Standards

AL1: Children engage in play as a means to develop their individual approaches to learning

[Begin] Show growing creativity and imagination in play

Lengthen attention span for self-selected open-ended tasks for reasonably long periods of time.

Fours - 10 to 20 minutes

Fives - 20 to 30 minutes

AL2: Children show eagerness and curiosity as a learner.

[Begin] Demonstrate and eagerness and interest as a learner by questions and adding ideas

Participate in an increasing variety of activities, tasks and play areas.

AL3: Children demonstrate engagement, persistence, and initiative in learning.

Demonstrate [growing] initiative in selecting and carrying out activities.

Demonstrate [show increasing] ability to maintain interest in self-selected activities, tasks and play despite distractions and interruptions

Begin to try more than one strategy to solve a problem encountered in play.

[try to solve problems]

Demonstrate delight or satisfaction when completing a task, solving a problem, or making a discovery.

AL4: Children demonstrate an increasing ability to self-organize.

[Begin ] Demonstrate an increasing ability to understand a task can be accomplished through a series of steps.

Demonstrate and increasing ability to organize themselves and materials in all aspects of the learning environment.

Demonstrate an [increasing] ability to follow through with tasks and activities.

AL5: Children demonstrate an increasing ability to reasons and to remember.

[Begin] Demonstrate an increasing ability to find more than one solution to a question, task or problem.

Demonstrate an increasing ability to identify and take appropriate risks.

AL6: Children use their prior experience and knowledge to extend their learning.

[Represent] Communicate about events and personal experiences in [one] a variety of ways.

Demonstrate a growing ability to predict possible outcomes.

[Demonstrate increasing ability] Use prior knowledge to understand new experiences.

Communication

The student will recognize, demonstrate, and analyze the qualities of effective communication.

C1: The student will use speaking skills to participate in large and small groups in both formal and informal situations.

[Begin] Demonstrate the ability to use appropriate voice volume, phrasing, sentence structure (syntax), and intonation when speaking.

[Begin] Demonstrate the ability to initiate conversation, take turns and stay on topic.

Fours - take turns and stay on topic

[Begin] Continue responding in complete sentences.

[Begin] Demonstrate the ability to participate in conversations and discussions by responding appropriately.

[Begin] Demonstrate the ability to participate in choral speaking of short poems and rhymes, songs, and stories with repeated patterns.

[Begin] Continue participating in creative dramatics.

[Begin] Continue using oral language for a variety of purposes.

[Begin] Demonstrate the ability to give on-and two-step oral directions.

[Begin] Continue telling and retelling stories and events in logical order

[No] Begin using visual aids such as pictures to support and extend his or her meaning in oral presentations.

[No] Begin using Standard American English in formal speaking situations and in the classroom.

[No] Begin summarizing conversations and discussions.

The student will recognize, demonstrate, and analyze the qualities of effective communication.

C2: The student will use listening skills to comprehend and analyze information he/she receives in both formal and informal situations

[Begin] Demonstrate the ability to follow one- and two-step oral directions.

[Begin] Demonstrate the ability to listen and respond to various types of literature read aloud.

[ Begin] Demonstrate the ability to listen for meaning in conversations and discussions.

[Begin] Demonstrate the ability to focus attention on the person who is speaking and listen politely without interrupting.

[No] Begin summarizing conversations and discussions.

[No] Begin making predictions about the content of stories read aloud.

[No] Begin listening for main ideas.

The student will recognize, demonstrate, and analyze the qualities of effective communication.

C3: the student will comprehend and analyze information he/she receives from nonprint sources.

[Begin] Continue recognizing nonprint sources.

[Begin] Continue making connections between material from nonprint sources and his or her prior knowledge, other sources, and the world.

[No] Begin making predictions about the content of what he or she views.

Reading

The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads.

C3: the student will comprehend and analyze information he/she receives from nonprint sources

[Begin] Demonstrate an interest in reading-related activities.

[Begin] Demonstrate the ability to explore books independently.

[Continue] Demonstrate an understanding of the association between spoken and written words.

[Begin] Continue making connections to prior knowledge, other texts, and the world in response to texts read aloud.

[Begin] Demonstrate the ability to retell stories.

[Begin] Continue asking and answering questions about texts read aloud.

[Begin] Demonstrate the ability to use pictures and words to make predictions about stories read aloud

[fives] or in predictable language books read independently.

Fours - Progresses in understanding how books are viewed.

Fives - Begin identifying the title and author of a text.

[Begin] Continue recalling details in texts read aloud.

[No] Begin drawing conclusions and making inferences.

[No] Demonstrate the ability to respond to texts through a variety of methods such as creative dramatics, writing, and graphic art.

The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads.

R2: The student will use knowledge of the purposes, structures, and elements of writing to analyze and interpret various types of texts.

[Begin] Demonstrate the ability to identify characters and setting in a story read aloud.

Fours : Progress in understanding the feelings and motives of characters in situations in the natural and social worlds

Fives : Demonstrate ability to interpret the feelings, motives, and situations of characters from less familiar times and places.

The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads.

R3: The student will use knowledge of graphophonics and word analysis to read and determine the meaning of unfamiliar words.

[Begin] Demonstrate the ability to recognize environmental print such as [business logos and traffic signs] school and classroom labels.

Fours: Begin understanding how print is organized and read, using concepts about print.

Fives: Demonstrate the ability to recognize some high-frequency words.

[Begin] Demonstrate the ability to identify places where words are found, such as books, magazines, newspapers, and the Internet.

Fours: Begin recognizing that words are made up of letters and that letters make sounds.

Fives: Demonstrate the ability to understand how print is organized and read, using concepts about print

Fours: Begin recognizing letters in words.

Fives: Continue recognizing that words are made up of letters and that letters make sounds.

[Begin] Demonstrate the ability to identify rhyming words.

[No] Demonstrate the ability to recognize letter patterns in words.

[No] Demonstrate the ability to identify and sort words by category and sound.

[No] Demonstrate the ability to recognize and name all uppercase and lowercase letters of the alphabet.

[No] Demonstrate the ability to identify the beginning letter/sounds in single-syllable words; begin identifying the ending letter/sounds in single-syllable words.

Writing

The student will write for different audiences and purposes.

W1: the student will use a process approach to writing

[Begin] Demonstrate the ability to use pictures, oral language, and/or letters to create stories about experiences, people, objects, and events.

[Begin] Continue choosing topics and generating ideas about which to write.

[Begin] Demonstrate the ability to write in a variety of formats.

The student will write for different audiences and purposes.

W2: The student will write for a variety of purposes.

[Begin] Demonstrate the ability to use oral language, draw pictures, and/or use letters to explain and inform.

The student will write for different audiences and purposes.

W3: The student will respond to texts written by others.

[Begin] Demonstrate the ability to respond to texts read aloud by conversing with others, drawing pictures, and writing letters or words.

[No] Begin using literary models to develop his/her own writing.

The student will write for different audiences and purposes.

W4: The student will create legible texts.

[Begin] Demonstrate the ability to copy or print letters and words, including his or her name.

Research

The student will access and use information from a variety of appropriately selected sources to extend his or her knowledge.

RS1: The student will select a topic for exploration.

[Begin] Demonstrate the ability to ask how and why questions about a topic of interest.

The student will access and use information from a variety of appropriately selected

Sources to extend his or her knowledge.

RS2: The student will gather information from a variety of sources.

[Begin] Continue identifying pictures and charts as sources of information.

[No] Begin gathering information from a variety of sources, including those accessed through the use of technology.

The student will access and use information from a variety of appropriately selected sources to extend his or her knowledge.

RS3: The student will use a variety of strategies to prepare and present selected information.

[Begin] Continue organizing and classifying information by constructing categories.

[Begin] Continue organizing information on the basis of observation.

[Begin] Continue presenting his/her research findings in a variety of formats.

Number and Operations

I. Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

A. count with understanding and recognize "how many" in sets of objects.

Fours: Begin to demonstrate one-to-one correspondence using real objects.

Fives: Tell how many are in a set of 10 or fewer concrete items by counting the number of items using 1:1 correspondence.

Fours: Begin to explore the meaning of "more" and "less".

Fives: Compare 2 sets of 10 or fewer items and identify one set as having more, fewer, or the same number of members a the other set.

Fours: Show beginning understanding of number (matching action with number)

Fives: Count forward to 20 and backward from 10.

I. Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

B. Develop understanding of the relative position and magnitude of whole and of ordinal and cardinal numbers and their connections.

Fours: Identify the positions "first" "next" and "last".

Fives: Identify the positions first through tenth using and ordered set of objects.

Determine more than, less than, and equals based on counting [using manipulatives] and use of pictorial and symbolic representations.

I. Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

C. Develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers.

[Begin] Discuss and explain how numerals are used in the environment (e.g., house numbers, phone numbers, dates).

D. Connect number words and numerals to the quantities they represent, using various physical models and representations.

Fours: Distinguish "one" from "many."

Fives: Identify the numeral that matches a quantity (1 - 10).

E. Understand and represent commonly used fractions, ¼,1/2, 1/3.

[No] Divide a set of objects into equal groups.

II.Understand meanings of operations and how they relate to one another.

A. Understand various meanings of addition and subtraction of whole numbers and the relationship between the two operations.

[No] Add and subtract whole numbers using up to ten concrete objects.

B. Understand the effects of adding and subtracting whole numbers.

[No] Relate the operation of addition to increase in quantity and subtraction to decrease in quantity.

Algebra

I. Understand patterns, relations, and functions.

A. Sort, classify, and order objects by size, number, and other properties.

Fours: Recognize similar objects in their environment by color, shape, and size.

Fives: Sort and classify objects by one attribute (size, shape, or color).

[No] Sort and classify objects by more than one attribute (size, shape, and color).

Fours: Order three objects by size.

Fives: Order objects by size, quantities, and other properties.

I. Understand patterns, relations, and functions.

B. Recognize, describe, and extend patterns such as sequences of sounds and shapes or simple numeric patterns and translate from one representation to another.

Fours: Recognize a two-part pattern and extend.

Fives: Identify, describe, and extend a repeating relationship (pattern) found in common objects, sounds, and movements.

[No] Construct two-part and three-part patterns.

C. Analyze how both repeating and growing patterns are generated.

[No] Determine a rule for repeating and growing patterns.

II.Represent and analyze mathematical situations and structures using algebraic symbols.

A. Illustrate general principles and properties of operations, such as commutativity, using specific numbers.

[No] Use concrete materials to construct addition and subtraction models.

B. Use concrete, pictorial, and verbal representations to develop and understanding of invented and conventional symbolic notations.

[No] Use language such as less than, more than, or the same number as to describe the relative sizes of sets of concrete objects.

III.Use mathematical models to represent and understand quantitative relationships

A. Model situations that involve the addition and subtraction of whole numbers, using objects, pictures, and symbols.

[No] combine two sets of objects and count the result.

[No] Given a set of objects, remove some and then count the result.

Geometry

I. Analyze characteristics and properties of two-and-three-dimensional geometric shapes and develop mathematical arguments about geometric relationships.

A. Recognize, name, draw, compare, and sort two-and-three-dimensional shapes.

[Begin] Identify, model, and draw two-dimensional geometric shapes (circle, square, triangle, rectangle).

Fours: Investigate three-dimensional shapes in informal settings.

Fives: Identify, sort, and classify two-dimensional geometric shapes according to their attributes (size, shape, color).

Fours: Sort two-dimensional shapes according to attributes.

Fives: Identify examples of three-dimensional shapes seen in the environment (cube, sphere, cone, cylinder).

B. Describe attributes and parts of two-and three-dimensional shapes.

[No] Compare the size (larger/smaller) and shapes of plane geometric figures (circles, triangle, squares, rectangles)

[No] Locate two-dimensional shapes on parts of three-dimensional shapes

C. Investigate and predict the results of putting together and taking apart two-and-three-dimensional shapes.

Fours: Investigate the results of combining and partitioning geometric shapes (square, rectangle, triangle, circle)

Fives: Combine and subdivide geometric shapes and discus the results.

II.Specify locations and describe spatial relations using coordinate geometry and other representational systems.

A. Describe, name, and interpret relative positions in space and apply ideas about relative position.

Use positional words to describe the location of objects

Fours: up, down, on, off, over, under, next to).

Fives: near, far, up, down, below, above, beside, next to, between, over, under

III.Apply transformations and use symmetry to analyze mathematical situations.

B. Recognize and create shapes that have symmetry.

[No] Identify and describe shapes that show symmetry across a line (i.e., nature, art, the human body)

IV.Use visualizations, spatial reasoning, and geometric modeling to solve problems.

C. Relate ideas in geometry to ideas in number and measurement.

Fours: Name object seen briefly.

Fives: Recall the configuration of dots on dominoes or name objects seen briefly.

[No] Identify, describe, and extend a repeating pattern found in common objects, numerals, sounds, and movements.

Fours: Order 3 objects by size.

Fives: compare the relative size of objects as bigger, smaller, or the same.

D. Recognize geometric shapes and structures in the environment and specify their location.

[Locate] Identify and describe objects in the environment that depict geometric figures (triangle, rectangle, square, and circle)

[No] Connect geometrical patterns and their relationships with other aspects of mathematics and with other disciplines.

Measurement

I. Understand measurable attributes of objects and the units, systems, and processes of measurement.

A. Recognize the attributes of length, volume, weight, area, and time.

Fours: Become aware that objects can be compared on the basis of different attributes.

Fives: Identify the attributes of length, volume, weight, area, and time by using manipulatives.

Identify [by picking them up] by using manipulatives, which of two objects is heavier.

Demonstrate [through conversation a sense of time] an understanding of time (days of the week and characteristic events).

I. Understand measurable attributes of objects and the units, systems, and processes of measurement.

B. compare and order objects according to their attributes

Fours: Use basic comparison words.

Fives: compare two objects by using direct comparisons according to one or more of the following attributes: length, height, weight, and time.

Fours: Describe objects and actions by noting their similarities and differences.

Fives: Order objects by length, height, and weight.

I. Understand measurable attributes of objects and the units, systems, and processes of measurement.

C. Understand how to measure using nonstandard and standard units.

Fours: Use nonstandard units of measure to explore everyday objects.

Fives: Use nonstandard linear measures (fingers, hands, feet, and arms) to "measure objects.

[No] Use nonstandard measure to explore the area of everyday objects

[No] Compare quantities using nonstandard units of capacity.

I. Understand measurable attributes of objects and the units.

D. Select an appropriate unit and tool for the attribute being measured.

Fours: Identify the instrument used to measure time.

Fives: Identify the instruments used to measure length, weight, time, day, month, and season, and temperature.

[No] Use appropriate units of linear measure (foot rulers, yard stick, tape measures).

II.Apply appropriate techniques, tools, and formulas to determine measurements.

A. Use tools to measure

Fours: Begin to show awareness of time concepts.

Fives: Tell time to the hour by using analog and digital clocks.

[No] Use a calendar to do the following:

1. read and write numerals to 31
2. Identify the day and date
3. Identify the day of the week
4. Identify the months of the year
5. Identify "yesterday", "today", "tomorrow".

[No] Identify a penny, nickel, dime, quarter, and dollar.

II.Apply appropriate techniques, tools, and formulas to determine measurements.

B. Develop common referents for measures to make comparisons and estimates.

[No] Make and use estimates of measurements.

[No] Identify the relationship between the minute hand and the hour hand on an analog clock.

Data Analysis

I. Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them.

A. Pose questions and gather data about themselves and their surroundings.

Collect data related to familiar experiences [by counting].

B. Sort and classify objects according to their attributes and organize data about the objects.

Fours: Sort and classify by a single attribute and record data.

Fives: Compare, sort, and group objects by a given attribute and record data.

C. Represent data using concrete objects, pictures, and graphs.

Fours: Draw a picture to represent data.

Fives: Display information by using object graphs, pictorial graphs, and tables.

II. Select and use appropriate statistical methods to analyze data.

[No] Interpret information on a graph.

Gross Motor Development

PD1: Children increasingly move their bodies in ways that demonstrate control, balance, and coordination.

Fours: Move with balance and control while walking, running, jumping, marching, hopping and galloping.

Fives: Move with balance and control, varying speed, rhythm, gait, and direction.

Coordinate movements to perform [more complex tasks] variety of tasks.

Fine Motor Development

PD2. Children use their fingers and hands in ways that develop hand to eye coordination, strength, control and object manipulation.

Use strength and control to perform [more complex tasks] a variety of skills.

Use hand-eye coordination to perform [more complex tasks] a variety of tasks.

Personal Health and Safety

Children begin to understand how daily activity and healthy behavior promote overall personal health and safety.

Perform some self-care task independently.

Fours: Follow basic health and safety rules most of the time.

Fives: Show understanding of and follows basic health and safety rules.

SE1: children will display a health self-concept in a safe, supportive, and stimulating learning environment.

Fours: Begin to identify similarities and differences between self and others.

Fives: Begin to accept differences between self and others.

Show initiative and self-direction by making choices and performing age-appropriate tasks.

Fours: demonstrate self-confidence by eagerly participating in most classroom activities, expressing emotions, exploring toys and materials, and interacting with others in the classroom.

Fives: demonstrate self-confidence by approaching new tasks and situations enthusiastically, recognizing and expressing emotions appropriately, and sharing information about themselves with others.

Fours: Begin to stand up for rights by asserting own needs and desires without being aggressive.

Fives: Begin to stand up for rights by taking action to avoid possible disputes.

SE2: Children will demonstrate self-control and show respect and responsibility for themselves and others.

Follow simple classroom rules and routines [with reminders] most of the time.

Fours: Use classroom materials carefully with guidance and some reminders.

Fives: Use classroom materials purposefully and respectfully most of the time.

Fours: Adjust to changes (transitions) when told what to expect in advance.

Fives: Begin to adjust to changes (transitions) and learn that different situations call for different behaviors.

[Begin} Recognize both positive and negative feelings and [to be able to describe them] begin to manage them appropriately.

[Begin] Take responsibility for own well being by [using self-help skills with few reminders] understanding the importance of self-help skills.

SE3: Children will for healthy social relationships.

Fours: Begin to make the transition from parallel play to cooperative play b taking turns and talking with other children during play.

Fives: Begin to play cooperatively with one or more children, listen to peers and understand their feelings, and solve problems together.

Fours: Interact easily with familiar adults by engaging in conversations and following directions.

Fives: Interact easily with familiar adults by showing affection, responding to questions, initiating conversations, and following directions.

Fours: Begin to show growing ability to participate in the group life of the class (sense of community) and an awareness of group expectations.

Fives: Begin to understand group life by contributing ideas, taking responsibility for events in the classroom, sharing knowledge of classroom routines and procedures, and following rules in group games and activities.

Show and respond with empathy to peers who are in need, upset, or hurt [much of the time].

SE4: Children will use a variety of techniques in solving social problems.

Fours: Begin to learn alternatives from adults for solving problems.

Fives: Seek adult help and begins to use simple strategies to solve problems