I. SOCIAL AND EMOTIONAL DEVELOPMENT DOMAIN

A. Self-Concept

I.A.1 Child is aware of where own body is in space and respects personal boundaries.

I.A.2 Child shows self-awareness of physical attributes, personal preferences, and own abilities.

I.A.3 Child shows reasonable opinion of his own abilities and limitations.

I.A.4 Child shows initiative in trying new activities and demonstrates perseverance when attempting to overcome obstacles or challenges.

B. Self-Regulation

    1. Behavior Control

I.B.1.a Child follows classroom rules and routines with occasional reminders from adults.

I.B.1.b Child takes care of and manages classroom materials.

I.B.1.c Child regulates own behavior with occasional reminders or assistance from adults.

      2. Emotional Control

I.B.2.a Child begins to understand the connection between emotions and behaviors.

I.B.2.b Child uses verbal and nonverbal communication to communicate basic emotions and feelings.

I.B.2.c Child is able to manage intensity of emotions more consistently, although adult guidance is sometimes necessary.

      3. Control of Attention

I.B.3.a Child sustains attention to personally chosen or routine (teacher-directed) tasks until completed.

I.B.3.b Child remains focused on engaging, teacher-led group activities for up to 20 minutes.

C. Relationships with Others

I.C.1 Child uses effective verbal and nonverbal communication skills to build relationships with adults and peers.

I.C.2 Child assumes various roles and responsibilities as part of the classroom community.

I.C.3 Child shows competence in initiating social interactions.

I.C.4 Child increasingly interacts with peers during cooperative play scenarios that share a common plan and goal.

I.C.5 Child initiates problem-solving strategies when experiencing conflicts with others and seeks adult support when necessary.

I.C.6 Child demonstrates empathy and caring for others.

I.C.7 Child interacts with peers and has preferred friends.

D. Social Awareness

I.D.1 Child demonstrates an understanding that others have perspectives and feelings that are similar and/or different from her own.

II. EMERGENT LITERACY: LANGUAGE AND COMMUNICATION 

A. Listening Comprehension

II.A.1 Child shows understanding by responding appropriately to what has been communicated by adults and peers.

    II.A.2 Child shows understanding by following
    three-step verbal directions.

B. Speaking (Conversation)

II.B.1 Child uses language for multiple purposes.

II.B.2 Child engages in conversations in appropriate ways, demonstrating knowledge of verbal and nonverbal conversational rules.

II.B.3 Child provides appropriate information in various settings.

II.B.4 Child matches language to social contexts.

C. Articulation

II.C.1 Child’s speech is understood by both familiar and unfamiliar adults and peers.

    II.C.2 Child demonstrates growing understanding of   
    the intonation of language.

D. Vocabulary

II.D.1 Child understands (receptive) and uses (expressive) a wide variety of words to label, describe and make connections among objects, people, places, actions, and events.

II.D.2 Child understands (receptive) and uses (expressive) the instructional language of the classroom.

    II.D.3 Child consistently understands (receptive) and
    uses (expressive) new vocabulary acquired through
    books, conversations, and play.

E. Sentences and Structure

II.E.1 Child typically uses complete sentences of four or more words with age-appropriate grammatical complexity, usually in standard word order.

II.E.2 Child correctly uses regular and irregular plurals, regular past tense, personal and possessive pronouns, and subject-verb agreement.

  II.E.3 Child uses sentences that combine multiple phrases or
  ideas.

II.E.4 Child uses sentences that provide many details, remains on topic, and clearly communicates intended meaning.

III. EMERGENT LITERACY: READING DOMAIN

A. Motivation to Read

  III.A.1 Child engages in story-related pre-reading activities.

III.A.2 Child self-selects books and other written materials to engage in pre-reading behaviors.

III.A.3 Child recognizes that all print carries meaning and serves as a means for communication.

B. Phonological Awareness

  III.B.1 Child identifies the individual words in a spoken sentence.

  III.B.2 Child distinguishes differences between
  similar-sounding words.

III.B.3 Child uses two familiar base words to form a compound word with pictorial or gestural supports.

III.B.4 Child manipulates compound words with pictorial or gestural support.

  III.B.5 Child begins to blend and segment syllables in
  multisyllabic words.

  III.B.6 Child identifies rhyming words.

  III.B.7 Child identifies alliterative words with pictorial
  support.

III.B.8 Child identifies a familiar one-syllable word that is segmented by onset and rime (in English only).

III.B.9 Child blends and segments one-syllable words by phonemes with visual or gestural support.

C. Alphabet Knowledge

III.C.1 Child recognizes and names at least 20 letters (upper- or lower-case letters).

III.C.2 Child recognizes at least 20 distinct letter-sound correspondences.

III.C.3 Child produces at least 20 distinct letter-sound correspondences.

D. Comprehension of Text

III.D.1 Child retells or re-enacts a story with a clear beginning, middle, and end.

III.D.2 Child uses information learned from books by describing, relating, categorizing, or comparing and contrasting.

III.D.3 Child asks and responds to questions relevant to the text read aloud.

III.D.4 Child makes inferences and predictions about a text.

  E. Concepts of Print

III.E.1 Child can distinguish between elements of print including letters, words, and pictures.

III.E.2 Child holds books right side up and demonstrates understanding of print directionality (e.g., knows where a book starts and ends, turns pages, points to words left to right, top to bottom, with correct sweeping).

III.E.3 Child can identify some conventional features of print that communicate meaning including end punctuation and case.

IV. EMERGENT LITERACY: WRITING DOMAIN

A. Motivation to Write

IV.A.1 Child intentionally uses marks, letters, or symbols to record language and verbally shares meaning.

IV.A.2 Child independently draws and writes for many purposes to communicate ideas, using a variety of writing tools.

B. Writing as a Process

    IV.B.1 Child discusses and contributes ideas for
    drafts composed in whole/small group writing activities.

IV.B.2 Child interacts and provides suggestions for revisions (add, take out, change order) and edits (conventions) in whole/small group writing activities.

IV.B.3 Child shares and celebrates class-made and individual written products.

C. Conventions in Writing

IV.C.1 Child writes first name (or nickname) using legible letters in the proper sequence.

IV.C.2 Child progresses from using scribbles and mock letters to forming letters and letter strings as a way to communicate.

IV.C.3 Child begins to write familiar words using letter-sound correspondences, often using letters associated with beginning and/or ending sounds to write words.

IV.C.4 Child uses appropriate directionality when writing (e.g., top to bottom, left to right).

IV.C.5 Child begins to experiment with punctuation when writing.

V. MATHEMATICS DOMAIN

A. Number Sense

V.A.1 Child rote counts from 1 to 30.

V.A.2 Child counts up to 10 objects with one-to-one correspondence.

V.A.3 Child counts up to 10 items and demonstrates cardinality by communicating that the last number indicates how many items are in the set.

V.A.4 Child instantly recognizes the quantity of up to 6 objects without counting (subitizes).

V.A.5 Child recognizes numerals 0-10.

V.A.6 Child represents quantities up to 10.

V.A.7 Child begins to understand that numbers 0-10 can be composed and decomposed in various ways to represent a quantity.

V.A.8 Child compares sets of objects up to 10 using comparative language (e.g., greater/more than, less/fewer than, equal to/same number of).

      B. Joining and Separating

V.B.1 Child uses objects, pictorial models, and/or a verbal word problem to represent adding up to 5 objects.

V.B.2 Child uses objects, pictorial models, and/or a verbal word problem to represent subtracting objects from a set of 5.

C. Geometry and Spatial Sense

V.C.1 Child names and describes common 2D shapes and names at least 1 solid 3D shape.

V.C.2 Child creates shapes using materials and/or manipulatives.

V.C.3 Child demonstrates use of position words.

V.C.4 Child recognizes common shapes, regardless of orientation and size.

D. Measurement

V.D.1 Child recognizes and compares heights or lengths of people or objects.

V.D.2 Child recognizes and compares capacity based on how much space exists within an object.

V.D.3 Child recognizes and compares weights of objects.

V.D.4 Child uses language to describe concepts associated with the passing of time within a day.

E. Classification & Patterns

V.E.1 Child sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different.

V.E.2 Child collects data and organizes it in a graphic representation.

V.E.3 Child recognizes, duplicates, extends, and creates patterns.

VI. SCIENCE DOMAIN

A. Physical Science

VI.A.1 Child observes, investigates, describes, and discusses characteristics of common objects.

VI.A.2 Child observes, investigates, describes, and discusses position and motion of objects.

VI.A.3 Child uses simple scientific tools to learn about objects.

VI.A.4 Child observes, investigates, describes, and discusses sources of energy including light, heat, and electricity.

B. Life Science

VI.B.1 Child observes, investigates, describes, and discusses the characteristics of organisms.

VI.B.2 Child observes, describes, and discusses the life cycles of organisms.

VI.B.3 Child observes, investigates, describes, and discusses the relationship of organisms in their environments.

C. Earth & Space Science

VI.C.1 Child observes, investigates, describes, and discusses earth materials, and their properties and uses.

VI.C.2 Child identifies, observes, describes, and discusses objects in the sky.

VI.C.3 Child observes and describes what happens during changes in the earth and sky.

VI.C.4 Child demonstrates an understanding of the importance of caring for our environment and our planet.

VIII. FINE ARTS DOMAIN

A. Art

VIII.A.1 Child uses a variety of art materials for sensory experiences and exploration.

VIII.A.2 Child uses art as a form of creative self-expression and representation.

VIII.A.3 Child demonstrates interest in and shows appreciation for the creative work of others.

B. Music

VIII.B.1 Child participates in classroom music activities including singing, playing musical instruments, and moving to rhythms.

VIII.B.2 Child responds to different musical styles through movement and play.

C. Dramatic Expression

VIII.C.1 Child creates or recreates stories, moods, or experiences through dramatic representations.

IX. PHYSICAL DEVELOPMENT DOMAIN

A. Gross Motor Development

IX.A.1 Child demonstrates coordination and balance in isolation.

IX.A.2 Child coordinates sequence of movements to perform tasks.

B. Fine Motor Development

IX.B.1 Child shows control of tasks that require small-muscle strength and control.

IX.B.2 Child shows increasing control of tasks that require eye-hand coordination.

C. Personal Safety and Health

IX.C.1 Child practices good habits of personal safety.

IX.C.2 Child practices good habits of personal health and hygiene.

IX.C.3 Child identifies good habits of nutrition and exercise.

X. TECHNOLOGY DOMAIN

A. Technology and Devices

X.A.1 Child opens and navigates through digital learning applications and programs, when appropriate.

X.A.2 Child uses and names a variety of digital tools that support and enhance learning.

X.A.3 Child uses digital learning applications to contribute to class-made digital products that express own ideas, as appropriate.

X.A.4 Child uses technology to access appropriate information, with adult assistance.

X.A.5 Child practices safe behavior while using digital tools and resources.