idaho early learning eguidelines for prekindergarten · page 1 of 15 source: idaho early learning...

of 15 Source: Idaho Early Learning eGuidelines (2013) Idaho Head Start Collaboration and Idaho State Depart-ment of Education.

Correlation Chart

Idaho Early Learning eGuidelines for

Prekindergarten Alignment with FunShine® Curriculum, by FunShine Express®. Ages 3-5.

Idaho Birth to Three Early Learning Guidelines

FunShine Express®

Learning Goals and ObjectivesApproaches to Learning and Cognitive Development

Approaches to Learning and Cognitive Development

Learning Approaches

GOAL 1: CHILDREN SHOW CURIOSITY AND INTEREST IN LEARNING AND EXPERIMENTING. Curiosity

Becomes inquisitive; seeks information and vocabu-lary to build understanding.

AL5 Demonstrates inquisitiveness about subjects and objects

GOAL 2: CHILDREN GENERATE/CREATE NEW IDEAS, APPROACHES, AND ACTIVITIES IN DAILY ROUTINES.

Imagination

Expands personal expression through language, play, and creative exploration.

AL1 Showscreativity,flexibility,andinventivenessin play experiences

GOAL 3: CHILDREN ARE CONFIDENT TO INITIATE AND COMPLETE ACTIVITIES USING A VARIETY OF APPROACHES.

Persistence

Initiates and sustains interactions and activities withincreasing independence.

AL6 Is not easily discouraged, seeks help to over-come problemsAL7 Works at a task despite distractions or inter-ruptionsAL8 Usually completes reasonable tasks or stays engaged

GOAL 4: CHILDREN DEMONSTRATE PERSISTENCE AND SUSTAIN ATTENTION WHEN FACED WITH CHALLENGES OR FRUSTRATION.

Imagination

Uses a variety of approaches to master complex challenging tasks.

AL3 Uses new strategies to solve problems


GOAL 5: CHILDREN DEVELOP AND CARRY OUT PLANS. Reflection

Develops ideas for how things work and attempts tasks that have unknown outcomes.

AL11 Makes a plan before beginning a task and fol-lows through

GOAL 6: CHILDREN CHANGE OR ADAPT THOUGHT PROCESSES, APPLYING PREVIOUSLY LEARNED CONCEPTS AND SKILLS TO NEW SITUATIONS.

Risk-Taking

Takes risks in novel situations, extending previous learning to the exploration of new settings, people, and objects.

AL12 Welcomes new experiences, situations, play events, materials, friends

GOAL 7: CHILDREN INTERACT, UNDERSTAND, AND VIEW THE WORLD INFLUENCED BYTEMPERAMENT.

Relationships

Adapts personal style to self-regulate behavior andexplore a variety of social and physical settings.

SE9 Begins to participate as a member of a group: takes turns and shares, sustains interaction by help-ing, cooperating, expressing interest

Cognition and Cognitive Processes Approaches to Learning

GOAL 8: CHILDREN DEMONSTRATE AWARENESS OF CAUSE AND EFFECT RELATIONSHIPS.

Investigation

Experiments with and uses words to describe sim-ple causal relationships.

S7 Uses “if/then” and “cause/effect” reasoning

GOAL 9: CHILDREN USE PRIOR RELATIONSHIPS, EXPERIENCES, AIND KNOWLEDGE TO BUILD FOUNDATIONAL MEMORY.

Reflection

Combining past experiences and familiar situations,explores, plans, problem solves, and carries outplans.

AL9 Observes or contemplates and applies knowl-edge to a new situationAL10 Generates ideas, suggestionsAL11 Makes a plan before beginning a task and fol-lows through

GOAL 10: CHILDREN IMITATE BEHAVIORS THAT THEY HAVE OBSERVED. Relationships

Use imitation as a foundation for symbolic andconstructive play.

SE7 Uses play to explore and practice social roles and relationships


GOAL 11: CHILDREN FIND MULTIPLE SOLUTIONS TO QUESTIONS, TASKS, PROBLEMS, AND CHALLENGES, INCLUDING TRIAL AND ERROR.

Reflection

Tries multiple ways to solve problems and create play.

AL10 Generates ideas, suggestionsAL11 Makes a plan before beginning a task and fol-lows through

GOAL 12: CHILDREN USE CONJECTURE, HYPOTHESIZING, AND GUESSING. Reflection

Uses a repertoire of thinking and language skills for testing ideas about things and relationships.

AL10 Generates ideas, suggestions

GOAL 13: CHILDREN BUILD KNOWLEDGE USING COMPARISON, CONTRASTS,EXAMINATION, AND EVALUATION.

Reflection

Combines observation, past experiences, and knowledge to address novel or unfamiliarsituations.

AL9 Observes or contemplates and applies knowl-edge to a new situation

GOAL 14: CHILDREN PARTICIPATE IN EXPLORATORY PLAY. Observation

Explore materials and actions with an intended purpose.

S1 Explores materials and makes observations, predictions based on information gathered from the senses

GOAL 15: CHILDREN PARTICIPATE IN PRETEND OR SYMBOLIC PLAY. Relationships

Develops plots, scripts, and takes on roles, with amixture of reality and fantasy.

SE7 Uses play to explore and practice social roles and relationships

GOAL 16: CHILDREN REPRESENT EXPERIENCES AND THOUGHT THROUGH SYMBOLIC REPRESENTATION INCLUDING PLAY, MOVEMENT, ARTS, NUMERACY, ANDLITERACY.

Emergent Writing

Use symbols in arts, communication, and numeracy. L25 Demonstrates age-appropriate writing: trac-ing, copying letters and numbers, copying shapes and symbols

MOTOR DEVELOPMENT, PHYSICAL WELLBEING, AND HEALTH Physical Development/Health


Motor Development

GOAL 17: CHILDREN DEMONSTRATE STRENGTH AND COORDINATION OF LARGE MOTOR MUSCLES.

Gross Motor

Coordinate whole body to move in complex ways with strength, agility, and balance.

PD5 Demonstrates balance and control of large muscles: walking forward, backward, heel-to-toe, on tiptoe and on a straight line, walking on a balance board, hopping on one foot, jumping with two feetPD6 Coordinates movement when walking up and down stairs, running smoothly, kicking a ball, throw-ing a ball, bouncing and catching a ball, skipping, clapping, crossing the midlinePD7 Developsstrength,flexibility,andstaminathrough vigorous play and by using equipment

GOAL 18: CHILDREN DEMONSTRATE STRENGTH AND COORDINATION OF SMALL MOTOR MUSCLES.

Fine Motor

Use fingers and hands for purposeful tasks. PD1 Gains strength and control of small muscles: folding and creasing paper, building with small blocks, manipulating play dough and clayPD2 Demonstrates eye-hand coordination: strings beads, completes puzzles, sews through holes in lacing cards, ties knots and loops, tears paper, uses eating utensils, uses a keyboardPD3 Uses scissors to cut shapes from paperPD4 Begins to control use of writing, drawing, art tools, and art/craft mediums

GOAL 19: CHILDREN USE THEIR SENSES (SIGHT, HEARING, SMELL, TASTE, AND TOUCH)TO GUIDE AND INTEGRATE THEIR INTERACTIONS.

Gross Motor, Spatial Relations

Coordinate motor activities based on sensory input. PD7 Developsstrength,flexibility,andstaminathrough vigorous play and by using equipmentM22 Uses simple directions to move from place to place: obstacle course, directional games, hop-scotch

GOAL 20: CHILDREN DEMONSTRATE STAMINA AND ENERGY TO PARTICIPATE IN DAILYACTIVITIES.

Self-Care, Gross Motor


Engage in organized and spontaneous physical activity both indoors and outside.

PD7 Developsstrength,flexibility,andstaminathrough vigorous play and by using equipmentPD14 Participates in a variety of physical activities; exhibits increasing awareness of the importance of exercise

GOAL 21: CHILDREN ENGAGE IN A VARIETY OF PHYSICAL ACTIVITIES. Self-Care, Gross Motor

Engage in complex physical movements embedded in play activities.

PD5 Demonstrates balance and control of large muscles: walking forward, backward, heel-to-toe, on tiptoe and on a straight line, walking on a balance board, hopping on one foot, jumping with two feetPD6 Coordinates movement when walking up and down stairs, running smoothly, kicking a ball, throw-ing a ball, bouncing and catching a ball, skipping, clapping, crossing the midlinePD14 Participates in a variety of physical activities; exhibits increasing awareness of the importance of exercise

GOAL 22: CHILDREN PRACTICE BASIC PERSONAL CARE ROUTINES. Self-Care

Initiate and carry out personal care routines, with and without assistance.

PD8 Undresses or dresses self independently, otherthanhelpwithdifficultfastenersPD10 Washes hands and face without assistancePD11 Brushes teeth independentlyPD12 Uses tissue for nose, napkin for hand/face appropriately, independentlyPD13 Cares for toileting needs independently

GOAL 23: CHILDREN DEMONSTRATE PERSONAL HEALTH AND HYGIENE SKILLS. Self-Care

Demonstrate independence in personal hygiene skills.

PD10 Washes hands and face without assistancePD11 Brushes teeth independentlyPD12 Uses tissue for nose, napkin for hand/face appropriately, independentlyPD13 Cares for toileting needs independently

GOAL 24: CHILDREN EAT A VARIETY OF NUTRITIOUS FOODS. Self-Care

Participate in mealtime routines with increasing independence and using utensils.

PD9 Exhibits increasing knowledge of healthy eating, good nutrition: tries new foods, willing to eat well-balanced diet, interested in various tastes, col-ors, and textures of food


GOAL 25: CHILDREN DEMONSTRATE KNOWLEDGE ABOUT AND AVOID HARMFUL OBJECTS AND SITUATIONS.

Self-Care

Demonstrate an awareness and understanding of harmful objects and situations and respond to thedanger, with and without assistance.

PD15 Follows basic safety and health rules

GOAL 26: CHILDREN DEMONSTRATE AWARENESS AND UNDERSTANDING OF SAFETY RULES.

Self-Care

Follow safety rules, with and without assistance. PD15 Follows basic safety and health rules

Social and Emotional Development Social/Emotional Development

Social Development

GOAL 27: CHILDREN TRUST, INTERACT WITH, AND SEEK ASSISTANCE FROM ADULTS. Emotional Development

Showsconfidenceinseekingassistancefromfamil-iar adults.

SE13 Seeks help or information when needed from adults

GOAL 28: CHILDREN DEVELOP FRIENDSHIPS WITH PEERS. Relationships

Engages in mutual social play that involves coop-eration and shared purpose.


GOAL 29: CHILDREN DEMONSTRATE POSITIVE NEGOTIATION SKILLS. Relationships

Solves problems and communicate ideas with apeer, with adult supervision.


GOAL 30: CHILDREN DEMONSTRATE AWARENESS OF BEHAVIOR AND ITS EFFECTS ON OTHERS.

Emotional Development

Anticipates the impact of self actions on others. SE17 Shows empathy and caring to others, re-spond to others emotions


GOAL 31: CHILDREN PARTICIPATE POSITIVELY IN GROUP ACTIVITIES. Relationships

Participate cooperatively in group activities. SE9 Begins to participate as a member of a group: takes turns and shares, sustains interaction by help-ing, cooperating, expressing interest

GOAL 32: CHILDREN DEMONSTRATE SYMPATHY AND EMPATHY. Relationships

Recognizes and responds to another’s emotions and situation.


GOAL 33: CHILDREN DEVELOP A SENSE OF HUMOR. Conversation, Vocabulary

Uses novel language, sounds, and meanings to ini-tiate interaction with adults and peers. Uses physi-cal humor for social purposes.

L8 Shares opinions, experiences, and ideas with others with wordsL11 Demonstrates growing understanding of wordsandmeanings,includinglanguageofspecificlearning domains

GOAL 34: CHILDREN ADAPT TO DIVERSE SETTINGS. Relationships

Adjusts to unfamiliar settings and people, with mini-mal adult assistance.

SE8 Interacts comfortably with familiar adults

GOAL 35: CHILDREN RECOGNIZE, APPRECIATE, AND RESPECT SIMILARITIES AND DIFFERENCES IN PEOPLE.

Self-Concept

Shows curiosity about differences and similarities between self and others.

SE1 Recognizes similarities and differences be-tween self and others: gender, cultural identity, self and family characteristics

Emotional Development

GOAL 36: CHILDREN PERCEIVE THEMSELVES AS UNIQUE INDIVIDUALS. Self-Concept, Conversation


Uses strategies to differentiate themselves from oth-ers, and to get their needs met.

SE1 Recognizes similarities and differences be-tween self and others: gender, cultural identity, self and family characteristicsL5 Expresses needs, wants, thoughts through nonverbal gestures, (exposed to sign language), progressing to verbal cues in English or home lan-guage

GOAL 37: CHILDREN DEMONSTRATE BELIEF IN THEIR ABILITIES. Self-Concept

Showsconfidenceandcompetenceinmanagingsimple, everyday skills for daily living, with and with-out assistance.

SE2 Develops positive self-image: awareness of self as having certain abilities, preferences, charac-teristics

GOAL 38: CHILDREN REGULATE THEIR FEELINGS AND IMPULSES. Emotional Development

With adult assistance and guidance, controls ag-gressive actions, words, and emotions.

SE15 Manages feelings appropriately

General Knowledge Math, Science, Social Studies

Mathematics and Numeracy

GOAL 39: CHILDREN DEMONSTRATE UNDERSTANDING OF NUMBERS, WAYS OF REPRESENTING NUMBERS, RELATIONSHIPS AMONG NUMBERS, AND NUMBERSYSTEMS.

Patterns, Numbers

Uses number words and concepts to explore andmanipulate quantity, size, and relationships.

M5 Compares quantities in sets and uses appro-priate vocabulary: equal, more lessM9 Matches or sorts by color, size, shape, tex-ture:classifiesbyattributes,makescomparisons

GOAL 40: CHILDREN DEMONSTRATE UNDERSTANDING OF MEASURABLE ATTRIBUTES OF OBJECTS AND THE UNITS, SYSTEMS, AND PROCESSES OF MEASUREMENT (INCLUDING SIZE, VOLUME, HEIGHT, WEIGHT, LENGTH, AREA, AND TIME).

Geometry


Uses geometric modeling and spatial reasoningaccording to different dimensions.

M17 Demonstrates age-appropriate knowledge of geometric shapesM18 Understands that shapes remain the same whenflippedorrotatedM20 Understands directions/positional concepts: top/bottom, go/stop, far/near, up/down, over/under, out/in, above/below, in front/behind, inside/outside, etc.

GOAL 41: CHILDREN DEMONSTRATE UNDERSTANDING OF PATTERNS, RELATIONS, AND FUNCTIONS USED TO ORGANIZE THEIR WORLD AND FACILITATE PROBLEMSOLVING.

Patterns

Sorts,orders,classifies,andformssimplepat-terns among objects using color, number, size, and shape.

M9 Matches or sorts by color, size, shape, tex-ture:classifiesbyattributes,makescomparisons

Science Science

GOAL 42: CHILDREN OBSERVE, DESCRIBE, AND COLLECT INFORMATION BY EXPLORING THE WORLD AROUND THEM.

Observation

Calls attention to, describes, discusses, and ex-plains similarities and differences among objects or events.

S1 Explores materials and makes observations, predictions based on information gathered from the sensesS2 Demonstrates knowledge about self; makes observations about self and life sciences: living vs. nonliving things, nature, environment, weather by physical characteristicsS8 Makes comparisons among objects and groups

GOAL 43: CHILDREN FURTHER ENGAGE IN EXPLORING AND MAKING SENSE OF THENATURAL WORLD BY ASKING QUESTIONS AND MAKING PREDICTIONS ABOUTCAUSE AND EFFECT RELATIONS THAT CAN LEAD TO GENERALIZATIONS.

Investigation

Investigates unfamiliar phenomena using both trial and error and systematic trials, with assistance.

S5 ClassifiesobjectsbyfunctionS6 Usestoolssuchasscale,magnifier,bugcatcher, map, or binoculars for investigationS7 Uses “if/then” and “cause/effect” reasoningS8 Makes comparisons among objects and groups


Social Studies Social Studies

GOAL 44: CHILDREN DIFFERENTIATE BETWEEN PEOPLE, PLACES, ACTIVITIES, AND EVENTS IN THE PAST AND PRESENT THAT RELATE TO SELF, GROUP IDENTITY,AND A SENSE OF THEIR COMMUNITY.

Family and Community

Shows awareness of personal membership of self and others in family, community, program, and cul-ture.

SS7 Shows awareness of diverse backgrounds, cultural/global knowledgeSS8 Tells functions of some community helpers, parents’ jobs, careersSS9 Demonstrates growing awareness of commu-nity rules, governance, democracy, US symbols and historicalfigures

GOAL 45: CHILDREN DEMONSTRATE AWARENESS AND UNDERSTANDING OF INDIVIDUAL FAIRNESS, GROUP RIGHTS, AND RESPONSIBILITIES (DEMOCRATIC IDEALS)FOR MEMBERSHIP AND PARTICIPATION IN GROUP ACTIVITIES (SUCCESSFUL CITIZENSHIP).

Family and Community

Engages cooperatively in organized, culturally ac-ceptable practices with familiar people, objects, settings, and play.

SS9 Demonstrates growing awareness of commu-nity rules, governance, democracy, US symbols and historicalfigures

Creative Arts Creative Art Expression

GOAL 46: CHILDREN USE CREATIVE ARTS TO EXPRESS AND REPRESENT WHAT THEYKNOW, THINK, BELIEVE, OR FEEL.

Art

Uses artistic expression and language to communi-cate emotions and make meaning of experiences.

A3 Appreciates artistic creations of others and art events; shares opinions about likes and dislikes

GOAL 47: CHILDREN DEMONSTRATE UNDERSTANDING AND APPRECIATION OF CREATIVE ARTS.

Art, Music, Movement and Dance, Dramatic Play


Responds to and creates symbolic and representa-tion art, music, dance, and dramatic themes.

A1 Uses a variety of art materials for exploration, and across learning domainsA2 Creates something unique from other chil-dren: creative, imaginative workA3 Appreciates artistic creations of others and art events; shares opinions about likes and dislikesA4 Knows and sings songs; uses music across learning domainsA5 Explores with sound, melody, tone, rhythm, beatA6 Uses and shows interest in a variety of musi-cal instruments for expressionA7 Participates in creative movement and danceA8 Designs original movements and interpreta-tions; uses creative movement and dance across learning domainsA9 Participates in creative dramatic play and make-believeA10 Uses props to enhance play environment

Communication, Language, and Literacy Language/Literacy

Communication

GOAL 48: CHILDREN DEMONSTRATE THE MEANING OF LANGUAGE BY LISTENING. Listening

Receives messages in conversations, directions, music, and stories.

L1 Follows 2 and 3 step directions of increasing complexityL2 Gains meaning by listening to stories, infor-mational texts, directions, conversationsL3 Understands verbal and nonverbal cuesL4 Listens and responds to rhymes and rhythms

GOAL49: CHILDREN COMMUNICATE EFFECTIVELY. Conversation


Uses a variety of communication forms with pur-pose to convey a message.

L5 Expresses needs, wants, thoughts through nonverbal gestures, (exposed to sign language), progressing to verbal cues in English or home lan-guageL6 Speaks clearly (is understood by both familiar and unfamiliar adults)L7 Initiates asking questions and responds in conversation with othersL8 Shares opinions, experiences, and ideas with others with wordsL9 Uses verbal and nonverbal conversational rules (takes turns, eye contact, loud and soft voice as appropriate, etc.)

GOAL 50: CHILDREN COMPREHEND AND USE CONVENTIONS OF SOCIAL COMMUNICATION. Conversation

Sustains interactions using social conventions. L6 Speaks clearly (is understood by both familiar and unfamiliar adults)L7 Initiates asking questions and responds in conversation with othersL8 Shares opinions, experiences, and ideas with others with wordsL9 Uses verbal and nonverbal conversational rules (takes turns, eye contact, loud and soft voice as appropriate, etc.)

Language

GOAL 51: CHILDREN USE RECEPTIVE VOCABULARY. Conversation, Vocabulary

Demonstrates increased comprehension of spokenlanguage, vocabulary, and gestures.

L9 Uses verbal and nonverbal conversational rules (takes turns, eye contact, loud and soft voice as appropriate, etc.)L11 Demonstrates growing understanding of wordsandmeanings,includinglanguageofspecificlearning domainsL12 Converses with a rapidly expanding vocabu-lary

GOAL 52: CHILDREN USE EXPRESSIVE VOCABULARY. Vocabulary

Uses phrases and sentences with functional and descriptive vocabulary.

L13 Connects phrases and sentences to build ideas


GOAL 53: CHILDREN DEMONSTRATE PROGRESSION IN GRAMMAR AND SYNTAX. Vocabulary

Uses basic conventions of grammar and syntax L14 Speaks in sentences using grammar that is age-appropriate

GOAL 54: CHILDREN DEMONSTRATE COMPREHENSION AND MEANING IN LANGUAGE.

Vocabulary

Demonstrates increased comprehension of lan-guage structure and content and vocabulary.

L11 Demonstrates growing understanding of wordsandmeanings,includinglanguageofspecificlearning domains

GOAL 55: CHILDREN USE LANGUAGE FOR A VARIETY OF PURPOSES. Conversation

Follows social conventions of language to access, gain, and share information.

L7 Initiates asking questions and responds in conversation with othersL8 Shares opinions, experiences, and ideas with others with wordsL9 Uses verbal and nonverbal conversational rules (takes turns, eye contact, loud and soft voice as appropriate, etc.)

Literacy

GOAL 56: CHILDREN DEVELOP PHONOLOGICAL AWARENESS. Emergent Reading

Recognizes phonemes as both initial and ending sounds.

L17 Exhibits age-appropriate phonological aware-ness: combines syllables to make a word, combines words to make compound words, recognizes words that rhyme, associates sounds with letters and words, recognizes alliteration and words that rhyme

GOAL 57: READING - CHILDREN MAKE CONNECTIONS BETWEEN SOUNDS, SYMBOLS,AND LETTERS.

Emergent Writing

Recognizes letters as special symbols to represent spoken language.

L23 Shows awareness that a word is made up of letters

GOAL 58: READING -CHILDREN DEMONSTRATE AWARENESS OF PRINT CONCEPTS. Emergent Writing


Knows that languages and words have a written form that can be read, and shows awareness ofreading conventions.

L21 Shows interest in written expression: scrib-bling, drawing a person, responding to text, describ-ing experiences and eventsL22 Shows awareness of the uses and functions of environmental print, symbols, and other forms of print to convey meaning and recognizes that differ-ent text forms are used for different purposesL23 Shows awareness that a word is made up of letters

GOAL 59: READING - CHILDREN DEMONSTRATE COMPREHENSION OF PRINTEDMATERIALS AND ORAL STORIES.

Emergent Reading

Understands information from oral stories, reading books, and pictures.

L16 Understands text read aloud: recalling part or most of a text or representing it with play or me-dia, asking and answering questions about text read aloud, connecting text with personal experiences, making predictions based on text read aloud, com-paring similar texts, discussing author, illustrator, and parts of a text

GOAL60: READING - CHILDREN DEMONSTRATE AWARENESS THAT WRITTEN MATERIALSCAN BE USED FOR A VARIETY OF PURPOSES.

Emergent Reading

Uses books and written materials to gain informa-tion and enjoyment in a variety of settings.

L15 Shows interest/motivation in reading: follow-ing along as a book is read, attempting to read by looking at illustrations or from memory, handling books appropriately actively chooses books

GOAL 61: WRITIING -CHILDREN DEMONSTRATE KNOWLEDGE AND USE OF LETTERS ANDSYMBOLS.

Emergent Writing

Represents ideas and spoken language using draw-ing, scribbles, symbols, and letters.

L21 Shows interest in written expression: scrib-bling, drawing a person, responding to text, describ-ing experiences and events

GOAL62: WRITIING -CHILDREN USE WRITING SKILLS AND DEMONSTRATE KNOWLEDGEOF WRITING CONVENTIONS.

Emergent Writing

Writes and draws with increasing coordination usinga variety of tools.

L25 Demonstrates age-appropriate writing: trac-ing, copying letters and numbers, copying shapes and symbols

GOAL 63: CHILDREN USE WRITING FOR A VARIETY OF PURPOSES. Emergent Writing


Makes scribbles, pictures, symbols and letters with meaning and purpose.

L21 Shows interest in written expression: scrib-bling, drawing a person, responding to text, describ-ing experiences and eventsL25 Demonstrates age-appropriate writing: trac-ing, copying letters and numbers, copying shapes and symbols

English Language Learners

GOAL64: CHILDREN DEMONSTRATE COMPETENCY IN HOME LANGUAGE WHILEACQUIRING BEGINNING PROFICIENCY IN ENGLISH.

Conversation, Vocabulary

Demonstrates varying competency in learning English depending on age, onset, and amount of language exposure.

L10 Listens to and repeats words in world lan-guagesL11 Demonstrates growing understanding of wordsandmeanings,includinglanguageofspecificlearning domains

Communicates with purpose to convey information, and uses phrases and sentences with more com-plex vocabulary in home language.

L10 Listens to and repeats words in world lan-guagesL11 Demonstrates growing understanding of wordsandmeanings,includinglanguageofspecificlearning domainsL12 Converses with a rapidly expanding vocabu-laryL13 Connects phrases and sentences to build ideas

idaho early learning eguidelines for prekindergarten · page 1 of 15 source: idaho early learning...

Documents