social and emotional development ed....unit 02 lesson 2 large group unit 02 lesson 2 literacy center...

OH.EC.S

ED.

Social and Emotional Development

SED.1. Self

SED.1.1. Awareness and Expression of Emotion

SED.1.1.I. Infants (Birth – 8 months)

SED.1.1.I.a. Express a variety of emotions (contentment, distress, happiness, sadness, surprise,

dislike, anger and fear) through facial expressions, gestures, movement and sounds.

Learn Every Day The Preschool Curriculum Units 1-36

Unit 02 Lesson 1 Large Group

Unit 02 Lesson 2 Art Center


Unit 02 Lesson 2 Literacy Center

Unit 02 Lesson 2 Small Group


SED.1.1.Y Young Toddlers (6 – 18 months)

SED.1.1.YT.a. Communicate emotions purposefully and intentionally, including complex emotions such

as happiness, sadness, surprise, dislike, anger, and fear nonverbally and possibly with a

few familiar words.




Ohio Academic Content Standards: Early Childhood Education - Grade EC





SED.1.1. Older Toddlers (16 – 36 months)

SED.1.1.OT.a. Show awareness of own emotion and uses nonverbal and/or verbal ways to express

complex emotions such as pride, embarrassment, shame and guilt.








SED.1.1.P Pre-Kindergarten (3 – 5 years)

SED.1.1.PK.a. Recognize and identify own emotions and the emotions of others.










SED.1.1.PK.b. Communicate a range of emotions in socially accepted ways.






SED.1.1.YT.a.

continued



SED.1.2. Self-Concept


SED.1.2.I.a. Begin to understand self as a separate person from others.



SED.1.2.Y

T.

Young Toddlers (6 – 18 months)

SED.1.2.YT.a. Recognize self as a unique person with thoughts, feelings and distinct characteristics.








SED.1.2.

OT.

Older Toddlers (16 – 36 months)

SED.1.2.OT.b. Identify own feelings, needs and interests.








SED.1.1.PK.b.

continued


SED.1.2.PK.a. Identify the diversity in human characteristics and how people are similar and different.


Unit 01 Lesson 3 Music Center

Unit 03 Lesson 3 Block Center










Unit 19 Lesson 4 Home Living Center





Unit 20 Lesson 5 Math Center

Unit 20 Lesson 2 Fine Motor Center

Unit 20 Lesson 2 Outdoor Activities Center




SED.1.2.PK.b. Compare own characteristics to those of others.








Unit 03 Lesson 2 Dramatic Play Center







Unit 03 Lesson 3 Sand and Water Center

Unit 03 Lesson 4 Discovery Science Center














SED.1.4. Self-Regulation


SED.1.4.OT.a. With modeling and support, manage actions and emotional expressions.





SED.1.2.PK.b.

continued





SED.1.4.PK.a. Manage the expression of feelings, thoughts, impulses and behaviors with minimal

guidance from adults.








SED.2. Relationships

SED.2.1. Attachment


SED.2.1.I.a. Initiate interactions and seeks close proximity to familiar adults who provide consistent

nurturing.




SED.2.1.YT.a. Explore environment in the presence of familiar adults with whom he/she has developed

a relationship over an extended period of time.



SED.2.1.YT.b. Seek close proximity to familiar adults for security and support, especially when

distressed.



SED.1.4.OT.a.

continued


SED.2.1.OT.a. Display signs of comfort during play when familiar adults are nearby but not in the

immediate area.



SED.2.1.OT.b. Seek security and support from familiar adults when distressed.




SED.2.1.PK.b. Seek security and support from familiar adults in anticipation of challenging situations.



SED.2.1.PK.c. Separate from familiar adults in a familiar setting with minimal distress.



SED.2.2. Interactions with Adults


SED.2.2.PK.a. Engage in extended, reciprocal conversations with familiar adults.




































Unit 02 Lesson3 Large Group





SED.2.2.PK.a.

continued



































SED.2.2.PK.a.

continued























SED.2.3. Peer Interactions and Relationships


SED.2.3.I.a. Show interest in other children.









SED.2.2.PK.a.

continued





















SED.2.3.I.b. Repeat actions that elicit social responses from others.












SED.2.3.I.a.

continued



















SED.2.3.YT.a. Participate in simple back and forth interactions with peers for short periods of time.













SED.2.3.I.b.

continued


















SED.2.3.OT.a. Engage in associative play with peers.















SED.2.3.YT.a.

continued















SED.2.3.OT.b. With modeling and support, demonstrate socially competent behavior with peers, such

as helping, sharing and taking turns.

















SED.2.3.OT.a.

continued














SED.2.3.PK.a. Interact with peers in more complex pretend play including planning, coordination of

roles and cooperation.


















SED.2.3.OT.b.

continued












SED.2.3.PK.b. Demonstrate socially competent behavior with peers.





















SED.2.3.PK.a.

continued









SED.2.4. Empathy


SED.2.4.I.a. React to emotional expressions of others.






SED.2.4.YT.a. Demonstrate awareness of the feelings expressed by others.






SED.2.4.OT.a. Demonstrate awareness that others have feelings.





SED.2.3.PK.b.

continued

SED.2.4.OT.b. Respond in caring ways to another’s distress in some situations.






SED.2.4.PK.a. Express concern for the needs of others and people in distress.





SED.2.4.PK.b. Show regard for the feelings of other living things.





OH.EC.A Approaches toward Learning

ATL.1. Initiative

ATL.1.1. Initiative and Curiosity

ATL.1.1.I. Infants (Birth – 8 months)

ATL.1.1.I.a. Show interest in people and objects.





























ATL.1.1.P Pre-Kindergarten (3 – 5 years)

ATL.1.1.PK.c. Ask questions to seek explanations about phenomena of interest.



ATL.1.1.I.a.

continued

ATL.3. Strand Creativity

ATL.3.1. Topic Innovation and Invention

ATL.3.1.O Older Toddlers (16 – 36 months)

ATL.3.1.OT.a. Use materials in new and unconventional ways.





ATL.3.1.PK.b. Use creative and flexible thinking to solve problems.



ATL.3.1.PK.c. Engage in inventive social play.





























ATL.3.2. Expression of Ideas and Feelings through the Arts

ATL.3.2.Y Young Toddlers (6 – 18 months)

ATL.3.2.YT.a. Seek out experiences with a variety of materials and art materials based on preferences

and past experiences.




ATL.3.2.O Older Toddlers (16 – 36 months)

ATL.3.2.OT.a. Use self-selected materials and media to express ideas and feelings.





ATL.3.2.PK.b. Express interest in and show appreciation for the creative work of others.




ATL.3.1.PK.c.

continued







OH.EC.P

WMD.

Physical Well-Being and Motor Development

PWMD.2. Motor Development

PWMD.2.

1.

Small Muscle: Touch Grasp, Reach, Manipulate

PWMD.2. Infants (Birth – 8 months)

PWMD.2.1.I.a. Transfer a toy from one hand to another by reaching, grasping and releasing.



















ATL.3.2.PK.b.

continued








Unit 22 Lesson 2 Fine Motor Activities Center





















PWMD.2. Young Toddlers (6 – 18 months)

PWMD.2.1.YT.a. Use both hands together to accomplish a task.




PWMD.2.1.I.a.

continued



































PWMD.2.1.YT.a.

continued










PWMD.2. Older Toddlers (16 – 36 months)

PWMD.2.1.OT.a. Coordinate the use of arms, hands and fingers to accomplish tasks.






















PWMD.2.1.YT.a.

continued


























PWMD.2. Pre-Kindergarten (3 – 5 years)

PWMD.2.1.PK.a. Coordinate the use of hands, fingers and wrists to manipulate objects and perform tasks

requiring precise movements.





PWMD.2.1.OT.a.

continued



































PWMD.2.1.PK.a.

continued









PWMD.2.1.PK.b. Use classroom and household tools independently with eye-hand coordination to carry

out activities.




PWMD.2. Sensory Motor


PWMD.2.3.I.a. Use senses and movement to explore immediate surroundings.















PWMD.2.1.PK.a.

continued






PWMD.2.

3.YT.


PWMD.2.3.YT.a. Coordinate senses with movement.




















PWMD.2.3.I.a.

continued

PWMD.3. Physical Well-Being

PWMD.3.

1.

Body Awareness

PWMD.3.

1.YT.


PWMD.3.1.YT.a. Point to basic body parts when asked.


Unit 02 Lesson 1 Discover Science Center























PWMD.3.1.OT.a. Name, point to and move body parts when asked.

























PWMD.3.1.PK.a. Identify and describe the function of body parts.
























PWMD.3. Nutrition


PWMD.3.3.I.a. Express when hungry or full.




PWMD.3. Young Toddlers (6 – 18 months)

PWMD.3.3.YT.a. Follow a regular eating routine.




PWMD.3.1.PK.a.

continued


PWMD.3.3.OT.a. Make simple food choices, has food preferences and demonstrate willingness to try new

foods.





PWMD.3.3.PK.a. Demonstrate basic understanding that eating a variety of foods helps the body grow and

be healthy.




PWMD.3.3.PK.b. Distinguish nutritious from non-nutritious foods.




PWMD.3. Self-Help


PWMD.3.4.PK.b. Follow basic health practices.




PWMD.3. Safety Practices


PWMD.3.5.PK.b. Identify ways adults help to keep us safe.



OH.EC.C Cognition and General Knowledge

CGK.1. Cognitive Skills

CGK.1.1. Memory

CGK.1.1.I. Infants (Birth – 8 months)

CGK.1.1.I.b. Mirror simple actions and facial expressions of others previously experienced.








CGK.1.1. Older Toddlers (16 – 36 months)

CGK.1.1.OT.c. Anticipate routines.






















CGK.1.1. Pre-Kindergarten (3 – 5 years)

CGK.1.1.PK.a. Communicate about past events and anticipate what comes next during familiar routines

and experiences.


















CGK.1.1.OT.c.

continued





CGK.1.2. Symbolic Thought

CGK.1.2. Young Toddlers (6 – 18 months)

CGK.1.2.YT.a. Use one or two simple actions or objects to represent another in pretend play.


























CGK.1.1.PK.a.

continued









CGK.1.2. Older Toddlers (16 – 36 months)

CGK.1.2.OT.a. Engage in pretend play involving several sequenced steps and assigned roles.























CGK.1.2.YT.a.

continued












CGK.1.2. Pre-Kindergarten (3 – 5 years)

CGK.1.2.PK.a. Demonstrate understanding that symbols carry meaning and use symbols to represent

thinking (e.g., drawings, construction or movement).



















CGK.1.2.OT.a.

continued





CGK.1.2.PK.b. Participate cooperatively in complex pretend play, involving assigned roles and an

overall plan.



























CGK.1.2.PK.a.

continued






















CGK.1.3. Reasoning and Problem-Solving

CGK.1.3.I. Infants (Birth – 8 months)

CGK.1.3.I.a. Actively use the body to find out about the world.



CGK.1.3. Young Toddlers (6 – 18 months)

CGK.1.3.YT.a. With modeling and support, use simple strategies to solve problems.



CGK.1.2.PK.b.

continued

CGK.1.3.

OT.

Older Toddlers (16 – 36 months)

CGK.1.3.OT.a. In familiar situations, solve problems without having to try every possibility, while

avoiding solutions that clearly will not work.



CGK.1.3.

PK.

Pre-Kindergarten (3 – 5 years)

CGK.1.3.PK.a. Demonstrate ability to solve everyday problems based upon past experience.



CGK.1.3.PK.b. Solve problems by planning and carrying out a sequence of actions.



CGK.1.3.PK.c. Seek more than one solution to a question, problem or task.



CGK.1.3.PK.d. Explain reasoning for the solution selected.



OH.EC.C

GK:MA.

Cognition and General Knowledge: Mathematics

CGK:MA. Number Sense

CGK:MA. Number Sense and Counting

CGK:MA. Infants (Birth – 8 months)

CGK:MA.1.1.I.a. Explore objects and attend to events in the environment.






CGK:MA. Young Toddlers (6 – 18 months)

CGK:MA.1.1.YT.a. Pay attention to quantities when interacting with objects.
















CGK:MA. Older Toddlers (16 – 36 months)

CGK:MA.1.1.OT.a. Show understanding that numbers represent quantity and demonstrate understanding of

words that identify how much.



CGK:MA.1.1.OT.b. Use number words to indicate the quantity in small sets of objects (e.g., 2, 3), and begin

counting aloud.



CGK:MA. Pre-Kindergarten (3 – 5 years)

CGK:MA.1.1.PK.a. Count to 20 by ones with increasing accuracy.















CGK:MA.1.1.PK.b. Identify and name numerals 1-9.






CGK:MA.1.1.PK.d. Demonstrate one-to-one correspondence when counting objects up to 10.



















CGK:MA.1.1.PK.e. Understand that the last number spoken tells the number of objects counted.



















CGK:MA.1.1.PK.f. Identify whether the number of objects in one group is greater than, less than or equal to

the number of objects in another group up to 10.







CGK:MA. Number Relationships and Operations

CGK:MA. Number Relationships


CGK:MA.2.1.I.a. Explore objects and attend to events in the environment.




CGK:MA.1.1.PK.e.

continued




CGK:MA.2.1.YT.a. Notice changes in quantity of objects (especially ones that can be detected visually with

ease).








CGK:MA.2.1.OT.a. Demonstrate an understanding that adding to increases the number of objects in the

group.










CGK:MA.2.1.OT.b. Place objects in one-to-one correspondence relationships during play.





CGK:MA.2.1.I.a.

continued


CGK:MA.2.1.PK.a. Count to solve simple addition and subtraction problems with totals smaller than 8, using

concrete objects.










CGK:MA. Algebra

CGK:MA. Group and Categorize


CGK:MA.3.1.I.a. Notice differences between familiar and unfamiliar people, objects and places.


















































CGK:MA.3.1.I.a.

continued











CGK:MA.3.1.YT.a. Match two objects that are the same and select similar objects from a group.






















CGK:MA.3.1.I.a.

continued



































CGK:MA.3.1.YT.a.

continued





CGK:MA.3.1.OT.a. Sort objects into two or more groups by their properties and uses.




























CGK:MA.3.1.YT.a.

continued



































CGK:MA.3.1.OT.a.

continued


CGK:MA.3.1.PK.a. Sort and classify objects by one or more attributes (e.g., size, shape).


































































CGK:MA.3.1.PK.a.

continued




























CGK:MA. Patterning


CGK:MA.3.2.OT.a. Copy and anticipate a repeating pattern.



CGK:MA.3.1.PK.a.

continued


CGK:MA.3.2.PK.a. Recognize, duplicate and extend simple patterns using attributes such as color, shape

or size.
















































CGK:MA.3.2.PK.b. Create patterns.















CGK:MA.3.2.PK.a.

continued































CGK:MA.3.2.PK.b.

continued

CGK:MA. Measurement and Data

CGK:MA.

4.1.

Describe and Compare Measureable Attributes


CGK:MA.4.1.I.a. Explore properties of objects.






















CGK:MA.4.1.YT.a. Show awareness of the size of objects.






















CGK:MA.4.1.OT.a. Demonstrate awareness that objects can be compared by attributes (e.g., size, weight,

capacity), and begin to use words such as bigger, smaller and longer.















CGK:MA.4.1.YT.a.

continued













CGK:MA.4.1.PK.a. Describe and compare objects using measureable attributes (e.g., length, size, capacity

and weight).



















CGK:MA.4.1.OT.a.

continued




CGK:MA.4.1.PK.b. Order objects by measureable attribute (e.g., biggest to smallest, etc.).






















CGK:MA.4.1.PK.c. Measure length and volume (capacity) using non-standard or standard measurement

tools.




CGK:MA.4.1.PK.a.

continued






















CGK:MA. Data Analysis


CGK:MA.4.2.PK.a. Collect data by categories to answer simple questions.









CGK:MA.4.1.PK.c.

continued











CGK:MA. Geometry

CGK:MA. Spatial Relationships


CGK:MA.5.1.I.a. Explore the properties of objects.


















CGK:MA.4.2.PK.a.

continued






CGK:MA.5.1.YT.a. Explore how things fit and move in space.




CGK:MA.5.1.OT.a. Demonstrate how things fit together and/or move in space with increasing accuracy.




CGK:MA.5.1.PK.a. Demonstrate understanding of the relative position of objects using terms such as

in/on/under, up/down, inside/outside, above/below, beside/between, in front of/behind

and next to.



CGK:MA. Identify and Describe Shapes


CGK:MA.5.2.OT.a. Recognize basic shapes.





CGK:MA.5.1.I.a.

continued



















CGK:MA.5.2.PK.a. Understand and use names of shapes when identifying objects.














CGK:MA.5.2.OT.a.

continued









CGK:MA.5.2.PK.b. Name three-dimensional objects using informal, descriptive vocabulary (e.g., “cube” for

box, “ice cream cone” for cone, “ball” for sphere, etc.).



CGK:MA. Analyze, Compare and Create Shapes


CGK:MA.5.3.PK.a. Compare two-dimensional shapes, in different sizes and orientations, using informal

language.















CGK:MA.5.2.PK.a.

continued








CGK:MA.5.3.PK.c. Combine simple shapes to form larger shapes.





OH.EC.C

GK:SS.

Cognition and General Knowledge: Social Studies

CGK:SS.1 Self

CGK:SS.1 Social Identity

CGK:SS.1 Young Toddlers (6 – 18 months)

CGK:SS.1.1.YT.a. Prefer familiar adults and recognize familiar actions and routines.



CGK:SS.1 Older Toddlers (16 – 36 months)

CGK:SS.1.1.OT.a. Identify self and others as belonging to one or more groups by observable

characteristics.





CGK:MA.5.3.PK.a.

continued































CGK:SS.1.1.OT.a.

continued

CGK:SS.2 History

CGK:SS.2 Historical Thinking and Skills

CGK:SS.2 Pre-Kindergarten (3 – 5 years)

CGK:SS.2.1.PK.a. Demonstrate an understanding of time in the context of daily experiences.



















CGK:SS.2.1.PK.b. Develop an awareness of his/her personal history.



















CGK:SS.2 Heritage


CGK:SS.2.2.PK.a. Develop an awareness and appreciation of family cultural stories and traditions.




















CGK:SS.2.1.PK.b.

continued





CGK:SS.3 Geography

CGK:SS.3 Spatial Thinking and Skills


CGK:SS.3.1.PK.a. Demonstrate a beginning understanding of maps as actual representations of places.











CGK:SS.3 Human Systems


CGK:SS.3.2.PK.a. Identify similarities and differences of personal, family and cultural characteristics, and

those of others.








CGK:SS.2.2.PK.a.

continued

















CGK:SS.4 Government

CGK:SS.4 Civic Participation and Skills


CGK:SS.4.1.PK.a. Understand that everyone has rights and responsibilities within a group.













CGK:ss.3.2.PK.a.

continued



































CGK:SS.4.1.PK.a.

continued





CGK:SS.4 Rules and Laws


CGK:SS.4.2.PK.a. With modeling and support, demonstrate understanding that rules play an important role

in promoting safety and protecting fairness.






















CGK:SS.4.1.PK.a.

continued

CGK:SS.5 Economics

CGK:SS.5 Scarcity


CGK:SS.5.1.PK.a. With modeling and support, recognize that people have wants and must make choices

to satisfy those wants because resources and materials are limited.



CGK:SS.5 Production and Consumption


CGK:SS.5.2.PK.a. With modeling and support, demonstrate understanding of where goods and services

originate and how they are acquired.



CGK:SS.5.2.PK.b. With modeling and support, demonstrate responsible consumption and conservation of

resources.



OH.EC.C

GK:SC.

Cognition and General Knowledge: Science

CGK:SC.1 Science Inquiry and Application

CGK:SC.1 Inquiry

CGK:SC.1 Young Toddlers (6 – 18 months)

CGK:SC.1.1.YT.b. Observe the physical and natural world around them.




CGK:SC.1 Older Toddlers (16 – 36 months)

CGK:SC.1.1.OT.b. Engage in focused observations of objects and events in the environment.






CGK:SC.1.1.OT.c. Ask questions about objects and events in the environment.






CGK:SC.1.1.OT.d. With modeling and support, use simple tools to explore the environment.






CGK:SC.1 Pre-Kindergarten (3 – 5 years)

CGK:SC.1.1.PK.a. Explore objects, materials and events in the environment.






CGK:SC.1.1.PK.b. Make careful observations.





























Unit 22 Lesson 1 Outdoor Activity Center






































CGK:SC.1.1.PK.b.

continued




























Unit 34 Lesson 3 Discovery Science Play Center






CGK:SC.1.1.PK.b.

continued

CGK:SC.1.1.PK.c. Pose questions about the physical and natural environment.


Unit 01 Lesson 1 Science Center

































































CGK:SC.1.1.PK.c.

continued
























Unit 31 Lesson 3 Sand and Water Activities Center











CGK:SC.1.1.PK.c.

continued



































CGK:SC.1.1.PK.c.

continued





CGK:SC.1.1.PK.d. Engage in simple investigations.




























CGK:SC.1.1.PK.c.

continued



































CGK:SC.1.1.PK.d.

continued





CGK:SC.1.1.PK.f. Record observations using words, pictures, charts, graphs, etc.




























CGK:SC.1.1.PK.d.

continued



































CGK:SC.1.1.PK.f.

continued





CGK:SC.1.1.PK.g. Use simple tools to extend investigation.




























CGK:SC.1.1.PK.f.

continued



































CGK:SC.1.1.PK.g.

continued






CGK:SC.1.1.PK.h. Identify patterns and relationships.



























CGK:SC.1.1.PK.g.

continued



































CGK:SC.1.1.PK.h.

continued




CGK:SC.1 Cause and Effect

CGK:SC.1 Infants (Birth – 8 months)

CGK:SC.1.2.I.a. Use simple actions to make things happen.



























CGK:SC.1.1.PK.h.

continued



































CGK:SC.1.2.I.a.

continued






CGK:SC.1 Young Toddlers (6 – 18 months)

CGK:SC.1.2.YT.a. Purposefully combine actions to make things happen.


























CGK:SC.1.2.I.a.

continued



































CGK:SC.1.2.YT.a.

continued







CGK:SC.1 Older Toddlers (16 – 36 months)

CGK:SC.1.2.OT.a. Demonstrate understanding that events have a cause.

























CGK:SC.1.2.YT.a.

continued



































CGK:SC.1.2.OT.a.

continued








CGK:SC.2 Earth and Space Science

CGK:SC.2 Explorations of the Natural World


CGK:SC.2.1.PK.a. With modeling and support, recognize familiar elements of the natural environment and

understand that these may change over time (e.g., soil, weather, sun and moon).




















CGK:SC.1.2.OT.a.

continued






























CGK:SC.2.1.PK.a.

continued

CGK:SC.3 Physical Science

CGK:SC.3 Explorations of Energy


CGK:SC.3.1.PK.a. With modeling and support, explore the properties of objects and materials (e.g., solids

and liquids).































































CGK:SC.3.1.PK.a.

continued






























CGK:SC.3.1.PK.b. With modeling and support, explore the position and motion of objects.




CGK:SC.3.1.PK.a.

continued




CGK:SC.3.1.PK.c. With modeling and support, explore the properties and characteristics of sound and

light.


















CGK:SC.4 Life Science

CGK:SC.4 Explorations of Living Things


CGK:SC.4.1.PK.a. With modeling and support, identify physical characteristics and simple behaviors of

living things.






CGK:SC.3.1.PK.b.

continued



































CGK:SC.4.1.PK.a.

continued

CGK:SC.4.1.PK.b. With modeling and support, identify and explore the relationship between living things

and their environments (e.g., habitats, food, eating habits, etc.).



CGK:SC.4.1.PK.c. With modeling and support, demonstrate knowledge of body parts and bodily processes

(e.g., eating, sleeping, breathing, walking) in humans and other animals.
























CGK:SC.4.1.PK.d. With modeling and support, demonstrate an understanding that living things change

over time (e.g., life cycle).























CGK:SC.4.1.PK.e. With modeling and support, recognize similarities and differences between people and

other living things.























OH.EC.LL Language and Literacy Development

LLD.1. Listening and Speaking

LLD.1.1. Receptive Language and Comprehension

LLD.1.1.I. Infants (Birth – 8 months)

LLD.1.1.I.a. Attends and responds to language and sounds.









CGK:SC.4.1.PK.e.

continued

LLD.1.1.O Older Toddlers (16 – 36 months)

LLD.1.1.OT.b. Demonstrate interest in and use words that are new or unfamiliar in conversation and

play.









LLD.1.1.OT.c. Understand when words are used in unconventional ways.









LLD.1.1.P Pre-Kindergarten (3 – 5 years)

LLD.1.1.PK.a. Demonstrate understanding of increasingly complex concepts and longer sentences.









































LLD.1.1.PK.a.

continued

LLD.1.1.PK.b. Ask meaning of words.









LLD.1.2. Expressive Language


LLD.1.2.I.a. Experiment intentionally with sound inflection and gestures in different ways to express

wants, needs or feelings.








LLD.1.2.Y Young Toddlers (6 – 18 months)

LLD.1.2.YT.a. Begin to use single words and conventional gestures to communicate with others.










































LLD.1.2.YT.a.

continued




















LLD.1.2.OT.a. Combine words to express more complex ideas, or requests.













LLD.1.2.YT.a.

continued



































LLD.1.2.OT.a.

continued














LLD.1.2.OT.b. With modeling and support, describe experiences with people, places and things.













LLD.1.2.OT.c. Use words that indicate position and direction.



LLD.1.2.OT.a.

continued


LLD.1.2.PK.a. Use language to communicate in a variety of ways with others to share observations,

ideas and experiences; problem-solve, reason, predict and seek new information.
































































LLD.1.2.PK.a.

continued

LLD.1.2.PK.b. Speak audibly and express thoughts, feelings and ideas clearly. (Articulation)








LLD.1.2.PK.c. Describe familiar people, places, things and experiences.













LLD.1.2.PK.e.i. With modeling and support, use the conventions of standard English (Grammar): Use

familiar nouns and verbs to describe persons, animals, places, events, actions etc.













LLD.1.2.PK.e.iii. With modeling and support, use the conventions of standard English (Grammar):

Understand and use question words (interrogatives) (e.g., who, what, where, when, why

and how).



LLD.1.2.PK.f. With modeling and support, use words acquired through conversations and shared

reading experiences. (Vocabulary)



LLD.1.2.PK.h. Identify real-life connections between words and their use. (Vocabulary)









LLD.1.2.PK.e.i.

continued

LLD.1.2.PK.i. With modeling and support, explore relationships between word meanings (e.g.,

categories of objects, opposites, verbs describing similar actions - walk, march, prance,

etc.). (Vocabulary)





LLD.1.3. Social Communication


LLD.1.3.I.a. Attempt to respond to basic forms of social communication with the appropriate facial

expression, vocalization and/or gesture.























































LLD.1.3.I.a.

continued







LLD.1.3.YT.a. Participate in and often initiate basic communications with family members or familiar

others.

























LLD.1.3.I.a.

continued












LLD.1.3.OT.a. Participate in and often initiate communication according to commonly accepted

expectations with family members and in social groups.




















LLD.1.3.YT.a.

continued

















LLD.1.3.PK.a. With modeling and support follow typical patterns when communicating with others (e.g.,

listens to others, takes turns talking and speaks about the topic or text being discussed).














LLD.1.3.OT.a.

continued



































LLD.1.3.PK.a.

continued















LLD.1.3.PK.b. With modeling and support, continue a conversation through multiple exchanges.


















LLD.1.3.PK.a.

continued



































LLD.1.3.PK.b.

continued












LLD.2. Reading

LLD.2.1. Early Reading


LLD.2.1.I.a. Show interest in books, pictures, songs and rhymes.


















LLD.1.3.PK.b.

continued



































LLD.2.1.I.a.

continued












LLD.2.1.YT.a. Actively participate in book reading, story-telling, and singing.





















LLD.2.1.I.a.

continued



































LLD.2.1.YT.a.

continued






LLD.2.1.OT.a. Show an appreciation for reading books, telling stories and singing.



























LLD.2.1.YT.a.

continued

































LLD.2.1.OT.a.

continued

LLD.2.2. Reading Comprehension


LLD.2.2.I.a. Attend and respond when familiar books are read aloud.























































LLD.2.2.YT.a. Point to familiar pictures in books when labeled by adult.





































LLD.2.2.OT.a. Demonstrate an understanding of the meaning of stories and information in books.




LLD.2.2.YT.a.

continued


























LLD.2.2.OT.b. Use pictures to describe and predict stories and information in books.







LLD.2.2.OT.a.

continued






























LLD.2.2.OT.c. Understand when words are used in unconventional ways during shared reading.





LLD.2.2.OT.b.

continued


LLD.2.2.PK.b. Retell or re-enact familiar stories.






LLD.2.2.PK.e. With modeling and support, describe what part of the story the illustration depicts.











LLD.2.2.PK.f. With modeling and support, name the author and illustrator of a story and what part

each person does for a book.




LLD.2.2.PK.i. With modeling and support, discuss some similarities and differences between two texts

on the same topic (e.g., illustrations, descriptions).











LLD.2.2.PK.j. Actively engage in group reading with purpose and understanding.




























LLD.2.2.PK.i.

continued
























LLD.2.4. Print Concepts


LLD.2.4.YT.a. Demonstrate interest in exploring books.







LLD.2.2.PK.j.

continued

























LLD.2.5. Phonological Awareness


LLD.2.5.YT.b. Recognize familiar sounds (e.g., the sound of a particular animal, a friend’s voice, etc.).




LLD.2.4.YT.a.

continued


LLD.2.5.PK.a. With modeling and support, recognize and produce rhyming words.






LLD.2.5.PK.f. With modeling and support identify initial and final sounds in spoken words.









LLD.2.6. Letter and Word Recognition


LLD.2.6.OT.b. With modeling and support, recognize own name in print.

















LLD.2.6.PK.a. With modeling and support recognize and “read” familiar words or environmental print.




LLD.2.6.PK.c. With modeling and support, demonstrate understanding that alphabet letters are a

special category of symbols that can be named and identified.







LLD.2.6.PK.d. With modeling and support, recognize the sounds associated with letters.







LLD.2.6.OT.b.

continued

LLD.3. Writing

LLD.3.1. Early Writing


LLD.3.1.I.a. Show ability to transfer and manipulate an object with hands.










LLD.3.1.YT.a. Use full-hand grasp (palmar grasp) to hold writing tool to make marks and scribble.










LLD.3.1.OT.a. Begin to use thumb and fingers (5-finger grasp) of one hand to hold writing tool.









LLD.3.2. Writing Process


LLD.3.2.PK.a. Use a 3-finger grasp of dominant hand to hold a writing tool.






LLD.3.2.PK.b. Demonstrate an understanding of the structure and function of print.









LLD.3.2.PK.c. With modeling and support, print letters of own name and other meaningful words with

mock letters and some actual letters.






LLD.3.1.OT.a.

continued












LLD.3.2.PK.d. With modeling and support, demonstrate letter formation in “writing.”






LLD.3.2.PK.e. With modeling and support show awareness that one letter or cluster of letters

represents one word.



LLD.3.3. Writing Application and Composition


LLD.3.3.OT.a. Make marks and “scribble writing” to represent objects and ideas.





LLD.3.2.PK.c.

continued






LLD.3.3.PK.c. With modeling and support, use a combination of drawing, dictating and emergent

writing for a variety of purposes (e.g., letters, greeting cards, menus, lists, books).















LLD.3.3.PK.d. With modeling and support, use a combination of drawing, dictating and emergent

writing to tell a story, to express ideas, and to share information about an experience or

topic of interest. (Composition)








LLD.3.3.OT.a.

continued

LLD.3.3.PK.f. With modeling and support, participate in shared research and writing projects using a

variety of resources to gather information or to answer a question.



social and emotional development ed....unit 02 lesson 2 large group unit 02 lesson 2 literacy center...

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