Gum-gum” hoppergrass” (grasshopper) • Says, “What does ostracize • Babbles with sentence-like • Asks, “Where bankit?” and a • Speaks so is understood by mean?” after hearing the word intonation friend brings his blanket to him the school visitor read in Abiyoyo • Says, “No go!” to indicate she doesn’t want to go inside

Objectives for Development & Learning Objective 9 Uses language to express thoughts and needs c. Uses conventional grammar

Not Yet 1 2 3 4 5 6 7 8 9

Uses one- or two-word Uses three- to four-word Uses complete, four- to six- Uses long, complex sentences sentences or phrases sentences; may omit some word sentences and follows most grammatical • Asks, “More?” words or use some words • Says, “I chose two books.” rules incorrectly • Says, “Daddy go.” • Says, “We are going to the • Says, “We are going to the zoo • Says, “Bed no go.” to see the animals. We’ll learn • Uses one word, “Juice,” to zoo.” • Says, “Daddy goed to work.” where they live and what they mean, “I want some juice.” • Says, “Momma came and we eat.” • Responds, “I want banana,” went home.” when asked what she wants • Notices when sentences for snack do not make sense; tries to correct them

d. Tells about another time or place

Not Yet 1 2 3 4 5 6 7 8 9

Makes simple statements Tells simple stories about Tells stories about other times Tells elaborate stories that refer about recent events and objects, events, and people not and places that have a logical to other times and places familiar people and objects present; lacks many details order and that include major • Dictates an elaborate story of that are not present and a conventional beginning, details her recent visit to the bakery, • Says, “Got shoes.” middle, and end • Tells about past experiences, including details of who, what, when, why, and how • Hears helicopter, stops and • Dictates a simple story with reporting the major events says, “’copter.” few connections between in a logical sequence • Tells many details as he acts characters and events out his recent trip to the shoe • Tells, “Gran lives far away.” • Says, “I went to the shoe store • Says, “I’ve got new shoes. with Gran. I got two pairs of store I went to the shoe store.” new shoes.”

Not Yet 1 2 3 4 5 6 7 8 9

Engages in simple back-and- Initiates and attends to brief Engages in conversations of at Engages in complex, lengthy forth exchanges with others conversations least three exchanges conversations (five or more • Coos at adult who says, • Says, “Doggy.” Teacher • Stays on topic during exchanges) “Sweet Jeremy is talking.” He responds, “You see a doggy.” conversations • Offers interesting comments coos again, and adult imitates Child says, “Doggy woof.” • Maintains the conversation with communication device the sounds • Asks teacher, “Home now?” by repeating what the other • Extends conversation by • Shakes head for no; waves Teacher responds, “Yes, I’m person says or by asking moving gradually from one bye-bye leaving to go home.” questions topic to a related topic • Joins in games such as • Looks at teacher and points pat-a-cake and peekaboo to picture of car. Teacher responds, “No, I’m going to walk home.”

b. Uses social rules of language

Not Yet 1 2 3 4 5 6 7 8 9

Responds to speech by looking Uses appropriate eye contact, Uses acceptable language Uses acceptable language and toward the speaker; watches pauses, and simple verbal and social rules while social rules during for signs of being understood prompts when communicating communicating with others; communication with others when communicating • Pays attention to speaker may need reminders • Uses a softer voice when • Hears siren and goes to adult during conversation • Takes turns in conversations talking with peers in the pointing, “Fire tuck.” • Pauses after asking a question but may interrupt or direct talk library and a louder voice on • Looks at adult and says, “Ball”, to wait for a response back to self the playground repeatedly until adult says, • Says “please” and “thank you” • Regulates volume of voice • Says, “Hello,” back to the “Ball. You want the ball?” with occasional prompting when reminded museum curator on a trip

Objectives for Development & Learning Objective 11 Demonstrates positive approaches to learning a. Attends and engages

Not Yet 1 2 3 4 5 6 7 8 9

Pays attention to sights and Sustains interest in working on Sustains work on age- Sustains attention to tasks or sounds a task, especially when adults appropriate, interesting tasks; projects over time (days to • Watches the teacher walk offer suggestions, questions, can ignore most distractions weeks); can return to activities across the room and comments and interruptions after interruptions • Turns head toward sound of • Takes small blocks from adult • Makes relevant contributions • Returns to Lego® construction mother’s voice and continues to drop them to group discussion about over several days, adding new into a container class pet features each time • Continues ring stacking when • Focuses on making a sign • Pauses to join in problem- the teacher says, “You’re for a building while others solving discussion at adult’s putting the biggest ones on are rolling cars down a ramp request, then returns to art first.” nearby project • Continues the play about going to a restaurant after the teacher offers a menu

b. Persists

Not Yet 1 2 3 4 5 6 7 8 9

Repeats actions to obtain Practices an activity many Plans and pursues a variety of Plans and pursues own goal similar results times until successful appropriately challenging tasks until it is reached • Repeatedly shakes a rattle to • Stacks blocks again and again • Keeps looking through all of • Keeps building a sand produce noise until tower no longer falls the magnetic letters for those structure, trying multiple ways • Hits a toy on a play gym • Uses shovel in many ways to that are in her name to get the bridge to hold accidentally; then waves arms fill small bucket with sand • Works with others to learn how • Returns from lunch with a to hit it again • Chooses the same puzzle to use a new software program different idea about what to • Puts objects in a wagon and every day until he can insert add to his story then dumps them out over each piece quickly and easily and over again

Not Yet 1 2 3 4 5 6 7 8 9

Reacts to a problem; seeks to Observes and imitates how Solves problems without Thinks problems through, achieve a specific goal other people solve problems; having to try every possibility considering several • Grunts when cube gets stuck asks for a solution and uses it • Looks at an assortment of pegs possibilities and analyzing in shape sorter • Seeks help opening a stuck and selects the size that will fit results • Reaches for a toy that is just cap; pulls one end as teacher in the hole • Considers new information out of reach pulls the other • Tells another child, “Put the before trying a strategy: “If I put this box on top, I can see • Blows on warm cereal after • Asks another child to hold his big block down first, or the if they are the same size.” seeing someone blow on cup while he pours milk tower will fall down.” cereal • Thinks about a book character’s problem and suggests solutions

d. Shows curiosity and motivation

Not Yet 1 2 3 4 5 6 7 8 9

Uses senses to explore the Explores and investigates Shows eagerness to learn Uses a variety of resources to immediate environment ways to make something about a variety of topics and find answers to questions • Turns in direction of a sound happen ideas • Locates informational book • Moves closer to touch an • Enjoys taking things apart • Seeks answers to questions on insects to identify the object • Turns faucet on and off about the storm butterfly seen outside • Shakes or bangs a toy to • Tilts a ramp to find out if a • Shows interest in learning • Asks visiting musician make it work car will go down faster how the firefighter’s clothes questions about her protect him instrument

Objectives for Development & Learning Objective 11 Demonstrates positive approaches to learning e. Shows flexibility and inventiveness in thinking

Not Yet 1 2 3 4 5 6 7 8 9

Imitates others in using objects Uses creativity and imagination Changes plans if a better idea Thinks through possible long- in new and/or unanticipated during play and routine tasks is thought of or proposed term solutions and takes on ways • Strings wooden beads into a • Accepts idea to use tape more abstract challenges • Notices another child reach necklace as part of dramatic instead of glue to fix the tear • Offers ideas on how to make a toy with the broom handle; play • Suggests building on a hard the block area larger for then tries • Uses a table, sheets, and surface when structure keeps building • Imitates a friend, putting a towels to build a tent falling down • Creates board game; thinks basket on head to use as a hat of how to play it from start to finish

Not Yet 1 2 3 4 5 6 7 8 9

Recognizes familiar people, Recalls familiar people, places, Tells about experiences in order, Uses a few deliberate places, and objects; looks for objects, and actions from the provides details, and evaluates strategies to remember hidden object where it was past (a few months before); the experience; recalls 3 or 4 information last seen recalls 1 or 2 items removed items removed from view • Creates an observational • Looks for food dropped from from view • Identifies four objects taken drawing of a fire truck and high chair • Looks for horse used a few away while playing “What’s then refers to it later while • Uncovers bear after adult months ago in bin of toy Missing?” building with blocks covers it with a blanket animals • Says, “We went to the baseball • Tells the teacher, “I’m putting • Says or signs names of • Identifies one or two objects game. We sat way up high. my book in my backpack so common objects when sees taken away while playing We ate peanuts and drank I’ll remember to take it home.” them “What’s Missing?” lemonade. I really liked it a lot • Shows fear of a bee after but my sister didn’t.” having been stung

b. Makes connections

Not Yet 1 2 3 4 5 6 7 8 9

Looks for familiar persons Remembers the sequence Draws on everyday experiences Generates a rule, strategy, when they are named; relates of personal routines and and applies this knowledge to a or idea from one learning objects to events experiences with teacher similar situation experience and applies it in a • Turns head toward door when support • After hearing A Chair for My new context her teacher says, “Bethany, • Goes to attendance chart with Mother read aloud says, “My • Proposes a one-way sign for Mommy is here.” parent upon arrival Nana has a chair like the one entering and exiting the cubby • Throws paper away when • Gets a paper towel after Rosa and her family bought.” area after a neighborhood walk teacher says, “Please put this teacher says, “What do we • Uses traffic-directing signals where children discussed one- in the trash.” do next, after we wash our on the bike track after seeing a way street signs hands?” police officer demonstrate them • Tallies friends’ favorite ice • Divides crayons into “fair cream flavors after learning share” groups after watching a how to make tally marks to teacher do it the day before count how many people wear shoes with buckles

Objectives for Development & Learning Objective 13 Uses classification skills

Not Yet 1 2 3 4 5 6 7 8 9

Matches similar objects Places objects in two or more Groups objects by one Groups objects by more than • Puts one sock with another groups based on differences characteristic; then regroups one characteristic at the same sock in a single characteristic, e.g., them using a different time; switches sorting rules color, size, or shape characteristic and indicates when asked, and explains the • Gathers all the vehicles from the reason reasons a shelf • Puts all the red beads together • Picks out and eats only the and all the blue beads • Says, “These buttons are • Organizes a sticker collection animal crackers together blue, and these are red”; then into groups and subgroups • Pulls out all the trucks from resorts buttons into big and and explains why and how; • Puts only blue pegs in little then creates a new grouping pegboard; leaves red and the vehicle bin • Points to groups of animals when the teacher makes a yellow pegs to the side • Identifies fabric pieces as suggestion being scratchy or soft and says, “These are zoo animals and these are farm • Creates four piles of shapes: • Puts pictures into piles of animals”; then sorts the big red triangles, small red babies, older children, and zoo animals into those with triangles, big blue triangles, grown-ups stripes and those without small blue triangles. Switches stripes when asked to form two groups of all the big and small triangles

Not Yet 1 2 3 4 5 6 7 8 9

Recognizes people, objects, Draws or constructs, and then Plans and then uses drawings, Represents objects, places, and and animals in pictures or identifies what it is constructions, movements, and ideas with increasingly abstract photographs • Draws various shapes and says, dramatizations to represent symbols • Touches the cow in the “This is my house.” ideas • Makes tally marks illustration when an adult • Glues red yarn on paper and • Sees a dump truck outside • Makes and interprets graphs reads, “And the cow says, “I made spaghetti.” and plans how to draw it with teacher’s help jumped….” • Says, “Let’s pretend to be • Attempts to write words to • Points to photograph and seeds growing like in the label a picture says, “Mommy” book.” • Identifies a duck in a variety of different photos and illustrations

b. Engages in sociodramatic play

Not Yet 1 2 3 4 5 6 7 8 9

Imitates actions of others Acts out familiar or imaginary Interacts with two or more Plans and negotiates complex during play; uses real objects scenarios; may use props to children during pretend play, role play; joins in detailed as props stand for something else assigning and/or assuming conversation about roles and • Holds a toy phone to ear • Puts beads in a muffin tin, roles and discussing actions; actions; play may extend over places tin in oven, and asks, sustains play scenario for up to several days • Wraps a blanket around a doll 10 minutes and then rocks it “Who wants some cupcakes?” • Joins in elaborate play • Uses a short rope as a fire • Pretends to be the bus driver. about taking a dog to the hose Tells the other children, “You veterinarian, assigning roles, switching roles, creating props, • Pretends to be the birthday can be the passengers. Give and returning to the play day boy at the party and blows out me your tickets, and I will give after day the candles on the pegboard you change.” ‘cake’ after others sing “Happy Birthday”

Objectives for Development & Learning Objective 15 Demonstrates phonological awareness a. Notices and discriminates rhyme

Not Yet 1 2 3 4 5 6 7 8 9

Joins in rhyming songs and Fills in the missing rhyming Decides whether two words Generates a group of rhyming games word; generates rhyming words rhyme words when given a word • Hums along and joins in spontaneously • “Do bear and chair rhyme? • Says, “Bat, sat, lat,” when random words in rhyme • Completes the rhyme in the What about bear and goat?” asked, “What words rhyme • Sings with a group, “One, two, phrase, “The fat cat sat on the • Matches rhyming picture with cat?” buckle my shoe…” ____ (mat).” cards • Chants spontaneously, “Me, fee, kee, tee, lee, bee.”

b. Notices and discriminates alliteration

Not Yet 1 2 3 4 5 6 7 8 9

Sings songs and recites rhymes Shows awareness that some Matches beginning sounds of Isolates and identifies the and refrains with repeating words begin the same way some words beginning sound of a word initial sounds • Says, “Max and Maya…our • Groups objects or pictures • Says, “/m-m-m/,” when asked • Sings, “I’m bringing home a names start the same!” that begin with the same “What is the first sound of the baby bumble bee…” sound word milk?” • Picks up a toy bear when • Responds, “/t/,” after being asked, “What begins the same asked, “What’s the beginning way as box, baby, and bike?” sound of toy, toe, teeth?”

Not Yet 1 2 3 4 5 6 7 8 9

Hears and shows awareness of Hears and shows awareness of Verbally separates and blends Verbally separates and blends separate words in sentences separate syllables in words onset and rime individual phonemes in words • Joins in clapping each word • Claps each syllable of name, • Says, “Hat,” after hearing • Claps each phoneme of the while chanting, “I like ice cream.” Tri-na /h/…/at/ word hat: /h/ /a/ /t/ • Jumps upon hearing a • Puts together pen and cil to • Points to Jonathan when • Says, “Hat,” after hearing specified word in a story say pencil teacher plays game and asks, /h/ /a/ /t/ • Puts together foot and ball to “Where’s _onathan?” say football

Objectives for Development & Learning Objective 16 Demonstrates knowledge of the alphabet a. Identifies and names letters

Not Yet 1 2 3 4 5 6 7 8 9

Recognizes and names a few Recognizes and names as many Identifies and names 11–20 Identifies and names all upper- letters in own name as 10 letters, especially those upper- and 11–20 lowercase and lowercase letters when in own name letters when presented in presented in random order random order

b. Uses letter–sound knowledge

Not Yet 1 2 3 4 5 6 7 8 9

Identifies the sounds of a few Produces the correct sounds Shows understanding that a Applies letter–sound letters for 10–20 letters sequence of letters represents correspondence when a sequence of spoken sounds attempting to read and write • Asks when writing, “How do • Sees the word cat; begins to you spell cough?” sound out the word: /k/ /a/ /t/ • Makes an open sign for the doctor’s office by writing “opn”

Not Yet 1 2 3 4 5 6 7 8 9

Shows interest in books Orients book correctly; turns Knows some features of a Uses various types of books for • Gazes at the pages of a book pages from the front of the book book (title, author, illustrator); their intended purposes to the back; recognizes familiar connects specific books to • Brings book to adult to read • Selects the book about insects books by their covers authors to identify the butterfly seen • Hands teacher book and says, • Says, “I want to read this Dr. on the playground “Let’s read Corduroy!” Seuss book today.” • Says, “Eric Carle wrote this book. He is the author.”

b. Uses print concepts

Not Yet 1 2 3 4 5 6 7 8 9

Shows understanding that text Indicates where to start reading Shows awareness of various Matches a written word with a is meaningful and can be read and the direction to follow features of print: letters, words, spoken word, but it may not be • Points to the words on the • Points to beginning of text on spaces, upper- and lowercase the actual written word; tracks sign by the fish bowl and says, the page when pretending to letters, some punctuation print from the end of a line of “Just one pinch!” read and moves finger left to • Points to the word text to the beginning of the right as she continues down hippopotamus and says, next line the page “That’s a long word.” • Touches each word on the • Says, “That means stop page while reciting the words reading,” as he points to from Brown Bear, Brown Bear, a period at the end of a What Do You See? sentence. • Picks up finger and returns it to the beginning of the next line when pretend reading

Objectives for Development & Learning Objective 18 Comprehends and responds to books and other texts a. Interacts during read-alouds and book conversations

Not Yet 1 2 3 4 5 6 7 8 9

Contributes particular Asks and answers questions Identifies story-related Reconstructs story, using language from the book at the about the text; refers to pictures problems, events, and pictures, text, and props; appropriate time • Responds, “He was mad. He resolutions during begins to make inferences and • Says, “You’re not big enough,” threw his hat down.” conversations with an adult draw conclusions when teacher pauses in The • When prompted says, “George • Joins in story discussion Grouchy Ladybug got put in jail. He ran out the then says, “I think Max was open door and got out.” upset that he was sent to bed without his supper.”

b. Uses emergent reading skills

Not Yet 1 2 3 4 5 6 7 8 9

Pretends to read a familiar Pretends to read, using some Pretends to read, reciting Tries to match oral language book, treating each page as of the language from the text; language that closely matches to words on page; points to a separate unit; names and describes the action across the text on each page and words as reads; uses different describes what is on each pages, using pictures to order using reading-like intonation strategies (e.g., sounding out page, using pictures as cues the events; may need prompts words, known words, and from adult patterns in text) to make meaning from print

Not Yet 1 2 3 4 5 6 7 8 9

Retells some events from a Retells familiar stories using Retells a familiar story in Retells stories with many familiar story with close adult pictures or props as prompts proper sequence, including details about characters, prompting • Retells the basic events of major events and characters events, and storylines • Says, “The pig builds a house The Three Little Pigs using • Retells The Three Little Pigs, • Retells The Three Little Pigs, from it” when the teacher felt pieces on a felt board starting with the pigs saying and includes details about asks, “What does the first good-bye to their mother, how the mother felt about her little pig do with the straw?” remembering the correct children’s leaving home, the Then says, “The wolf blows it order in which the pigs build pigs’ personalities, and why down,” when the teacher asks, their houses, and ending with building a house from bricks “What does the wolf do to the the wolf climbing down the is better than building a house house?” chimney and falling into the from straw or sticks pot of hot water

Objectives for Development & Learning Objective 19 Demonstrates emergent writing skills a. Writes name

Not Yet 1 2 3 4 5 6 7

Scribbles or marks Controlled linear Mock letters or letter- Letter strings Partially accurate name Accurate name scribbles like forms • Scribble writes • Writes some letters • Writes all the letters of • Writes all the letters of deliberately • Scribbles lines, circles, • Writes segments of correctly own name, although own name in the correct or zigzags in rows letter forms, e.g., lines, • Writes letters in some may not be sequence, form, and • Makes marks that curves sequenced correctly orientation appear to adults to be in • Often repeats action unconventional order random order and forms • May use too many • Writes all the letters of • Uses uppercase or segments to create own name, but some lowercase letters (or a a letter, e.g., five of the letters are not combination of both) horizontal lines on the formed or oriented when writing name letter E correctly • May not orient letter segments correctly

Carolyn Lilly Paula Emma Vicky Brooke

Not Yet 1 2 3 4 5 6 7

Scribbles or marks Controlled linear Mock letters or Letter strings Early invented spelling Late invented spelling • Scribble writes scribbles letter-like forms • Writes strings of letters • Uses first letter of word • Begins to include deliberately • Scribbles lines, circles, • Writes segments of • Writes some letters to represent whole word beginning, middle, and • Makes marks that or zigzags in rows letter forms, e.g., lines, correctly • Writes initial and/or ending sounds in words curves appear to adults to be in • Often repeats action • Writes letters in final sounds of a word • Represents most of the random order and forms • May use too many unconventional order to represent the whole sounds heard in words segments to create word in the correct order a letter, e.g., five • Begins to separate horizontal lines on the groups of letters with *Note: In Spanish, early spaces invented spelling may consist letter E primarily of vowels. • May not orient letter • May copy environmental segments correctly print

Jenna said, “I need Carolyn said, “That’s my Erica said, “I’m Jordan said, to buy some Maya said, “Here Mommy. phone number. You can writing my ABCs just like “Here’s a ticket! You’re Meir wrote, blackberries and grapes Read this.” call me.” my sister.” under arrest!” “Uncle Clay, I love you.” at the store.”

Objectives for Development & Learning Objective 20 Uses number concepts and operations a. Counts

Not Yet 1 2 3 4 5 6 7 8 9

Verbally counts (not always in Verbally counts to 10; counts up Verbally counts to 20; counts Uses number names while the correct order) to five objects accurately, using 10–20 objects accurately; counting to 100; counts 30 one number name for each knows the last number states objects accurately; tells what • Says, “One, two, ten,” as she how many in all; tells what pretends to count object number comes before and after number (1–10) comes next in a specified number up to 20 • Counts to ten when playing order by counting “Hide and Seek” • Counts twenty-eight steps to • Counts to twenty while walking the cafeteria • Counts out four scissors and across room puts them at the table • Counts ten plastic worms and • When asked what comes after says, “I have ten worms.” fifteen, says “Sixteen.” • When asked, “What comes after six?” says, “One, two, three, four, five, six, seven…seven.”

b. Quantifies

Not Yet 1 2 3 4 5 6 7 8 9

Demonstrates understanding Recognizes and names the Makes sets of 6–10 objects and Uses a variety of strategies of the concepts of one, two, number of items in a small set then describes the parts; identifies (counting objects or fingers, and more (up to five) instantly; combines which part has more, less, or the counting on, or counting back) • Says, “More apple,” to and separates up to five objects same (equal); counts all or counts to solve problems with more indicate he wants more pieces and describes the parts on to find out how many than 10 objects than given • Looks at the sand table • Says, “I have eight big buttons, • Uses ladybug counters to • Takes two crackers when and says instantly, without and you have eight little buttons. solve the problem, “You had prompted, “Take two counting, “There are three We have the same.” eight ladybugs. Two flew away. crackers.” children at the table.” • Tosses ten puff balls at the How many ladybugs are left?” • Says, “I have four cubes. Two hoop. When three land outside • Says, “I have ten cars. I left are red, and two are blue.” she says, “More went inside.” two at Grandma’s, so now I have ten, nine, eight left.” • Puts three bunnies in the box • Puts two dominoes together, with the two bears. Counts and says, “Five dots,” and counts • Uses two-sided counters to on “Six, seven, eight. Eight determine different number says, “Now I have five.” dots all together.” combinations for fourteen

Not Yet 1 2 3 4 5 6 7 8 9

Recognizes and names a few Identifies numerals to 5 by Identifies numerals to 10 by Identifies numerals to 20 by numerals name and connects each to name and connects each to name and connects each to • Points to the 1 when the counted objects counted objects counted objects teacher says, “Where is the • Says, “Five” as she attaches • Shouts, “Seven,” and jumps • Says, “Kaufee put the 12 numeral 1?” five clothespins to the5 card seven times when the teacher card and twelve beads on his • Notices numerals around the • Tells her friend, “That’s a 3, holds up the number 7 card necklace.” room and calls some of them and there are three puppies on • Says, “I put nine buttons in • Says, “I drew fifteen flowers to by name this page.” the 9 box.” go on page 15 of our number book.”

Objectives for Development & Learning Objective 21 Explores and describes spatial relationships and shapes a. Understands spatial relationships

Not Yet 1 2 3 4 5 6 7 8 9

Follows simple directions Follows simple directions Uses and responds Uses and makes simple related to position (in, on, related to proximity (beside, appropriately to positional sketches, models, or pictorial under, up, down) between, next to) words indicating location, maps to locate objects • Follows teacher’s directions to • Follows teacher’s direction to direction, and distance • Constructs a map of the play put the trash in the can put the cup next to the plate • Says, “Look for the surprise yard using landscape toys • Raises hands up and down as • Sits beside her friend when behind the tree.” • Uses a map of the classroom the song directs he says, “Sit between me and • Moves game piece backward to find the hidden treasure Laura.” when playmate gives directions

b. Understands shapes

Not Yet 1 2 3 4 5 6 7 8 9 Matches two identical shapes Identifies a few basic shapes Describes basic two- and Shows that shapes remain the • Puts a circular puzzle piece in (circle, square, triangle) three-dimensional shapes by same when they are turned, the circular space • Looks at a wheel and says, using own words; recognizes flipped, or slid; breaks apart basic shapes when they are or combines shapes to create • Places shapes in a shape- “A circle.” presented in a new orientation different shapes and sizes sorting box • Names shape pieces as he puts them on a shape lotto • Says, “It’s a ball ’cause it • Says, “It’s still a triangle no card rolls.” matter how you turn it.” • Puts hand in feely box and • Cuts apart a rectangle to says, “It has three sides and make two squares three points. It’s a triangle.”

Not Yet 1 2 3 4 5 6 7 8 9

Makes simple comparisons Compares and orders a small Uses multiples of the same Uses measurement words and between two objects set of objects as appropriate unit to measure; uses some standard measurement • Pours sand or water from one according to size, length, numbers to compare; knows tools accurately; uses ordinal container to another weight, area, or volume; knows the purpose of standard numbers from first to tenth usual sequence of basic daily measuring tools • Indicates which ball is bigger • Says, “We need two cups of events and a few ordinal when shown a tennis ball and • Measures by using paper flour and one cup of salt to numbers a beach ball clips, cubes, string, hands, make dough.” • Puts blocks side by side in feet or other objects • Says, “If I add three more tiles order of length • Measures block tower with to this side of the scale, they’ll • Says, “We go outside after linking cubes and says, “I be the same.” lunch.” made mine fifteen cubes • Looks at the clock and says, high!!” • Lays two short blocks on top “It’s 12 o’clock. It’s time for of a long block to see if it’s • Stands on scale while lunch.” the same length pretending to be in a doctor’s office • Responds, “You’re second to use the computer.”

Objectives for Development & Learning Objective 23 Demonstrates knowledge of patterns

Not Yet 1 2 3 4 5 6 7 8 9

Shows interest in simple Copies simple repeating Extends and creates simple Recognizes, creates, and patterns in everyday life patterns repeating patterns explains more complex • Notices that a special song is • Beats a drum as the teacher • Makes a repeating movement repeating and simple growing played whenever it is time to does, e.g., loud, soft; loud, pattern, e.g., stomp, stomp, patterns clean up soft; loud, soft; etc. clap, clap; stomp, stomp, • Describes even numbers, e.g., • Points to the tiles in the • Strings beads as her friend clap, clap; stomp, stomp, 2, 4, 6, 8, etc., as “skipping” bathroom and says, “They go does, e.g., red, blue, blue; red, clap, clap; etc. every other number on a this way, that way, this way, blue, blue; red, blue, blue; etc. • When shown pattern of cubes, 100’s chart that way.” e.g., red, blue, blue, red; red, • Says, “If I add one to three, blue, blue, red; etc., adds to it it’s the next number: four. If I correctly add one to four, it’s the next number: five.” • Extends a growing pattern by adding one cube like a staircase, e.g., 1 cube, 2 cubes, 3 cubes, 4 cubes, etc.

1 2 3 4 5 6 7 8 9 Beginning Progressing Increasing Advancing

Observes others as they converse Responds to common English Responds to words and phrases Understands increasingly in English during play or other words and phrases when they in English when they are not complex English phrases used by small-group experiences; may are accompanied by gestures or accompanied by gestures or other adults and children engage in similar activities by other visual aids visual aids • Responds by putting the correct imitating behavior; attends to • Joins a group in the block area • Goes to table when teacher says, block where directed when oral use of English when one child motions with a “It’s lunchtime. Take your seats another child says, “Hey, put • Moves closer to the dramatic hand to come, and says, “Come at the tables.” that square block over there by play area to watch a small group play.” • Puts the caps on the markers the horse to make the fence.” of children • Goes to the sink when the and then puts the markers on the • Points to the correct piece when • Sits across from two children teacher says it is time to shelf when reminded the teacher asks, “Which circle who are stringing beads and brush teeth and pantomimes • Points to ear when asked, is the biggest?” talking, and begins stringing toothbrushing “Where’s your ear?” • Touches the car at the top of the beads, too • Nods when classmate says, • Picks up a car from a group of tallest ramp when the teacher • Watches another child hold up “Hello.” toys when asked, “Where’s the asks, “Which car do you think a cup to request milk and does • Sits by the teacher when she car?” will roll the fastest?” the same holds up a book and asks, • Picks up the puzzle with the • Participates by doing hand “Would you like to read a book?” puppy on it when another child movements while other children says, “Let’s do the puppy puzzle and the teacher sing in the new together.” language

Objectives for Development & Learning Objective 38 Demonstrates progress in speaking English

1 2 3 4 5 6 7 8 9 Beginning Progressing Increasing Advancing

Repeats sounds and words in Uses a few socially interactive Develops multiword phrases by Uses increasingly complex English, sometimes very quietly terms in English appropriately; using socially interactive terms grammar in English; makes • Mouths the words of a song uses one or two words in English in English; adds new words to some mistakes typical of young during circle time to represent a whole idea the phrase children • Echoes a word or phrase, e.g., • Says , “Hi”; “Lookit”; “My turn”; • Says, “I do a ice cream”; “I want • Develops entire sentences, e.g., says, “Monkey,” while group and “Stopit.” my mommy”; and “Lookit this, “The door is a square,” and “The chants “Five Little Monkeys • Hears someone nearby say, Teacher.” house has a lot of windows.” Jumping on the Bed” “Be careful!” and repeats • Says, “How you do this flower?” • Uses questions and negatives, • After teacher says, “Up,” child phrase as a warning in a similar • Says, “Big. I gotta big.” e.g., “Your name is what?” and repeats, “Up.” situation later “You no my mommy.” • Says, “How do you gonna • Repeats, “Mil, mil, mil,” after the • Points at snack basket and says, make dese?” • Uses past and future tenses, e.g., teacher asks, “Would you like “More crackers.” “I goed to the park,” and “I’ll more milk?” • Looks out the window and says, get it.” “Go outside.” • Interacts in elaborate play • Says, “No, mine,” when another schemes, “I be the mommy and child takes her toy truck you be the baby. Here’s your bottle, Baby.”