preschool teaching and learning...

Morris Union Jointure Commission

Developmental Learning Centers

Preschool CurriculumSeptember 2010

The Assessment of Basic Language and Learning Skills Revised (ABLLS-R)

andThe Creative Curriculum for Preschool

Goals, Objectives, Developmental Steps, and Guidelines

Aligned with

Preschool Teaching and Learning Standards (New Jersey State Department of Education, 2009)

Developed by:

Barbara DeLoretto, Supervisor of Outreach ServicesClaudine Stryker, Supervisor of InstructionArlene Goldman, Supervisor of Instruction

Dr. Kim B. Coleman, SuperintendentDr. Janet L. Parmelee, Assistant Superintendent

Table of Contents

Program Curriculum Description……………………………………………………………………………………………..

x

New Jersey State Department of Education’s Preschool Teaching and Learning Standards (2009) Content Areas Aligned with The Assessment of Basic Language and Learning Skills-Revised (ABLLS-R) and The Creative Curriculum Goals, Objectives, Steps and Guidelines:

Social/Emotional Development.....................................................................................1-24

Visual and Performing Arts........................................................................................24-40

Health, Safety, and Physical Education..................................................................40-56

Language Arts Literacy...............................................................................................56-97

Mathematics.................................................................................................................97-112

Science..........................................................................................................................113-134

Social Studies, Family, and Life Skills.................................................................134-146

World Languages.......................................................................................................146-147

Technology..................................................................................................................147-161

Appendix A: Additional Resources..........................................................................................162

Appendix B: Assessment of Basic Language and Learning Skills (ABLLS-R) Task/Task Name Tracking System

..........................................................163-175

Appendix C: Creative Curriculum Forerunners and Expanded Forerunners

........................................................................176-186

The Morris-Union Jointure Commission Preschool Program Curriculum

The Morris-Union Jointure Commission Preschool Program Curriculum has been designed and developed according to the guidelines and expectations outlined in the New Jersey State Department of Education’s Preschool Teaching and Learning Standards (2009). These standards encompass the attitudes, disposition, knowledge, and skills in all developmental domains (cognitive, language, social, emotional, and physical) as deemed developmentally appropriate for preschool children. These standards include markers in the areas of: Social/Emotional Development; Visual and Performing Arts; Health, Safety, and Physical Education; Language Arts Literacy; Mathematics; Science; Social Studies; and, World Languages.

It is axiomatic that any curriculum for students with autism spectrum disorders be language-based, functional in design, and embedded in the principles of applied behavior analysis. This curriculum is designed to prepare students to function as independently as possible. A broad range of skills, therefore, must be included in the design of a functional curriculum for students with autism. It is implicit that the broader the range of skills and needs of the students we serve, the greater the educational need and challenge, and, thus, the more comprehensive the curriculum must be. Toward this end, the Morris-Union Jointure Commission Preschool Program Curriculum is aligned with the curriculum protocol of the Assessment of Basic Language and Learning Skills (ABLLS-R). The ABLLS is a language-based behavioral assessment based on a criterion-referenced set of skills, a curriculum guide, and a skills tracking system for children with language delays and contains a task analysis of many of the skills necessary to communicate successfully and to learn from everyday experiences.

The functional approach determines the nature of the instructional process. It requires that specific skills be taught in reality contexts, with an adult-outcomes emphasis, and that these skills are chronologically age-appropriate and immediately useful to the learner. Toward this end, the Morris-Union Jointure Commission Preschool Program Curriculum is aligned with the Creative Curriculum for Preschool, a scientifically based and research-tested model. This curriculum encourages teachers to use a variety of instructional approaches that range from child-initiated play to teacher-directed instruction to teach content in literacy, mathematics, science, social studies, arts, and technology.

The Morris-Union Jointure Commission Preschool Program Curriculum is specifically designed to be used as a resource for selecting functional goals for students with autism spectrum disorders. The goal for each student is fluency of responding, acquisition of new skills without intensive training, generalized responding across stimuli, instructors and environments, and independence in performing functional life skills.

Preschool Curriculum

Preschool Teaching and Learning Standards

Assessment of Basic Language and Learning Skills - Revised

(ABLLS-R)

Creative Curriculum:Goals, Objectives, Developmental

Steps, Forerunners, andExpanded Forerunners

Creative Curriculum Planning Guidelines

Social/Emotional DevelopmentStandard 0.1:Children demonstrateself-confidence.

0.1.1 Express individuality by making independent decisions about which materials to use.

REQUESTSF1 Requests by indicatingF2 Multiply controlled requestsF3 Requesting with the reinforcer present and when asked “What do you want?”F4 Requesting when asked, “What do you want?”F5 Spontaneous request with item present (no prompts)F6 Spontaneous requests with items not present (no prompts)F7 Requests with eye contactF8 Request others to perform an actionF9 Requests missing items needed for a taskF10 Requests with head movements or by saying Yes/No

SPONTANEOUS VOCALIZATIONSI7 Spontaneous requests

PLAY AND LEISUREK1 Explores toys in the environmentK2 Allows others to manipulate/touch toysK3 Independent outdoor activitiesK4 Independent indoor leisure activitiesK5 Plays with toys/manipulates toys as designedK6 Independently plays with toys and engages in verbal behaviorK7 Multiple responses with toys related to a themeK8 Plays interactively with other studentsK9 Plays interactively with a variety of peersK10 Sociodramatic playK11 Plays with toys and talks with peersK12 Plays simple ball gamesK13 Coordinated play with peersK14 Interactive motor gamesK15 Board games

SOCIAL/EMOTIONAL DEVELOPMENT – Responsibility for Self and Others5.Demonstrates self-direction and independence

F1 Makes a simple yes or no choiceF2 Engages in activity chosen by adultF3 Chooses one activity out of choice of two and plays briefly on ownI Chooses and becomes involved in one activity out of several optionsII Completes multiple tasks in a project of own choosing with some adult assistanceIII Carves out and completes own task without adult assistance

7. Respects and cares for classroom environment and materials

F1 Uses and cares for materials with physical assistanceF2 Uses and cares for materials with adult modelingF3 Uses and cares for materials, following adult’s suggestionI Uses materials in appropriate waysII Puts away used materials before starting another activityIII Begins to take responsibility for care of the classroom environment

Foundation Chapter: Smilansky’s “Four Types of Play,” pages 11 – 13 Chapter 2: “Choice Time,” pages. 87 – 88Chapter 4: “Child Initiated Learning,” pages 173 – 174

MUJC Preschool Curriculum 1




(ABLLS-R)




0.1.1 Express individuality by making independent decisions about which materials to use. (cont.)

SOCIAL INTERACTIONL2 Takes offered items

FOLLOW CLASSROOM ROUTINESN7 Works independently on academic activitiesN8 Gets & returns own materialsN9 Completes a task and brings work to teacher or puts away materials

COGNITIVE DEVELOPMENT – Representation and Symbolic Thinking36. Makes believe with objects

F1 Plays purposefully with familiar play objectF2 Imitates others’ pretend play with familiar objects, with adult guidanceF3 Uses realistic props to imitate actions of othersI Interacts appropriately with real objects or replicas in pretend play II Uses substitute object or gesture to represent real objectIII Uses make-believe props in planned and sustained play

0.1.2 Express ideas for activities and initiate discussions.

INTRAVERBALSH43 Maintains a conversation with an adult or peerH47 Answers questions with multiple responses in group discussionsH49 Spontaneous conversation

SPONTANEOUS VOCALIZATIONSI7 Spontaneous requestsI9 Spontaneous conversation

SOCIAL INTERACTIONL15 Active attention seekingL27 States what others like/dislikeL28 Direct others attention to something of interest to themL29 Attends to the reactions of interest by othersL30 Delivers a messageL31 Waits for breaking conversation to interruptL32 Converses with others

GROUP INSTRUCTIONM4 Attends to other students in group

LANGUAGE DEVELOPMENT –Listening and Speaking39. Expresses self using words and expanded sentences

F1 Uses gestures or sounds to communicateF2 Uses single word or approximations to communicateF3 Uses two-word phrasesI Uses simple sentences (3-4 words) to express wants and needs II Uses longer sentences (5-6 words) to communicateIII Uses more complex sentences to express ideas and feelings

42. Asks questionsF1 Uses gestures or facial expressions to express needsF2 Uses rising intonation to ask questionsF3 Uses some “wh-“ words to ask questionsI Asks simple questions II Asks questions to further understandingIII Asks increasingly complex questions to further own understanding

43. Actively participates in conversationsF1 Participates in back and forth vocal

Chapter 4: “Child-Initiated Learning,” pages 173 – 174, and “Interacting with Children to Promote Learning,” pages 175 – 178





(ABLLS-R)




0.1.2 Express ideas for activities and initiate discussions. (cont.)

playF2 Responds to routine greetingsF3 Interacts verbally with others in non-routine waysI Responds to comments and questions from others II Responds to others’ comments in a series of exchangesIII Initiates and/or extends conversations for at least four exchanges

0.1.3 Actively engage in activities and interactions with teachers and peers.

PLAY AND LEISUREK8 Plays interactively with other studentsK9 Plays interactively with a variety of peersK10 Sociodramatic playK11 Plays with toys and talks with peersK12 Plays simple ball gamesK13 Coordinated play with peersK14 Interactive motor gamesK15 Board games

SOCIAL INTERACTIONL1 Appropriate when near peers or siblingsL2 Takes offered itemsL3 Tolerates/responds appropriately to positive touches by peers or siblingsL4 Shows interest in the behavior of othersL5 Looks at others to start a social interactionL6 Physically approaches and engages othersL7 Looks at others in anticipation of completing a reinforcing actionL8 Listener- receptiveL9 Imitates peersL10 Returns greetingsL11 Physically prompts others to do activitiesL12 Responds to approaches and attempts to interact from peersL13 Sharing-gives up items to othersL14 Searches for missing personL15 Active attention seekingL16 Labels items for othersL17 Eye contactL18 Asks peers for items (single)

SOCIAL/EMOTIONAL DEVELOPMENT – Sense of Self1. Shows ability to adjust to new situations

F1 Watches classroom activities with family memberF2 Engages in classroom activities when family member is nearbyF3 Engages in classroom activities with support of familiar staff memberI Treats arrival and departure as routine parts of the dayII Accepts changes in daily schedule and routinesIII Functions with increasing independence in school

2. Demonstrates appropriate trust in adultsF1 Shows pleasure about the presence of familiar adultF2 Seeks familiar adult for comfortF3 Shows preference for interacting with familiar adultI Shows confidence in parents’ and teachers’ abilities to keep him/her safe and healthyII Regards parents and teachers as resources and positive role modelsIII Knows the difference between adults who can help (family members, friends, staff) and those who may not (strangers)

SOCIAL/EMOTIONAL DEVELOPMENT – Prosocial Behavior10. Plays well with other children

F1 Takes an interest in other children at play

Chapter 2: “Large-Group Time,” pages 84 – 85, “Small-Group Time,” page 86, “Choice Time,” pages 87 – 88, and “The Daily Schedule,” pages 92 – 97Chapter 4: “Large-Group Instruction,” pages 183 – 185, and “Small-Group Instruction,” pages 185 – 187 “Child-Initiated Learning,” pages 173 – 174, and “Interacting with Children to Promote Learning,” pages 175 – 178





(ABLLS-R)




0.1.3 Actively engage in activities and interactions with teachers and peers. (cont.)

L19 Sharing-asks for items to be sharedL20 Sharing-offers items to othersL21 Initiates greetingsL22 Joins peers in an activityL23 Observation of peer’s attention to activitiesL24 Feedback from peersL25 Adjusts behavior based on changes in peer’s actionL26 Assists other to participateL27 States what others like/dislikeL28 Direct others attention to something of interest to themL29 Attends to the reactions of interest by othersL30 Delivers a message

GROUP INSTRUCTIONM1 Sits appropriately in small groupM2 Sits appropriately in large groupM3 Attends to teacher in groupM4 Attends to other students in groupM5 Follows group Instructions-all do the same receptive responseM6 Follows group instructions with a discriminationM7 Raises hand to get teacher attention to do an activityM8 Raises hand to answer a questionM9 Raises hand AND names itemM10 Raises hand AND answers a questionM11 Takes turns during instructionM12 Learns new skills in group teaching format

F2 Plays comfortably alongside another childF3 Imitates what other children are doing, interacting occasionallyI Works/plays cooperatively with one other childII Successfully enters a group and plays cooperativelyIII Maintains an ongoing friendship with at least one other child

12. Shares and respects the rights of othersF1 Plays with familiar adult using same materialF2 Participates in activity with other child using same materialsF3 Participates in simple turn taking with adult involvementI With prompts, shares or takes turns with othersII Shares toys or allows turn in response to another child’s requestIII Shares and defends the rights of others to a turn



42. Asks questionsF1 Uses gestures or facial expressions to express needsF2 Uses rising intonation to ask questionsF3 Uses some “wh-“ words to ask questions





(ABLLS-R)




0.1.3 Actively engage in activities and interactions with teachers and peers. (cont.)

I Asks simple questions II Asks questions to further understandingIII Asks increasingly complex questions to further own understanding

43. Actively participates in conversationsF1 Participates in back and forth vocal playF2 Responds to routine greetingsF3 Interacts verbally with others in non-routine waysI Responds to comments and questions from others II Responds to others’ comments in a series of exchangesIII Initiates and/or extends conversations for at least four exchanges

0.1.4 Discuss their own actions and efforts.

INTRAVERBALSH11 Answer “What” questions regarding questionsH12 Answers “Where” questions regarding items found in home or classroomH13 Answers “Where” questions regarding activities done at home or schoolH28 Answers “Who/Whose” questionsH29 Answers “When” questionsH31 Answers “Which” questionsH32 Answers “How” questionsH33 Answers “Why” questionsH34 Describes steps in sequence of a daily activityH35 States activity when told sequence of actions H36 States item when told its functions, features, or class (multiple features)H37 Intraverbal Yes/No with “Can, do, does, will” questionsH38 Answers questions containing two critical stimuli (multiple component questions with multiple responses)H39 Answers questions containing three critical stimuli (multiple component questionswith multiple responses)H40 Describes items

SOCIAL/EMOTIONAL DEVELOPMENT – Responsibility for Self and Others5. Demonstrates self-direction and independence


COGNITIVE DEVELOPMENT – Learning and Problem Solving25. Explores cause and effect

F1 Associates an action with an outcomeF2 Manipulates an object and reacts F3 Repeats an action to get same effectI Notices and comments on effectII Wonders “what will happen if” and tests out possibilitiesIII Explains plans for testing cause and effect, and tries out ideas

Chapter 2: “Validate Children’s Accomplishments/Progress,” pages104 – 105





(ABLLS-R)




0.1.4 Discuss their own actions and efforts. (cont.)

H41 Describes steps before and after in sequence of a daily activityH42 Answers questions concerning past and upcoming eventsH43 Maintains a conversation with an adult or peerH44 Answers “Novel” questionsH45 Answers questions relevant to current eventsH46 Answers questions with multiple responses concerning current eventsH47 Answers questions with multiple responses in group discussionsH48 Tells about experiences/tells storiesH49 Spontaneous conversation

SPONTANEOUS VOCALIZATIONSI9 Spontaneous conversation

SOCIAL INTERACTIONL6 Physically approaches and engages others



41. Answers questionsF1 Answers simple questions by vocalizing; understands that a question requires a responseF2 Answers simple yes or no questions verballyF3 Answers simple questions about a choice of two objectsI Answers simple questions with one or two words II Answers questions with a complete thoughtIII Answers questions with details

42. Asks questionsF1 Uses gestures or facial expressions to express needsF2 Uses rising intonation to ask questionsF3 Uses some “wh-“ words to ask questionsI Asks simple questions II Asks questions to further understandingIII Asks increasingly complex questions to further own understanding

43. Actively participates in conversationsF1 Participates in back and forth vocal playF2 Responds to routine greetingsF3 Interacts verbally with others in non-





(ABLLS-R)




0.1.4 Discuss their own actions and efforts. (cont.)

routine waysI Responds to comments and questions from others II Responds to others’ comments in a series of exchangesIII Initiates and/or extends conversations for at least four exchanges

Standard 0.2: Children demonstrateself-direction.

0.2.1 Make independent choices and plans from a broad range of diverse interest centers.

REQUESTSF1 Requests by indicatingF2 Multiply controlled requestsF3 Requesting with the reinforcer present and when asked “What do you want?”F4 Requesting when asked, “What do you want?”F5 Spontaneous request with item present ( no prompts)F6 Spontaneous requests with items not present (no prompts)F10 Requests with head movements or by saying Yes/NoF11 Requests using sentencesF16 Requests using adjectivesF17 Requests using prepositionsF18 Request future items or eventsF19 Requests information using “What”F20 Requests information using “Where”F21 Requests information using “Who/Whose”F22 Requests using adverbsF23 Requests using pronounsF24 Requests information using “Which”F25 Requests information using “When”F26 Requests information using “How”F27 Requests information using “Can,” “Do,” “Does,” or Will”F28 Requests information using “Why”F29 Spontaneous requests

PLAY AND LEISUREK1 Explores toys in the environment


F1 Makes a simple yes or no choiceF2 Engages in activity chosen by adultF3 Chooses one activity out of choice of two and plays briefly on ownI Chooses and becomes involved in one activity out of several optionsII Completes multiple tasks in a project of own choosing with some adult assistance

III Carves out and completes own task without adult assistance

COGNITIVE DEVELOPMENT – Learning and Problem Solving23. Approaches problems flexibly

F1 Manipulates an objectF2 Explores objects to see how they work F3 Makes repeated attempts to accomplish a taskI Finds multiple uses for classroom objectsII Experiments with materials in new ways when first way doesn’t workIII Finds alternative solutions to problems

Chapter 2: “Choice Time,” pages. 87 – 88Chapter 6: “Blocks,” pages 243 – 269Chapter 7 “Dramatic Play,” pages 271 – 293Chapter 8: “Toys and Games,” pages 295 – 315Chapter 9: “Art,” pages 317 – 349Chapter 10: “Library,” pages 351 – 379Chapter 11: “Discovery,” pages 381 – 401Chapter 12: “Sand and Water,” pages 403 – 421Chapter 13: “Music and Movement,” pages 423 – 441Chapter 14 “Cooking,” pages 443 – 469Chapter 15: “Computers,” pages 471 – 491Chapter 16: “Outdoors,” pages 493 – 522





(ABLLS-R)




0.2.1 Make independent choices and plans from a broad range of diverse interest centers. (cont.)

K2 Allows others to manipulate/touch toysK3 Independent outdoor activitiesK4 Independent indoor leisure activitiesK5 Plays with toys/manipulates toys as designedK6 Independently plays with toys and engages in verbal behaviorK7 Multiple responses with toys related to a themeK8 Plays interactively with other studentsK9 Plays interactively with a variety of peersK10 Sociodramatic playK11 Plays with toys and talks with peersK12 Plays simple ball gamesK13 Coordinated play with peersK14 Interactive motor gamesK15 Board games

FOLLOW CLASSROOM ROUTINESN2 Works independently on non-academic activitiesN7 Works independently on academic activities

0.2.2 Demonstrate self-help skills (e.g., cleans up, pours juice, use soap when washing hands, put away belongings).

DRESSING SKILLSU1 Pants up and downU2 Shoes on and offU3 Pullover shirts on and take offU4 Buttoning shirts on and offU5 Pants on and offU6 Socks on and offU7 Coat on and offU8 Unzip zipperU9 Fasten zipperU10 Use zipper on clothesU11 Fasten buttonsU12 Use snapsU13 Use bucklesU14 Adjust clothing when neededU15 Tie shoes

EATING SKILLSV1 Eat finger foodsV2 Drink from a strawV3 Drink from a cupV4 Feed self with a spoon and fork

SOCIAL/EMOTIONAL DEVELOPMENT – Responsibility for Self and Others6. Takes responsibility for own well-being

F1 Allows adult to attend to personal needs, such as dressing or washing hands, without resistanceF2 Cooperates with adult attending to physical needsF3 Uses self-help skills with adult assistanceI Uses self-help skills with occasional remindersII Uses self-help skills and participates in chores without remindersIII Understands the importance of self-help skills and their role in healthy living


F1 Uses and cares for materials with physical assistance

Chapter 1: “Ages and Stages of Development: Three, Four, and Five Year Olds,” pages 23 – 26Chapter 2: “Transition Times,” pages 88 – 89, and “Mealtimes,” pages 89 – 91





(ABLLS-R)




0.2.2 Demonstrate self-help skills (e.g., cleans up, pours juice, use soap when washing hands, put away belongings). (cont.)

V5 Spread with a knifeV6 Pour liquid into a cupV7 Cut food with a knifeV8 Take prepared lunch to tableV9 Clean-up table after mealsV10 Keep eating areas clean

GROOMINGW1 Wash handsW2 Dry handsW3 Wash faceW4 Dry faceW5 Comb or brush hairW6 Brush teethW7 Blow nose when needed

TOILETING SKILLSX1 Urinate in toiletX2 Remain dry (urine) on a toileting scheduleX3 Independently use familiar restroom for urinationX4 Requests to use toilet when neededX5 Wipe self after urinating (Females)X6 Defecate in toiletX7 Remain clean (bowel movement) on a toileting scheduleX8 Wipe self after bowel movementX9 Independently use familiar restroom for bowel movementsX10 Use restroom without assistance

F2 Uses and cares for materials with adult modelingF3 Uses and cares for materials, following adult’s suggestionI Uses materials in appropriate waysII Puts away used materials before starting another activityIII Begins to take responsibility for care of the classroom environment

0.2.3 Move through the classroom routines and activities with minimal teacher direction, and transition easily from one activity to the next.

RECEPTIVE LANGUAGEC7 Follow instructions in routine situations

FOLLOW CLASSROOM ROUTINESN1 Follows daily routines (backpack, etc.)N2 Works independently on non-academic activitiesN3 Sits and waits appropriately during transitionsN4 Physically transitions to next area or activityN5 Waits turn to do activities (wash hands, etc.)N6 Gets in line on requestN7 Works independently on academic

SOCIAL/EMOTIONAL DEVELOPMENT – Sense of Self1. Shows ability to adjust to new situations

F1 Watches classroom activities with family memberF2 Engages in classroom activities when family member is nearbyF3 Engages in classroom activities with support of familiar staff memberI Treats arrival and departure as routine parts of the dayII Accepts changes in daily schedule and routinesIII Functions with increasing independence in school

Chapter 2: “A System for Classroom Jobs,” pages 73 – 74, “Establishing a Structure for Each Day,” pages 82 – 101, and “The Daily Schedule,” pages 92 – 97 Setting Up and Maintaining the Classroom, pp. 62-81Transition Times, pp. 88,89





(ABLLS-R)




0.2.3 Move through the classroom routines and activities with minimal teacher direction and transition easily from one activity to the next. (cont.)

activitiesN8 Gets & returns own materialsN9 Completes a task and brings work to teacher or puts away materialsN10 Stands and waits appropriately during transitions

SOCIAL/EMOTIONAL DEVELOPMENT – Responsibility for Self and Others8. Follows classroom routines

F1 Joins routines with physical assistanceF2 Follows routines with adult modeling or other guidanceF3 Participates in classroom routines, following othersI Participates in classroom activities (e.g., circle time, clean-up, napping, toileting, eating, etc.) with promptingII Understands and follows classroom procedures without promptingIII Follows and understands the purpose of classroom procedures

0.2.4 Attend to tasks for a period of time.

PLAY AND LEISUREK14 Interactive motor games

SOCIAL INTERACTIONL29 Attends to the reactions of interest by others

FOLLOW CLASSROOM ROUTINESN1 Follows daily routines (backpack, etc.)N2 Works independently on non-academic activitiesN3 Sits and waits appropriately during transitionsN4 Physically transitions to next area or activityN5 Waits turn to do activities (wash hands, etc.)N6 Gets in line on requestN7 Works independently on academic activitiesN8 Gets & returns own materialsN9 Completes a task and brings work to teacher or puts away materialsN10 Stands and waits appropriately during transitions

COGNITIVE DEVELOPMENT – Learning and Problem Solving24. Shows persistence in approaching tasks

F1 Plays purposefully with toy for a brief period, with adult supportF2 Directs attention to one task at a time, with encouragement F3 Stays involved in activity for short periodsI Sees simple tasks through to completionII Continues to work on task even when encountering difficultiesIII Works on task over time, leaving and returning to complete it

Chapter 1: “Ages and Stages of Development,” pages 23 – 26Sections in All Interest Area Chapters: What Children Learn in the _____ Area: Literacy, Math, Science, Social Studies, the Arts, and Technology.

Standard 0.3:





(ABLLS-R)




Children identify and express feelings.

0.3.1 Recognize and describe a wide range of feelings, including sadness, anger, fear, and happiness.

LABELINGG42 Labels emotions of othersG43 Internal events and emotionsG46 Labels social interaction behavior

SYNTAX AND GRAMMARJ20 Label emotional state associated with a verbal response

SOCIAL/EMOTIONAL DEVELOPMENT – Sense of Self3. Recognizes own feelings and manages them appropriately

F1 Shows feelings through gestures and facial expressionsF2 Recognizes feelings when they are labeled by an adultF3 Labels own feelings with an adult’s supportI Identifies and labels own feelingsII Is able to describe feelings and their causesIII Is increasingly able to manage own feelings

SOCIAL/EMOTIONAL DEVELOPMENT – Prosocial Behavior11. Recognizes the feelings of others and responds appropriately

F1 Notices others’ expressions of feelingsF2 Imitates expressions of feelingsF3 Uses simple labels to identify feelingsI Is aware of other children’s feelings and often responds in a like mannerII Shows increasing awareness that people may have different feelings about the same situationIII Recognizes what another person might need or want

Chapter 2: “Creating a Classroom Community,” pages 102 – 122, “Validate Children’s Accomplishments/Progress,” pages 104 – 105, “Helping Children Make Friends,” pages 105 – 106, “Handling Problems between Children,” pages 110 – 114, “Challenging Behaviors,” pages 116 – 119, “Coaching Children on How to be Assertive,” page 120, and “Helping Children Regain Control,” pages 121 – 122

0.3.2 Empathize with feelings of others (e.g., get a blanket for a friend and comfort him/her when he/she feels sad).

LABELINGG46 Labels social interaction behavior


SOCIAL INTERACTIONL4 Shows interest in the behavior of othersL26 Assists other to participateL27 States what others like/dislike

L28 Direct others attention to something of interest to them


F1 Notices others’ expressions of feelingsF2 Imitates expressions of feelingsF3 Uses simple labels to identify feelingsI Is aware of other children’s feelings and often responds in a like mannerII Shows increasing awareness that people may have different feelings about the same situation

III Recognizes what another person might

Chapter 2: “Handling Problems between Children,” pages 110 – 114, “Challenging Behavior,” pages 116 – 122, and “Helping Children Regain Control,” pages 121 – 122





(ABLLS-R)




0.3.2 Empathize with feelings of others (e.g., get a blanket for a friend and comfort him/her when he/she feels sad). (cont.)

L29 Attends to the reactions of interest by others

need or want


0.3.3 Channel impulses and negative feelings such as anger (e.g., taking three deep breaths, using calming words, pulling self out of play to go to “safe spot” to relax, expressive activities).

0.3.3 Channel impulses and

SOCIAL INTERACTIONL24 Feedback from peersL25 Adjusts behavior based on changes in peer’s action

GENERALIZED RESPONDINGP3 Generalizes across environmentsP4 Use of skills in groupsP5 Generalized response forms

SOCIAL/EMOTIONAL DEVELOPMENT – Sense of Self4. Stands up for rights

F1 Shows a response to action of another childF2 Expresses needs and desires nonverballyF3 Asserts own needs and desires verbally, with adult supportI Physically or verbally asserts needs and desiresII Asserts own needs and desires verbally without being aggressiveIII Takes action to avoid possible disputes over rights



SOCIAL/EMOTIONAL DEVELOPMENT –

Chapter 2: “Handling Problems between Children,” pages 110 – 114, “Challenging Behavior,” pages 116 – 122, and “Helping Children Regain Control,” pages 121 – 122





(ABLLS-R)




negative feelings such as anger (e.g., taking three deep breaths, using calming words, pulling self out of play to go to “safe spot” to relax, expressive activities). (cont.)

Prosocial Behavior12. Shares and respects the rights of others

F1 Plays with familiar adult using same materialF2 Participates in activity with other child using same materialsF3 Participates in simple turn taking with adult involvementI With prompts, shares or takes turns with othersII Shares toys or allows turn in response to another child’s requestIII Shares and defends the rights of others to a turn

13. Uses thinking skills to resolve conflictsF1 Reacts to conflict with emotionF2 Reacts to conflict but calms when adult provides solutionF3 Seeks teacher to resolve conflictI Accepts compromise when suggested by peer or teacherII Suggests a solution to solve a problem; seeks adult assistance when neededIII Engages in a process of negotiation to reach a compromise

Standard 0.4: Children exhibit positive interactions with other children and adults.

0.4.1 Engage appropriately with peers and teachers in classroom activities.

0.4.1 Engage appropriately with

PLAY AND LEISUREK8 Plays interactively with other studentsK9 Plays interactively with a variety of peersK10 Sociodramatic playK11 Plays with toys and talks with peersK12 Plays simple ball gamesK13 Coordinated play with peersK14 Interactive motor gamesK15 Board games

SOCIAL INTERACTIONL1 Appropriate when near peers or siblingsL2 Takes offered items

L3 Tolerates/responds appropriately to


F1 Joins routines with physical assistanceF2 Follows routines with adult modeling or other guidanceF3 Participates in classroom routines, following othersI Participates in classroom activities (e.g., circle time, clean-up, napping, toileting, eating, etc.) with promptingII Understands and follows classroom procedures without prompting

III Follows and understands the purpose

Chapter 2: “Large-Group Time,” pages 84 – 85, “Small-Group Time,” page 86, “Choice Time,” pages 87 – 88, and “The Daily Schedule,” pages 92 – 97Chapter 4: “Large-Group Instruction,” pages 183 – 185, and “Small-Group Instruction,” pages 185 – 187





(ABLLS-R)




peers and teachers in classroom activities. (cont.)

0.4.1 Engage appropriately with

positive touches by peers or siblingsL4 Shows interest in the behavior of othersL5 Looks at others to start a social interactionL6 Physically approaches and engages othersL7 Looks at others in anticipation of completing a reinforcing actionL8 Listener- receptiveL9 Imitates peersL10 Returns greetingsL11 Physically prompts others to do activitiesL12 Responds to approaches and attempts to interact from peersL13 Sharing-gives up items to othersL14 Searches for missing personL15 Active attention seekingL16 Labels items for othersL17 Eye contactL18 Asks peers for items (single)L19 Sharing-asks for items to be sharedL20 Sharing-offers items to othersL21 Initiates greetingsL22 Joins peers in an activityL23 Observation of peer’s attention to activitiesL24 Feedback from peersL25 Adjusts behavior based on changes in peer’s actionL26 Assists other to participateL27 States what others like/dislikeL28 Direct others attention to something of interest to themL29 Attends to the reactions of interest by othersL30 Delivers a messageL31 Waits for breaking conversation to interruptL32 Converses with othersL33 Asks for informationL34 Obtains and maintains attention of others

GROUP INSTRUCTION

of classroom procedures

9. Follows classroom rules sometimes with physical assistance

F1 Follows simple directionsF2 Follows classroom sometimes with physical assistancerules when modeled by teacher or peersF3 Follows simple rules and limits when verbal cues are combined with gesturesI Follows classroom rules with remindersII Understands and follows classroom rules without remindersIII Follows and understands reasons for classroom rules


F1 Takes an interest in other children at playF2 Plays comfortably alongside another childF3 Imitates what other children are doing, interacting occasionallyI Works/plays cooperatively with one other childII Successfully enters a group and plays cooperativelyIII Maintains an ongoing friendship with at least one other child





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peers and teachers in classroom activities. (cont.)

M1 Sits appropriately in small groupM2 Sits appropriately in large groupM3 Attends to teacher in groupM4 Attends to other students in groupM5 Follows group Instructions-all do the same receptive responseM6 Follows group instructions with a discriminationM7 Raises hand to get teacher attention to do an activityM8 Raises hand to answer a questionM9 Raises hand AND names itemM10 Raises hand AND answers a questionM11 Takes turns during instruction

GENERALIZED RESPONDINGP2 Generalizes across instructorsP3 Generalizes across environmentsP4 Use of skills in groups

0.4.2 Demonstrate socially acceptable behavior for teachers and peers (e.g., give hugs, get a tissue, sit next to a friend/teacher, hold hands).

0.4.2 Demonstrate socially

SOCIAL INTERACTIONL1 Appropriate when near peers or siblingsL3 Tolerates/responds appropriately to positive touches by peers or siblingsL4 Shows interest in the behavior of othersL5 Looks at others to start a social interactionL6 Physically approaches and engages othersL7 Looks at others in anticipation of completing a reinforcing actionL8 Listener- receptiveL10 Returns greetingsL12 Responds to approaches and attempts to interact from peersL13 Sharing-gives up items to othersL17 Eye contactL19 Sharing-asks for items to be sharedL20 Sharing-offers items to othersL21 Initiates greetingsL31 Waits for breaking conversation to interrupt

FOLLOW CLASSROOM ROUTINES

SOCIAL/EMOTIONAL DEVELOPMENT – Sense of Self2. Demonstrates appropriate trust in adults

F1 Shows pleasure about the presence of familiar adultF2 Seeks familiar adult for comfortF3 Shows preference for interacting with familiar adultI Shows confidence in parents’ and teachers’ abilities to keep him/her safe and healthyII Regards parents and teachers as resources and positive role modelsIII Knows the difference between adults who can help (family members, friends, staff) and those who may not (strangers)

SOCIAL/EMOTIONAL DEVELOPMENT – Responsibility for Self and Others9. Follows classroom rules

F1 Follows simple directions, sometimes with physical assistanceF2 Follows classroom rules when modeled by teacher or peersF3 Follows simple rules and limits when

verbal cues are combined with gestures

Chapter 2: “Promoting Positive Relationships in the Classroom,” pages102 – 108





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acceptable behavior for teachers and peers (e.g., give hugs, get a tissue, sit next to a friend/teacher, hold hands). (cont.)

N1 Follows daily routines (backpack, etc.)N3 Sits and waits appropriately during transitionsN10 Stands and waits appropriately during transitions

I Follows classroom rules with remindersII Understands and follows classroom rules without remindersIII Follows and understands reasons for classroom rules

0.4.3 Say “thank you,” “please,” and “excuse me.”

IMITATIOND5 Imitation of arm and hand movements

VOCAL IMITATIONE12 Imitation of words upon requestE19 Spontaneous imitation of words

SPONTANEOUS VOCALIZATIONSI2 Spontaneously say words or approximation to wordsI3 Spontaneously says phrases


SOCIAL INTERACTIONL18 Asks peer for item (single)L19 Sharing – asks for items to be shared

There are no objectives in The Creative Curriculum Developmental Continuum that align directly with this item.

Chapter 2: “Mealtimes,” pages 89 – 91

0.4.4 Respect the rights of others (e.g., “This painting belongs to Carlos.”)

0.4.4 Respect the rights of others

SOCIAL INTERACTIONL13 Sharing-gives up items to othersL18 Asks peers for items (single)L19 Sharing-asks for items to be sharedL20 Sharing-offers items to othersL26 Assists other to participate

GROUP INSTRUCTIONM11 Takes turns during instruction



SOCIAL/EMOTIONAL DEVELOPMENT – Prosocial Behavior

Chapter 2: “Helping Children Make Friends,” pages 105 – 106, and “Classroom Strategies to Support Friendships,” pages 107 – 108





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(e.g., “This painting belongs to Carlos.”) (cont.)


13. Uses thinking skills to resolve conflictsF1 Reacts to conflict with emotionF2 Reacts to conflict but calms when adult provides solutionF3 Seeks teacher to resolve conflictI Accepts compromise when suggested by peer or teacherII Suggests a solution to solve a problem; seeks adult assistance when neededIII Engages in a process of negotiation to reach a compromise

0.4.5 Express needs verbally or nonverbally to teacher and peers without being aggressive (e.g., “I don’t like it when you call me dummy. Stop!”)

0.4.5 Express needs verbally or nonverbally to teacher and peers

REQUESTSF2 Multiply controlled requestsF3 Requesting with the reinforcer present and when asked “What do you want?”F5 Spontaneous request with item present ( no prompts)F6 Spontaneous requests with items not present (no prompts)F8 Request others to perform an actionF9 Requests missing items needed for a taskF10 Requests with head movements or by saying Yes/NoF11 Requests using sentencesF12 Requests helpF13 Acquires novel requests without intensive trainingF14 Requests attention

F15 Requests others to remove an item or stop an activity



LANGUAGE DEVELOPMENT –Listening and Speaking

Chapter 2: “Coaching Children to be Assertive,” page 120





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without being aggressive (e.g., “I don’t like it when you call me dummy. Stop!”) (cont.)

F16 Requests using adjectivesF17 Requests using prepositionsF18 Request future items or eventsF19 Requests information using “What”F20 Requests information using “Where”F21 Requests information using “Who/Whose”F22 Requests using adverbsF23 Requests using pronounsF24 Requests information using “Which”F25 Requests information using “When”F26 Requests information using “How”F27 Requests information using “Can,” “Do,” “Does,” or Will”F28 Requests information using “Why”F29 Spontaneous requests

INTRAVERBALSH49 Spontaneous conversation

SPONTANEOUS VOCALIZATIONSI2 Spontaneously say words or approximations to wordsI3 Spontaneously says phrasesI7 Spontaneous requests

SYNTAX AND GRAMMARJ11 NegativesJ18 Labels strength of a verbal response

SOCIAL INTERACTIONL1 Appropriate when near peers or siblings

39. Expresses self using words and expanded sentences


0.4.6 Demonstrate verbal or nonverbal problem-solving skills without being aggressive (e.g., talk about a problem and related feelings and negotiate solutions).

0.4.6 Demonstrate verbal or nonverbal problem-solving skills

LABELINGG28 Labels features of items which are missing or incorrectG30 Identifies obvious problems


SOCIAL INTERACTIONL29 Attends to the reactions of interest by others


F1 Shows a response to action of another childF2 Expresses needs and desires nonverballyF3 Asserts own needs and desires

verbally, with adult supportI Physically or verbally asserts needs

Chapter 2: “Teaching Social Problem-Solving Skills,” pages 110 – 115, and “Handling Problems between Children,” pages 110 – 114





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without being aggressive (e.g., talk about a problem and related feelings and negotiate solutions). (cont.)

and desiresII Asserts own needs and desires verbally without being aggressiveIII Takes action to avoid possible disputes over rights

SOCIAL/EMOTIONAL DEVELOPMENT – Prosocial Behavior13. Uses thinking skills to resolve conflicts

F1 Reacts to conflict with emotionF2 Reacts to conflict but calms when adult provides solutionF3 Seeks teacher to resolve conflictI Accepts compromise when suggested by peer or teacherII Suggests a solution to solve a problem; seeks adult assistance when neededIII Engages in a process of negotiation to reach a compromise



Standard 0.5: Children exhibit pro-social behaviors.

0.5.1 Play independently and cooperatively, in pairs and small groups.

0.5.1 Play independently and

PLAY AND LEISUREK8 Plays interactively with other studentsK9 Plays interactively with a variety of peersK11 Plays with toys and talks with peersK12 Plays simple ball games

K13 Coordinated play with peersK14 Interactive motor games


F1 Makes a simple yes or no choice

F2 Engages in activity chosen by adultF3 Chooses one activity out of choice of

Chapter 2: “Choice Time,” pages 87 – 88





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cooperatively, in pairs and small groups. (cont.)

0.5.1 Play independently and

K15 Board games

GROUP INSTRUCTIONM1 Sits appropriately in small groupM2 Sits appropriately in large groupM3 Attends to teacher in groupM4 Attends to other students in groupM5 Follows group Instructions-all do the same receptive responseM6 Follows group instructions with a discriminationM7 Raises hand to get teacher attention to do an activityM8 Raises hand to answer a questionM9 Raises hand AND names itemM10 Raises hand AND answers a questionM11 Takes turns during instructionM12 Learns new skills in group teaching format

two and plays briefly on ownI Chooses and becomes involved in one activity out of several optionsII Completes multiple tasks in a project of own choosing with some adult assistanceIII Carves out and completes own task without adult assistance




COGNITIVE DEVELOPMENT – Representation and Symbolic Thinking35. Takes on pretend roles and situations

F1 Accepts roles chosen by others and plays alongF2 Engages in pretend play when initiated by an adult

F3 Engages in pretend play I Performs and labels actions associated





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cooperatively, in pairs and small groups. (cont.)

with a roleII Offers a play theme and scenarioIII Engages in elaborate and sustained role play

36. Makes believe with objects F1 Plays purposefully with familiar play objectF2 Imitates others’ pretend play with familiar objects, with adult guidanceF3 Uses realistic props to imitate actions of othersI Interacts appropriately with real objects or replicas in pretend play II Uses substitute object or gesture to represent real objectIII Uses make-believe props in planned and sustained play

0.5.2 Engage in pretend play. PLAY AND LEISUREK5 Plays with toys/manipulates toys as designedK6 Independently plays with toys and engages in verbal behaviorK7 Multiple responses with toys related to a themeK8 Plays interactively with other studentsK9 Plays interactively with a variety of peersK10 Sociodramatic playK11 Plays with toys and talks with peersK13 Coordinated play with peers


F1 Accepts roles chosen by others and plays alongF2 Engages in pretend play when initiated by an adult F3 Engages in pretend playI Performs and labels actions associated with a roleII Offers a play theme and scenarioIII Engages in elaborate and sustained role play

36. Makes believe with objectsF1 Plays purposefully with familiar play objectF2 Imitates others’ pretend play with familiar objects, with adult guidanceF3 Uses realistic props to imitate actions of othersI Interacts appropriately with real objects or replicas in pretend play II Uses substitute object or gesture to represent real objectIII Uses make-believe props in planned and sustained play

Chapter 3: “Drama,” pages 153 – 155Chapter 7: “Dramatic Play,” pages 271 – 293

0.5.3 Demonstrate how to enter REQUESTSF1 Requests by indicating


Chapter 2: “ Classroom Strategies to Support Friendships,” pages 107 – 108





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into play when a group of children are already involved in play.

0.5.3 Demonstrate how to enter

F7 Requests with eye contactF8 Requests others to perform actionF29 Spontaneous requests

INTRAVERBALSH22 With visual display, makes related statements (not naming)H43 Maintains a conversation with an adult or peerH49 Spontaneous conversation

SPONTANEOUS VOCALIZATIONSI7 Spontaneous requestsI9 Spontaneous conversation

SOCIAL INTERACTIONL4 Shows interests in the behavior of othersL5 Looks at others to start a social interactionL6 Physically approaches and engages othersL8 Listener-receptiveL11 Physically prompts others to do activitiesL12 Responds to approaches and attempts to interact from peersL13 Sharing-gives up items to othersL15 Active attention seekingL17 Eye contactL18 Asks peers for items (single)L18 Asks peers for items (single)L19 Sharing-asks for items to be sharedL20 Sharing-offers items to othersL21 Initiates greetingsL22 Joins peers in an activityL23 Observation of peer’s attention to activitiesL24 Feedback from peersL25 Adjusts behavior based on changes in peer’s actionL26 Assists other to participateL28 Direct others attention to something of interest to themL29 Attends to the reactions of interest by

othersL31 Waits for breaking conversation to

10. Plays well with other childrenF1 Takes an interest in other children at playF2 Plays comfortably alongside another childF3 Imitates what other children are doing, interacting occasionallyI Works/plays cooperatively with one other childII Successfully enters a group and plays cooperativelyIII Maintains an ongoing friendship with at least one other child





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into play when a group of children are already involved in play. (cont.)

interruptL32 Converses with othersL33 Asks for informationL34 Obtains and maintains attention of other

GENERALIZED RESPONDINGP3 Generalizes across environmentsP4 Use of skills in groupsP6 Generalization of language skills

0.5.4 Take turns.

0.5.4 Take turns. (cont.)

PLAY AND LEISUREK8 Plays interactively with other studentsK9 Plays interactively with a variety of peersK13 Coordinated play with peersK14 Interactive motor gamesK15 Board games




SOCIAL/EMOTIONAL DEVELOPMENT – Prosocial Behavior12. Shares and respects the rights of others


13. Uses thinking skills to resolve conflictsF1 Reacts to conflict with emotion

F2 Reacts to conflict but calms when adult provides solution

Chapter 2: “Promoting Positive Relationships,” pages 102 – 108Chapter 2: “Developing Rules for a Classroom Community,” pages 108 – 110, and “Solving Problems that Involve the Whole Class,” pages 114 - 115





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F3 Seeks teacher to resolve conflictI Accepts compromise when suggested by peer or teacherII Suggests a solution to solve a problem; seeks adult assistance when neededIII Engages in a process of negotiation to reach a compromise

0.5.5 Demonstrate understanding the concept of sharing by attempting to share.

PLAY AND LEISUREK2 Allows others to manipulate/touch toys

SOCIAL INTERACTIONL13 Sharing-gives up items to othersL19 Sharing-asks for items to be sharedL20 Sharing-offers items to others

SOCIAL/EMOTIONAL DEVELOPMENT – Prosocial Behavior12. Shares and respects the rights of others


Chapter 2: “Promoting Positive Relationships,” pages 102 – 108; “Developing Rules for a Classroom Community,” pages 108 – 110,; and “Solving Problems that Involve the Whole Class,” pages 114 - 115

Visual and Performing Arts

Standard 1.1: Children express themselves through and develop an appreciation of creative movement and dance.

1.1.1 Move the body in a variety of ways, with and without music.

1.1.1 Move the body in a variety of ways, with and without music.

IMITATIOND3 Motor imitation of gross motor movement with verbal promptsD4 Imitation of leg and foot movementsD5 Imitation of arm and hand movementsD6 Imitation discriminating static and kinetic motor movements

D7 Varied imitation instructionsD8 Imitation of gross motor actions modeled in a mirror


Chapter 3: “Music,” pages 153 - 155Chapter 13: “Music and Movement,” pages 423 - 441





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(cont.) D9 Imitation of head movementsD15 Imitate speed of an ongoing action with objectsD16 Imitate speed of a recently modeled action with objectsD17 Imitate speed of an action

GROSS MOTOR SKILLSY1 Walk forward with appropriate gaitY2 KneelY3 Run smoothlyY4 Roll sidewaysY5 Jump forwardY6 Jump downY7 Walk backwardY8 Hop on two feetY12 Creep on stomachY13 SquatY17 Walk sidewaysY18 GallopY19 Balance on one footY28 SkipY29 Jumping jacks

1.1.2 Respond to changes in tempo and a variety of musical rhythms through body movement.

IMITATIOND15 Imitate speed of an ongoing action with objectsD16 Imitate speed of a recently modeled action with objectsD17 Imitate speed of an action D21 Imitation of the intensity of an action

GROUP INSTRUCTIONM3 Attends to teacher in groupM4 Attends to other students in groupM5 Follows group Instructions-all do the same receptive responseM6 Follows group instructions with a discrimination



1.1.3 Participate in simple sequences of movements.

IMITATIOND19 Imitation of a sequence of actions switching with model







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D20 Imitation of a sequence of actions


1.1.4 Define and maintain personal space, concentration and focus during creative movement/dance performances.

SOCIAL INTERACTIONL1 Appropriate when near peers or siblings



1.1.5 Participate in or observe a variety of dance and movement activities accompanied by music and/or props from different cultures and genres.

RECEPTIVE LANGUAGEC32 Demonstrates a specified action with an object when given different objects

SOCIAL INTERACTIONL22 Joins peers in an activity




1.1.6 Use movement/dance to convey meaning around a theme or to show feelings.

PLAY AND LEISUREK10 Sociodramatic play GROUP INSTRUCTIONM5 Follows group Instructions-all do the same receptive response



1.1.7 Describe feelings and reactions in response to a

RECEPTIVE LANGUAGEC54 Selects pictures representing emotions


Chapter 13: “Music and Movement,” pages 423 - 441





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creative movement/dance performance. LABELING

G9 Fluent labelingG42 Labels emotions of othersG43 Internal events and emotionsG46 Labels social interaction behavior

INTRAVERBALSH22 With visual display, makes related statements (not naming)H30 Discrimination of questions about items and activitiesH42 Answers questions concerning past and upcoming eventsH43 Maintains a conversation with an adult or peerH48 Tells about experiences/tells storiesH49 Spontaneous conversation

1.1.8 Begin to demonstrate appropriate audience skills during creative movement and dance performances.

SOCIAL INTERACTIONL1 Appropriate when near peers or siblingsL4 Shows interest in the behavior of others


Chapter 13: “Music and Movement,” pages 423 - 441

Standard 1.2: Children express themselves through and develop an appreciation of music.

1.2.1 Sing a variety of songs with expression, independently and with others.

1.2.1 Sing a variety of songs with expression, independently and

INTRAVERBALSH1 Fill in words from songsH2 Fill in blanks regarding fun items and activities

SPONTANEOUS VOCALIZATIONSI4 Sings songs with modelsI5 Sings songsI6 Spontaneous vocal imitation

LANGUAGE DEVELOPMENT –Listening and Speaking38. Hears and discriminates the sounds of languageF1 Responds to sounds in the environmentF2 Listens attentively to familiar soundsF3 Discriminates and identifies familiar soundsI Plays with words, sounds, and rhymes II Recognizes and invents rhymes and repetitive phrases; notices words that begin

the same wayIII Hears and repeats separate sounds in words; plays with sounds to create new

Chapter 3: “Music,” pages 153 - 155





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with others. (cont.) words

1.2.2 Use a variety of musical instruments to create music alone and/or with others, using different beats, tempos, dynamics and interpretation.

IMITATIOND3 Motor imitation of gross motor movement with verbal promptsD6 Imitation discriminating static and kinetic motor movementsD15 Imitate speed of an ongoing action with objectsD16 Imitate speed of a recently modeled action with objectsD17 Imitate speed of an action D21 Imitation of the intensity of an actionGROUP INSTRUCTIONM5 Follows group Instructions-all do the same receptive responseM6 Follows group instructions with a discrimination


Chapter 3: “Music,” pages 153 – 155Chapter 13: “Music and Movement,” pages 423 – 441, “How Music/Movement Promote Development in Language,” page 424, “Connecting Music/Movement with Curriculum Objectives: Language Development,” page 425, and “What Children Learn from Music/Movement: Literacy, The Arts,” pages 428 – 429

1.2.3 Clap or sing songs with repetitive phrases and rhythmic patterns.

SPONTANEOUS VOCALIZATIONSI4 Sings songs with modelsI5 Sings songs

LANGUAGE DEVELOPMENT –Listening and Speaking38. Hears and discriminates the sounds of language

F1 Responds to sounds in the environmentF2 Listens attentively to familiar soundsF3 Discriminates and identifies familiar soundsI Plays with words, sounds, and rhymes II Recognizes and invents rhymes and repetitive phrases; notices words that begin the same wayIII Hears and repeats separate sounds in words; plays with sounds to create new words

Chapter 3: “Music,” pages 153 - 155Chapter 13: “Music and Movement,” pages 423 - 441, “How Music/Movement Promote Development in Language,” page 424, “Connecting Music/Movement with Curriculum Objectives: Language Development,” page 425, and “What Children Learn from Music/Movement: Literacy, The Arts,” pages 428 – 429

1.2.4 Listen to, imitate, and improvise sounds, patterns or

VOCAL IMITATIONE1 Imitates sounds upon requestE2 Imitates sequence of single sounds

LANGUAGE DEVELOPMENT –Listening and Speaking38. Hears and discriminates the sounds of

Chapter 3: “Music,” pages 153 - 155Chapter 13: “Music and Movement,” pages 423 - 441, “How Music/Movement Promote





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songs. switching with a modelE7 Imitation of a held sound to a second soundE15 Imitation of short and fast vs. elongated/slow wordsE16 Imitation of loud vs. soft sounds and wordsE17 Imitation of low vs. high sounds and words

INTRAVERBALSH1 Fill in words from songs


languageF1 Responds to sounds in the environmentF2 Listens attentively to familiar soundsF3 Discriminates and identifies familiar soundsI Plays with words, sounds, and rhymes II Recognizes and invents rhymes and repetitive phrases; notices words that begin the same wayIII Hears and repeats separate sounds in words; plays with sounds to create new words

Development in Language,” page 424, “Connecting Music/Movement with Curriculum Objectives: Language Development,” page 425, and “What Children Learn from Music/Movement: Literacy, The Arts,” pages 428 - 429

1.2.5 Participate in and listen to music from a variety of cultures and times.

GROUP INSTRUCTIONM1 Sits appropriately in small groupM2 Sits appropriately in large groupM3 Attends to teacher in groupM4 Attends to other students in groupM8 Raises hand to answer a question



Chapter 13: ‘Music and Movement,” pages 437,438

1.2.6 Recognize and name a variety of music elements using appropriate music vocabulary.

LABELINGG9 Fluent labelingG10 Acquires novel labels without intensive trainingsG17 Labels item when told its classG23 Labels by indicating Yes/NoG25 Labels class of an object


Chapter 13: ‘Music and Movement,” pages 426-431

1.2.7 Describe feelings and reactions, in response to diverse

LABELINGG42 Labels emotions of othersG43 Internal events and emotions


Chapter 3: “Music,” pages 153 - 155Chapter 13: “Music and Movement,” pages 423 - 441, “How Music/Movement Promote





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musical genres and styles. G46 Labels social interaction behavior Development in Language,” page 424, “Connecting Music/Movement with Curriculum Objectives: Language Development,” page 425, and “What Children Learn from Music/Movement: Literacy, The Arts,” pages 428 – 429

1.2.8 Begin to demonstrate appropriate audience skills during recordings and music performances.

GROUP INSTRUCTIONM1 Sits appropriately in small groupM2 Sits appropriately in large groupM3 Attends to teacher in groupM4 Attends to other students in group

FOLLOW CLASSROOM ROUTINESN3 Sits and waits appropriately during transitionsN4 Physically transitions to next area or activityN5 Waits turn to do activities (wash hands, etc.)N6 Gets in line on request

GENERALIZED RESPONDINGP3 Generalizes across environmentsP4 Use of skills in groups


Chapter 13: ‘Music and Movement,” pages 426-431

Standard 1.3:Children express themselves through and develop an appreciation of dramatic play and storytelling.

1.3.1 Play roles observed through life experiences (e.g., mom, dad, baby, fire fighter, police officer, doctor, mechanic).

1.3.1 Play roles observed through life experiences (e.g., mom, dad, baby, fire fighter,

PLAY AND LEISUREK5 Plays with toys/manipulates toys as designedK6 Independently plays with toys and engages in verbal behaviorK8 Plays interactively with other studentsK9 Plays interactively with a variety of peersK10 Sociodramatic playK11 Plays with toys and talks with peers

K13 Coordinated play with peersK14 Interactive motor games


F1 Accepts roles chosen by others and plays alongF2 Engages in pretend play when initiated by an adult F3 Engages in pretend playI Performs and labels actions associated


Chapter 3: “Drama,” pages 153 - 155Chapter 7: “Dramatic Play,” pages 271 - 293





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police officer, doctor, mechanic).(cont.) 36. Makes believe with objects

F1 Plays purposefully with familiar play objectF2 Imitates others’ pretend play with familiar objects, with adult guidanceF3 Uses realistic props to imitate actions of othersI Interacts appropriately with real objects or replicas in pretend play II Uses substitute object or gesture to represent real objectIII Uses make-believe props in planned and sustained play

1.3.2 Use memory, imagination, creativity and language to make up new roles and act them out.

PLAY AND LEISUREK6 Independently plays with toys and engages in verbal behaviorK7 Multiple responses with toys related to a themeK10 Sociodramatic playK11 Plays with toys and talks with peersK13 Coordinated play with peers

GENERALIZED RESPONDINGP1 Generalizes across stimuliP3 Generalizes across environmentsP4 Use of skills in groupsP5 Generalized response formsP6 Generalization of language skills





1.3.3 Participate with others in dramatic play, negotiating roles and setting up scenarios using

PLAY AND LEISUREK7 Multiple responses with toys related to a themeK8 Plays interactively with other students


F1 Accepts roles chosen by others and






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costumes and props. K9 Plays interactively with a variety of peersK10 Sociodramatic playK11 Plays with toys and talks with peersK13 Coordinated play with peers

SOCIAL INTERACTIONL4 Shows interest in the behavior of othersL5 Looks at others to start a social interactionL6 Physically approaches and engages othersL7 Looks at others in anticipation of completing a reinforcing actionL8 Listener- receptiveL9 Imitates peersL12 Responds to approaches and attempts to interact from peersL15 Active attention seekingL22 Joins peers in an activityL23 Observation of peer’s attention to activitiesL24 Feedback from peersL25 Adjusts behavior based on changes in peer’s actionL26 Assists other to participateL27 States what others like/dislikeL28 Direct others attention to something of interest to themL29 Attends to the reactions of interest by others

plays alongF2 Engages in pretend play when initiated by an adult F3 Engages in pretend playI Performs and labels actions associated with a roleII Offers a play theme and scenarioIII Engages in elaborate and sustained role play


1.3.4 Differentiate between fantasy/pretend play and real events.

1.3.4 Differentiate between fantasy/pretend play and real events. (cont.)

PLAY AND LEISUREK10 Sociodramatic play


F1 Accepts roles chosen by others and plays alongF2 Engages in pretend play when initiated by an adult F3 Engages in pretend playI Performs and labels actions associated with a roleII Offers a play theme and scenarioIII Engages in elaborate and sustained

role play

36. Makes believe with objectsF1 Plays purposefully with familiar play






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objectF2 Imitates others’ pretend play with familiar objects, with adult guidanceF3 Uses realistic props to imitate actions of othersI Interacts appropriately with real objects or replicas in pretend play II Uses substitute object or gesture to represent real objectIII Uses make-believe props in planned and sustained play

1.3.5 Sustain and extend play during dramatic play interactions (i.e., anticipate what will happen next).

1.3.5 Sustain and extend play during dramatic play interactions (i.e., anticipate what will happen next). (cont.)

PLAY AND LEISUREK7 Multiple responses with toys related to a themeK8 Plays interactively with other studentsK9 Plays interactively with a variety of peersK10 Sociodramatic playK11 Plays with toys and talks with peersK14 Interactive motor games

SOCIAL INTERACTIONL4 Shows interest in the behavior of othersL5 Looks at others to start a social interactionL6 Physically approaches and engages othersL7 Looks at others in anticipation of completing a reinforcing actionL8 Listener- receptiveL9 Imitates peersL11 Physically prompts others to do activitiesL15 Active attention seekingL22 Joins peers in an activityL23 Observation of peer’s attention to activitiesL24 Feedback from peersL25 Adjusts behavior based on changes in peer’s actionL26 Assists other to participateL27 States what others like/dislike

L28 Direct others attention to something of interest to themL29 Attends to the reactions of interest by others









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1.3.6 Participate in and listen to stories and dramatic performances from a variety of cultures and times.


GROUP INSTRUCTIONM1 Sits appropriately in small groupM2 Sits appropriately in large groupM3 Attends to teacher in groupM4 Attends to other students in groupM8 Raises hand to answer a questionM10 Raises hand AND answers a questionM11 Takes turns during instruction

LANGUAGE DEVELOPMENT – Reading and Writing44. Enjoys and values reading

F1 Shows interest in booksF2 Looks at books with adultsF3 Expresses pleasure with familiar booksI Listens to stories being read II Participates in story time interactivelyIII Chooses to read on own; seeks information in books; sees self as reader

Chapter 3: “Drama,” pages 153 - 155Chapter 7: “Dramatic Play,” pages 271 - 293Chapter 10: “Library” Books describing cultures pages 356-358, “Classroom displays to include diversity” pages 69, 77, 219Chapter 13: “Music & Movement: “Songs and dances of different cultures” Pages 437, 438

1.3.7 Describe feelings and reactions and make increasingly informed responses to stories and dramatic performances.



INTRAVERBALSH48 Tells about experiences/tells stories



Chapter 3: “Drama,” pages 153 - 155Chapter 7: “Dramatic Play,” pages 271 - 293“Observing and responding to individual children, 282-286

1.3.8 Begin to demonstrate appropriate audience skills during storytelling and performances.

1.3.8 Begin to demonstrate appropriate audience skills during storytelling and performances.

SOCIAL INTERACTIONL1 Appropriate when near peers or siblingsL4 Shows interest in the behavior of othersL8 Listener- receptiveL17 Eye contactL25 Adjusts behavior based on changes in peer’s action

GROUP INSTRUCTIONM1 Sits appropriately in small groupM2 Sits appropriately in large groupM3 Attends to teacher in groupM4 Attends to other students in groupM5 Follows group Instructions-all do the same receptive responseM6 Follows group instructions with a discrimination

M7 Raises hand to get teacher attention to do an activityM8 Raises hand to answer a questionM9 Raises hand AND names item








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(cont.) M10 Raises hand AND answers a questionM11 Takes turns during instructionM12 Learns new skills in group teaching format

Standard 1.4:Children express themselves through and develop an appreciation of the visual arts (e.g., painting, sculpting, and drawing).

1.4.1 Demonstrate the safe and appropriate use and care of art materials and tools.

FOLLOW CLASSROOM ROUTINES N2 Works independently on non-academic activitiesN7 Works independently on academic activitiesN8 Gets & returns own materials

SOCIAL/EMOTIONAL DEVELOPMENT – Responsibility for Self and Others

7. Respects and cares for classroom environment and materialsF1 Uses and cares for materials with physical assistanceF2 Uses and cares for materials with adult modelingF3 Uses and cares for materials, following adult’s suggestionI Uses materials in appropriate waysII Puts away used materials before starting another activityIII Begins to take responsibility for care of the classroom environment

Chapter 2: “Displaying and Labeling Materials, “ pages 65-67, “Classroom Displays,” pages 68-69, “Caring for the Classroom and Children’s Work,” pages 73-75, “Creating a Classroom Community,” pages 102-122Chapter 9: “Displaying and Storing Art Materials and Children’s Artwork,” pages 332-333

1.4.2 Create two and three-dimensional works of art while exploring color, line, shape, form, texture and space.

1.4.2 Create two and three-dimensional works of art while exploring color, line, shape, form,

WRITING SKILLSS1 Mark on paperS2 Color between linesS3 Trace lines and shapesS4 Trace letters and numbersS5 Copy straight linesS6 Copy curved linesS7 Copy letters (with sample)S8 Copy numbers (with sample)S9 Print lettersS10 Print numbers

FINE MOTOR SKILLSZ1 Mark on paper with a crayonZ10 Color within boundariesZ12 Snips with scissors

PHYSICAL DEVELOPMENT – Fine Motor21. Uses tools for writing and drawing

F1 Notices and begins to try to use crayons and markers to make random marksF2 Holds crayon or marker in fist and purposefully makes marks on paper using whole-arm movements F3 Holds marker or crayon in fist and scribbles on paper, varying movements and watching the resulting lines

I Holds a marker or crayon with thumb and two fingers; makes simple strokesII Makes several basic strokes or figures; draws some recognizable objects

Chapter 3: “Visual Arts” pages 154, 155Chapter 9: “How Art Promotes Development” Pages 317-349, “Art Appreciation” Page 345, “Connecting with Curriculum Objectives” Pages 318-319, “Content Learning” Pages 334 - 335





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texture and space. (cont.) Z16 Cuts across paper with scissorsZ17 Trace lines with a fingerZ20 Roughly copy shapes and patternsZ21 Paste shapes on outlined pictureZ22 Paste shapes on plain paper pictureZ27 Cuts out shapesZ28 Accurately copy shapes and patterns

III Copies and draws simple shapes, letters, and words including name

COGNITIVE DEVELOPMENT – Representation and Symbolic Thinking37. Makes and interprets representations

F1 Interacts with adult to build or create somethingF2 Initiates others’ pretend play with familiar objects, with adult guidanceF3 Uses materials to build or create something on ownI Draws or constructs and then names what it is II Draws or builds a construction that represents something specific

III Plans then creates increasingly elaborate representations

1.4.3 Use vocabulary to describe various art forms (e.g., photographs, sculpture), artists (e.g. illustrator, sculptor, photographer) and elements in the visual arts.

1.4.3 Use vocabulary to describe various art forms (e.g.,

LABELINGG2 Labels common objectsG3 Labels common people (actual individuals, not professionals)G4 Labels pictures of common itemsG9 Fluent labelingG10 Acquires novel labels without intensive trainingsG11 Labels items using a carrier phraseG12 Labels parts or features of objectsG13 Labels adjectivesG14 Label associated picturesG26 Discrimination of question to label aspects of items



37. Makes and interprets representationsF1 Interacts with adult to build or create somethingF2 Initiates others’ pretend play with familiar objects, with adult guidanceF3 Uses materials to build or create something on ownI Draws or constructs and then names what it is II Draws or builds a construction that

represents something specific

III Plans then creates increasingly elaborate representations

Chapter 3: “Increase Vocalizations and Language” pages 126-127, 132Sections in all Interest Area Chapters: “How __ Promotes Development: Language Development” “Connecting __ with Curriculum Objectives: Language Development” Section in all Interest Area Chapters: “What Children Learn in the __ area: Literacy” Section in all Interest Area Chapters: “Interacting with Children in the __ Area”





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photographs, sculpture), artists (e.g. illustrator, sculptor, photographer) and elements in the visual arts. (cont.)

1.4.4 Demonstrate a growing ability to represent experiences, thoughts and ideas through a variety of age-appropriate materials and visual art media using memory, observation and imagination.


FINE MOTOR SKILLSZ1 Mark on paper with a crayonZ10 Color within boundariesZ16 Cuts across paper with scissorsZ17 Trace lines with a fingerZ20 Roughly copy shapes and patternsZ21 Paste shapes on outlined pictureZ22 Paste shapes on plain paper pictureZ27 Cuts out shapesZ28 Accurately copy shapes and patterns


F1 Interacts with adult to build or create somethingF2 Initiates others’ pretend play with familiar objects, with adult guidanceF3 Uses materials to build or create something on ownI Draws or constructs and then names what it is II Draws or builds a construction that represents something specificIII Plans then creates increasingly elaborate representations

Chapter 3: “Visual Arts” pages 154, 155Chapter 9: “How Art Promotes Development” Pages 317-349, “Art Appreciation” Page 345, “Connecting with Curriculum Objectives” Pages 318-319, “Content Learning” Pages 334 - 335

1.4.5 Demonstrate planning, persistence and problem solving skills while working independently, or with others, during the creative process.

1.4.5 Demonstrate planning, persistence and problem solving skills while working

COOPERATION AND REINFORCER EFFECTIVENESSA9 Looks to instructor for InstructionA10 Scans items in array before respondingA19 Task Completion of a task serves as an effective reinforcer for the student

REQUESTSF9 Requests missing items needed for a task

F12 Requests help

INTRAVERBALSH41 Describes steps before and after in

COGNITIVE DEVELOPMENT – Learning and Problem Solving26. Applies knowledge or experience to a new context

F1 Engages in everyday activitiesF2 Recalls prior experiences F3 Relates classroom activities to own experiencesI Draws on everyday experiences and applies this knowledge to similar situations

II Applies new information or vocabulary to an activity or interactionIII Generates a rule, strategy, or idea from one learning experience and applies it in a

Chapter 1: “How Children Develop and Learn Cognitive Development,” page 21Chapter 3: “Process Skills” Pages 161 - 163





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independently, or with others, during the creative process. (cont.)

sequence of a daily activity new context




37. Makes and interprets representationsF1 Interacts with adult to build or create somethingF2 Initiates others’ pretend play with familiar objects, with adult guidanceF3 Uses materials to build or create something on ownI Draws or constructs and then names what it is II Draws or builds a construction that represents something specificIII Plans then creates increasingly elaborate representations

1.4.6 Create more recognizable representations as eye-hand coordination and fine motor skills

WRITING SKILLSS1 Mark on paperS2 Color between linesS3 Trace lines and shapes

PHYSICAL DEVELOPMENT – Fine Motor19. Controls small muscles in hands

F1 Grasps objects with entire hand (palmar grasp)

Chapter 1: “Physical Development: Fine Motor,” p. 20Chapter 3: “Technology,” pages 156-160Chapter 7: “Dramatic Play,” pages 271-293





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develop. S4 Trace letters and numbersS5 Copy straight linesS6 Copy curved lines

F2 Grasps and releases toys intentionally F3 Uses thumb and fingers to manipulate objects (pincer grasp)I Manipulates objects with handsII Manipulates smaller objects with increasing controlIII Manipulates a variety of objects requiring increased coordination

20. Coordinates eye-hand movementF1 Reaches for desired objectsF2 Picks up objects and moves them F3 Purposefully connects objects that go together, with adult assistanceI Performs simple manipulationsII Performs simple manipulations with increasing controlIII Manipulates materials in a purposeful way, planning and attending to detail

21. Uses tools for writing and drawingF1 Notices and begins to try to use crayons and markers to make random marksF2 Holds crayon or marker in fist and purposefully makes marks on paper using whole-arm movements F3 Holds marker or crayon in fist and scribbles on paper, varying movements and watching the resulting linesI Holds a marker or crayon with thumb and two fingers; makes simple strokesII Makes several basic strokes or figures; draws some recognizable objects

III Copies and draws simple shapes, letters, and words including name

1.4.7 Describe feelings and reactions, and make increasingly thoughtful observations in response to a variety of culturally diverse works of art and objects in the everyday world.

1.4.7 Describe feelings and reactions, and make increasingly thoughtful observations in

LABELINGG42 Labels emotions of othersG43 Internal events and emotionsG44 Multiple component naming (three-component labels)G45 Labels (three-component plus) with carrier phrase

G46 Labels social interaction behaviorG47 Spontaneous labeling

INTRAVERBALS


Chapter 3: “People and How They Live” pages 147-148, 150 “People and the Past” pages 149, 151Chapter 5: “Appreciating Family Differences” pages 212-213Chapter 9: “Art,” pages 317-349

Chapter 11: “Discovery,” pages 381-401Chapter 13: “Music and Movement,” pages 423-441 Section in all Interest Area Chapters: “What Children Learn in the





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response to a variety of culturally diverse works of art and objects in the everyday world. (cont.)

H22 With visual display, makes related statements (not naming)H23 Answers “What” questions relevant to items found in the communityH24 Answers “What” questions relevant to activities that he can do in the communityH25 Answers “Where” questions regarding activities and items found in the communityH26 Answers questions with multiple responses concerning his immediate community H30 Discrimination of questions asked about items and activitiesH49 Spontaneous conversation

__Area: The Arts”

Health, Safety and Physical Education

Standard 2.1:Children develop self-help and personal hygiene skills.

2.1.1 Develop an awareness of healthy habits (e.g., use clean tissues, wash hands, handle food hygienically, brush teeth, and dress appropriately for the weather).

2.1.1 Develop an awareness of healthy habits (e.g., use clean tissues, wash hands, handle food

FOLLOW CLASSROOM ROUTINESN1 Follows daily routines (backpack, etc.)N5 Waits turn to do activities (wash hands, etc.)

EATING SKILLSV9 Clean-up table after mealsV10 Keep eating areas clean

RECEPTIVE LANGUAGEC15 Touch own body partsC37 Select by function

IMITATIOND1 Motor imitation using objectsD2 Motor imitation using objects in discriminationD7 Varied imitation instructionsD8 Imitation of gross motor actions modeled

in a mirrorD10 Imitation of mouth and tongue movementsD11 Imitation of facial/oral motor movements modeled in a mirror




F1 Uses and cares for materials with physical assistanceF2 Uses and cares for materials with adult modelingF3 Uses and cares for materials, following

Chapter 2: “Transition Times,” pages 88 - 89, “Mealtimes,” pages 89 - 91Chapter 3: “Life Science,” pages 143 - 145 ,“People and How they Live,” pages 147 - 148, 150Chapter 14: “Cooking,” pages 443 – 469





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hygienically, brush teeth, and dress appropriately for the weather). (cont.)

2.1.1 Develop an awareness of healthy habits (e.g., use clean tissues, wash hands, handle food

D14 Imitation of blowingD24 Motor imitation sequence using multiple objects

REQUESTSF9 Requests missing items needed for a task

LABELINGG2 Labels common objectsG5 Labels body partsG7 Labels common ongoing actionsG15 Labels item when told its functionG24 Labels function of an item

INTRAVERBALSH5 Answers questions regarding personal informationH10 Answers “What” questions regarding items found in home H12 Answers “Where” questions regarding items found in home or classroomH13 Answers “Where” questions regarding activities done at home or schoolH34 Describes steps in sequence of a daily activityH35 States activity when told sequence of actions H41 Describes steps before and after in sequence of a daily activity

‘PLAY AND LEISUREK10 Sociodramatic play

EATING SKILLSV4 Feed self with a spoon and fork

GROOMINGW1 Wash handsW2 Dry handsW3 Wash faceW4 Dry faceW5 Comb or brush hair

W6 Brush teethW7 Blow nose when needed

TOILETING SKILLSX1 Urinate in toilet

adult’s suggestionI Uses materials in appropriate waysII Puts away used materials before starting another activityIII Begins to take responsibility for care of the classroom environment

8. Follows classroom routinesF1 Joins routines with physical assistanceF2 Follows routines with adult modeling or other guidanceF3 Participates in classroom routines, following othersI Participates in classroom activities (e.g., circle time, clean-up, napping, toileting, eating, etc.) with promptingII Understands and follows classroom procedures without promptingIII Follows and understands the purpose of classroom procedures

9. Follows classroom rulesF1 Follows simple directions, sometimes with physical assistanceF2 Follows classroom rules when modeled by teacher or peersF3 Follows simple rules and limits when verbal cues are combined with gesturesI Follows classroom rules with remindersII Understands and follows classroom rules without reminders III Follows and understands reasons for classroom rules





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hygienically, brush teeth, and dress appropriately for the weather). (cont.)

X2 Remain dry (urine) on a toileting scheduleX3 Independently use familiar restroom for urinationX4 Requests to use toilet when neededX5 Wipe self after urinating (Females)X6 Defecate in toiletX7 Remain clean (bowel movement) on a toileting scheduleX8 Wipe self after bowel movementX9 Independently use familiar restroom for bowel movementsX10 Use restroom without assistance

2.1.2 Demonstrate emerging self-help skills (e.g., developing independence when pouring, serving, and using utensils and when dressing and brushing teeth).

2.1.2 Demonstrate emerging self-help skills (e.g., developing independence when pouring, serving, and using utensils and

RECEPTIVE LANGUAGEC7 Following instructions in routine situationsC9 Follow instructions to do a simple motor actionC28 Follow an instruction to give an item to a person or place item on an objectC30 Follow an instruction to go to a person and do an action

IMITATIOND1 Motor imitation using objectsD2 Motor imitation using objects in discriminationD3 Motor imitation of gross motor movement with verbal promptsD4 Imitation of leg and foot movementsD7 Varied imitation instructionsD8 Imitation of gross motor actions modeled in a mirrorD10 Imitation of mouth and tongue movementsD11 Imitation of facial/oral motor movements modeled in a mirrorD12 Motor imitation of fine motor movementD14 Imitation of blowingD20 Imitation of a sequence of actions

D22 Imitation of the number of repetitions of a motor movementD23 Simultaneous imitation of motor movement and a vocalizationD24 Motor imitation sequence using multiple




F1 Uses and cares for materials with physical assistanceF2 Uses and cares for materials with adult modelingF3 Uses and cares for materials, following adult’s suggestionI Uses materials in appropriate waysII Puts away used materials before starting another activity

III Begins to take responsibility for care of the classroom environment

8. Follows classroom routinesF1 Joins routines with physical assistance

Chapter 2: “Transition Times,” pages 88 - 89, “Mealtimes,” pages 89 - 91, Chapter 3: “Life Science,” pages 143 – 145Chapter 14: “Cooking,” pages 443-469





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when dressing and brushing teeth). (cont.)

2.1.2 Demonstrate emerging self-help skills (e.g., developing independence when pouring, serving, and using utensils and

objectsD25 Imitates motor movements without a direct verbal promptD26 Spontaneously imitates the actions of othersD27 Delayed imitation

REQUESTSF1 Requests by indicatingF2 Multiply controlled requestsF3 Requesting with the reinforcer present and when asked “What do you want?”F4 Requesting when asked, “What do you want?”F5 Spontaneous request with item present ( no prompts)F6 Spontaneous requests with items not present (no prompts)

F7 Requests with eye contactF8 Request others to perform an actionF9 Requests missing items needed for a taskF10 Requests with head movements or by saying Yes/NoF11 Requests using sentencesF12 Requests helpF13 Acquires novel requests without intensive training

INTRAVERBALSH37 Intraverbal Yes/No with “Can, do, does, will” questions

SOCIAL INTERACTIONL1 Appropriate when near peers or siblingsL2 Takes offered itemsL20 Sharing – offers items to others

DRESSING SKILLSU1 Pants up and downU2 Shoes on and off

U3 Pullover shirts on and take offU4 Buttoning shirts on and offU5 Pants on and offU6 Socks on and offU7 Coat on and off

F2 Follows routines with adult modeling or other guidanceF3 Participates in classroom routines, following othersI Participates in classroom activities (e.g., circle time, clean-up, napping, toileting, eating, etc.) with promptingII Understands and follows classroom procedures without promptingIII Follows and understands the purpose of classroom procedures

9. Follows classroom rulesF1 Follows simple directions, sometimes with physical assistanceF2 Follows classroom rules when modeled by teacher or peersF3 Follows simple rules and limits when verbal cues are combined with gesturesI Follows classroom rules with remindersII Understands and follows classroom rules without remindersIII Follows and understands reasons for classroom rules





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when dressing and brushing teeth). (cont.)

U8 Unzip zipperU9 Fasten zipperU10 Use zipper on clothesU11 Fasten buttonsU12 Use snapsU13 Use bucklesU14 Adjust clothing when neededU15 Tie shoes

EATING SKILLSV1 Eat finger foodsV2 Drink from a strawV3 Drink from a cupV4 Feed self with a spoon and forkV5 Spread with a knifeV6 Pour liquid into a cupV7 Cut food with a knifeV8 Take prepared lunch to tableV9 Clean-up table after mealsV10 Keep eating areas clean


Standard 2.2:Children begin to develop the knowledge and skills necessary to make nutritious food choices.

2.2.1 Explore foods and food groups (e.g., compare and contrast foods representative of various cultures by taste, color,

LABELINGG14 Label associated picturesG15 Labels item when told its functionG16 Labels item when told one of its

COGNITIVE DEVELOPMENT – Learning and Problem Solving

22. Observes objects and events with curiosity

Chapter 2: “Mealtimes,” pages 90 – 91Chapter 3: “People and How they Live,” pages 147 - 148, 150Chapter 14: “Cooking,” pages 443 - 469





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texture, smell, and shape).

2.2.1 Explore foods and food groups (e.g., compare and contrast foods representative of various cultures by taste, color, texture, smell, and shape). (cont.)

featuresG17 Labels item when told its class

G25 Labels class of an objectG47 Spontaneous labeling

INTRAVERBALSH7 Intraverbal associationsH10 Answers “What” questions regarding items found in home H14 Fill in item given the classH15 Multiple responses given specific categoriesH16 Fill in features given the itemH17 Fill in item given the featureH18 Fill in class given the itemH19 Name items previously observedH22 With visual display, makes related statements (not naming)H23 Answers “What” questions relevant to items found in the communityH27 States class given multiple class members (examples)H30 Discrimination of questions asked about items and activitiesH31 Answers “Which” questionsH 32 Answers “How” questionsH33 Answers “Why” questionsH36 States item when told its functions, features, or class (multiple features)H37 Intraverbal Yes/No with “Can, do, does, will” questionsH38 Answers questions containing two critical stimuli (multiple component questions with multiple responses)H39 Answers questions containing three critical stimuli (multiple component questions with multiple responses)H40 Describes itemsH48 Tells about experiences/tells stories

RECEPTIVE LANGUAGEC14 Select one of two pictures of common itemsC16 Select one of six or more objects on a tableC17 Select one of six or more pictures on a

F1 Turns toward and follows something of interest

F2 Notices new materials in the environment F3 Repeats manipulations of objects that arouse curiosityI Examines with attention to detail, noticing attributes of objectsII Notices and/or asks questions about similarities and differencesIII Observes attentively and seeks relevant information

COGNITIVE DEVELOPMENT – Logical Thinking27. Classifies objects

F1 Recognizes familiar objects in environmentF2 Notices an item that is different in many respects from a group of objects F3 Groups similar kinds of objects togetherI Sorts objects by one property such as size, shape, color, or useII Sorts a group of objects by one property and then by anotherIII Sorts objects into groups/subgroups and can state reason

28. Compares/measuresF1 Locates own possessions from among those belonging to othersF2 Notices something new or different in many respects F3 Notices objects that are similar in many waysI Notices similarities and differencesII Uses comparative words related to number, size, shape, texture, weight, color, speed, volume

III Understands/uses measurement words and some standard measurement tools





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tableC19 Fluent receptive discriminationsC20 Varied instructions to select using any

responseC24 Select adjectivesC36 Select associated picturesC38 Select by featureC39 Select by classC40 Select two items from a larger setC46 Selects all examples of an itemC47 Selects single items with two specifiedcharacteristicsC48 Select set of items with a specified characteristicC49 Select set of items with two specified characteristicsC55 Selects “same” and “different”C56 Select non-examples

2.2.2 Develop awareness of nutritious food choices (e.g., participate in classroom cooking activities, hold conversations with knowledgeable adults about daily nutritious meal and snack offerings).

2.2.2 Develop awareness of nutritious food choices (e.g., participate in classroom cooking activities, hold conversations with knowledgeable adults about daily

VISUAL PERFORMANCE B16 Match associated picturesB19 Sort by class

RECEPTIVE LANGUAGEC16 Select one of six or more objects on a tableC17 Select one of six or more pictures on a tableC19 Fluent receptive discriminationsC36 Select associated picturesC39 Select by classC40 Select two items from a larger setC56 Select non-examples

REQUESTSF19 Requests information using “What”F20 Requests information using “Where”F21 Requests Information using “Who/Whose”

F24 Requests information using “Which”F25 Request information using “When”F26 Requests information using “How”F27 Requests information using “Can,” “Do,” “Does,” or “Will”F28 Requests information using “Why”

COGNITIVE DEVELOPMENT – Learning and Problem Solving22. Observes objects and events with curiosity

F1 Turns toward and follows something of interestF2 Notices new materials in the environment F3 Repeats manipulations of objects that arouse curiosityI Examines with attention to detail, noticing attributes of objectsII Notices and/or asks questions about similarities and differencesIII Observes attentively and seeks relevant information



Chapter 2: “Mealtimes,” pages 90 - 91Chapter 3: “People and How they Live,” pages 147 - 148, 150Chapter 14: “Cooking,” pages 443 - 469





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nutritious meal and snack offerings).(cont.)

2.2.2 Develop awareness of nutritious food choices (e.g., participate in classroom cooking activities, hold conversations with knowledgeable adults about daily

F29 Spontaneous requests

LABELINGG14 Label associated picturesG23 Labels by indicating Yes/NoG25 Labels class of an objectG26 Discrimination of question to label aspects of itemsG27 Labels the class of a set of itemsG29 Labels exclusion from a category (negation)

INTRAVERBALSH7 Intraverbal associationsH8 Fill in item given functionH9 Fill in function given itemH10 Answers “What” questions regarding items found in homeH11 Answer “What” questions regarding questionsH12 Answers “Where” questions regarding items found in home or classroomH13 Answers “Where” questions regarding activities done at home or schoolH14 Fill in item given the classH15 Multiple responses given specific categoriesH16 Fill in features given the itemH17 Fill in item given the featureH18 Fill in class given the itemH22 With visual display, makes related statements (not naming)H28 Answers “Who/Whose” questionsH29 Answers “When” questionsH30 Discrimination of questions asked about items and activitiesH31 Answers “Which” questionsH32 Answers “How” questionsH33 Answers “Why” questionsH34 Describes steps in sequence of a daily activity

H35 States activity when told sequence of actionsH36 States item when told its functions, features, or class (multiple features)H37 Intraverbal Yes/No with “Can, do, does, will” questions






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nutritious meal and snack offerings).(cont.)

H38 Answers questions containing two critical stimuli (multiple component questions

with multiple responses)H39 Answers questions containing three critical stimuli (multiple component questions with multiple responses)H40 Describes itemsH41 Describes steps before and after in sequence of an activityH43 Maintains a conversation with an adult or peerH44 Answers “Novel” questionsH47 Answers questions with multiple responses in group discussionsH48 Tells about experiences/tells storiesH49 Spontaneous conversation

Standard 2.3:Children begin to develop an awareness of potential hazards in their environment.

2.3.1 Use safe practices indoors and out (e.g., wear bike helmets, walk in the classroom, understand how to participate in emergency drills, and understand why car seats and seat belts are used).

2.3.1 Use safe practices indoors and out (e.g., wear bike helmets, walk in the classroom, understand how to participate in emergency drills, and understand why car

COOPERATION AND REINFORCER EFFECTIVENESSA8 Waits without touching stimuliA9 Looks to instructor for InstructionA11 Responds quickly when given an instruction

RECEPTIVE LANGUAGEC1 Responds to own nameC7 Follow instructions in routine situationsC9 Follow instructions to do a simple motor action C26 Follows hand signalsC27 Follow an instruction to go to a personC30 Follow an instruction to go to a person and do an actionREQUESTSF12 Requests help

LABELINGG30 Identifies obvious problemsG39 Labels and describes events or items presented in a scene


I Shows confidence in parents’ and teachers’ abilities to keep him/her safe and healthyII Regards parents and teachers as resources and positive role modelsIII Knows the difference between adults who can help (family members, friends, staff) and those who may not (strangers)

SOCIAL/EMOTIONAL DEVELOPMENT – Responsibility for Self and Others9. Follows classroom rules

F1 Follows simple directions, sometimes

with physical assistanceF2 Follows classroom rules when modeled by teacher or peersF3 Follows simple rules and limits when verbal cues are combined with gesturesI Follows classroom rules with reminders

Chapter 2: “Building a Relationship with Each Child," pages 103 - 105, “Developing Rules for a Classroom Community,” pages 108 -110Chapter 3: “People and How they Live,” pages 147 - 148, 150Chapter 7: “Dramatic Play,” pages 271 - 293





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seats and seat belts are used). (cont.)

G40 Naming specified parts of scenes

INTRAVERBALSH20 Name previously observed activities


SOCIAL INTERACTIONSOCIAL INTERACTIONL1 Appropriate when near peers or siblingsL25 Adjusts behavior based on changes in peer’s actionL34 Obtains and maintains attention of others

GROUP INSTRUCTIONM1 Sits appropriately in small groupM2 Sits appropriately in large groupM3 Attends to teacher in groupM4 Attends to other students in groupM5 Follows group Instructions-all do the same receptive responseM6 Follows group instructions with a discrimination

FOLLOW CLASSROOM ROUTINESN4 Physically transitions to next area or activityN6 Gets in line on requestN10 Stands and waits appropriately during transitions

GENERALIZED RESPONDINGP2 Generalizes across instructorsP3 Generalizes across environments

II Understands and follows classroom rules without reminders

III Follows and understands reasons for classroom rules

2.3.2 Identify and recognize warning symbols and their meaning (e.g., red light, stop sign, poison symbol, etc.).

2.3.2 Identify and recognize warning symbols and their meaning (e.g., red light, stop sign, poison symbol, etc.). (cont.)

LABELINGG15 Labels item when told its functionG17 Labels item when told its classG18 Two-component labels (nouns) with objectsG19 Two-component labels (nouns) with picturesG20 Labels two-component with carrier phraseG21 Two-component labels (noun and verb)G22 Two-component labels (noun and

LANGUAGE DEVELOPMENT – Reading and Writing45. Demonstrates understanding of print concepts

F1 Notices and responds to picturesF2 Finds own possessions when labeled with own photo and nameF3 Recognizes logos and picturesI Knows that print carries the message II Shows general knowledge of how print works

Chapter 2: “Building a Relationship with Each Child," pages 103 - 105, “Developing Rules for a Classroom Community,” pages 108 -110Chapter 3: “People and How they Live,” pages 147 - 148, 150Chapter 7: “Dramatic Play,” pages 271 - 293





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adjective)

G23 Labels by indicating Yes/NoG24 Labels function of an itemG25 Labels class of an objectG26 Discrimination of question to label aspects of itemsG27 Labels the class of a set of itemsG30 Identifies obvious problemsG33 Labels common environmental soundsG47 Spontaneous labeling

INTRAVERBALSH9 Fill in function given itemH10 Answers “What” questions regarding items found in home H11 Answer “What” questions regarding questionsH12 Answers “Where” questions regarding items found in home or classroomH13 Answers “Where” questions regarding activities done at home or schoolH23 Answers “What” questions relevant to items found in the communityH24 Answers “What” questions relevant to activities that he can do in the communityH25 Answers “Where” questions regarding activities and items found in the communityH26 Answers questions with multiple responses concerning his immediate community

SPONTANEOUS VOCALIZATIONSI8 Spontaneous labeling

III Knows each spoken word can be

written down and read 47. Uses emerging reading skills to make meaning from print

F1 Notices pictures in a bookF2 Reacts to pictures in a bookF3 Identifies pictures in a bookI Uses illustrations to guess what the text says II Makes judgments about words and text by noticing features (other than letters or words)III Uses different strategies (known words, knowledge of letters and sounds, patterns in text) to make meaning from print

2.3.3 Identify community helpers who assist in maintaining a safe environment.

2.3.3 Identify community helpers who assist in maintaining a safe environment. (cont.)

RECEPTIVE LANGUAGEC42 Select community helpers

LABELINGG23 Labels by indicating Yes/NoG31 Labels community helpersG33 Labels common environmental soundsprepositionsG39 Labels and describes events or items presented in a scene


F1 Shows pleasure about the presence of familiar adultF2 Seeks familiar adult for comfortF3 Shows preference for interacting with familiar adultI Shows confidence in parents’ and teachers’ abilities to keep him/her safe and healthyII Regards parents and teachers as

Chapter 2: “Building a Relationship with Each Child," pages 103 - 105, “Developing Rules for a Classroom Community,” pages 108 -110

Chapter 3: “People and How they Live,” pages 147 - 148, 150Chapter 7: “Dramatic Play,” pages 271 - 293





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resources and positive role modelsIII Knows the difference between adults who can help (family members, friends, staff) and those who may not (strangers)

2.3.4 Know how to dial 911 for help.

REQUESTSF12 Requests help

INTRAVERBALSH20 Name previously observed activities

SOCIAL INTERACTIONL34 Obtains and maintains attention of others

MATH SKILLSR7 Names numbers



Standard 2.4:Children develop competence and confidence in activities that require gross – and fine-motor skills.

2.4.1. Demonstrate and refine gross-motor skills (e.g., Hopping, galloping, jumping, running, and marching.

2.4.1. Demonstrate and refine gross-motor skills (e.g., Hopping, galloping, jumping, running, and marching. (cont.)

IMITATIOND3 Motor imitation of gross-motor movement with verbal promptsD4 Imitation of leg and foot movementsD5 Imitation of arm and hand movementsD6 Imitation discriminating static and kinetic motor movementsD7 Varied imitation instructionsD8 Imitation of gross motor actions modeled in a mirrorD9 Imitation of head movementsD15 Imitate speed of an ongoing action with objectsD16 Imitate speed of a recently modeled action with objectsD17 Imitate speed of an actionD20 Imitation of a sequence of actionsD21 Imitation of the intensity of an actionD22 Imitation of the number of repetitions of a motor movementD23 Simultaneous imitation of motor

PHYSICAL DEVELOPMENT – Gross Motor14. Demonstrates basic locomotor skills (running, jumping, hopping, galloping) F1 Moves with adult support F2 Moves independently for a short distance F3 Moves with direction and beginning coordination, with some support I Moves with direction and beginning coordination II Moves with direction and increasing coordination III Moves with direction and refined coordination

Chapter 1: “Physical Development: Gross Motor,” page 20Chapter 16: “Outdoors,” pages 493 - 522





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movement and a vocalizationD24 Motor imitation sequence using multiple objectsD25 Imitates motor movements without a direct verbal promptD26 Spontaneously imitates the actions of othersD27 Delayed imitation

PLAY AND LEISUREK3 Independent outdoor activitiesK8 Plays interactively with other studentsK12 Plays simple ball gamesK13 Coordinated play with peersK14 Interactive motor games

GROSS MOTOR SKILLSY1 Walk forward with appropriate gaitY2 KneelY3 Run smoothlyY4 Roll sidewaysY5 Jump forwardY6 Jump downY7 Walk backwardY8 Hop on two feetY9 Throw ball from chest or overhandY10 Roll a ballY11 Climb a ladder using reciprocal motionY12 Creep on stomachY13 SquatY14 Walk across a balance beamY15 Catch a ball any methodY16 Ride a tricycleY17 Walk sidewaysY18 GallopY19 Balance on one footY20 Kick ball at target

2.4.2 Develop and refine fine-motor skills (e.g., complete gradually more complex puzzles, use smaller-sized manipulatives during play, and use a variety of

VISUAL PERFORMANCE B1 Puzzle with a single-piece type of insetB2 Form boxB9 Block designs on picture cardB10 Puzzles with multiple connecting pieces in an Inset-type frameB11 Puzzles with a square-edged border

PHYSICAL DEVELOPMENT – Fine Motor19. Controls small muscles in hands

F1 Grasps objects with entire hand (palmar grasp)F2 Grasps and releases toys intentionally F3 Uses thumb and fingers to manipulate objects (pincer grasp)

Chapter 2: “Choice Time,” pages 87 - 88Chapter 4: “Child-Initiated Learning,” pages 173 - 174Chapter 6: “Blocks,” pages 243 - 269Chapter 7: “Dramatic Play,” pages 271 - 293Chapter 8: “Toys and Games,” pages 295-315





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writing instruments in a conventional manner).

2.4.2 Develop and refine fine-motor skills (e.g., complete gradually more complex puzzles, use smaller-sized manipulatives during play, and use a variety of

frameB12 Block designs from pictureB13 Sequence pattern to match a visual modelB14 Puzzles with multiple pieces that must be juxtaposedB15 Jigsaw puzzlesB27 Mazes

IMITATIOND1 Motor imitation using objectsD2 Motor imitation using objects in discriminationD6 Imitation discriminating static and kinetic motor movementsD7 Varied imitation instructionsD9 Imitation of head movementsD12 Motor imitation of fine motor movementD14 Imitation of blowingD24 Motor imitation sequence using multiple objectsD25 Imitates motor movements without a direct verbal promptD26 Spontaneously imitates the actions of othersD27 Delayed imitation

PLAY AND LEISUREK1 Explores toys in the environmentK4 Independent indoor leisure activitiesK5 Plays with toys/manipulates toys as designedK6 Independently plays with toys and engages in verbal behaviorK7 Multiple responses with toys related to a themeK11 Plays with toys and talks with peersK15 Board games

FINE MOTOR SKILLSZ1 Mark on paper with a crayonZ2 Places objects in a form boxZ3 Single-piece inset puzzleZ4 Multiple puzzle pieces into a frameZ5 Blocks on block design cardsZ6 Transfer objects to the opposite hand

I Manipulates objects with handsII Manipulates smaller objects with

increasing controlIII Manipulates a variety of objects requiring increased coordination


21. Uses tools for writing and drawingF1 Notices and begins to try to use crayons and markers to make random marksF2 Holds crayon or marker in fist and purposefully makes marks on paper using whole-arm movements F3 Holds marker or crayon in fist and scribbles on paper, varying movements and watching the resulting linesI Holds a marker or crayon with thumb and two fingers; makes simple strokesII Makes several basic strokes or figures; draws some recognizable objectsIII Copies and draws simple shapes, letters, and words including name

Chapter 9: “Art,” pages 317 - 349Chapter 10: “Library,” pages 351 – 379

Chapter 11: “Discovery,” pages 381 – 401Chapter 12: “Sand and Water,” pages 403 – 421Chapter 13: “Music and Movement,” pages 423 - 441Chapter 14 “Cooking,” pages 443 – 469Chapter 15: “Computers,” pages 471 – 491Sections in all Interest Area chapters: “How ______ Promotes Development: Physical Development,” “Connecting _____ with Curriculum Objectives: Physical Development.”





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writing instruments in a conventional manner). (cont.)

Z7 Places pegs in a peg boardZ8 Turns pages of a bookZ9 Clothespins on a line

Z10 Color within boundariesZ11 Open “Ziploc” type bagsZ12 Snips with scissorsZ13 Stacks blocksZ14 Strings beadsZ15 Remove lids of jarsZ16 Cuts across paper with scissorsZ17 Trace lines with a fingerZ18 Squeezes glue from a bottleZ19 Remove wrappersZ20 Roughly copy shapes and patternsZ21 Paste shapes on outlined picture

Z22 Paste shapes on plain paper pictureZ23 Objects (rings) on pegsZ24 Replace lids of jarsZ25 Uses pincer gripZ26 Fold a piece of paperZ27 Cuts out shapesZ28 Accurately copy shapes and patterns

2.4.3 Use of objects and props to develop spatial and coordination skills (e.g., throw and catch balls and Frisbees, twirl a hula-hoop about the hips, walk a balance beam, lace different-sized beads, and button and unbutton).

2.4.3 Use of objects and props to develop spatial and coordination skills (e.g., throw and catch balls and Frisbees, twirl a hula-hoop about the hips, walk a balance

RECEPTIVE LANGUAGEC9 Follow instructions to do a simple motor actionC32 Demonstrates a specified action with an object when given different objectsC33 Multiple actions with an objectC34 Demonstrates a specified pretend action

IMITATIOND1 Motor imitation using objectsD2 Motor imitation using objects in discriminationD7 Varied imitation instructions

D8 Imitation of gross motor actions modeled in a mirrorD15 Imitate speed of an ongoing action with objectsD16 Imitate speed of a recently modeled action with objectsD24 Motor imitation sequence using multiple

SOCIAL/EMOTIONAL DEVELOPMENT-Responsibility for Self and Others5. Demonstrates self-direction and independence F1 Makes a simple yes or no choice F2 Engages in activity chosen by adult F3 Chooses one activity out of choice of two and plays briefly on own I Chooses and becomes involved in one activity out of several options II Completes multiple tasks in a project of own choosing with some adult assistance III Carves out and completes own task without adult assistance

PHYSICAL DEVELOPMENT – Gross Motor14. Demonstrates basic locomotor skills (running, jumping, hopping, galloping)

F1 Moves with adult supportF2 Moves independently for a short

distance

Chapter 6: “Blocks,” pages 243 - 269Chapter 7: “Dramatic Play,” pages 271 - 293Chapter 12: “Sand and Water,” pages 403 - 421Chapter 13: “Music and Movement,” pages 423 – 441Chapter 16: “Outdoors,” pages 493 – 522 Sections in all Interest Areas chapters: “How ___ Promotes Development: Physical Development:” “Connecting with Curriculum Objectives: Physical Development.”





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beam, lace different-sized beads, and button and unbutton). (cont.)

2.4.3 Use of objects and props to develop spatial and coordination skills (e.g., throw and catch balls and Frisbees, twirl a hula-hoop about the hips, walk a balance

objectsD26 Spontaneously imitates the actions of othersD27 Delayed imitation

PLAY AND LEISUREK3 Independent outdoor activitiesK4 Independent indoor leisure activitiesK5 Plays with toys/manipulates toys as designedK6 Independently plays with toys and engages in verbal behaviorK8 Plays interactively with other studentsK9 Plays interactively with a variety ofpeersK10 Sociodramatic playK11 Plays with toys and talks with peersK12 Plays simple ball gamesK13 Coordinated play with peersK14 Interactive motor games


GROSS MOTOR SKILLSY1 Walk forward with appropriate gaitY2 KneelY3 Run smoothlyY4 Roll sidewaysY5 Jump forwardY6 Jump down

F3 Moves with direction and beginning coordination, with some support

I Moves with direction and beginning coordination

II Moves with direction and increasing coordination

III Moves with direction and refined coordination

PHYSICAL DEVELOPMENT – Gross Motor15. Shows balance while moving

F1 Walks in intended direction when hand is heldF2 Walks forward in intended direction, without supportF3 Walks forward while straddling a lineI Attempts to walk along a line, stepping off occasionallyII Walks along wide beam such as edge of sandboxIII Walks forward easily and backward with effort, along a wide beam

16. Climbs up and downF1 Crawls up stairs, with adult supportF2 Climbs up stairs, with support and by placing one foot beside the other on each stair, and slides or crawls downF3 Climbs up and down stairs, with supportI Climbs a short, wide ladderII Climbs up and down stairs and ladders, and around obstaclesIII Climbs and plays easily on ramps, stairs, ladders, or sliding boards

17. Pedals and steers a tricycle (or other wheeled vehicle)

F1 Balances on wheeled vehicle while vehicle is being pushed by adultF2 Maintains balance and keeps feet on pedals while vehicle is being pushed by adult F3 Pedals vehicle forward and begins to steer, without assistanceI Pedals in forward direction, steering around wide cornersII Pedals and steers around obstacles





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beam, lace different-sized beads, and button and unbutton). (cont.)

Y7 Walk backwardY8 Hop on two feetY9 Throw ball from chest or overhandY10 Roll a ballY11 Climb a ladder using reciprocal motionY12 Creep on stomachY13 SquatY14 Walk across a balance beamY15 Catch a ball any methodY16 Ride a tricycleY17 Walk sidewaysY18 GallopY19 Balance on one footY20 Kick ball at targetY21 Hang from barY22 Catch a ball in handsY23 Throw ball underhandY24 Toss and catch a ballY25 Bounce a ballY26 Kick a moving ballY27 Pump while swingingY28 SkipY29 Jumping jacksY30 Ride a bicycle

and sharp cornersIII Rides with speed and control

18. Demonstrates throwing, kicking, and catching skills

F1 Plays with a large ballF2 Attempts to direct a large ball’s path F3 Throws, catches, and kicks objects, with some adult supportI Throws, catches, and kicks objects with somewhat awkward movementsII Throws, catches, and kicks with increasing controlIII Throws and kicks at target and catches with increasing accuracy

Language Arts/Literacy

Standard 3.1:Children listen and respond to environmental sounds, directions, and conversations.

3.1.1 Follow oral directions that involve several actions.

3.1.1 Follow oral directions that involve several actions. (cont.)

RECEPTIVE LANGUAGEC2 Follow instructions to do an enjoyable action in contextC6 Follow instructions to do an enjoyable action out of context

C27 Follow an instruction to go to a personC28 Follow an instruction to give an item to a person or place item on an objectC29 Follow an instruction to walk to someone and get a named itemC30 Follow an instruction to go to a person and do an actionC31 Specific motor responses and receptive

LANGUAGE DEVELOPMENT –Listening and Speaking40. Understands and follows oral directions

F1 Responds to simple verbal directions that are combined with physical assistance

F2 Follows oral directions with adult modelingF3 Follows one-step oral directions when given cuesI Follows one-step directions II Follows two-step directionsIII Follows directions with more than two steps

Chapter 2: “A System for Classroom Jobs,” pages 73 – 73Chapter 4: “Teacher-Directed Learning,” pages 174 – 175





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tasksC33 Multiple actions with an objectC34 Demonstrates a specified pretend actionC40 Select two items from a larger setC41 Select two items in sequence from a larger set

C43 Locate objects in larger, complex pictureC44 Locate objects from parts of objects in larger, complex pictureC46 Selects all examples of an itemC48 Select set of items with a specified characteristicC49 Select set of items with two specified characteristicsC50 Follows a multiple component sequence instruction

3.1.2 Listen for various purposes (e.g., to respond when a question is asked; to enter into dialogue after listening to others).

3.1.2 Listen for various purposes (e.g., to respond when a question is asked; to enter into dialogue after listening to others). (cont.)

COOPERATION AND REINFORCER EFFECTIVENESSA4 Take a common object when offeredA7 Responds for multiple InstructorsA9 Looks to instructor for InstructionA11 Responds quickly when given an instructionA15 Looks for Instructor’s change in facial expression and voice

RECEPTIVE LANGUAGEC1 Responds to own nameC2 Follow instructions to do an enjoyable action in contextC3 Follow instructions to look at a reinforcing itemC4 Follow instructions to touch a reinforcing item in various positions

C5 Follow instructions to touch a common item in various positionsC6 Follow instructions to do an enjoyable action out of contextC7 Follow instructions in routine situations C8 Follow instructions to give a named, non-reinforcing objectC9 Follow instructions to do a simple motor



41. Answers questionsF1 Answers simple questions by vocalizing; understands that a question requires a responseF2 Answers simple yes or no questions verballyF3 Answers simple questions about a choice of two objects

Chapter 10: “Materials for Listening,” page 359, “Listening for Understanding,” page 365, “Reading Books to Children,” pages 370 – 373. “Listening and Speaking skills:” Pages 22, 55-56, 112. Sections in all Interest Area chapters: “How _______ … Language Development,” “Connecting ______ …. Language Development”Sections in all Interest Area chapters: “What Children Learn in the _____ Area: Literacy.”





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actionC10 Follow instructions to touch item vs. a distracter.C11 Follow instructions to select one reinforcing item from an array of two objectsC12 Follow instructions to select one of two reinforcing itemsC13 Follow instructions to select one of two common objectsC14 Select one of two pictures of common itemsC15 Touch own body partsC16 Select one of six or more objects on a tableC17 Select one of six or more pictures on a tableC22 Touches own pieces of clothingC23 Touches parts of itemsC24 Select adjectivesC25 Selects items by following another’s gazeC26 Follows hand signalsC27 Follow an instruction to go to a personC28 Follow an instruction to give an item to a person or place item on an objectC29 Follow an instruction to walk to someone and get a named itemC30 Follow an instruction to go to a person and do an actionC31 Specific motor responses and receptive tasksC32 Demonstrates a specified action with an object when given different objectsC33 Multiple actions with an objectC34 Demonstrates a specified pretend actionC35 Select one of three pictures representing actionsC36 Select associated pictures

C37 Select by functionC38 Select by featureC39 Select by classC40 Select two items from a larger setC41 Select two items in sequence from a larger setC42 Select community helpersC43 Locate objects in larger, complex

I Answers simple questions with one or two words II Answers questions with a complete thoughtIII Answers questions with details

43. Actively participates in conversationsF1 Participates in back and forth vocal play

F2 Responds to routine greetingsF3 Interacts verbally with others in non-routine waysI Responds to comments and questions from others II Responds to others’ comments in a series of exchangesIII Initiates and/or extends conversations for at least four exchanges



48. Comprehends and interprets meaning from books and other texts

F1 Relates to pictures in a bookF2 Imitates characters or actions in a book being readF3 Relates story to self and shares informationI Imitates act of reading in play

II Compares and predicts story events; acts out main events of a familiar storyIII Retells a story including many details and draws connections between story events





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pictureC44 Locate objects from parts of objects in larger, complex pictureC45 Select common environmental soundsC46 Selects all examples of an itemC47 Selects single items with two specified characteristicsC48 Select set of items with a specified characteristicC49 Select set of items with two specified characteristicsC50 Follows a multiple component sequence instructionC51 Receptive prepositionsC52 Receptive pronounsC53 Select pictures representing a location or an activity presented in a sceneC54 Selects pictures representing emotionsC55 Selects “same” and “different”C56 Select non-examplesC57 Selects pictures of social interactions

VOCAL IMITATIONE12 Imitation of words on requestE13 Imitation of phrases on requestE14 Imitation of number sequences on requestE15 Imitation of short and fast vs. elongated/slow wordsE16 Imitation of loud vs. soft sounds and wordsE17 Imitation of low vs. high sounds and wordsE18 Repeat short message to another personE19 Spontaneous imitation of wordsE20 Spontaneous imitation of phrases

INTRAVERBALSH1 Fill in words from songsH2 Fill in blanks regarding fun items and activitiesH6 Fill in words describing common activitiesH10 Answers “What” questions regarding items found in home





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H11 Answer “What” questions regarding questionsH12 Answers “Where” questions regarding items found in home or classroomH13 Answers “Where” questions regarding activities done at home or schoolH23 Answers “What” questions relevant to items found in the communityH24 Answers “What” questions relevant to activities that he can do in the communityH25 Answers “Where” questions regarding activities and items found in the communityH26 Answers questions with multiple responses concerning his immediate community H28 Answers “Who/Whose” questionsH29 Answers “When” questionsH30 Discrimination of questions asked about items and activitiesH31 Answers “Which” questionsH32 Answers “How” questionsH33 Answers “Why” questionsH37 Intraverbal Yes/No with “Can, do, does, will” questionsH37 Intraverbal Yes/No with “Can, do, does, will” questionsH38 Answers questions containing two critical stimuli (multiple component questions with multiple responses)H39 Answers questions containing three critical stimuli (multiple component questions with multiple responses)H42 Answers questions concerning past and upcoming eventsH43 Maintains a conversation with an adult or peerH44 Answers “Novel” questionsH45 Answers questions relevant to current events

H46 Answers questions with multiple responses concerning current eventsH47 Answers questions with multiple responses in group discussionsH48 Tells about experiences/tells storiesH49 Spontaneous conversation

SOCIAL INTERACTION





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L2 Takes offered itemsL8 Listener- receptiveL10 Returns greetingsL16 Labels items for othersL18 Asks peers for items (single)L19 Sharing-asks for items to be sharedL20 Sharing-offers items to othersL28 Direct others attention to something of interest to themL29 Attends to the reactions of interest by othersL31 Waits for breaking conversation to interruptL32 Converses with othersL33 Asks for informationL34 Obtains and maintains attention of others

GROUP INSTRUCTIONM3 Attends to teacher in groupM4 Attends to other students in groupM5 Follows group Instructions-all do the same receptive responseM6 Follows group instructions with a discriminationM8 Raises hand to answer a questionM9 Raises hand AND names itemM10 Raises hand AND answers a questionM11 Takes turns during instruction

FOLLOW CLASSROOM ROUTINESN5 Waits turn to do activities (wash hands, etc.)

3.1.3 Shows understanding of listening activities by incorporating ideas in play (e.g., by incorporating themes from an earlier story into dramatic play or making a neighborhood in the

RECEPTIVE LANGUAGEC27 Follow an instruction to go to a personC28 Follow an instruction to give an item to a person or place item on an objectC29 Follow an instruction to walk to someone and get a named itemC30 Follow an instruction to go to a person and do an action


F1 Shows interest in booksF2 Looks at books with adultsF3 Expresses pleasure with familiar booksI Listens to stories being read II Participates in story time interactively

Chapter 7: “Dramatic Play”: “connecting Dramatic Play with Curriculum Objectives” Pages 273, 280, 284.





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block area after a discussion of different kinds of houses).

3.1.3 Shows understanding of listening activities by incorporating ideas in play (e.g., by incorporating themes from an earlier story into dramatic play or making a neighborhood in the

C31 Specific motor responses and receptive tasksC32 Demonstrates a specified action with an object when given different objectsC33 Multiple actions with an objectC34 Demonstrates a specified pretend action

INTRAVERBALSH1 Fill in words from songsH2 Fill in blanks regarding fun items and activitiesH3 Sign English words (for students who use ASL)H10 Answers “What” questions regarding items found in home H11 Answer “What” questions regarding questionsH12 Answers “Where” questions regarding items found in home or classroomH13 Answers “Where” questions regarding activities done at home or schoolH22 With visual display, makes related statements (not naming)H23 Answers “What” questions relevant to items found in the communityH24 Answers “What” questions relevant to activities that he can do in the communityH25 Answers “Where” questions regarding activities and items found in the communityH26 Answers questions with multiple responses concerning his immediate community H28 Answers “Who/Whose” questionsH29 Answers “When” questionsH30 Discrimination of questions asked about items and activitiesH31 Answers “Which” questionsH32 Answers “How” questions

H33 Answers “Why” questionsH37 Intraverbal Yes/No with “Can, do, does, will” questionsH42 Answers questions concerning past and upcoming eventsH43 Maintains a conversation with an adult or peerH44 Answers “Novel” questions

III Chooses to read on own; seeks information in books; sees self as reader


F1 Relates to pictures in a bookF2 Imitates characters or actions in a book being readF3 Relates story to self and shares informationI Imitates act of reading in play II Compares and predicts story events; acts out main events of a familiar storyIII Retells a story including many details and draws connections between story events





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block area after a discussion of different kinds of houses). (cont.)

3.1.4 Shows interest, pleasure and enjoyment during listening activities by responding with appropriate eye contact, body language, and facial expressions.

H45 Answers questions relevant to current eventsH46 Answers questions with multiple responses concerning current eventsH47 Answers questions with multiple responses in group discussionsH48 Tells about experiences/tells storiesH49 Spontaneous conversation

SPONTANEOUS VOCALIZATIONSI4 Sings songs with modelsI9 Spontaneous conversation

PLAY AND LEISUREK8 Plays interactively with other studentsK9 Plays interactively with a variety of peersK10 Sociodramatic playK13 Coordinated play with peersK14 Interactive motor gamesK15 Board games

SOCIAL INTERACTIONL8 Listener- receptiveL10 Returns greetingsL12 Responds to approaches and attempts to interact from peersL29 Attends to the reactions of interest by othersL31 Waits for breaking conversation to interruptL32 Converses with othersL33 Asks for informationL34 Obtains and maintains attention of others

SOCIAL INTERACTIONL4 Shows interest in the behavior of othersL7 Looks at others in anticipation of completing a reinforcing actionL8 Listener-receptiveL17 Eye contactL25 Adjusts behavior based on changes in peer’s action

LANGUAGE DEVELOPMENT – Reading and Writing44. Enjoys and values reading F1 Shows interest in books F2 Looks at books with adults F3 Expresses pleasure with familiar books I Listens to stories being read

Chapter 3: “Literacy as a source of enjoyment,” page 131, 133Chapter 10: “Library,” pages 351 – 379, “Interacting with Children in the Library Area,” pages 370 - 375





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L29 Attends to the reactions of interest by others

GROUP INSTRUCTIONM3 Attends to teacher in groupM4 Attends to other students in group

II Participates in story time interactively III Chooses to read on own; seeks information in books; sees self as reader

Standard 3.2:Children converse effectively with different audiences in their home language, English, or sign language for a variety of purposes related to their experiences.

3.2.1 Describe previous experiences and relate them to new experiences or ideas.

3.2.1 Describe previous experiences and relate them to new experiences or ideas. (cont.)

RECEPTIVE LANGUAGEC53 Select pictures representing a location or an activity presented in a sceneC54 Selects pictures representing emotionsC57 Selects pictures of social interactions

LABELINGG30 Identifies obvious problemsG39 Labels and describes events or items presented in a sceneG40 Naming specified parts of scenesG42 Labels emotions of othersG43 Internal events and emotionsG44 Multiple component naming (three-component labels)G45 Labels (three-component plus) with carrier phraseG46 Labels social interaction behaviorG47 Spontaneous labeling

INTRAVERBALSH22 With visual display, makes related

statements (not naming)H24 Answers “What” questions relevant to activities that he can do in the communityH25 Answers “Where” questions regarding activities and items found in the communityH26 Answers questions with multiple responses concerning his immediate community

26. Applies knowledge or experience to a new context

F1 Engages in everyday activitiesF2 Recalls prior experiences F3 Relates classroom activities to own experiencesI Draws on everyday experiences and applies this knowledge to similar situationsII Applies new information or vocabulary to an activity or interactionIII Generates a rule, strategy, or idea from one learning experience and applies it in a new context

Chapter 3: “Process Skills,” pages 161 - 162Sections in all Interest Area chapters: “How _____ ….. Cognitive Development, Language Development,” “Connecting _____..... Cognitive Development and Language Development.”





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3.2.1 Describe previous experiences and relate them to new experiences or ideas. (cont.)

H28 Answers “Who/Whose” questionsH29 Answers “When” questionsH30 Discrimination of questions asked about items and activitiesH31 Answers “Which” questionsH32 Answers “How” questionsH33 Answers “Why” questions

H34 Describes steps in sequence of a daily activityH35 States activity when told sequence of actions H38 Answers questions containing two critical stimuli (multiple component questions with multiple responses)H39 Answers questions containing three critical stimuli (multiple component questions with multiple responses)H40 Describes itemsH41 Describes steps before and after in sequence of a daily activityH42 Answers questions concerning past and upcoming eventsH43 Maintains a conversation with an adult or peerH44 Answers “Novel” questionsH45 Answers questions relevant to current eventsH46 Answers questions with multiple responses concerning current eventsH47 Answers questions with multiple responses in group discussionsH48 Tells about experiences/tells storiesH49 Spontaneous conversationH48 Tells about experiences/tells stories


SOCIAL INTERACTIONL27 States what others like/dislikeL28 Direct others attention to something of interest to themL29 Attends to the reactions of interest by





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othersL31 Waits for breaking conversation to interruptL32 Converses with othersL33 Asks for informationL34 Obtains and maintains attention of others

3.2.2 Use language for a variety of purposes (e.g. to express relationships, make connections, describe similarities and differences, express feelings and initiate play with others).

3.2.2 Use language for a variety of purposes (e.g. to express relationships, make connections, describe similarities and differences, express feelings and

RECEPTIVE LANGUAGEC25 Selects items by following another’s gazeC36 Select associated picturesC37 Select by functionC38 Select by featureC39 Select by classC46 Selects all examples of an itemC47 Selects single items with two specified characteristicsC48 Select set of items with a specified characteristicC49 Select set of items with two specified characteristicsC54 Selects pictures representing emotionsC55 Selects “same” and “different”C56 Select non-examplesC57 Selects pictures of social interactions

LABELINGG9 Fluent labelingG13 Labels adjectivesG14 Label associated picturesG15 Labels item when told its functionG16 Labels item when told one of its featuresG17 Labels item when told its classG18 Two-component labels (nouns) with objects

G19 Two-component labels (nouns) with picturesG20 Labels two-component with carrier phraseG21 Two-component labels (noun and verb)G22 Two-component labels (noun and adjective)



LANGUAGE DEVELOPMENT –Listening and Speaking43. Actively participates in conversations

F1 Participates in back and forth vocal playF2 Responds to routine greetingsF3 Interacts verbally with others in non-routine waysI Responds to comments and questions from others II Responds to others’ comments in a series of exchanges

III Initiates and/or extends conversations for at least four exchanges

Chapter 3: “Process Skills,” pages 161 - 162Chapter 7: “Dramatic Play,” pages 271 - 293Chapter 10: “Library,” pages 351 - 379





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initiate play with others). (cont.)

3.2.2 Use language for a variety of purposes (e.g. to express relationships, make connections, describe similarities and differences, express feelings and

G23 Labels by indicating Yes/NoG24 Labels function of an itemG25 Labels class of an objectG26 Discrimination of question to label aspects of itemsG27 Labels the class of a set of itemsG28 Labels features of items which are missing or incorrectG29 Labels exclusion from a category (negation)G39 Labels and describes events or items

presented in a sceneG40 Naming specified parts of scenesG42 Labels emotions of othersG43 Internal events and emotionsG46 Labels social interaction behavior

INTRAVERBALSH5 Answers questions regarding personal informationH7 Intraverbal associationsH8 Fill in item given functionH9 Fill in function given itemH10 Answers “What” questions regarding items found in home H11 Answer “What” questions regarding questionsH12 Answers “Where” questions regarding items found in home or classroomH14 Fill in item given the classH15 Multiple responses given specific categoriesH16 Fill in features given the itemH17 Fill in item given the featureH18 Fill in class given the itemH34 Describes steps in sequence of a daily activityH35 States activity when told sequence of actions H36 States item when told its functions, features, or class (multiple features)H40 Describes itemsH41 Describes steps before and after in sequence of a daily activityH42 Answers questions concerning past and upcoming eventsH43 Maintains a conversation with an adult





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initiate play with others). (cont.)or peerH44 Answers “Novel” questionsH45 Answers questions relevant to current eventsH46 Answers questions with multiple responses concerning current eventsH47 Answers questions with multiple responses in group discussionsH48 Tells about experiences/tells stories


SYNTAX AND GRAMMARJ16 ComparativesJ20 Label emotional state associated with a verbal response

PLAY AND LEISUREK8 Plays interactively with other studentsK9 Plays interactively with a variety of peersK10 Sociodramatic playK11 Plays with toys and talks with peersK13 Coordinated play with peers

SOCIAL INTERACTIONL28 Direct others attention to something of interest to themL29 Attends to the reactions of interest by othersL30 Delivers a messageL31 Waits for breaking conversation to interruptL32 Converses with othersL33 Asks for information

3.2.3 Use language and sounds that are appropriate to specific roles in dramatic play and set the stage by describing actions and events.

RECEPTIVE LANGUAGEC43 Locate objects in larger, complex pictureC44 Locate objects from parts of objects in larger, complex pictureC45 Select common environmental soundsC57 Selects pictures of social interactions

LABELING



Chapter 3: “Comprehension,” pages 129 - 130, 133Chapter 7: “Dramatic Play,” pages 271 - 293Chapter 10: “Materials for Story Retelling," page 358, “Retelling Stories with Children,” page 373





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3.2.3 Use language and sounds that are appropriate to specific roles in dramatic play and set the stage by describing actions and events. (cont.)

G7 Labels common ongoing actionsG8 Labels pictures of common actionsG21 Two-component labels (noun and verb)G33 Labels common environmental soundsG34 Uses carrier phrase when labeling nouns with verbs or adjectivesG39 Labels and describes events or items presented in a sceneG40 Naming specified parts of scenesG44 Multiple component naming (three-component labels)G45 Labels (three-component plus) with

carrier phraseG46 Labels social interaction behaviorG47 Spontaneous labeling

INTRAVERBALSH6 Fill in words describing common activitiesH13 Answers “Where” questions regarding activities done at home or schoolH20 Name previously observed activitiesH22 With visual display, makes related statements (not naming)H24 Answers “What” questions relevant to activities that he can do in the communityH28 Answers “Who/Whose” questionsH29 Answers “When” questionsH30 Discrimination of questions asked about items and activitiesH31 Answers “Which” questionsH32 Answers “How” questionsH33 Answers “Why” questionsH34 Describes steps in sequence of a daily activityH35 States activity when told sequence of actions

H41 Describes steps before and after in sequence of a daily activityH42 Answers questions concerning past and upcoming eventsH43 Maintains a conversation with an adult or peerH44 Answers “Novel” questionsH48 Tells about experiences/tells storiesH49 Spontaneous conversation






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SPONTANEOUS VOCALIZATIONSI8 Spontaneous labelingI9 Spontaneous conversation

PLAY AND LEISUREK7 Multiple responses with toys related to a themeK8 Plays interactively with other studentsK9 Plays interactively with a variety of peersK10 Sociodramatic playK13 Coordinated play with peers

3.2.4 Use compound sentences (e.g., “I wanted to make a long snake, but Mimi has the scarf.”), if-then statements (e.g., “If I set the table, then you can serve the food.”), and complex sentences (e.g., “Pigs wouldn’t like it on the moon because there isn’t any mud.”).

3.2.4 Use compound sentences (e.g., “I wanted to make a long snake, but Mimi has the scarf.”), if-then statements (e.g., “If I set the table, then you can serve the food.”), and complex sentences (e.g., “Pigs wouldn’t like it on the

VOCAL IMITATIONE19 Spontaneous imitation of wordsE20 Spontaneous imitation of phrases

REQUESTSF11 Requests using sentences

LABELINGG34 Uses carrier phrase when labeling nouns with verbs or adjectives

INTRAVERBALSH7 Intraverbal associationsH23 Answers “What” questions relevant to items found in the communityH24 Answers “What” questions relevant to activities that he can do in the communityH25 Answers “Where” questions regarding activities and items found in the communityH26 Answers questions with multiple responses concerning his immediate community H28 Answers “Who/Whose” questions

H29 Answers “When” questionsH30 Discrimination of questions asked about items and activitiesH31 Answers “Which” questionsH32 Answers “How” questionsH33 Answers “Why” questionsH34 Describes steps in sequence of a daily activityH38 Answers questions containing two



42. Asks questionsF1 Uses gestures or facial expressions to express needsF2 Uses rising intonation to ask questionsF3 Uses some “wh-“ words to ask questionsI Asks simple questions

II Asks questions to further understandingIII Asks increasingly complex questions to further own understanding

Chapter 3: “Increased Vocabulary and Language,” pages 126 – 127, 132Sections in all Interest Area chapters: “How _____ ….. Cognitive Development, Language Development,” “Connecting _____..... Cognitive Development and Language Development.”Section in all Interest Area chapters: “What Children Learn in the _____ Area: Literacy.”





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moon because there isn’t any mud.”). (cont.)

critical stimuli (multiple component questions with multiple responses)H39 Answers questions containing three critical stimuli (multiple component questions with multiple responses)

SYNTAX AND GRAMMARJ1 Mean length of responseJ2 Syntax (Word order)J3 ArticlesJ4 Verbs-present progressiveJ5 Regular pluralsJ6 Verbs-Irregular past tenseJ7 ContractionsJ8 Is/am with “ing” verb

J9 Verbs-regular past tenseJ10 Possessive “S”J11 NegativesJ12 LocativesJ13 Future tenseJ14 ConjunctionsJ15 Irregular pluralsJ16 ComparativesJ17 DemonstrativesJ18 Labels strength of a verbal responseJ19 Quantification of a verbal responseJ20 Label emotional state associated with a verbal response

SOCIAL INTERACTIONL32 Converses with others

3.2.5 Use language to communicate and negotiate ideas and plans for activities.

3.2.5 Use language to communicate and negotiate ideas and plans for activities. (cont.)


IMITATIOND23 Simultaneous imitation of motor movement and a vocalizationD26 Spontaneously imitates the actions of others

INTRAVERBALSH6 Fill in words describing common activities

SOCIAL/EMOTIONAL DEVELOPMENT – Prosocial Behavior13. Uses thinking skills to resolve conflicts

F1 Reacts to conflict with emotion

F2 Reacts to conflict but calms when adult provides solutionF3 Seeks teacher to resolve conflictI Accepts compromise when suggested by peer or teacherII Suggests a solution to solve a problem; seeks adult assistance when neededIII Engages in a process of negotiation to reach a compromise

Chapter 3: “Comprehension,” pages 129 - 130, 133Sections in all Interest Area chapters: “How _____ Promotes Development: Language

Development” “Connecting __ With Curriculum Objectives: Language Development”Section in all Interest Area chapters: “What Children Learn in the _____ Area: Literacy.”





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3.2.5 Use language to communicate and negotiate ideas and plans for activities. (cont.)

H13 Answers “Where” questions regarding activities done at home or schoolH20 Name previously observed activitiesH24 Answers “What” questions relevant to activities that he can do in the communityH25 Answers “Where” questions regarding activities and items found in the communityH26 Answers questions with multiple responses concerning his immediate community H27 States class given multiple class members (examples)H28 Answers “Who/Whose” questionsH29 Answers “When” questionsH30 Discrimination of questions asked about items and activitiesH31 Answers “Which” questions

H32 Answers “How” questionsH33 Answers “Why” questionsH34 Describes steps in sequence of a daily activityH35 States activity when told sequence of actions H36 States item when told its functions, features, or class (multiple features)H41 Describes steps before and after in sequence of a daily activityH42 Answers questions concerning past and upcoming eventsH43 Maintains a conversation with an adult or peer

PLAY AND LEISUREK8 Plays interactively with other studentsK9 Plays interactively with a variety of peersK10 Sociodramatic playK11 Plays with toys and talks with peers

K12 Plays simple ball gamesK13 Coordinated play with peersK14 Interactive motor gamesK15 Board games

SOCIAL INTERACTIONL5 Looks at others to start a social interactionL11 Physically prompts others to do





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activitiesL18 Asks peers for items (single)L22 Joins peers in an activityL25 Adjusts behavior based on changes in peer’s actionL27 States what others like/dislikeL28 Direct others attention to something of interest to themL29 Attends to the reactions of interest by othersL32 Converses with othersL33 Asks for information

3.2.6 Listen and respond appropriately in conversations and group interactions by taking turns and generally staying on topic.

INTRAVERBALSH43 Maintains a conversation with an adult or peer

SOCIAL INTERACTIONL31 Waits for breaking conversation to interruptL32 Converses with others



F1 Participates in back and forth vocal playF2 Responds to routine greetingsF3 Interacts verbally with others in non-routine waysI Responds to comments and questions from others II Responds to others’ comments in a series of exchangesIII Initiates and/or extends conversations for at least four exchanges

Chapter 2: “Large-Group Time,” pages 84 - 85, “Small-Group Time,” page 86, “Helping Children Make Friends,” pages 105 - 106, “Classroom Strategies…”Chapter 4: “Working with Groups of Children,” pages 183 - 187, “Large-group Instruction,” pages 183 - 185, and “Small-group Instruction,” pages 185 - 187

3.2.7 Ask questions to obtain information.

3.2.7 Ask questions to obtain information.

SPONTANEOUS VOCALIZATIONSI7 Spontaneous requests

REQUESTSF2 Multiply controlled requestsF9 Requests missing items needed for a taskF11 Requests using sentences

F12 Requests helpF13 Acquires novel requests without intensive trainingF18 Request future items or eventsF19 Requests information using “What”F20 Requests information using “Where”F21 Requests information using “Who/Whose”F22 Requests using adverbs

LANGUAGE DEVELOPMENT –Listening and Speaking42. Asks questions

F1 Uses gestures or facial expressions to express needsF2 Uses rising intonation to ask questionsF3 Uses some “wh-“ words to ask questions


Sections in all Interest Area Chapters: “How __ Promotes Development: Cognitive Development; Language Development;” “Connecting__with Curriculum Objectives: Cognitive Development; Language Development”





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F24 Requests information using “Which”F23 Requests using pronounsF25 Requests information using “When”F26 Requests information using “How”F27 Requests information using “Can,” “Do,” “Does,” or Will”F28 Requests information using “Why”F29 Spontaneous requests

SOCIAL INTERACTIONL33 Asks for information

3.2.8 Join in singing, finger-plays, chanting, and retelling and inventing stories.

3.2.8 Join in singing, finger-plays, chanting, and retelling and inventing stories. (cont.)

RECEPTIVE LANGUAGEC26 Follows hand signalsC34 Demonstrates a specified pretend action

IMITATIOND5 Imitation of arm and hand movementsD6 Imitation discriminating static and kinetic motor movementsD12 Motor imitation of fine motor movementD15 Imitate speed of an ongoing action with objectsD16 Imitate speed of a recently modeled action with objectsD17 Imitate speed of an action D22 Imitation of the number of repetitions of a motor movementD23 Simultaneous imitation of motor movement and a vocalizationD25 Imitates motor movements without a direct verbal promptD26 Spontaneously imitates the actions of others

VOCAL IMITATIONE1 Imitates sounds on requestE2 Imitates sequence of single sounds switching with a modelE15 Imitation of short and fast vs. elongated/slow wordsE16 Imitation of loud vs. soft sounds and wordsE17 Imitation of low vs. high sounds and




F1 Shows interest in booksF2 Looks at books with adultsF3 Expresses pleasure with familiar booksI Listens to stories being read II Participates in story time interactively

III Chooses to read on own; seeks information in books; sees self as reader

Chapter 3: “Comprehension,” pages 129 - 130, 133, “Literacy as a Source of Enjoyment,” page 131, 133Chapter 10: “Library,” pages 351 - 379Chapter 13: “Music/Movement,” pages 423 – 441





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words

INTRAVERBALSH1 Fill in words from songsH2 Fill in blanks regarding fun items and activities



K11 Plays with toys and talks with peersK14 Interactive motor games

SOCIAL INTERACTIONL4 Shows interest in the behavior of othersL22 Joins peers in an activityL25 Adjusts behavior based on changes in peer’s action


3.2.9 Connect meanings of new words to vocabulary already known (e.g., “It’s called bookend because the books end.”).

3.2.9 Connect meanings of new words to vocabulary already known (e.g., “It’s called bookend because the books end.”). (cont.)

RECEPTIVE LANGUAGEC37 Select by functionC38 Select by featureC39 Select by classC46 Selects all examples of an item

C47 Selects single items with two specified characteristicsC48 Select set of items with a specified characteristicC49 Select set of items with two specified characteristicsC55 Selects “same” and “different”

LABELING


F1 Engages in everyday activitiesF2 Recalls prior experiences

F3 Relates classroom activities to own experiencesI Draws on everyday experiences and applies this knowledge to similar situationsII Applies new information or vocabulary to an activity or interactionIII Generates a rule, strategy, or idea from one learning experience and applies it in a new context

Chapter 3: “Increased Vocabulary and Language,” pages 126 - 127, 132Sections in all Interest Area chapters: “How _____ Promotes Development: Language Development;” “Connecting __ With Curriculum Objectives: Language

Development”Section in all Interest Area Chapters: “What Children Learn in the __ Area: Literacy”





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3.2.9 Connect meanings of new words to vocabulary already known (e.g., “It’s called bookend because the books end.”). (cont.)

G9 Fluent labelingG10 Acquires novel labels without intensive trainingsG15 Labels item when told its functionG16 Labels item when told one of its featuresG17 Labels item when told its classG18 Two-component labels (nouns) with objectsG19 Two-component labels (nouns) with picturesG20 Labels two-component with carrier phraseG21 Two-component labels (noun and verb)G22 Two-component labels (noun and adjective)

G23 Labels by indicating Yes/NoG24 Labels function of an itemG25 Labels class of an objectG26 Discrimination of question to label aspects of itemsG27 Labels the class of a set of itemsG28 Labels features of items which are missing or incorrectG29 Labels exclusion from a category (negation)

INTRAVERBALSH15 Multiple responses given specific categoriesH27 States class given multiple class members (examples)H36 States item when told its functions, features, or class (multiple features)H38 Answers questions containing two critical stimuli (multiple component questions with multiple responses)

H39 Answers questions containing three critical stimuli (multiple component questions with multiple responses)H40 Describes items

LANGUAGE DEVELOPMENT–Listening and Speaking


F1 Uses gestures or sounds to communicateF2 Uses single word or approximations to communicateF3 Uses two-word phrasesI Uses simple sentences (3-4 words) to express wants and needs II Uses longer sentences (5-6 words) to communicateIII Uses more complex sentences to

express ideas and feelings

3.2.10 Use new vocabulary and ask questions to extend

REQUESTSF5 Spontaneous request with item present ( no prompts)

COGNITIVE DEVELOPMENT – Learning and Problem Solving26. Applies knowledge or experience to a

Chapter 3: “Increased Vocabulary and Language,” pages 126 - 127, 132Sections in all Interest Area chapters: “How





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understanding of words.

3.2.10 Use new vocabulary and ask questions to extend understanding of words. (cont.)

F6 Spontaneous requests with items not present (no prompts)F19 Requests information using “What”F20 Requests information using “Where”F21 Requests information using “Who/Whose”F24 Requests information using “Which”F25 Requests information using “When”F26 Requests information using “How”F27 Requests information using “Can,” “Do,” “Does,” or Will”F28 Requests information using “Why”F29 Spontaneous requests

LABELINGG9 Fluent labelingG11 Labels items using a carrier phrase

INTRAVERBALSH10 Answers “What” questions regarding items found in home H11 Answer “What” questions regarding questionsH12 Answers “Where” questions regarding items found in home or classroomH13 Answers “Where” questions regarding activities done at home or schoolH23 Answers “What” questions relevant to items found in the communityH24 Answers “What” questions relevant to activities that he can do in the communityH25 Answers “Where” questions regarding activities and items found in the communityH26 Answers questions with multiple responses concerning his immediate community


new contextF1 Engages in everyday activitiesF2 Recalls prior experiences F3 Relates classroom activities to own experiencesI Draws on everyday experiences and applies this knowledge to similar situationsII Applies new information or vocabulary to an activity or interactionIII Generates a rule, strategy, or idea from one learning experience and applies it in a new context

LANGUAGE DEVELOPMENT–Listening and Speaking38. Hears and discriminates the sounds of language



F1 Uses gestures or sounds to communicateF2 Uses single word or approximations to communicateF3 Uses two-word phrases

I Uses simple sentences (3-4 words) to express wants and needs II Uses longer sentences (5-6 words) to communicateIII Uses more complex sentences to express ideas and feelings

42. Asks questions

_____ ….. Cognitive Development,

Language Development,” “Connecting _____..... Cognitive Development and Language Development.”Section in all Interest Area chapters: “What Children Learn in the _____ Area: Literacy.”





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F1 Uses gestures or facial expressions to express needsF2 Uses rising intonation to ask questionsF3 Uses some “wh-“ words to ask questionsI Asks simple questions II Asks questions to further understandingIII Asks increasingly complex questions to further own understanding

Standard 3.3:Children demonstrate emergent reading skills.

Strand A: Print Awareness

3.3.A.1 Identify the meaning of common signs and symbols in the local environment (e.g., exit sign, center labels, computer icons, or rebus).

3.3.A.1 Identify the meaning of common signs and symbols in the local environment (e.g., exit sign, center labels, computer icons, or rebus). (cont.)

RECEPTIVE LANGUAGEC36 Select associated picturesC40 Select two items from a larger setC46 Selects all examples of an item

LABELINGG4 Labels pictures of common itemsG9 Fluent labelingG14 Label associated picturesG23 Labels by indicating Yes/NoG29 Labels exclusion from a category (negation)G31 Labels community helpersG32 Labels items at a distance when others point to it

INTRAVERBALSH3 Sign English words (for students who use ASL)

H23 Answers “What” questions relevant to items found in the communityH24 Answers “What” questions relevant to activities that he can do in the communityH25 Answers “Where” questions regarding activities and items found in the communityH26 Answers questions with multiple responses concerning his immediate community


F1 Notices and responds to picturesF2 Finds own possessions when labeled with own photo and nameF3 Recognizes logos and picturesI Knows that print carries the message II Shows general knowledge of how print worksIII Knows each spoken word can be written down and read

47. Uses emerging reading skills to make meaning from print

F1 Notices pictures in a bookF2 Reacts to pictures in a bookF3 Identifies pictures in a book

I Uses illustrations to guess what the text says II Makes judgments about words and text by noticing features (other than letters or words) III Uses different strategies (known words, knowledge of letters and sounds, patterns in text) to make meaning from print

Chapter 3: “Knowledge of Print,” page 128, 132 “Letters and Words,” page 129, 133, and “Understanding Books and Other Texts,” pages 130 - 131, 133





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READING SKILLSQ1 Receptive lettersQ2 Labels lettersQ3 Receptive sounds of lettersQ4 Labels sounds of lettersQ5 Match words with picturesQ6 Match words to wordsQ7 Names letters in words reading left torightQ8 Match individual letters to letters on word card

Q9 Fill in missing letter of wordsQ10 Read simple wordsQ11 Decode wordsQ12 Read small groups of words from left to rightQ13 Read simple sentences (3-6 words)Q14 Fills-in missing wordsQ15 Reads and follows simple instructions to do actionsQ16 Reads and follows simple instructions on worksheetsQ17 Read passages and answer comprehension questions

3.3.A.2 Recognize that a variety of print letter formations and text forms are used for different functions (e.g., grocery lists, menus, store signs, telephone books, recipes, written directions (such as the steps for hand washing), newspapers and magazines.

READING SKILLSQ1 Receptive lettersQ2 Labels lettersQ3 Receptive sounds of lettersQ4 Labels sounds of lettersQ5 Match words with picturesQ6 Match words to wordsQ7 Names letters in words reading left to rightQ8 Match individual letters to letters on word cardQ9 Fill in missing letter of wordsQ10 Read simple wordsQ11 Decode wordsQ12 Read small groups of words from left to right

SPELLING



45. Demonstrates understanding of print concepts

F1 Notices and responds to picturesF2 Finds own possessions when labeled with own photo and nameF3 Recognizes logos and picturesI Knows that print carries the message

Chapter 3: “Knowledge of Print,” page 128, 132 “Letters and Words,” page 129, 133, and “Understanding Books and Other Texts,” pages 130 - 131, 133





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T1 Match individual letters to letters on word cardT2 Fill in missing letter of wordsT3 Copy wordsT4 Writes in missing letters of wordsT5 Spell words vocallyT6 Spell words in a written formT7 Spell own name

II Shows general knowledge of how print worksIII Knows each spoken word can be written down and read

3.3.A.3 Identify some alphabet letters, especially those in his/her own name.

READING SKILLSQ1 Receptive lettersQ2 Labels lettersQ3 Receptive sounds of lettersQ4 Labels sounds of letters

SPELLINGT1 Match individual letters to letters on word cardT2 Fill in missing letter of wordsT3 Copy wordsT4 Writes in missing letters of wordsT6 Spell words in a written formT7 Spell own name

LANGUAGE DEVELOPMENT – Reading and Writing46. Demonstrates knowledge of the alphabet

F1 Participates in singing songs about the alphabetF2 Shows awareness of letters in the environmentF3 Matches two letters that are alikeI Recognizes and identifies a few letters by name II Recognizes and names many lettersIII Begins to make letter-sound connections

Chapter 3: “Letters and Words,” page 129, 133Chapter 10: “Developmental Steps in Writing,” pages 367 - 369

3.3.A.4 Recognize own name in a variety of contexts.

3.3.A.4 Recognize own name in a variety of contexts. (cont.)

SPELLINGT1 Match individual letters to letters on word card

READING SKILLSQ1 Receptive lettersQ2 Labels lettersQ5 Match words with pictures

Q6 Match words to wordsQ7 Names letters in words reading left to rightQ8 Match individual letters to letters on word cardQ9 Fill in missing letter of wordsQ10 Read simple wordsQ11 Decode words



I Knows that print carries the message II Shows general knowledge of how print worksIII Knows each spoken word can be written down and read

46. Demonstrates knowledge of the alphabetF1 Participates in singing songs about the alphabetF2 Shows awareness of letters in the environmentF3 Matches two letters that are alikeI Recognizes and identifies a few letters by name II Recognizes and names many lettersIII Begins to make letter-sound connections

Chapter 3: “Letters and Words,” page 129, 133, and “Understanding Books and Other Texts,” pages 130 - 131, 133





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T2 Fill in missing letter of wordsT3 Copy wordsT4 Writes in missing letters of wordsT5 Spell words vocallyT6 Spell words in a written formT7 Spell own name


F1 Notices pictures in a bookF2 Reacts to pictures in a bookF3 Identifies pictures in a bookI Uses illustrations to guess what the text says

II Makes judgments about words and text by noticing features (other than letters or words)

III Uses different strategies (known words,

knowledge of letters and sounds, patterns in text) to make meaning from print

3.3.A.5 Recognize that letters are grouped to form words and that words are separated by spaces.

3.3.A.5 Recognize that letters are grouped to form words and that words are separated by spaces.

READING SKILLSQ5 Match words with picturesQ6 Match words to wordsQ7 Names letters in words reading left to rightQ8 Match individual letters to letters on word cardQ9 Fill in missing letter of wordsQ11 Decode wordsQ12 Read small groups of words from left to right

SPELLINGT3 Copy wordsT4 Writes in missing letters of wordsT6 Spell words in a written formT7 Spell own name






Chapter 3: “Letters and Words,” page 129, 133Chapter 10: “Library,” pages 351 - 379, “Skills for Engaging with Books,” pages 365 - 366





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II Makes judgments about words and text by noticing features (other than letters or words)

III Uses different strategies (known words, knowledge of letters and sounds, patterns in text) to make meaning from print

3.3.A.6 Recognize that it is the print that is read in stories.

3.3.A.6 Recognize that it is the print that is read in stories

READING SKILLSQ5 Match words with picturesQ6 Match words to wordsQ7 Names letters in words reading left to rightQ8 Match individual letters to letters on word cardQ9 Fill in missing letter of wordsQ10 Read simple wordsQ11 Decode wordsQ12 Read small groups of words from left to rightQ13 Read simple sentences (3-6 words)Q14 Fills-in missing wordsQ16 Reads and follows simple instructions on worksheetsQ17 Read passages and answer comprehension questions






II Makes judgments about words and text by noticing features (other than letters or words)III Uses different strategies (known words, knowledge of letters and sounds, patterns in text) to make meaning from print

Chapter 3: “Knowledge of Print,” page 128, 132Chapter 10: “Understanding How Stories Work,” page 366, “Understanding the Function and Value of Print,” page 366

Strand B: Developing Knowledge and Enjoyment of





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Books

3.3.B.1 Demonstrate understanding of the concept of directionality on a page (e.g., front to back, left to right, top to bottom).

READING SKILLSQ7 Names letters in words reading left to rightQ8 Match individual letters to letters on word cardQ9 Fill in missing letter of words

Q12 Read small groups of words from left to rightQ13 Read simple sentences (3-6 words)Q14 Fills-in missing words


F1 Notices and responds to picturesF2 Finds own possessions when labeled

with own photo and nameF3 Recognizes logos and picturesI Knows that print carries the message II Shows general knowledge of how print worksIII Knows each spoken word can be written down and read

Chapter 3: “Knowledge of Print,” page 128, 132Chapter 10: “Exploring Books,” page 365

3.3.B.2 Display book handling knowledge (e.g., turning the book right side up using left to right sweep, turning one page at a time, recognizing a familiar book by the cover).


FINE MOTOR SKILLSZ6 Transfer objects to the opposite handZ8 Turn pages of a bookZ17 Trace lines with a finger

COGNITIVE DEVELOPMENT – Learning and Problem Solving24. Shows persistence in approaching tasks


28. Compares/measuresF1 Locates own possessions from among those belonging to others

F2 Notices something new or different in many respects F3 Notices objects that are similar in many waysI Notices similarities and differencesII Uses comparative words related to number, size, shape, texture, weight, color, speed, volumeIII Understands/uses measurement words and some standard Measurement tools

Chapter 10: How the Library Area Promotes Development, pages 351 – 361Chapter 11: What Children Learn in the Discovery Area, page 391





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F1 Shows interest in booksF2 Looks at books with adultsF3 Expresses pleasure with familiar booksI Listens to stories being read II Participates in story time interactivelyIII Chooses to read on own; seeks information in books; sees selfas reader




F1 Notices pictures in a bookF2 Reacts to pictures in a bookF3 Identifies pictures in a bookI Uses illustrations to guess what the text says II Makes judgments about words and text by noticing features (other than letters or words)III Uses different strategies (known words, knowledge of letters and sounds, patterns

in text) to make meaning from print


F1 Relates to pictures in a bookF2 Imitates characters or actions in a book being readF3 Relates story to self and shares informationI Imitates act of reading in play





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II Compares and predicts story events; acts out main events of a familiar storyIII Retells a story including many details and draws connections between story events

3.3.B.3 Exhibit reading-like behavior (e.g., pretend to read to self and others and read own writing).

3.3.B.3 Exhibit reading-like behavior (e.g., pretend to read to self and others and read own writing). (cont.)

RECEPTIVE LANGUAGEC33 Multiple actions with an objectC34 Demonstrates a specified pretend action

IMITATIOND1 Motor imitation using objectsD2 Motor imitation using objects in discriminationD5 Imitation of arm and hand movementsD7 Varied imitation instructionsD12 Motor imitation of fine motor movementD13 Imitation of touching objects in sequenceD15 Imitate speed of an ongoing action with objectsD16 Imitate speed of a recently modeled action with objectsD17 Imitate speed of an action D18 Imitation of touching objects in sequence following a modelD22 Imitation of the number of repetitions of a motor movementD23 Simultaneous imitation of motor movement and a vocalizationD25 Imitates motor movements without a direct verbal promptD26 Spontaneously imitates the actions of othersD27 Delayed imitation

VOCAL IMITATIONE12 Imitation of words on requestE13 Imitation of phrases on requestE19 Spontaneous imitation of wordsE20 Spontaneous imitation of phrases


LANGUAGE DEVELOPMENT – Reading and Writing48. Comprehends and interprets meaning from books and other texts

F1 Relates to pictures in a bookF2 Imitates characters or actions in a book being readF3 Relates story to self and shares informationI Imitates act of reading in playII Compares and predicts story events; acts out main events of a familiar storyIII Retells a story including many details and draws connections between story events

Chapter 3: “Knowledge of Print,” page 128, 132, “Comprehension,” pages 129 - 130, 133, and “Literacy as a Source of Enjoyment,” page 131, 133





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3.3.B.4 Answer simple recall and comprehension questions about a book being read (e.g., Goodnight Gorilla, “What do you see the gorilla doing now?”).

3.3.B.4 Answer simple recall and comprehension questions about a book being read (e.g., Goodnight Gorilla, “What do you see the gorilla doing now?”). (cont.)

RECEPTIVE LANGUAGEC43 Locate objects in larger, complex pictureC44 Locate objects from parts of objects in larger, complex pictureC53 Select pictures representing a location or an activity presented in a sceneC54 Selects pictures representing emotionsC57 Selects pictures of social interactions

LABELINGG4 Labels pictures of common itemsG8 Labels pictures of common actionsG11 Labels items using a carrier phraseG12 Labels parts or features of objectsG23 Labels by indicating Yes/NoG26 Discrimination of question to label aspects of itemsG30 Identifies obvious problemsG34 Uses carrier phrase when labeling nouns with verbs or adjectivesG39 Labels and describes events or items presented in a sceneG40 Naming specified parts of scenesG42 Labels emotions of othersG44 Multiple component naming (three-component labels)G45 Labels (three-component plus) with carrier phraseG46 Labels social interaction behaviorG47 Spontaneous labeling

INTRAVERBALSH22 With visual display, makes related statements (not naming)

H28 Answers “Who/Whose” questionsH29 Answers “When” questionsH30 Discrimination of questions asked about items and activitiesH31 Answers “Which” questionsH32 Answers “How” questionsH33 Answers “Why” questionsH37 Intraverbal Yes/No with “Can, do, does, will” questionsH38 Answers questions containing two critical stimuli (multiple component questions

LANGUAGE DEVELOPMENT – Reading and Writing47. Uses emerging reading skills to make meaning from print



F1 Relates to pictures in a bookF2 Imitates characters or actions in a book being readF3 Relates story to self and shares informationI Imitates act of reading in play II Compares and predicts story events; acts out main events of a familiar storyIII Retells a story including many details and draws connections between story events





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with multiple responses)H39 Answers questions containing three critical stimuli (multiple component questions with multiple responses)H42 Answers questions concerning past and upcoming eventsH43 Maintains a conversation with an adult or peerH44 Answers “Novel” questionsH45 Answers questions relevant to current eventsH46 Answers questions with multiple responses concerning current eventsH47 Answers questions with multiple responses in group discussionsH48 Tells about experiences/tells stories


GROUP INSTRUCTIONM6 Follows group instructions with a discriminationM8 Raises hand to answer a questionM9 Raises hand AND names itemM10 Raises hand AND answers a question

3.3.B.5 Use a familiar book as a cue to retell their version of the story.

3.3.B.5 Use a familiar book as a cue to retell their version of the story. (cont.)

LABELINGG39 Labels and describes events or items presented in a sceneG40 Naming specified parts of scenesG42 Labels emotions of othersG44 Multiple component naming (three-component labels)

G45 Labels (three-component plus) with carrier phraseG46 Labels social interaction behaviorG47 Spontaneous labeling

INTRAVERBALSH22 With visual display, makes related statements (not naming)H40 Describes itemsH43 Maintains a conversation with an adult or peerH48 Tells about experiences/tells stories


F1 Notices pictures in a bookF2 Reacts to pictures in a bookF3 Identifies pictures in a book

I Uses illustrations to guess what the text says II Makes judgments about words and text by noticing features (other than letters or words)III Uses different strategies (known words, knowledge of letters and sounds, patterns in text) to make meaning from print


F1 Relates to pictures in a book

Chapter 3: “Knowledge of Print,” page 128, 132, “Comprehension,” pages 129 - 130, 133, and “Literacy as a Source of Enjoyment,” page 131, 133





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H49 Spontaneous conversation

SOCIAL INTERACTIONL16 Labels items for othersL28 Direct others attention to something of interest to themL29 Attends to the reactions of interest by othersL32 Converses with othersL34 Obtains and maintains attention of others

F2 Imitates characters or actions in a book being readF3 Relates story to self and shares informationI Imitates act of reading in play II Compares and predicts story events; acts out main events of a familiar storyIII Retells a story including many details and draws connections between stories

3.3.B.6 Show an understanding of story structure (e.g., comment on characters, predict what will happen next, ask appropriate questions and act out familiar stories).

3.3.B.6 Show an understanding of story structure (e.g., comment on characters, predict what will happen next, ask appropriate questions and act out familiar stories). (cont.)

RECEPTIVE LANGUAGEC17 Select one of six or more pictures on a tableC20 Varied instructions to select using any responseC33 Multiple actions with an objectC34 Demonstrates a specified pretend actionC43 Locate objects in larger, complex pictureC44 Locate objects from parts of objects in larger, complex pictureC53 Select pictures representing a location or an activity presented in a sceneC57 Selects pictures of social interactions






F1 Relates to pictures in a bookF2 Imitates characters or actions in a book being readF3 Relates story to self and shares information

I Imitates act of reading in play II Compares and predicts story events; acts out main events of a familiar storyIII Retells a story including many details and draws connections between story events

Chapter 3: “Understanding Books and Other Texts,” pages 130 - 131, 133Chapter 10: “Library,” pages 351 - 379, “Understanding How Stories Work,” page 366, and “The Teacher’s Role: Observing, Responding to, and Interacting with Children in the Library Area,” pages 370 - 375

3.3.B.7 Ask questions and makes RECEPTIVE LANGUAGE LANGUAGE DEVELOPMENT – Reading Chapter 3: “Comprehension,” pages 129 -





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comments pertinent to the story being read and connect information in books to personal life experiences.

C43 Locate objects in larger, complex pictureC44 Locate objects from parts of objects in larger, complex pictureC53 Select pictures representing a location or an activity presented in a sceneC57 Selects pictures of social interactions

REQUESTSF11 Requests using sentencesF19 Requests information using “What”F20 Requests information using “Where”F21 Requests information using “Who/Whose”F22 Requests using adverbsF24 Requests information using “Which”F25 Requests information using “When”F26 Requests information using “How”F27 Requests information using “Can,” “Do,” “Does,” or Will”F28 Requests information using “Why”F29 Spontaneous requests


and Writing44. Enjoys and values reading



F1 Relates to pictures in a bookF2 Imitates characters or actions in a book being readF3 Relates story to self and shares informationI Imitates act of reading in play II Compares and predicts story events; acts out main events of a familiar story III Retells a story including many details and draws connections between story events

130, 133, “Literacy as a Source of Enjoyment,” page 131, 133

Strand C: Phonological Awareness

3.3.C.1 Engage in language play (e.g., manipulate separate and repeating sounds).

3.3.C.1 Engage in language play (e.g., manipulate separate and repeating sounds)(cont.)

VOCAL IMITATIONE1 Imitates sounds on requestE2 Imitates sequence of single sounds switching with a modelE3 Imitates initial sounds of wordsE4 Imitation of multiple separate sound combinations

E5 Imitation of short and fast vs. elongated/slow soundsE6 Imitation of the number of repetitions of a soundE7 Imitation of a held sound to a second soundE8 Consonant-vowel/vowel-consonant combinationsE9 Consonant-vowel-consonant-vowelE10 Consonant-vowel-consonant combinations


F1 Responds to sounds in the environmentF2 Listens attentively to familiar sounds

F3 Discriminates and identifies familiar soundsI Plays with words, sounds, and rhymes II Recognizes and invents rhymes and repetitive phrases; notices words that begin the same wayIII Hears and repeats separate sounds in words; plays with sounds to create new words

Chapter 3: “Phonological Awareness,” pages 128, 132Chapter 10: “Library,” pages 351 - 379, “Connecting Written Symbols with Sounds,” page 366Sections in all Interest Area chapters: “How _____ Promotes Development: Language

Development;” “Connecting __With Curriculum Objectives: Language Development”Section in all Interest Area Chapters: “What Children Learn in the __ Area: Literacy”





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E11 Imitates consonant blends

3.3.C.2 Make up and chant rhymes (e.g., at the water table, saying “squishy, wishy, dishy soap,” or at lunchtime, saying, “A light is for night.”).

3.3.C.2 Make up and chant rhymes (e.g., at the water table, saying “squishy, wishy, dishy soap,” or at lunchtime, saying, “A light is for night.”). (cont.)

IMITATIOND23 Simultaneous imitation of motor movement and a vocalization

VOCAL IMITATIONE12 Imitation of words on requestE13 Imitation of phrases on request

INTRAVERBALSH1 Fill in words from songsH2 Fill in blanks regarding fun items and activitiesH4 Animal sounds

SPONTANEOUS VOCALIZATIONSI2 Spontaneously say words or approximations to wordsI3 Spontaneously says phrasesI4 Sings songs with modelsI5 Sings songsI8 Spontaneous labeling

PLAY AND LEISUREK5 Plays with toys/manipulates toys as designedK6 Independently plays with toys and engages in verbal behaviorK7 Multiple responses with toys related to a themeK8 Plays interactively with other studentsK9 Plays interactively with a variety of peersK10 Sociodramatic playK11 Plays with toys and talks with peers

SOCIAL INTERACTIONL22 Joins peers in an activity


F1 Responds to sounds in the environmentF2 Listens attentively to familiar soundsF3 Discriminates and identifies familiar soundsI Plays with words, sounds, and rhymes II Recognizes and invents rhymes and repetitive phrases; notices words that begin the same way III Hears and repeats separate sounds in words, plays with sounds to create new words

Chapter 3: “Phonological Awareness,” pages 128, 132Chapter 10: “Library,” pages 351 - 379, “Connecting Written Symbols with Sounds,” page 366Sections in all Interest Area chapters: “How _____ Promotes Development: Language Development;” “Connecting __With Curriculum Objectives: Language Development”Section in all Interest Area Chapters: “What Children Learn in the __ Area: Literacy”

3.3.C.3 Play with alliterative IMITATIOND23 Simultaneous imitation of motor


Chapter 3: “Phonological Awareness,” pages 128, 132





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language (e.g., “Peter, Peter Pumpkin Eater”).

movement and a vocalization

INTRAVERBALSH1 Fill in words from songsH2 Fill in blanks regarding fun items and activitiesH4 Animal sounds

SPONTANEOUS VOCALIZATIONSI3 Spontaneously says phrasesI4 Sings songs with modelsI5 Sings songs

38. Hears and discriminates the sounds of language


Chapter 10: “Library,” pages 351 - 379, “Connecting Written Symbols with Sounds,” page 366Sections in all Interest Area chapters: “How _____ Promotes Development: Language Development;” “Connecting __With Curriculum Objectives: Language Development”Section in all Interest Area Chapters: “What Children Learn in the __ Area: Literacy”

Standard 3.4:Children demonstrate emergent writing skills.

3.4.1 Ask adults to write (e.g., labels on block structures, dictation of stories, list of materials needed for a project).

3.4.1 Ask adults to write (e.g., labels on block structures, dictation of stories, list of materials needed for a project). (cont.)

REQUESTSF1 Requests by indicatingF4 Requesting when asked, “What do you want?”F5 Spontaneous request with item present ( no prompts)F6 Spontaneous requests with items not present (no prompts)F8 Request others to perform an action

F11 Requests using sentencesF12 Requests helpF29 Spontaneous requests

LANGUAGE DEVELOPMENT – Reading and Writing49. Understands the purpose of writing

F1 Observes when others writeF2 Experiments with writing utensilsF3 Draws a simple pictureI Imitates act of writing in play II Understands there is a way to write that conveys meaningIII Writes to convey meaning

50. Writes letters and wordsF1 Tries to use writing tools to make marks on paperF2 Scribbles randomly on paper

F3 Scribbles may include some lines and other shapesI Uses scribble writing and letter-like forms II Writes recognizable letters, especially those in own nameIII Uses letters that represent sounds in writing words

Chapter 3: “Letters and Words,” pages 129, 133, and “Understanding Books and Other Texts,” pages 130 - 131, 133

3.4.2 “Write” messages as a part MITATIOND1 Motor imitation using objects


Chapter 3: “Knowledge of Print,” page 128, 132, “Letters and Words,” pages 129, 133,





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of play and other activities (e.g., scribbling, drawing, making letter-like forms and conventional letter forms, using invented spelling).

3.4.2 “Write” messages as a part of play and other activities (e.g., scribbling, drawing, making letter-like forms and conventional letter forms, using invented spelling). (cont.)

D2 Motor imitation using objects in discriminationD12 Motor imitation of fine motor movement


SPELLINGT3 Copy words

F1 Notices and begins to try to use crayons and markers to make random marksF2 Holds crayon or marker in fist and purposefully makes marks on paper using whole-arm movements F3 Holds marker or crayon in fist and scribbles on paper, varying movements and watching the resulting linesI Holds a marker or crayon with thumb and two fingers; makes simple strokesII Makes several basic strokes or figures; draws some recognizable objectsIII Copies and draws simple shapes, letters, and words including name



50. Writes letters and wordsF1 Tries to use writing tools to make marks on paperF2 Scribbles randomly on paperF3 Scribbles may include some lines and other shapes

I Uses scribble writing and letter-like forms II Writes recognizable letters, especially those in own nameIII Uses letters that represent sounds in writing words

and “Comprehension,” pages 129 - 130, 133Chapter 10: “Materials for Writing,” pages 359 - 360, “Developmental Steps in Writing ,” pages 367 - 369, “Promoting Children’s Writing,” page 374

3.4.3 Attempt to write own name IMITATIOND1 Motor imitation using objects


Chapter 3: “Knowledge of Print,” page 128, 132, “Letters and Words,” pages 129, 133,





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on work.

3.4.3 Attempt to write own name on work. (cont.)

D2 Motor imitation using objects in discriminationD7 Varied imitation instructionsD12 Motor imitation of fine motor movement

WRITING SKILLSS1 Mark on paperS3 Trace lines and shapesS4 Trace letters and numbersS5 Copy straight linesS6 Copy curved linesS7 Copy letters (with sample)S8 Copy numbers (with sample)S9 Print letters

SPELLINGT2 Fill in missing letter of wordsT3 Copy wordsT4 Writes in missing letters of wordsT6 Spell words in a written formT7 Spell own name




50. Writes letters and wordsF1 Tries to use writing tools to make marks on paperF2 Scribbles randomly on paperF3 Scribbles may include some lines and other shapes

I Uses scribble writing and letter-like forms II Writes recognizable letters, especially those in own nameIII Uses letters that represent sounds in writing words

and “Comprehension,” pages 129 - 130, 133Chapter 10: “Materials for Writing,” pages 359 - 360, “Developmental Steps in Writing ,” pages 367 - 369, “Promoting Children’s Writing,” page 374

3.4.4 Share and discuss work samples containing drawings, paintings, pictures.

REQUESTSF14 Requests attentionF29 Spontaneous requests


F1 Observes when others write





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3.4.4 Share and discuss work samples containing drawings, paintings, pictures. (cont.)

LABELINGG9 Fluent labelingG11 Labels items using a carrier phraseG12 Labels parts or features of objectsG13 Labels adjectivesG18 Two-component labels (nouns) with objectsG19 Two-component labels (nouns) with picturesG20 Labels two-component with carrier phraseG21 Two-component labels (noun and verb)G22 Two-component labels (noun and adjective)G26 Discrimination of question to label aspects of itemsG34 Uses carrier phrase when labeling nouns with verbs or adjectivesG35 Labels prepositionsG36 Uses carrier phrases when using prepositionsG37 Labels pronounsG38 Uses carrier phrases when using pronounsG39 Labels and describes events or items presented in a sceneG40 Naming specified parts of scenesG41 Labels adverbsG42 Labels emotions of othersG43 Internal events and emotionsG44 Multiple component naming (three-component labels)G45 Labels (three-component plus) with carrier phraseG46 Labels social interaction behavior

G47 Spontaneous labeling

INTRAVERBALSH22 With visual display, makes related statements (not naming)H23 Answers “What” questions relevant to items found in the communityH24 Answers “What” questions relevant to activities that he can do in the communityH25 Answers “Where” questions regarding activities and items found in the communityH26 Answers questions with multiple

F2 Experiments with writing utensilsF3 Draws a simple pictureI Imitates act of writing in play II Understands there is a way to write that conveys meaningIII Writes to convey meaning

50. Writes letters and wordsF1 Tries to use writing tools to make marks on paperF2 Scribbles randomly on paperF3 Scribbles may include some lines and other shapesI Uses scribble writing and letter-like forms II Writes recognizable letters, especially those in own nameIII Uses letters that represent sounds in writing words





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3.4.4 Share and discuss work samples containing drawings, paintings, pictures. (cont.)

responses concerning his immediate community H28 Answers “Who/Whose” questionsH29 Answers “When” questionsH30 Discrimination of questions asked about items and activitiesH31 Answers “Which” questionsH32 Answers “How” questionsH33 Answers “Why” questionsH37 Intraverbal Yes/No with “Can, do, does, will” questionsH38 Answers questions containing two critical stimuli (multiple component questions with multiple responses)H39 Answers questions containing three critical stimuli (multiple component questions with multiple responses)H40 Describes itemsH42 Answers questions concerning past and upcoming eventsH43 Maintains a conversation with an adult or peerH44 Answers “Novel” questionsH45 Answers questions relevant to current eventsH46 Answers questions with multiple responses concerning current eventsH47 Answers questions with multiple responses in group discussionsH48 Tells about experiences/tells storiesH49 Spontaneous conversation

SPONTANEOUS VOCALIZATIONS I3 Spontaneously says phrasesI6 Spontaneous vocal imitation

I7 Spontaneous requestsI8 Spontaneous labelingI9 Spontaneous conversation

PLAY AND LEISUREK11 Plays with toys and talks with peers

SOCIAL INTERACTION





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L32 Converses with others

3.4.5 Attempt to make own name using a variety of materials, (e.g., magnetic letters, play dough, rubber stamps, alphabet blocks or a computer).

3.4.5 Attempt to make own name using a variety of materials, (e.g., magnetic letters, play dough, rubber stamps, alphabet blocks or a computer). (cont.)

VISUAL PERFORMANCEB13 Sequence pattern to match a visual modelB20 Delayed replication of a sequenceB22 Extend a sequence patternB23 Replicate simple 3 dimensional objectsB24 Dependent matching sequenceB25 Seriation

IMITATIOND1 Motor imitation using objectsD2 Motor imitation using objects in discriminationD12 Motor imitation of fine motor movementD26 Spontaneously imitates the actions of othersD27 Delayed imitation

PLAY AND LEISUREK6 Independently plays with toys and engages in verbal behaviorK7 Multiple responses with toys related to a theme

READINGQ1 Receptive lettersQ2 Labels lettersQ7 Names letters in words reading left to rightQ8 Match individual letters to letters on word cardQ9 Fill in missing letter of words


T2 Fill in missing letter of wordsT7 Spell own name

FINE MOTOR SKILLSZ17 Trace lines with a fingerZ25 Uses pincer grasp





50. Writes letters and wordsF1 Tries to use writing tools to make marks on paper

F2 Scribbles randomly on paperF3 Scribbles may include some lines and other shapesI Uses scribble writing and letter-like

forms II Writes recognizable letters, especially those in own nameIII Uses letters that represent sounds in writing words

Chapter 3: “Knowledge of Print,” page 128, 132, “Letters and Words,” pages 129, 133, and “Comprehension,” pages 129 - 130, 133Chapter 10: “Materials for Writing,” pages 359 - 360, “Developmental Steps in Writing ,” pages 367 - 369, “Promoting Children’s Writing,” page 374

Mathematics





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Standard 4.1:Children demonstrate an understanding of numbers and numerical operations.

4.1.1 Demonstrate emergent understanding of numbers (for counting: at least through 20; for ordinals: first through fifth, including the last).

MATH SKILLSR1 Rote counts with promptsR2 Rote counting

COGNITIVE DEVELOPMENT – Logical Thinking34. Uses numbering and counting

F1 Understands the concept of “one”F2 Understands the concept of “more” F3 Counts to five by roteI Imitates counting behavior using number names (may not always say one number per item or get the sequence right)II Counts correctly up to 5 or so using one number for each object (may not always keep track of what has or has not been counted) III Counts to 10 or so connecting number words and symbols to the objects counted and knows that the last number describes the total

Chapter 3: “Number Concepts,” pages 134 - 135, 140

4.1.2 Recognize and name some one-digit written numerals: (a) begin to write one-digit numerals; and(b) discriminate numbers from other symbols in the environment (e.g., street signs, license plates, room number, clock).

MATH SKILLSR6 Names numerals in sequenceR7 Names numbers

WRITING SKILLSS4 Trace letters and numbersS8 Copy numbers (with sample)S10 Print numbers

There are no objectives in The Creative Curriculum Developmental Continuum that align directly with this item

Chapter 3: “Number Concepts,” pages 134 - 135, 140Section in all Interest Area chapters: “What Children Learn in the _____ Area: Mathematics”

4.1.3 Compare groups of objects (e.g., using the terms “more,” “less,” “same”).

MATH SKILLSR9 “more”R10 “less”R11 “some”R12 “all”R13 “zero/none”R15 “same”R16 “different”R17 “greater”

COGNITIVE DEVELOPMENT – Logical Thinking28. Compares/measures

F1 Locates own possessions from among those belonging to othersF2 Notices something new or different in many respects F3 Notices objects that are similar in many waysI Notices similarities and differencesII Uses comparative words related to number, size, shape, texture, weight, color,

Chapter 8: “Toys and Games,” pages 295 - 315Chapter 12: “Sand and Water,” pages 403 - 421Chapter 14: “Cooking,” pages 443 - 469Sections in all Interest Area chapters: “How _____ Promotes Development: Cognitive Development,” “Connecting _____ with Curriculum Objective: Cognitive Development.”Section in all Interest Area chapters: “What Children Learn in the _____ Area:





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speed, volumeIII Understands/uses measurement words and some standard measurement tools

Mathematics”

4.1.4 Demonstrate understanding of one-to-one correspondence (e.g., put one placemat at each place, give each child one cookie, place one animal in each truck, hand out manipulatives to be shared with a friend, saying “One for you, one for me.”):(a) match sets;(b) spontaneously count for own purposes; and

(c) recognize a number of objects (up to four) without counting.

VISUAL PERFORMANCE B9 Block designs on picture cardB12 Block designs from pictureB13 Sequence pattern to match a visual model

MATH SKILLSR1 Rote counts with promptsR2 Rote countingR3 Count objects with promptsR4 Count given objectsR5 Count out objects from a larger set

COGNITIVE DEVELOPMENT – Logical Thinking33. Uses one-to-one correspondence

F1 Puts objects in one containerF2 Places one object in each designated space, with adult guidance F3 Places an object in each designated place, without adult guidanceI Matches pairs of objects in one-to-one correspondenceII Places objects in one-to-one correspondence with another setIII Uses one-to-one correspondence as a way to compare two sets

Chapter 3: “Number Concepts,” pages 134 - 135, 140Chapter 8: “Toys and Games,” pages 295 - 315Section in all Interest Area chapters: “What Children Learn in the _____ Area: Mathematics”

4.1.5 Explore the meanings of addition and subtraction by using concrete objects (a) joining (e.g., “Three blue pegs, three yellow pegs, six pegs altogether!”); and(b) separating (“I have four carrot sticks. I’m eating one! Now I have 3!”).

4.1.5 Explore the meanings of addition and subtraction by using concrete objects (a) joining (e.g., “Three blue pegs, three yellow pegs, six pegs altogether!”); and(b) separating (“I have four carrot sticks. I’m eating one! Now I have 3!”). (cont.)

MATH SKILLSR3 Count objects with promptsR4 Count given objectsR5 Count out objects from a larger setR8 Match number with same amount of objectsR9 “more”R10 “less”R14 Add items to specified quantityR18 “add”R20 Add numbersR28 “plus”

R29 “subtract/take away”


F1 Understands the concept of “one”F2 Understands the concept of “more” F3 Counts to five by roteI Imitates counting behavior using number names (may not always say one number per item or get the sequence right)II Counts correctly up to 5 or so using one number for each object (may not always keep track of what has or has not

been counted)III Counts to 10 or so connecting number words and symbols to the objects counted and knows that the last number describes the total

Chapter 6: “Blocks,” pages 243 - 269Chapter 8: “Toys and Games,” pages 295 - 315Section in all Interest Area chapters: “What Children Learn in the _____ Area: Mathematics”

Standard 4.2:





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Children develop knowledge of spatial concepts (e.g., shapes and measurement).

4.2.1 Use and respond to positional words (e.g., in, under, between, down).

RECEPTIVE LANGUAGEC32 Demonstrates a specified action with an object when given different objectsC51 Receptive prepositions

LABELINGG35 Labels prepositionsG36 Uses carrier phrases when using prepositions

COGNITIVE DEVELOPMENT – Logical Thinking32. Shows awareness of position in space

F1 Experiments with objects by moving themF2 Shows awareness of own body in space by orienting self in a given space F3 Follows positional directions modeled by adultI Shows comprehension of basic positional words and conceptsII Understands and uses positional words correctlyIII Shows understanding that positional relationships vary with one’s perspective

Chapter 3: “Geometry and Spatial Sense,” pages 136 – 137, 141Chapter 6: “Blocks,” pages 243 – 269Chapter 13: “Music and Movement,” pages 423 – 441Chapter 16: “Outdoors,” pages 493 -522

4.2.2 Explore and talk about basic shapes in the environment (e.g., circle, square, triangle).

4.2.2 Explore and talk about basic shapes in the environment (e.g., circle, square, triangle). (cont.)

RECEPTIVE LANGUAGEC32 Demonstrates a specified action with an object when given different objectsC38 Select by featureC40 Select two items from a larger setC43 Locate objects in larger, complex pictureC44 Locate objects from parts of objects in larger, complex pictureC51 Receptive prepositionsC55 Selects “same” and “different”C56 Select non-examples

LABELINGG2 Labels common objectsG4 Labels pictures of common itemsG9 Fluent labelingG10 Acquires novel labels without intensive trainingsG12 Labels parts or features of objectsG23 Labels by indicating Yes/No


GENERALIZED RESPONDING


F1 Recognizes familiar objects in environmentF2 Notices an item that is different in many respects from a group of objects F3 Groups similar kinds of objects togetherI Sorts objects by one property such as size, shape, color, or useII Sorts a group of objects by one property

and then by anotherIII Sorts objects into groups/subgroups and can state reason

Chapter 3: “Geometry and Spatial Sense,” pages 136 - 137, 141Chapter 6: “Blocks,” pages 243 - 269Chapter 9: “Art,” pages 317 - 349





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P3 Generalizes across environments

FINE MOTOR SKILLSZ2 Places objects in a form boxZ20 Roughly copy shapes and patternsZ21 Paste shapes on outlined pictureZ22 Paste shapes on plain paper pictureZ27 Cuts out shapesZ28 Accurately copy shapes and patterns

4.2.3 Explore three-dimensional shapes by building with blocks and other materials.

4.2.3 Explore three-dimensional shapes by building with blocks and other materials. (cont.)

VISUAL PERFORMANCE B1 Puzzle with a single-piece type of insetB2 Form boxB9 Block designs on picture cardB10 Puzzles with multiple connecting pieces in an Inset-type frameB11 Puzzles with a square-edged border frameB12 Block designs from pictureB14 Puzzles with multiple pieces that must be juxtaposedB15 Jigsaw puzzlesB23 Replicate simple 3 dimensional objects

IMITATIOND1 Motor imitation using objectsD2 Motor imitation using objects in discrimination

PLAY AND LEISUREK1 Explores toys in the environmentK5 Plays with toys/manipulates toys as designed

K6 Independently plays with toys and engages in verbal behavior

FINE MOTORZ2 Places objects in a form boxZ3 Single-piece inset puzzleZ4 Multiple puzzle pieces into a frameZ5 Blocks on block design cards




F1 Interacts with adult to build or create somethingF2 Initiates others’ pretend play with familiar objects, with adult guidance

F3 Uses materials to build or create something on ownI Draws or constructs and then names what it is II Draws or builds a construction that represents something specificIII Plans then creates increasingly elaborate representations

Chapter 3: “Geometry and Spatial Sense,” pages 136 - 137, 141Chapter 6: “Blocks,” pages 243 - 269Chapter 9: “Art,” pages 317 - 349Sections in all Interest Area chapters: “How _____ Promotes Development: Cognitive Development,” “Connecting _____ with Curriculum Objective: Cognitive Development.”Section in all Interest Area chapters: “What Children Learn in the _____ Area: Mathematics”

4.2.4 Explore connections between two- and three-

VISUAL PERFORMANCE B2 Form boxB23 Replicate simple 3 dimensional objects


Chapter 6: “Blocks,” pages 243 - 269Chapter 9: “Art,” pages 317 - 349Sections in all Interest Area chapters: “How





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dimensional forms (e.g., sphere and circle). FINE MOTOR SKILLS

Z2 Places objects in a form box




_____ Promotes Development: Cognitive Development,” “Connecting _____ with Curriculum Objective: Cognitive Development.”Section in all Interest Area chapters: “What Children Learn in the _____ Area: Mathematics”

4.2.5 Identify symmetry during play (e.g., building with blocks).

FINE MOTOR SKILLSZ13 Stacks blocks


F1 Interacts with adult to build or create somethingF2 Initiates others’ pretend play with familiar objects, with adult guidanceF3 Uses materials to build or create something on ownI Draws or constructs and then names what it is II Draws or builds a construction that represents something specificIII Plans then creates increasingly

Chapter 6: “Blocks,” pages 243 - 269Chapter 9: “Art,” pages 317 - 349Sections in all Interest Area chapters: “How _____ Promotes Development: Cognitive Development,” “Connecting _____ with Curriculum Objective: Cognitive Development.”Section in all Interest Area chapters: “What Children Learn in the _____ Area: Mathematics”





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elaborate representations

4.2.6 Use simple shapes to make designs, patterns, and pictures (e.g., tangrams).

VISUAL PERFORMANCE B9 Block designs on picture cardB12 Block designs from pictureB13 Sequence pattern to match a visual modelB22 Extend a sequence pattern

FINE MOTOR SKILLSZ5 Blocks on block design cards

COGNITIVE DEVELOPMENT – Logical Thinking30. Recognizes patterns and can repeat them

F1 Imitates simple sounds or movements made by adultF2 Places similar objects in a row F3 Repeats a simple pattern modeled by adultI Notices and recreates simple patterns with objectsII Extends patterns or creates simple patterns of own designIII Creates complex patterns of own design or by copying

Chapter 3: “Number Concepts,” pages 134 - 135, 140Chapter 6: “Blocks,” pages 243 - 269Chapter 8: “Toys and Games,” pages 295 - 315Chapter 11: “Discovery,” pages 381 - 401 Chapter 16: “Outdoors,” pages 493 -522Sections in all Interest Area chapters: “How _____ Promotes Development: Cognitive Development,” “Connecting _____ with Curriculum Objective: Cognitive Development.”

4.2.7 Explore use of nonstandard objects for measurement.

MATH SKILLSR4 Count given objects


F1 Locates own possessions from among those belonging to othersF2 Notices something new or different in many respects F3 Notices objects that are similar in many waysI Notices similarities and differencesII Uses comparative words related to number, size, shape, texture, weight, color, speed, volumeIII Understands/uses measurement words

and some standard measurement tools

Chapter 3: “Number Concepts,” pages 134 - 135, 140Chapter 8: “Toys and Games,” pages 295 - 315Chapter 11: “Discovery,” pages 381 - 401Chapter 12: “Sand and Water,” pages 403 - 421

4.2.8 Compare and order objects according to measurable attributes (e.g., length, weight).

VISUAL PERFORMANCE B25 Seriation

LABELINGG13 Labels adjectives

SYNTAX AND GRAMMARJ16 Comparatives

MATH SKILLSR9 “more”R10 “less”


F1 Locates own possessions from among those belonging to othersF2 Notices something new or different in many respects F3 Notices objects that are similar in many waysI Notices similarities and differencesII Uses comparative words related to number, size, shape, texture, weight, color, speed, volumeIII Understands/uses measurement words

Chapter 16: “Outdoors,” pages 493 -522Sections in all Interest Area chapters: “How _____ Promotes Development: Cognitive Development,” “Connecting _____ with Curriculum Objective: Cognitive Development.”





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and some standard measurement tools

29. Arranges objects in a seriesF1 Puts three or more objects in a pileF2 Puts three or more objects in a line F3 Lines up or stacks two or three objects, from big to littleI Notices when one object in a series is out of placeII Figures out a logical order for a group of objectsIII Through trial and error, arranges objects along a continuum according to two or more physical features

4.2.9 Demonstrate understanding of basic temporal relations (e.g., the sequence of the daily routine).

4.2.9 Demonstrate understanding of basic temporal relations (e.g., the sequence of the daily routine). (cont.)

VISUAL PERFORMANCE B26 Picture sequences

INTRAVERBALSH34 Describes steps in sequence of a daily activityH35 States activity when told sequence of actions

FOLLOW CLASSROOM ROUTINESN1 Follows daily routines (backpack, etc.)



COGNITIVE DEVELOPMENT – Logical Thinking

31. Shows awareness of time concepts and sequence

F1 Anticipates the next step in a routine, with adult assistanceF2 Associates a familiar cue with a routine F3 Understands what comes next in daily scheduleI Demonstrates an understanding of the present and may refer to past and futureII Uses past and future tenses and time words appropriately

III Associates events with time-related concepts

Chapter 2: “Daily Events,” pages 82 - 92, “Using a Calendar,” page 85, and “The Daily Schedule,” pages 92 - 97Chapter 3: “Measurement,” pages137 - 138, 141, and “People and the Past,” pages 149, 151





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Standard 4.3: Children understand patterns, relationships and classification.

4.3.1 Describe patterns in the environment.

GENERALIZED RESPONDINGP3 Generalizes across environments

FINE MOTOR SKILLSZ20 Roughly copy shapes and patternsZ21 Paste shapes on outlined pictureZ22 Paste shapes on plain paper pictureZ27 Cuts out shapesZ28 Accurately copy shapes and patterns

COGNITIVE DEVELOPMENT – Logical Thinking29. Arranges objects in a series

F1 Puts three or more objects in a pileF2 Puts three or more objects in a line F3 Lines up or stacks two or three objects, from big to littleI Notices when one object in a series is out of placeII Figures out a logical order for a group of objectsIII Through trial and error, arranges objects along a continuum according to two or more physical features

30. Recognizes patterns and can repeat them

F1 Imitates simple sounds or movements made by adultF2 Places similar objects in a row F3 Repeats a simple pattern modeled by adult I Notices and recreates simple patterns with objectsII Extends patterns or creates simple patterns of own design III Creates complex patterns of own design or by copying

Chapter 3: “Number Concepts,” pages 134 - 135, 140Chapter 6: “Blocks,” pages 243 - 269Chapter 8: “Toys and Games,” pages 295 - 315Chapter 11: “Discovery,” pages 381 - 401 Chapter 16: “Outdoors,” pages 493 -522Sections in all Interest Area chapters: “How _____ Promotes Development: Cognitive Development,” “Connecting _____ with Curriculum Objective: Cognitive Development.”

4.3.2 Represent patterns in a variety of ways.

VISUAL PERFORMANCE B9 Block designs on picture cardB12 Block designs from pictureB13 Sequence pattern to match a visual modelB22 Extend a sequence patternB23 Replicate simple 3 dimensional objects

FINE MOTOR SKILLSZ5 Blocks on block design cardsZ20 Roughly copy shapes and patternsZ28 Accurately copy shapes and patterns

COGNITIVE DEVELOPMENT – Logical Thinking29. Arranges objects in a series

F1 Puts three or more objects in a pileF2 Puts three or more objects in a line F3 Lines up or stacks two or three objects, from big to littleI Notices when one object in a series is out of placeII Figures out a logical order for a group of objectsIII Through trial and error, arranges objects along a continuum according to two or more physical features

Chapter 3: “Number Concepts,” pages 134 - 135, 140Chapter 6: “Blocks,” pages 243 - 269Chapter 8: “Toys and Games,” pages 295 - 315Chapter 11: “Discovery,” pages 381 – 401Chapter 16: “Outdoors,” pages 493 -522Sections in all Interest Area chapters: “How _____ Promotes Development: Cognitive Development,” “Connecting _____ with Curriculum Objective: Cognitive Development.”





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4.3.3 Begin to represent data in pictures and drawings.

4.3.3 Begin to represent data in pictures and drawings. (cont.)

VISUAL PERFORMANCEB13 Sequence pattern to match a visual modelB20 Delayed replication of a sequenceB22 Extend a sequence patternB23 Replicate simple 3 dimensional objectsB24 Dependent matching sequenceB25 Seriation

IMITATIOND7 Varied imitation instructionsD12 Motor imitation of fine motor movementD13 Imitation of touching objects in sequence

MATH SKILLSR1 Rote counts with promptsR2 Rote countingR3 Count objects with promptsR4 Count given objectsR5 Count out objects from a larger setR6 Names numerals in sequenceR7 Names numbersR8 Match number with same amount of objectsR9 “more”R10 “less”R11 “some”R12 “all”


F1 Understands the concept of “one”F2 Understands the concept of “more” F3 Counts to five by roteI Imitates counting behavior using number names (may not always say one number per item or get the sequence right)II Counts correctly up to 5 or so using one number for each object (may not always keep track of what has or has not been counted)III Counts to 10 or so connecting number words and symbols to the objects counted and knows that the last number describes the total

LANGUAGE DEVELOPMENT – Reading and Writing50. Writes letters and words

F1 Tries to use writing tools to make marks on paperF2 Scribbles randomly on paperF3 Scribbles may include some lines and other shapes

Chapter 3: “Number Concepts,” pages 134 - 135, 140. “What Children Learn,” pages 138 – 141Chapter 6: “Blocks,” pages 243 - 269Chapter 8: “Toys and Games,” pgs 295-315 Chapter 9: “Art,” pgs. 319, 333-335, 337,338, 342-348Chapter 11: “Discovery,” pages 381 - 401 Chapter 16: “Outdoors,” pages 493 -522Sections in all Interest Area chapters: “How _____ Promotes Development: Cognitive Development,” “Connecting _____ with Curriculum Objective: Cognitive Development.”





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R13 “zero/none”R14 Add items to specified quantityR15 “same”R16 “different”R17 “greater”

4.3.4 Show awareness of the attributes of objects through sorting, ordering, and classifying.

4.3.4 Show awareness of the attributes of objects through sorting, ordering, and classifying. (cont.)

VISUAL PERFORMANCE B17 Sort by functionB18 Sort by featureB19 Sort by class

RECEPTIVE LANGUAGEC37 Select by functionC38 Select by featureC39 Select by classLABELINGG13 Labels AdjectivesG24 Labels function of an itemG25 Labels class of an objectG27 Labels the class of a set of items




28. Compares/measuresF1 Locates own possessions from among those belonging to othersF2 Notices something new or different in many respects F3 Notices objects that are similar in many waysI Notices similarities and differencesII Uses comparative words related to number, size, shape, texture, weight, color,

speed, volumeIII Understands/uses measurement words and some standard measurement tools

29. Arranges objects in a seriesF1 Puts three or more objects in a pileF2 Puts three or more objects in a line F3 Lines up or stacks two or three objects, from big to littleI Notices when one object in a series is out of placeII Figures out a logical order for a group of objects

III Through trial and error, arranges

Chapter 6: “Blocks,” pages 243 - 269Chapter 8: “Toys and Games,” pages 295 - 315Chapter 11: “Discovery,” pages 381 - 401 Chapter 16: “Outdoors,” pages 493 -522Sections in all Interest Area chapters: “How _____ Promotes Development: Cognitive Development,” “Connecting _____ with Curriculum Objective: Cognitive Development.”





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objects along a continuum according to two or more physical features

Standard 4.4:Children use mathematical knowledge to represent, communicate and solve problems in their environment.

4.4.1 Learn mathematics through problem solving, inquiry, and discovery and use emergent mathematical knowledge as a problem-solving tool.

4.4.1 Learn mathematics through problem solving, inquiry, and discovery and use emergent mathematical knowledge as a problem-solving tool. (cont.)

COOPERATION AND REINFORCER EFFECTIVENESSA10 Scans items in array before responding

VISUAL PERFORMANCE B25 Seriation

REQUESTSF19 Requests information using “What”F20 Requests information using “Where”F21 Requests information using “Who/Whose”F24 Requests information using “Which”F25 Requests information using “When”F26 Requests information using “How”F27 Requests information using “Can,” “Do,” “Does,” or Will”F28 Requests information using “Why”F29 Spontaneous requests

LABELINGG13 Labels adjectivesG30 Identifies obvious problems

INTRAVERBALSH11 Answer “What” questions regarding questionsH12 Answers “Where” questions regarding items found in home or classroomH13 Answers “Where” questions regarding activities done at home or schoolH23 Answers “What” questions relevant to items found in the communityH24 Answers “What” questions relevant to



23. Approaches problems flexiblyF1 Manipulates an objectF2 Explores objects to see how they work F3 Makes repeated attempts to

accomplish a taskI Finds multiple uses for classroom objectsII Experiments with materials in new ways when first way doesn’t workIII Finds alternative solutions to problems

25. Explores cause and effectF1 Associates an action with an outcomeF2 Manipulates an object and reacts F3 Repeats an action to get same effectI Notices and comments on effectII Wonders “what will happen if” and tests out possibilitiesIII Explains plans for testing cause and

Chapter 3: “Mathematics,” pages 134 - 141, “Process Skills,” pages 161 - 162Chapter 6: “Blocks,” pages 243 - 269Chapter 8: “Toys and Games,” pages 295 - 315Chapter 11: “Discovery,” pages 381 - 401 Chapter 16: “Outdoors,” pages 493 -522Chapter 12: “Sand and Water,” pages 403 – 421Chapter 13: “Music and Movement,” pages 423 - 441Section in all Interest Area chapters: “What Children Learn in the _____ Area: Mathematics”





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activities that he can do in the communityH25 Answers “Where” questions regarding activities and items found in the communityH28 Answers “Who/Whose” questionsH29 Answers “When” questionsH31 Answers “Which” questionsH32 Answers “How” questionsH33 Answers “Why” questionsH44 Answers “Novel” questionsH45 Answers questions relevant to current events


effect, and tries out ideas




F1 Locates own possessions from among those belonging to othersF2 Notices something new or different in many respects F3 Notices objects that are similar in many waysI Notices similarities and differencesII Uses comparative words related to number, size, shape, texture, weight, color, speed, volumeIII Understands/uses measurement words and some standard measurement tools

4.4.2 Solve problems that arise in mathematics and in other contexts.

COOPERATION AND REINFORCER EFFECTIVENESSA10 Scans items in array before responding

REQUESTSF19 Requests information using “What”F20 Requests information using “Where”F21 Requests information using “Who/Whose”F24 Requests information using “Which”F25 Requests information using “When”F26 Requests information using “How”F27 Requests information using “Can,” “Do,” “Does,” or Will”F28 Requests information using “Why”

COGNITIVE DEVELOPMENT – Learning and Problem Solving23. Approaches problems flexibly

F1 Manipulates an objectF2 Explores objects to see how they work F3 Makes repeated attempts to accomplish a taskI Finds multiple uses for classroom objectsII Experiments with materials in new ways when first way doesn’t workIII Finds alternative solutions to problems


Chapter 1: “Cognitive Development,” pages 51-53Chapter 3: “Mathematics,” pages 134-141 “Process Skills,” pages 125, 161-162





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F29 Spontaneous requests

LABELINGG30 Identifies obvious problems





4.4.3 Use communication to organize and clarify mathematical thinking by discussing, listening, and asking questions during activities.


INTRAVERBALSH11 Answer “What” questions regarding questions



Chapter 1: “Cognitive Development,” pages 51-53, “How Children Develop and Learn,” pages 55-56Chapter 3: “Mathematics,” pages 134-141 “Process Skills,” pages 125, 161-162Chapter 4: “The Teacher’s Role,” “Talking with Children about their work,” pages 177-178





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4.4.3 Use communication to organize and clarify mathematical thinking by discussing, listening, and asking questions during activities. (cont.)

H12 Answers “Where” questions regarding items found in home or classroomH13 Answers “Where” questions regarding activities done at home or schoolH23 Answers “What” questions relevant to items found in the communityH24 Answers “What” questions relevant to activities that he can do in the communityH25 Answers “Where” questions regarding activities and items found in the communityH28 Answers “Who/Whose” questionsH29 Answers “When” questionsH31 Answers “Which” questionsH32 Answers “How” questionsH33 Answers “Why” questionsH44 Answers “Novel” questionsH45 Answers questions relevant to current events

SOCIAL INTERACTIONL32 Converses with othersL33 Asks for information

23. Approaches problems flexiblyF1 Manipulates an objectF2 Explores objects to see how they work F3 Makes repeated attempts to accomplish a taskI Finds multiple uses for classroom objectsII Experiments with materials in new ways when first way doesn’t workIII Finds alternative solutions to problems

24. Shows persistence in approaching tasksF1 Plays purposefully with toy for a brief period, with adult supportF2 Directs attention to one task at a time, with encouragement F3 Stays involved in activity for short periodsI Sees simple tasks through to completionII Continues to work on task even when encountering difficultiesIII Works on task over time, leaving and returning to complete it

25. Explores cause and effectF1 Associates an action with an outcomeF2 Manipulates an object and reacts F3 Repeats an action to get same effectI Notices and comments on effect

II Wonders “what will happen if” and tests out possibilitiesIII Explains plans for testing cause and effect, and tries out ideas


F1 Engages in everyday activitiesF2 Recalls prior experiences F3 Relates classroom activities to own experiencesI Draws on everyday experiences and applies this knowledge to similar situationsII Applies new information or vocabulary to an activity or interactionIII Generates a rule, strategy, or idea from





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one learning experience and applies it in a new context

COGNITIVE DEVELOPMENT – Representation and Symbolic Thinking42. Asks questions


4.4.4 Recognize that mathematics is used in a variety of contexts in all disciplines and apply mathematics in practical situations and other disciplines.

4.4.4 Recognize that mathematics is used in a variety of contexts in all disciplines and apply mathematics in practical situations and other disciplines. (cont.)



F1 Engages in everyday activitiesF2 Recalls prior experiences F3 Relates classroom activities to own experiencesI Draws on everyday experiences and applies this knowledge to similar situationsII Applies new information or vocabulary to an activity or interactionIII Generates a rule, strategy, or idea from one learning experience and applies it in a

new context

COGNITIVE DEVELOPMENT – Logical Thinking31. Shows awareness of time concepts and sequence

F1 Anticipates the next step in a routine, with adult assistanceF2 Associates a familiar cue with a routine F3 Understands what comes next in daily scheduleI Demonstrates an understanding of the present and may refer to past and futureII Uses past and future tenses and time words appropriatelyIII Associates events with time-related

Chapter 3: “Mathematics,” pages 134-141Chapter 6: “Blocks,” pages 243 – 269Chapter 7 “Dramatic Play,” pages 271 – 293Chapter 8: “Toys and Games,” pages 295 – 315Chapter 9: “Art,” pages 317 – 349Chapter 10: “Library,” pages 351 – 379Chapter 11: “Discovery,” pages 381 – 401Chapter 12: “Sand and Water,” pages 403 – 421Chapter 13: “Music and Movement,” pages 423 - 441Chapter 14 “Cooking,” pages 443 - 469Chapter 15: “Computers,” pages 471 – 491

Chapter 16: “Outdoors,” pages 493 – 522Sections in all Interest Area Chapters: “How __ Promotes Development: Mathematical Development”





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concepts

4.4.5 Use technology to reinforce concrete mathematical information (e.g., to explore patterns and shapes).

VISUAL PERFORMANCEB2 Form boxB9 Block designs on picture cardB12 Block designs from pictureB13 Sequence pattern to match a visual modelB20 Delayed replication of a sequenceB22 Extend a sequence patternB23 Replicate simple 3 dimensional objectsB24 Dependent matching sequenceB25 SeriationB27 Mazes

FINE MOTORZ2 Places objects in a form boxZ5 Blocks on block design cardsZ28 Accurately copy shapes and patterns



Chapter 3: “What Children Learn,” “Collection, Organization and Representation” pages 138-139, 141 “Awareness and Components of Technology,” 157-158 “Connecting Technology, Content, Teaching and Learning,” pages 158-160

Science

Standard 5.1:Children develop inquiry skills.

5.1.1 Display curiosity about science objects, materials, activities and longer term investigations in progress (e.g., ask who, what, when, where, why and how questions during sensory explorations, experimentation,

REQUESTSF19 Requests information using “What”F20 Requests information using “Where”F21 Requests information using “Who/Whose”F24 Requests information using “Which”F25 Requests information using “When”F26 Requests information using “How”F27 Requests information using “Can,”


F1 Turns toward and follows something of interestF2 Notices new materials in the environment F3 Repeats manipulations of objects that

Chapter 1: “Cognitive Development,” page 21





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and focused inquiry).

5.1.1 Display curiosity about science objects, materials, activities and longer term investigations in progress (e.g., ask who, what, when, where, why and how questions during sensory explorations, experimentation, and focused inquiry). (cont.)

“Do,” “Does,” or Will”F28 Requests information using “Why”F29 Spontaneous requests

SOCIAL INTERACTIONL23 Observation of peer’s attention to activities

arouse curiosityI Examines with attention to detail, noticing attributes of objectsII Notices and/or asks questions about similarities and differencesIII Observes attentively and seeks relevant information


25. Explores cause and effectF1 Associates an action with an outcomeF2 Manipulates an object and reacts F3 Repeats an action to get same effectI Notices and comments on effectII Wonders “what will happen if” and tests out possibilitiesIII Explains plans for testing cause and effect, and tries out ideas



COGNITIVE DEVELOPMENT –





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Representation and Symbolic ThinkingI Draws or constructs and then names what it is II Draws or builds a construction that represents something specificIII Plans then creates increasingly elaborate representations



5.1.2 Observe, question, predict, and investigate materials, objects and phenomena during classroom activities indoors and outdoors and during any longer-term investigations in progress. Seek answers to questions and test predictions using simple experiments or research media (e.g., cracking a nut to look inside, putting a toy car in water to determine whether it sinks).


PLAY AND LEISUREK3 Independent outdoor activities


F1 Turns toward and follows something of interestF2 Notices new materials in the environment F3 Repeats manipulations of objects that arouse curiosityI Examines with attention to detail, noticing attributes of objectsII Notices and/or asks questions about similarities and differencesIII Observes attentively and seeks

Chapter 3: “ Data Collection, Organization, and Representation,” pages 138 -139, 141, “Science,” pages 142 - 145, Technology,” pages 156 - 160, “Process Skills,” pages 161 - 162





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5.1.2 Observe, question, predict, and investigate materials, objects and phenomena during classroom activities indoors and outdoors and during any longer-term investigations in progress. Seek answers to questions and test predictions using simple experiments or research media (e.g., cracking a nut to look inside, putting a toy car in water to determine whether it sinks).

K4 Independent indoor leisure activities


relevant information





II Applies new information or vocabulary to an activity or interactionIII Generates a rule, strategy, or idea from one learning experience and applies it in a new context


F1 Interacts with adult to build or create somethingF2 Initiates others’ pretend play with familiar objects, with adult guidanceF3 Uses materials to build or create something on own





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(cont.) I Draws or constructs and then names what it is II Draws or builds a construction that represents something specificIII Plans then creates increasingly elaborate representations



5.1.3 Use the basic science terms (e.g., observe, predict, experiment) and topic-related science vocabulary, words related to living things [fur, fins feathers, beak, bark, trunk, stem], weather terms [breezy, mild, cloudy, hurricane, shower, temperature], vocabulary related to simple machines [wheel, pulley, lever, screw, inclined plane], words for states of matter [solid, liquid],

LABELINGG2 Labels common objectsG4 Labels pictures of common itemsG5 Labels body partsG7 Labels common ongoing actionsG8 Labels pictures of common actionsG9 Fluent labelingG10 Acquires novel labels without intensive trainingsG11 Labels items using a carrier phraseG12 Labels parts or features of objectsG13 Labels adjectivesG14 Label associated picturesG15 Labels item when told its functionG16 Labels item when told one of its


F1 Turns toward and follows something of interestF2 Notices new materials in the environment F3 Repeats manipulations of objects that arouse curiosityI Examines with attention to detail, noticing attributes of objectsII Notices and/or asks questions about similarities and differencesIII Observes attentively and seeks

Chapter 3: “Life Science,” pages 143 - 145Chapter 11: “Discovery,” pages 381 - 401





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names of basic tools [hammer, screwdriver, awl, binoculars, stethoscope, magnifier].

5.1.3 Use the basic science terms (e.g., observe, predict, experiment) and topic-related science vocabulary, words related to living things [fur, fins feathers, beak, bark, trunk, stem], weather terms [breezy, mild, cloudy, hurricane, shower, temperature], vocabulary related to simple machines [wheel, pulley, lever, screw, inclined plane], words for states of matter [solid, liquid],

featuresG17 Labels item when told its classG18 Two-component labels (nouns) with objectsG19 Two-component labels (nouns) with picturesG20 Labels two-component with carrier phraseG21 Two-component labels (noun and verb)G22 Two-component labels (noun and adjective)G23 Labels by indicating Yes/NoG24 Labels function of an itemG25 Labels class of an objectG26 Discrimination of question to label aspects of itemsG27 Labels the class of a set of itemsG28 Labels features of items which are missing or incorrectG29 Labels exclusion from a category (negation)G47 Spontaneous labeling

relevant information





II Applies new information or vocabulary to an activity or interaction

III Generates a rule, strategy, or idea from

one learning experience and applies it in a new context





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names of basic tools [hammer, screwdriver, awl, binoculars, stethoscope, magnifier]. (cont.)

5.1.4 Communicate with other children and adults to share observations, pursue questions, make predictions and/or conclusions.

5.1.4 Communicate with other children and adults to share observations, pursue questions, make predictions and/or conclusions. (cont.)


INTRAVERBALSH48 Tells about experiences/tells storiesH49 Spontaneous conversation





23. Approaches problems flexiblyF1 Manipulates an objectF2 Explores objects to see how they work F3 Makes repeated attempts to accomplish a taskI Finds multiple uses for classroom objectsII Experiments with materials in new ways when first way doesn’t work

III Finds alternative solutions to problems



F1 Engages in everyday activities

Chapter 4: “Integrating Learning through Studies,” pages 190 - 198Sections in all Interest Area chapters: “How _____ Promotes Development: Cognitive Development,” “Connecting _____ with Curriculum Objective: Cognitive Development.”Section in all Interest Area Chapters: “What Children Learn in the _____ Area: Science”





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5.1.4 Communicate with other children and adults to share observations, pursue questions, make predictions and/or conclusions. (cont.)

F2 Recalls prior experiences F3 Relates classroom activities to own experiencesI Draws on everyday experiences and applies this knowledge to similar situationsII Applies new information or vocabulary to an activity or interactionIII Generates a rule, strategy, or idea from one learning experience and applies it in a new context




F1 Uses gestures or facial expressions to express needs

F2 Uses rising intonation to ask questionsF3 Uses some “wh-“ words to ask questionsI Asks simple questions II Asks questions to further understanding

III Asks increasingly complex questions to further own understanding

5.1.5 Represent observations and work through drawing, recording data and “writing” (e.g., drawing and “writing” on observation clipboards, making

WRITING SKILLSS1 Mark on paperS2 Color between linesS3 Trace lines and shapesS4 Trace letters and numbersS5 Copy straight lines


F1 Turns toward and follows something of interestF2 Notices new materials in the

Chapter 4: “Integrating Learning through Studies,” pages 190 - 198Sections in all Interest Area chapters: “How _____ Promotes Development: Cognitive Development,” “Connecting _____ with Curriculum Objective: Cognitive





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rubbings, charting the growth of plants).

5.1.5 Represent observations and work through drawing, recording data and “writing” (e.g., drawing and “writing” on observation clipboards, making rubbings, charting the growth of plants). (cont.)

S6 Copy curved linesS7 Copy letters (with sample)S8 Copy numbers (with sample)S9 Print lettersS10 Print numbers

FINE MOTOR SKILLSZ1 Mark on paper with a crayonZ10 Color within boundariesZ20 Roughly copy shapes and patterns

environment F3 Repeats manipulations of objects that arouse curiosityI Examines with attention to detail, noticing attributes of objectsII Notices and/or asks questions about similarities and differencesIII Observes attentively and seeks relevant information





COGNITIVE DEVELOPMENT –

Development.”Section in all Interest Area chapters: “What Children Learn in the _____ Area: Science”





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5.1.5 Represent observations and work through drawing, recording data and “writing” (e.g., drawing and “writing” on observation clipboards, making rubbings, charting the growth of plants). (cont.)

Representation and Symbolic Thinking37. Makes and interprets representations




LANGUAGE DEVELOPMENT – Reading and Writing50. Writes letters and words

F1 Tries to use writing tools to make marks on paperF2 Scribbles randomly on paperF3 Scribbles may include some lines and other shapesI Uses scribble writing and letter-like forms II Writes recognizable letters, especially those in own nameIII Uses letters that represent sounds in writing words

Standard 5.2:Children observe and investigate matter and energy.





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5.2.1 Observe, manipulate, sort, and describe objects and materials (e.g., water, sand, clay, paint, glue, various types of blocks, collections of objects, simple household items that can be taken apart, or objects made of wood, metal, or cloth) in the classroom and outdoor environment based on size, shape, color, texture, and weight.

5.2.1 Observe, manipulate, sort, and describe objects and materials (e.g., water, sand, clay, paint, glue, various types of blocks, collections of objects, simple household items that can be taken apart, or objects made of wood, metal, or cloth) in the classroom and outdoor environment based on size, shape, color, texture, and weight.(cont.)

VISUAL PERFORMANCE B8 Sort non-Identical itemsB18 Sort by featureB19 Sort by classB25 Seriation





F1 Recognizes familiar objects in environmentF2 Notices an item that is different in many respects from a group of objects F3 Groups similar kinds of objects togetherI Sorts objects by one property such as size, shape, color, or useII Sorts a group of objects by one property and then by another

III Sorts objects into groups/subgroups and can state reason

29. Arranges objects in a seriesF1 Puts three or more objects in a pileF2 Puts three or more objects in a line F3 Lines up or stacks two or three objects, from big to littleI Notices when one object in a series is out of placeII Figures out a logical order for a group of objectsIII Through trial and error, arranges objects along a continuum according to two or more physical features

Chapter 3: “What Children Learn,” pages 142-145Chapter 4: “The Teacher’s Role,” pages 188-189Chapter 6: “Blocks” pages 243-253Chapter 9: “Art” pages 317-334Chapter 11: “Discovery” pages 381-391Chapter 12: “Sand and Water” 403-411Chapter 16: “Outdoors” 493-511





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5.2.2 Explore changes in liquids and solids when substances are combined, heated, or cooled (e.g., mixing sand or clay with various amounts of water; preparing gelatin; mixing different colors of tempera paint; and longer term investigations, such as the freezing and melting of water and other liquids).

INTRAVERBALSH22 With visual display, makes related statements (not naming)

SYNTAX AND GRAMMARJ18 Labels strength of a verbal response




Chapter 3: “Science,” pages 142 - 145Chapter 9: “Art,” pages 317 - 349Chapter 11: “Discovery,” pages 381 – 401, Science,” p. 392 Chapter 12: “Sand and Water,” pages 403 – 421Section in all Interest Area chapters: “What Children Learn in the _____ Area: Science”Chapter 16: “Outdoors,” page 512

5.2.3 Investigate sound, heat, and light energy through one or more of the senses (e.g., comparing the pitch and volume of sounds made by commercially made and homemade instruments, recording how shadows change during the course of a day or over time, using flashlights or lamp light to make shadows indoors.)

INTRAVERBALSH20 Name previously observed activitiesH22 With visual display, makes related statements (not naming)

SYNTAX AND GRAMMARJ16 ComparativesJ18 Labels strength of a verbal response



Chapter 3: “Life Science,” pages 143-145Chapter 11: “Discovery,” pages 381-401Chapter 16: “What children Learn Outdoors: Science” page 512





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5.2.4 Investigate how and why things move (e.g., slide block, balance structures, push structures over, use ramps to explore how far and how fast different objectives move or roll.

5.2.4 Investigate how and why things move (e.g., slide block, balance structures, push structures over, use ramps to explore how far and how fast different objectives move or roll.(cont.)






Chapter 3: “Life Science,” pages 143-145Chapter 11: “Discovery,” pages 381-401Chapter 16: “What children Learn Outdoors: Science” page 512

Standard 5.3:Children observe and investigate living things.





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5.3.1 Investigate and compare the basic physical characteristics of plants, humans, and other animals (e.g., observing and discussing leaves, stems, roots, body parts, observing and drawing different insects, sorting leaves by shape, comparing animals with fur to those with feathers).

5.3.1 Investigate and compare the basic physical characteristics of plants, humans, and other animals (e.g., observing and discussing leaves, stems, roots, body parts, observing and drawing different insects, sorting leaves by shape, comparing animals with fur to those with feathers). (cont.)

RECEPTIVE LANGUAGEC15 Touch own body partsC23 Touches parts of items


LABELINGG5 Labels body partsG12 Labels parts or features of objectsG15 Labels item when told its functionG16 Labels item when told one of its featuresG17 Labels item when told its class


SYNTAX AND GRAMMARJ16 ComparativesJ17 DemonstrativesJ18 Labels strength of a verbal response






Chapter 3: “Life Science,” pages 143 - 145Chapter 11: “Discovery,” pages 381 - 401Chapter 16: “Caring for Living Things,” pages 500-501 “What Children Learn Outdoors: Science,” page 512

5.3.2 Observe similarities and differences in the needs of living

RECEPTIVE LANGUAGEC46 Selects all examples of an itemC55 Selects “same” and “different”


Chapter 3: “Life Science,” pages 143 - 145Chapter 11: “Discovery,” pages 381 - 401Chapter 16: “Caring for Living Things,”





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things and differences between living and non-living things (e.g., observing and discussing similarities between animal babies and their parents, discussing the differences between a living thing, such as a hermit crab, and a non-living thing, such as a shell).

SYNTAX AND GRAMMARJ16 ComparativesJ18 Labels strength of a verbal response




pages 500-501 “What Children Learn Outdoors: Science,” page 512

5.3.3 Observe and describe how natural habitats provide for the basic needs of plants and animals with respect to shelter, food, water, air and light (e.g., digging outside in the soil to investigate the kinds of animal life that live in and around the ground, replicating a natural habitat in a classroom terrarium).

RECEPTIVE LANGUAGEC43 Locate objects in larger, complex picture


INTRAVERBALSH19 Name items previously observedH20 Name previously observed activities


PLAY AND LEISUREK3 Independent outdoor activities



Chapter 3: “Life Science,” pages 143 - 145Chapter 11: “Discovery,” pages 381 - 401Chapter 11: “What Children Learn in the Discovery Area: Science,” p. 392Chapter 16: “Caring for Living things,” pp. 500-501Chapter 16: “What Children Learn Outdoors: Science,” p.512





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5.3.4 Observe and record change over time and cycles of change that affect living things (e.g., monitoring the life cycle of a plant, using children’s baby photographs to discuss change and growth, using unit blocks to record the height of classroom plants).

RECEPTIVE LANGUAGEC55 Selects “same” and “different”

LABELINGG39 Labels and describes events or items presented in a scene

INTRAVERBALSH20 Name previously observed activitiesH21 Name people previously observedH22 With visual display, makes related statements (not naming)H40 Describes itemsH41 Describes steps before and after in sequence of a daily activityH48 Tells about experiences/tells storiesH49 Spontaneous conversation

MATH SKILLSR9 “more”R10 “less”R15 “same”R17 “greater”


F1 Anticipates the next step in a routine, with adult assistanceF2 Associates a familiar cue with a routine F3 Understands what comes next in daily scheduleI Demonstrates an understanding of the present and may refer to past and futureII Uses past and future tenses and time words appropriatelyIII Associates events with time-related concepts

Chapter 3: “Life Science,” pages 143 - 145Chapter 11: “Discovery,” pages 381 - 401Chapter 11: “What Children Learn in the Discovery Area: Science,” p. 392Chapter 16: “Caring for Living things,” pp. 500-501Chapter 16: “What Children Learn Outdoors: Science,” p.512

Standard 5.4:Children observe and investigate the Earth.

5.4.1 Explore and describe characteristics of soil, rocks, water and air (e.g., sorting rocks by shape and/or color, observing water as a solid and a liquid, noticing the wind’s effect on playground objects).

VISUAL PERFORMANCE B8 Sort non-Identical itemsB17 Sort by functionB18 Sort by featureB19 Sort by class

INTRAVERBALSH40 Describes itemsH41 Describes steps before and after in sequence of a daily activity

SOCIAL INTERACTIONL23 Observation of peer’s attention to activities


F1 Turns toward and follows something of interestF2 Notices new materials in the environment F3 Repeats manipulations of objects that arouse curiosityI Examines with attention to detail, noticing attributes of objectsII Notices and/or asks questions about similarities and differences

Chapter 3: “Life Science,” pages 143-145Chapter 11: “Discovery,” pages 381-401Chapter 16: “What Children Learn Outdoors: Science,” page 512





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5.4.1 Explore and describe characteristics of soil, rocks, water and air (e.g., sorting rocks by shape and/or color, observing water as a solid and a liquid, noticing the wind’s effect on playground objects). (cont.)

III Observes attentively and seeks relevant information



28. Compares/measuresF1 Locates own possessions from among those belonging to othersF2 Notices something new or different in many respects F3 Notices objects that are similar in many waysI Notices similarities and differencesII Uses comparative words related to

number, size, shape, texture, weight, color, speed, volume

III Understands/uses measurement words and some standard measurement tools

5.4.2 Explore the effects of sunlight on living and non-living things (e.g., growing plants with and without sunlight, investigating shadows that occur when the

INTRAVERBALSH40 Describes itemsH41 Describes steps before and after in sequence of a daily activity

SOCIAL INTERACTIONL23 Observation of peer’s attention to



Chapter 3: “Life Science,” pages 143-145 “Earth and the Environment,” pages 144, Chapter 11: “Discovery,” pages 381-401Chapter 16: What Children Learn Outdoors: “Caring for Living things,” pp. 500-501 “Science,” page 512 “Nurturing Children’s Appreciation for the Natural Environment,”





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sun’s light is blocked by objects). activities environment F3 Repeats manipulations of objects that arouse curiosityI Examines with attention to detail, noticing attributes of objectsII Notices and/or asks questions about similarities and differencesIII Observes attentively and seeks relevant information


F1 Anticipates the next step in a routine, with adult assistanceF2 Associates a familiar cue with a routine F3 Understands what comes next in daily scheduleI Demonstrates an understanding of the present and may refer to past and futureII Uses past and future tenses and time words appropriatelyIII Associates events with time-related concepts

pp. 518-519

5.4.3 Observe and record weather (e.g., chart temperatures throughout the seasons or represent levels of wind by waving scarves outdoors.).

INTRAVERBALSH19 Name items previously observedH20 Name previously observed activitiesH22 With visual display, makes related statements (not naming)H40 Describes itemsH41 Describes steps before and after in sequence of a daily activityH48 Tells about experiences/tells stories



25. Explores cause and effect

Chapter 3: “Earth and the Environment,” pages 144, 145Chapter 11: “Discovery,” pages 381 - 401 Chapter 16: “Nurturing Children’s Appreciation for the Natural Environment,” pp. 518-519





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5.4.3 Observe and record weather (e.g., chart temperatures throughout the seasons or represent levels of wind by waving scarves outdoors.). (cont.)





F1 Anticipates the next step in a routine, with adult assistance

F2 Associates a familiar cue with a routine F3 Understands what comes next in daily scheduleI Demonstrates an understanding of the present and may refer to past and futureII Uses past and future tenses and time words appropriatelyIII Associates events with time-related concepts

34. Uses numbering and countingF1 Understands the concept of “one”F2 Understands the concept of “more” F3 Counts to five by roteI Imitates counting behavior using number names (may not always say one number per item or get the sequence right)II Counts correctly up to 5 or so using





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one number for each object (may not always keep track of what has or has not been counted)III Counts to 10 or so connecting number words and symbols to the objects counted and knows that the last number describes the total

5.4.4 Demonstrate emergent awareness of the need for conservation, recycling and respect for the environment (e.g., turning off water faucets, collecting empty yogurt cups for reuse as paint containers, separating materials in recycling bins, re-using clean paper goods for classroom collage and sculpture projects).

5.4.4 Demonstrate emergent awareness of the need for conservation, recycling and respect for the environment (e.g., turning off water faucets, collecting empty yogurt cups for reuse as paint containers, separating materials in recycling bins, re-using clean paper goods for classroom collage and sculpture projects). (cont.)

VISUAL PERFORMANCE B8 Sort non-Identical itemsB17 Sort by functionB18 Sort by featureB19 Sort by class

RECEPTIVE LANGUAGEC55 Selects “same” and “different”


SOCIAL/EMOTIONAL DEVELOPMENT – Responsibility for Self and Others7. Respects and cares for classroom environment and materials



F1 Turns toward and follows something of

interestF2 Notices new materials in the environment F3 Repeats manipulations of objects that arouse curiosityI Examines with attention to detail, noticing attributes of objectsII Notices and/or asks questions about similarities and differencesIII Observes attentively and seeks relevant information


F1 Engages in everyday activitiesF2 Recalls prior experiences F3 Relates classroom activities to own experiences

Chapter 3: “People and the Environment,” pages 148, 151Chapter 16: “What Children Learn Outdoors: Social Studies.” Page 513





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I Draws on everyday experiences and applies this knowledge to similar situationsII Applies new information or vocabulary to an activity or interactionIII Generates a rule, strategy, or idea from one learning experience and applies it in a new context



Standard 5.5:Children gain experience in using technology.

5.5.1 Identify and use basic tools and technology to extend exploration in conjunction with science investigations (e.g., using writing, drawing, and painting utensils; scissors, staplers, magnifiers, balance scales, ramps, pulleys, hammers, screwdrivers, sieves, tubing, binoculars, whisks, measuring cups, appropriate computer

RECEPTIVE LANGUAGEC20 Varied instructions to select using any response

LABELINGG15 Labels item when told its functionG24 Labels function of an itemG47 Spontaneous labeling

FINE MOTOR SKILLSZ10 Color within boundariesZ11 Open “Ziploc” type bagsZ15 Remove lids of jarsZ16 Cuts across paper with scissors


F1 Uses and cares for materials with physical assistanceF2 Uses and cares for materials with adult modelingF3 Uses and cares for materials, following adult’s suggestionI Uses materials in appropriate waysII Puts away used materials before starting another activityIII Begins to take responsibility for care of

Chapter 3: “Technology” pages 156-160Chapter 4: “Exploring Content in Interest Areas” pages 188-189Chapter 11: “Discovery Area” pages 384-390, 393Chapter 12: “Sand and Water” page 412





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software and website information, video and audio recordings, digital cameras, tape recorders).

5.5.1 Identify and use basic tools and technology to extend exploration in conjunction with science investigations (e.g., using writing, drawing, and painting utensils; scissors, staplers, magnifiers, balance scales, ramps, pulleys, hammers, screwdrivers, sieves, tubing, binoculars, whisks, measuring cups, appropriate computer software and website information, video and audio recordings, digital cameras, tape recorders). (cont.)

Z18 Squeezes glue from a bottleZ19 Remove wrappersZ20 Roughly copy shapes and patternsZ21 Paste shapes on outlined pictureZ22 Paste shapes on plain paper pictureZ24 Replace lids of jarsZ27 Cuts out shapesZ28 Accurately copy shapes and patterns

the classroom environment




F1 Locates own possessions from among those belonging to othersF2 Notices something new or different in many respects F3 Notices objects that are similar in many

waysI Notices similarities and differencesII Uses comparative words related to number, size, shape, texture, weight, color, speed, volumeIII Understands/uses measurement words and some standard measurement tools





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Social Studies, Family and Life Skills

Standard 6.1:Children identify unique characteristics of themselves, their families, and others.

6.1.1 Describe characteristics of oneself, one’s family, and others.

6.1.1 Describe characteristics of oneself, one’s family, and others.(cont.)

VISUAL PERFORMANCE B8 Sort non-Identical itemsB18 Sort by feature

RECEPTIVE LANGUAGEC1 Responds to own nameC15 Touch own body partsC18 Acquires new selection skills without intensive trainingC19 Fluent receptive discriminationsC21 Point to body parts on others or picturesC22 Touches own pieces of clothingC24 Select adjectivesC27 Follow an instruction to go to a personC36 Select associated picturesC53 Select pictures representing a location or an activity presented in a sceneC54 Selects pictures representing emotions

C55 Selects “same” and “different”

LABELINGG3 Labels common people (actual individuals, not professionals)G5 Labels body partsG6 Labels pieces of clothingG9 Fluent labelingG10 Acquires novel labels without intensive trainingsG11 Labels items using a carrier phraseG13 Labels adjectivesG14 Label associated picturesG19 Two-component labels (nouns) with picturesG20 Labels two-component with carrier phrase

SOCIAL/EMOTIONAL DEVELOPMENT – Sense of Self3. Recognizes own feelings and manages them appropriately

F1 Shows feelings through gestures and facial expressionsF2 Recognizes feelings when they are labeled by an adultF3 Labels own feelings with an adult’s supportI Identifies and labels own feelingsII Is able to describe feelings and their causesIII Is Increasingly able to manage own feelings




Chapter 1: “Ages and Stages…” pages 23 - 26Chapter 1: “Individual Differences,” pages 27 – 41Chapter 3: “Social Studies,” pages 146 – 151Chapter5: “Appreciating Family Difference,” pages 212 - 213





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6.1.1 Describe characteristics of oneself, one’s family, and others.(cont.)

G21 Two-component labels (noun and verb)G22 Two-component labels (noun and adjective)G23 Labels by indicating Yes/NoG29 Labels exclusion from a category (negation)G42 Labels emotions of othersG44 Multiple component naming (three-component labels)G45 Labels (three-component plus) with carrier phraseG46 Labels social interaction behaviorG47 Spontaneous labeling

INTRAVERBALSH5 Answers questions regarding personal informationH10 Answers “What” questions regarding items found in home H11 Answer “What” questions regarding questionsH12 Answers “Where” questions regarding items found in home or classroomH13 Answers “Where” questions regarding activities done at home or schoolH19 Name items previously observedH20 Name previously observed activitiesH21 Name people previously observedH22 With visual display, makes related statements (not naming)

H23 Answers “What” questions relevant to items found in the communityH24 Answers “What” questions relevant to activities that he can do in the communityH25 Answers “Where” questions regarding activities and items found in the communityH26 Answers questions with multiple responses concerning his immediate community H27 States class given multiple class members (examples)H28 Answers “Who/Whose” questionsH29 Answers “When” questionsH30 Discrimination of questions asked about items and activitiesH31 Answers “Which” questionsH32 Answers “How” questions





37. Makes and interprets representations






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H33 Answers “Why” questionsH43 Maintains a conversation with an adult or peerH44 Answers “Novel” questionsH48 Tells about experiences/tells storiesH49 Spontaneous conversation



SOCIAL INTERACTIONL28 Direct others attention to something of interest to them

6.1.2 Demonstrate an understanding of family roles and traditions.

6.1.2 Demonstrate an understanding of family roles and traditions. (cont.)

VISUAL PERFORMANCEB26 Picture sequence


IMITATIOND26 Spontaneously imitates the actions of others

LABELINGG9 Fluent labelingG23 Labels by indicating Yes/NoG39 Labels and describes events or items presented in a sceneG44 Multiple component naming (three-component labels)G47 Spontaneous labeling

INTRAVERBALSH5 Answers questions regarding personalinformationH10 Answers “What” questions regarding items found in home H11 Answer “What” questions regarding questionsH12 Answers “Where” questions regarding


F1 Shows pleasure about the presence of familiar adultF2 Seeks familiar adult for comfortF3 Shows preference for interacting with familiar adultI Shows confidence in parents’ and teachers’ abilities to keep him/her safe and

healthyII Regards parents and teachers as resources and positive role modelsIII Knows the difference between adults who can help (family members, friends, staff) and those who may not (strangers)


F1 Turns toward and follows something of interestF2 Notices new materials in the environment F3 Repeats manipulations of objects that arouse curiosity

Chapter 1: “Individual Differences,” pages 27 - 41Chapter 3: “People and How they Live,” pages 147 - 148, 150, Chapter 3: “People and the Past,” pages 149, 151Chapter 5: “Appreciating Family Differences,” pages 212 – 213Chapter 7: “Dramatic Play,” pages 271 - 293Chapter 9: “Art,” pages 317 - 349





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6.1.2 Demonstrate an understanding of family roles and traditions. (cont.)

items found in home or classroomH13 Answers “Where” questions regarding activities done at home or schoolH19 Name items previously observedH21 Name people previously observedH23 Answers “What” questions relevant to items found in the communityH24 Answers “What” questions relevant to activities that he can do in the communityH25 Answers “Where” questions regarding activities and items found in the communityH26 Answers questions with multiple responses concerning his immediate communityH28 Answers “Who/Whose” questionsH29 Answers “When” questionsH30 Discrimination of questions asked about items and articlesH31 Answers “Which” questionsH32 Answers “How” questionsH33 Answers “Why” questionsH34 Describes steps in sequence of a daily activityH35 States activity when told sequence of actionsH40 Describes itemsH41 Describes steps before and after in sequence of a daily activityH43 Maintains a conversation with an adult

or peerH48 Tells about experiences/tells storiesH49 Spontaneous conversation


PLAY AND LEISUREK11 Plays with toys and talks with peers

SOCIAL INTERACTIONL5 Looks at others to start a social interactionL8 Listener- receptiveL10 Returns greetingsL12 Responds to approaches and attempts

I Examines with attention to detail, noticing attributes of objectsII Notices and/or asks questions about similarities and differencesIII Observes attentively and seeks relevant information



37. Makes and interprets representationsF1 Interacts with adult to build or create somethingF2 Initiates others’ pretend play with familiar objects, with adult guidanceF3 Uses materials to build or create something on ownI Draws or constructs and then names what it is

II Draws or builds a construction that represents something specificIII Plans then creates increasingly elaborate representations


F1 Notices and responds to picturesF2 Finds own possessions when labeled with own photo and nameF3 Recognizes logos and picturesI Knows that print carries the message II Shows general knowledge of how print worksIII Knows each spoken word can be





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to interact from peersL21 Initiates greetingsL27 States what others like/dislikeL30 Delivers a messageL32 Converses with othersL33 Asks for informationL34 Obtains and maintains attention of others

FOLLOW CLASSROOM ROUTINESN1 Follows daily routines (backpack, etc.)

GENERALIZED RESPONDINGP6 Generalization of language skills

written down and read

49. Understands the purpose of writingF1 Observes when others writeF2 Experiments with writing utensilsF3 Draws a simple pictureI Imitates act of writing in play II Understands there is a way to write that conveys meaningIII Writes to convey meaning

50. Writes letters and wordsF1 Tries to use writing tools to make marks on paperF2 Scribbles randomly on paperF3 Scribbles may include some lines and other shapesI Uses scribble writing and letter-like forms II Writes recognizable letters, especially those in own nameIII Uses letters that represent sounds in writing words

6.1.3 Express individuality and cultural diversity (e.g., through dramatic play).

6.1.3 Express individuality and cultural diversity (e.g., through dramatic play). (cont.)

RECEPTIVE LANGUAGEC15 Touch own body partsC19 Fluent receptive discriminationsC21 Point to body parts on others or picturesC24 Select adjectivesC36 Select associated pictures

C54 Selects pictures representing emotionsC55 Selects “same” and “different”

LABELINGG3 Labels common people (actual individuals, not professionals)G5 Labels body partsG6 Labels pieces of clothingG9 Fluent labelingG10 Acquires novel labels without intensive trainingsG11 Labels items using a carrier phraseG13 Labels adjectivesG19 Two-component labels (nouns) with picturesG20 Labels two-component with carrier phrase


F1 Makes a simple yes or no choiceF2 Engages in activity chosen by adult

F3 Chooses one activity out of choice of two and plays briefly on ownI Chooses and becomes involved in one activity out of several optionsII Completes multiple tasks in a project of own choosing with some adult assistanceIII Carves out and completes own task without adult assistance


F1 Takes an interest in other children at playF2 Plays comfortably alongside another childF3 Imitates what other children are doing,

Chapter 1: “Individual Differences,” pages 27 - 41Chapter 3: “People and How they Live,” pages 147 - 148, 150Chapter 5: “Using Initial Contacts to Learn about Families,” pages 214 – 217

Chapter 7: “Dramatic Play,” pages 271 - 293See Interest Area Chapters: 6 - 16. (Blocks, Dramatic Play, Toys and Games, Art, Library, Discovery, Sand and Water, Music and Movement, Cooking, Computers, and Outdoor





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6.1.3 Express individuality and cultural diversity (e.g., through dramatic play). (cont.)

G21 Two-component labels (noun and verb)G22 Two-component labels (noun and adjective)G23 Labels by indicating Yes/NoG29 Labels exclusion from a category (negation)G42 Labels emotions of othersG44 Multiple component naming (three-component labels)G45 Labels (three-component plus) with carrier phraseG47 Spontaneous labeling

INTRAVERBALSH40 Describes itemsH48 Tells about experiences/tells storiesH49 Spontaneous conversation



SOCIAL INTERACTIONL27 States what others like/dislikeL28 Direct others attention to something of interest to them

L32 Converses with others

interacting occasionallyI Works/plays cooperatively with one other childII Successfully enters a group and plays cooperativelyIII Maintains an ongoing friendship with at least one other child




F1 Accepts roles chosen by others and plays along

F2 Engages in pretend play when initiated by an adult F3 Engages in pretend playI Performs and labels actions associated with a roleII Offers a play theme and scenarioIII Engages in elaborate and sustained role play

36. Makes believe with objectsF1 Plays purposefully with familiar play objectF2 Imitates others’ pretend play with familiar objects, with adult guidanceF3 Uses realistic props to imitate actions of othersI Interacts appropriately with real objects





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or replicas in pretend play II Uses substitute object or gesture to represent real object

III Uses make-believe props in planned and sustained play

37. Makes and interprets representationsF1 Interacts with adult to build or create somethingF2 Initiates others’ pretend play with familiar objects, with adult guidanceF3 Uses materials to build or create something on ownI Draws or constructs and then names what it is II Draws or builds a construction that represents something specificIII Plans then creates increasingly elaborate representations

Standard 6.2 Children become contributing active members of the classroom community.

6.2.1 Demonstrate understanding of rules by following most classroom routines.

SOCIAL INTERACTIONL1 Appropriate when near peers or siblingsL13 Sharing-gives up items to othersL19 Sharing-asks for items to be sharedL20 Sharing-offers items to others

GROUP INSTRUCTIONM1 Sits appropriately in small groupM2 Sits appropriately in large groupM3 Attends to teacher in groupM5 Follows group Instructions-all do the same receptive responseM6 Follows group instructions with a discrimination


F1 Joins routines with physical assistanceF2 Follows routines with adult modeling or other guidanceF3 Participates in classroom routines, following othersI Participates in classroom activities (e.g., circle time, clean-up, napping, toileting, eating, etc.) with promptingII Understands and follows classroom procedures without promptingIII Follows and understands the purpose

Chapter 2: “Developing Rules for a Classroom Community,” pages 108 - 110





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M7 Raises hand to get teacher attention to do an activityM8 Raises hand to answer a questionM11 Takes turns during instruction

FOLLOW CLASSROOM ROUTINESN6 Gets in line on requestN9 Completes a task and brings work to teacher or puts away materials

of classroom procedures

9. Follows classroom rulesF1 Follows simple directions, sometimes with physical assistanceF2 Follows classroom rules when modeled by teacher or peersF3 Follows simple rules and limits when verbal cues are combined with gesturesI Follows classroom rules with remindersII Understands and follows classroom rules without remindersIII Follows and understands reasons for classroom rules

6.2.2 Demonstrates responsibility by initiating simple classroom tasks and jobs.

6.2.2 Demonstrates responsibility by initiating simple classroom tasks and jobs. (cont.)


F1 Uses and cares for materials with physical assistanceF2 Uses and cares for materials with adult modelingF3 Uses and cares for materials, following adult’s suggestionI Uses materials in appropriate ways

II Puts away used materials before starting another activityIII Begins to take responsibility for care of the classroom environment

8. Follows classroom routinesF1 Joins routines with physical assistanceF2 Follows routines with adult modeling or other guidanceF3 Participates in classroom routines, following othersI Participates in classroom activities (e.g., circle time, clean-up, napping, toileting, eating, etc.) with promptingII Understands and follows classroom procedures without promptingIII Follows and understands the purpose of classroom procedures

Chapter 2: “A System for Classroom Jobs,” pages 73 – 74





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6.2.3 Demonstrate appropriate behavior when collaborating with others.

6.2.3 Demonstrate appropriate behavior when collaborating with others. (cont.)


PLAY AND LEISUREK8 Plays interactively with other studentsK9 Plays interactively with a variety of peersK11 Plays with toys and talks with peersK13 Coordinated play with peers

SOCIAL INTERACTIONL13 Sharing-gives up items to othersL18 Asks peers for items (single)L19 Sharing-asks for items to be sharedL20 Sharing-offers items to othersL22 Joins peers in an activityL24 Feedback from peersL26 Assists other to participateL32 Converses with othersL33 Asks for information

GROUP INSTRUCTIONM3 Attends to teacher in groupM5 Follows group Instructions-all do the same receptive responseM6 Follows group instructions with a discriminationM11 Takes turns during instruction

GENERALIZED RESPONDINGP4 Use of skills in groups



Chapter 2: “Small-group Time,” page 86, “Creating a Classroom Community,” pages 102 - 122, “Helping Children Make Friends,” pages 105 - 106, and “Classroom Strategies that Support Friendships,” pages 107 - 108Chapter 4: “Child-Initiated Learning,” pages 173 - 174, “Small-group Instruction,” pages 185 - 197, “Promoting Learning in Interest Areas,” pages 187 - 189, and “Integrating Learning through Studies,” pages 190 - 198

Standard 6.3:Children will demonstrate knowledge of neighborhood and community.

6.3.1 Develop an awareness of the physical features of the neighborhood/community.

VISUAL PERFORMANCE B9 Block designs on picture cardB12 Block designs from picture

FINE MOTOR SKILLSZ5 Blocks on block design cardsZ28 Accurately copy shapes and patterns



Chapter 3: “Spaces and Geography,” pages 146 - 147, 150Chapter 3: “People and How they Live,” pages 147 - 148Chapter 7: “Dramatic Play,” pages 271 - 293Chapter 9: “Art,” pages 317 - 349





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environment F3 Repeats manipulations of objects that arouse curiosityI Examines with attention to detail, noticing attributes of objectsII Notices and/or asks questions about similarities and differencesIII Observes attentively and seeks relevant information



6.3.2 Identify, discuss, and role-play the duties of a range of community workers.

LABELINGG31 Labels community helpers

INTRAVERBALSH7 Intraverbal associations





Chapter 3: “People and How they Live,” pages 147 - 148Chapter 7: “Dramatic Play,” pages 271 - 293Chapter 9: “Art,” pages 317 - 349





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6.3.2 Identify, discuss, and role-play the duties of a range of community workers. (cont.)



37. Makes and interprets representationsF1 Interacts with adult to build or create

somethingF2 Initiates others’ pretend play with familiar objects, with adult guidanceF3 Uses materials to build or create something on ownI Draws or constructs and then names what it is II Draws or builds a construction that represents something specificIII Plans then creates increasingly elaborate representations


F1 Participates in back and forth vocal playF2 Responds to routine greetingsF3 Interacts verbally with others in non-routine ways





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I Responds to comments and questions from others II Responds to others’ comments in a series of exchangesIII Initiates and/or extends conversations for at least four exchanges

Standard 6.4:Children demonstrate awareness of the cultures within their classroom and community.

6.4.1 Learn about and respect other cultures within the classroom and community.

6.4.1 Learn about and respect other cultures within the classroom and community. (cont.)

INTRAVERBALSH23 Answers “What” questions relevant to items found in the communityH24 Answers “What” questions relevant to activities that he can do in the communityH25 Answers “Where” questions regarding activities and items found in the community



F1 Accepts roles chosen by others and plays alongF2 Engages in pretend play when initiated by an adult F3 Engages in pretend playI Performs and labels actions associated with a role

II Offers a play theme and scenarioIII Engages in elaborate and sustained role play



F1 Participates in back and forth vocal play

Chapter 3: “People and How they Live,” pages 147 - 148Chapter 7: “Dramatic Play,” pages 271 - 293





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F2 Responds to routine greetingsF3 Interacts verbally with others in non-routine waysI Responds to comments and questions from others II Responds to others’ comments in a series of exchangesIII Initiates and/or extends conversations for at least four exchanges

World Languages

Standard 7.1:Children know that people use different languages (including sign language) to communicate and will express simple greetings, words, and phrases in a language other than their own.

7.1.1 Acknowledge that a language other than their own is being spoken or used (e.g., in a story, rhyme or song).



Chapter 1: “Second Language Learners,” pages 38 - 41Chapter 4: “Teaching Second Language Learners,” pages 181 - 183

7.1.2 Say simple greetings, words and phrases in a language other than their own.




7.1.3 Comprehend previously learned simple vocabulary in a language other than their own.




7.1.4 Communicate effectively with adults and/or classmates who speak other languages by








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using gestures, pointing or facial expressions to augment oral language.

Technology

Standard 8.1:Navigate simple on screen menus.

8.1.1 Use the mouse to negotiate a simple menu on the screen (e.g., to print a picture).

8.1.1 Use the mouse to negotiate a simple menu on the screen (e.g., to print a picture). (cont.)

RECEPTIVE LANGUAGEC7 Follow instructions in routine situationsC9 Follow instructions to do a simple motor actionC31 Specific motor responses and receptive tasksC32 Demonstrates a specified action with an object when given different objects

IMITATIOND1 Motor imitation using objectsD5 Imitation of arm and hand movementsD12 Motor imitation of fine motor movementD18 Imitation of touching objects in sequence following a modelD20 Imitation of a sequence of actionsD25 Imitates motor movements without a direct verbal promptD26 Spontaneously imitates the actions of othersD27 Delayed imitation

INTRAVERBALSH9 Fill in function given itemH34 Describes steps in sequence of a daily activityH35 States activity when told sequence of actionsH41 Describes steps before and after in sequence of a daily activity

PLAY AND LEISURE



F2 Uses and cares for materials with adult modeling

F3 Uses and cares for materials, following adult’s suggestion

I Uses materials in appropriate waysII Puts away used materials before starting another activityIII Begins to take responsibility for care of the classroom environment

PHYSICAL DEVELOPMENT – Fine Motor20. Coordinates eye-hand movement

F1 Reaches for desired objectsF2 Picks up objects and moves them F3 Purposefully connects objects that go together, with adult assistanceI Performs simple manipulationsII Performs simple manipulations with increasing controlIII Manipulates materials in a purposeful way, planning and attending to detail


F1 Responds to simple verbal

Chapter 15: How Computer Play Promotes Development pages 470 - 491





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K12 Plays simple ball games


FOLLOW CLASSROOM ROUTINESN2 Works independently on non-academic activities

READING SKILLSQ1 Receptive lettersQ5 Match words with picturesQ6 Match words to wordsQ10 Read simple words

directions that are combined with Physical assistanceF2 Follows oral directions with adult modelingF3 Follows one-step oral directions when given cuesI Follows one-step directions II Follows two-step directionsIII Follows directions with more than two steps

8.1.2 Navigate the basic functions of a browser, including how to open or close windows and use the “back” key.

8.1.2 Navigate the basic functions of a browser, including how to open or close windows and use the “back” key. (cont.)

RECEPTIVE LANGUAGEC7 Follow instructions in routine situationsC9 Follow instructions to do a simple motor action

IMITATIOND1 Motor imitation using objectsD5 Imitation of arm and hand movementsD12 Motor imitation of fine motor movement

D18 Imitation of touching objects in sequence following a modelD20 Imitation of a sequence of actionsD25 Imitates motor movements without a direct verbal prompt

INTRAVERBALSH34 Describes steps in sequence of a daily activity




F2 Uses and cares for materials with adult modeling

F3 Uses and cares for materials, following adult’s suggestion

I Uses materials in appropriate waysII Puts away used materials before starting another activityIII Begins to take responsibility for care of the classroom environment


F1 Responds to simple verbal directions that are combined with Physical assistanceF2 Follows oral directions with adult modelingF3 Follows one-step oral directions when given cuesI Follows one-step directions II Follows two-step directionsIII Follows directions with more than two steps


Standard 8.2:





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Use electronic devices independently.

8.2.1 Identify the “power keys” (e.g., ENTER, spacebar) on a keyboard.

8.2.1 Identify the “power keys” (e.g., ENTER, spacebar) on a keyboard (cont).

RECEPTIVE LANGUAGEC7 Follow instructions in routine situationsC9 Follow instructions to do a simple motor actionC23 Touches parts of itemsC31 Specific motor responses and receptive tasks

IMITATIOND1 Motor imitation using objectsD5 Imitation of arm and hand movementsD12 Motor imitation of fine motor movementD18 Imitation of touching objects in sequence following a modelD20 Imitation of a sequence of actions

INTRAVERBALSH41 Describes steps before and after in sequence of a daily activity





8.2.2 Access materials on a disk, cassette tape, or DVD. Insert a disk, cassette tape, CD-ROM, DVD, or other storage device and press “play” and “stop.”


IMITATIOND1 Motor imitation using objectsD5 Imitation of arm and hand movementsD12 Motor imitation of fine motor movementD18 Imitation of touching objects in sequence following a modelD20 Imitation of a sequence of actions

INTRAVERBALS








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H34 Describes steps in sequence of a daily activity



F1 Reaches for desired objectsF2 Picks up objects and moves them F3 Purposefully connects objects that go together, with adult assistanceI Performs simple manipulationsII Performs simple manipulations with increasing controlIII Manipulates materials in a purposeful way, planning and attending to detail





8.2.3 Turn smart toys on and/or off.

RECEPTIVE LANGUAGEC7 Follow instructions in routine situationsC9 Follow instructions to do a simple motor


7. Respects and cares for classroom






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8.2.3 Turn smart toys on and/or off. (cont.)

action

IMITATIOND1 Motor imitation using objectsD5 Imitation of arm and hand movementsD12 Motor imitation of fine motor movementD18 Imitation of touching objects in sequence following a modelD20 Imitation of a sequence of actionsD25 Imitates motor movements without a direct verbal prompt


PLAY AND LEISUREK5 Plays with toys/manipulates toys as designedK6 Independently plays with toys and engages in verbal behavior

K7 Multiple responses with toys related to a theme


environment and materialsF1 Uses and cares for materials with physical assistanceF2 Uses and cares for materials with adult modelingF3 Uses and cares for materials, following adult’s suggestionI Uses materials in appropriate waysII Puts away used materials before starting another activityIII Begins to take responsibility for care of the classroom environment


F1 Reaches for desired objectsF2 Picks up objects and moves them F3 Purposefully connects objects that go together, with adult assistanceI Performs simple manipulationsII Performs simple manipulations with increasing control

III Manipulates materials in a purposeful way, planning and attending to detail




F1 Responds to simple verbal directions that are combined with Physical assistance





(ABLLS-R)





8.2.4 Recognize that the number keys are in a row on the top of the keyboard.

8.2.4 Recognize that the number keys are in a row on the top of the keyboard (cont).

RECEPTIVE LANGUAGEC39 Select by class

IMITATIOND2 Motor imitation using objects in discrimination


READING SKILLSQ1 Receptive letters

MATH SKILLSR6 Names numerals in sequenceR7 Names Numbers


34. Uses numbering and countingF1 Understands the concept of “one”F2 Understands the concept of “more” F3 Counts to five by roteI Imitates counting behavior using number names (may not always say one number per item or get the sequence right)II Counts correctly up to 5 or so using one number for each object (may

not always keep track of what has or has not been counted)III Counts to 10 or so connecting number words and symbols to the objects counted and knows that the last number describes the total


8.2.5 Operate frequently used, high quality, interactive games or activities in either screen or toy-based formats.


IMITATIOND1 Motor imitation using objectsD2 Motor imitation using objects in discriminationD12 Motor imitation of fine motor movementD25 Imitates motor movements without a direct verbal prompt









(ABLLS-R)




8.2.5 Operate frequently used, high quality, interactive games or activities in either screen or toy-based formats. (cont.)

PLAY AND LEISUREK4 Independent indoor leisure activitiesK5 Plays with toys/manipulates toys as designedK14 Interactive motor games

K15 Board games





F1 Responds to simple verbal directions that are combined with Physical assistanceF2 Follows oral directions with adult modelingF3 Follows one-step oral directions

when given cuesI Follows one-step directions II Follows two-step directionsIII Follows directions with more than two steps

8.2.6 Use a digital camera to take a picture.

RECEPTIVE LANGUAGEC9 Follow instructions to do a simple motor action

IMITATIOND1 Motor imitation using objectsD12 Motor imitation of fine motor movementD25 Imitates motor movements without a direct verbal prompt





PHYSICAL DEVELOPMENT – Fine Motor






(ABLLS-R)




8.2.6 Use a digital camera to take a picture (cont).



F1 Responds to simple verbal directions that are combined with Physical assistanceF2 Follows oral directions with adult modelingF3 Follows one-step oral directions when given cues

I Follows one-step directions II Follows two-step directions

III Follows directions with more than two steps

Standard 8.3:Begin to use electronic devices to communicate.

8.3.1 Use electronic devices (e.g., computer) to type name and to create stories with pictures and letters/words.

RECEPTIVE LANGUAGEC9 Follow instructions to do a simple motor action



READING SKILLSQ1 Receptive letters


7. Respects and cares for classroom environment and materialsF1 Uses and cares for materials with physical assistanceF2 Uses and cares for materials with adult modelingF3 Uses and cares for materials, following adult’s suggestionI Uses materials in appropriate waysII Puts away used materials before starting another activity






(ABLLS-R)




8.3.1 Use electronic devices (e.g., computer) to type name and to create stories with pictures and letters/words. (cont.)

Q2 Labels lettersQ3 Receptive sounds of letters

Q4 Labels sounds of lettersQ5 Match words with picturesQ6 Match words to wordsQ7 Names letters in words reading left to rightQ8 Match individual letters to letters on word cardQ9 Fill in missing letter of wordsQ10 Read simple wordsQ12 Read small groups of words from left to right

SPELLINGT1 Match individual letters to letters on word cardT2 Fill in missing letter of wordsT3 Copy wordsT4 Writes in missing letters of wordsT6 Spell words in a written form


III Begins to take responsibility for care of the classroom environment

COGNITIVE DEVELOPMENT – Representation and Symbolic Thinking

35. Takes on pretend roles and situationsF1 Accepts roles chosen by others and plays alongF2 Engages in pretend play when initiated by an adult F3 Engages in pretend playI Performs and labels actions associated with a roleII Offers a play theme and scenarioIII Engages in elaborate and sustained role play




F1 Responds to simple verbal directions that are combined with Physical assistanceF2 Follows oral directions with adult modelingF3 Follows one-step oral directions





(ABLLS-R)




8.3.1 Use electronic devices (e.g., computer) to type name and to create stories with pictures and letters/words. (cont.)

when given cuesI Follows one-step directions II Follows two-step directionsIII Follows directions with more than two steps


F1 Shows interest in booksF2 Looks at books with adultsF3 Expresses pleasure with familiar booksI Listens to stories being read II Participates in story time interactivelyIII Chooses to read on own; seeks information in books; sees selfas reader



Standard 8.4:Use common technology vocabulary.8.4.1 Use basic technology terms in conversations (e.g. digital camera, battery, screen, computer, Internet, mouse, keyboard, and printer).

VOCAL IMITATIONE1 Imitates sounds on requestE2 Imitates sequence of single sounds switching with a modelE3 Imitates initial sounds of wordsE4 Imitation of multiple separate sound

Chapter 15: How Computer Play Promotes Development pages 470 – 491





(ABLLS-R)




8.4.1 Use basic technology terms in conversations (e.g. digital camera, battery, screen, computer, Internet, mouse, keyboard, and printer). (cont.)

combinations

E5 Imitation of short and fast vs. elongated/slow soundsE6 Imitation of the number of repetitions of a soundE7 Imitation of a held sound to a second soundE8 Consonant-vowel/vowel-consonant combinationsE9 Consonant-vowel-consonant-vowelE10 Consonant-vowel-consonant

combinationsE11 Imitates consonant blendsE12 Imitation of words on requestE13 Imitation of phrases on requestE14 Imitation of number sequences on requestE15 Imitation of short and fast vs. elongated/slow words

E16 Imitation of loud vs. soft sounds and wordsE17 Imitation of low vs. high sound and wordsE18 Repeat short message to another personE19 Spontaneous imitation of wordsE20 Spontaneous imitation of phrases

LABELINGG2 Labels common objectsG4 Labels pictures of common itemsG9 Fluent labelingG12 Labels parts or features of objectsG47 Spontaneous labeling

INTRAVERBALSH3 Sign English words (for students who use ASL)H29 Answers “When” questionsH31 Answers “Which” questionsH32 Answers “How” questionsH33 Answers “Why” questionsH40 Describes itemsH43 Maintains a conversation with an adult





(ABLLS-R)




or peerH48 Tells about experiences/tells storiesH49 Spontaneous conversation

SPONTANEOUS VOCALIZATIONSI2 Spontaneously say words or approximations to wordsI3 Spontaneously says phrasesI8 Spontaneous labelingI9 Spontaneous conversation

SOCIAL INTERACTIONL16 Labels items for others

L32 Converses with othersL33 Asks for information


Standard 8.5:Begin to use electronic devices to gain information.

8.5.1 Use the Internet to explore and investigate questions with a teacher’s support.

INTRAVERBALSH28 Answers “Who/Whose” questionsH29 Answers “When” questionsH31 Answers “Which” questionsH32 Answers “How” questionsH33 Answers “Why” questionsH34 Obtains and maintains attention of others



SOCIAL/EMOTIONAL DEVELOPMENT – Sense of Self

2. Demonstrates appropriate trust in adultsF1 Shows pleasure about the presence of familiar adultF2 Seeks familiar adult for comfortF3 Shows preference for interacting with familiar adultI Shows confidence in parents’ and teachers’ abilities to keep him/her safe and healthyII Regards parents and teachers as resources and positive role modelsIII Knows the difference between adults who can help (family members, friends, staff) and those who may not (strangers)

SOCIAL/EMOTIONAL DEVELOPMENT –






(ABLLS-R)




8.5.1 Use the Internet to explore and investigate questions with a teacher’s support (cont).

Responsibility for Self and Others5. Demonstrates self-direction and independence





39. Expresses self using words and expanded sentencesF1 Uses gestures or sounds to communicateF2 Uses single word or approximations to communicateF3 Uses two-word phrasesI Uses simple sentences (3-4 words) to express wants and needs II Uses longer sentences (5-6 words) to communicateIII Uses more complex sentences to express ideas and feelings





(ABLLS-R)




8.5.1 Use the Internet to explore and investigate questions with a teacher’s support (cont).

41. Answers questionsF1 Answers simple questions by vocalizing; understands that a question requires a responseF2 Answers simple yes or no questions verballyF3 Answers simple questions about a choice of two objectsI Answers simple questions with one or two words II Answers questions with a complete thoughtIII Answers questions with details

42. Asks questionsF1 Uses gestures or facial expressions to express needsF2 Uses rising intonation to ask questionsF3 Uses some “wh-“ words to ask questions





Appendix A: Additional Resources

1. The Creative Curriculum for Preschool by Diane Trister Doge, Laura Colker, Cate Heroman (2002)

2. Mathematics: The Creative Curriculum Approach by Juanita Copley, Candy Jones, Judith Dighe (2007)

3. Literacy: The Creative Curriculum Approach by Cate Heroman, Candy Jones (2004)

4. The Creative Curriculum Science and Social Studies Study Starters: Volume 1 (Pre K – K) Volume 2 (Pre K – K)

#1: Boxes #7: Chairs and Things to Sit On#2: Rocks #8: Wheels #3: Buildings #9: Water Pipes

#4: Flowers #10: Trash and Garbage #5: Clothes #11: Shadows #6: Ants #12: Exercise

The Creative Curriculum Study Starters are a step by step guide to implement project based investigations. It is an effective way for children to learn science and social studies content while developing skills in literacy, math, the arts, and technology. Study Starters begin with topics that children want to explore and educators can identify children’s questions while incorporating content skills and knowledge.

5. The Assessment of Basic Language and Learning Skills-Revised(ABLLS-R) by James W. Partington, Ph.D., BCBA

The ABLLS-R is an assessment, curriculum guide, and skills tracking system for children with autism or other developmental disabilities.

161

Appendix B:

ABLLS-R Tasks/Task Name Tracking System

162

ABLLS (Revised)COOPERATION AND REINFORCER EFFECTIVENESSA1 Take reinforcer when offeredA2 Take a reinforcer from two choices of itemsA3 Look at a non-reinforcing itemA4 Take a common object when offeredA5 Approaches when a response is required for reinforcementA6 Responds to Instructor controlled reinforcersA7 Responds for multiple InstructorsA8 Waits without touching stimuliA9 Looks to instructor for InstructionA10 Scans items in array before respondingA11 Responds quickly when given an instructionA12 Variation in reinforcement (non-edible)A13 Intermittent tangible reinforcementA14 Instructor Interaction reinforcementA15 Looks for Instructor’s change in facial expression and voiceA16 Responds to social reinforcersA17 Waits appropriately if reinforcer delivery is delayedA18 Seeks approval for task completionA19 Task Completion of a task serves as an effective reinforcer for the student

VISUAL PERFORMANCE B1 Puzzle with a single-piece type of insetB2 Form boxB3 Match identical objects to sampleB4 Match objects to picturesB5 Match identical pictures to sampleB6 Match pictures to objectsB7 Fluent matchingB8 Sort non-Identical itemsB9 Block designs on picture cardB10 Puzzles with multiple connecting pieces in an Inset-type frameB11 Puzzles with a square-edged border frameB12 Block designs from pictureB13 Sequence pattern to match a visual modelB14 Puzzles with multiple pieces that must be juxtaposedB15 Jigsaw puzzlesB16 Match associated picturesB17 Sort by functionB18 Sort by featureB19 Sort by classB20 Delayed replication of a sequenceB21 Delayed finding a sampleB22 Extend a sequence patternB23 Replicate simple 3 dimensional objectsB24 Dependent matching sequenceB25 SeriationB26 Picture sequencesB27 Mazes

163

RECEPTIVE LANGUAGEC1 Responds to own nameC2 Follow instructions to do an enjoyable action in contextC3 Follow instructions to look at a reinforcing itemC4 Follow instructions to touch a reinforcing item in various positionsC5 Follow instructions to touch a common item in various positionsC6 Follow instructions to do an enjoyable action out of contextC7 Follow instructions in routine situations C8 Follow instructions to give a named, non-reinforcing objectC9 Follow instructions to do a simple motor actionC10 Follow instructions to touch item vs. a distracter.C11 Follow instructions to select one reinforcing item from an array of two objectsC12 Follow instructions to select one of two reinforcing itemsC13 Follow instructions to select one of two common objectsC14 Select one of two pictures of common itemsC15 Touch own body partsC16 Select one of six or more objects on a tableC17 Select one of six or more pictures on a tableC18 Acquires new selection skills without intensive trainingC19 Fluent receptive discriminationsC20 Varied instructions to select using any responseC21 Point to body parts on others or picturesC22 Touches own pieces of clothingC23 Touches parts of itemsC24 Select adjectivesC25 Selects items by following another’s gazeC26 Follows hand signalsC27 Follow an instruction to go to a personC28 Follow an instruction to give an item to a person or place item on an objectC29 Follow an instruction to walk to someone and get a named itemC30 Follow an instruction to go to a person and do an actionC31 Specific motor responses and receptive tasksC32 Demonstrates a specified action with an object when given different objectsC33 Multiple actions with an objectC34 Demonstrates a specified pretend actionC35 Select one of three pictures representing actionsC36 Select associated picturesC37 Select by functionC38 Select by featureC39 Select by classC40 Select two items from a larger setC41 Select two items in sequence from a larger setC42 Select community helpersC43 Locate objects in larger, complex pictureC44 Locate objects from parts of objects in larger, complex pictureC45 Select common environmental soundsC46 Selects all examples of an itemC47 Selects single items with two specified characteristicsC48 Select set of items with a specified characteristicC49 Select set of items with two specified characteristicsC50 Follows a multiple component sequence instructionC51 Receptive prepositionsC52 Receptive pronounsC53 Select pictures representing a location or an activity presented in a sceneC54 Selects pictures representing emotionsC55 Selects “same” and “different”C56 Select non-examplesC57 Selects pictures of social interactions

164

IMITATIOND1 Motor imitation using objectsD2 Motor imitation using objects in discriminationD3 Motor imitation of gross motor movement with verbal promptsD4 Imitation of leg and foot movementsD5 Imitation of arm and hand movementsD6 Imitation discriminating static and kinetic motor movementsD7 Varied imitation instructionsD8 Imitation of gross motor actions modeled in a mirrorD9 Imitation of head movementsD10 Imitation of mouth and tongue movementsD11 Imitation of facial/oral motor movements modeled in a mirrorD12 Motor imitation of fine motor movementD13 Imitation of touching objects in sequenceD14 Imitation of blowingD15 Imitate speed of an ongoing action with objectsD16 Imitate speed of a recently modeled action with objectsD17 Imitate speed of an action D18 Imitation of touching objects in sequence following a modelD19 Imitation of a sequence of actions switching with modelD20 Imitation of a sequence of actions D21 Imitation of the intensity of an actionD22 Imitation of the number of repetitions of a motor movementD23 Simultaneous imitation of motor movement and a vocalizationD24 Motor imitation sequence using multiple objectsD25 Imitates motor movements without a direct verbal promptD26 Spontaneously imitates the actions of othersD27 Delayed imitation

VOCAL IMITATIONE1 Imitates sounds on requestE2 Imitates sequence of single sounds switching with a modelE3 Imitates initial sounds of wordsE4 Imitation of multiple separate sound combinationsE5 Imitation of short and fast vs. elongated/slow soundsE6 Imitation of the number of repetitions of a soundE7 Imitation of a held sound to a second soundE8 Consonant-vowel/vowel-consonant combinationsE9 Consonant-vowel-consonant-vowelE10 Consonant-vowel-consonant combinationsE11 Imitates consonant blendsE12 Imitation of words on requestE13 Imitation of phrases on requestE14 Imitation of number sequences on requestE15 Imitation of short and fast vs. elongated/slow wordsE16 Imitation of loud vs. soft sounds and wordsE17 Imitation of low vs. high sounds and wordsE18 Repeat short message to another personE19 Spontaneous imitation of wordsE20 Spontaneous imitation of phrases

165

REQUESTSF1 Requests by indicatingF2 Multiply controlled requestsF3 Requesting with the reinforcer present and when asked “What do you want?”F4 Requesting when asked, “What do you want?”F5 Spontaneous request with item present ( no prompts)F6 Spontaneous requests with items not present (no prompts)F7 Requests with eye contactF8 Request others to perform an actionF9 Requests missing items needed for a taskF10 Requests with head movements or by saying Yes/NoF11 Requests using sentencesF12 Requests helpF13 Acquires novel requests without intensive trainingF14 Requests attentionF15 Requests others to remove an item or stop an activityF16 Requests using adjectivesF17 Requests using prepositionsF18 Request future items or eventsF19 Requests information using “What”F20 Requests information using “Where”F21 Requests information using “Who/Whose”F22 Requests using adverbsF23 Requests using pronounsF24 Requests information using “Which”F25 Requests information using “When”F26 Requests information using “How”F27 Requests information using “Can,” “Do,” “Does,” or Will”F28 Requests information using “Why”F29 Spontaneous requests

LABELINGG1 Labels reinforcersG2 Labels common objectsG3 Labels common people (actual individuals, not professionals)G4 Labels pictures of common itemsG5 Labels body partsG6 Labels pieces of clothingG7 Labels common ongoing actionsG8 Labels pictures of common actionsG9 Fluent labelingG10 Acquires novel labels without intensive trainingsG11 Labels items using a carrier phraseG12 Labels parts or features of objectsG13 Labels adjectivesG14 Label associated picturesG15 Labels item when told its functionG16 Labels item when told one of its featuresG17 Labels item when told its classG18 Two-component labels (nouns) with objectsG19 Two-component labels (nouns) with picturesG20 Labels two-component with carrier phraseG21 Two-component labels (noun and verb)G22 Two-component labels (noun and adjective)G23 Labels by indicating Yes/NoG24 Labels function of an itemG25 Labels class of an objectG26 Discrimination of question to label aspects of itemsG27 Labels the class of a set of items

G28 Labels features of items which are missing or incorrectG29 Labels exclusion from a category (negation)G30 Identifies obvious problemsG31 Labels community helpersG32 Labels items at a distance when others point to itG33 Labels common environmental soundsG34 Uses carrier phrase when labeling nouns with verbs or adjectivesG35 Labels prepositionsG36 Uses carrier phrases when using prepositionsG37 Labels pronounsG38 Uses carrier phrases when using pronounsG39 Labels and describes events or items presented in a sceneG40 Naming specified parts of scenesG41 Labels adverbsG42 Labels emotions of othersG43 Internal events and emotionsG44 Multiple component naming (three-component labels)G45 Labels (three-component plus) with carrier phraseG46 Labels social interaction behaviorG47 Spontaneous labeling

INTRAVERBALSH1 Fill in words from songsH2 Fill in blanks regarding fun items and activitiesH3 Sign English words (for students who use ASL)H4 Animal soundsH5 Answers questions regarding personal informationH6 Fill in words describing common activitiesH7 Intraverbal associationsH8 Fill in item given functionH9 Fill in function given itemH10 Answers “What” questions regarding items found in home H11 Answer “What” questions regarding questionsH12 Answers “Where” questions regarding items found in home or classroomH13 Answers “Where” questions regarding activities done at home or schoolH14 Fill in item given the classH15 Multiple responses given specific categoriesH16 Fill in features given the itemH17 Fill in item given the featureH18 Fill in class given the itemH19 Name items previously observedH20 Name previously observed activitiesH21 Name people previously observedH22 With visual display, makes related statements (not naming)H23 Answers “What” questions relevant to items found in the communityH24 Answers “What” questions relevant to activities that he can do in the communityH25 Answers “Where” questions regarding activities and items found in the communityH26 Answers questions with multiple responses concerning his immediate community H27 States class given multiple class members (examples)H28 Answers “Who/Whose” questionsH29 Answers “When” questionsH30 Discrimination of questions asked about items and activitiesH31 Answers “Which” questionsH32 Answers “How” questionsH33 Answers “Why” questionsH34 Describes steps in sequence of a daily activityH35 States activity when told sequence of actions H36 States item when told its functions, features, or class (multiple features)H37 Intraverbal Yes/No with “Can, do, does, will” questions

H38 Answers questions containing two critical stimuli (multiple component questions with multiple responses)H39 Answers questions containing three critical stimuli (multiple component questions with multiple responses)H40 Describes itemsH41 Describes steps before and after in sequence of a daily activityH42 Answers questions concerning past and upcoming eventsH43 Maintains a conversation with an adult or peerH44 Answers “Novel” questionsH45 Answers questions relevant to current eventsH46 Answers questions with multiple responses concerning current eventsH47 Answers questions with multiple responses in group discussionsH48 Tells about experiences/tells storiesH49 Spontaneous conversation

SPONTANEOUS VOCALIZATIONSI1 Vocalize identifiable speech soundsI2 Spontaneously say words or approximations to wordsI3 Spontaneously says phrasesI4 Sings songs with modelsI5 Sings songsI6 Spontaneous vocal imitationI7 Spontaneous requestsI8 Spontaneous labelingI9 Spontaneous conversation

SYNTAX AND GRAMMARJ1 Mean length of responseJ2 Syntax (Word order)J3 ArticlesJ4 Verbs-present progressiveJ5 Regular pluralsJ6 Verbs-Irregular past tenseJ7 ContractionsJ8 Is/am with “ing” verbJ9 Verbs-regular past tenseJ10 Possessive “S”J11 NegativesJ12 LocativesJ13 Future tenseJ14 ConjunctionsJ15 Irregular pluralsJ16 ComparativesJ17 DemonstrativesJ18 Labels strength of a verbal responseJ19 Quantification of a verbal responseJ20 Label emotional state associated with a verbal response

PLAY AND LEISUREK1 Explores toys in the environmentK2 Allows others to manipulate/touch toysK3 Independent outdoor activitiesK4 Independent indoor leisure activitiesK5 Plays with toys/manipulates toys as designedK6 Independently plays with toys and engages in verbal behaviorK7 Multiple responses with toys related to a themeK8 Plays interactively with other studentsK9 Plays interactively with a variety of peersK10 Sociodramatic playK11 Plays with toys and talks with peersK12 Plays simple ball gamesK13 Coordinated play with peersK14 Interactive motor gamesK15 Board games

SOCIAL INTERACTIONL1 Appropriate when near peers or siblingsL2 Takes offered itemsL3 Tolerates/responds appropriately to positive touches by peers or siblingsL4 Shows interest in the behavior of othersL5 Looks at others to start a social interactionL6 Physically approaches and engages othersL7 Looks at others in anticipation of completing a reinforcing actionL8 Listener- receptiveL9 Imitates peersL10 Returns greetingsL11 Physically prompts others to do activitiesL12 Responds to approaches and attempts to interact from peersL13 Sharing-gives up items to othersL14 Searches for missing personL15 Active attention seekingL16 Labels items for othersL17 Eye contactL18 Asks peers for items (single)L19 Sharing-asks for items to be sharedL20 Sharing-offers items to othersL21 Initiates greetingsL22 Joins peers in an activityL23 Observation of peer’s attention to activitiesL24 Feedback from peersL25 Adjusts behavior based on changes in peer’s actionL26 Assists other to participateL27 States what others like/dislikeL28 Direct others attention to something of interest to themL29 Attends to the reactions of interest by othersL30 Delivers a messageL31 Waits for breaking conversation to interruptL32 Converses with othersL33 Asks for informationL34 Obtains and maintains attention of others

GROUP INSTRUCTIONM1 Sits appropriately in small groupM2 Sits appropriately in large groupM3 Attends to teacher in groupM4 Attends to other students in groupM5 Follows group Instructions-all do the same receptive responseM6 Follows group instructions with discriminationM7 Raises hand to get teacher attention to do an activityM8 Raises hand to answer a questionM9 Raises hand AND names itemM10 Raises hand AND answers a questionM11 Takes turns during instructionM12 Learns new skills in group teaching format

FOLLOW CLASSROOM ROUTINESN1 Follows daily routines (backpack, etc.)N2 Works independently on non-academic activitiesN3 Sits and waits appropriately during transitionsN4 Physically transitions to next area or activityN5 Waits turn to do activities (wash hands, etc.)N6 Gets in line on requestN7 Works independently on academic activitiesN8 Gets & returns own materialsN9 Completes a task and brings work to teacher or puts away materialsN10 Stands and waits appropriately during transitions

GENERALIZED RESPONDINGP1 Generalizes across stimuliP2 Generalizes across instructorsP3 Generalizes across environmentsP4 Use of skills in groupsP5 Generalized response formsP6 Generalization of language skills

READING SKILLSQ1 Receptive lettersQ2 Labels lettersQ3 Receptive sounds of lettersQ4 Labels sounds of lettersQ5 Match words with picturesQ6 Match words to wordsQ7 Names letters in words reading left to rightQ8 Match individual letters to letters on word cardQ9 Fill in missing letter of wordsQ10 Read simple wordsQ11 Decode wordsQ12 Read small groups of words from left to rightQ13 Read simple sentences (3-6 words)Q14 Fills-in missing wordsQ15 Reads and follows simple instructions to do actionsQ16 Reads and follows simple instructions on worksheetsQ17 Read passages and answer comprehension questions

MATH SKILLSR1 Rote counts with promptsR2 Rote countingR3 Count objects with promptsR4 Count given objectsR5 Count out objects from a larger setR6 Names numerals in sequenceR7 Names numbersR8 Match number with same amount of objectsR9 “more”R10 “less”R11 “some”R12 “all”R13 “zero/none”R14 Add items to specified quantityR15 “same”R16 “different”R17 “greater”R18 “add”R19 Walk and get specified number of objects from a larger setR20 Add numbersR21 Time tellingR22 Identify coins by nameR23 Identify all coins by valueR24 Interchange coins to arrive at equal valuesR25 “equal”R26 “unequal”R27 “minus”R28 “plus”R29 “subtract/take away”


SPELLINGT1 Match individual letters to letters on word cardT2 Fill in missing letter of wordsT3 Copy wordsT4 Writes in missing letters of wordsT5 Spell words vocallyT6 Spell words in a written formT7 Spell own name


EATING SKILLSV1 Eat finger foodsV2 Drink from a strawV3 Drink from a cupV4 Feed self with a spoon and forkV5 Spread with a knifeV6 Pour liquid into a cupV7 Cut food with a knifeV8 Take prepared lunch to tableV9 Clean-up table after mealsV10 Keep eating areas clean


TOILETING SKILLSX1 Urinate in toiletX2 Remain dry (urine) on a toileting scheduleX3 Independently use familiar restroom for urinationX4 Requests to use toilet when neededX5 Wipe self after urinating (Females)X6 Defecate in toiletX7 Remain clean (bowel movement) on a toileting scheduleX8 Wipe self after bowel movementX9 Independently use familiar restroom for bowel movementsX10 Use restroom without assistance

GROSS MOTOR SKILLSY1 Walk forward with appropriate gaitY2 KneelY3 Run smoothlyY4 Roll sidewaysY5 Jump forwardY6 Jump downY7 Walk backwardY8 Hop on two feetY9 Throw ball from chest or overhandY10 Roll a ballY11 Climb a ladder using reciprocal motionY12 Creep on stomachY13 SquatY14 Walk across a balance beamY15 Catch a ball any methodY16 Ride a tricycleY17 Walk sidewaysY18 GallopY19 Balance on one footY20 Kick ball at targetY21 Hang from barY22 Catch a ball in handsY23 Throw ball underhandY24 Toss and catch a ballY25 Bounce a ballY26 Kick a moving ballY27 Pump while swingingY28 SkipY29 Jumping jacksY30 Ride a bicycle

FINE MOTOR SKILLSZ1 Mark on paper with a crayonZ2 Places objects in a form boxZ3 Single-piece inset puzzleZ4 Multiple puzzle pieces into a frameZ5 Blocks on block design cardsZ6 Transfer objects to the opposite handZ7 Places pegs in a peg boardZ8 Turns pages of a bookZ9 Clothespins on a lineZ10 Color within boundariesZ11 Open “Ziploc” type bagsZ12 Snips with scissorsZ13 Stacks blocksZ14 Strings beadsZ15 Remove lids of jarsZ16 Cuts across paper with scissorsZ17 Trace lines with a fingerZ18 Squeezes glue from a bottleZ19 Remove wrappersZ20 Roughly copy shapes and patternsZ21 Paste shapes on outlined pictureZ22 Paste shapes on plain paper pictureZ23 Objects (rings) on pegsZ24 Replace lids of jarsZ25 Uses pincer gripZ26 Fold a piece of paperZ27 Cuts out shapes Z28 Accurately copy shapes and patterns

Appendix C:

Creative Curriculum Developmental Continuum Forerunners and Expanded Forerunners

Creative CurriculumDevelopmental Continuum

Forerunners & Expanded ForerunnersSOCIAL/EMOTIONAL DEVELOPMENT – Sense of Self

2. Shows ability to adjust to new situationsF1 Watches classroom activities with family memberF2 Engages in classroom activities when family member is nearbyF3 Engages in classroom activities with support of familiar staff memberI Treats arrival and departure as routine parts of the dayII Accepts changes in daily schedule and routinesIII Functions with increasing independence in school

2. Demonstrates appropriate trust in adults

F1 Shows pleasure about the presence of familiar adultF2 Seeks familiar adult for comfortF3 Shows preference for interacting with familiar adultI Shows confidence in parents’ and teachers’ abilities to keep

him/her safe and healthyII Regards parents and teachers as resources and positive role

modelsIII Knows the difference between adults who can help (family

Members, friends, staff) and those who may not (strangers)

3. Recognizes own feelings and manages them appropriately

F1 Shows feelings through gestures and facial expressionsF2 Recognizes feelings when they are labeled by an adultF3 Labels own feelings with an adult’s supportI Identifies and labels own feelingsII Is able to describe feelings and their causesIII Is increasingly able to manage own feelings

4. Stands up for rights



5. Demonstrates self-direction and independence


6. Takes responsibility for own well-being

F1 Allows adult to attend to personal needs, such as dressing or Washing hands, without resistanceF2 Cooperates with adult attending to physical needsF3 Uses self-help skills with adult assistanceI Uses self-help skills with occasional remindersII Uses self-help skills and participates in chores without remindersIII Understands the importance of self-help skills and their role in healthy living



8. Follows classroom routines


9. Follows classroom rules

F1 Follows simple directions, sometimes with physical assistanceF2 Follows classroom rules when modeled by teacher or peersF3 Follows simple rules and limits when verbal cues are combined with gesturesI Follows classroom rules with remindersII Understands and follows classroom rules without remindersIII Follows and understands reasons for classroom rules


10. Plays well with other children


11. Recognizes the feelings of others and responds appropriately


12. Shares and respects the rights of others


13. Uses thinking skills to resolve conflicts

F1 Reacts to conflict with emotionF2 Reacts to conflict but calms when adult provides solutionF3 Seeks teacher to resolve conflictI Accepts compromise when suggested by peer or teacherII Suggests a solution to solve a problem; seeks adult assistance when neededIII Engages in a process of negotiation to reach a compromise

PHYSICAL DEVELOPMENT – Gross Motor

14. Demonstrates basic locomotor skills (running, jumping, hopping, galloping)

F1 Moves with adult supportF2 Moves independently for a short distanceF3 Moves with direction and beginning coordination, with some supportI Moves with direction and beginning coordinationII Moves with direction and increasing coordinationIII Moves with direction and refined coordination

15. Shows balance while moving

F1 Walks in intended direction when hand is heldF2 Walks forward in intended direction, without supportF3 Walks forward while straddling a lineI Attempts to walk along a line, stepping off occasionallyII Walks along wide beam such as edge of sandboxIII Walks forward easily and backward with effort, along a wide beam

16. Climbs up and down

F1 Crawls up stairs, with adult supportF2 Climbs up stairs, with support and by placing one foot beside the

Other on each stair, and slides or crawls downF3 Climbs up and down stairs, with supportI Climbs a short, wide ladderII Climbs up and down stairs and ladders, and around obstaclesIII Climbs and plays easily on ramps, stairs, ladders, or sliding boards

17. Pedals and steers a tricycle (or other wheeled vehicle)

F1 Balances on wheeled vehicle while vehicle is being pushedby adult

F2 Maintains balance and keeps feet on pedals while vehicle isbeing pushed by adult

F3 Pedals vehicle forward and begins to steer, without assistanceI Pedals in forward direction, steering around wide cornersII Pedals and steers around obstacles and sharp cornersIII Rides with speed and control

18. Demonstrates throwing, kicking, and catching skills

F1 Plays with a large ballF2 Attempts to direct a large ball’s path F3 Throws, catches, and kicks objects, with some adult supportI Throws, catches, and kicks objects with somewhat awkward

movementsII Throws, catches, and kicks with increasing controlIII Throws and kicks at target and catches with increasing accuracy

PHYSICAL DEVELOPMENT – Fine Motor

19. Controls small muscles in hands

F1 Grasps objects with entire hand (palmar grasp)F2 Grasps and releases toys intentionally F3 Uses thumb and fingers to manipulate objects (pincer grasp)I Manipulates objects with handsII Manipulates smaller objects with increasing controlIII Manipulates a variety of objects requiring increased coordination

20. Coordinates eye-hand movement

F1 Reaches for desired objectsF2 Picks up objects and moves them F3 Purposefully connects objects that go together, with adult

assistanceI Performs simple manipulationsII Performs simple manipulations with increasing controlIII Manipulates materials in a purposeful way, planning and attending

to detail

21. Uses tools for writing and drawing

F1 Notices and begins to try to use crayons and markers tomake random marks

F2 Holds crayon or marker in fist and purposefully makes markson paper using whole-arm movements

F3 Holds marker or crayon in fist and scribbles on paper, varying movements and watching the resulting lines

I Holds a marker or crayon with thumb and two fingers; makes simple strokes

II Makes several basic strokes or figures; draws some recognizableobjects

III Copies and draws simple shapes, letters, and words including Name




23. Approaches problems flexibly

F1 Manipulates an objectF2 Explores objects to see how they work F3 Makes repeated attempts to accomplish a taskI Finds multiple uses for classroom objectsII Experiments with materials in new ways when first way doesn’t

workIII Finds alternative solutions to problems

24. Shows persistence in approaching tasks


25. Explores cause and effect



F1 Engages in everyday activitiesF2 Recalls prior experiences F3 Relates classroom activities to own experiencesI Draws on everyday experiences and applies this knowledge to

similar situationsII Applies new information or vocabulary to an activity or interactionIII Generates a rule, strategy, or idea from one learning experience

and applies it in a new context


27. Classifies objects

F1 Recognizes familiar objects in environmentF2 Notices an item that is different in many respects from a group

of objects F3 Groups similar kinds of objects togetherI Sorts objects by one property such as size, shape, color, or useII Sorts a group of objects by one property and then by anotherIII Sorts objects into groups/subgroups and can state reason

28. Compares/measures

F1 Locates own possessions from among those belonging to othersF2 Notices something new or different in many respects F3 Notices objects that are similar in many waysI Notices similarities and differencesII Uses comparative words related to number, size, shape, texture,

weight, color, speed, volumeIII Understands/uses measurement words and some standard

Measurement tools

29. Arranges objects in a series

F1 Puts three or more objects in a pileF2 Puts three or more objects in a line F3 Lines up or stacks two or three objects, from big to littleI Notices when one object in a series is out of placeII Figures out a logical order for a group of objectsIII Through trial and error, arranges objects along a continuum

According to two or more physical features



31. Shows awareness of time concepts and sequence

F1 Anticipates the next step in a routine, with adult assistanceF2 Associates a familiar cue with a routine F3 Understands what comes next in daily scheduleI Demonstrates an understanding of the present and may refer to

Past and futureII Uses past and future tenses and time words appropriatelyIII Associates events with time-related concepts

32. Shows awareness of position in space

F1 Experiments with objects by moving themF2 Shows awareness of own body in space by orienting self in

In a given space F3 Follows positional directions modeled by adultI Shows comprehension of basic positional words and conceptsII Understands and uses positional words correctlyIII Shows understanding that positional relationships vary with

one’s perspective

33. Uses one-to-one correspondence

F1 Puts objects in one containerF2 Places one object in each designated space, with adult guidance F3 Places an object in each designated place, without adult

guidanceI Matches pairs of objects in one-to-one correspondenceII Places objects in one-to-one correspondence with another setIII Uses one-to-one correspondence as a way to compare two sets

34. Uses numbering and counting

F1 Understands the concept of “one”F2 Understands the concept of “more” F3 Counts to five by roteI Imitates counting behavior using number names (may not

always say one number per item or get the sequence right)II Counts correctly up to 5 or so using one number for each

object (may not always keep track of what has or has notbeen counted)

III Counts to 10 or so connecting number words and symbols to The objects counted and knows that the last number describesThe total

COGNITIVE DEVELOPMENT – Representation and Symbolic Thinking

35. Takes on pretend roles and situations


36. Makes believe with objects

F1 Plays purposefully with familiar play objectF2 Imitates others’ pretend play with familiar objects, with

adult guidanceF3 Uses realistic props to imitate actions of othersI Interacts appropriately with real objects or replicas in pretend

play II Uses substitute object or gesture to represent real objectIII Uses make-believe props in planned and sustained play

37. Makes and interprets representations

F1 Interacts with adult to build or create somethingF2 Initiates others’ pretend play with familiar objects, with

adult guidanceF3 Uses materials to build or create something on ownI Draws or constructs and then names what it is II Draws or builds a construction that represents something

specificIII Plans then creates increasingly elaborate representations


F1 Responds to sounds in the environmentF2 Listens attentively to familiar soundsF3 Discriminates and identifies familiar soundsI Plays with words, sounds, and rhymes II Recognizes and invents rhymes and repetitive phrases; notices

words that begin the same wayIII Hears and repeats separate sounds in words; plays with

Sounds to create new words



40. Understands and follows oral directions

F1 Responds to simple verbal directions that are combined with Physical assistance


41. Answers questions

F1 Answers simple questions by vocalizing; understands that aquestion requires a response

F2 Answers simple yes or no questions verballyF3 Answers simple questions about a choice of two objectsI Answers simple questions with one or two words II Answers questions with a complete thoughtIII Answers questions with details

42. Asks questions


43. Actively participates in conversations

F1 Participates in back and forth vocal playF2 Responds to routine greetingsF3 Interacts verbally with others in non-routine waysI Responds to comments and questions from others II Responds to others’ comments in a series of exchangesIII Initiates and/or extends conversations for at least four exchanges

LANGUAGE DEVELOPMENT – Reading and Writing

44. Enjoys and values reading

F1 Shows interest in booksF2 Looks at books with adultsF3 Expresses pleasure with familiar booksI Listens to stories being read II Participates in story time interactivelyIII Chooses to read on own; seeks information in books; sees self

as reader



46. Demonstrates knowledge of the alphabet

F1 Participates in singing songs about the alphabetF2 Shows awareness of letters in the environmentF3 Matches two letters that are alikeI Recognizes and identifies a few letters by name II Recognizes and names many lettersIII Begins to make letter-sound connections


F1 Notices pictures in a bookF2 Reacts to pictures in a bookF3 Identifies pictures in a bookI Uses illustrations to guess what the text says II Makes judgments about words and text by noticing features

(other than letters or words)III Uses different strategies (known words, knowledge of letters

and sounds, patterns in text) to make meaning from print


F1 Relates to pictures in a bookF2 Imitates characters or actions in a book being readF3 Relates story to self and shares informationI Imitates act of reading in play II Compares and predicts story events; acts out main events of

a familiar storyIII Retells a story including many details and draws connections

between story events

49. Understands the purpose of writing


50. Writes letters and words

F1 Tries to use writing tools to make marks on paperF2 Scribbles randomly on paperF3 Scribbles may include some lines and other shapesI Uses scribble writing and letter-like forms II Writes recognizable letters, especially those in own nameIII Uses letters that represent sounds in writing words

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