| HighScope COR | Preschool Academic Standards | Teaching Strategies GOLD | Colorado Building Blocks | Head Start Child Development & Early Learning Framework |
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0 - Child spontaneously acts on a recently heard word or includes it in own speech. |
No Match | No Match | No Match | No Match |
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1 - Child talks about people or objects close at hand. |
Science Physical Science 1 - Objects have properties and characteristics a - Use senses to gather information about objects Social Studies Geography 1 - Develop spatial understanding, perspectives, and connections to the world. c - Describe surroundings |
Science and Technology 24 - Uses scientific inquiry skills - - Social Studies 32 - Demonstrates simple geographic knowledge - - |
Language Development and Communication 1 - Play Children engage in play as a means to develop their listening and expressive langauge skills. b - Represent stories and experiences through play 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. Science 2 - Scientific Knowledge 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. |
Language Development Expressive Language: The ability to use language. Uses language to express ideas and needs. 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. 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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2 - Child talks about absent people or objects. |
No Match | No Match | No Match | No Match |
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3 - Child uses vocabulary related to a particular subject. |
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 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. |
Language Development Receptive Language: The ability to comprehend or understand language. Comprehends increasingly complex and varied vocabulary. |
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4 - Child uses two or more words to describe something. |
Math Shape, Dimension and Geometric Relationships 1 - Shapes can be observed in the world and described in relation to one another c - Sort similar groups of objects into simple categories based on attributes |
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 |
No Match |
Language Development Expressive Language: The ability to use language. Uses increasingly complex and varied vocabulary. |
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5 - Child asks about the meaning of a word. |
No Match | No Match | No Match | No Match |