Galileo G3 Assessment Scales Alignment with Your State Standards North Carolina

Transcription

1 Galileo G3 Assessment Scales Alignment North Carolina Assessment Technology, Incorporated 6700 E. Speedway Boulevard Tucson, Arizona Phone: Fax:

2 Aligned using the Early Learning Standards for North Carolina Preschoolers and Strategies for Guiding Their Success published by Public Schools of North Carolina State Board of Education Department of Public Instruction Early Childhood Section Copyright 2012 by Assessment Technology, Incorporated All rights reserved. No part of this document may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission from the publisher. Assessment Technology, Incorporated, Publishers Tucson, Arizona, U.S.A. Printed in the United States of America. V

3 Table of Contents Table of Contents. i Galileo G-3 Assessment Scales Alignment with Your State Olds 1..5 Emotional and Social Development.9 Health and Physical Development...13 Language Development and Communication Cognitive Development. 27 Galileo G3 Assessment Scales Alignment - i

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5 Galileo G3 Assessment Scales Alignment The state standards provide early childhood programs with important guidance for the provision of learning opportunities and the alignment of assessment activities to inform and facilitate developmentally appropriate practice leading to children s success at birth, now, and in the future as they make the transition to the early grades. These standards can be used by programs in a number of ways to guide everyday local decision-making and action leading to positive outcomes for children, including: the selection and implementation of curriculum and assessment tools as part of an overall approach to promoting positive outcomes for children; connecting child assessment data to various aspects of early childhood program planning and design; establishing school readiness goals consistent with state and local expectations; monitoring children s progress; guiding the collection of child assessment data for other early childhood reporting systems; and promoting continuous quality improvement in programs, child well-being and success. Galileo Pre-K Online is uniquely designed to support systemic implementation of your state standards. Galileo is an extensively integrated, research-based online educational management system currently used in early childhood programs to support a collaborative, data-driven, and goaldirected approach to promoting positive outcomes for children. In fact, since 1987, Galileo Pre-K Online has been successfully implemented in support of Head Start, publicschool preschool, and proprietary early childhood programs efforts in achieving these fundamental goals. Galileo Pre-K Online is a complete and fully integrated assessment, curriculum, and reporting system linking assessment, planning, individualization and the documentation of progress aligned to your state standards. For example, the integrated set of goals established through the state standards can assist early childhood programs establish school readiness goals for children, monitor children s progress, align curricula and conduct program planning in ways that promote all aspects of child development and early learning. Galileo Pre-K Online is uniquely designed to facilitate these goals through the implementation of a program-wide, systemic approach to educational decision-making and action leading to positive outcomes for children. Galileo G3 Assessment Scales Alignment

6 Alignment The Galileo G3 Assessment Scales provided by ATI to early childhood programs are aligned with, and reflect the scope and intent of, the state standards for children ages 3 to 5. The Galileo G3 Assessment Scales are organized into 11 domains of knowledge. This alignment document is also organized into 11 sections displaying the Galileo G3 Assessment Scales, accompanying capabilities, and alignment with state standards. The following table displays the names of the Galileo G3 Assessment Scales. In addition, the number of capabilities assessed in each domain by each scale is indicated. TABLE 1 Galileo G3 Assessment Scales 3-5 Galileo G3 Assessment Scales Capabilities Language Development Mathematics Knowledge and Skills 47 Nature and Science 56 Creative Arts 36 Logic and Reasoning 36 Social Studies 45 English Language Acquisition 30 Comprehensive Coverage to Support the Provision of Learning Opportunities and the Assessment of Children s Progress As can be seen in the example following for Nature and Science, the knowledge areas comprising Galileo G3 Assessment Scales for ages 3 to 5 provide comprehensive coverage of a domain of knowledge in a way that makes it possible to effectively assess children s learning and provide meaningful learning opportunities guided by practical assessment information. Overall, the state standards are comprehensively represented through the 73 knowledge areas comprising the 11 Galileo G3 Assessment Scales. These knowledge areas make it possible for Head Start programs to effectively assess the broad range and depth of knowledge and skills acquired by young children during the early years of learning, including capabilities important for school readiness. The knowledge areas within the Galileo G3 Nature and Science Assessment Scale, for example, are indicated in Table 2. Galileo G3 Assessment Scales Alignment

7 TABLE 2 Galileo G3 Nature and Science Assessment Scale Knowledge Areas 3-5 Galileo G3 Nature and Science Knowledge Areas Using Senses and Scientific Devices to Learn Observing and Describing Living Things Observing and Describing Physical Phenomena Classifying Living Things Classifying Physical Phenomena Predicting Outcomes About Living Things Predicting Physical Phenomena Gathering and Presenting Data Explaining Events and Outcomes Questioning and Developing Hypotheses As you read through each Galileo G3 Assessment Scale in this document, you will note that any subcategories in your state standards are listed as columns on the left side of each section. The columns on the right side of each section detail how Galileo scales and goals correspond to the state standards. Comprehensive, Validated Development Sequences Extending Key Knowledge, Behaviors and Skills The state standards provide important information about key knowledge, behaviors, and skills acquired by young children and serve as a useful guide for the provision of learning opportunities and the choice of assessment instruments to assess children s progress. In this regard, the Galileo G3 Assessment Scales make it possible for early childhood programs to implement a research-based, standards-aligned, comprehensive and developmentally appropriate approach to the assessment of young children. As just one example of this capability, each Galileo knowledge area is comprised of a full range of capabilities forming empirically validated developmental sequences. These empirically validated sequences make it possible for early childhood programs to effectively and confidently use the results of assessment to provide developmentally appropriate learning opportunities to children based on individual abilities, strengths, interests, and needs. Moreover, the Galileo G3 Assessment Scales can be effectively utilized to measure growth over an extended period of time and to document program impact on children s learning. The Galileo G3 Assessment Scales on the following pages are comprised of in-depth, comprehensive, and empirically validated developmental sequences for Galileo knowledge areas and capabilities, reflecting the state standards. Galileo G3 Assessment Scales Alignment

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9 Early Learning Standards for North Carolina Preschoolers and Strategies for Guiding Their Success Alignment to Galileo 3-5 Years G-3 Assessment Scales & Galileo School Readiness Scale 3-5: Galileo G3 Assessment Scale Goal Galileo School Readiness Scale CONCEPT: PONDERING, PROCESSING, AND APPLYING EXPERIENCES North Carolina Widely Held Expectation: 1. Draw on everyday experiences and apply that knowledge to other situations. Logic and Reasoning 27. Observes the effects of an action. 29. States the cause of an effect (e.g., what caused the tricycle to stop). 2. Seek information for further understanding. Logic and Reasoning 19. Tries out new ideas to see if they will work. 3. Generate ideas and suggestions and make predictions. Logic and Reasoning 28. Predicts the effects of an action. 4. Describe or act out a memory of a situation or action. Logic and Reasoning 2. Mimics a movie, book, or past experience. Language 15. Uses appropriate words or gestures to share information or experiences. 5. Form a hypothesis about cause and effect.and effect. Logic and Reasoning 28. Predicts the effects of an action. CURIOSITY, INFORMATION- SEEKING, AND EAGERNESS 1. Use multiple strategies and all available senses to explore the environment. 1. Explores most areas of the classroom. Science Knowledge and Skills 1. Uses senses (e.g., touch, smell) to learn about the natural and physical world. 2. Choose to participate in an increasing variety of experiences. 2. Participate in an increasing variety of experiences independently. Galileo G3 Assessment Scales Alignment

10 3. Demonstrate an eagerness and interest in learning through verbal and nonverbal means while playing, listening, questioning and interacting. 7. Asks questions to find out about topics presented in the classroom (e.g., who, what, where, why, or how). Science Knowledge and Skills 40. Participates in simple investigations to answer questions. 41. Uses observation as a way to gather data about an object or an event. 45. Uses more than one approach to gather data/answer a question (e.g., book, adult). 62. Asks questions to find out about topics presented in the classroom (e.g., who, what, where, why, or how). RISK-TAKING, PROBLEM SOLVING, AND FLEXIBILITY 1. Demonstrate a willingness to choose a variety of both familiar and new experiences. 2. Participates in an increasing variety of experiences independently. 2. Demonstrate the ability to tell the difference between appropriate and inappropriate (or dangerous) risktaking. 41. Identifies potentially dangerous situations/ activities, without assistance. Logic and Reasoning 20. Suggests an alternative solution to solve a problem, without assistance. 81. Identifies potentially dangerous situations/ activities, without assistance. 3. Attempt a variety of strategies to solve problems. 10. Experiments with a variety of strategies to solve a problem or complete a task. 4. Demonstrate resilience in the face of challenges. 11. Maintains concentration in an activity despite distractions or interruptions. 15. Persists with a difficult or non-preferred activity. PERSISTENCE, ATTENTIVENESS, AND RESPONSIBILITY 1. Demonstrate the ability to remain engaged in an experience. 11. Maintains concentration in an activity despite distractions or interruptions. 12. Maintains interest in an activity for an appropriate period of time. Galileo G3 Assessment Scales Alignment

11 2. Work toward completion of a task despite distractions or interruptions. 11. Maintains concentration in an activity despite distractions or interruptions. 3. Seek and accept help or information when needed. Logic and Reasoning 15. Seeks assistance from an adult when attempting to solve a problem. 16. Seeks assistance from an adult when attempting to solve a problem. 4. Develop a sense of purpose and the ability to follow through. 17. While playing, says what s/he wants to accomplish, when asked. 18. Sets a goal prior to beginning of an activity or a project. 20. Sets a goal, and with adult help, plans a small number of steps to achieve it. 14. Sets a goal prior to beginning of an activity or a project. IMAGINATION, CREATIVITY, AND INVENTION 1. Take on pretend roles in play and make-believe with objects. Logic and Reasoning 1. Decides on a scene to act out. 2. Mimics a movie, book, or past experience. 3. Uses objects to represent characters (e.g., stuffed animal as the dad). 10. Uses dramatic play to make-believe with objects (e.g., cooking an egg). 11. Uses materials in inventive/creative ways (e.g., table/chairs become airplane). Cognition & General Knowledge 15. Uses dramatic play to make-believe with objects (e.g., cooking an egg). IMAGINATION, CREATIVITY, AND INVENTION 2. Approach tasks and experiences with increasing flexibility, imagination and inventiveness. 8. Uses a variety of materials during play to represent objects and events (e.g., uses pegs with play dough as candles for cake). Logic and Reasoning 30. Uses trial and error to solve a problem or puzzle. Galileo G3 Assessment Scales Alignment

12 3. Use or combine materials/strategies in novel ways while exploring and solving problems. 9. Finds solutions to simple problems (e.g., riding toy is stuck on another toy so the child backs up and drives around the toy). 10. Experiments with a variety of strategies to solve a problem or complete a task. Logic and Reasoning 19. Tries out new ideas to see if they will work. 20. Suggests an alternative solution to solve a problem, without assistance. 4. Think more openly and creatively by comparing and contrasting solution strategies. Logic and Reasoning 19. Tries out new ideas to see if they will work. 20. Suggests an alternative solution to solve a problem, without assistance. Galileo G3 Assessment Scales Alignment

13 Emotional and Social Development 3-5: Galileo G3 Assessment Scale Goal Galileo School Readiness Scale CONCEPT: DEVELOPING SENSE OF SELF North Carolina Widely Held Expectation: 1. Show self-confidence as they develop abilities and potential. 4. Refers to her/himself by positive characteristics (e.g., "smart" or "strong"). 2. Demonstrate persistence with challenging activities, showing a can-do attitude. 9. Engages in reassuring self-talk or changing goals when frustrated or frightened. 3. Demonstrate increasing self-direction and independence, especially with regard to self-help skills and separating from primary caregivers. 2. Participates in an increasing variety of experiences independently. 4. Demonstrate increasing competence in regulating, recognizing, and expressing emotions verbally and nonverbally. 10. Begins using emotionally charged words (e.g., "I'm mad") to get needs met, as opposed to simply acting out needs. 11. Answers the question, How do you feel? with a feeling word (e.g., angry, happy, mad, sad, alone). 5. Enjoy playing alone or near other children. 2. Participates in an increasing variety of experiences independently. 29. Maintains proximity to peers during an unstructured child-directed activity. 6. Develop skills for coping with adversity and change. 9. Engages in reassuring self-talk or changing goals when frustrated or frightened. 43. Chooses to express self to others safely/respectfully in difficult situations. 7. Express and manage anger appropriately. 10. Begins using emotionally charged words (e.g., "I'm mad") to get needs met, as opposed to simply acting out needs. Galileo G3 Assessment Scales Alignment

14 8. Develop an awareness of personal uniqueness, regarding themselves as having certain abilities, characteristics, preferences and cultural identities. 1. Knows his/her own first and last names. 2. Knows his/her age. 4. Refers to her/himself by positive characteristics (e.g., "smart" or "strong"). 5. Describes his/her physical attributes (what I look like). 6. Talks about his/her interests (what I like to do). 7. Says positive things about his/her appearance. 8. Talks positively about a recent accomplishment. 9. Recognize that they are members of different groups (e.g., family, preschool class, ethnic group). 2. Knows his/her gender. Social Studies 1. Share personal family stories and traditions. 9. Recognize that they are members of different groups (e.g. family, preschool class, ethnic group). Continued. Social Studies 2. Identifies family members and relationship to each. 45. Tells one way a classmate is like him/herself (e.g., we both have brown eyes). 10. Use pretend play to express thoughts and feelings. Creative Arts 30. Uses dramatic play to express feelings (e.g., fear). DEVELOPING A SENSE OF SELF WITH OTHERS 1. Approach others easily with expectations of positive interactions. 32. Initiates greeting of familiar peers. 2. Seek out others when needing emotional support, physical assistance, social interaction, problem solving, and approval. 16. Seeks support from familiar adults to resolve conflicts with peers. Language 16. Asks questions to obtain information or assistance. Galileo G3 Assessment Scales Alignment

15 3. Develop awareness of personal behavior and its effect on others. 41. Recognizes the impact of his/her actions on others' feelings. 47. Accepts the consequences for own inappropriate behavior most of the time. Logic and Reasoning 27. Observes the effects of an action. 5. Work to resolve conflicts positively. 21. Suggests strategy (e.g., sharing) to resolve a dispute over an object/play thing. 22. to compromise in conflict resolution. 23. Uses negotiation to reach a solution. 25. Uses passive strategies to manage escalating conflicts (e.g., avoids, disengages). 6. Play and interact cooperatively with other children (e.g., taking turns, exchanging ideas). 38. Joins a cooperative play activity using appropriate verbal/nonverbal strategies. Social Studies Knowledge and Skills 4. Demonstrates cooperative behaviors such as helping, turn-taking, sharing, comforting, and compromising. 30. Completes a task (e.g., art project, assignment, drawing, skit) with a partner. 7. Show interest in and respond to other points of view. 34. Begins to recognize that others smile when they smile, and others look unhappy when they cry. 8. Respond to others feelings, including showing empathy. 34. Begins to recognize that others smile when they smile, and others look unhappy when they cry. 46. Expresses empathy or caring for others by consoling, comforting, or helping. 9. Develop the ability to distinguish between unintentional and intentional actions. 6. Initiates preferred purposeful activities when playing in interest centers. Galileo G3 Assessment Scales Alignment

16 10. Show ease and comfort in their interactions with familiar children and adults. 14. Comfortably accepts guidance and directions from a familiar adult. 31. Responds appropriately to greeting by familiar peers. 32. Initiates greeting of familiar peers. 11. Form and maintain positive relationships, including friendships with children and adults. 38. Joins a cooperative play activity using appropriate verbal/nonverbal strategies. 39. Sustains a cooperative participation with others. 73. Joins a cooperative play activity using appropriate verbal/nonverbal strategies. 12. Recognize, respect and accept similarities and differences among people, including people with disabilities and those from varying cultures. Social Studies Knowledge and Skills 41. Shows recognition of and respect for differences between genders. 42. Shows respect for those with special needs. 43. Shows respect for members of different cultures. 44. Shows respect for varying family structures. 13. Follow social rules, transitions and routines that have been explained to them. 12. Follows established rules and routines in the classroom. 68. Follows established rules and routines in the classroom. 13. Follow social rules, transitions and routines that have been explained to them. 12. Follows established rules and routines in the 68. Follows established rules and routines in the classroom. classroom. 14. Recognizes the classroom as a caring community in which members take care of property, respect the Social Studies Knowledge and Skills 4. Demonstrates cooperative behaviors such as helping, turn-taking, sharing, comforting, and compromising. rights of others, and keep one another safe. Cognition & General Knowledge 31. Demonstrates cooperative behaviors such as helping, turn-taking, sharing, comforting, and compromising. Galileo G3 Assessment Scales Alignment

17 Health and Physical Development 3-5: Galileo G3 Assessment Scale Goal Galileo School Readiness Scale CONCEPT: SELF-CARE North Carolina Widely Held Expectation: 1. Develop an awareness of hygiene. 7. Insists on washing and drying own hands. 14. Requests or initiates hand washing when needed (e.g., before eating). 2. Follow basic hygiene practices (e.g., brushing teeth and washing hands). 6. Washes and dries hands with some supervision. 7. Insists on washing and drying own hands. 8. Brushes teeth with help. 9. Begins to independently brush his/her teeth with supervision. 11. Covers mouth with hand/tissue when coughing or sneezing. 12. Brushes teeth in a correct fashion, without assistance. 14. Requests or initiates hand washing when needed (e.g., before eating). 76. Requests or initiates hand washing when needed (e.g., before eating). 3. Increase independence with basic self-help skills (e.g., feeding oneself, toileting, dressing oneself). 12. Brushes teeth in a correct fashion, without assistance. 20. Unfastens clothing (e.g., snaps, Velcro, buttons, zippers), without assistance. 3. Increase independence with basic self-help skills (e.g., feeding oneself, toileting, dressing oneself). Continued. 21. Fastens clothing (e.g., snaps, Velcro, buttons, zippers), without assistance. 22. Puts on front-opening garment, without assistance. 23. Puts on pull-over garment, without assistance. 24. Puts on shoes correctly, without assistance. 25. Ties own shoes, without assistance. 26. Uses bathroom, without assistance. 28. Completes bathroom activities (clothing up/down, wiping, flushing) independently. 78. Completes bathroom activities (clothing up/down, wiping, flushing) independently. 5. Help with routine care of the environment (e.g., put toys away). Social Studies Knowledge and Skills 27. Throws trash in garbage can. SAFETY AWARENESS 1. Demonstrate an understanding of the importance of personal safety. 38. Knows to stay away from harmful objects (e.g., broken glass, holes, rusty iron). 80. Knows to stay away from harmful objects (e.g., broken glass, holes, rusty iron). Galileo G3 Assessment Scales Alignment

18 2. Develop awareness of and the ability to follow basic health and safety rules (e.g., fire and traffic safety). 33. Properly uses corrective and assistive visual devices 79. Follows fire safety/fire drill rules, without consistently (e.g., glasses). assistance. 36. Follows fire safety/fire drill rules, without 82. Tells why classroom rules are important (e.g., walk assistance. in the classroom, keep hands and feet to oneself). 37. Follows outdoor and indoor play rules, without prompts. 40. Identifies nonedible/poisonous substances, without assistance. 42. Tells why classroom rules are important (e.g., walk in the classroom, keep hands and feet to oneself). 3. Trust and cooperate in a comfortable, safe environment. 35. Understands that parents and teachers are helpful resources. 36. Follows fire safety/fire drill rules, without assistance. 37. Follows outdoor and indoor play rules, without prompts. 40. Identifies nonedible/poisonous substances, without assistance. 42. Tells why classroom rules are important (e.g., walk in the classroom, keep hands and feet to oneself). 79. Follows fire safety/fire drill rules, without assistance. 82. Tells why classroom rules are important (e.g., walk in the classroom, keep hands and feet to oneself). 4. Recognize and avoid potentially harmful persons, objects, substances, activities, and environments. 38. Knows to stay away from harmful objects (e.g., 80. Knows to stay away from harmful objects (e.g., broken glass, holes, rusty iron). broken glass, holes, rusty iron). 40. Identifies nonedible/poisonous substances, without assistance. 65. Begins to use a fork. 66. Eats with a fork and a spoon, or other appropriate utensils. 67. Correctly holds a pencil or crayon. 68. Cuts with scissors along a straight line. 69. Cuts with scissors along a curved line. 70. Uses scissors to cut out a pre-formed simple shape. MOTOR SKILLS 1. Develop small muscle control and coordination. 86. Correctly holds a pencil or crayon. 87. Uses scissors to cut out a pre-formed simple shape. Galileo G3 Assessment Scales Alignment

19 2. Experiment with handheld tools that develop strength, control and dexterity of small muscles (e.g., spoons, paintbrushes, crayons, markers, safety scissors, and a variety of technological tools, with adaptations as needed). 65. Begins to use a fork. 66. Eats with a fork and a spoon, or other appropriate utensils. 67. Correctly holds a pencil or crayon. 68. Cuts with scissors along a straight line. 69. Cuts with scissors along a curved line. 70. Uses scissors to cut out a pre-formed simple shape. 71. Strings large beads on a piece of yarn. 86. Correctly holds a pencil or crayon. 87. Uses scissors to cut out a pre-formed simple shape. 3. Explore and engage in activities that enhance hand-eye coordination, such as using eating utensils, dressing themselves, building with blocks, creating with clay or play dough, putting puzzles together, stringing beads, and using other manipulatives. 19. Unzips zippers. 20. Unfastens clothing (e.g., snaps, Velcro, buttons, zippers), without assistance. 21. Fastens clothing (e.g., snaps, Velcro, buttons, zippers), without assistance. 25. Ties own shoes, without assistance. 65. Begins to use a fork. 66. Eats with a fork and a spoon, or other appropriate utensils. 67. Correctly holds a pencil or crayon. 68. Cuts with scissors along a straight line. 69. Cuts with scissors along a curved line. 70. Uses scissors to cut out a pre-formed simple shape. 71. Strings large beads on a piece of yarn. 72. Builds short structures with blocks or other materials (e.g., 3 blocks high). 73. Builds tall structures with blocks or other materials (e.g., 10 blocks high). 74. Builds tall structures with blocks or other materials (e.g., 10 blocks high). 86. Correctly holds a pencil or crayon. 87. Uses scissors to cut out a pre-formed simple shape. 88. Builds tall structures with blocks or other materials (e.g., 10 blocks high). Galileo G3 Assessment Scales Alignment

20 4. Develop body strength, balance, flexibility, and stamina. 15. Exercises large muscles (e.g., running, swinging, 83. Climbs up and down stairs. hopping, throwing). 84. Climbs a short ladder (e.g., on playground toys). 45. Walks to a destination without help. 85. Skips with direction and control, most of the time. 46. Jumps in place and off low objects, such as a step. 48. Stops and turns while running. 49. Walks along a line on the floor, most of the time. 50. Climbs up and down stairs. 51. Walks along a wide beam, most of the time. 52. Climbs a short ladder (e.g., on playground toys). 53. Jumps forward several times, maintaining balance most of the time. 54. Balances on one foot for five seconds. 55. Pedals a tricycle, steers and makes turns around obstacles and corners. 56. Hops with direction and control, most of the time. 57. Jumps backward without losing balance. 58. Skips with direction and control, most of the time. 59. Gallops maintaining direction and control, most of the time. 5. Develop large muscle control and coordinate movements in their upper and/or lower body. 55. Pedals a tricycle, steers and makes turns around obstacles and corners. 6. Explore a variety of equipment and activities that enhance gross motor development (e.g., balls, slides, locomotive toys and assistive technology). 55. Pedals a tricycle, steers and makes turns around obstacles and corners. 60. Throws a ball a short distance with accuracy, most of the time. 61. Kicks a ball a short distance with accuracy, most of the time. 62. Catches a ball thrown underhand from 3 to 5 feet, most of the time. 63. Dribbles a large ball several times with both hands. 64. Dribbles a large ball several times with one hand. Galileo G3 Assessment Scales Alignment

21 7. Increase the ability to move their bodies in space (running, jumping, skipping). 46. Jumps in place and off low objects, such as a step. 83. Climbs up and down stairs. 47. Moves around obstacles with balance and 84. Climbs a short ladder (e.g., on playground toys). direction. 85. Skips with direction and control, most of the time. 48. Stops and turns while running. 49. Walks along a line on the floor, most of the time. 50. Climbs up and down stairs. 51. Walks along a wide beam, most of the time. 52. Climbs a short ladder (e.g., on playground toys). 53. Jumps forward several times, maintaining balance most of the time. 54. Balances on one foot for five seconds. 56. Hops with direction and control, most of the time. 57. Jumps backward without losing balance. 58. Skips with direction and control, most of the time. 59. Gallops maintaining direction and control, most of the time. PHYSICAL HEALTH AND GROWTH, 1. Participate in a variety of physical activities for longer periods of time (e.g., exercise, games, and active 15. Exercises large muscles (e.g., running, swinging, hopping, throwing). 16. Participates actively in outdoor group games (e.g., kickball). 17. Identifies a variety of games/exercises that help enhance fitness. play). 77. Participates actively in outdoor group games (e.g., kickball). 2. Transition from high-energy to low-energy activities (e.g., calming or other relaxing activities). 28. Comforts self by engaging in calming/soothing activities some of the time. 3. Recognize and eat nutritious foods. 5. Identifies examples of foods that are healthy. 4. Develop and awareness of personal health and fitness. 18. Talks about ways exercise keeps us healthy, with assistance. 75. Talks about ways exercise keeps us healthy, with assistance. Galileo G3 Assessment Scales Alignment

22 5. Participate in games, outdoor play, and other forms of exercise to enhance physical fitness. 15. Exercises large muscles (e.g., running, swinging, 77. Participates actively in outdoor group games (e.g., hopping, throwing). kickball). 16. Participates actively in outdoor group games (e.g., kickball). 17. Identifies a variety of games/exercises that help enhance fitness. 6. Engage in adaptive physical activities as appropriate. 33. Properly uses corrective and assistive visual devices consistently (e.g., glasses). 34. Uses assistive audiological devices, such as hearing aids, if appropriate. 7. Make better use of their vision and hearing, and benefit from correction and aids as needed. 33. Properly uses corrective and assistive visual devices consistently (e.g., glasses). 34. Uses assistive audiological devices, such as hearing aids, if appropriate. Galileo G3 Assessment Scales Alignment

23 Language Development and Communication 3-5: Galileo G3 Assessment Scale Goal Galileo School Readiness Scale CONCEPT: RECEPTIVE LANGUAGE North Carolina Widely Held Expectation: 1. Understand increasingly complex sentences, including past, present, and future tenses. Language Development 3. Follows a small set of step-by-step directions, without prompts. 13. Understands past and future tense (e.g., went, will). Language Development 7. Understands nouns commonly found in books for young children. 8. Understands action words (e.g., give, run). 9. Understands negative words (e.g., not, no). 10. Understands positional words (e.g., top, bottom, on, in). 11. Understands pronouns (e.g., she, he, it). 12. Understands words that describe the qualities of objects (e.g., color, soft, cold). 13. Understands past and future tense (e.g., went, will). 14. Repeats or tries different words/ sentences to get another child or adult to respond. 15. Uses appropriate words or gestures to share information or experiences. 2. Understand and use a growing vocabulary. 34. Understands nouns commonly found in books for young children. 35. Understands action words (e.g., give, run). 36. Understands positional words (e.g., top, bottom, on, in). 3. Attend to language for longer periods of time, such as when books are read, people are telling stories, and during conversations. 12. Maintains interest in an activity for an appropriate period of time. 4. Consistently respond to requests for information or action (e.g., respond to questions and follow one- and two-step directions). Language Development 3. Follows a small set of step-by-step directions, without prompts. 19. Responds to comments or questions from others during a conversation. 5. Comprehend and use language for multiple social and cognitive purposes (e.g., understand and talk about feelings, ideas, information, and beliefs). Language Development 15. Uses appropriate words or gestures to share information or experiences. Galileo G3 Assessment Scales Alignment

24 6. Develop familiarity with sounds in words (e.g., listening to, identifying, recognizing and discriminating). Literacy 8. Puts sounds together to make short words (e.g., k-at, cat). 7. Understand that people communicate in many ways, including through gestures, sign language, facial expressions and augmentative communication devices. Language Development 17. Uses appropriate words or gestures to relate feelings, needs, or opinions. EXPRESSIVE LANGUAGE 1. Use verbal and non-verbal language (gestures, devices, signs and picture symbols) to communicate for multiple purposes (e.g., to express wants, needs, ideas, feelings, and to relate personal information and experiences). Language Development 15. Uses appropriate words or gestures to share information or experiences. 17. Uses appropriate words or gestures to relate feelings, needs, or opinions. 2. Use language as a part of pretend play to create and enact roles. Literacy Knowledge & Skills 6. Creates rhyming words in play activities. Logic and Reasoning 4. Assigns parts to self and peers to act out scene. 9. Acts out different roles (e.g., child, adult) in dramatic play situations. 3. Use language to establish and maintain relationships. 33. Verbally or nonverbally invites a peer to play. 4. Initiate and engage in conversations. Language Development 1. Listens attentively to a conversation, story, poem, or song. 19. Responds to comments or questions from others during a conversation. 21. Changes inflection during a conversation to communicate meaning. 31. Recalls story events using some spoken dialogue. 33. Makes up a story from beginning, to middle, to end. 5. Describe experiences and create and/or retell simple stories. Language Development 5. Retells a familiar story, poem or song in his/her own words. 33. Retells a familiar story, poem or song in his/her own words. Galileo G3 Assessment Scales Alignment

25 6. Ask questions and make comments related to the topic of discussion. Language Development 19. Responds to comments or questions from others during a conversation. 20. Adjusts conversation to changes in topic. 21. Changes inflection during a conversation to communicate meaning. 7. Communicate messages with expression, tone, and inflection appropriate to the situation. Language Development 17. Uses appropriate words or gestures to relate feelings, needs, or opinions. 8. Use increasingly complex and varied language structures, sentences, and vocabulary. Language Development 23. Combines words to create meaningful short sentences. 26. Takes apart and puts together compound words. 30. Uses compound sentences (e.g., sentences joined by and, but, or). FOUNDATIONS FOR READING Motivation for Reading: 1. Show an interest in books, other print, and reading-related activities, including using and sharing books and print in their play. 20. Initiates conversation with a peer or an adult about a story, book or poem. 32. Asks questions and/or makes comments about a story, poem, or song. Language Development 4. Asks questions and/or makes comments about a story, poem, or song. 2. Enjoy listening to and discussing storybooks, simple information books, and poetry read aloud. 15. Makes connections between her/his own 32. Asks questions and/or makes comments about a experiences and those presented in books/stories. story, poem, or song. 20. Initiates conversation with a peer or an adult about a story, book or poem. Language Development 4. Asks questions and/or makes comments about a story, poem, or song. Galileo G3 Assessment Scales Alignment

26 3. Independently engage in reading behaviors (e.g., turning pages, imitating adults by pointing to words, telling the story). 17. Views reading materials one page at a time (front to back), most of the time. 18. Engages in pretend reading with other children, doll, or toy animal. 21. Demonstrates basic book knowledge (e.g., holding book upright, turning pages right to left). 32. Tracks by moving his/her finger along text as it is read by an adult. 45. Demonstrates basic book knowledge (e.g., holding book upright, turning pages right to left). 4. Independently engage in writing behaviors (e.g., write symbols or letters for names, use materials at the writing center, write lists with symbols/letters in pretend play, write messages that include letters or symbols). 34. Uses scribble on paper to communicate a message. 35. Communicates by scribbling and with some letterlike shapes. 36. Draws figures and shapes to convey meanings. 40. Copies her/his name from a sample. 41. Writes some letters. 42. Writes using inventive spelling. 44. Communicates by writing complete words. 14. Request rereading of favorite book. 19. Requests a favorite book by title, author, or illustrator. 5. Show preferences for favorite books. 52. Uses scribble on paper to communicate a message. 53. Communicates by scribbling and with some letterlike shapes. 54. Copies her/his name from a sample. 44. Requests a favorite book by title, author, or illustrator. 6. Use books that communicate information to learn about the world by looking at pictures, asking questions, and talking about the information. 15. Makes connections between her/his own experiences and those presented in books/stories. Vocabulary and Comprehension: 7. Develop knowledge about their world (what things are and how they work) and use this knowledge to make sense of stories and information books. 15. Makes connections between her/his own experiences and those presented in books/stories. Galileo G3 Assessment Scales Alignment

27 8. Discuss books by responding to questions about what is happening in stories and predicting what will happen next. 11. Predicts story events using picture or verbal cues. 12. Makes guesses about why things happen or change in a story. 20. Initiates conversation with a peer or an adult about a story, book or poem. 32. Asks questions and/or makes comments about a story, poem, or song. 43. Predicts story events using picture or verbal cues. Language Development 4. Asks questions and/or makes comments about a story, poem, or song. 9. Relate personal experiences to events described in familiar books. 15. Makes connections between her/his own experiences and those presented in books/stories. 10. Ask questions about a story or information in a book. 20. Initiates conversation with a peer or an adult about a story, book or poem. 11. Imitate the special language in storybooks and story dialogue (repetitive language patterns, sound effects and words from familiar stories) and user it in retellings and dramatic play. 18. Engages in pretend reading with other children, doll, or toy animal. Logic and Reasoning 2. Mimics a movie, book, or past experience. Book and Print Awareness: 12. Be aware of print and understand that it carries a message by recognizing and creating it in different forms and for a variety of functions (e.g., labels and signs). 23. Knows that print conveys information to the reader 47. Knows that print conveys information to the reader (e.g., a message, facts, how to do something). (e.g., a message, facts, how to do something). 13. Recognize that print can tell people what to do, and understand that print and simple symbols are used to organize classroom activities (e.g., where to store things, when they will have a turn). 22. Recognizes that a spoken word/speech can be written and read. 23. Knows that print conveys information to the reader (e.g., a message, facts, how to do something). 46. Recognizes that a spoken word/speech can be written and read. 47. Knows that print conveys information to the reader (e.g., a message, facts, how to do something). Galileo G3 Assessment Scales Alignment

28 14. Pretend to read familiar books in ways that mimic adult reading. 18. Engages in pretend reading with other children, 45. Demonstrates basic book knowledge (e.g., holding doll, or toy animal. book upright, turning pages right to left). 21. Demonstrates basic book knowledge (e.g., holding book upright, turning pages right to left). 30. Identifies familiar short words in print, some of the time. 15. Hold a book upright while turning pages one by one from front to back. 21. Demonstrates basic book knowledge (e.g., holding book upright, turning pages right to left). 45. Demonstrates basic book knowledge (e.g., holding book upright, turning pages right to left). 16. Occasionally run their finger under or over print as they pretend to read a familiar book. 32. Tracks by moving his/her finger along text as it is read by an adult. 17. Understand some basic print conventions (e.g., concept of letter, concept of word). 24. Recognizes that pages are read from top to bottom. 25. Recognizes that sentences are read from left to right. 29. Recognizes that words are separated by spaces. 45. Identifies all the letters in her/his name. 46. Names 1 or more letters. 47. Points to and names the first letter in familiar words. 48. Names 10 or more letters. 49. Identifies 1 or more sounds to corresponding letters. 50. Identifies 10 or more sounds to corresponding letters. 48. Recognizes that pages are read from top to bottom. 49. Recognizes that sentences are read from left to right. 56. Identifies all the letters in her/his name. 57. Points to and names the first letter in familiar words. 58. Names 10 or more letters. 18. Learn to identify their name and the names of friends. 33. Reads familiar words in a sentence from a 51. Reads familiar words in a sentence from a book/poem, with assistance. book/poem, with assistance. 45. Identifies all the letters in her/his name. 56. Identifies all the letters in her/his name. Alphabet Knowledge: 19. Know that letters of the alphabet are a special category and are different from pictures and shapes. 45. Identifies all the letters in her/his name. 56. Identifies all the letters in her/his name. 46. Names 1 or more letters. 57. Points to and names the first letter in familiar 47. Points to and names the first letter in familiar words. words. 58. Names 10 or more letters. 48. Names 10 or more letters. Galileo G3 Assessment Scales Alignment

29 20. Recognize and name some letters of the alphabet, especially those in their own name and in the names of others who are important to them. 45. Identifies all the letters in her/his name. 46. Names 1 or more letters. 47. Points to and names the first letter in familiar words. 48. Names 10 or more letters. 56. Identifies all the letters in her/his name. 57. Points to and names the first letter in familiar words. 58. Names 10 or more letters. Alphabetic Principle: 21. Understand that letters function to represent sounds in spoken words. 49. Identifies 1 or more sounds to corresponding letters. 50. Identifies 10 or more sounds to corresponding letters. 22. Make some sound-to-letter matches, using letter name knowledge (e.g., writes M and says This is Mommy ). 42. Writes using inventive spelling. Phonological Awareness: 23. Enjoy listening to songs, poems, and books that have rhyme and word play and learn the words well enough to complete familiar refrains and fill in missing words. 4. Recognizes rhymes in poems, readings, or conversation, most of the time. 39. Recognizes rhymes in poems, readings, or conversation, most of the time. 24. Enjoy and repeat rhythmic patterns in poems and songs through clapping, marching or using instruments to beat syllables. Creative Arts 9. Synchronizes movements to different patterns of beat/tempo, most of the time. 14. Matches pitch and tempo during a singing activity most of the time. 25. Play with the sounds of language, learning to identify and then create rhymes, attending to the first sounds in words. 6. Creates rhyming words in play activities. 26. Associate sounds with written words, such as awareness that different words begin with the same sound (e.g., Keshia and Katie begin with the same sound). 47. Points to and names the first letter in familiar words. 57. Points to and names the first letter in familiar words. FOUNDATIONS FOR WRITING 1. Use a variety of writing tools and materials (e.g., pencils, chalk, markers, crayons, finger paint, clay, computers). 39. Uses a variety of writing tools and materials to communicate with others. Galileo G3 Assessment Scales Alignment

30 2. Use a variety of writing in their play and for a variety of purposes (e.g., labels, lists, signs, messages, stories). 34. Uses scribble on paper to communicate a message. 52. Uses scribble on paper to communicate a message. 35. Communicates by scribbling and with some letterlike shapes. like shapes. 53. Communicates by scribbling and with some letter- 36. Draws figures and shapes to convey meanings. 3. Represent thoughts and ideas through drawings, marks, scribbles and letter-like forms. 52. Uses scribble on paper to communicate a message. 53. Communicates by scribbling and with some letterlike shapes. 34. Uses scribble on paper to communicate a message. 35. Communicates by scribbling and with some letterlike shapes. 36. Draws figures and shapes to convey meanings. 5. Play with letters and mastering conventional letterforms, beginning with the first letter of their name. 41. Writes some letters. 55. Write her/his name, without assistance. 43. Write her/his name, without assistance. 44. Communicates by writing complete words. 6. Use known letters and approximations of letters to write their own name. 43. Write her/his name, without assistance. 55. Write her/his name, without assistance. 7. Attempt to connect the sounds in a word with its letterforms. 8. Puts sounds together to make short words (e.g., k-at, cat). a-t, 40. Puts sounds together to make short words (e.g., k- cat). Galileo G3 Assessment Scales Alignment

31 Cognitive Development 3-5: Galileo G3 Assessment Scale Goal Galileo School Readiness Scale CONCEPT: MATHEMATICAL THINKING AND EXPRESSION North Carolina Widely Held Expectation: 1. Experiment with and use numbers and counting in their play. Mathematics Knowledge and Skills Cognition & General Knowledge 2. Counts to find how many are in a group up to Counts to find how many are in a group up to Counts forward from a number > 1 to find how many 2. Counts forward from a number > 1 to find how many are in a group. are in a group. 4. Counts to find how many are in a group up to Counts to find how many are in a group up to Counts to find out how many are in a group greater than 10. Mathematics Knowledge and Skills 34. Identifies familiar shapes (e.g., circle, square, triangle, diamond) by name. 35. Places a circle, square, or triangle appropriately on a foam board. 36. Creates new shapes from familiar shapes by folding, cutting, or twisting. 37. Identifies the sides and corners in a shape. 2. Recognize and describe common shapes. 65. Draws representations of human and animal figures. Creative Arts 18. Draws representations of human and animal figures. 20. Draws recognizable environmental objects (e.g., house, trees, ball). 23. Draws some details in representations of animals, people, or objects. 3. Understand and use words that identify different positions in space (e.g., in, out, under, over). Mathematics Knowledge and Skills 32. Understands object directionality concepts (e.g., right, left, up, down). 33. Understands object position concepts (e.g., under, top, bottom, inside, behind). 4. Recognize and duplicate simple patterns within their environment using manipulatives, art materials, body movements, etc. Mathematics Knowledge and Skills 38. Repeats alternating movement patterns (e.g., up/up/down, up/up/down). 39. Repeats an alternating visual pattern (e.g., red/green/red/ green). 40. Repeats an alternating auditory pattern (e.g., loud/soft claps). 42. Creates an alternating visual pattern using art or play materials. 43. Repeats a pattern alternating numbers of objects (e.g., 1 cup/2 spoons). Galileo G3 Assessment Scales Alignment

32 5. Sort, classify, and order objects on the basis of one or two attributes (color, shape, size, small to large, short to tall, etc.). Mathematics Knowledge and Skills 24. Matches objects to an example. 25. Sorts diverse objects based on a physical attribute (e.g., shape). 26. Sorts diverse objects by one attribute, then by another (e.g., size, then shape). 27. Sorts diverse objects based on multiple attributes (e.g., size and shape). 28. Identifies the shorter or taller of two persons or things. 29. Identifies the shortest or tallest in a group. 30. Arranges objects in order by size. 31. Places an object in its proper position in a group ordered by size. Logic and Reasoning 23. Identifies which object does not belong in a group. 24. Describes the similarities/differences between two events (e.g., day/night). 25. Provides rationale for sorting objects into specific groups (e.g., all flat). Social Studies Knowledge and Skills 39. Arranges sequences of personal and shared events through pictures, growth charts, and other media. 20. Sets a goal, and with adult help, plans a small number of steps to achieve it. 6. Describe or demonstrate a sequence of events. Cognition & General Knowledge 10. Sorts diverse objects based on a physical attribute (e.g., shape). 11. Provides rationale for sorting objects into specific groups (e.g., all flat). 59. Sets a goal, and with adult help, plans a small number of steps to achieve it. Logic and Reasoning 34. Describes the sequential steps to perform a basic activity. 7. Understand size and volume and make comparisons (short/tall, big/small, full/empty, length, weight, height, same, more, less). Mathematics Knowledge and Skills 26. Sorts diverse objects by one attribute, then by another (e.g., size, then shape). 30. Arranges objects in order by size. 31. Places an object in its proper position in a group ordered by size. 45. Uses non-standard units (e.g., paper cups) to measure volume. Galileo G3 Assessment Scales Alignment