Portage Guide Birth to Six Preschool Indicator 7 Child Outcomes Crosswalk. Outcome 2 Acquisition & Use of Knowledge & Skills

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Portage Guide Birth to Six Preschool Indicator 7 Child Outcomes Crosswalk. Outcome 2 Acquisition & Use of Knowledge & Skills"

Transcription

1 Portage Guide Birth to Six Preschool Indicator 7 Child Outcomes Crosswalk NPG Domains Outcome 1 Positive Social Emotional Skills Outcome 2 Acquisition & Use of Knowledge & Skills Outcome 3 Appropriate Action To Meet Needs /Language/Literacy Laughs at silly remarks and actions Asks questions to satisfy curiosity and answers simple who, how and what questions Uses language to control and negotiate play with others, It s my turn, Me first, No nap Progresses in listening and understanding English, especially for non English speaking children Verbally shares experiences or possessions with peers Tells simple jokes Uses size words (big, little, small) to get more or describe things Names and talks about common objects, actions, immediate experiences or a familiar story Follows complex multi step directions Progresses in listening and understanding English, especially for non English speaking children Speech and Language Uses two or three word phrases Uses about 50 words or sign language gestures Uses regular plurals Uses longer sentences to communicate Produces complex sentences to describe events and objects Uses varied spoken vocabulary Understands and can tell the opposite of a word Uses 6 8 word sentences Early Reading Finds and matches objects that are the same Finds specific book upon request and listens to story for 5 8 minutes Tells about the action in picture books Takes part in storytelling by saying a repeated phrase or filling in a word, e.g., Caps, caps, caps for sale Identifies labels and signs in their environment, e.g., blocks, door, chair, etc. Associates word sounds with the letter shapes, e.g., beginning sounds of b for ball or d for door Recites songs, rhymes from memory or makes them up Retells a story, but may confuse some of the facts Identifies at least 10 letters of the alphabet, especially those in their own name Recognizes a word as a unit of print Recognizes and matches capital and lower case letters Associates sounds with written words Understands left to right and top to bottom orientation and familiar concepts of print Recites story from book with reasonable accuracy or tells a 3 5 part sequences story Reads simple stories Indicates needs with words, sounds or gestures: toileting, hunger, hurt

2 Social Emotional Development Relationships Explores humor by acting silly to get attention Tries out different behaviors to test caregivers responses and limits Does actions or shows products for caregiver approval Separates easily from parent in familiar surroundings Cooperates with adult requests most of the time Shows pride in doing things without adult help Sometimes resolves problems with peers, without physical aggression, with adult support Negotiates situations with other children with minimal support Reacts with crying or tantrum when frustrated Shows self control by following simply rules Explores unfamiliar places or people with caregiver present Shows affection, praise, empathetic response to playmates or family members Manages emotional responses with adult support Willingly tries new experiences Follows most rules regarding treatment of others, care of materials, and behavior Declares rights and needs: Don t hit me. You can have a green marker, but I want my purple one. Speaks positively about self, I like to Swim Interactions with Others Takes turns in activities and conversation, with guidance or family member Shares with other children, with support from adult Participates n structured small group activities for minutes Listens and contributes to adult conversation Talks about having friends Talks occasionally about own or other s feelings Independently makes friends with other children, e.g., asks to play, helps child with work, makes something to share Participates in board or physical games with peers Social Play Development Plays near other children; each doing separate activities Imitates other s behaviors in play, e.g., pretends to cook, or eat a snack Plays briefly with 1 3 children, sharing materials Follows rules by imitating actions of other children Participates in dramatic play with 3 4 children for extended time Takes turns and understands the need to share Routinely plans and works cooperatively with 3 5 other children toward a common goal Works alone at a task for minutes Shows self control by following simply rules Demonstrates caution in dangerous situations, avoids common hazards Motivated to do many things independently (wipes nose, dresses,, eats, toilets) Waits three to five minutes to get needs met States goals for self and carries out activity Declares rights and needs: Don t hit me. You can have a green marker, but I want my purple one.

3 Exploration / Approaches to Learning Perceptual Development Uses one object to represent another in make believe play with adults prompts Matches and compares similar shapes Groups things into categories Assembles a 5 10 piece interlocking puzzle Recognizes and repeats simple patterns Can put objects in a series according to one attribute such as length or size Completes an interlocking puzzle of 10 or more pieces Tells ways that named objects are alike or different Critical Thinking Understands two or more category words Tells the sequence of two familiar activities Is aware of consequences of actions in familiar settings Uses individual properties of toys and materials in play Names or pairs items that go together upon request Tells appropriate action for If What questions Can tell what activity or routine comes next, e.g., After we play outside, we wash hands and have lunch Finds more than one solution to a question, task or problem in discussion with peers or adults Predicts what will happen when prompted Tells or shows what to do in an unexpected situation Early Math Gives one more when asked Touches and counts 1 3 objects Recognizes numerals that label, i.e., room numbers, page numbers Touches and counts increasing number of objects (record the number below) Matches one to one, e.g. one plate, one spoon on each place mat Counts out a specified number of objects (1 7) when given larger quantity Shows awareness of measurement attributes Names and points to printed numerals 1 25 Uses words to compare numbers of objects Combines, separates and names how many concrete object Science Describes or shows what things do Initiates experimentation Solves problems through active exploration, including trial and error, and interactions and discussions with others Can observe, describe and discuss the natural world, living things and natural processes Perceptual Development Uses fine finger movements to align objects,put small objects into openings or turn pages

4 Purposeful Motor Activity Small Motor Follows along with finger plays and other action songs Early Writing Makes approximations of letters to simulate writing Large Motor Climbs into adult chair, turns, sits Stoops or squats to pick up toy from floor without falling Walks upstairs with both feet on each step Walks up and down stairs alternating feet, holding the handrail or with help Climbs at least two rungs of a jungle gym Runs with longer stride and ease, arms swinging Shows progress in strength, stamina, and flexibility when using the playground and playground equipment Small Motor Manipulates objects with hands in a coordinated way Uses scissors to cut paper in two Cuts out and pastes simple shapes Uses two hands to complete a complex task Independence/ Self Care Indicates toileting needs during day Brushes teeth with help Washes and dries hands with assistance Does simple dressing tasks Use toilet as needed, with assistance in wiping Assists with simple chores Prepares toothbrush and brushes teeth Uses spoon, fork, and cup and begins to serve self at the table Dresses and undresses self with some assistance Places personal items in appropriate containers/spaces Follows basic health and safety rules e.g., fire and traffic safety Carries out routine activities with some adult support Dresses self without supervision Completes daily living tasks independently Completes self care skills independently Early Writing Draws circles and vertical and horizontal lines Draws a square in imitation Copies alphabet letters and makes complex drawings

5 Sensory Organization Makes transitions easily to new activity with adult guidance Transitions smoothly from one activity to another Senses Attends to an activity for at least minutes without adult assistance Changes activity level to match situation (uses inside voice, go from active to quiet play) Sustains attention activities for longer periods Senses Listens to sounds or music at average volume without covering ears or showing distress Eats foods of varied textures and flavors Tolerates and uses different textured media and surfaces (sand, finger paint, glue) in activities Tolerates self care activities (brushing teeth, combing hair, washing face and hands) Organizes body in active play (moves horizontally and vertically in space, balances) Responds to sensory information (selects appropriate clothing for temperature, adjusts water temperature) Waits a short time for needs to be met Able to fall asleep with minimal assistance Adjusts quantity of materials (pouring milk, spreading glue)

Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten

Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten Assessment Alignment of Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten with Alignment of the School Readiness Goals for Infants and in Head Start and Early Head

More information

Turtles (Preschool 3 s) Curriculum Map

Turtles (Preschool 3 s) Curriculum Map Topics Supporting Themes Classroom Activities Demonstrated Skills Social and emotional Literacy and language skills All about me, family, friendship and feelings, thanksgiving, character education Character

More information

Sing, Spell, Read & Write

Sing, Spell, Read & Write Sing, Spell, Read & Write Correlated to Head Start DOMAIN: LANGUAGE DEVELOPMENT Element: Listening & Understanding Demonstrates increasing ability to attend to and understand conversations, stories, songs,

More information

Getting School Ready in Iowa

Getting School Ready in Iowa Getting School Ready in Iowa I want to be ready for kindergarten. How can the kindergarten be ready for me? A guide for families and early care, health, and education providers caring for children who

More information

Become Independent with Daily Routines

Become Independent with Daily Routines Teaching Your Child to: Become Independent with Daily Routines Does this Sound Familiar? Nadine is a single mom with two young children ages 3 and 5. Her children attend preschool while she is working.

More information

Purpose: To acquire language and the ability to communicate successfully with others

Purpose: To acquire language and the ability to communicate successfully with others Purpose: To acquire language and the ability to communicate successfully with others The language development and communication domain involves the development of the ability to use language to communicate

More information

Summary Information: The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition (CCITSN; 2004)

Summary Information: The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition (CCITSN; 2004) Publisher Website for information Cost Age range Purpose Summary Information: The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition (CCITSN; 2004) Brookes Publishing www.brookespublishing.com

More information

A Child s Developmental Milestones

A Child s Developmental Milestones A Child s Developmental Listens attentively to sounds and voices (by 1 month) Makes some sounds other than crying (by 2 Cries deliberately for assistance (by 1 month) Begins cooing one syllable (by 3 Coordinates

More information

Purpose: To develop physical and motor skills and promote health and well-being

Purpose: To develop physical and motor skills and promote health and well-being Purpose: To develop physical and motor skills and promote health and well-being The physical and motor development domain includes the physical and motor skills and abilities that emerge during the infant

More information

School Readiness Goals for Preschool Children in Head Start Programs: Examples from the National Center on Quality Teaching and Learning

School Readiness Goals for Preschool Children in Head Start Programs: Examples from the National Center on Quality Teaching and Learning School Readiness Goals for Preschool Children in Head Start Programs: Examples from the National Center on Quality Teaching and Learning The Improving Head Start for School Readiness Act of 2007 makes

More information

Ages and Stages 48-60 Months

Ages and Stages 48-60 Months The Busy World of Your Preschooler: An Overview of Your Preschooler s Development Your preschooler is a pretty capable person by now. Four year olds are more even-tempered and cooperative with parents

More information

MINI LITERACY KITS FIVE PRACTICES

MINI LITERACY KITS FIVE PRACTICES MINI LITERACY KITS FIVE PRACTICES Reading KRA-L: Identify Name in Print Recognize Shapes and Sounds Background Knowledge Book Knowledge Vocabulary Reading as a Process Recognize Print Self Regulation Follow

More information

Ages and Stages Months

Ages and Stages Months The Busy World of Your Preschooler: An Overview of Your Preschooler s Development Your preschooler is a pretty capable person by now. In her third year, your child shows more self-esteem, confidence, optimism

More information

Getting School Ready In Minnesota

Getting School Ready In Minnesota Getting School Ready In Minnesota I want to be ready for kindergarten. How can kindergarten be ready for me? A guide for parents, family members, caregivers, and teachers of children who will be attending

More information

Building Blocks: Effective Practices for Including Young Children with Disabilities in Community Based Programs

Building Blocks: Effective Practices for Including Young Children with Disabilities in Community Based Programs Building Blocks: Effective Practices for Including Young Children with Disabilities in Community Based Programs Cassandra Cerros Jaime Martin Gail Joseph Head Start Center for Inclusion University of Washington

More information

Preschool Development Assessment

Preschool Development Assessment Preschool Development Assessment Child s Name: DOB: Completed by: Date began: This document may be copied for classroom use only. Not to be sold or used on any other website. Property of www.re-teach.com.

More information

Creative Curriculum Developmental Continuum Checklist

Creative Curriculum Developmental Continuum Checklist Social/Emotional Development: Prosocial Behavior Curriculum Objective: 13 Uses thinking skills to resolve conflicts Accepts adult solution to resolve a conflict Seeks adult assistance to resolve a conflict

More information

Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten

Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten Assessment Alignment of Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten with Alignment of the Teaching Strategies GOLD Objectives for Development & Learning:

More information

Self Help and Functional Skills Checklist

Self Help and Functional Skills Checklist Self Help and Functional Skills Checklist Please check the box that most appropriately describes your child s ability to perform the following Functional skills. When selecting skills to teach, start with

More information

The Creative Curriculum for Infants, Toddlers & Twos

The Creative Curriculum for Infants, Toddlers & Twos Curriculum Alignment of The Creative Curriculum for Infants, Toddlers & Twos with Alignment of The Creative Curriculum for Infants, Toddlers & Twos With North Dakota Birth to 3 Early Learning Guidelines

More information

PRE-KINDERGARTEN CURRICULUM GUIDE

PRE-KINDERGARTEN CURRICULUM GUIDE ROOSEVELT SCHOOL DISTRICT PRE-KINDERGARTEN CURRICULUM GUIDE Virginia Weber Shari Payson Approved - September 24, 2009 MISSION STATEMENT The mission of the Roosevelt Public School district is to educate

More information

DOMAIN Ill: Cognitive Development

DOMAIN Ill: Cognitive Development Purpose: To develop new skills, knowledge and the ability to acquire and process new information through play and interaction with others and the environment. The cognitive development domain includes

More information

Steps for Implementation: Graduated Guidance

Steps for Implementation: Graduated Guidance Steps for Implementation: Graduated Guidance Neitzel, J., & Wolery, M. (2009). Steps for implementation: Graduated guidance. Chapel Hill, NC: The National Professional Development Center on, FPG Child

More information

Parent Handouts: Language Intervention Activities

Parent Handouts: Language Intervention Activities Parent Handouts: Language Intervention Activities 12 Preverbal-Preintentional General Language Strategies Learning to Talk Children learn to talk by hearing others talk to them. You can help your child

More information

CHILD S NAME INSERT CHILD S PHOTO HERE

CHILD S NAME INSERT CHILD S PHOTO HERE RECORD OF F DEVELOPMENT T A AND N PROGRESS AT KINDERGARTEN RT LEVEL CHILD S NAME INSERT CHILD S PHOTO HERE GUIDELINES for Kindergarten Assistants: Every Kindergarten Assistant (KGA) must know if each child

More information

Early Years Foundation Stage

Early Years Foundation Stage Prime Area: Communication and Language ELG1: Listening and Attention Listens to others one to one or in small groups, when conversation interests them. Listens to stories with increasing attention and

More information

MISSOURI S Early Learning Standards

MISSOURI S Early Learning Standards Alignment of MISSOURI S Early Learning Standards with Assessment, Evaluation, and Programming System for Infants and Children (AEPS ) A product of 1-800-638-3775 www.aepsinteractive.com Represents feelings

More information

Head Start Early Learning Outcomes Framework. Ages Birth to Five

Head Start Early Learning Outcomes Framework. Ages Birth to Five R Head Start Early Learning Outcomes Framework Ages Birth to Five 2015 U.S. Department of Health and Human Services Administration for Children and Families Office of Head Start Office of Head Start 8

More information

Early Care and Education Training and Consulting (214)

Early Care and Education Training and Consulting (214) Presented By: Tymothy Smith Early Care and Education Training and Consulting (214) 796-1220 Daily Schedule Daily schedule Balance with activities considering the child s total experience Both written and

More information

All About Me. Babies (0-1) Meal times. Has your baby been weaned? Yes No

All About Me. Babies (0-1) Meal times. Has your baby been weaned? Yes No All About Me To make the transition from home to Early Learners Nursery School as smooth as possible, could you give us the information about the following areas: Babies (0-1) Meal times Has your baby

More information

Early Years Foundation Stage. How to support your child s learning at home

Early Years Foundation Stage. How to support your child s learning at home Early Years Foundation Stage How to support your child s learning at home Communication and Language How to support the development of your child s communication and language skills at home: Listening

More information

0 3 Months Sensory Motor Checklist

0 3 Months Sensory Motor Checklist 0 3 Months Sensory Motor Checklist Enjoys playful face-to-face interaction with people Coos in response to playful interaction Notices and responds to sounds Moves legs and arms off of surface when excited

More information

The Creative Curriculum for Preschool: Objectives for Development & Learning

The Creative Curriculum for Preschool: Objectives for Development & Learning Curriculum Alignment of The Creative Curriculum for Preschool: Objectives for Development & Learning with Alignment of The Creative Curriculum for Preschool: Objectives for Development & Learning With

More information

4.4 Early Detection Guidelines

4.4 Early Detection Guidelines 4.4.2.2 Assessment for Identified Concerns 4.4.2.2.6 How Children Develop 9-10 Year Olds The following section outlines the major developmental milestones for nine to ten year old children. Six areas of

More information

Simple things you can do to help your child grow, develop and learn. An introduction to the Minnesota Early Childhood Indicators of Progress.

Simple things you can do to help your child grow, develop and learn. An introduction to the Minnesota Early Childhood Indicators of Progress. EVERY DAY IS A GREAT DAY FOR YOUR CHILD TO LEARN Simple things you can do to help your child grow, develop and learn. An introduction to the Minnesota Early Childhood Indicators of Progress....p.3...p.4...p.5

More information

Florida Early Learning and Developmental Standards for Four Year Olds (2011)

Florida Early Learning and Developmental Standards for Four Year Olds (2011) Florida Early Learning and Developmental Standards for Four-Year-Olds (2011) I. Physical Health A. Health and Wellness 1. Shows characteristics of good health to facilitate learning 2. Shows visual abilities

More information

Child s Name: Your Name: Relationship to Child: Child s Age: Date:

Child s Name: Your Name: Relationship to Child: Child s Age: Date: Screening for Sensitivities 31 SENSORY SCREENING TOOL: HOME Child s Name: Your Name: Relationship to Child: Child s Age: Date: Touch Sense Objects to washing face, hair, or body Reacts negatively to unexpected

More information

FIRST 5 MARIN KINDERGARTEN SCHOOL READINESS: TEACHER S FINDINGS AND OBSERVATIONS OF THE CLASS OF 08-09

FIRST 5 MARIN KINDERGARTEN SCHOOL READINESS: TEACHER S FINDINGS AND OBSERVATIONS OF THE CLASS OF 08-09 FIRST 5 MARIN KINDERGARTEN SCHOOL READINESS: TEACHER S FINDINGS AND OBSERVATIONS OF THE CLASS OF 08-09 Prepared for: Amy Reisch, Executive Director First 5 Marin Children and Families Commission 1101 5th

More information

Behavior List. Ref. No. Behavior. Grade. Std. Domain/Category. Fine Motor Skills. 1 4001 will bring hands to mid line to bang objects together

Behavior List. Ref. No. Behavior. Grade. Std. Domain/Category. Fine Motor Skills. 1 4001 will bring hands to mid line to bang objects together 1 4001 will bring hands to mid line to bang objects together 2 4002 will use non-dominant hand for an assist during writing tasks stabilizing paper on desk 3 4003 will carry lunch tray with both hands

More information

At Home Activities for Families

At Home Activities for Families At Home Activities for Families The following activities are focused on cognitive development (math sorting and sequencing; counting; measuring; and subtraction) and language and literacy development (songs

More information

The premature infant: How old is my baby?

The premature infant: How old is my baby? The premature infant: How old is my baby? Babies who are born prematurely often have two ages : Chronological age is the age of the baby from the day of birth the number of days, weeks or years old the

More information

Purpose: To approach the world with a sense of trust and emotional security

Purpose: To approach the world with a sense of trust and emotional security Purpose: To approach the world with a sense of trust and emotional security The social and emotional domain includes the development of trust and emotional security, self-awareness, self-regulation and

More information

English as an additional language and my child. What to expect from the University of Nottingham Childcare Services

English as an additional language and my child. What to expect from the University of Nottingham Childcare Services English as an additional language and my child What to expect from the University of Nottingham Childcare Services Contents Introduction 3 The importance of home languages 4 Children learning English as

More information

Gifted and talented checklist for parents Things my young child has done

Gifted and talented checklist for parents Things my young child has done Gifted and talented checklist for parents Things my young child has done The following is a checklist of characteristics of gifted young children. The examples after each item are there to help you to

More information

Age Birth to Four Months Four to Eight Months

Age Birth to Four Months Four to Eight Months Healthy Beginnings: Supporting Development and Learning Birth through Three Years of In order for individually developed comprehensive curricula for infants and toddlers to be considered for acceptance

More information

SOCIAL STORIES. Getting Dressed. When I dress myself my clothes feel good and I am happy.

SOCIAL STORIES. Getting Dressed. When I dress myself my clothes feel good and I am happy. We thank the staff from Flemington-Raritan Autism Program, who wrote the base for these stories. Permission granted to print, adapt, and use at home or in the community. Thank you!! SOCIAL STORIES Getting

More information

Using the CANS -ASP and the ABLLS -R to develop an Individual Education Plan

Using the CANS -ASP and the ABLLS -R to develop an Individual Education Plan Using the CANS -ASP and the ABLLS -R to develop an Individual Education Plan 2011 by the Children s Hospital of Eastern Ontario, Autism Spectrum Program. Adapted from: Erinoakkids, Dufferin-Peel Catholic

More information

Last name: State/ Province: Home telephone number:

Last name: State/ Province: Home telephone number: 36 Ages & Stages Questionnaires 34 months 16 days through 38 months 30 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this

More information

Term Writing Reading. Adventure stories Poetry Pirate non-fiction. Posters Speech bubbles Name writing

Term Writing Reading. Adventure stories Poetry Pirate non-fiction. Posters Speech bubbles Name writing Term Writing Reading Autumn 1 Mark Making Posters Speech bubbles Name writing Adventure stories Poetry Pirate non-fiction Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Mark Making Labels and Captions of

More information

EDUCATION SERVICES MONITORING. Completed By: Date: Site:

EDUCATION SERVICES MONITORING. Completed By: Date: Site: Completed By: Date: Site: GENERAL CLASSROOM ENVIRONMENT AND MATERIALS Y N COMMENTS / CONCERNS Indoor and outdoor spaces are safe, clean, attractive and spacious There is adequate lighting in the classroom

More information

The Creative Curriculum for Preschool

The Creative Curriculum for Preschool Curriculum Alignment of The Creative Curriculum for Preschool WITH Alignment of The Creative Curriculum for Preschool With Washington State Early Learning and Development Guidelines This document aligns

More information

Week 4 Lesson Plan. Pre-K. Our Neighborhood. Macmillan /McGraw-Hill. Extend. the Unit

Week 4 Lesson Plan. Pre-K. Our Neighborhood. Macmillan /McGraw-Hill. Extend. the Unit Lesson Plan Extend Unit the Unit Pre-K Our Neighborhood Alphabet Time.....................2-3 Book Time.........................-5 Retelling Puppets..................6-7 Content Area......................8-9

More information

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation COR Advantage HighScope s newest research-based assessment tool is highly compatible with many national and state early learning standards, including those of the state of Arizona. This document shows

More information

Alabama Cooperative Extension System, Alabama A&M and Auburn Universities

Alabama Cooperative Extension System, Alabama A&M and Auburn Universities Alabama Cooperative Extension System, Alabama A&M and Auburn Universities Getting Young Children Ready To Learn HE-0722 RAISING CAN DO KIDS Parents want their children to grow up to succeed in life. They

More information

Practical activities to support children In Early Years learning English as an Additional Language (EAL)

Practical activities to support children In Early Years learning English as an Additional Language (EAL) SCHOOLS AND LEARNING Ethnic Minority Achievement Service EMAS Practical activities to support children In Early Years learning English as an Additional Language (EAL) EMAS, Schools Branch, Floor 2, County

More information

The Importance of Play: Toddler to School-Age

The Importance of Play: Toddler to School-Age The Importance of Play: Toddler to School-Age Copyright Copyright Texas Education Agency, 2013. These Materials are copyrighted and trademarked as the property of the Texas Education Agency (TEA) and may

More information

The Learning Environment

The Learning Environment 2 The Learning Environment The second component of the Creative Curriculum framework is the learning environment the use and organization of the space in your classroom, the daily schedule and routines,

More information

Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten

Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten Assessment Alignment of Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten with Alignment of the Arizona State Early Learning Standards With Teaching Strategies

More information

Self-Guided Learning Module. Early Literacy Learning Domains

Self-Guided Learning Module. Early Literacy Learning Domains Self-Guided Learning Module Early Literacy Learning Domains What is this CELL self-guided training? This self-guided training focuses on early literacy domains The purpose of this training is to share

More information

PAUL G. PASTOREK STATE SUPERINTENDENT

PAUL G. PASTOREK STATE SUPERINTENDENT L O U I S I A N A D E P A R T M E N T O F E D U C A T I O N PAUL G. PASTOREK STATE SUPERINTENDENT ; ; LOUISIANA S KINDERGARTEN READINESS DEFINITION To ensure that all Louisiana s children enter kindergarten

More information

Early Interventions Speech, Language and Communication

Early Interventions Speech, Language and Communication Click the title to go to the activity: 1, 2, 3 Go! Box / Junk Modelling Can you do? (Easy Simple Simon) Talk about a familiar photograph Helping to set the table Helping with the washing Home learning

More information

Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten

Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten Assessment Alignment of Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten with Alignment of the Teaching Strategies GOLD Objectives for Development & Learning:

More information

Dreaming Up: A Celebration of Building A CLEL Silver Bell Award Book for PLAY

Dreaming Up: A Celebration of Building A CLEL Silver Bell Award Book for PLAY Dreaming Up: A Celebration of Building by Christy Hale ISBN-13: 978-1600606519 Lee & Low Books, 2012 Photographs of famous buildings from around the world are cleverly paired with mixed media illustrations

More information

LEARNING FROM YOUR CHILD S BIRTH UNTIL THEY START SCHOOL

LEARNING FROM YOUR CHILD S BIRTH UNTIL THEY START SCHOOL SUPPORTING YOUR CHILD S LEARNING EARLY LEARNING FROM YOUR CHILD S BIRTH UNTIL THEY START SCHOOL Young children are readers, writers and mathematicians Reading, writing and using mathematics are part of

More information

Fine Motor Fun for 1-2 Year Olds

Fine Motor Fun for 1-2 Year Olds Fine Motor Fun for 1-2 Year Olds Fine motor skills are the grasping and manipulating of objects your child does, in coordination with their eyes. There are many ways to help develop these skills that are

More information

Program of Studies. Preschool 2015-16

Program of Studies. Preschool 2015-16 Program of Studies Preschool 2015-16 PRESCHOOL BCD s preschool program provides a nurturing and stimulating educational environment for young children. Self-confidence and the ability to work with others

More information

Arkansas Early Childhood Education Framework Benchmarks

Arkansas Early Childhood Education Framework Benchmarks Arkansas Early Childhood Education Framework BRIGANCE Diagnostic Inventory of Early Development II (IED II) CURRICULUM ASSOCIATES, Inc. Arkansas Early Childhood Education Framework DEVELOPMENTAL LEARNING

More information

Using Books to Support Social Emotional Development. Hands Are Not for Hitting By Martine Agassi Free Spirit Publishing, Inc.

Using Books to Support Social Emotional Development. Hands Are Not for Hitting By Martine Agassi Free Spirit Publishing, Inc. Using Books to Support Social Emotional Development Hands Are Not for Hitting By Martine Agassi Free Spirit Publishing, Inc. Hands Are Not for Hitting is a story about alternative actions and activities

More information

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation COR Advantage 1.5 HighScope s newest research-based assessment tool is highly compatible with many national and state early learning standards, including those of the state of North Dakota. This document

More information

Social and Emotional Development

Social and Emotional Development Social and Emotional Development Social Relationships Sense of Self Self Regulation One of the primary goals of a quality program for infants and toddlers is to foster social and emotional development.

More information

SCREENING FOR ABNORMAL CHILD DEVELOPMENT

SCREENING FOR ABNORMAL CHILD DEVELOPMENT SCREENING FOR ABNORMAL CHILD DEVELOPMENT Low Poh Sim Contents Areas of child development Normal developmental patterns in the first 5 years Who is at risk of abnormal development When to refer for further

More information

Sun Mon Tue Wed Thu Fri Sat

Sun Mon Tue Wed Thu Fri Sat Gloucester Township Public Schools Get ready for kindergarten! Parents & Guardians: Use this calendar as a guide to help prepare your child for kindergarten. May 2016 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

More information

General Description. How to Support Role Play Readers

General Description. How to Support Role Play Readers General Description Role Play Card 1 Role Play readers show an interest in books and the print they see around them. They imitate the things they see adult readers doing such as holding the book carefully,

More information

Growing Up With Epilepsy

Growing Up With Epilepsy Teaching Students with Epilepsy: Children with epilepsy often experience learning issues as a result of their seizures. These may include ongoing problems with motor skills or cognitive functions, as well

More information

Goals for Preschool aged Children: (Compiled from several State Guidelines) Compilation by Narcissa Summerfield Language Community Goals

Goals for Preschool aged Children: (Compiled from several State Guidelines) Compilation by Narcissa Summerfield Language Community Goals Goals for Preschool aged Children: (Compiled from several State Guidelines) Compilation by Narcissa Summerfield Language Community Goals Interact appropriately in groups (taking turns talking or playing

More information

Published by the Communications Division for Student Wellbeing Division Department of Education and Early Childhood Development Melbourne

Published by the Communications Division for Student Wellbeing Division Department of Education and Early Childhood Development Melbourne Published by the Communications Division for Student Wellbeing Division Department of Education and Early Childhood Development Melbourne State of Victoria (Department of Education and Early Childhood

More information

Module 1: Orientation. facilitator guide. Competency-Based Learning Objectives

Module 1: Orientation. facilitator guide. Competency-Based Learning Objectives facilitator guide Module 1: Your early learning guide for infants, toddlers and three-year-olds Orientation Competency-Based Learning Objectives Description of Target Audience Training Methodologies/ Strategies

More information

Transdisciplinary Play-Based Assessment in a Child Find Setting

Transdisciplinary Play-Based Assessment in a Child Find Setting Transdisciplinary Play-Based Assessment in a Child Find Setting Metro Speech/Language Symposium February 3-4, 2011 Ellen Gilman, MA, CCC-SLP Jeanine Coleman, PhD Denver Public Schools Goals of the Presentation

More information

3. A variety of materials are available so that children of all skill levels have something to play with.

3. A variety of materials are available so that children of all skill levels have something to play with. The Incredible Years BEST PRACTICES INVENTORY-R* DATE / / CLASSROOM ARRANGEMENT 1. The classroom has clearly defined and well-equipped learning centers. The number of children allowed in a center is limited

More information

Ohio Early Learning and Development Standards Domain: Language and Literacy Development

Ohio Early Learning and Development Standards Domain: Language and Literacy Development Ohio Early Learning and Development Standards Domain: Language and Literacy Development Strand: Listening and Speaking Topic: Receptive Language and Comprehension Infants Young Toddlers (Birth - 8 months)

More information

Recognizes the scent of his own mother s breast milk

Recognizes the scent of his own mother s breast milk First Month: Movement Milestones: Makes jerky, quivering arm thrusts Brings hands within range of eyes and mouth Moves head from side while lying on stomach Head flops backward if unsupported Keeps hands

More information

FIT Child Development Audio Conference Journal Date: March 10, 2010 Topic: 24 30 months Participants: 6 New information:

FIT Child Development Audio Conference Journal Date: March 10, 2010 Topic: 24 30 months Participants: 6 New information: FIT Child Development Audio Conference Journal Date: March 10, 2010 Topic: 24 30 months Participants: 6 New information: ~ In the area of gross motor/movement development, babies are, with support, walking

More information

INTRODUCTION TEACHING TIPS. THE NURSERY CLASS Purpose

INTRODUCTION TEACHING TIPS. THE NURSERY CLASS Purpose INTRODUCTION THE NURSERY CLASS Purpose Letter to Parents The purpose of the nursery class is to help children learn the restored gospel of Jesus Christ and live it. The nursery class should help the children

More information

Ages & Stages Questionnaires

Ages & Stages Questionnaires 24 Ages & Stages Questionnaires 23 months 0 days through 25 months 15 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this

More information

Alignment of the Hawaii Preschool Content Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition

Alignment of the Hawaii Preschool Content Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition Alignment of the Hawaii Preschool Content Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition The following chart shows how items from the Hawaii Preschool Content Standards

More information

Main receptive language

Main receptive language Unit 1 Look at me! Key language Focus language fingers nose tummy toes eyes ears one three blue Concept: big/small Recycled language Hello Bye-bye Main receptive language We love you! A kiss for you What

More information

Aligning Curriculum with the Pre-Kindergarten Standards. Pre-Kindergarten Standards and Indicators by Key Learning Area

Aligning Curriculum with the Pre-Kindergarten Standards. Pre-Kindergarten Standards and Indicators by Key Learning Area Aligning Curriculum with the Pre-Kindergarten Standards PA Pre-K Counts and Keystone STARS require that every program utilize a curriculum that is aligned with Pennsylvania s Learning Standards for Early

More information

Frog Street Pre-K Correlation to Florida Early Learning and Development Standards: 3 Year Olds

Frog Street Pre-K Correlation to Florida Early Learning and Development Standards: 3 Year Olds Frog Street Pre-K Correlation to Florida Early Learning and Development Standards: 3 Year Olds EXH1352 www.frogstreet.com Appendix E: (SR-CURR6 Submission Written Correlation) Office of Early Learning

More information

God Made Food and Water

God Made Food and Water God Made Food and Water Time Out for Teachers Have you ever wondered exactly how God created the world? We can accept that God spoke it into being. But how infinitely big God must be to create something

More information

Reading + Repetition = Language Development for Preschoolers

Reading + Repetition = Language Development for Preschoolers Reading + Repetition = Language Development for Preschoolers This session will introduce you to a unique style of learning that uses literature to reinforce rhyme, rhythm and repetition as a powerful tool

More information

Simple things you can do to help get your child ready for kindergarten. An introduction to the Minnesota Early Childhood Indicators of Progress.

Simple things you can do to help get your child ready for kindergarten. An introduction to the Minnesota Early Childhood Indicators of Progress. EVERY DAY IS A GREAT DAY FOR YOUR CHILD TO LEARN Simple things you can do to help get your child ready for kindergarten. An introduction to the Minnesota Early Childhood Indicators of Progress....p.3...p.4...p.5...p.6

More information

Universal Design for Learning (UDL) Checklist for Early Childhood Environments

Universal Design for Learning (UDL) Checklist for Early Childhood Environments Universal Design for Learning (UDL) Checklist for Early Childhood Environments Universally Designed Learning (UDL) environments are designed from the onset in consideration of the widest diversity of learners

More information

All about me. Child name: Carlos James Date of Birth: 15/11/2010

All about me. Child name: Carlos James Date of Birth: 15/11/2010 All about me Child name: Carlos James Date of Birth: 15/11/2010 Our Family Story Please insert an introduction to your family. Give details of your history/background so that we can learn about your child

More information

GOING ON A PICNIC. Theme: Me and My Choices. Activity 1: Munch, Munch, Munch Type of Activity: Energy to Discover, Energy to Perform

GOING ON A PICNIC. Theme: Me and My Choices. Activity 1: Munch, Munch, Munch Type of Activity: Energy to Discover, Energy to Perform GOING ON A PICNIC Theme: Me and My Choices Overview: In this series of activities, students will explore the concept of a balanced diet by going on an imaginary picnic. In the first activity, they will

More information

Jump Around: Motor Development for Babies and Toddlers

Jump Around: Motor Development for Babies and Toddlers Jump Around: Motor Development for Babies and Toddlers Danielle King: Branch Manager Lauren Mathur: Branch Librarian Debra Winslow: Youth Program Specialist Overview The Orange County Library System created

More information

MATH. Daily Lesson Plans. Pre-K. Attributes. Macmillan /McGraw-Hill. Extend the Unit

MATH. Daily Lesson Plans. Pre-K. Attributes. Macmillan /McGraw-Hill. Extend the Unit Daily Lesson Plans Extend the Unit Pre-K Week 1:..................... 2- Week 2:............... - Week :....................... 6-7 Math Songs for each theme available on CD. Macmillan /McGraw-Hill 1 1

More information

WITH THE EARLY CHILDHOOD INDICATORS OF PROGRESS: MINNESOTA S EARLY LEARNING STANDARDS AND THE HEAD START CHILD OUTCOMES FRAMEWORK

WITH THE EARLY CHILDHOOD INDICATORS OF PROGRESS: MINNESOTA S EARLY LEARNING STANDARDS AND THE HEAD START CHILD OUTCOMES FRAMEWORK ALIGNMENT OF MINNESOTA K-12 KINDERGARTEN ACADEMIC STANDARDS WITH THE EARLY CHILDHOOD INDICATORS OF PROGRESS: MINNESOTA S EARLY LEARNING STANDARDS AND THE HEAD START CHILD OUTCOMES FRAMEWORK March 2005

More information

HighScope s Child Observation Record COR Advantage Aligned With HighScope s Key Developmental Indicators (KDIs)

HighScope s Child Observation Record COR Advantage Aligned With HighScope s Key Developmental Indicators (KDIs) HighScope s Child Observation Record COR Advantage Aligned With HighScope s Key Developmental Indicators (KDIs) The following chart shows how items from HighScope s Child Observation Record COR Advantage

More information

A Very Nice Thing Scripture: 2 Kings 4:8-11 Lesson Focus: Friends do nice things for each other. Memory Verse: Love is kind. 1 Corinthians 13:4

A Very Nice Thing Scripture: 2 Kings 4:8-11 Lesson Focus: Friends do nice things for each other. Memory Verse: Love is kind. 1 Corinthians 13:4 LESSON 8 A Very Nice Thing Scripture: 2 Kings 4:8-11 Lesson Focus: Friends do nice things for each other. Memory Verse: Love is kind. 1 Corinthians 13:4 Teacher Devotional 1 Getting Ready for the Bible

More information

Last name: State/ Province: Home telephone number:

Last name: State/ Province: Home telephone number: 54 Ages & Stages Questionnaires 51 months 0 days through 56 months 30 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this

More information