| Colorado Building Blocks | Preschool Academic Standards | Teaching Strategies GOLD | HighScope COR | Head Start Child Development & Early Learning Framework |
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Children engage in play as a means to develop their individual approach to learning. a - Initiate sustained play with peers. |
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Children engage in play as a means to develop their individual approach to learning. b - Enter into and play cooperatively with other children. |
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Children engage in play as a means to develop their individual approach to learning. c - Choose from a variety of play activities. |
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Children demonstrate curiosity and a willingness to participate in tasks and challenges. a - Demonstrate an eagerness and interest in learning through questioning and adding ideas. |
Drama Critically Respond 1 - Respond to stories and plays b - Demonstrate an eagerness and interest in performances or dramatizations through asking questions Reading and Writing Research and Reasoning 2 - Problems can be identified and possible solutions can be created a - Generate questions and investigate answers about topics of interest |
Cognitive 11 - Demonstrates positive approaches to learning a - Attends and engages 6 - Sustains work on age-appropriate, interesting tasks; can ignore most distractions and interruptions Cognitive 11 - Demonstrates positive approaches to learning d - Shows curiosity and motivation 6 - Shows eagerness to learn about a variety of topics and ideas |
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Approaches To Learning Initiative & Curiosity: An interest in varied topics and activities, desire to learn, creativeness, and independence in learning. Demonstrates eagerness to learn about and discuss a range of topics, ideas, and tasks. Approaches To Learning Initiative & Curiosity: An interest in varied topics and activities, desire to learn, creativeness, and independence in learning. Asks questions and seeks new information. |
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Children demonstrate curiosity and a willingness to participate in tasks and challenges. b - Show an interest in people, things, and the world around them. |
Reading and Writing Research and Reasoning 2 - Problems can be identified and possible solutions can be created a - Generate questions and investigate answers about topics of interest Visual Arts Observe and Learn to Comprehend 1 - Artists and viewers identify art in daily life a - Identify individual preferences in images when presented with visual examples such as picture books, cartoons, computer games, community, and home events |
Cognitive 11 - Demonstrates positive approaches to learning d - Shows curiosity and motivation 6 - Shows eagerness to learn about a variety of topics and ideas The Arts 33 - Explores the visual arts - - |
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Approaches To Learning Initiative & Curiosity: An interest in varied topics and activities, desire to learn, creativeness, and independence in learning. Asks questions and seeks new information. |
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Children demonstrate curiosity and a willingness to participate in tasks and challenges. c - Choose to participate in an increasing variety of activities, tasks and play areas. |
Drama Critically Respond 1 - Respond to stories and plays b - Demonstrate an eagerness and interest in performances or dramatizations through asking questions |
Cognitive 11 - Demonstrates positive approaches to learning d - Shows curiosity and motivation 6 - Shows eagerness to learn about a variety of topics and ideas |
No Match |
Approaches To Learning Initiative & Curiosity: An interest in varied topics and activities, desire to learn, creativeness, and independence in learning. Demonstrates eagerness to learn about and discuss a range of topics, ideas, and tasks. |
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Children demonstrate an increased ability to show initiative, accept help, take risks and work towards completing tasks. a - Invest time in a sustained activity despite distractions and interruptions. |
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Children demonstrate an increased ability to show initiative, accept help, take risks and work towards completing tasks. b - Accept help from another child or adult when encountering a problem. |
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Children demonstrate an increased ability to show initiative, accept help, take risks and work towards completing tasks. c - Seek help when appropriate from another child or adult. |
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Children demonstrate an increased ability to establish goals, develop and follow through with plans. a - Demonstrate an increased ability to understand a task as a series of steps. |
Social Studies History 1 - Recognize change and sequence over time c - Sequence a simple set of activities or events |
Mathematics 22 - Compares and measures - 4 - Compares and orders a small set of objects as appropriate according to size, length, weight, area, or volume; knows usual sequence of basic daily events and a few ordinal numbers |
Mathematics and Science DD - Identifying sequence, change, and causality 2 - Child describes a sequence of events. |
Logic & Reasoning Symbolic Representation: The use of symbols or objects to represent something else. Represents people, places, or things through drawings, movement, and three-dimensional objects. |
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Children demonstrate an increased ability to establish goals, develop and follow through with plans. b - Demonstrate an increased ability to organize themselves and materials in the learning environment. |
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Children demonstrate an increased ability to establish goals, develop and follow through with plans. c - Follow through to complete tasks and activities. |
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Children demonstrate an increased ability to identify possible solutions to problems. a - Demonstrate an increased ability to generate different approaches to solving problems. |
Reading and Writing Research and Reasoning 2 - Problems can be identified and possible solutions can be created b - Gather relevant information and apply it to their problem-solving process or current event |
Cognitive 11 - Demonstrates positive approaches to learning c - Solves problems 6 - Solves problems without having to try every possibility |
No Match |
Approaches To Learning Initiative & Curiosity: An interest in varied topics and activities, desire to learn, creativeness, and independence in learning. Demonstrates flexibility, imagination, and inventiveness in approaching tasks and activities. |
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Children demonstrate an increased ability to identify possible solutions to problems. b - Seek alternative approaches to problem solving. |
Reading and Writing Research and Reasoning 2 - Problems can be identified and possible solutions can be created c - Seek and generate alternative approaches to solving problems |
Cognitive 11 - Demonstrates positive approaches to learning e - Shows flexibility and inventiveness in thinking 6 - Changes plans if a better idea is thought of or proposed |
Initiative B - Solving Problems with Materials 5 - Child tries three or more ways to solve a problem with materials. |
Approaches To Learning Initiative & Curiosity: An interest in varied topics and activities, desire to learn, creativeness, and independence in learning. Demonstrates flexibility, imagination, and inventiveness in approaching tasks and activities. |
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Children use their prior experiences, sense and knowledge to learn in new ways. a - Communicate about events and experiences. |
Visual Arts Observe and Learn to Comprehend 1 - Artists and viewers identify art in daily life b - Use age-appropriate vocabulary to describe works of art Visual Arts Envision and Critique to Reflect 1 - Works of art can represent people, places, and things a - Explain that works of art communicate ideas |
Language 9 - Uses language to express thoughts and needs a - Uses an expanding expressive vocabulary 6 - Describes and tells the use of many familiar items The Arts 33 - Explores the visual arts - - |
Creative Representation J - Drawing and painting pictures 3 - Child draws or paints something and explains what it stands for. Creative Representation J - Drawing and painting pictures 3 - Child draws or paints something and explains what it stands for. |
Creative Arts Expression Art: The use of a range of media and materials to create drawings, pictures, or other objects. Discusses one’s own artistic creations and those of others. Creative Arts Expression Art: The use of a range of media and materials to create drawings, pictures, or other objects. Discusses one’s own artistic creations and those of others. |
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Children use their prior experiences, sense and knowledge to learn in new ways. b - Use prior knowledge to understand new experiences |
Reading and Writing Oral Expression and Listening 2 - Listening and comprehension skills are required to be clearly understood d - Remember spoken information for a short period of time Reading and Writing Research and Reasoning 2 - Problems can be identified and possible solutions can be created b - Gather relevant information and apply it to their problem-solving process or current event |
Cognitive 11 - Demonstrates positive approaches to learning c - Solves problems 6 - Solves problems without having to try every possibility Cognitive 12 - Remembers and connects experiences a - Recognizes and recalls 6 - Tells about experience in order, provides details, and evaluates the experience; recalls 3 or 4 items removed from view |
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Approaches To Learning Initiative & Curiosity: An interest in varied topics and activities, desire to learn, creativeness, and independence in learning. Demonstrates flexibility, imagination, and inventiveness in approaching tasks and activities. |
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Social and Emotional Development Children use play as a vehicle to build relationships and to develop an appreciation for their own abilities and accomplishments. a - Participate in a variety of individual and group play experiences. |
Social Studies Civics 1 - Individuals have unique talens but also work with others in groups c - Identify examples of times when people can play different roles and bring unique talents to a variety of groups |
Social Studies 30 - Shows basic understanding of people and how they live - - |
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Social Studies Knowledge & Skills Self, Family, & Community: The understanding of one’s relationship to the family and community, roles in the family and community, and respect for diversity. Understands similarities and respects differences among people. |
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Social and Emotional Development Children use play as a vehicle to build relationships and to develop an appreciation for their own abilities and accomplishments. b - Explore and understand new experiences and differences among people. |
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Social and Emotional Development Children demonstrate and express an awareness of self. a - Progress toward identifying self according to gender, community membership, ethnicity, ability and family membership. |
Social Studies Civics 1 - Individuals have unique talens but also work with others in groups a - Recognize membership in family, neighborhood, school, team, and various other groups and organizations Social Studies Civics 1 - Individuals have unique talens but also work with others in groups b - Name groups to which they belong and identify the leader(s) Social Studies Civics 1 - Individuals have unique talens but also work with others in groups c - Identify examples of times when people can play different roles and bring unique talents to a variety of groups |
Social Studies 29 - Demonstrates knowledge about self - - Social Studies 29 - Demonstrates knowledge about self - - Social Studies 30 - Shows basic understanding of people and how they live - - |
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Social Studies Knowledge & Skills Self, Family, & Community: The understanding of one’s relationship to the family and community, roles in the family and community, and respect for diversity. Identifies personal and family structure. Social Studies Knowledge & Skills Self, Family, & Community: The understanding of one’s relationship to the family and community, roles in the family and community, and respect for diversity. Recognizes a variety of jobs and the work associated with them. |
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Social and Emotional Development Children demonstrate and express an awareness of self. b - Separate from familiar people, places or things. |
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Social and Emotional Development Children demonstrate and express an awareness of self. c - Demonstrate confidence in their range of abilities and express pride in accomplishments. |
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Social and Emotional Development Children increase their capacity for self-control. a - Demonstrate an increased understanding and acceptance of rules and routines within the learning environment. |
Social Studies Civics 2 - Rules and their purpose in allowing groups to work effectively a - Explain that groups have rules Social Studies Civics 2 - Rules and their purpose in allowing groups to work effectively c - Exert self-control Social Studies Civics 2 - Rules and their purpose in allowing groups to work effectively e - Give examples of some rules that are permanent and some that change |
Social-Emotional 1 - Regulates own emotions and behaviors a - Manages feelings 6 - Is able to look at a situation differently or delay gratification Social-Emotional 1 - Regulates own emotions and behaviors b - Follows limits and expectations 6 - Manages classroom rules, routines, and transitions with occasional reminders Social-Emotional 1 - Regulates own emotions and behaviors b - Follows limits and expectations 6 - Manages classroom rules, routines, and transitions with occasional reminders |
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Social & Emotional Development Self-Regulation: The ability to recognize and regulate emotions, attention, impulses, and behavior. Handles impulses and behavior with minimal direction from adults. |
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Social and Emotional Development Children increase their capacity for self-control. b - Begin to accept the consequences of their behavior. Use materials purposefully, respectfully and safely. |
Social Studies Civics 2 - Rules and their purpose in allowing groups to work effectively c - Exert self-control Visual Arts Invent and Discover to Create 1 - Create works of art based on personal relevance b - Use art materials safely and with respect in any environment |
Social-Emotional 1 - Regulates own emotions and behaviors a - Manages feelings 6 - Is able to look at a situation differently or delay gratification Social-Emotional 1 - Regulates own emotions and behaviors b - Follows limits and expectations 6 - Manages classroom rules, routines, and transitions with occasional reminders |
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Social & Emotional Development Self-Regulation: The ability to recognize and regulate emotions, attention, impulses, and behavior. Follows simple rules, routines, and directions. |
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Social and Emotional Development Children increase their capacity for self-control. c - Effectively manage transitions between activities. |
Social Studies Civics 2 - Rules and their purpose in allowing groups to work effectively c - Exert self-control |
Social-Emotional 1 - Regulates own emotions and behaviors a - Manages feelings 6 - Is able to look at a situation differently or delay gratification |
No Match |
Social & Emotional Development Self-Regulation: The ability to recognize and regulate emotions, attention, impulses, and behavior. Follows simple rules, routines, and directions. |
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Social and Emotional Development Children increase their capacity for self-control. d - Demonstrate progress in the capacity to express feelings, needs and opinions. |
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Social and Emotional Development Children develop successful relationships with other members of their learning community. a - Play, work and interact easily with one or more children and adults. |
Social Studies Civics 2 - Rules and their purpose in allowing groups to work effectively d - Interact positively with others |
Social-Emotional 2 - Establishes and sustains positive relationships a - Forms relationships with adults 8 - Engages with trusted adults as resources and to share mutual interests |
Social Relations F - Relating to other children 5 - Child shows loyalty to another child. |
Social & Emotional Development Social Relationships: The healthy relationships and interactions with adults and peers. Cooperates with others. |
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Social and Emotional Development Children develop successful relationships with other members of their learning community. b - Develop friendships with peers. |
Social Studies Civics 2 - Rules and their purpose in allowing groups to work effectively d - Interact positively with others |
Social-Emotional 2 - Establishes and sustains positive relationships c - Interacts with peers 6 - Initiates, joins in, and sustains positive interactions with a small group of two or three children |
Social Relations F - Relating to other children 5 - Child shows loyalty to another child. |
Social & Emotional Development Social Relationships: The healthy relationships and interactions with adults and peers. Develops friendships with peers. |
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Social and Emotional Development Children develop successful relationships with other members of their learning community. c - Demonstrate empathy and caring for others. |
Social Studies Civics 2 - Rules and their purpose in allowing groups to work effectively d - Interact positively with others |
Social-Emotional 2 - Establishes and sustains positive relationships d - Makes friends 6 - Establishes a special friendship with other child, but the friendship might only last a short while |
Social Relations F - Relating to other children 5 - Child shows loyalty to another child. |
Social & Emotional Development Social Relationships: The healthy relationships and interactions with adults and peers. Establishes secure relationships with adults. |
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Social and Emotional Development Children develop successful relationships with other members of their learning community. d - Develop ability to take turns in activities. |
Social Studies Civics 2 - Rules and their purpose in allowing groups to work effectively d - Interact positively with others |
Social-Emotional 3 - Participates cooperatively and constructively in group situations b - Solves social problems 6 - Suggests solutions to social problems |
Social Relations F - Relating to other children 5 - Child shows loyalty to another child. |
Social & Emotional Development Social Relationships: The healthy relationships and interactions with adults and peers. Uses socially appropriate behavior with peers and adults, such as helping, sharing, and taking turns. Approaches To Learning Cooperation: An interest and engagement in group experiences. Joins in cooperative play with others and invites others to play. Approaches To Learning Cooperation: An interest and engagement in group experiences. Helps, shares, and cooperates in a group. |
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Social and Emotional Development Children develop successful relationships with other members of their learning community. e - Begin to participate in resolving conflicts and disagreements with others. |
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Social and Emotional Development Children increasingly demonstrate a sense of belonging to the program, family and community. a - Begin to respect the rights of others. |
Social Studies Civics 2 - Rules and their purpose in allowing groups to work effectively b - Recognize interpersonal boundaries |
Social-Emotional 3 - Participates cooperatively and constructively in group situations a - Balances needs and rights of self and others 4 - Takes turns |
No Match |
Social & Emotional Development Social Relationships: The healthy relationships and interactions with adults and peers. Recognizes how actions affect others and accepts consequences of one’s actions. |
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Social and Emotional Development Children increasingly demonstrate a sense of belonging to the program, family and community. b - Demonstrate a growing understanding and appreciation of the relationships, people and places that make up their communities. |
Social Studies Geography 1 - Develop spatial understanding, perspectives, and connections to the world. b - Identify common places to include but limited to home, school, cafeteria, and gymnasium Social Studies Geography 1 - Develop spatial understanding, perspectives, and connections to the world. d - Use pictures to locate familiar places Visual Arts Observe and Learn to Comprehend 1 - Artists and viewers identify art in daily life c - Recognize basic characteristics and expressive features of art and design in relation to daily life Visual Arts Relate and Connect to Transfer 1 - Artists have an important role in communities a - Explain what an artist does and who an artist can be |
Social Studies 30 - Shows basic understanding of people and how they live - - Social Studies 32 - Demonstrates simple geographic knowledge - - Social Studies 32 - Demonstrates simple geographic knowledge - - The Arts 33 - Explores the visual arts - - |
No Match |
Social Studies Knowledge & Skills Self, Family, & Community: The understanding of one’s relationship to the family and community, roles in the family and community, and respect for diversity. Recognizes a variety of jobs and the work associated with them. Social Studies Knowledge & Skills Self, Family, & Community: The understanding of one’s relationship to the family and community, roles in the family and community, and respect for diversity. Describes or draws aspects of the geography of the classroom, home, and community. |
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Social and Emotional Development Children increasingly demonstrate a sense of belonging to the program, family and community. c - Participate in the care of the learning environment. Demonstrate progress toward an understanding and valuing of similarities and differences among people. |
World Languages Comparisons to Develop Insight into the Nature of Language and Culture 2 - Identify and recognize the nature of culture through comparisons of the target culture(s) and the student's own culture c - Identify and compare tabgible products (toys, sports equipment, food) and intangible products (concept of time, daily routine, peer relationships, holidays, traditions) of the target culture(s) to those of their own |
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Social and Emotional Development Children increasingly demonstrate a sense of belonging to the program, family and community. d - Perceive the needs of others and demonstrate growing empathy. |
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Language Development and Communication Children engage in play as a means to develop their listening and expressive langauge skills. a - Develop and experiment with conversation during daily activities and interactions |
Reading and Writing Oral Expression and Listening 2 - Listening and comprehension skills are required to be clearly understood a - Use language to express ideas in complete sentences (with support of sentence stems as needed) Reading and Writing Research and Reasoning 2 - Problems can be identified and possible solutions can be created a - Generate questions and investigate answers about topics of interest |
Language 9 - Uses language to express thoughts and needs c - Uses conventional grammar 6 - Uses complete, four- to six-word sentences Cognitive 11 - Demonstrates positive approaches to learning d - Shows curiosity and motivation 6 - Shows eagerness to learn about a variety of topics and ideas |
Language and Literacy S - Using complex patterns of speech 2 - Child uses a sentence of four or more words. |
Approaches To Learning Initiative & Curiosity: An interest in varied topics and activities, desire to learn, creativeness, and independence in learning. Asks questions and seeks new information. Language Development Expressive Language: The ability to use language. Uses different grammatical structures for a variety of purposes. |
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Language Development and Communication Children engage in play as a means to develop their listening and expressive langauge skills. b - Represent stories and experiences through play |
Reading and Writing Oral Expression and Listening 2 - Listening and comprehension skills are required to be clearly understood a - Use language to express ideas in complete sentences (with support of sentence stems as needed) Social Studies Geography 1 - Develop spatial understanding, perspectives, and connections to the world. c - Describe surroundings |
Language 9 - Uses language to express thoughts and needs c - Uses conventional grammar 6 - Uses complete, four- to six-word sentences Social Studies 32 - Demonstrates simple geographic knowledge - - |
Language and Literacy R - Using vocabulary 1 - Child talks about people or objects close at hand. Language and Literacy S - Using complex patterns of speech 2 - Child uses a sentence of four or more words. |
Language Development Expressive Language: The ability to use language. Uses language to express ideas and needs. Language Development Expressive Language: The ability to use language. Uses different grammatical structures for a variety of purposes. |
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Language Development and Communication Children engage in play as a means to develop their listening and expressive langauge skills. c - Think and talk about play experiences |
Reading and Writing Oral Expression and Listening 2 - Listening and comprehension skills are required to be clearly understood a - Use language to express ideas in complete sentences (with support of sentence stems as needed) Reading and Writing Research and Reasoning 2 - Problems can be identified and possible solutions can be created a - Generate questions and investigate answers about topics of interest |
Language 9 - Uses language to express thoughts and needs c - Uses conventional grammar 6 - Uses complete, four- to six-word sentences Cognitive 11 - Demonstrates positive approaches to learning d - Shows curiosity and motivation 6 - Shows eagerness to learn about a variety of topics and ideas |
Language and Literacy S - Using complex patterns of speech 2 - Child uses a sentence of four or more words. |
Approaches To Learning Initiative & Curiosity: An interest in varied topics and activities, desire to learn, creativeness, and independence in learning. Asks questions and seeks new information. Language Development Expressive Language: The ability to use language. Uses different grammatical structures for a variety of purposes. |
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Language Development and Communication 2 - Listening and Understanding Children develop skills in listening and in understanding language. a - Listen and understand stories, songs and poems. |
Music Aesthetic Valuation of Music 1 - Demonstrate respect for music contributions a - Describe appropriate listening during a musical selection, live or recorded Reading and Writing Oral Expression and Listening 2 - Listening and comprehension skills are required to be clearly understood b - Recite songs, poems, and stories with repeated rhyme |
Literacy 15 - Demonstrates phonological awareness a - Notices and discriminates rhyme 4 - Fills in the missing rhyming word; generates rhyming words spontaneously The Arts 34 - Explores musical concepts and expression - - |
Language and Literacy T - Showing awareness of sounds in words 2 - Child joins in saying or repeating a rhyme or a series of words that start with the same sound. |
Language Development Expressive Language: The ability to use language. Uses different forms of language. |
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Language Development and Communication 2 - Listening and Understanding Children develop skills in listening and in understanding language. b - Listen and increasingly understand conversations and questions. |
Reading and Writing Oral Expression and Listening 2 - Listening and comprehension skills are required to be clearly understood c - Listen with comprehension, and follow two-step directions |
Language 8 - Listens to and understands increasingly a - Comprehends language 6 - Responds appropriately to specific vocabulary and simple statements, questions, and stories |
Mathematics and Science DD - Identifying sequence, change, and causality 0 - Child carries out a two-step action sequence or procedure. |
Language Development Receptive Language: The ability to comprehend or understand language. Attends to language during conversations, songs, stories, or other learning experiences. |
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Language Development and Communication 2 - Listening and Understanding Children develop skills in listening and in understanding language. c - Follow directions that involve multiple steps. |
Reading and Writing Oral Expression and Listening 2 - Listening and comprehension skills are required to be clearly understood c - Listen with comprehension, and follow two-step directions |
Language 8 - complex language b - Follows directions 6 - Follows directions of two or more steps that relate to familiar objects and experiences |
Mathematics and Science DD - Identifying sequence, change, and causality 0 - Child carries out a two-step action sequence or procedure. |
Language Development Receptive Language: The ability to comprehend or understand language. Comprehends increasingly complex and varied vocabulary. |
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Language Development and Communication 2 - Listening and Understanding Children develop skills in listening and in understanding language. d - Learn to wait and take turns during conversations. |
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Language Development and Communication 2 - Listening and Understanding Children develop skills in listening and in understanding language. e - Demonstrate progress in listening and understanding English while maintaining home language. |
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Language Development and Communication 3 - Speaking and Communicating Children will use verbal and non-verbal language to express and communicate information. a - Communicate needs or thoughts through nonverbal gestures, actions, expressions and words. Participate in communication around a topic. |
Music Expression of Music 1 - Peform Expressively a - Use voices expressively when speaking, chanting, and singing Reading and Writing Oral Expression and Listening 1 - Conceptual understanding conveyed through vocabulary words can occur using a variety of modalities c - Demonstrate use of vocabulary in oral language to express ideas and events Reading and Writing Reading for All Purposes 2 - Symbol, object, and letter recognition is a fundamental of reading and requires accuracy and speed c - Begin to name familiar objects, colors, letters, and numbers rapidly and in random order Reading and Writing Writing and Composition 1 - Pictures express ideas b - Orally describe or tell about a picture Social Studies Geography 1 - Develop spatial understanding, perspectives, and connections to the world. c - Describe surroundings |
Language 9 - Uses language to express thoughts and needs a - Uses an expanding expressive vocabulary 6 - Describes and tells the use of many familiar items Language 9 - Uses language to express thoughts and needs a - Uses an expanding expressive vocabulary 6 - Describes and tells the use of many familiar items Language 9 - Uses language to express thoughts and needs d - Tells about another time or place 6 - Tells stories about other times and places that have a logical order and that include major details Cognitive 14 - Uses symbols and images to represent something not present a - Thinks symbolically 6 - Plans and then uses drawings, constructions, movements, and dramatizations to represent ideas Social Studies 32 - Demonstrates simple geographic knowledge - - The Arts 34 - Explores musical concepts and expression - - |
Creative Representation J - Drawing and painting pictures 3 - Child draws or paints something and explains what it stands for. Language and Literacy R - Using vocabulary 1 - Child talks about people or objects close at hand. Language and Literacy S - Using complex patterns of speech 1 - Child uses words and phrases. |
Language Development Expressive Language: The ability to use language. Uses language to express ideas and needs. Literacy Knowledge & Skills Print Concepts & Conventions: The concepts about print and early decoding (identifying letter-sound relationships). Recognizes print in everyday life, such as numbers, letters, one’s name, words, and familiar logos and signs. Literacy Knowledge & Skills Early Writing: The familiarity with writing implements, conventions, and emerging skills to communicate through written representations, symbols, and letters. Recognizes that writing is a way of communicating for a variety of purposes, such as giving information, sharing stories, or giving an opinion. Social Studies Knowledge & Skills Self, Family, & Community: The understanding of one’s relationship to the family and community, roles in the family and community, and respect for diversity. Describes or draws aspects of the geography of the classroom, home, and community. Social Studies Knowledge & Skills People & the Environment: The understanding of the relationship between people and the environment in which they live. Recognizes aspects of the environment, such as roads, buildings, trees, gardens, bodies of water, or land formations. |
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Language Development and Communication 3 - Speaking and Communicating Children will use verbal and non-verbal language to express and communicate information. b - Use more complex and longer sentences. |
Reading and Writing Oral Expression and Listening 2 - Listening and comprehension skills are required to be clearly understood a - Use language to express ideas in complete sentences (with support of sentence stems as needed) |
Language 9 - Uses language to express thoughts and needs c - Uses conventional grammar 6 - Uses complete, four- to six-word sentences |
Language and Literacy S - Using complex patterns of speech 2 - Child uses a sentence of four or more words. |
Language Development Expressive Language: The ability to use language. Uses different grammatical structures for a variety of purposes. |
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Language Development and Communication 3 - Speaking and Communicating Children will use verbal and non-verbal language to express and communicate information. c - Communicate clearly enough to be understood by unfamiliar listeners. |
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Language Development and Communication 3 - Speaking and Communicating Children will use verbal and non-verbal language to express and communicate information. d - Begin a conversation with other children and adults. Understand an increasingly complex and varied vocabulary. |
Reading and Writing Oral Expression and Listening 1 - Conceptual understanding conveyed through vocabulary words can occur using a variety of modalities d - Begin to understand that everyday words such as "cold" relate to extended vocabulary words such as "chilly" |
Language 9 - Uses language to express thoughts and needs a - Uses an expanding expressive vocabulary 6 - Describes and tells the use of many familiar items |
Language and Literacy R - Using vocabulary 3 - Child uses vocabulary related to a particular subject. |
Language Development Receptive Language: The ability to comprehend or understand language. Comprehends increasingly complex and varied vocabulary. |
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Children engage in play as a means to develop early reading and writing skills. a - Use symbols and forms of early writing to create more complex play. |
Music Theory of Music 2 - Recognition of a wide variety of sounds and sound sources b - Use invented symbols to represent musical sounds and ideas |
The Arts 34 - Explores musical concepts and expression - - |
No Match |
Logic & Reasoning Symbolic Representation: The use of symbols or objects to represent something else. Represents people, places, or things through drawings, movement, and three-dimensional objects. |
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Children engage in play as a means to develop early reading and writing skills. b - Use writing tools and materials in all areas of the learning environment. |
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Children engage in play as a means to develop early reading and writing skills. c - Create play ideas that come from favorite stories, poems and songs. |
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Children demonstrate an interest and ability to use symbols to represent words and ideas. a - Begin to print letters in own name. |
Reading and Writing Writing and Composition 2 - Letters are formed with accuracy b - Write and recognize letters in own name |
Literacy 19 - Demonstrates emergent writing skills a - Writes name 6 - Accurate name |
Language and Literacy V - Using letter names and sounds 0 - Child identifies personal label or a letter in own name. |
Literacy Knowledge & Skills Print Concepts & Conventions: The concepts about print and early decoding (identifying letter-sound relationships). Recognizes print in everyday life, such as numbers, letters, one’s name, words, and familiar logos and signs. Literacy Knowledge & Skills Early Writing: The familiarity with writing implements, conventions, and emerging skills to communicate through written representations, symbols, and letters. Copies, traces, or independently writes letters or words. |
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Children demonstrate an interest and ability to use symbols to represent words and ideas. b - Understand that writing carries a message |
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Children demonstrate an interest and ability to use symbols to represent words and ideas. c - Experiment with a variety of writing tools and materials; |
Reading and Writing Writing and Composition 2 - Letters are formed with accuracy a - Begin to develop proper pencil grip when drawing or writing |
Physical 7 - Demonstrates fine-motor strength and coordination a - Uses fingers and hands 6 - Uses refined wrist and finger movements |
No Match |
Physical Development & Health Fine Motor Skills: The control of small muscles for such purposes as using utensils, self-care, building, and exploring. Develops hand strength and dexterity. |
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Children demonstrate an interest and ability to use symbols to represent words and ideas. d - Use scribbles, shapes, letter-like symbols and letters to write or represent words or ideas. |
Music Theory of Music 2 - Recognition of a wide variety of sounds and sound sources b - Use invented symbols to represent musical sounds and ideas Reading and Writing Writing and Composition 1 - Pictures express ideas c - Use shapes, letter-like symbols, and letters to represent words or ideas Reading and Writing Writing and Composition 2 - Letters are formed with accuracy a - Begin to develop proper pencil grip when drawing or writing |
Physical 7 - Demonstrates fine-motor strength and coordination b - Uses writing and drawing tools 6 - Holds drawing and writing tools by using a three-point finger grip but may hold the instrument too close to one end Literacy 19 - Demonstrates emergent writing skills b - Writes to convey meaning 3 - Mock letters or letter-like forms The Arts 34 - Explores musical concepts and expression - - |
Language and Literacy X - Writing 1 - Child writes using pictures, squiggles, or letterlike forms. |
Physical Development & Health Fine Motor Skills: The control of small muscles for such purposes as using utensils, self-care, building, and exploring. Manipulates writing, drawing, and art tools. Logic & Reasoning Symbolic Representation: The use of symbols or objects to represent something else. Represents people, places, or things through drawings, movement, and three-dimensional objects. Literacy Knowledge & Skills Early Writing: The familiarity with writing implements, conventions, and emerging skills to communicate through written representations, symbols, and letters. Uses scribbles, shapes, pictures, and letters to represent objects, stories, experiences, or ideas. Literacy Knowledge & Skills Early Writing: The familiarity with writing implements, conventions, and emerging skills to communicate through written representations, symbols, and letters. Copies, traces, or independently writes letters or words. |
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Children demonstrate an interest and ability to use symbols to represent words and ideas. e - Begin to dictate ideas, sentences and stories. |
Reading and Writing Writing and Composition 1 - Pictures express ideas b - Orally describe or tell about a picture Reading and Writing Writing and Composition 1 - Pictures express ideas d - Dictate ideas to an adult |
Language 9 - Uses language to express thoughts and needs a - Uses an expanding expressive vocabulary 6 - Describes and tells the use of many familiar items Cognitive 14 - Uses symbols and images to represent something not present a - Thinks symbolically 6 - Plans and then uses drawings, constructions, movements, and dramatizations to represent ideas |
Creative Representation J - Drawing and painting pictures 3 - Child draws or paints something and explains what it stands for. |
Literacy Knowledge & Skills Early Writing: The familiarity with writing implements, conventions, and emerging skills to communicate through written representations, symbols, and letters. Recognizes that writing is a way of communicating for a variety of purposes, such as giving information, sharing stories, or giving an opinion. Literacy Knowledge & Skills Early Writing: The familiarity with writing implements, conventions, and emerging skills to communicate through written representations, symbols, and letters. Recognizes that writing is a way of communicating for a variety of purposes, such as giving information, sharing stories, or giving an opinion. |
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3 - Early Reading - Phonemic and Phonological Awareness Children demonstrate an interest in learning letters and the combination of letter sounds with letter symbols a - Show increasing ability to discriminate and identify the sounds of language. |
Reading and Writing Oral Expression and Listening 3 - Early knowledge of phonemic awareness is the building block of understanding language a - Recognize patterns of sounds in songs, storytelling, and poetry |
Literacy 15 - Demonstrates phonological awareness a - Notices and discriminates rhyme 4 - Fills in the missing rhyming word; generates rhyming words spontaneously Literacy 15 - Demonstrates phonological awareness b - Notices and discriminates alliteration 4 - Shows awareness that some words begin the same way |
Language and Literacy T - Showing awareness of sounds in words 2 - Child joins in saying or repeating a rhyme or a series of words that start with the same sound. |
Literacy Knowledge & Skills Phonological Awareness: An awareness that language can be broken into words, syllables, and smaller pieces of sound. Identifies and discriminates between words in language. Literacy Knowledge & Skills Alphabet Knowledge: The names and sounds associated with letters. Recognizes that letters of the alphabet have distinct sound(s) associated with them. |
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3 - Early Reading - Phonemic and Phonological Awareness Children demonstrate an interest in learning letters and the combination of letter sounds with letter symbols b - Demonstrate growing awareness of the beginning sounds of words. |
Reading and Writing Oral Expression and Listening 3 - Early knowledge of phonemic awareness is the building block of understanding language d - Demonstrate understanding of initial sounds in words (such as mop begins with the /m/ sound) |
Literacy 16 - Demonstrates knowledge of the alphabet b - Uses letter–sound knowledge 2 - Identifies the sounds of a few letters |
Language and Literacy T - Showing awareness of sounds in words 4 - Child says that two words begin with the same sound. |
Literacy Knowledge & Skills Phonological Awareness: An awareness that language can be broken into words, syllables, and smaller pieces of sound. Identifies and discriminates between sounds and phonemes in language, such as attention to beginning and ending sounds of words and recognition that different words begin or end with the same sound. Literacy Knowledge & Skills Alphabet Knowledge: The names and sounds associated with letters. Attends to the beginning letters and sounds in familiar words. |
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3 - Early Reading - Phonemic and Phonological Awareness Children demonstrate an interest in learning letters and the combination of letter sounds with letter symbols c - Show growing ability to hear and discriminate separate syllables in words. |
Reading and Writing Oral Expression and Listening 3 - Early knowledge of phonemic awareness is the building block of understanding language b - Understand that words are made up of one or more syllables |
Literacy 15 - Demonstrates phonological awareness c - Notices and discriminates smaller and smaller units of sound 4 - Hears and shows awareness of separate syllables in words |
No Match |
Literacy Knowledge & Skills Phonological Awareness: An awareness that language can be broken into words, syllables, and smaller pieces of sound. Identifies and discriminates between separate syllables in words. |
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3 - Early Reading - Phonemic and Phonological Awareness Children demonstrate an interest in learning letters and the combination of letter sounds with letter symbols d - Begin to associate sounds with written words. |
Reading and Writing Reading for All Purposes 1 - Print conveys meaning b - Recognize print in the environment |
Literacy 17 - Demonstrates knowledge of print and its uses b - Uses print concepts 2 - Shows understanding that text is meaningful and can be read |
Language and Literacy W - Reading 3 - Child calls attention to print. |
Literacy Knowledge & Skills Print Concepts & Conventions: The concepts about print and early decoding (identifying letter-sound relationships). Recognizes print in everyday life, such as numbers, letters, one’s name, words, and familiar logos and signs. |
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3 - Early Reading - Phonemic and Phonological Awareness Children demonstrate an interest in learning letters and the combination of letter sounds with letter symbols e - Recognize and generate rhymes. |
Reading and Writing Oral Expression and Listening 2 - Listening and comprehension skills are required to be clearly understood b - Recite songs, poems, and stories with repeated rhyme Reading and Writing Oral Expression and Listening 3 - Early knowledge of phonemic awareness is the building block of understanding language c - Recognize rhyming words and alliterations Reading and Writing Reading for All Purposes 2 - Symbol, object, and letter recognition is a fundamental of reading and requires accuracy and speed a - Recognize own name in print |
Literacy 15 - Demonstrates phonological awareness a - Notices and discriminates rhyme 4 - Fills in the missing rhyming word; generates rhyming words spontaneously Literacy 15 - Demonstrates phonological awareness a - Notices and discriminates rhyme 6 - Decides whether two words rhyme Literacy 15 - Demonstrates phonological awareness b - Notices and discriminates alliteration 4 - Shows awareness that some words begin the same way Literacy 17 - Demonstrates knowledge of print and its uses b - Uses print concepts 6 - Shows awareness of various features of print: letters, words, spaces, upper- and lowercase letters, some punctuation |
Language and Literacy T - Showing awareness of sounds in words 2 - Child joins in saying or repeating a rhyme or a series of words that start with the same sound. Language and Literacy T - Showing awareness of sounds in words 2 - Child joins in saying or repeating a rhyme or a series of words that start with the same sound. Language and Literacy W - Reading 4 - Child recognizes a written word. |
Language Development Expressive Language: The ability to use language. Uses different forms of language. Literacy Knowledge & Skills Phonological Awareness: An awareness that language can be broken into words, syllables, and smaller pieces of sound. Identifies and discriminates between words in language. Literacy Knowledge & Skills Print Concepts & Conventions: The concepts about print and early decoding (identifying letter-sound relationships). Recognizes print in everyday life, such as numbers, letters, one’s name, words, and familiar logos and signs. |
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4 - Early Reading - Book Knowledge and Appreciation Children demonstrate an understanding and appreciation that books and other forms of print have a purpose. a - Attempt to read or tell a story and guess what happens next. |
Reading and Writing Reading for All Purposes 1 - Print conveys meaning e - Make predictions based on illustrations or portions of story or text |
Literacy 18 - Comprehends and responds to books and other texts a - Interacts during read-alouds and book conversations 6 - Identifies story-related problems, events, and resolutions during conversations with an adult |
Language and Literacy U - Demonstrating knowledge about books 4 - Looking at the pictures in a book, child tells the story or makes up a story related to the pictures. |
Literacy Knowledge & Skills Book Appreciation and Knowledge: The interest in books and their characteristics, and the ability to understand and get meaning from stories and information from books and other texts. Asks and answers questions and makes comments about print materials. |
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4 - Early Reading - Book Knowledge and Appreciation Children demonstrate an understanding and appreciation that books and other forms of print have a purpose. b - Listen to and talk about a variety of types of literature. |
No Match | No Match | No Match | No Match |
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4 - Early Reading - Book Knowledge and Appreciation Children demonstrate an understanding and appreciation that books and other forms of print have a purpose. c - Handle and care for books in a respectful manner. |
Reading and Writing Reading for All Purposes 1 - Print conveys meaning a - Hold books in upright position, turn pages sequentially, recognize correct orientation (top to bottom, left to right) |
Literacy 17 - Demonstrates knowledge of print and its uses a - Uses and appreciates books 4 - Orients book correctly; turns pages from front of the book to the back; recognizes familiar books by their covers |
Language and Literacy U - Demonstrating knowledge about books 2 - Child holds a book right-side up, turns the pages, and looks at them. |
Literacy Knowledge & Skills Book Appreciation and Knowledge: The interest in books and their characteristics, and the ability to understand and get meaning from stories and information from books and other texts. Recognizes how books are read, such as front-to-back and one page at a time, and recognizes basic characteristics, such as title, author, and illustrator. |
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5 - Early Reading - Comprehension Children demonstrate an interest in understanding that spoken and written words have meaning. a - Retell parts of a story with prompts. |
No Match | No Match | No Match | No Match |
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5 - Early Reading - Comprehension Children demonstrate an interest in understanding that spoken and written words have meaning. b - Connect information to familiar experiences when being read a story. |
No Match | No Match | No Match | No Match |
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5 - Early Reading - Comprehension Children demonstrate an interest in understanding that spoken and written words have meaning. c - Demonstrate understanding of the meaning of a story. |
Reading and Writing Reading for All Purposes 1 - Print conveys meaning d - Use and interpret illustrations to gain meaning Reading and Writing Reading for All Purposes 1 - Print conveys meaning f - Generate a picture or written response to a read-aloud that identifies the who or what of the story or text |
Cognitive 14 - Uses symbols and images to represent something not present a - Thinks symbolically 6 - Plans and then uses drawings, constructions, movements, and dramatizations to represent ideas Literacy 18 - Comprehends and responds to books and other texts b - Uses emergent reading skills 2 - Pretends to read a familiar book, treating each page as a separate unit; names and describes what is on each page, using pictures as cues |
Language and Literacy W - Reading 2 - Child says what a picture or symbol represents. |
Logic & Reasoning Symbolic Representation: The use of symbols or objects to represent something else. Represents people, places, or things through drawings, movement, and three-dimensional objects. Literacy Knowledge & Skills Book Appreciation and Knowledge: The interest in books and their characteristics, and the ability to understand and get meaning from stories and information from books and other texts. Asks and answers questions and makes comments about print materials. Literacy Knowledge & Skills Book Appreciation and Knowledge: The interest in books and their characteristics, and the ability to understand and get meaning from stories and information from books and other texts. Asks and answers questions and makes comments about print materials. Literacy Knowledge & Skills Book Appreciation and Knowledge: The interest in books and their characteristics, and the ability to understand and get meaning from stories and information from books and other texts. Retells stories or information from books through conversation, artistic works, creative movement, or drama. |
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6 - Early Reading - Print Awareness and Concepts Children demonstrate an interest in recognizing the association between spoken and written words by following print as it is read aloud. a - Explore and investigate books and other forms of print. |
Reading and Writing Reading for All Purposes 1 - Print conveys meaning a - Hold books in upright position, turn pages sequentially, recognize correct orientation (top to bottom, left to right) Reading and Writing Reading for All Purposes 1 - Print conveys meaning c - Recognize that printed material conveys meaning and connects to the reader’s world |
Literacy 17 - Demonstrates knowledge of print and its uses a - Uses and appreciates books 4 - Orients book correctly; turns pages from front of the book to the back; recognizes familiar books by their covers Literacy 17 - Demonstrates knowledge of print and its uses b - Uses print concepts 2 - Shows understanding that text is meaningful and can be read |
Language and Literacy U - Demonstrating knowledge about books 2 - Child holds a book right-side up, turns the pages, and looks at them. Language and Literacy U - Demonstrating knowledge about books 5 - Child points to the words in a book or follows a line of text while telling or reading the story. |
Literacy Knowledge & Skills Print Concepts & Conventions: The concepts about print and early decoding (identifying letter-sound relationships). Understands that print conveys meaning. Literacy Knowledge & Skills Print Concepts & Conventions: The concepts about print and early decoding (identifying letter-sound relationships). Understands conventions, such as print moves from left to right and top to bottom of a page. |
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6 - Early Reading - Print Awareness and Concepts Children demonstrate an interest in recognizing the association between spoken and written words by following print as it is read aloud. b - Understand that print carries a message. |
No Match | No Match | No Match | No Match |
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6 - Early Reading - Print Awareness and Concepts Children demonstrate an interest in recognizing the association between spoken and written words by following print as it is read aloud. c - Show an increasing awareness of how books are organized. |
Reading and Writing Reading for All Purposes 1 - Print conveys meaning a - Hold books in upright position, turn pages sequentially, recognize correct orientation (top to bottom, left to right) Reading and Writing Reading for All Purposes 1 - Print conveys meaning c - Recognize that printed material conveys meaning and connects to the reader’s world |
Literacy 17 - Demonstrates knowledge of print and its uses a - Uses and appreciates books 4 - Orients book correctly; turns pages from front of the book to the back; recognizes familiar books by their covers Literacy 17 - Demonstrates knowledge of print and its uses b - Uses print concepts 2 - Shows understanding that text is meaningful and can be read |
Language and Literacy U - Demonstrating knowledge about books 2 - Child holds a book right-side up, turns the pages, and looks at them. Language and Literacy U - Demonstrating knowledge about books 5 - Child points to the words in a book or follows a line of text while telling or reading the story. |
Literacy Knowledge & Skills Print Concepts & Conventions: The concepts about print and early decoding (identifying letter-sound relationships). Understands that print conveys meaning. Literacy Knowledge & Skills Print Concepts & Conventions: The concepts about print and early decoding (identifying letter-sound relationships). Understands conventions, such as print moves from left to right and top to bottom of a page. |
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6 - Early Reading - Print Awareness and Concepts Children demonstrate an interest in recognizing the association between spoken and written words by following print as it is read aloud. d - Recognize some letters and words captured in books and in the environment. |
Reading and Writing Reading for All Purposes 2 - Symbol, object, and letter recognition is a fundamental of reading and requires accuracy and speed b - Recognize the names of a minimum of 10 letters of the alphabet, specifically letters in own name |
Literacy 16 - Demonstrates knowledge of the alphabet a - Identifies and names letters 4 - Recognizes as many as 10 letters, especially those in own name |
Language and Literacy V - Using letter names and sounds 4 - Child names 10 or more letters over time. |
Literacy Knowledge & Skills Print Concepts & Conventions: The concepts about print and early decoding (identifying letter-sound relationships). Recognizes print in everyday life, such as numbers, letters, one’s name, words, and familiar logos and signs. |
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6 - Early Reading - Print Awareness and Concepts Children demonstrate an interest in recognizing the association between spoken and written words by following print as it is read aloud. e - Recognize own name in print |
Reading and Writing Reading for All Purposes 2 - Symbol, object, and letter recognition is a fundamental of reading and requires accuracy and speed a - Recognize own name in print |
Literacy 17 - Demonstrates knowledge of print and its uses b - Uses print concepts 6 - Shows awareness of various features of print: letters, words, spaces, upper- and lowercase letters, some punctuation |
Language and Literacy W - Reading 4 - Child recognizes a written word. |
Literacy Knowledge & Skills Print Concepts & Conventions: The concepts about print and early decoding (identifying letter-sound relationships). Recognizes print in everyday life, such as numbers, letters, one’s name, words, and familiar logos and signs. |
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6 - Early Reading - Print Awareness and Concepts Children demonstrate an interest in recognizing the association between spoken and written words by following print as it is read aloud. f - Show an increasing ability to recognize individual words in sentences. |
No Match | No Match | No Match | No Match |
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7 - Early Reading - Alphabet Knowledge Children demonstrate and interest in recognizing that symbols are associated with letters of the alphabetand that they form words. a - Know the names of some letters and words |
Reading and Writing Reading for All Purposes 2 - Symbol, object, and letter recognition is a fundamental of reading and requires accuracy and speed b - Recognize the names of a minimum of 10 letters of the alphabet, specifically letters in own name |
Literacy 16 - Demonstrates knowledge of the alphabet a - Identifies and names letters 4 - Recognizes as many as 10 letters, especially those in own name |
Language and Literacy V - Using letter names and sounds 4 - Child names 10 or more letters over time. |
Literacy Knowledge & Skills Print Concepts & Conventions: The concepts about print and early decoding (identifying letter-sound relationships). Recognizes print in everyday life, such as numbers, letters, one’s name, words, and familiar logos and signs. |
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7 - Early Reading - Alphabet Knowledge Children demonstrate and interest in recognizing that symbols are associated with letters of the alphabetand that they form words. b - Identify some letters in print |
Reading and Writing Reading for All Purposes 2 - Symbol, object, and letter recognition is a fundamental of reading and requires accuracy and speed b - Recognize the names of a minimum of 10 letters of the alphabet, specifically letters in own name |
Literacy 16 - Demonstrates knowledge of the alphabet a - Identifies and names letters 4 - Recognizes as many as 10 letters, especially those in own name |
Language and Literacy V - Using letter names and sounds 4 - Child names 10 or more letters over time. |
Literacy Knowledge & Skills Print Concepts & Conventions: The concepts about print and early decoding (identifying letter-sound relationships). Recognizes print in everyday life, such as numbers, letters, one’s name, words, and familiar logos and signs. |
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7 - Early Reading - Alphabet Knowledge Children demonstrate and interest in recognizing that symbols are associated with letters of the alphabetand that they form words. c - Know the names of most letters in own name. |
Reading and Writing Reading for All Purposes 2 - Symbol, object, and letter recognition is a fundamental of reading and requires accuracy and speed b - Recognize the names of a minimum of 10 letters of the alphabet, specifically letters in own name |
Literacy 16 - Demonstrates knowledge of the alphabet a - Identifies and names letters 4 - Recognizes as many as 10 letters, especially those in own name |
Language and Literacy V - Using letter names and sounds 4 - Child names 10 or more letters over time. |
Literacy Knowledge & Skills Print Concepts & Conventions: The concepts about print and early decoding (identifying letter-sound relationships). Recognizes print in everyday life, such as numbers, letters, one’s name, words, and familiar logos and signs. |
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Children engage in play to develop their mathematical thinking and problem solving. a - Begin to make groups and match objects. |
Reading and Writing Oral Expression and Listening 1 - Conceptual understanding conveyed through vocabulary words can occur using a variety of modalities a - Identify and sort common objects, events, pictures, words, colors, shapes, and textures into various classifications Math Shape, Dimension and Geometric Relationships 2 - Measurement is used to compare objects c - Sort coins by physical attributes such as color or size (PFL) |
Cognitive 13 - Uses classification skills - 4 - Places objects in two or more groups based on differences in a single characteristic, e.g., color, size, or shape Cognitive 13 - Uses classification skills - 6 - Groups objects by one characteristic; then regroups them using a different characteristic and indicates the reason |
Mathematics and Science Y - Sorting objects 2 - Child sorts a collection into smaller groups of similar objects. Mathematics and Science Y - Sorting objects 2 - Child sorts a collection into smaller groups of similar objects. |
Mathematics Knowledge & Skills Patterns: The recognition of patterns, sequencing, and critical thinking skills necessary to predict and classify objects in a pattern. Sorts, classifies, and serializes (puts in a pattern) objects using attributes, such as color, shape, or size. Mathematics Knowledge & Skills Patterns: The recognition of patterns, sequencing, and critical thinking skills necessary to predict and classify objects in a pattern. Sorts, classifies, and serializes (puts in a pattern) objects using attributes, such as color, shape, or size. |
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Children engage in play to develop their mathematical thinking and problem solving. b - Use counting and number vocabulary as a part of play. |
Music Expression of Music 2 - Respond to rhythmic patterns and elements of music c - Match movement to rhythmic patterns |
Mathematics 23 - Demonstrates knowledge of patterns - 6 - Extends and creates simple repeating patterns |
Movement and Music N - Feeling and expressing steady beat 1 - Child engages in a steady movement. |
Creative Arts Expression Creative Movement & Dance: The use of the body to move to music and express oneself. Moves to different patterns of beat and rhythm in music. |
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Children engage in play to develop their mathematical thinking and problem solving. c - Experiment with patterns and shapes. |
Dance Create, Compose and Choreograph 1 - Translate simple ideas and stories into movement b - Experience different shapes, sizes, levels, and directions to make simple patterns of movements in space and time Dance Historical and Cultural Context 1 - Recognize dances from around the world e - Explore shapes, levels, and patterns in a dance, and describe the actions |
Mathematics 23 - Demonstrates knowledge of patterns - 4 - Copies simple repeating patterns The Arts 35 - Explores dance and movement concepts - - |
No Match |
Creative Arts Expression Creative Movement & Dance: The use of the body to move to music and express oneself. Expresses what is felt and heard in various musical tempos and styles. Creative Arts Expression Creative Movement & Dance: The use of the body to move to music and express oneself. Uses creative movement to express concepts, ideas, or feelings. |
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Children engage in play to develop their mathematical thinking and problem solving. d - Explore measurement, number and quantity with various materials. |
No Match | No Match | No Match | No Match |
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Children engage in play to develop their mathematical thinking and problem solving. e - Collect and organize information and materials as a natural part of play. |
No Match | No Match | No Match | No Match |
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Children show interest and curiosity in counting and grouping objects and numbers. a - Match, sort, put in a series and regroup objects according to one characteristic. |
No Match | No Match | No Match | No Match |
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Children show interest and curiosity in counting and grouping objects and numbers. b - Begin to use numbers and counting as a means for solving problems, predicting and measuring quantity. Use one-to-one correspondence in counting objects and matching groups of objects. |
Social Studies Economics 1 - People work to meet wants a - Explain that people work (produce) for an income Social Studies Economics 1 - People work to meet wants b - Discuss that money is used to buy items that the student or family wants Math Number Sense, Properties and Operations 1 - Quantities can be represented and counted a - Count and represent objects including coins to 10 (PFL) |
Mathematics 20 - Uses number concepts and operations a - Counts 6 - Verbally counts to 20; counts 10-20 objects accurately; knows the last number states how many in all; tells what number (1-10) comes next in order by counting Mathematics 20 - Uses number concepts and operations b - Quantifies 8 - Uses a variety of strategies (counting objects or fingers, counting on, or counting back) to solve problems with more than 10 objects Social Studies 30 - Shows basic understanding of people and how they live - - Social Studies 30 - Shows basic understanding of people and how they live - - |
Mathematics and Science BB - Counting 3 - Child counts or responds to a request for 5 to 10 objects. |
Mathematics Knowledge & Skills Number Concepts & Quantities: The understanding that numbers represent quantities and have ordinal properties (number words represent a rank order, particular size, or position in a list). Uses one-to-one counting and subitizing (identifying the number of objects without counting) to determine quantity. |
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Children show interest and curiosity in counting and grouping objects and numbers. c - Begin to associate a number of objects with names and symbols for numbers. |
Math Number Sense, Properties and Operations 1 - Quantities can be represented and counted b - Match a quantity with a numeral |
Mathematics 20 - Uses number concepts and operations c - Connects numerals with their quantities 6 - Identifies numerals to 10 by name and connects each to counted objects |
Mathematics and Science BB - Counting 2 - Child counts objects, naming one number for each object. |
Mathematics Knowledge & Skills Number Concepts & Quantities: The understanding that numbers represent quantities and have ordinal properties (number words represent a rank order, particular size, or position in a list). Associates quantities and the names of numbers with written numerals. |
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Children show interest and curiosity in counting and grouping objects and numbers. d - Use words such as more than, less than and add/subtract to express some number concepts. |
No Match | No Match | No Match | No Match |
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3 - Geometry and Spatial Sense Children show an interest in recognizing and creating shapes and an awareness of position in space. a - Describe and name common shapes found in the natural environment. |
Reading and Writing Oral Expression and Listening 1 - Conceptual understanding conveyed through vocabulary words can occur using a variety of modalities a - Identify and sort common objects, events, pictures, words, colors, shapes, and textures into various classifications Social Studies Geography 1 - Develop spatial understanding, perspectives, and connections to the world. a - Use positional phrasing. Phrases to include but not limited to: over and under, here and there, inside and outside, up and down Math Shape, Dimension and Geometric Relationships 1 - Shapes can be observed in the world and described in relation to one another a - Match, sort, group and name basic shapes found in the natural environment |
Cognitive 13 - Uses classification skills - 4 - Places objects in two or more groups based on differences in a single characteristic, e.g., color, size, or shape Mathematics 21 - Explores and describes spatial relationships and shapes a - Understands spatial relationships 6 - Uses and responds appropriately to positional words indicating location, direction, and distance Mathematics 21 - Explores and describes spatial relationships and shapes b - Understands shapes 6 - Describes basic two- and three dimensional shapes by using own words; recognizes basic shapes when they are presented in a new orientation |
Mathematics and Science Y - Sorting objects 2 - Child sorts a collection into smaller groups of similar objects. Mathematics and Science Y - Sorting objects 2 - Child sorts a collection into smaller groups of similar objects. Mathematics and Science CC - Identifying position and direction 2 - Child uses a position word. |
Mathematics Knowledge & Skills Geometry & Spatial Sense: The understanding of shapes, their properties, and how objects are related to one another. Recognizes and names common shapes, their parts, and attributes. Mathematics Knowledge & Skills Geometry & Spatial Sense: The understanding of shapes, their properties, and how objects are related to one another. Understands directionality, order, and position of objects, such as up, down, in front, behind. Mathematics Knowledge & Skills Patterns: The recognition of patterns, sequencing, and critical thinking skills necessary to predict and classify objects in a pattern. Sorts, classifies, and serializes (puts in a pattern) objects using attributes, such as color, shape, or size. |
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3 - Geometry and Spatial Sense Children show an interest in recognizing and creating shapes and an awareness of position in space. b - Use language to understand the arrangement, order and position of objects that are on top of, next to, on the bottom, underneath, beside and in front of other objects. |
Health and Physical Education Movement Competence and Understanding in Physical Education 2 - Demonstrate balance b - Demonstrate the relationship of under, over, behind, next to, through, right, left, up, down, forward, backward, and in front of by using the body and an object. Reading and Writing Oral Expression and Listening 1 - Conceptual understanding conveyed through vocabulary words can occur using a variety of modalities b - Begin to identify and use special concepts (first/last, over/under, etc.) Math Shape, Dimension and Geometric Relationships 1 - Shapes can be observed in the world and described in relation to one another d - Follow directions to arrange, order, or position objects |
Physical 5 - Demonstrates balancing skills - 8 - Sustains balance during complex movement experiences Mathematics 21 - Explores and describes spatial relationships and shapes a - Understands spatial relationships 6 - Uses and responds appropriately to positional words indicating location, direction, and distance Mathematics 21 - Explores and describes spatial relationships and shapes a - Understands spatial relationships 6 - Uses and responds appropriately to positional words indicating location, direction, and distance Mathematics 22 - Compares and measures - 4 - Compares and orders a small set of objects as appropriate according to size, length, weight, area, or volume; knows usual sequence of basic daily events and a few ordinal numbers |
Mathematics and Science CC - Identifying position and direction 1 - Child moves or places an object as requested. Mathematics and Science CC - Identifying position and direction 1 - Child moves or places an object as requested. Mathematics and Science CC - Identifying position and direction 2 - Child uses a position word. |
Physical Development & Health Gross Motor Skills: The control of large muscles for movement, navigation, and balance. Understands movement concepts, such as control of the body, how the body moves (such as an awareness of space and directionality), and that the body can move independently or in coordination with other objects. Language Development Receptive Language: The ability to comprehend or understand language. Comprehends increasingly complex and varied vocabulary. Language Development Expressive Language: The ability to use language. Uses increasingly complex and varied vocabulary. Mathematics Knowledge & Skills Geometry & Spatial Sense: The understanding of shapes, their properties, and how objects are related to one another. Understands directionality, order, and position of objects, such as up, down, in front, behind. Mathematics Knowledge & Skills Geometry & Spatial Sense: The understanding of shapes, their properties, and how objects are related to one another. Understands directionality, order, and position of objects, such as up, down, in front, behind. |
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3 - Geometry and Spatial Sense Children show an interest in recognizing and creating shapes and an awareness of position in space. c - Group objects according to their shape and size. |
Math Shape, Dimension and Geometric Relationships 1 - Shapes can be observed in the world and described in relation to one another a - Match, sort, group and name basic shapes found in the natural environment |
Mathematics 21 - Explores and describes spatial relationships and shapes b - Understands shapes 6 - Describes basic two- and three dimensional shapes by using own words; recognizes basic shapes when they are presented in a new orientation |
Mathematics and Science Y - Sorting objects 2 - Child sorts a collection into smaller groups of similar objects. |
Mathematics Knowledge & Skills Geometry & Spatial Sense: The understanding of shapes, their properties, and how objects are related to one another. Recognizes and names common shapes, their parts, and attributes. |
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Children show an interest in recognizing and creating patterns, comparing and measuring time and quantity. a - Group and name a number of similar objects into simple categories. |
No Match | No Match | No Match | No Match |
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Children show an interest in recognizing and creating patterns, comparing and measuring time and quantity. b - Begin to understand that some events take place in the past, present or future. |
Social Studies History 1 - Recognize change and sequence over time a - Use words and phrases correctly related to chronology and time. Words to include but not limited to past, present future, before, now, and later. Social Studies History 1 - Recognize change and sequence over time b - Select examples from pictures that illustrate past, present, and future Social Studies History 1 - Recognize change and sequence over time c - Sequence a simple set of activities or events Math Shape, Dimension and Geometric Relationships 2 - Measurement is used to compare objects a - Describe the order of common events |
Cognitive 12 - Remembers and connects experiences a - Recognizes and recalls 6 - Tells about experience in order, provides details, and evaluates the experience; recalls 3 or 4 items removed from view Mathematics 22 - Compares and measures - 4 - Compares and orders a small set of objects as appropriate according to size, length, weight, area, or volume; knows usual sequence of basic daily events and a few ordinal numbers Mathematics 22 - Compares and measures - 4 - Compares and orders a small set of objects as appropriate according to size, length, weight, area, or volume; knows usual sequence of basic daily events and a few ordinal numbers Social Studies 31 - Explores change related to familiar people or places - - Social Studies 31 - Explores change related to familiar people or places - - |
Mathematics and Science DD - Identifying sequence, change, and causality 2 - Child describes a sequence of events. Mathematics and Science DD - Identifying sequence, change, and causality 2 - Child describes a sequence of events. |
Logic & Reasoning Symbolic Representation: The use of symbols or objects to represent something else. Represents people, places, or things through drawings, movement, and three-dimensional objects. Mathematics Knowledge & Skills Patterns: The recognition of patterns, sequencing, and critical thinking skills necessary to predict and classify objects in a pattern. Sorts, classifies, and serializes (puts in a pattern) objects using attributes, such as color, shape, or size. Social Studies Knowledge & Skills History & Events: The understanding that events happened in the past and how these events relate to one’s self, family, and community. Differentiates between past, present, and future. Social Studies Knowledge & Skills History & Events: The understanding that events happened in the past and how these events relate to one’s self, family, and community. Differentiates between past, present, and future. Social Studies Knowledge & Skills History & Events: The understanding that events happened in the past and how these events relate to one’s self, family, and community. Recognizes events that happened in the past, such as family or personal history. |
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Children show an interest in recognizing and creating patterns, comparing and measuring time and quantity. c - Begin to order, compare or describe objects according to size, length, height and weight using standard or non-standard forms of measurement. |
Math Shape, Dimension and Geometric Relationships 2 - Measurement is used to compare objects b - Group objects according to their size using standard and non-standard forms (height, weight, length, or color brightness) of measurement |
Mathematics 22 - Compares and measures - 6 - Uses multiples of the same unit to measure; uses numbers to compare; knows the purpose of standard measuring tools |
Mathematics and Science Z - Identifying patterns 3 - Child arranges three or more objects in a graduated series. |
Mathematics Knowledge & Skills Measurement & Comparison: The understanding of attributes and relative properties of objects as related to size, capacity, and area. Uses nonstandard and standard techniques and tools to measure and compare. |
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Children engage in play as a means to develop their scientific skills. a - Ask questions based upon discoveries made while playing. |
Reading and Writing Research and Reasoning 2 - Problems can be identified and possible solutions can be created a - Generate questions and investigate answers about topics of interest |
Cognitive 11 - Demonstrates positive approaches to learning d - Shows curiosity and motivation 6 - Shows eagerness to learn about a variety of topics and ideas |
No Match |
Approaches To Learning Initiative & Curiosity: An interest in varied topics and activities, desire to learn, creativeness, and independence in learning. Asks questions and seeks new information. |
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Children engage in play as a means to develop their scientific skills. b - Use play to discover, question and understand the natural and physical world. |
Reading and Writing Research and Reasoning 2 - Problems can be identified and possible solutions can be created a - Generate questions and investigate answers about topics of interest |
Cognitive 11 - Demonstrates positive approaches to learning d - Shows curiosity and motivation 6 - Shows eagerness to learn about a variety of topics and ideas |
No Match |
Approaches To Learning Initiative & Curiosity: An interest in varied topics and activities, desire to learn, creativeness, and independence in learning. Asks questions and seeks new information. |
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Children engage in play as a means to develop their scientific skills. c - Use scientific tools as props in their play. |
No Match | No Match | No Match | No Match |
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Children learn about the development of the natural and physical world. a - Collect, describe and learn to record information through discussion, drawings and charts. |
Science Physical Science 1 - Objects have properties and characteristics c - Collect, describe, and record information through discussion, drawings, and charts Science Life Science 1 - Living things have characteristics and basic needs d - Collect, describe, and record information about living things through discussion, drawings, and charts |
Cognitive 14 - Uses symbols and images to represent something not present a - Thinks symbolically 6 - Plans and then uses drawings, constructions, movements, and dramatizations to represent ideas Cognitive 14 - Uses symbols and images to represent something not present a - Thinks symbolically 6 - Plans and then uses drawings, constructions, movements, and dramatizations to represent ideas |
Mathematics and Science DD - Identifying sequence, change, and causality 2 - Child describes a sequence of events. |
Science Knowledge & Skills Scientific Skills & Method: The skills to observe and collect information and use it to ask questions, predict, explain, and draw conclusions. Collects, describes, and records information through discussions, drawings, maps, and charts. Science Knowledge & Skills Scientific Skills & Method: The skills to observe and collect information and use it to ask questions, predict, explain, and draw conclusions. Collects, describes, and records information through discussions, drawings, maps, and charts. |
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Children learn about the development of the natural and physical world. b - Use tools and their senses to make observations, gather and record information and make predictions about what might happen. |
Science Physical Science 1 - Objects have properties and characteristics a - Use senses to gather information about objects Science Life Science 1 - Living things have characteristics and basic needs a - Use senses to gather information about living things Science Earth Systems Science 1 - Earth’s materials have properties and characteristics that affect how we use those materials a - Use senses to gather information about Earth’s materials |
Science and Technology 24 - Uses scientific inquiry skills - - Science and Technology 25 - Demonstrates knowledge of the characteristics of living things - - Science and Technology 27 - Demonstrates knowledge of Earth’s environment - - |
Initiative C - Initiating Play 1 - Child engages in exploratory play. Language and Literacy R - Using vocabulary 1 - Child talks about people or objects close at hand. Mathematics and Science FF - Identifying natural and living things 0 - Child watches, picks up, examines, or uses a natural object or material. Mathematics and Science FF - Identifying natural and living things 0 - Child watches, picks up, examines, or uses a natural object or material. Mathematics and Science FF - Identifying natural and living things 0 - Child watches, picks up, examines, or uses a natural object or material. |
Science Knowledge & Skills Scientific Skills & Method: The skills to observe and collect information and use it to ask questions, predict, explain, and draw conclusions. Uses senses and tools, including technology, to gather information, investigate materials, and observe processes and relationships. Science Knowledge & Skills Scientific Skills & Method: The skills to observe and collect information and use it to ask questions, predict, explain, and draw conclusions. Uses senses and tools, including technology, to gather information, investigate materials, and observe processes and relationships. Science Knowledge & Skills Scientific Skills & Method: The skills to observe and collect information and use it to ask questions, predict, explain, and draw conclusions. Uses senses and tools, including technology, to gather information, investigate materials, and observe processes and relationships. |
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Children learn about the development of the natural and physical world. c - Investigate changes in materials and cause-effect relationships. |
Science Physical Science 2 - There are cause-and-effect relationships in everyday experiences a - Recognize and investigate cause-and-effect relationships in everyday experiences – pushing, pulling, kicking, rolling, or blowing objects |
Science and Technology 26 - Demonstrates knowledge of the physical properties of objects and materials - - |
Mathematics and Science FF - Identifying natural and living things 4 - Child identifies a change (in a material or the environment) and a possible cause. |
Logic & Reasoning Reasoning & Problem Solving: The ability to recognize, understand, and analyze a problem and draw on knowledge or experience to seek solutions to a problem. Recognizes cause and effect relationships. |
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Children learn about the development of the natural and physical world. d - Ask and pursue their questions through simple investigations. |
Science Life Science 1 - Living things have characteristics and basic needs c - Ask and pursue questions through simple investigations and observations of living things |
Cognitive 11 - Demonstrates positive approaches to learning b - Persists 6 - Plans and pursues a variety of appropriately challenging tasks |
No Match |
Science Knowledge & Skills Scientific Skills & Method: The skills to observe and collect information and use it to ask questions, predict, explain, and draw conclusions. Describes and discusses predictions, explanations, and generalizations based on past experience. |
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3 - Scientific Skills and Methods Children begin to use scientific tools and methods to learn about their world. a - Explore the natural processes of growing, changing and adapting to the environment. |
Science Life Science 1 - Living things have characteristics and basic needs b - Observe and explore the natural processes of growing, changing, and adapting to the environment Science Life Science 2 - Living things develop in predictable patterns a - a. Identify the common needs such as food, air, and water of familiar living things Science Life Science 2 - Living things develop in predictable patterns c - Make and record by drawing, acting out, or describing observations of living things and how they change over time Science Earth Systems Science 1 - Earth’s materials have properties and characteristics that affect how we use those materials c - Describe how various materials might be used based on characteristics or properties Science Earth Systems Science 2 - Events such as night, day, the movement of objects in the sky, weather, and seasons have patterns b - Observe and describe patterns observed over the course of a number of days and nights, possibly including differences in the activities or appearance of plants and animals Science Earth Systems Science 2 - Events such as night, day, the movement of objects in the sky, weather, and seasons have patterns b - Observe and describe patterns observed over the course of a number of days and nights, possibly including differences in the activities or appearance of plants and animals Social Studies History 1 - Recognize change and sequence over time d - Identify an example of change over time on topics to include but not limited to their own growth |
Cognitive 14 - Uses symbols and images to represent something not present a - Thinks symbolically 6 - Plans and then uses drawings, constructions, movements, and dramatizations to represent ideas Mathematics 23 - Demonstrates knowledge of patterns - 6 - Extends and creates simple repeating patterns Science and Technology 25 - Demonstrates knowledge of the characteristics of living things - - Science and Technology 25 - Demonstrates knowledge of the characteristics of living things - - Science and Technology 26 - Demonstrates knowledge of the physical properties of objects and materials - - Science and Technology 27 - Demonstrates knowledge of Earth’s environment - - Science and Technology 27 - Demonstrates knowledge of Earth’s environment - - Social Studies 29 - Demonstrates knowledge about self - - Social Studies 31 - Explores change related to familiar people or places - - |
Mathematics and Science DD - Identifying sequence, change, and causality 3 - Child describes a change in an object or situation. Mathematics and Science FF - Identifying natural and living things 0 - Child watches, picks up, examines, or uses a natural object or material. Mathematics and Science FF - Identifying natural and living things 2 - Child performs an action helpful to plants or animals. Mathematics and Science FF - Identifying natural and living things 4 - Child identifies a change (in a material or the environment) and a possible cause. |
Science Knowledge & Skills Scientific Skills & Method: The skills to observe and collect information and use it to ask questions, predict, explain, and draw conclusions. Collects, describes, and records information through discussions, drawings, maps, and charts. Science Knowledge & Skills Conceptual Knowledge of the Natural & Physical World: The acquisition of concepts and facts related to the natural and physical world and the understanding of naturally-occurring relationships. Observes, describes, and discusses living things and natural processes. Science Knowledge & Skills Conceptual Knowledge of the Natural & Physical World: The acquisition of concepts and facts related to the natural and physical world and the understanding of naturally-occurring relationships. Observes, describes, and discusses living things and natural processes. Science Knowledge & Skills Conceptual Knowledge of the Natural & Physical World: The acquisition of concepts and facts related to the natural and physical world and the understanding of naturally-occurring relationships. Observes, describes, and discusses living things and natural processes. Science Knowledge & Skills Conceptual Knowledge of the Natural & Physical World: The acquisition of concepts and facts related to the natural and physical world and the understanding of naturally-occurring relationships. Observes, describes, and discusses living things and natural processes. Science Knowledge & Skills Conceptual Knowledge of the Natural & Physical World: The acquisition of concepts and facts related to the natural and physical world and the understanding of naturally-occurring relationships. Observes, describes, and discusses properties of materials and transformation of substances. Social Studies Knowledge & Skills History & Events: The understanding that events happened in the past and how these events relate to one’s self, family, and community. Recognizes events that happened in the past, such as family or personal history. |
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3 - Scientific Skills and Methods Children begin to use scientific tools and methods to learn about their world. b - Make simple observations, predictions, explanations and generalizations based on real life experiences. |
Science Physical Science 1 - Objects have properties and characteristics b - Make simple observations, predictions, explanations, and generalizations based on real-life experiences Science Life Science 2 - Living things develop in predictable patterns b - Predict, explain, and infer patterns based on observations and representations of living things, their needs, and life cycles Science Life Science 2 - Living things develop in predictable patterns c - Make and record by drawing, acting out, or describing observations of living things and how they change over time Science Earth Systems Science 1 - Earth’s materials have properties and characteristics that affect how we use those materials b - Make simple observations, explanations, and generalizations about Earth’s materials based on real-life experiences Science Earth Systems Science 2 - Events such as night, day, the movement of objects in the sky, weather, and seasons have patterns b - Observe and describe patterns observed over the course of a number of days and nights, possibly including differences in the activities or appearance of plants and animals |
Cognitive 12 - Remembers and connects experiences b - Makes connections 6 - Draws on everyday experiences and applies this knowledge to a similar situation Cognitive 12 - Remembers and connects experiences b - Makes connections 6 - Draws on everyday experiences and applies this knowledge to a similar situation Cognitive 14 - Uses symbols and images to represent something not present a - Thinks symbolically 6 - Plans and then uses drawings, constructions, movements, and dramatizations to represent ideas Mathematics 23 - Demonstrates knowledge of patterns - 6 - Extends and creates simple repeating patterns Science and Technology 27 - Demonstrates knowledge of Earth’s environment - - |
Mathematics and Science DD - Identifying sequence, change, and causality 5 - Child explains that an event or change happens because of something else. Mathematics and Science FF - Identifying natural and living things 4 - Child identifies a change (in a material or the environment) and a possible cause. Mathematics and Science FF - Identifying natural and living things 4 - Child identifies a change (in a material or the environment) and a possible cause. Mathematics and Science FF - Identifying natural and living things 4 - Child identifies a change (in a material or the environment) and a possible cause. |
Logic & Reasoning Reasoning & Problem Solving: The ability to recognize, understand, and analyze a problem and draw on knowledge or experience to seek solutions to a problem. Uses past knowledge to build new knowledge. Logic & Reasoning Reasoning & Problem Solving: The ability to recognize, understand, and analyze a problem and draw on knowledge or experience to seek solutions to a problem. Uses past knowledge to build new knowledge. Science Knowledge & Skills Scientific Skills & Method: The skills to observe and collect information and use it to ask questions, predict, explain, and draw conclusions. Collects, describes, and records information through discussions, drawings, maps, and charts. Science Knowledge & Skills Scientific Skills & Method: The skills to observe and collect information and use it to ask questions, predict, explain, and draw conclusions. Describes and discusses predictions, explanations, and generalizations based on past experience. Science Knowledge & Skills Conceptual Knowledge of the Natural & Physical World: The acquisition of concepts and facts related to the natural and physical world and the understanding of naturally-occurring relationships. Observes, describes, and discusses living things and natural processes. Science Knowledge & Skills Conceptual Knowledge of the Natural & Physical World: The acquisition of concepts and facts related to the natural and physical world and the understanding of naturally-occurring relationships. Observes, describes, and discusses living things and natural processes. |
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3 - Scientific Skills and Methods Children begin to use scientific tools and methods to learn about their world. c - Explore time, temperature and cause-effect relationships based on everyday experiences. |
Science Earth Systems Science 2 - Events such as night, day, the movement of objects in the sky, weather, and seasons have patterns a - Identify, predict, and extend patterns based on observations and representations of objects in the sky, daily weather, and seasonal changes |
Mathematics 23 - Demonstrates knowledge of patterns - 6 - Extends and creates simple repeating patterns Science and Technology 27 - Demonstrates knowledge of Earth’s environment - - |
No Match |
Logic & Reasoning Reasoning & Problem Solving: The ability to recognize, understand, and analyze a problem and draw on knowledge or experience to seek solutions to a problem. Uses past knowledge to build new knowledge. Science Knowledge & Skills Conceptual Knowledge of the Natural & Physical World: The acquisition of concepts and facts related to the natural and physical world and the understanding of naturally-occurring relationships. Observes, describes, and discusses living things and natural processes. |
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Children engage in play as a means of self-expression and creativity. a - Engage in spontaneous imaginative play using a variety of materials to dramatize stories and experiences. |
Dance Create, Compose and Choreograph 1 - Translate simple ideas and stories into movement d - Use sensory stimuli and real-life situations as an impetus for moving and creating original work Drama Perform 1 - Use dramatic play to imitate characters a - Use body and movement to depict various pretend characters Drama Perform 1 - Use dramatic play to imitate characters b - Use body and voice to depict various everyday characters Drama Perform 1 - Use dramatic play to imitate characters c - Initiate sustained dramatic play |
Cognitive 14 - Uses symbols and images to represent something not present b - Engages in sociodramatic play 6 - Interacts with two or more children during pretend play, assigning and/or assuming roles and discussing actions; sustains play scenario for up to 10 minutes The Arts 35 - Explores dance and movement concepts - - The Arts 36 - Explores drama through actions and language - - The Arts 36 - Explores drama through actions and language - - |
Creative Representation K - Pretending 1 - Child pretends to be an animal, an object, or another person. Creative Representation K - Pretending 3 - Child uses both words and actions to portray a role, situation, or setting. Creative Representation K - Pretending 4 - Child engages in role play with two or more other children. |
Logic & Reasoning Symbolic Representation: The use of symbols or objects to represent something else. Represents people, places, or things through drawings, movement, and three-dimensional objects. Logic & Reasoning Symbolic Representation: The use of symbols or objects to represent something else. Represents people, places, or things through drawings, movement, and three-dimensional objects. Logic & Reasoning Symbolic Representation: The use of symbols or objects to represent something else. Engages in pretend play and acts out roles. Creative Arts Expression Drama: The portrayal of events, characters, or stories through acting and using props and language. Uses creativity and imagination to manipulate materials and assume roles in dramatic play situations. |
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Children engage in play as a means of self-expression and creativity. b - Use movement, a variety of media and music while playing to represent stories, moods and experiences. |
Dance Movement, Technique, and Peformace 1 - Demonstrate simple phrases of movement in time and space d - Perform simple phrases of movement to experience movements in sequence, rhythm, and relationships Dance Create, Compose and Choreograph 1 - Translate simple ideas and stories into movement c - Select some movements out of many, and create a simple movement phrase to encourage self-expression Dance Create, Compose and Choreograph 1 - Translate simple ideas and stories into movement d - Use sensory stimuli and real-life situations as an impetus for moving and creating original work Dance Historical and Cultural Context 1 - Recognize dances from around the world b - Explore dance as a way for people to express themselves Dance Reflect, Connect and Respond 1 - Observe and identify different dance genres b - Demonstrate movement to express emotion Drama Create 1 - Demonstrate emotions and feelings in dramatic play b - Use facial expressions and movement to demonstrate emotions and feelings Drama Perform 1 - Use dramatic play to imitate characters a - Use body and movement to depict various pretend characters Drama Perform 1 - Use dramatic play to imitate characters b - Use body and voice to depict various everyday characters Drama Perform 1 - Use dramatic play to imitate characters c - Initiate sustained dramatic play Music Expression of Music 2 - Respond to rhythmic patterns and elements of music a - Move to music of various tempos, meters, dynamics, modes, genres, and styles Music Expression of Music 2 - Respond to rhythmic patterns and elements of music b - Move or use body percussion to demonstrate awareness of beat and tempo Music Expression of Music 2 - Respond to rhythmic patterns and elements of music c - Match movement to rhythmic patterns Music Creation of Music 1 - Improvise movement and sound responses to music b - Use improvised movement to demonstrate musical awareness Music Theory of Music 1 - Describe and respond to musical elements b - Use body movement to respond to dynamics and tempo |
Cognitive 14 - Uses symbols and images to represent something not present b - Engages in sociodramatic play 6 - Interacts with two or more children during pretend play, assigning and/or assuming roles and discussing actions; sustains play scenario for up to 10 minutes Mathematics 23 - Demonstrates knowledge of patterns - 6 - Extends and creates simple repeating patterns The Arts 34 - Explores musical concepts and expression - - The Arts 34 - Explores musical concepts and expression - - The Arts 34 - Explores musical concepts and expression - - The Arts 35 - Explores dance and movement concepts - - The Arts 35 - Explores dance and movement concepts - - The Arts 35 - Explores dance and movement concepts - - The Arts 35 - Explores dance and movement concepts - - The Arts 35 - Explores dance and movement concepts - - The Arts 35 - Explores dance and movement concepts - - The Arts 36 - Explores drama through actions and language - - The Arts 36 - Explores drama through actions and language - - The Arts 36 - Explores drama through actions and language - - |
Creative Representation K - Pretending 1 - Child pretends to be an animal, an object, or another person. Creative Representation K - Pretending 3 - Child uses both words and actions to portray a role, situation, or setting. Creative Representation K - Pretending 4 - Child engages in role play with two or more other children. Movement and Music N - Feeling and expressing steady beat 0 - Child pats, taps, or pounds briefly or without steady movement. Movement and Music N - Feeling and expressing steady beat 0 - Child pats, taps, or pounds briefly or without steady movement. Movement and Music N - Feeling and expressing steady beat 1 - Child engages in a steady movement. Movement and Music N - Feeling and expressing steady beat 4 - Child maintains a steady beat to music for 12–16 beats. Movement and Music O - Moving to music 1 - Child moves to music. Movement and Music O - Moving to music 4 - Child creates and repeats a two-movement pattern to music. Movement and Music O - Moving to music 4 - Child creates and repeats a two-movement pattern to music. |
Logic & Reasoning Symbolic Representation: The use of symbols or objects to represent something else. Represents people, places, or things through drawings, movement, and three-dimensional objects. Logic & Reasoning Symbolic Representation: The use of symbols or objects to represent something else. Represents people, places, or things through drawings, movement, and three-dimensional objects. Logic & Reasoning Symbolic Representation: The use of symbols or objects to represent something else. Represents people, places, or things through drawings, movement, and three-dimensional objects. Logic & Reasoning Symbolic Representation: The use of symbols or objects to represent something else. Represents people, places, or things through drawings, movement, and three-dimensional objects. Logic & Reasoning Symbolic Representation: The use of symbols or objects to represent something else. Engages in pretend play and acts out roles. Creative Arts Expression Creative Movement & Dance: The use of the body to move to music and express oneself. Moves to different patterns of beat and rhythm in music. Creative Arts Expression Creative Movement & Dance: The use of the body to move to music and express oneself. Moves to different patterns of beat and rhythm in music. Creative Arts Expression Creative Movement & Dance: The use of the body to move to music and express oneself. Moves to different patterns of beat and rhythm in music. Creative Arts Expression Creative Movement & Dance: The use of the body to move to music and express oneself. Moves to different patterns of beat and rhythm in music. Creative Arts Expression Creative Movement & Dance: The use of the body to move to music and express oneself. Moves to different patterns of beat and rhythm in music. Creative Arts Expression Creative Movement & Dance: The use of the body to move to music and express oneself. Uses creative movement to express concepts, ideas, or feelings. Creative Arts Expression Creative Movement & Dance: The use of the body to move to music and express oneself. Uses creative movement to express concepts, ideas, or feelings. Creative Arts Expression Creative Movement & Dance: The use of the body to move to music and express oneself. Uses creative movement to express concepts, ideas, or feelings. Creative Arts Expression Drama: The portrayal of events, characters, or stories through acting and using props and language. Uses creativity and imagination to manipulate materials and assume roles in dramatic play situations. |
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Children engage in play as a means of self-expression and creativity. c - Use musical instruments and tools from various art forms as props in dramatic play. |
Music Creation of Music 1 - Improvise movement and sound responses to music a - Improvise sound effects to accompany play activities |
The Arts 34 - Explores musical concepts and expression - - |
Creative Representation K - Pretending 0 - Child imitates the sound or action of a person or animal. |
No Match |
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Children engage in individual or group activities that represent real-life experiences, ideas, knowledge, feelings and fantasy. a - Explore various roles in dramatic play through the use of props, language and fantasy roles with others. |
Drama Perform 1 - Use dramatic play to imitate characters a - Use body and movement to depict various pretend characters Drama Perform 1 - Use dramatic play to imitate characters b - Use body and voice to depict various everyday characters Drama Perform 1 - Use dramatic play to imitate characters c - Initiate sustained dramatic play Social Studies Economics 1 - People work to meet wants a - Explain that people work (produce) for an income Social Studies Economics 1 - People work to meet wants b - Discuss that money is used to buy items that the student or family wants Social Studies Economics 2 - Recognize money and identify its purpose (PFL) a - Recognize coins and currency as money Social Studies Economics 2 - Recognize money and identify its purpose (PFL) b - Identify how money is used as a medium of exchange Social Studies Economics 2 - Recognize money and identify its purpose (PFL) c - Discuss why we need money |
Cognitive 14 - Uses symbols and images to represent something not present b - Engages in sociodramatic play 6 - Interacts with two or more children during pretend play, assigning and/or assuming roles and discussing actions; sustains play scenario for up to 10 minutes Social Studies 30 - Shows basic understanding of people and how they live - - Social Studies 30 - Shows basic understanding of people and how they live - - Social Studies 30 - Shows basic understanding of people and how they live - - Social Studies 30 - Shows basic understanding of people and how they live - - Social Studies 30 - Shows basic understanding of people and how they live - - The Arts 36 - Explores drama through actions and language - - The Arts 36 - Explores drama through actions and language - - |
Creative Representation K - Pretending 1 - Child pretends to be an animal, an object, or another person. Creative Representation K - Pretending 3 - Child uses both words and actions to portray a role, situation, or setting. Creative Representation K - Pretending 4 - Child engages in role play with two or more other children. |
Logic & Reasoning Symbolic Representation: The use of symbols or objects to represent something else. Represents people, places, or things through drawings, movement, and three-dimensional objects. Logic & Reasoning Symbolic Representation: The use of symbols or objects to represent something else. Engages in pretend play and acts out roles. Creative Arts Expression Drama: The portrayal of events, characters, or stories through acting and using props and language. Uses creativity and imagination to manipulate materials and assume roles in dramatic play situations. |
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Children engage in individual or group activities that represent real-life experiences, ideas, knowledge, feelings and fantasy. b - Use movement and a variety of musical styles to express feelings and to understand and interpret experiences. |
Health and Physical Education Movement Competence and Understanding in Physical Education 1 - Travel in a variety of directions using basic locomotor skills, and demonstrate understanding of personal and general space d - Move with even and uneven rhythms Dance Movement, Technique, and Peformace 1 - Demonstrate simple phrases of movement in time and space d - Perform simple phrases of movement to experience movements in sequence, rhythm, and relationships Dance Create, Compose and Choreograph 1 - Translate simple ideas and stories into movement a - Explore with movement that expresses different feelings in personal and general space Dance Reflect, Connect and Respond 1 - Observe and identify different dance genres b - Demonstrate movement to express emotion Drama Create 1 - Demonstrate emotions and feelings in dramatic play b - Use facial expressions and movement to demonstrate emotions and feelings Music Expression of Music 2 - Respond to rhythmic patterns and elements of music a - Move to music of various tempos, meters, dynamics, modes, genres, and styles Music Expression of Music 2 - Respond to rhythmic patterns and elements of music b - Move or use body percussion to demonstrate awareness of beat and tempo Music Expression of Music 2 - Respond to rhythmic patterns and elements of music c - Match movement to rhythmic patterns Music Creation of Music 1 - Improvise movement and sound responses to music b - Use improvised movement to demonstrate musical awareness Music Theory of Music 1 - Describe and respond to musical elements b - Use body movement to respond to dynamics and tempo |
Physical 4 - Demonstrates traveling skills - 6 - Moves purposefully from place to place with control Mathematics 23 - Demonstrates knowledge of patterns - 6 - Extends and creates simple repeating patterns The Arts 34 - Explores musical concepts and expression - - The Arts 34 - Explores musical concepts and expression - - The Arts 34 - Explores musical concepts and expression - - The Arts 35 - Explores dance and movement concepts - - The Arts 35 - Explores dance and movement concepts - - The Arts 35 - Explores dance and movement concepts - - The Arts 35 - Explores dance and movement concepts - - The Arts 36 - Explores drama through actions and language - - |
Movement and Music L - Moving in various ways 2 - Child runs, marches, gallops, or jumps. Movement and Music N - Feeling and expressing steady beat 0 - Child pats, taps, or pounds briefly or without steady movement. Movement and Music N - Feeling and expressing steady beat 0 - Child pats, taps, or pounds briefly or without steady movement. Movement and Music N - Feeling and expressing steady beat 1 - Child engages in a steady movement. Movement and Music N - Feeling and expressing steady beat 4 - Child maintains a steady beat to music for 12–16 beats. Movement and Music O - Moving to music 1 - Child moves to music. Movement and Music O - Moving to music 4 - Child creates and repeats a two-movement pattern to music. |
Logic & Reasoning Symbolic Representation: The use of symbols or objects to represent something else. Represents people, places, or things through drawings, movement, and three-dimensional objects. Logic & Reasoning Symbolic Representation: The use of symbols or objects to represent something else. Represents people, places, or things through drawings, movement, and three-dimensional objects. Creative Arts Expression Creative Movement & Dance: The use of the body to move to music and express oneself. Moves to different patterns of beat and rhythm in music. Creative Arts Expression Creative Movement & Dance: The use of the body to move to music and express oneself. Moves to different patterns of beat and rhythm in music. Creative Arts Expression Creative Movement & Dance: The use of the body to move to music and express oneself. Moves to different patterns of beat and rhythm in music. Creative Arts Expression Creative Movement & Dance: The use of the body to move to music and express oneself. Moves to different patterns of beat and rhythm in music. Creative Arts Expression Creative Movement & Dance: The use of the body to move to music and express oneself. Moves to different patterns of beat and rhythm in music. Creative Arts Expression Creative Movement & Dance: The use of the body to move to music and express oneself. Moves to different patterns of beat and rhythm in music. Creative Arts Expression Creative Movement & Dance: The use of the body to move to music and express oneself. Uses creative movement to express concepts, ideas, or feelings. Creative Arts Expression Creative Movement & Dance: The use of the body to move to music and express oneself. Uses creative movement to express concepts, ideas, or feelings. |
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Children engage in individual or group activities that represent real-life experiences, ideas, knowledge, feelings and fantasy. c - Participate in musical activities using a variety of materials for expression and representation. |
Music Creation of Music 1 - Improvise movement and sound responses to music a - Improvise sound effects to accompany play activities Music Theory of Music 2 - Recognition of a wide variety of sounds and sound sources b - Use invented symbols to represent musical sounds and ideas |
The Arts 34 - Explores musical concepts and expression - - The Arts 34 - Explores musical concepts and expression - - |
Creative Representation K - Pretending 0 - Child imitates the sound or action of a person or animal. |
Logic & Reasoning Symbolic Representation: The use of symbols or objects to represent something else. Represents people, places, or things through drawings, movement, and three-dimensional objects. |
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Children engage in individual or group activities that represent real-life experiences, ideas, knowledge, feelings and fantasy. d - Plan, work cooperatively and create drawings, paintings, sculptures and other art projects. |
Dance Reflect, Connect and Respond 1 - Observe and identify different dance genres c - Describe what is seen and felt in a movement by speaking or drawing a picture Dance Reflect, Connect and Respond 2 - Attentively observe a dance performance c - Draw on paper the movement seen in the space of a particular dance work Reading and Writing Research and Reasoning 1 - Relevant information is different from nonrelevant information a - Understand the difference between a question and a statement Visual Arts Invent and Discover to Create 1 - Create works of art based on personal relevance a - Use trial and error to create works of art that arrive at a desired outcome Visual Arts Invent and Discover to Create 1 - Create works of art based on personal relevance c - Create visual narratives from familiar stories and subject matter |
Language 9 - Uses language to express thoughts and needs c - Uses conventional grammar 6 - Uses complete, four- to six-word sentences Cognitive 11 - Demonstrates positive approaches to learning b - Persists 6 - Plans and pursues a variety of appropriately challenging tasks Cognitive 14 - Uses symbols and images to represent something not present a - Thinks symbolically 6 - Plans and then uses drawings, constructions, movements, and dramatizations to represent ideas The Arts 35 - Explores dance and movement concepts - - The Arts 35 - Explores dance and movement concepts - - |
No Match |
Approaches To Learning Persistence & Attentiveness: The ability to begin and finish activities with persistence and attention. Resists distractions, maintains attention, and continues the task at hand through frustration or challenges. Logic & Reasoning Symbolic Representation: The use of symbols or objects to represent something else. Represents people, places, or things through drawings, movement, and three-dimensional objects. Logic & Reasoning Symbolic Representation: The use of symbols or objects to represent something else. Represents people, places, or things through drawings, movement, and three-dimensional objects. Language Development Receptive Language: The ability to comprehend or understand language. Comprehends different forms of language, such as questions or exclamations. Creative Arts Expression Art: The use of a range of media and materials to create drawings, pictures, or other objects. Creates artistic works that reflect thoughts, feelings, experiences, or knowledge. Creative Arts Expression Art: The use of a range of media and materials to create drawings, pictures, or other objects. Creates artistic works that reflect thoughts, feelings, experiences, or knowledge. |
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Children engage in individual or group activities that represent real-life experiences, ideas, knowledge, feelings and fantasy. e - Demonstrate care and persistence when involved in art projects. |
Visual Arts Invent and Discover to Create 1 - Create works of art based on personal relevance a - Use trial and error to create works of art that arrive at a desired outcome |
Cognitive 11 - Demonstrates positive approaches to learning b - Persists 6 - Plans and pursues a variety of appropriately challenging tasks |
No Match |
Approaches To Learning Persistence & Attentiveness: The ability to begin and finish activities with persistence and attention. Resists distractions, maintains attention, and continues the task at hand through frustration or challenges. |
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Children use a variety of tools and art media to creatively express their ideas. a - Experiment with different tools to creatively express and present ideas. |
Music Creation of Music 1 - Improvise movement and sound responses to music a - Improvise sound effects to accompany play activities Reading and Writing Writing and Composition 1 - Pictures express ideas a - Draw pictures to generate, represent, and express ideas or share information Social Studies Geography 1 - Develop spatial understanding, perspectives, and connections to the world. e - Use nonlinguistic representations to show understanding of geographic terms Visual Arts Invent and Discover to Create 1 - Create works of art based on personal relevance b - Use art materials safely and with respect in any environment |
Social-Emotional 1 - Regulates own emotions and behaviors b - Follows limits and expectations 6 - Manages classroom rules, routines, and transitions with occasional reminders Cognitive 14 - Uses symbols and images to represent something not present a - Thinks symbolically 6 - Plans and then uses drawings, constructions, movements, and dramatizations to represent ideas Cognitive 14 - Uses symbols and images to represent something not present a - Thinks symbolically 6 - Plans and then uses drawings, constructions, movements, and dramatizations to represent ideas The Arts 34 - Explores musical concepts and expression - - |
Creative Representation J - Drawing and painting pictures 3 - Child draws or paints something and explains what it stands for. Creative Representation K - Pretending 0 - Child imitates the sound or action of a person or animal. |
Physical Development & Health Fine Motor Skills: The control of small muscles for such purposes as using utensils, self-care, building, and exploring. Manipulates writing, drawing, and art tools. Logic & Reasoning Symbolic Representation: The use of symbols or objects to represent something else. Represents people, places, or things through drawings, movement, and three-dimensional objects. Literacy Knowledge & Skills Early Writing: The familiarity with writing implements, conventions, and emerging skills to communicate through written representations, symbols, and letters. Uses scribbles, shapes, pictures, and letters to represent objects, stories, experiences, or ideas. Social Studies Knowledge & Skills Self, Family, & Community: The understanding of one’s relationship to the family and community, roles in the family and community, and respect for diversity. Describes or draws aspects of the geography of the classroom, home, and community. |
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Children use a variety of tools and art media to creatively express their ideas. b - Select and use a variety of tools to approach tasks. |
Visual Arts Invent and Discover to Create 1 - Create works of art based on personal relevance b - Use art materials safely and with respect in any environment |
Social-Emotional 1 - Regulates own emotions and behaviors b - Follows limits and expectations 6 - Manages classroom rules, routines, and transitions with occasional reminders |
No Match | No Match |
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Children express interest in and begin to build a knowledge base in the arts. a - Begin to understand and develop a vocabulary to share opinions about artistic creations and experiences |
Dance Reflect, Connect and Respond 1 - Observe and identify different dance genres c - Describe what is seen and felt in a movement by speaking or drawing a picture Drama Critically Respond 1 - Respond to stories and plays a - Provide an initial response when exposed to a new performance, puppet show, or dramatization Music Theory of Music 1 - Describe and respond to musical elements a - Use an individual vocabulary to describe music Music Theory of Music 2 - Recognition of a wide variety of sounds and sound sources a - Use personal vocabulary to describe sources of sound Music Aesthetic Valuation of Music 3 - Recognition of music in daily life b - Use a personal vocabulary to describe music from diverse cultures World Languages Knowledge and Understanding of Other Cultures 2 - Identify common products of the target cultures studied b - Use language resources, including authentic materials, to identify common expressive products that are unique to the target culture and common to toehr cultures (songs, artwork, crafts, etc.) |
The Arts 34 - Explores musical concepts and expression - - The Arts 34 - Explores musical concepts and expression - - The Arts 34 - Explores musical concepts and expression - - The Arts 35 - Explores dance and movement concepts - - The Arts 36 - Explores drama through actions and language - - |
No Match |
Approaches To Learning Initiative & Curiosity: An interest in varied topics and activities, desire to learn, creativeness, and independence in learning. Demonstrates eagerness to learn about and discuss a range of topics, ideas, and tasks. Language Development Expressive Language: The ability to use language. Uses increasingly complex and varied vocabulary. Language Development Expressive Language: The ability to use language. Uses increasingly complex and varied vocabulary. Language Development Expressive Language: The ability to use language. Uses increasingly complex and varied vocabulary. Creative Arts Expression Art: The use of a range of media and materials to create drawings, pictures, or other objects. Creates artistic works that reflect thoughts, feelings, experiences, or knowledge. |
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Children express interest in and begin to build a knowledge base in the arts. b - Enjoy participating in a variety of art experiences. |
Dance Reflect, Connect and Respond 1 - Observe and identify different dance genres a - Experience the joy of seeing and responding to dance |
The Arts 35 - Explores dance and movement concepts - - |
No Match | No Match |
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Children express interest in and begin to build a knowledge base in the arts. c - Appreciate and demonstrate respect for the work of others. |
Dance Historical and Cultural Context 1 - Recognize dances from around the world c - Demonstrate how people in different cultures move in similar and different ways Dance Reflect, Connect and Respond 2 - Attentively observe a dance performance a - View a performance with attention Dance Reflect, Connect and Respond 2 - Attentively observe a dance performance b - Clap to show joy and appreciation of a dance Drama Critically Respond 1 - Respond to stories and plays a - Provide an initial response when exposed to a new performance, puppet show, or dramatization Music Aesthetic Valuation of Music 1 - Demonstrate respect for music contributions a - Describe appropriate listening during a musical selection, live or recorded |
Social Studies 30 - Shows basic understanding of people and how they live - - The Arts 34 - Explores musical concepts and expression - - The Arts 35 - Explores dance and movement concepts - - The Arts 35 - Explores dance and movement concepts - - The Arts 36 - Explores drama through actions and language - - |
No Match |
Approaches To Learning Initiative & Curiosity: An interest in varied topics and activities, desire to learn, creativeness, and independence in learning. Demonstrates eagerness to learn about and discuss a range of topics, ideas, and tasks. Social Studies Knowledge & Skills Self, Family, & Community: The understanding of one’s relationship to the family and community, roles in the family and community, and respect for diversity. Understands similarities and respects differences among people. |
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Children express interest in and begin to build a knowledge base in the arts. d - Begin to notice differences in the arts from a variety of cultures. |
Dance Historical and Cultural Context 1 - Recognize dances from around the world a - View dances from around the world, and explore the country of origin Dance Historical and Cultural Context 1 - Recognize dances from around the world c - Demonstrate how people in different cultures move in similar and different ways Dance Historical and Cultural Context 1 - Recognize dances from around the world d - Explore occasions for dance across different cultures Music Aesthetic Valuation of Music 3 - Recognition of music in daily life b - Use a personal vocabulary to describe music from diverse cultures World Languages Comparisons to Develop Insight into the Nature of Language and Culture 2 - Identify and recognize the nature of culture through comparisons of the target culture(s) and the student's own culture a - Identify the relationship between cultural perspectives and expressive products (music, visual arts, age level forms of literature) of the target culture(s) and their own |
Social Studies 30 - Shows basic understanding of people and how they live - - Social Studies 32 - Demonstrates simple geographic knowledge - - The Arts 34 - Explores musical concepts and expression - - The Arts 35 - Explores dance and movement concepts - - The Arts 35 - Explores dance and movement concepts - - The Arts 35 - Explores dance and movement concepts - - |
No Match |
Language Development Expressive Language: The ability to use language. Uses increasingly complex and varied vocabulary. Social Studies Knowledge & Skills Self, Family, & Community: The understanding of one’s relationship to the family and community, roles in the family and community, and respect for diversity. Understands similarities and respects differences among people. Social Studies Knowledge & Skills Self, Family, & Community: The understanding of one’s relationship to the family and community, roles in the family and community, and respect for diversity. Understands similarities and respects differences among people. Social Studies Knowledge & Skills Self, Family, & Community: The understanding of one’s relationship to the family and community, roles in the family and community, and respect for diversity. Understands similarities and respects differences among people. |
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Physical Health and Development Children engage in play as a means to understand healthy behavior and develop their physical bodies. a - Participate in games, outdoor play and other forms of play that enhance physical fitness. |
Health and Physical Education Physical and Personal Wellness 1 - Recognize the positive feelings experienced during and after physical activity a - Participate in activities that increase the heart rate Health and Physical Education Physical and Personal Wellness 1 - Recognize the positive feelings experienced during and after physical activity b - Participate in activities that require stretching the muscles |
Social Studies 29 - Demonstrates knowledge about self - - Social Studies 29 - Demonstrates knowledge about self - - |
Movement and Music L - Moving in various ways 2 - Child runs, marches, gallops, or jumps. |
Physical Development & Health Health Knowledge and Practice: The understanding of healthy and safe habits and practicing healthy habits. Participates in structured and unstructured physical activities. Physical Development & Health Health Knowledge and Practice: The understanding of healthy and safe habits and practicing healthy habits. Participates in structured and unstructured physical activities. |
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Physical Health and Development Children engage in play as a means to understand healthy behavior and develop their physical bodies. b - Use their sesnse to explore materials and experience activities. |
Dance Create, Compose and Choreograph 1 - Translate simple ideas and stories into movement d - Use sensory stimuli and real-life situations as an impetus for moving and creating original work |
The Arts 35 - Explores dance and movement concepts - - |
No Match |
Logic & Reasoning Symbolic Representation: The use of symbols or objects to represent something else. Represents people, places, or things through drawings, movement, and three-dimensional objects. |
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Physical Health and Development Children engage in play as a means to understand healthy behavior and develop their physical bodies. c - Begin to use health and safety practicies. |
Health and Physical Education Physical and Personal Wellness 1 - Recognize the positive feelings experienced during and after physical activity c - Begin to understand how daily activity and healthy behavior promote overall personal health and safety |
Social-Emotional 1 - Regulates own emotions and behaviors c - Takes care of own needs appropriately 6 - Demonstrates confidence in meeting own needs |
No Match |
Physical Development & Health Health Knowledge and Practice: The understanding of healthy and safe habits and practicing healthy habits. Communicates an understanding of the importance of health and safety routines and rules. |
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Physical Health and Development Children engage in play as a means to understand healthy behavior and develop their physical bodies. d - Initiate activities that challenge their bodies in new ways. |
Health and Physical Education Movement Competence and Understanding in Physical Education 2 - Demonstrate balance a - Explore balancing on different body parts at different levels, becoming “like” a statue while making symmetrical and nonsymmetrical shapes Health and Physical Education Movement Competence and Understanding in Physical Education 2 - Demonstrate balance b - Demonstrate the relationship of under, over, behind, next to, through, right, left, up, down, forward, backward, and in front of by using the body and an object. Dance Movement, Technique, and Peformace 1 - Demonstrate simple phrases of movement in time and space a - Practice how to move with action movements to action words (movement vocabulary) using simple non-locomotor body actions such as bend, stretch, twist, turn, shake, and stretch, and simple locomotor body actions such as travel, jump, run, hop, and roll |
Physical 5 - Demonstrates balancing skills - 8 - Sustains balance during complex movement experiences Physical 6 - Demonstrates gross-motor manipulative skills - 8 - Manipulates balls or similar objects with a full range of motion Mathematics 21 - Explores and describes spatial relationships and shapes a - Understands spatial relationships 6 - Uses and responds appropriately to positional words indicating location, direction, and distance The Arts 35 - Explores dance and movement concepts - - |
Movement and Music O - Moving to music 3 - Child names a movement and engages in it to music. Mathematics and Science CC - Identifying position and direction 1 - Child moves or places an object as requested. |
Physical Development & Health Gross Motor Skills: The control of large muscles for movement, navigation, and balance. Develops motor control and balance for a range of physical activities, such as walking, propelling a wheelchair or mobility device, skipping, running, climbing, and hopping. Physical Development & Health Gross Motor Skills: The control of large muscles for movement, navigation, and balance. Develops motor control and balance for a range of physical activities, such as walking, propelling a wheelchair or mobility device, skipping, running, climbing, and hopping. Physical Development & Health Gross Motor Skills: The control of large muscles for movement, navigation, and balance. Understands movement concepts, such as control of the body, how the body moves (such as an awareness of space and directionality), and that the body can move independently or in coordination with other objects. |
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Physical Health and Development Children increasingly move their bodies in ways that demonstrate control, balance and coordination. a - Demonstrate increasing strength and stamina in movement activities. |
Health and Physical Education Physical and Personal Wellness 1 - Recognize the positive feelings experienced during and after physical activity a - Participate in activities that increase the heart rate |
Social Studies 29 - Demonstrates knowledge about self - - |
Movement and Music L - Moving in various ways 2 - Child runs, marches, gallops, or jumps. |
Physical Development & Health Health Knowledge and Practice: The understanding of healthy and safe habits and practicing healthy habits. Participates in structured and unstructured physical activities. |
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Physical Health and Development Children increasingly move their bodies in ways that demonstrate control, balance and coordination. b - Demonstrate body and space awareness to move and stop with control over speed and direction. |
Health and Physical Education Movement Competence and Understanding in Physical Education 1 - Travel in a variety of directions using basic locomotor skills, and demonstrate understanding of personal and general space a - Move safely in a large group without bumping into others or falling while using locomotor skills Health and Physical Education Movement Competence and Understanding in Physical Education 1 - Travel in a variety of directions using basic locomotor skills, and demonstrate understanding of personal and general space b - Travel forward and sideways while changing directions quickly in response to a signal Health and Physical Education Prevention and Risk Management 1 - Apply safe practices, rules, and procedures b - Participate in activity without colliding into other students Dance Movement, Technique, and Peformace 1 - Demonstrate simple phrases of movement in time and space b - Explore movement in personal and general space using shape, size, level, direction, stillness, and transference of weight (stepping) |
Physical 4 - Demonstrates traveling skills - 6 - Moves purposefully from place to place with control Physical 4 - Demonstrates traveling skills - 6 - Moves purposefully from place to place with control Physical 4 - Demonstrates traveling skills - 6 - Moves purposefully from place to place with control The Arts 35 - Explores dance and movement concepts - - |
Movement and Music L - Moving in various ways 5 - Child hops, skips, or twirls around and stops without falling. |
Physical Development & Health Gross Motor Skills: The control of large muscles for movement, navigation, and balance. Develops motor control and balance for a range of physical activities, such as walking, propelling a wheelchair or mobility device, skipping, running, climbing, and hopping. Physical Development & Health Gross Motor Skills: The control of large muscles for movement, navigation, and balance. Understands movement concepts, such as control of the body, how the body moves (such as an awareness of space and directionality), and that the body can move independently or in coordination with other objects. Physical Development & Health Gross Motor Skills: The control of large muscles for movement, navigation, and balance. Understands movement concepts, such as control of the body, how the body moves (such as an awareness of space and directionality), and that the body can move independently or in coordination with other objects. Physical Development & Health Gross Motor Skills: The control of large muscles for movement, navigation, and balance. Understands movement concepts, such as control of the body, how the body moves (such as an awareness of space and directionality), and that the body can move independently or in coordination with other objects. |
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Physical Health and Development Children increasingly move their bodies in ways that demonstrate control, balance and coordination. c - Develop coordination and balance with a variety of playground equipment. |
Health and Physical Education Movement Competence and Understanding in Physical Education 1 - Travel in a variety of directions using basic locomotor skills, and demonstrate understanding of personal and general space c - Jump over a stationary rope several times in succession using forward-and-back and side-to-side movement patterns Health and Physical Education Movement Competence and Understanding in Physical Education 2 - Demonstrate balance a - Explore balancing on different body parts at different levels, becoming “like” a statue while making symmetrical and nonsymmetrical shapes |
Physical 4 - Demonstrates traveling skills - 6 - Moves purposefully from place to place with control Physical 5 - Demonstrates balancing skills - 8 - Sustains balance during complex movement experiences |
No Match |
Physical Development & Health Gross Motor Skills: The control of large muscles for movement, navigation, and balance. Develops motor control and balance for a range of physical activities, such as walking, propelling a wheelchair or mobility device, skipping, running, climbing, and hopping. Physical Development & Health Gross Motor Skills: The control of large muscles for movement, navigation, and balance. Develops motor control and balance for a range of physical activities, such as walking, propelling a wheelchair or mobility device, skipping, running, climbing, and hopping. |
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Physical Health and Development Children use their fingers and hands in ways that develop hand-eye coordination, strength, control and object manipulation. a - Demonstrate increasing strength and stamina to perform fine motor tasks. |
No Match | No Match | No Match | No Match |
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Physical Health and Development Children use their fingers and hands in ways that develop hand-eye coordination, strength, control and object manipulation. b - Use hand-eye coordination to perform fine motor tasks with a variety of manipulative materials. |
No Match | No Match | No Match | No Match |
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Physical Health and Development Children use their fingers and hands in ways that develop hand-eye coordination, strength, control and object manipulation. c - Show increased awareness and control of tools for various learning activities. |
No Match | No Match | No Match | No Match |
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Physical Health and Development Children begin to understand how daily activity and helathy behavior promote overall personal health and safety. a - Demonstrate safety awareness when purposefully using materials. |
Health and Physical Education Prevention and Risk Management 1 - Apply safe practices, rules, and procedures a - Demonstrate safety awareness when purposefully using materials |
Social-Emotional 1 - Regulates own emotions and behaviors b - Follows limits and expectations 6 - Manages classroom rules, routines, and transitions with occasional reminders |
No Match |
Physical Development & Health Health Knowledge and Practice: The understanding of healthy and safe habits and practicing healthy habits. Follows basic health and safety rules and responds appropriately to harmful or unsafe situations. |
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Physical Health and Development Children begin to understand how daily activity and helathy behavior promote overall personal health and safety. b - Demonstrate the increasing ability to perform self-care skills independently when eating, dressing, toileting and washing hands. |
No Match | No Match | No Match | No Match |
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Physical Health and Development Children begin to understand how daily activity and helathy behavior promote overall personal health and safety. c - Shows care for personal belongings. |
Health and Physical Education Prevention and Risk Management 1 - Apply safe practices, rules, and procedures c - Identify proper footwear for physical education |
Social Studies 29 - Demonstrates knowledge about self - - |
No Match | No Match |
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Physical Health and Development Children begin to understand how daily activity and helathy behavior promote overall personal health and safety. d - Begin to understand that some foods have nutritional value. |
No Match | No Match | No Match | No Match |
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Physical Health and Development Children increase their understanding of the use of their eyes, ears, fingers, nose and mouth and how the senses work together. a - Discriminate between a variety of sights, smells, sounds, textures and tastes. |
No Match | No Match | No Match | No Match |
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Physical Health and Development Children increase their understanding of the use of their eyes, ears, fingers, nose and mouth and how the senses work together. b - Explore and learn to tolerate a wide variety of sensory input. |
No Match | No Match | No Match | No Match |
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Physical Health and Development Children increase their understanding of the use of their eyes, ears, fingers, nose and mouth and how the senses work together. c - Combine and use different senses depending on the activity. |
Health and Physical Education Movement Competence and Understanding in Physical Education 1 - Travel in a variety of directions using basic locomotor skills, and demonstrate understanding of personal and general space e - Perform movements to the rhythm of music Dance Create, Compose and Choreograph 1 - Translate simple ideas and stories into movement d - Use sensory stimuli and real-life situations as an impetus for moving and creating original work |
The Arts 35 - Explores dance and movement concepts - - The Arts 35 - Explores dance and movement concepts - - |
Movement and Music O - Moving to music 1 - Child moves to music. |
Logic & Reasoning Symbolic Representation: The use of symbols or objects to represent something else. Represents people, places, or things through drawings, movement, and three-dimensional objects. Creative Arts Expression Creative Movement & Dance: The use of the body to move to music and express oneself. Moves to different patterns of beat and rhythm in music. |