·	Regulates own emotions and behaviors
·	Manages feelings
Is able to look at a situation differently or delay gratification
·	When the block area is full, looks to see what other areas are available
·	Scowls, “I didn’t get to paint this morning.” Pauses and adds, “I have an idea. I can paint after snack.”

 

·	Follows limits and expectations
Manages classroom rules, routines, and transitions with occasional reminders
·	Indicates that only four people may play at the water table
·	Cleans up when music is played and goes to rest area when lights are dimmed

 

·	Takes care of own needs appropriately
Takes responsibility for own well-being
·	Completes chosen task and akes care of personal belongings
·	Waits for turn to go down slide
·	Tells why some foods are good for you

 

·	Establishes and sustains positive relationships
·	Forms relationships with adults
Manages with trusted adults as resources and to share mutual interests
·	Talks with teacher every day about their pets
·	Brings in photos of home garden to share with teacher who also has a garden

 

·	Responds to emotional cues
Identifies basic emotional reactions of others and their causes accurately
·	Says, “She’s happy because her brother is here.” “He’s sad because his toy broke.”
·	Matches a picture of a happy face with a child getting a present

 

·	Interacts with peers
Initiates, joins in, and sustains positive interactions with a small group of two to three children

·	Sees group pretending to ride a bus and says, “Let’s go to the zoo on the bus.”
·	Enters easily into ongoing group play and plays cooperatively

 

·	Makes friends
Establishes a special friendship with one other child, but the friendship might only last a short while
·	Talks about having friends and what friends do together
·	Seeks out particular friend for selected activities on a regular basis

 

·	Participates cooperatively and constructively in group situations
·	Balances needs and rights of self and others
Initiates the sharing of materials in the classroom and outdoors
·	Gives another child the gold marker to use but asks to use it again when the other is done
·	Invites another child to pull the wagon with her

 

·	Solves social problems
	Suggests solutions to social problems
·	Says, “You ride around the track one time; then I’ll take a turn.”
·	Says, “Let’s make a sign to keep people from kicking our sand castle like we did in the block area.”
·	Asks teacher to make a waiting list to use the new toy

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Physical

 

 

 

·   Demonstrates traveling skills

Coordinates complex movements in play and games

·	Runs smoothly and quickly, changes directions, stops and starts quickly
·	Steers wheelchair into small playground spaces
·	Jumps and spins
·	Moves through obstacle course
·	Gallops and skips with ease
·	Plays “Follow the Leader,” using a variety of traveling movements

 

·	Demonstrates balancing skills
Sustains balance during complex movement experiences
·	Hops across the playground
·	Hops on one foot and then the other
·	Walks across beam or sandbox edge, forward and backwards
·	Attempts to jump rope

 

·	Demonstrates gross-motor manipulative skills
Manipulates balls or similar objects with a full range of motion

·	Steps forward to throw ball and follows through
·	Catches large ball with both hands
·	Strikes stationary ball
·	Bounces and catches ball
·	Kicks moving ball while running

 

·	Demonstrates fine-motor strength and coordination
·	Uses fingers and hands
Uses small, precise finger and hand movements
·	Uses correct scissors grip
·	Attempts to tie shoes
·	Pushes specific keys on a keyboard
·	Arranges small pegs in pegboard
·	Strings small beads
·	Cuts out simple pictures and shapes, using other hand to move paper
·	Cuts food
·	Builds a structure using small LEGO® pieces

            

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·	Listens to and understands increasingly complex language
·	Comprehends language

Responds appropriately to complex statements, questions, vocabulary, and stories
·	Answers appropriately when asked, “How do you think the car would move if it had square wheels?”
·	Builds on ideas about how to fix the broken wagon
·	Acts out the life cycle of a butterfly after the teacher reads a story about it

 

·	Uses language to express thoughts and needs
·	Uses an expanding expressive vocabulary
Incorporates new, less familiar or technical words in everyday conversations
·	Uses a communication device to say, “My bird went to the vet. He has a disease. He’s losing his feathers.”
·	Says, “I’m not sure I can put it together. It’s complicated.”

 

·	Speaks clearly
Pronounces multisyllabic or unusual words correctly
·	Says, “Oh, that one has layers, it’s a sedimentary rock.”
·	Says, “What does ostracize mean?” after hearing the word read in Abiyoyo

 

·	Uses conventional grammar
	Uses long, complex sentences and follows most grammatical rules

·	Says, “We are going to the zoo to see the animals. We’ll learn where they live and what they eat.”
·	Notices when sentences do not make sense; tries to correct them

 

·	Uses appropriate conversational and other communication skills
·	Engages in conversations

Engages in complex, lengthy conversations (five or more exchanges)

·	Offers interesting comments with communication device
·	Extends conversation by moving gradually from one topic to a related topic

 

·	Uses social rules of language
	Uses acceptable language and social rules during communication with others

·	Uses a softer voice when talking with peers in the library and a louder voice on the playground
·	Says, “Hello,” back to the museum curator on a trip

              

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Cognitive

·   Demonstrates positive approaches to learning

·   Attends and engages

·   Makes relevant contributions to group discussion about class pet

 

·   Persists

·   Keeps looking through all of the magnetic letters for those that are in her name

 

·   Solves problems

·   Looks at an assortment of pegs and selects the size that will fit in the hole

 

·   Shows curiosity and motivation

·   Shows interest in learning how the firefighter’s clothes protect him

 

·   Shows flexibility and inventiveness in thinking

·   Accepts idea to use tape instead of glue to fix the tear

·   Remembers and connects experiences

·   Recognizes and recalls

·   Makes connections

·   After hearing A Chair for My Mother read aloud says, “My Nana has a chair like the one Rosa has.”

·   Divides crayons into “fair share” groups after watching a teacher do it the day before

·   Uses classification skills

Groups objects by one characteristic; then regroups them using a different characteristic and indicates the reason

 

·   Uses symbols and images to represent something not present

·   Thinks symbolically

·   Sees a dump truck outside and plans how to draw it

·   Says, “Let’s pretend to be seeds growing like in the book.”

 

·   Engages in socio-dramatic play

·   Pretends to be the bus driver. Tells the other children, “You can be the passengers. Give me your tickets, and I will give you change.”

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·   Demonstrates phonological awareness

·   Notices and discriminates rhyme, decides whether two words rhyme

·   Notices and discriminates alliteration

Shows awareness that some words begin the same way

·   Notices and discriminates smaller and smaller units of sound

Hears and shows awareness of separate syllables in words

·   Puts together foot and ball to say football. Claps each syllable of name, Tri-na

 

·   Demonstrates knowledge of the alphabet

·   Identifies and names letters. Recognizes as many as 10 letters, especially those in own name

·   Uses letter–sound knowledge. Identifies the sounds of a few letters

·   Demonstrates knowledge of print and its uses

·   Uses and appreciates books

Knows some features of a book (title, author, illustrator); connects specific books to authors

 

·   Uses print concepts

Indicates where to start reading and the direction to follow

·   Comprehends and responds to books and other texts

·   Interacts during read-alouds and book conversations

·   Asks and answers questions about the text; refers to pictures

·   Pretends to read, using language that closely matches the text on each page, using reading-like intonation

·   Retells stories





·  

Vicky

Demonstrates emergent writing skills

·   Writes partially accurate name

·   Writes all the letters of own name, although some may not be sequenced correctly

·	Writes to convey meaning
	Early invented spelling

·	Uses first letter of word to represent whole word
·	Writes initial and/or final sounds of a word to represent the whole word

Meir wrote, “Uncle Clay, I love you.”

   

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Mathematics

·   Uses number concepts and operations

·   Counts

·   Says, “I have eight big buttons, and you have eight little buttons. We have the same.”

·   Tosses ten puff balls at the hoop. When three land outside she says, “More went inside.”

·   Puts two dominoes together, says, “Five dots,” and counts on “Six, seven, eight. Eight dots all together.”  

 

·   Connects numerals with their quantities

·   Shouts, “Seven,” and jumps seven times when the teacher holds up the number 7 card

·   Says, “I put nine buttons in the 9 box.”

·   Explores and describes spatial relationships and shapes

·   Understands spatial relationships

 

·   Understands shapes

·   Says, “It’s a ball ’cause it rolls.”

·   Puts hand in feely box and says, “It has three sides and three points. It’s a triangle.”

·   Compares and measures

Uses multiples of the same unit to measure; uses numbers to compare; knows the purpose of standard measuring tools

 

·   Demonstrates knowledge of patterns

Extends and creates simple repeating patterns

·   Uses scientific inquiry skills

·   Demonstrates knowledge of the characteristics of living things

·   Demonstrates knowledge of the physical properties of objects and materials

·   Demonstrates knowledge of Earth’s environment

·   Uses tools and other technology to perform tasks

·   Demonstrates knowledge about self

·   Shows basic understanding of people and how they live

·   Explores change related to familiar people or places

·   Demonstrates simple geographic knowledge

·   Explores the visual arts

·   Explores musical concepts and expression

·   Explores dance and movement concepts

·   Explores drama through actions and language

·   Demonstrates progress in listening to and understanding English

 

·   Demonstrates progress in speaking English

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