Objectives for Development & Learning - Teaching Strategies
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Objectives for Development & Learning
Social–Emotional Language
1. Regulates own emotions and behaviors 8. Listens to and understands increasingly
a. Manages feelings complex language
b. Follows limits and expectations a. Comprehends language
c. Takes care of own needs appropriately b. Follows directions
2. Establishes and sustains positive relationships 9. Uses language to express thoughts and needs
a. Forms relationships with adults a. Uses an expanding expressive vocabulary
b. Responds to emotional cues b. Speaks clearly
c. Interacts with peers c. Uses conventional grammar
d. Makes friends d. Tells about another time or place
3. Participates cooperatively and constructively 10. Uses appropriate conversational and other
in group situations communication skills
a. Balances needs and rights of self and others a. Engages in conversations
b. Solves social problems b. Uses social rules of language
Physical Cognitive
4. Demonstrates traveling skills 11. Demonstrates positive approaches to learning
5. Demonstrates balancing skills a. Attends and engages
b. Persists
6. Demonstrates gross-motor manipulative skills c. Solves problems
7. Demonstrates fine-motor strength d. Shows curiosity and motivation
and coordination e. Shows flexibility and inventiveness in thinking
a. Uses fingers and hands 12. Remembers and connects experiences
b. Uses writing and drawing tools a. Recognizes and recalls
b. Makes connections
13. Uses classification skills
14. Uses symbols and images to represent something
not present
a. Thinks symbolically
b. Engages in sociodramatic play
Objectives for Development & Learning: Birth Through KindergartenLiteracy Science and Technology
15. Demonstrates phonological awareness 24. Uses scientific inquiry skills
a. Notices and discriminates rhyme 25. Demonstrates knowledge of the characteristics
b. Notices and discriminates alliteration
of living things
c. Notices and discriminates smaller and smaller
units of sound 26. Demonstrates knowledge of the physical
properties of objects and materials
16. Demonstrates knowledge of the alphabet
a. Identifies and names letters 27. Demonstrates knowledge of Earth’s environment
b. Uses letter–sound knowledge 28. Uses tools and other technology to perform tasks
17. Demonstrates knowledge of print and its uses
a. Uses and appreciates books Social Studies
b. Uses print concepts
29. Demonstrates knowledge about self
18. Comprehends and responds to books
and other texts 30. Shows basic understanding of people and
a. Interacts during read-alouds and book how they live
conversations 31. Explores change related to familiar people
b. Uses emergent reading skills or places
c. Retells stories
32. Demonstrates simple geographic knowledge
19. Demonstrates emergent writing skills
a. Writes name
b. Writes to convey meaning The Arts
33. Explores the visual arts
Mathematics 34. Explores musical concepts and expression
20. Uses number concepts and operations 35. Explores dance and movement concepts
a. Counts 36. Explores drama through actions and language
b. Quantifies
c. Connects numerals with their quantities
English Language Acquisition
21. Explores and describes spatial relationships
and shapes 37. Demonstrates progress in listening to and
a. Understands spatial relationships understanding English
b. Understands shapes 38. Demonstrates progress in speaking English
22. Compares and measures
23. Demonstrates knowledge of patterns
© 2010 Teaching Strategies, LLC • TeachingStrategies.comObjective 1 Regulates own emotions and behaviors
a. Manages feelings
Not Yet 1 2 3 4 5 6 7 8 9
Uses adult support to calm self Comforts self by seeking out Is able to look at a situation Controls strong emotions in an
• Calms self when touched special object or person differently or delay appropriate manner most of
gently, patted, massaged, • Gets teddy bear from cubby gratification the time
rocked, or hears a soothing when upset • When the block area is full, • Asserts, “I’m mad. You’re not
voice • Sits next to favorite adult looks to see what other areas sharing the blocks! I’m going
• Turns away from source of when sad are available to play with the ramps.”
overstimulation and cries, but • Scowls and says, “I didn’t get • Says, “I’m so excited! We’re
is soothed by being picked up to paint this morning.” Pauses going to the zoo today!” while
and adds, “I have an idea. I jumping up and down
can paint after snack.”
b. Follows limits and expectations
Not Yet 1 2 3 4 5 6 7 8 9
Responds to changes in an Accepts redirection from Manages classroom rules, Applies rules in new but
adult’s tone of voice and adults routines, and transitions with similar situations
expression • Moves to the sand table at occasional reminders • Walks and uses a quiet voice
• Looks when adult speaks in a suggestion of adult when • Indicates that only four in the library
soothing voice there are too many at the art persons may play at the • Runs and shouts when on a
• Appears anxious if voices are table water table field trip to the park
loud or unfamiliar • Initially refuses to go inside • Cleans up when music is • Listens attentively to a guest
• Touches the puddle of but complies when the played speaker
water when adult smiles teacher restates the request • Goes to rest area when lights
encouragingly are dimmed
Objectives for Development & LearningObjective 1 Regulates own emotions and behaviors
c. Takes care of own needs appropriately
Not Yet 1 2 3 4 5 6 7 8 9
Indicates needs and wants; Seeks to do things for self Demonstrates confidence in Takes responsibility for own
participates as adult attends • Asserts own needs by meeting own needs well-being
to needs pointing, gesturing, or talking • Washes hands and uses towel • Completes chosen task
• Cries to show discomfort, • Holds hands under faucet to dry • Waits for turn to go down
hunger, or tiredness and waits for adult to turn on • Stays involved in activity of slide
• Opens mouth when food is water choice • Creates a “Do not touch” sign
offered • Tries to zip jacket, but throws • Uses materials, utensils, and for construction
• Raises knees to chest when on to ground in frustration brushes appropriately • Tells why some foods are
back for diaper changing • Attempts to clean up toys • Takes off coat and hangs it up good for you
• Pulls off own socks • Puts away toys • Takes care of personal
• Raises arms while being lifted • Volunteers to feed the fish belongings
out of buggy
© 2010 Teaching Strategies, LLC • TeachingStrategies.comObjective 2 Establishes and sustains positive relationships
a. Forms relationships with adults
Not Yet 1 2 3 4 5 6 7 8 9
Demonstrates a secure Uses trusted adult as a secure Manages separations without Engages with trusted adults as
attachment to one or more base from which to explore the distress and engages with resources and to share mutual
adults world trusted adults interests
• Appears uneasy when held by • Moves away from a trusted • Waves good-bye to mom and • Talks with teacher every day
a stranger but smiles broadly adult to play with a new toy joins speech therapist in a about their pets
when mom enters room but returns before venturing board game • Brings in photos of home
• Calms when a familiar adult into a new area • Accepts teacher’s explanation garden to share with teacher
offers appropriate comfort • Looks to a trusted adult of why she is leaving the room who also has a garden
• Responds to teacher during for encouragement when and continues playing
caregiving routines exploring a new material or
physical space
b. Responds to emotional cues
Not Yet 1 2 3 4 5 6 7 8 9
Reacts to others’ emotional Demonstrates concern about Identifies basic emotional Recognizes that others’
expressions the feelings of others reactions of others and their feelings about a situation
• Cries when hears an adult use • Brings a crying child’s blanket causes accurately might be different from his or
an angry tone of voice to him • Says, “She’s happy because her own
• Smiles and turns head to look • Hugs a child who fell down her brother is here.” “He’s • Says, “I like riding fast on the
at person laughing sad because his toy broke.” trike, but Tim doesn’t.”
• Gets an adult to assist a child
• Moves to adult while watching who needs help • Matches a picture of a happy • Shows Meir a picture of
another child have a tantrum face with a child getting a a dinosaur but doesn’t
present or a sad face with a show it to Lucy because he
picture of a child dropping the remembers that she’s afraid of
banana she was eating dinosaurs
Objectives for Development & LearningObjective 2 Establishes and sustains positive relationships
c. Interacts with peers
Not Yet 1 2 3 4 5 6 7 8 9
Plays near other children; uses Uses successful strategies for Initiates, joins in, and sustains Interacts cooperatively in
similar materials or actions entering groups positive interactions with a groups of four or five children
• Sits next to child playing an • Watches what other children small group of two to three • Works on tasks with others
instrument are doing for a few minutes children toward a common goal
• Imitates other children and then contributes an idea • Sees group pretending to ride • Plays and works together for
building with blocks • Asks, “Can I run with you?” a bus and says, “Let’s go to extended periods of time
the zoo on the bus.”
• Looks at other child’s painting
and chooses the same color • Enters easily into ongoing
group play and plays
cooperatively
d. Makes friends
Not Yet 1 2 3 4 5 6 7 8 9
Seeks a preferred playmate; Plays with one or two preferred Establishes a special Maintains friendships for
shows pleasure when seeing a playmates friendship with one other several months or more
friend • Builds block tower with child, but the friendship might • Finds her friend’s favorite
• Leaves library area to greet another child during choice only last a short while purple marker and gives it
another child upon his arrival time and then looks at books • Talks about having friends to her
• Seeks preferred child to sit with same child later in the and what friends do together • Works through a conflict
next to at group time day and remains friends after a
• Seeks out particular friend
• Joins same two friends for for selected activities on a disagreement
several days to play a running regular basis
game outside
© 2010 Teaching Strategies, LLC • TeachingStrategies.comObjective 3 Participates cooperatively and constructively in group situations
a. Balances needs and rights of self and others
Not Yet 1 2 3 4 5 6 7 8 9
Responds appropriately to Takes turns Initiates the sharing of Cooperates and shares ideas
others’ expressions of wants • Waits behind another child at materials in the classroom and and materials in socially
• Gives another child a ball the water fountain outdoors acceptable ways
when asked • Says, “It’s your turn now; the • Gives another child the gold • Leaves enough space for
• Makes room on the sofa for a timer is up.” marker to use but asks to use someone else to work at the
child who wants to look at the it again when the other is done table
book with him • Invites another child to pull • Pays attention to group
the wagon with her discussions, values the ideas
of others, and contributes own
ideas in a respectful manner
b. Solves social problems
Not Yet 1 2 3 4 5 6 7 8 9
Expresses feelings during a Seeks adult help to resolve Suggests solutions to social Resolves social problems
conflict social problems problems through negotiation and
• Screams when another child • Goes to adult crying when • Says, “You ride around the compromise
touches his crackers someone takes the princess track one time, then I’ll take • Says, “If I let you use the ruler,
• Gets quiet and looks down dress she wanted to wear a turn.” will you let me use the hole-
when another child pushes her • Calls for the teacher when • Says, “Let’s make a sign to punch?”
another child grabs the play keep people from kicking our • Responds, “Hey, I know! You
dough at the same time he sand castle like we did in the two can be the drivers to
does block area.” deliver the pizza.”
• Asks teacher to make a
waiting list to use the new toy
Objectives for Development & LearningObjective 4 Demonstrates traveling skills
Not Yet 1 2 3 4 5 6 7 8 9
Moves to explore immediate Experiments with different Moves purposefully from place Coordinates complex
environment ways of moving to place with control movements in play and games
• Rolls over several times to • Walks across room • Runs • Runs smoothly and quickly,
get toy • Uses a hurried walk • Avoids obstacles and people changes directions, stops and
• Crawls while moving starts quickly
• Walks backwards
• Cruises • Starts and stops using • Steers wheelchair into small
• Pushes riding toy with feet playground spaces
• Takes a few steps while steering wheelchair
• Walks up and down stairs • Jumps and spins
• Takes steps, pushing a • Uses a walker to get to the
push-toy or chair table alternating feet • Moves through obstacle course
• Moves from crawling to sitting • Marches around room • Climbs up and down on • Gallops and skips with ease
and back again playground equipment • Plays “Follow the Leader”
• Rides tricycle using pedals using a variety of traveling
• Gallops, but not smoothly movements
© 2010 Teaching Strategies, LLC • TeachingStrategies.comObjective 5 Demonstrates balancing skills
Not Yet 1 2 3 4 5 6 7 8 9
Balances while exploring Experiments with different Sustains balance during simple Sustains balance during
immediate environment ways of balancing movement experiences complex movement
• Sits propped up • Squats to pick up toys • Walks forward along sandbox experiences
• Rocks back and forth on • Stands on tiptoes to reach edge, watching feet • Hops across the playground
hands and knees something • Jumps off low step, landing on • Hops on one foot then the
• Sits a while and plays with • Gets in and out of a chair two feet other
toys • Kneels while playing • Jumps over small objects • Walks across beam or
• Sits and reaches for toys • Holds body upright while sandbox edge forward and
• Straddles a taped line on the backwards
without falling floor moving wheelchair forward
• Attempts to jump rope
• Sidesteps across beam or
sandbox edge
Objectives for Development & LearningObjective 6 Demonstrates gross-motor manipulative skills
Not Yet 1 2 3 4 5 6 7 8 9
Reaches, grasps, and releases Manipulates balls or similar Manipulates balls or similar Manipulates balls or similar
objects objects with stiff body objects with flexible body objects with a full range of
• Reaches for object movements movements motion
• Pushes ball • Carries a large ball while • Throws a ball or other object • Steps forward to throw ball
moving • Traps thrown ball against body and follows through
• Drops objects
• Flings a beanbag • Tosses beanbag into basket • Catches large ball with both
• Grasps a rolled ball or other hands
object with two hands • Throws a ball or other object • Strikes a balloon with large
by pushing it with both hands paddle • Strikes stationary ball
• Bats or swipes at a toy
• Catches a large, bounced ball • Kicks ball forward by stepping • Bounces and catches ball
against body with straight arms or running up to it • Kicks moving ball while
• Kicks a stationary ball running
© 2010 Teaching Strategies, LLC • TeachingStrategies.comObjective 7 Demonstrates fine-motor strength and coordination
a. Uses fingers and hands
Not Yet 1 2 3 4 5 6 7 8 9
Reaches for, touches, and holds Uses fingers and whole-arm Uses refined wrist and finger Uses small, precise finger and
objects purposefully movements to manipulate and movements hand movements
• Bats or swipes at a toy explore objects • Squeezes and releases tongs, • Uses correct scissors grip
• Transfers objects from one • Places shape in shape sorter turkey baster, squirt toy • Attempts to tie shoes
hand to another • Points at objects and pokes • Snips with scissors • Pushes specific keys on a
• Releases objects voluntarily bubbles • Strings large beads keyboard
• Rakes and scoops objects to • Releases objects into • Pours water into containers • Arranges small pegs in
pick them up containers pegboard
• Pounds, pokes, squeezes,
• Picks up food with fingers and • Uses spoon and sometimes rolls clay • Strings small beads
puts in mouth fork to feed self
• Buttons, zips, buckles, laces • Cuts out simple pictures and
• Bangs two blocks together • Dumps sand into containers shapes, using other hand to
• Uses hand motions for “Itsy
• Crumbles paper • Unbuttons large buttons Bitsy Spider” move paper
• Rotates knobs • Turns knobs to open doors • Cuts food
• Tears paper • Uses eating utensils • Builds a structure using small
Legos®
• Sews lacing cards
• Cuts along straight line
b. Uses writing and drawing tools
Not Yet 1 2 3 4 5 6 7 8 9
Grasps drawing and writing Grips drawing and writing tools Holds drawing and writing tools Uses three-point finger grip
tools, jabbing at paper with whole hand but may use by using a three-point finger grip and efficient hand placement
whole-arm movements to make but may hold the instrument too when writing and drawing
marks close to one end
Objectives for Development & LearningObjective 8 Listens to and understands increasingly complex language
a. Comprehends language
Not Yet 1 2 3 4 5 6 7 8 9
Shows an interest in the Identifies familiar people, Responds appropriately to Responds appropriately to
speech of others animals, and objects when specific vocabulary and simple complex statements, questions,
• Turns head toward people who prompted statements, questions, and vocabulary, and stories
are talking • Picks up cup when asked, stories • Answers appropriately when
• Recognizes familiar voice “Where’s your cup?” • Finds his favorite illustration asked, “How do you think
before the adult enters the • Goes to sink when told to wash in a storybook when asked the car would move if it had
room hands • Listens to friend tell about cut square wheels?”
• Looks at favorite toy when • Touches body parts while finger and then goes to the • Builds on ideas about how to
adult labels and points to it singing “Head, Shoulders, dramatic play area to get a fix the broken wagon
Knees, and Toes.” Band-Aid® • Acts out the life cycle of a
• Responds to own name
• Responds using gestures to butterfly after the teacher
compare the sizes of the three reads a story about it
leaves
b. Follows directions
Not Yet 1 2 3 4 5 6 7 8 9
Responds to simple verbal Follows simple requests not Follows directions of two Follows detailed, instructional,
requests accompanied by accompanied by gestures or more steps that relate multistep directions
gestures or tone of voice • Throws trash in can when to familiar objects and • Follows instructions for
• Waves when mother says, asked, “Will you please throw experiences navigating a new computer
“Wave bye-bye,” as she waves this away?” • Washes and dries hands after program
her hand • Puts the balls in the basket being reminded about the • Follows teacher’s guidance:
• Covers eyes when adult when told, “Put all the balls in hand-washing sequence “To feed the fish, first get the
prompts, “Wheeeere’s Lucy?” the basket, please.” • Completes a sequence of fish flakes. Open the jar and
• Drops toy when teacher • Goes to cubby when teacher tasks, “Get the book bin and sprinkle a pinch of food on the
extends hand and says, says, “It’s time to put coats on put it on the table. Then bring water. Finally, put the lid on
“Please give it to me.” to go outside.” the paper and crayons.” the jar and put it back on the
shelf.”
© 2010 Teaching Strategies, LLC • TeachingStrategies.comObjective 9 Uses language to express thoughts and needs
a. Uses an expanding expressive vocabulary
Not Yet 1 2 3 4 5 6 7 8 9
Vocalizes and gestures to Names familiar people, animals, Describes and tells the use of Incorporates new, less familiar
communicate and objects many familiar items or technical words in everyday
• Coos and squeals when happy • Says, “Nana,” when • When making pancakes, says, conversations
• Cries after trying several times grandmother comes into the “Here is the beater. Let me • Uses a communication device
to get toy just out of reach room beat the egg with it.” to say, “My bird went to the
• Names the cow, horse, • Responds, “We used the big, vet. He has a disease. He’s
• Waves hands in front of face losing his feathers.”
to push away spoon during a chicken, pig, sheep, and goat red umbrella so we both could
feeding as she sees them on the trip to get under it.” • Says, “I’m not sure I can put it
the farm together. It’s complicated.”
• Uses hand gestures to sign or
indicate “more”
b. Speaks clearly
Not Yet 1 2 3 4 5 6 7 8 9
Babbles strings of single Uses some words and word-like Is understood by most people; Pronounces multisyllabic or
consonant sounds and sounds and is understood by may mispronounce new, long, unusual words correctly
combines sounds most familiar people or unusual words • Says, “Oh, that one has layers,
• Says, “M-m-m;” “D-d-d” • Refers to grandma as • Says, “I saw ants and a it’s a sedimentary rock.”
• Says, “Ba-ba-ba” “Gum-gum” hoppergrass” (grasshopper) • Says, “What does ostracize
• Babbles with sentence-like • Asks, “Where bankit?” and a • Speaks so is understood by mean?” after hearing the word
intonation friend brings his blanket to him the school visitor read in Abiyoyo
• Says, “No go!” to indicate she
doesn’t want to go inside
Objectives for Development & LearningObjective 9 Uses language to express thoughts and needs
c. Uses conventional grammar
Not Yet 1 2 3 4 5 6 7 8 9
Uses one- or two-word Uses three- to four-word Uses complete, four- to six- Uses long, complex sentences
sentences or phrases sentences; may omit some word sentences and follows most grammatical
• Asks, “More?” words or use some words • Says, “I chose two books.” rules
incorrectly • Says, “We are going to the zoo
• Says, “Daddy go.” • Says, “We are going to the
• Says, “Bed no go.” zoo.” to see the animals. We’ll learn
• Uses one word, “Juice,” to where they live and what they
mean, “I want some juice.” • Says, “Daddy goed to work.” • Says, “Momma came and we eat.”
• Responds, “I want banana,” went home.”
when asked what she wants • Notices when sentences
for snack do not make sense; tries to
correct them
d. Tells about another time or place
Not Yet 1 2 3 4 5 6 7 8 9
Makes simple statements Tells simple stories about Tells stories about other times Tells elaborate stories that refer
about recent events and objects, events, and people not and places that have a logical to other times and places
familiar people and objects present; lacks many details order and that include major • Dictates an elaborate story of
that are not present and a conventional beginning, details her recent visit to the bakery,
• Says, “Got shoes.” middle, and end • Tells about past experiences, including details of who, what,
• Dictates a simple story with reporting the major events when, why, and how
• Hears helicopter, stops and
says, “’copter.” few connections between in a logical sequence • Tells many details as he acts
characters and events • Says, “I went to the shoe store out his recent trip to the shoe
• Tells, “Gran lives far away.”
• Says, “I’ve got new shoes. with Gran. I got two pairs of store
I went to the shoe store.” new shoes.”
© 2010 Teaching Strategies, LLC • TeachingStrategies.comObjective 10 Uses appropriate conversational and other communication skills
a. Engages in conversations
Not Yet 1 2 3 4 5 6 7 8 9
Engages in simple back-and- Initiates and attends to brief Engages in conversations of at Engages in complex, lengthy
forth exchanges with others conversations least three exchanges conversations (five or more
• Coos at adult who says, • Says, “Doggy.” Teacher • Stays on topic during exchanges)
“Sweet Jeremy is talking.” He responds, “You see a doggy.” conversations • Offers interesting comments
coos again, and adult imitates Child says, “Doggy woof.” • Maintains the conversation with communication device
the sounds • Asks teacher, “Home now?” by repeating what the other • Extends conversation by
• Shakes head for no; waves Teacher responds, “Yes, I’m person says or by asking moving gradually from one
bye-bye leaving to go home.” questions topic to a related topic
• Joins in games such as • Looks at teacher and points
pat-a-cake and peekaboo to picture of car. Teacher
responds, “No, I’m going to
walk home.”
b. Uses social rules of language
Not Yet 1 2 3 4 5 6 7 8 9
Responds to speech by looking Uses appropriate eye contact, Uses acceptable language Uses acceptable language and
toward the speaker; watches pauses, and simple verbal and social rules while social rules during
for signs of being understood prompts when communicating communicating with others; communication with others
when communicating • Pays attention to speaker may need reminders • Uses a softer voice when
• Hears siren and goes to adult during conversation • Takes turns in conversations talking with peers in the
pointing, “Fire tuck.” • Pauses after asking a question but may interrupt or direct talk library and a louder voice on
• Looks at adult and says, “Ball”, to wait for a response back to self the playground
repeatedly until adult says, • Says “please” and “thank you” • Regulates volume of voice • Says, “Hello,” back to the
“Ball. You want the ball?” with occasional prompting when reminded museum curator on a trip
Objectives for Development & LearningObjective 11 Demonstrates positive approaches to learning
a. Attends and engages
Not Yet 1 2 3 4 5 6 7 8 9
Pays attention to sights and Sustains interest in working on Sustains work on age- Sustains attention to tasks or
sounds a task, especially when adults appropriate, interesting tasks; projects over time (days to
• Watches the teacher walk offer suggestions, questions, can ignore most distractions weeks); can return to activities
across the room and comments and interruptions after interruptions
• Turns head toward sound of • Takes small blocks from adult • Makes relevant contributions • Returns to Lego® construction
mother’s voice and continues to drop them to group discussion about over several days, adding new
into a container class pet features each time
• Continues ring stacking when • Focuses on making a sign • Pauses to join in problem-
the teacher says, “You’re for a building while others solving discussion at adult’s
putting the biggest ones on are rolling cars down a ramp request, then returns to art
first.” nearby project
• Continues the play about
going to a restaurant after the
teacher offers a menu
b. Persists
Not Yet 1 2 3 4 5 6 7 8 9
Repeats actions to obtain Practices an activity many Plans and pursues a variety of Plans and pursues own goal
similar results times until successful appropriately challenging tasks until it is reached
• Repeatedly shakes a rattle to • Stacks blocks again and again • Keeps looking through all of • Keeps building a sand
produce noise until tower no longer falls the magnetic letters for those structure, trying multiple ways
• Hits a toy on a play gym • Uses shovel in many ways to that are in her name to get the bridge to hold
accidentally; then waves arms fill small bucket with sand • Works with others to learn how • Returns from lunch with a
to hit it again • Chooses the same puzzle to use a new software program different idea about what to
• Puts objects in a wagon and every day until he can insert add to his story
then dumps them out over each piece quickly and easily
and over again
© 2010 Teaching Strategies, LLC • TeachingStrategies.comObjective 11 Demonstrates positive approaches to learning
c. Solves problems
Not Yet 1 2 3 4 5 6 7 8 9
Reacts to a problem; seeks to Observes and imitates how Solves problems without Thinks problems through,
achieve a specific goal other people solve problems; having to try every possibility considering several
• Grunts when cube gets stuck asks for a solution and uses it • Looks at an assortment of pegs possibilities and analyzing
in shape sorter • Seeks help opening a stuck and selects the size that will fit results
• Reaches for a toy that is just cap; pulls one end as teacher in the hole • Considers new information
out of reach pulls the other • Tells another child, “Put the before trying a strategy: “If I
• Asks another child to hold his big block down first, or the put this box on top, I can see
• Blows on warm cereal after
cup while he pours milk tower will fall down.” if they are the same size.”
seeing someone blow on
cereal • Thinks about a book
character’s problem and
suggests solutions
d. Shows curiosity and motivation
Not Yet 1 2 3 4 5 6 7 8 9
Uses senses to explore the Explores and investigates Shows eagerness to learn Uses a variety of resources to
immediate environment ways to make something about a variety of topics and find answers to questions
• Turns in direction of a sound happen ideas • Locates informational book
• Moves closer to touch an • Enjoys taking things apart • Seeks answers to questions on insects to identify the
object • Turns faucet on and off about the storm butterfly seen outside
• Shakes or bangs a toy to • Tilts a ramp to find out if a • Shows interest in learning • Asks visiting musician
make it work car will go down faster how the firefighter’s clothes questions about her
protect him instrument
Objectives for Development & LearningObjective 11 Demonstrates positive approaches to learning
e. Shows flexibility and inventiveness in thinking
Not Yet 1 2 3 4 5 6 7 8 9
Imitates others in using objects Uses creativity and imagination Changes plans if a better idea Thinks through possible long-
in new and/or unanticipated during play and routine tasks is thought of or proposed term solutions and takes on
ways • Strings wooden beads into a • Accepts idea to use tape more abstract challenges
• Notices another child reach necklace as part of dramatic instead of glue to fix the tear • Offers ideas on how to make
a toy with the broom handle; play • Suggests building on a hard the block area larger for
then tries • Uses a table, sheets, and surface when structure keeps building
• Imitates a friend, putting a towels to build a tent falling down • Creates board game; thinks
basket on head to use as a hat of how to play it from start to
finish
© 2010 Teaching Strategies, LLC • TeachingStrategies.comObjective 12 Remembers and connects experiences
a. Recognizes and recalls
Not Yet 1 2 3 4 5 6 7 8 9
Recognizes familiar people, Recalls familiar people, places, Tells about experiences in order, Uses a few deliberate
places, and objects; looks for objects, and actions from the provides details, and evaluates strategies to remember
hidden object where it was past (a few months before); the experience; recalls 3 or 4 information
last seen recalls 1 or 2 items removed items removed from view • Creates an observational
• Looks for food dropped from from view • Identifies four objects taken drawing of a fire truck and
high chair • Looks for horse used a few away while playing “What’s then refers to it later while
• Uncovers bear after adult months ago in bin of toy Missing?” building with blocks
covers it with a blanket animals • Says, “We went to the baseball • Tells the teacher, “I’m putting
• Says or signs names of • Identifies one or two objects game. We sat way up high. my book in my backpack so
common objects when sees taken away while playing We ate peanuts and drank I’ll remember to take it home.”
them “What’s Missing?” lemonade. I really liked it a lot
• Shows fear of a bee after but my sister didn’t.”
having been stung
b. Makes connections
Not Yet 1 2 3 4 5 6 7 8 9
Looks for familiar persons Remembers the sequence Draws on everyday experiences Generates a rule, strategy,
when they are named; relates of personal routines and and applies this knowledge to a or idea from one learning
objects to events experiences with teacher similar situation experience and applies it in a
• Turns head toward door when support • After hearing A Chair for My new context
her teacher says, “Bethany, • Goes to attendance chart with Mother read aloud says, “My • Proposes a one-way sign for
Mommy is here.” parent upon arrival Nana has a chair like the one entering and exiting the cubby
• Throws paper away when • Gets a paper towel after Rosa and her family bought.” area after a neighborhood walk
teacher says, “Please put this teacher says, “What do we • Uses traffic-directing signals where children discussed one-
in the trash.” do next, after we wash our on the bike track after seeing a way street signs
hands?” police officer demonstrate them • Tallies friends’ favorite ice
• Divides crayons into “fair cream flavors after learning
share” groups after watching a how to make tally marks to
teacher do it the day before count how many people wear
shoes with buckles
Objectives for Development & LearningObjective 13 Uses classification skills
Not Yet 1 2 3 4 5 6 7 8 9
Matches similar objects Places objects in two or more Groups objects by one Groups objects by more than
• Puts one sock with another groups based on differences characteristic; then regroups one characteristic at the same
sock in a single characteristic, e.g., them using a different time; switches sorting rules
color, size, or shape characteristic and indicates when asked, and explains the
• Gathers all the vehicles from
• Puts all the red beads together the reason reasons
a shelf
• Picks out and eats only the and all the blue beads • Says, “These buttons are • Organizes a sticker collection
animal crackers together blue, and these are red”; then into groups and subgroups
• Pulls out all the trucks from resorts buttons into big and and explains why and how;
• Puts only blue pegs in little then creates a new grouping
pegboard; leaves red and the vehicle bin
• Points to groups of animals when the teacher makes a
yellow pegs to the side • Identifies fabric pieces as suggestion
being scratchy or soft and says, “These are zoo
animals and these are farm • Creates four piles of shapes:
• Puts pictures into piles of animals”; then sorts the big red triangles, small red
babies, older children, and zoo animals into those with triangles, big blue triangles,
grown-ups stripes and those without small blue triangles. Switches
stripes when asked to form two
groups of all the big and small
triangles
© 2010 Teaching Strategies, LLC • TeachingStrategies.comObjective 14 Uses symbols and images to represent something not present
a. Thinks symbolically
Not Yet 1 2 3 4 5 6 7 8 9
Recognizes people, objects, Draws or constructs, and then Plans and then uses drawings, Represents objects, places, and
and animals in pictures or identifies what it is constructions, movements, and ideas with increasingly abstract
photographs • Draws various shapes and says, dramatizations to represent symbols
• Touches the cow in the “This is my house.” ideas • Makes tally marks
illustration when an adult • Glues red yarn on paper and • Sees a dump truck outside • Makes and interprets graphs
reads, “And the cow says, “I made spaghetti.” and plans how to draw it with teacher’s help
jumped….” • Says, “Let’s pretend to be • Attempts to write words to
• Points to photograph and seeds growing like in the label a picture
says, “Mommy” book.”
• Identifies a duck in a variety
of different photos and
illustrations
b. Engages in sociodramatic play
Not Yet 1 2 3 4 5 6 7 8 9
Imitates actions of others Acts out familiar or imaginary Interacts with two or more Plans and negotiates complex
during play; uses real objects scenarios; may use props to children during pretend play, role play; joins in detailed
as props stand for something else assigning and/or assuming conversation about roles and
• Holds a toy phone to ear • Puts beads in a muffin tin, roles and discussing actions; actions; play may extend over
places tin in oven, and asks, sustains play scenario for up to several days
• Wraps a blanket around a doll 10 minutes
and then rocks it “Who wants some cupcakes?” • Joins in elaborate play
• Uses a short rope as a fire • Pretends to be the bus driver. about taking a dog to the
hose Tells the other children, “You veterinarian, assigning roles,
can be the passengers. Give switching roles, creating props,
• Pretends to be the birthday
me your tickets, and I will give and returning to the play day
boy at the party and blows out
you change.” after day
the candles on the pegboard
‘cake’ after others sing “Happy
Birthday”
Objectives for Development & LearningObjective 15 Demonstrates phonological awareness
a. Notices and discriminates rhyme
Not Yet 1 2 3 4 5 6 7 8 9
Joins in rhyming songs and Fills in the missing rhyming Decides whether two words Generates a group of rhyming
games word; generates rhyming words rhyme words when given a word
• Hums along and joins in spontaneously • “Do bear and chair rhyme? • Says, “Bat, sat, lat,” when
random words in rhyme • Completes the rhyme in the What about bear and goat?” asked, “What words rhyme
• Sings with a group, “One, two, phrase, “The fat cat sat on the • Matches rhyming picture with cat?”
buckle my shoe…” ____ (mat).” cards
• Chants spontaneously, “Me, fee,
kee, tee, lee, bee.”
b. Notices and discriminates alliteration
Not Yet 1 2 3 4 5 6 7 8 9
Sings songs and recites rhymes Shows awareness that some Matches beginning sounds of Isolates and identifies the
and refrains with repeating words begin the same way some words beginning sound of a word
initial sounds • Says, “Max and Maya…our • Groups objects or pictures • Says, “/m-m-m/,” when asked
• Sings, “I’m bringing home a names start the same!” that begin with the same “What is the first sound of the
baby bumble bee…” sound word milk?”
• Picks up a toy bear when • Responds, “/t/,” after being
asked, “What begins the same asked, “What’s the beginning
way as box, baby, and bike?” sound of toy, toe, teeth?”
© 2010 Teaching Strategies, LLC • TeachingStrategies.comObjective 15 Demonstrates phonological awareness
c. Notices and discriminates smaller and smaller units of sound
Not Yet 1 2 3 4 5 6 7 8 9
Hears and shows awareness of Hears and shows awareness of Verbally separates and blends Verbally separates and blends
separate words in sentences separate syllables in words onset and rime individual phonemes in words
• Joins in clapping each word • Claps each syllable of name, • Says, “Hat,” after hearing • Claps each phoneme of the
while chanting, “I like ice cream.” Tri-na /h/…/at/ word hat: /h/ /a/ /t/
• Jumps upon hearing a • Puts together pen and cil to • Points to Jonathan when • Says, “Hat,” after hearing
specified word in a story say pencil teacher plays game and asks, /h/ /a/ /t/
• Puts together foot and ball to “Where’s _onathan?”
say football
Objectives for Development & LearningObjective 16 Demonstrates knowledge of the alphabet
a. Identifies and names letters
Not Yet 1 2 3 4 5 6 7 8 9
Recognizes and names a few Recognizes and names as many Identifies and names 11–20 Identifies and names all upper-
letters in own name as 10 letters, especially those upper- and 11–20 lowercase and lowercase letters when
in own name letters when presented in presented in random order
random order
b. Uses letter–sound knowledge
Not Yet 1 2 3 4 5 6 7 8 9
Identifies the sounds of a few Produces the correct sounds Shows understanding that a Applies letter–sound
letters for 10–20 letters sequence of letters represents correspondence when
a sequence of spoken sounds attempting to read and write
• Asks when writing, “How do • Sees the word cat; begins to
you spell cough?” sound out the word: /k/ /a/ /t/
• Makes an open sign for the
doctor’s office by writing “opn”
© 2010 Teaching Strategies, LLC • TeachingStrategies.comObjective 17 Demonstrates knowledge of print and its uses
a. Uses and appreciates books
Not Yet 1 2 3 4 5 6 7 8 9
Shows interest in books Orients book correctly; turns Knows some features of a Uses various types of books for
• Gazes at the pages of a book pages from the front of the book book (title, author, illustrator); their intended purposes
to the back; recognizes familiar connects specific books to • Selects the book about insects
• Brings book to adult to read books by their covers authors to identify the butterfly seen
• Hands teacher book and says, • Says, “I want to read this Dr. on the playground
“Let’s read Corduroy!” Seuss book today.”
• Says, “Eric Carle wrote this
book. He is the author.”
b. Uses print concepts
Not Yet 1 2 3 4 5 6 7 8 9
Shows understanding that text Indicates where to start reading Shows awareness of various Matches a written word with a
is meaningful and can be read and the direction to follow features of print: letters, words, spoken word, but it may not be
• Points to the words on the • Points to beginning of text on spaces, upper- and lowercase the actual written word; tracks
sign by the fish bowl and says, the page when pretending to letters, some punctuation print from the end of a line of
“Just one pinch!” read and moves finger left to • Points to the word text to the beginning of the
right as she continues down hippopotamus and says, next line
the page “That’s a long word.” • Touches each word on the
• Says, “That means stop page while reciting the words
reading,” as he points to from Brown Bear, Brown Bear,
a period at the end of a What Do You See?
sentence. • Picks up finger and returns it
to the beginning of the next
line when pretend reading
Objectives for Development & LearningObjective 18 Comprehends and responds to books and other texts
a. Interacts during read-alouds and book conversations
Not Yet 1 2 3 4 5 6 7 8 9
Contributes particular Asks and answers questions Identifies story-related Reconstructs story, using
language from the book at the about the text; refers to pictures problems, events, and pictures, text, and props;
appropriate time • Responds, “He was mad. He resolutions during begins to make inferences and
• Says, “You’re not big enough,” threw his hat down.” conversations with an adult draw conclusions
when teacher pauses in The • When prompted says, “George • Joins in story discussion
Grouchy Ladybug got put in jail. He ran out the then says, “I think Max was
open door and got out.” upset that he was sent to bed
without his supper.”
b. Uses emergent reading skills
Not Yet 1 2 3 4 5 6 7 8 9
Pretends to read a familiar Pretends to read, using some Pretends to read, reciting Tries to match oral language
book, treating each page as of the language from the text; language that closely matches to words on page; points to
a separate unit; names and describes the action across the text on each page and words as reads; uses different
describes what is on each pages, using pictures to order using reading-like intonation strategies (e.g., sounding out
page, using pictures as cues the events; may need prompts words, known words, and
from adult patterns in text) to make
meaning from print
© 2010 Teaching Strategies, LLC • TeachingStrategies.comObjective 18 Comprehends and responds to books and other texts
c. Retells stories
Not Yet 1 2 3 4 5 6 7 8 9
Retells some events from a Retells familiar stories using Retells a familiar story in Retells stories with many
familiar story with close adult pictures or props as prompts proper sequence, including details about characters,
prompting • Retells the basic events of major events and characters events, and storylines
• Says, “The pig builds a house The Three Little Pigs using • Retells The Three Little Pigs, • Retells The Three Little Pigs,
from it” when the teacher felt pieces on a felt board starting with the pigs saying and includes details about
asks, “What does the first good-bye to their mother, how the mother felt about her
little pig do with the straw?” remembering the correct children’s leaving home, the
Then says, “The wolf blows it order in which the pigs build pigs’ personalities, and why
down,” when the teacher asks, their houses, and ending with building a house from bricks
“What does the wolf do to the the wolf climbing down the is better than building a house
house?” chimney and falling into the from straw or sticks
pot of hot water
Objectives for Development & LearningObjective 19 Demonstrates emergent writing skills
a. Writes name
Not Yet 1 2 3 4 5 6 7
Scribbles or marks Controlled linear Mock letters or letter- Letter strings Partially accurate name Accurate name
scribbles like forms • Writes some letters • Writes all the letters of • Writes all the letters of
• Scribble writes
deliberately • Scribbles lines, circles, • Writes segments of correctly own name, although own name in the correct
or zigzags in rows letter forms, e.g., lines, • Writes letters in some may not be sequence, form, and
• Makes marks that curves sequenced correctly orientation
appear to adults to be in • Often repeats action unconventional order
random order and forms • May use too many • Writes all the letters of • Uses uppercase or
segments to create own name, but some lowercase letters (or a
a letter, e.g., five of the letters are not combination of both)
horizontal lines on the formed or oriented when writing name
letter E correctly
• May not orient letter
segments correctly
Carolyn Lilly Paula Emma Vicky Brooke
© 2010 Teaching Strategies, LLC • TeachingStrategies.comObjective 19 Demonstrates emergent writing skills
b. Writes to convey meaning
Not Yet 1 2 3 4 5 6 7
Scribbles or marks Controlled linear Mock letters or Letter strings Early invented spelling Late invented spelling
• Scribble writes scribbles letter-like forms • Writes strings of letters • Uses first letter of word • Begins to include
deliberately • Scribbles lines, circles, • Writes segments of • Writes some letters to represent whole word beginning, middle, and
• Makes marks that or zigzags in rows letter forms, e.g., lines, correctly • Writes initial and/or ending sounds in words
appear to adults to be in • Often repeats action curves final sounds of a word • Represents most of the
• Writes letters in
random order and forms • May use too many unconventional order to represent the whole sounds heard in words
segments to create word in the correct order
a letter, e.g., five • Begins to separate
horizontal lines on the groups of letters with *Note: In Spanish, early
spaces invented spelling may consist
letter E primarily of vowels.
• May not orient letter • May copy environmental
segments correctly print
Jenna said, “I need
Carolyn said, “That’s my Erica said, “I’m Jordan said, to buy some
Maya said, “Here Mommy. phone number. You can writing my ABCs just like “Here’s a ticket! You’re Meir wrote, blackberries and grapes
Read this.” call me.” my sister.” under arrest!” “Uncle Clay, I love you.” at the store.”
Objectives for Development & LearningObjective 20 Uses number concepts and operations
a. Counts
Not Yet 1 2 3 4 5 6 7 8 9
Verbally counts (not always in Verbally counts to 10; counts up Verbally counts to 20; counts Uses number names while
the correct order) to five objects accurately, using 10–20 objects accurately; counting to 100; counts 30
one number name for each knows the last number states objects accurately; tells what
• Says, “One, two, ten,” as she how many in all; tells what
pretends to count object number comes before and after
number (1–10) comes next in a specified number up to 20
• Counts to ten when playing order by counting
“Hide and Seek” • Counts twenty-eight steps to
• Counts to twenty while walking the cafeteria
• Counts out four scissors and across room
puts them at the table • When asked what comes after
• Counts ten plastic worms and
says, “I have ten worms.” fifteen, says “Sixteen.”
• When asked, “What comes after
six?” says, “One, two, three,
four, five, six, seven…seven.”
b. Quantifies
Not Yet 1 2 3 4 5 6 7 8 9
Demonstrates understanding Recognizes and names the Makes sets of 6–10 objects and Uses a variety of strategies
of the concepts of one, two, number of items in a small set then describes the parts; identifies (counting objects or fingers,
and more (up to five) instantly; combines which part has more, less, or the counting on, or counting back)
• Says, “More apple,” to and separates up to five objects same (equal); counts all or counts to solve problems with more
indicate he wants more pieces and describes the parts on to find out how many than 10 objects
than given • Looks at the sand table • Says, “I have eight big buttons, • Uses ladybug counters to
• Takes two crackers when and says instantly, without and you have eight little buttons. solve the problem, “You had
prompted, “Take two counting, “There are three We have the same.” eight ladybugs. Two flew away.
crackers.” children at the table.” • Tosses ten puff balls at the How many ladybugs are left?”
• Says, “I have four cubes. Two hoop. When three land outside • Says, “I have ten cars. I left
are red, and two are blue.” she says, “More went inside.” two at Grandma’s, so now I
• Puts two dominoes together, have ten, nine, eight left.”
• Puts three bunnies in the box
says, “Five dots,” and counts • Uses two-sided counters to
with the two bears. Counts and
on “Six, seven, eight. Eight determine different number
says, “Now I have five.” dots all together.” combinations for fourteen
© 2010 Teaching Strategies, LLC • TeachingStrategies.comObjective 20 Uses number concepts and operations
c. Connects numerals with their quantities
Not Yet 1 2 3 4 5 6 7 8 9
Recognizes and names a few Identifies numerals to 5 by Identifies numerals to 10 by Identifies numerals to 20 by
numerals name and connects each to name and connects each to name and connects each to
• Points to the 1 when the counted objects counted objects counted objects
teacher says, “Where is the • Says, “Five” as she attaches • Shouts, “Seven,” and jumps • Says, “Kaufee put the 12
numeral 1?” five clothespins to the 5 card seven times when the teacher card and twelve beads on his
• Notices numerals around the • Tells her friend, “That’s a 3, holds up the number 7 card necklace.”
room and calls some of them and there are three puppies on • Says, “I put nine buttons in • Says, “I drew fifteen flowers to
by name this page.” the 9 box.” go on page 15 of our number
book.”
Objectives for Development & LearningObjective 21 Explores and describes spatial relationships and shapes
a. Understands spatial relationships
Not Yet 1 2 3 4 5 6 7 8 9
Follows simple directions Follows simple directions Uses and responds Uses and makes simple
related to position (in, on, related to proximity (beside, appropriately to positional sketches, models, or pictorial
under, up, down) between, next to) words indicating location, maps to locate objects
• Follows teacher’s directions to • Follows teacher’s direction to direction, and distance • Constructs a map of the play
put the trash in the can put the cup next to the plate • Says, “Look for the surprise yard using landscape toys
• Raises hands up and down as • Sits beside her friend when behind the tree.” • Uses a map of the classroom
the song directs he says, “Sit between me and • Moves game piece backward to find the hidden treasure
Laura.” when playmate gives
directions
b. Understands shapes
Not Yet 1 2 3 4 5 6 7 8 9
Matches two identical shapes Identifies a few basic shapes Describes basic two- and Shows that shapes remain the
• Puts a circular puzzle piece in (circle, square, triangle) three-dimensional shapes by same when they are turned,
the circular space • Looks at a wheel and says, using own words; recognizes flipped, or slid; breaks apart
“A circle.” basic shapes when they are or combines shapes to create
• Places shapes in a shape-
presented in a new orientation different shapes and sizes
sorting box • Names shape pieces as he
puts them on a shape lotto • Says, “It’s a ball ’cause it • Says, “It’s still a triangle no
card rolls.” matter how you turn it.”
• Puts hand in feely box and • Cuts apart a rectangle to
says, “It has three sides and make two squares
three points. It’s a triangle.”
© 2010 Teaching Strategies, LLC • TeachingStrategies.comObjective 22 Compares and measures
Not Yet 1 2 3 4 5 6 7 8 9
Makes simple comparisons Compares and orders a small Uses multiples of the same Uses measurement words and
between two objects set of objects as appropriate unit to measure; uses some standard measurement
• Pours sand or water from one according to size, length, numbers to compare; knows tools accurately; uses ordinal
container to another weight, area, or volume; knows the purpose of standard numbers from first to tenth
usual sequence of basic daily measuring tools • Says, “We need two cups of
• Indicates which ball is bigger
events and a few ordinal • Measures by using paper flour and one cup of salt to
when shown a tennis ball and
numbers clips, cubes, string, hands, make dough.”
a beach ball
• Puts blocks side by side in feet or other objects • Says, “If I add three more tiles
order of length • Measures block tower with to this side of the scale, they’ll
• Says, “We go outside after linking cubes and says, “I be the same.”
lunch.” made mine fifteen cubes • Looks at the clock and says,
high!!” “It’s 12 o’clock. It’s time for
• Lays two short blocks on top
of a long block to see if it’s • Stands on scale while lunch.”
the same length pretending to be in a doctor’s
office
• Responds, “You’re second to
use the computer.”
Objectives for Development & LearningYou can also read
