Reproductions supplied by EDRS are the best that …DOCUMENT RESUME ED 482 871 PS 031 710 TITLE...
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DOCUMENT RESUME ED 482 871 PS 031 710 TITLE Early Childhood Learning Continuum Indicators: The Continuum of Skills that an Early Childhood Learner Needs in Order To Achieve the Pennsylvania Academic Standards by Grade Three. INSTITUTIONPennsylvania State Dept. of Education, Harrisburg. PUB DATE 2000-00-00 NOTE 65p. AVAILABLE Pennsylvania Department of Education, 333 Market Street, Harrisburg, FROM PA 17126-0333. Tel: 717-787-5820; Fax: 717-787-7222; Web site: http://www.pde.state.pa.us. For full text: http://www.pde.state.pa.us/nclb/lib/nclb/earlychildhoodcontinuum.pdf. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE EDRS Price MF01/PC03 Plus Postage. DESCRIPTORS*Academic Standards; *Early Childhood Education; *Educational Objectives; Evaluation Criteria; Listening Skills; Mathematics Skills; Preschool Education; Primary Education; Reading Skills; Speech Skills; *State Standards; Student Evaluation; Writing Skills IDENTIFIERS*Indicators; *Pennsylvania ABSTRACT This document presents the Pennsylvania Early Childhood Learning Continuum Indicators, the developmental steps that a learner performs to demonstrate knowledge as stated in the state's Academic Standards. The indicators are not academic standards themselves, but focus on preschool through Grade 2 skills in reading, writing, speaking and listening, and mathematics. Based on child development theory and authentic observations of the steps young children move through to reach the academic standards, the measurable indicators provide educators with information concerning what learners should know and be able to do across a continuum of age or grade ranges. Included in the document are suggestions for using the indicators and suggestions for implementation. Indicators related to reading, writing, speaking, and listening include the areas of reading independently; reading critically in all content areas; reading, analyzing, and interpreting literature; types of writing; quality of writing; speaking and listening; characteristics and functions of the English language; and research. Mathematics indicators are in the areas of numbers, number systems, and number relationships; computation and estimation; measurement and estimation; mathematical reasoning and connections; mathematical problem solving and communication; statistics and data analysis; probability and predictions; algebra and functions; geometry; trigonometry; and calculus concepts. (KB) Reproductions supplied by EDRS are the best that can be made from the original document.
Transcript of Reproductions supplied by EDRS are the best that …DOCUMENT RESUME ED 482 871 PS 031 710 TITLE...
DOCUMENT RESUME
ED 482 871 PS 031 710
TITLE Early Childhood Learning Continuum Indicators: The Continuum ofSkills that an Early Childhood Learner Needs in Order To Achieve thePennsylvania Academic Standards by Grade Three.
INSTITUTIONPennsylvania State Dept. of Education, Harrisburg.PUB DATE 2000-00-00NOTE 65p.
AVAILABLE Pennsylvania Department of Education, 333 Market Street, Harrisburg,FROM PA 17126-0333. Tel: 717-787-5820; Fax: 717-787-7222; Web site:
http://www.pde.state.pa.us. For full text:http://www.pde.state.pa.us/nclb/lib/nclb/earlychildhoodcontinuum.pdf.
PUB TYPE Guides Classroom Teacher (052)
EDRS PRICE EDRS Price MF01/PC03 Plus Postage.DESCRIPTORS*Academic Standards; *Early Childhood Education; *Educational
Objectives; Evaluation Criteria; Listening Skills; MathematicsSkills; Preschool Education; Primary Education; Reading Skills;Speech Skills; *State Standards; Student Evaluation; Writing Skills
IDENTIFIERS*Indicators; *Pennsylvania
ABSTRACT
This document presents the Pennsylvania Early ChildhoodLearning Continuum Indicators, the developmental steps that a learnerperforms to demonstrate knowledge as stated in the state's AcademicStandards. The indicators are not academic standards themselves, but focus onpreschool through Grade 2 skills in reading, writing, speaking and listening,and mathematics. Based on child development theory and authentic observationsof the steps young children move through to reach the academic standards, themeasurable indicators provide educators with information concerning whatlearners should know and be able to do across a continuum of age or graderanges. Included in the document are suggestions for using the indicators andsuggestions for implementation. Indicators related to reading, writing,speaking, and listening include the areas of reading independently; readingcritically in all content areas; reading, analyzing, and interpretingliterature; types of writing; quality of writing; speaking and listening;characteristics and functions of the English language; and research.Mathematics indicators are in the areas of numbers, number systems, andnumber relationships; computation and estimation; measurement and estimation;mathematical reasoning and connections; mathematical problem solving andcommunication; statistics and data analysis; probability and predictions;algebra and functions; geometry; trigonometry; and calculus concepts. (KB)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
00
Early ChildhoodLearning Continuum Indicators
The Continuum of Skills that an Early ChildhoodLearner Needs in order to Achieve the
Pennsylvania Academic Standards by Grade Three.
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
This document has been reproduced asreceived from the person or organizationoriginating it.
0 Minor changes have been made toimprove reproduction quality.
Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
mi2 6 W,hteks,
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)
1
Continuum of Learning Indicators forReading, Writing, Speaking and Listening
andMathematics
This resource was developed through the Partnership for Educational Excellence Network: A Partnershipbetween the Pennsylvania Department of Education and Pennsylvania Association of Intermediate Units:
promoting educational excellence for the Commonwealth.
BEST COPY AVAILABLE 4
COMMONWEALTH OF PENNSYLVANIATom Ridge, Governor
DEPARTMENT OF EDUCATIONEugene Hickok, Secretary
OFFICE OF ELEMENTARY AND SECONDARY EDUCATIONThomas P. Carey, Deputy Secretary
BUREAU OF CURRICULUM AND ACADEMIC SERVICESMichael J. Kozup, Director
DIVISION OF ARTS & SCIENCES AND COMMUNICATIONS & MATHEMATICSNancy Neil, Chief
DIVISION OF EVALUATION & REPORTSLee Plempel, Chief
DIVISION OF SCHOOL BASED IMPROVEMENTMarian Sutter, Chief
BUREAU OF SPECIAL EDUCATIONFrances James-Warkomski, DirectorJohn Tommasini, Assistant Director
DIVISION OF EARLY INTERVENTIONRichard Price, Chief
PENNSYLVANIA DEPARTMENTOF EDUCATION333 Market Street
Harrisburg, PA 17126-0333
The Pennsylvania Department of Education (PDE) will not discriminate in its educational programs, activitiesor employment practices, based on race, color, national origin, sex, sexual orientation, disability, age, religion,ancestry, union membership, or any other legally protected category. Announcement of this policy is inaccordance with State law including the Pennsylvania Human Relations Act and with Federal law, includingTitle VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of theRehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, and the Americans withDisabilities Act of 1990.Any complaint of harassment or discrimination pertaining to education should be directed to the EqualEmployment Opportunity Manager, Department of Education, 333 Market Street, Harrisburg, PA 17126-0333,Voice Telephone: 717-787-4417, Text Telephone TTY: 717-783-8445, Fax: 717-783-9348. For furtherinformation on accommodations for persons with disabilities, contact the ADA Coordinator, Department ofEducation at the same address, Voice Telephone: 717-783-9791, Fax: 717-772-2317, at the same TextTelephone TTY.
If you have any questions about this publication, or for additional copies, contact: the Bureau of Curriculum andAcademic Services, the Bureau of Special Education or Partnership for Educational Excellence Network (800360-7282 ext 3407), Department of Education, 333 Market Street 8th Floor, Harrisburg, PA 17126-0333.
Early Childhood Learning Continuum Indicators
3
III
Early Childhood Learning Continuum Indicators
Development Team:
Deb BarnshawCindy BastaTina BlattErnestine BolesCeleste BrownLisa BrownHelen ConahanKorey CoxMary DagueJohn DellegrottoRobin EckertMiriam GaviganElizabeth GeorgeJennifer GlassCindy GriffithRoxanne HasslerBeverly HershKim HoffmannMary KilareskiJudy KollerDonna KovackAnn KowalskiLe Anne LorenzoRenee MeaseNancy MillerRose Ann MosserCyndi ParkerKathy RutterRita SchwalmDiane Shan leyPatti SkuntaHolly SmithVicky SmithMary SodaitisDebbie StaceyWendy Steens landGail StorchRuth TroxellFaith WannerCharles WayneMichelle Wunder
Cindy AndersonRobert GundlingMarcia GizaJay MundokJanet LorantJudy Marquette
Muhlenberg School DistrictBrandywine Heights Area School DistrictBerks County Intermediate Unit 14 Community Child CareReading School DistrictKutztown Area School DistrictAnnville-Cleona School DistrictChester County Intermediate Unit 24Tulpehocken Area School DistrictAnnville-Cleona School DistrictPennsylvania Training and Technical Assistance NetworkReading Area Community CollegeReading Area Community CollegeConrad Weiser School DistrictTulpehocken Area School DistrictEarly Intervention Technical AssistanceBerks County Intermediate Unit 14 Head StartLongswamp Learning CenterBerks County Intermediate Unit 14 Head StartDaniel Boone Area School DistrictAlvernia CollegeNativity Childcare CenterBerks County Intermediate Unit 14 Head StartEarly Intervention Technical AssistanceAntietam AcademyMuhlenberg School DistrictOley Valley School DistrictKutztown Area School DistrictAltoona Area School DistrictKutztown Area School DistrictNortheastern Intermediate Unit 19Pennsylvania Department of Education, Bureau of Special EducationReading School DistrictBerks County Intermediate Unit 14 Community Child CareBrandywine Heights Area School DistrictAltoona Area School DistrictBerks County Intermediate Unit 14Tuscarora Intermediate Unit 11Annville-Cleona School DistrictBerks County Intermediate Unit 14 Community Child CarePennsylvania Department of Education, Bureau of Curriculum and Academic ServicesBerks County Intermediate Unit 14 Community Child Care
Lancaster-Lebanon Intermediate Unit 13, Activity CoordinatorPennsylvania Department of Education, Bureau of Curriculum and Academic Services, Activity AdvisorBerks County Intermediate Unit 14, Section CoordinatorLancaster-Lebanon Intermediate Unit 13, EditorBerks County Intermediate Unit 14, Regional CoordinatorPartnership for Educational Excellence Network, Project Manager
Early Childhood Learning Continuum Indicators
Early Childhood Learning Continuum Indicators
The Early Childhood Learning Continuum Indicators are the developmental steps that a
learner performs to demonstrate knowledge stated in the Academic Standards. They are not
academic standards, but reflect a continuum of skills that are needed for all learners to be
successful. The Early Childhood Learning Continuum Indicators focus on preschool through
Grade 2 in Reading, Writing, Speaking and Listening, and Mathematics. The indicators are based
on child development theory and authentic observations of the steps young children move through
to eventually reach the Pennsylvania Academic Standards. These measurable indicators provide
educators with information concerning what the learners should know and be able to do across a
continuum of age or grade ranges. Included are suggestions for the use of the Early Childhood
Learning Continuum Indicators as well as suggestions for implementation.
Contents
What are the Early Childhood Learning Continuum Indicators9 1
How were the Early Childhood Learning Continuum Indicators developed? 3
Suggestions for the use of the Early Childhood Learning Continuum Indicators 5
Suggestions for implementing the Early Childhood Learning Continuum Indicators 7
Early Childhood Learning Continuum Indicators forReading, Writing, Speaking and Listening 9
Early Childhood Learning Continuum Indicators for Mathematics 43
Early Childhood Learning Continuum Indicators vii
What Are The Early Childhood Learning Continuum Indicators?
"...The continuum of skills that an early childhood learner needs in order toachieve the Pennsylvania Academic Standards by grade three."
The Commonwealth of Pennsylvania has established academic standards for grades three,
five, eight and eleven, that clearly indicate what learners should know and be able to do by the
time they complete each of those grade levels. Although learners are assessed by the
Pennsylvania System of School Assessment (PSSA) in reading and mathematics during grades
five, eight and eleven, and in writing during grades six, nine and eleven, every year's curriculum
contributes to the learners' total education. After reviewing the academic standards, educators
must know what is expected of learners in pre- kindergarten, kindergarten, first and second grade
to develop a plan for achieving the academic standards by grade three. This education of early
childhood learners is part of life long learning that is significantly influenced by preschool and
early childhood experiences.
The Early Childhood Learning Continuum Indicators are designed as a continuum from
the early stages of development through third grade. The indicators developed across this
continuum are organized by age ranges of programs for young including: through pre-
kindergarten, pre-kindergarten through kindergarten, kindergarten through grade one, and grade
one through grade two. These stated ranges serve as a basic guide for educators, as not all
learners will attain the stated skills at the same rate and time. As with any group of young
learners, some will attain skills prior to the designated range and some will attain them after the
stated range. The key for educators is to become familiar with connections of the base skills that
are necessary along the continuum.
The intent of the Learning Continuum Indicators is to provide educators with a map of
the skills that are necessary for young children to work toward the achievement of the Academic
Standards for Reading, Writing, Speaking and Listening and the Academic Standards for
Mathematics by grade three. As a continuum, the indicators are intended to be a guide for
educators to design curriculum, instruction and assessments that focus on learners achieving
specific skills that are needed to achieve academic standards.
Early Childhood Learning Continuum Indicators 1
How Were The Early Childhood Learning Continuum Indicators
Developed?
The Early Childhood Learning Continuum Indicators are developed using the Academic
Standards for Reading, Writing, Speaking and Listening, and the Academic Standards for
Mathematics as the basis. The process utilized to accomplish this involved considering learners'
individual needs and developmentally appropriate practices as an integral part of the process.
The Early Childhood Learning Continuum Indicators are designed to be measurable in order to
monitor and assess student progress toward the grade three Academic Standards.
The committees who developed the indicators were comprised of educators from various
preschool providers, early elementary and higher education. The various committees reviewed
the Academic Standards for Reading, Writing, Speaking and Listening and the Academic
Standards for Mathematics for all grade levels to develop a clear understanding of what is
expected of the learners. The indicators are designed with the end in mind, using a design
process with a systematic schema of building conceptual understandings over time.
Early Childhood Learning Continuum Indicators 3
Suggestions For The Use Of The Early Childhood Learning
Continuum Indicators
The Early Childhood Learning Continuum Indicators provide a guide for preschools,
school districts and school buildings to link curriculum, instruction and assessments with the
Pennsylvania Academic Standards for Reading, Writing, Speaking and Listening and the
Pennsylvania Academic Standards for Mathematics. These indicators can be used to:
Build partnerships between preschool and school-age facilities;
Promote continuity between preschool and school-age curriculums;
Write curriculum;
Determine how the present curriculum aligns with the Academic Standards;
Use as a basis for local decisions on curriculum;
Establish age and grade level expectations;
Identify basic skills that a learner needs to know and be able to do, in order to
accomplish specific Academic Standards;
Align instruction with expectations based on the Academic Standards;
Design instruction that is based on the skills that learners need to be successful;
Align program, building and classroom assessments with Academic Standards;
Monitor learner progress toward the achievement of the Academic Standards;
Identify the skills needed by those learners who are not progressing toward
achievement of academic standards; and
Devise a plan for improving learners' achievement and additional instructional
opportunities as provided in Chapter 4, Strategic Plans, Items 6 & 11.
Early Childhood Learning Continuum Indicators 5
Suggestions For Implementing Early Childhood Indicators
The following implementation suggestions for using the Early Childhood Indicators were
developed by the Cleona Elementary School Early Childhood Assessment System Model Site in
the Annville-Cleona School District.
1. Become familiar with the grade three Pennsylvania Academic Standards.
2. Review the content and progression of the indicators developed for preschool
through grade two.
3. Compare the content of the indicators to the content of the current curriculum
document. (Management suggestion: Use a yellow highlighter to mark the indicators
that are written in the current curriculum document.)
4. Bring grade level representatives together to review what is currently taught in the
areas of Reading, Writing, Speaking, Listening and Mathematics. In reality, this
may not match what is in the current curriculum document. (Use a blue highlighter
to mark those indicators currently taught in the classroom.)
5. Review the results.
All indicators that are both in the current curriculum document AND are being taughtare green (marked with both yellow and blue highlighter).
All grade level indicators in the current curriculum document but not taughtconsistently are yellow.
All grade level indicators not in the current curriculum document but taught are blue.
6. Evaluate the results.
Determine which indicators are not taught AND are not in the current curriculumdocument.
Discuss the implications at each grade level.
Determine local expectations. Consider what students need to know and be able to doin Reading, Writing, Speaking, Listening and Mathematics at each grade level.
Ask the following questions:
How should the current curriculum document berevised to include all of the missing indicators?
Early Childhood Learning Continuum Indicators 7
Should staff be encouraged or required to provide instruction inthe areas not currently covered?
Determine which indicators are not taught OR are not in the current curriculumdocument.
Discuss the implications and make changes as needed.
7. Align expectations. Bring grade level representatives together to align expectations
from preschool through grade three.
Although there can be no adjustments to the grade three Pennsylvania AcademicStandards, the Indicators from preschool through grade two can be changed andshould serve as a guide. The Indicators are intended to be suggestions and notnecessarily followed exactly. Local decisions need to be made with regard toappropriate grade level expectations. Make adjustments as needed.
Be cautious about allowing textbooks, materials, and programs to drive expectationsand/or curriculum.
Include representation from Preschool settings. Discuss the expectations in Preschoolprograms so that alignment can be made beginning with Pre-Kindergarten and/ orKindergarten programs.
8. Establish assessments.
List current assessments to evaluate grade level expectations.
Determine developmentally appropriate assessments for pre-kindergarten.
Locate or develop assessments for indicators that are not presently evaluated.
Align assessments from preschool through grade three.
Establish levels of performance.
Design rubrics to clarify the performance levels.
9. List and describe grade level instructional strategies that provide instruction for
students to reach the established indicators. Alternate instructional strategies
provide additional instructional opportunities for students not achieving established
indicators.
10. Review and assess the process and continue to revise and refine.
Early Childhood Learning Continuum Indicators 8
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es a
ndso
und/
sym
bol
repr
esen
tatio
ns.
Cat
egor
ize
wor
dsba
sed
onso
und/
sym
bol
repr
esen
tatio
ns a
ndsy
llabl
eco
nfig
urat
ion.
Rec
ogni
ze th
at w
ords
can
shar
e in
divi
dual
soun
ds.
Dem
onst
rate
unde
rsta
ndin
g th
atw
ritte
n w
ords
repr
esen
t a s
eque
nce
of s
peec
h so
unds
.
Dem
onst
rate
corr
espo
nden
cebe
twee
n co
nson
ant a
ndsh
ort-
vow
el s
ound
s to
lette
r sy
mbo
ls.
Use
the
know
ledg
e of
adva
nced
lette
r/so
und
corr
espo
nden
ce a
ndw
ord
stru
ctur
e to
deco
de w
ords
.
Ora
lly s
egm
ent w
ords
by s
peec
h so
unds
.Se
gmen
t and
ble
ndse
quen
ces
of is
olat
edsp
eech
sou
nds.
Segm
ent a
nd b
lend
sequ
ence
s of
sou
nds
tode
code
wor
ds (
e.g.
,bl
ends
, dig
raph
s an
d r
cont
rol v
owel
s),
Segm
ent a
nd b
lend
phon
etic
ele
men
ts to
deco
de u
nkno
wn
wor
ds (
e.g.
, spe
cial
vow
el s
pelli
ngs,
wor
den
ding
s, d
ipht
hong
s).
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.1
Lea
rnin
g to
Rea
d In
depe
nden
tly13
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3O
rally
dis
crim
inat
ebe
twee
n sa
me
and
diff
eren
t pho
nem
es.
Ora
lly p
rodu
ce s
imila
rph
onem
esPr
oduc
e sp
eech
sou
nds
that
cor
resp
ond
tow
ritte
n le
tter
sym
bols
and
lette
r co
mbi
natio
ns(e
.g.,
digr
aphs
, ble
nds,
and
r co
ntro
l vow
els)
.
Prod
uce
spee
chso
unds
that
corr
espo
nd to
wri
tten
lette
r co
mbi
natio
nsfo
r ad
vanc
ed p
hone
ticel
emen
ts (
e.g.
, vow
elco
mbi
natio
ns a
nddi
phth
ongs
).
Iden
tify
rhym
ing
wor
ds.
Ora
lly b
lend
wor
dsus
ing
onse
t-ri
me,
Prod
uce
a se
ries
of
rhym
ing
wor
ds.
Prod
uce
a se
ries
of
rhym
ing
wor
dsin
clud
ing
wor
ds w
ithbl
ends
.
Dem
onst
rate
unde
rsta
ndin
g th
atsp
eech
sou
nds
are
repr
esen
ted
in p
rint
by
lette
r sy
mbo
ls.
Dem
onst
rate
corr
espo
nden
cebe
twee
n m
ost
cons
onan
t and
sho
rtvo
wel
sou
nds
to le
tter
sym
bols
.
Prod
uce
spee
ch s
ound
sas
soci
ated
with
all
indi
vidu
al le
tter
sym
bols
and
lette
rco
mbi
natio
ns f
ordi
grap
hs, b
lend
s an
d r
cont
rol v
owel
s.
Prod
uce
the
soun
dsth
at c
orre
spon
d to
freq
uent
ly u
sed
vow
eldi
phth
ongs
and
digr
aphs
.
Rec
ogni
ze th
at w
ords
have
par
ts.
Rep
rese
nt s
ylla
bles
inm
ulti-
sylla
ble
wor
ds.
Dem
onst
rate
unde
rsta
ndin
g of
sylla
bles
in a
wor
d.
Use
syl
labi
catio
n to
read
mul
ti-sy
llabi
cw
ords
.
Ora
lly s
egm
ent a
ndbl
end
wor
ds f
rom
two
and
thre
e ph
onem
es.
Use
ora
l seg
men
ting
and
blen
ding
and
deco
de a
nd e
ncod
e V
Can
d C
VC
wor
ds.
Dec
ode
and
enco
dew
ords
con
tain
ing
digr
aphs
, con
sona
ntbl
ends
/clu
ster
s, s
hort
vow
els,
sile
nt e
and
rco
ntro
l vow
els.
Use
pho
netic
elem
ents
to d
ecod
ean
d en
code
unfa
mili
ar w
ords
.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.1
Lea
rnin
g to
Rea
d In
depe
nden
tly14
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3D
. Con
nect
info
rmat
ion
D. U
se s
elf-
mon
itori
ngD
. Rea
d te
xt u
sing
sel
f-D
. Rea
d te
xt u
sing
sel
f-D
. Rea
d te
xt u
sing
sel
f-an
d ev
ents
to r
eal-
life
com
preh
ensi
onm
onito
ring
mon
itori
ngm
onito
ring
expe
rien
ces,
whe
nst
rate
gies
(e.
g., a
sses
sco
mpr
ehen
sion
com
preh
ensi
onco
mpr
ehen
sion
bein
g re
ad a
sto
ry.
and
revi
se p
redi
ctio
ns,
mak
e as
soci
atio
ns,
ques
tion
and
clar
ify
mea
ning
).
stra
tegi
es (
e.g.
, pre
dict
,re
vise
pre
dict
ions
, use
pict
ure
and
stru
ctur
alcl
ues,
que
stio
n, r
erea
d
stra
tegi
es (
e.g.
,pr
edic
t, re
vise
pred
ictio
ns, s
elf-
ques
tion,
rer
ead
and
stra
tegi
es (
e.g.
,pr
edic
t, re
vise
pred
ictio
ns, r
erea
d,us
e he
adin
gs, u
sean
d cl
arif
y fo
rm
eani
ng)
clar
ify
for
mea
ning
).or
gani
zatio
n of
text
,gr
aphi
cs, c
hart
s,or
gani
zatio
n of
text
,ad
just
rea
ding
rat
e).
Use
illu
stra
tions
toU
se il
lust
ratio
ns a
ndM
onito
r pr
edic
tions
Use
text
to m
onito
rin
fer
and
pred
ict w
hat
text
to m
ake
logi
cal
whi
le r
eadi
ng.
and
revi
se p
redi
ctio
nsha
ppen
s ne
xt in
ast
ory.
pred
ictio
ns.
as n
eede
d.
Iden
tify
whe
n si
mpl
eId
entif
y w
hen
verb
alR
erea
d an
d se
lf-c
orre
ctR
erea
d an
d se
lf-
verb
al s
ente
nces
and
sent
ence
s an
d pa
ssag
esw
ord
reco
gniti
on e
rror
sco
rrec
tla
bels
, fai
l to
mak
efa
il to
mak
e se
nse
and
whi
le r
eadi
ng.
com
preh
ensi
onse
nse
base
d on
illus
trat
ions
.re
view
illu
stra
tions
and/
or te
xt to
cor
rect
mis
info
rmat
ion.
erro
rs.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.1
Lea
rnin
g to
Rea
d In
depe
nden
tly15
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3E
. Exp
and
voca
bula
ryE
. Acq
uire
a b
asic
E. A
cqui
re a
rea
ding
E. A
cqui
re a
rea
ding
E. A
cqui
re a
rea
ding
and
use
in c
onte
xt.
read
ing
voca
bula
ry b
yvo
cabu
lary
con
sist
ing
voca
bula
ry b
yvo
cabu
lary
by
iden
tifyi
ng c
omm
onof
sig
ht w
ords
, hig
h-id
entif
ying
and
iden
tifyi
ng a
ndw
ords
(e.
g.,
envi
ronm
enta
l pri
nt,
wor
d fa
mili
es, h
igh-
freq
uenc
y w
ords
).
freq
uenc
y w
ords
and
wor
d fa
mili
es. U
se a
pict
ure
dict
iona
ry w
hen
appr
opri
ate.
corr
ectly
usi
ng w
ords
(e.g
., hi
gh-f
requ
ency
wor
ds, s
ynon
yms,
anto
nym
s, c
ateg
orie
sof
wor
ds).
Use
adi
ctio
nary
whe
nap
prop
riat
e.
corr
ectly
usi
ngw
ords
, (e.
g.,
anto
nym
s, s
ynon
yms,
cate
gori
es o
f w
ords
).U
se a
dic
tiona
ryw
hen
appr
opri
ate.
Inqu
ire
abou
tD
iscu
ss n
ew w
ords
Dis
cuss
unk
now
nD
eter
min
e m
eani
ngun
know
n w
ords
.an
d w
ord
mea
ning
s,w
ords
and
wor
dm
eani
ngs
as th
ey a
reen
coun
tere
d in
boo
ks.
of u
nkno
wn
wor
ds a
sth
ey a
re e
ncou
nter
edin
boo
ks a
nd te
xt.
F. R
ecog
nize
that
new
F.R
ecal
l new
voc
abul
ary
F.Id
entif
y ne
wF.
Und
erst
and
new
F. U
nder
stan
d th
ew
ords
hav
e m
eani
ng.
in li
sten
ing
and
visu
alvo
cabu
lary
lear
ned
invo
cabu
lary
lear
ned
inm
eani
ng o
f an
d us
eco
ntex
ts.
vari
ous
subj
ect a
reas
.va
riou
s su
bjec
t are
as.
corr
ectly
new
voca
bula
ry le
arne
din
var
ious
sub
ject
area
s.
Use
new
voc
abul
ary
inU
se n
ew v
ocab
ular
yD
evel
op n
ewU
se n
ew v
ocab
ular
yow
n sp
eech
.an
d gr
amm
atic
alvo
cabu
lary
mea
ning
and
gram
mat
ical
cons
truc
tion
in o
wn
usin
g se
nten
ce s
truc
ture
cons
truc
tion
insp
eech
.an
d w
ord
orde
r.di
ffer
ent c
onte
xt.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.1
Lea
rnin
g to
Rea
d In
depe
nden
tly16
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
G. D
iffe
rent
iate
bet
wee
nG
. Dif
fere
ntia
te b
etw
een
G. I
dent
ify
the
G. E
xpla
in th
eG
. Dem
onst
rate
aft
erre
al a
nd m
ake-
belie
ve,
fict
ion
and
nonf
ictio
n.ch
arac
teri
stic
s of
fic
tion
and
nonf
ictio
n te
xt.
diff
eren
ces
betw
een
fict
ion
and
nonf
ictio
nte
xt.
read
ing
unde
rsta
ndin
g an
din
terp
reta
tion
of b
oth
fict
ion
and
nonf
ictio
nte
xt.
Use
pla
y an
d/or
Ret
ell a
kno
wn
stor
yR
etel
l a s
tory
in a
Ret
ell o
r su
mm
ariz
eR
etel
l or
sum
mar
ize
illus
trat
ions
to r
etel
l ast
ory.
in s
eque
nce.
logi
cal a
nd s
eque
ntia
lor
der
incl
udin
g so
me
deta
il fr
om te
xt.
maj
or id
eas,
seq
uenc
ean
d th
emes
of
text
.th
e m
ajor
idea
s,th
emes
or
proc
edur
esof
the
text
.
Des
crib
e w
hat a
Des
crib
e w
hat a
sto
ryId
entif
y th
e m
ajor
idea
sD
escr
ibe
the
maj
orpi
ctur
e or
illu
stra
tion
is a
bout
.is
abo
ut.
in a
sto
ry.
idea
s an
d th
eme
of a
stor
y.
Con
nect
info
rmat
ion
Con
nect
info
rmat
ion
Con
nect
the
new
Con
nect
the
new
Con
nect
the
new
and
even
ts in
a s
tory
toor
idea
s in
a s
tory
toin
form
atio
n or
idea
s in
info
rmat
ion
in te
xt to
info
rmat
ion
or id
eas
real
life
exp
erie
nces
.re
al li
fe e
vent
s us
ing
key
wor
ds in
the
stor
y.a
stor
y to
rea
l lif
eev
ents
.kn
own
info
rmat
ion,
in th
e te
xt to
kno
wn
info
rmat
ion.
Ask
que
stio
ns to
Ask
rel
evan
t que
stio
nsA
nsw
er a
nd c
onst
ruct
Ans
wer
and
con
stru
ctC
lari
fy id
eas
and
clar
ify
the
stor
y.an
d m
ake
thou
ghtf
ulqu
estio
ns u
sing
text
-bas
ed q
uest
ions
unde
rsta
ndin
gsco
mm
ents
abo
ut a
keyw
ords
and
to c
lari
fyth
roug
h re
read
ing
stor
y.di
scus
sion
.un
ders
tand
ing
thro
ugh
disc
ussi
on.
and
disc
ussi
on.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.1
Lea
rnin
g to
Rea
d In
depe
nden
tly17
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3R
evis
it ill
ustr
atio
ns to
Rev
isit
text
and
/or
Rer
ead
sent
ence
s to
Rer
ead
pass
ages
tocl
arif
y m
eani
ng,
illus
trat
ions
to c
lari
fym
eani
ng.
clar
ify
mea
ning
.cl
arif
y id
eas.
Supp
ort a
nsw
ers
and
Supp
ort a
nsw
ers
and
Supp
ort a
nsw
ers
and
Supp
ort a
nsw
ers
and
Mak
e re
spon
sibl
eco
nclu
sion
s by
conc
lusi
ons
byco
nclu
sion
s by
loca
ting
conc
lusi
ons
by c
iting
asse
rtio
ns a
bout
the
loca
ting
key
conc
epts
loca
ting
key
conc
epts
key
wor
ds f
rom
the
text
key
wor
ds f
rom
the
text
by
citin
gin
the
illus
trat
ions
of
the
stor
y.fr
om th
e te
xtill
ustr
atio
ns.
and
evid
ence
fro
m th
eill
ustr
atio
ns.
text
as
evid
ence
,ev
iden
ce f
rom
the
text
.
H. U
se k
now
ledg
e fr
omH
. Dem
onst
rate
rea
ding
H. D
emon
stra
te f
luen
cy in
H. D
emon
stra
te f
luen
cyH
. Dem
onst
rate
flu
ency
prio
r ex
peri
ence
s to
of k
ey w
ords
and
read
ing
and
answ
erin
rea
ding
and
ans
wer
and
com
preh
ensi
onm
ake
sens
e of
and
talk
sele
cted
sen
tenc
esqu
estio
ns b
ased
on
com
preh
ensi
onin
rea
ding
.ab
out t
ext (
e.g.
,st
orie
s, s
elec
ted
pass
ages
, nur
sery
rhym
es).
(e.g
., ch
oral
rea
ding
,ch
ants
, rer
eadi
ngfa
mili
ar te
xt, p
atte
rned
sent
ence
s) a
nd r
ecal
lke
y co
ncep
ts o
f th
ete
xt.
mat
eria
l rea
d.qu
estio
ns b
ased
on
mat
eria
l rea
d.
Rec
ogni
ze le
tters
of
Rea
d fa
mili
ar w
ords
Rea
d fa
mili
ar s
ente
nces
Rea
d fa
mili
arR
ead
fam
iliar
the
alph
abet
.al
oud,
suc
h as
nam
e,ad
dres
s, a
ndid
entif
ying
info
rmat
ion.
alou
d,pa
ssag
es a
loud
,m
ater
ials
alo
ud w
ithac
cura
cy.
Iden
tify
inco
rrec
t or
Rec
ogni
ze m
ista
kes
Rec
ogni
ze o
wn
Self
-cor
rect
mis
take
sSe
lf-c
orre
ct m
ista
kes.
mis
sing
wor
ds in
sto
ryan
d at
tem
pt to
iden
tify
mis
take
s an
d id
entif
yfr
om s
elec
ted
text
.be
ing
read
.co
rrec
tion.
corr
ectio
n.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.1
Lea
rnin
g to
Rea
d In
depe
nden
tly18
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3U
se a
ppro
pria
te r
ate
whe
n pa
rtic
ipat
ing
inU
se a
ppro
pria
te r
ate,
infl
ectio
n an
d fl
ow f
orU
se a
ppro
pria
te r
ate
and
pron
unci
atio
n w
hen
Use
app
ropr
iate
rhyt
hm a
ndU
se a
ppro
pria
terh
ythm
, flo
w, m
eter
song
s, n
urse
ry r
hym
esan
d ch
oral
rea
ding
.so
ngs,
nur
sery
rhy
mes
and
chor
al r
eadi
ng.
read
ing
fam
iliar
text
.pr
onun
ciat
ion
whe
nre
adin
g.an
d pr
onun
ciat
ion.
Iden
tify
diff
eren
t typ
esId
entif
y di
ffer
ent t
ypes
Rea
d a
vari
ety
ofR
ead
a va
riet
y of
Rea
d a
vari
ety
ofof
boo
ks (
e.g.
, rea
l,m
ake
belie
ve),
of b
ooks
(e.
g., r
eal,
mak
e-be
lieve
,fi
ctio
n/no
n-fi
ctio
n,nu
rser
y rh
ymes
,po
etry
, fai
ry ta
les)
.
book
s.ge
nres
.ge
nres
and
type
s of
text
.
Dem
onst
rate
an
Ans
wer
que
stio
nsA
nsw
er s
impl
eD
emon
stra
teD
emon
stra
teun
ders
tand
ing
that
abou
t sto
ries
rea
dco
mpr
ehen
sion
com
preh
ensi
onco
mpr
ehen
sion
illus
trat
ions
and
pri
ntco
nvey
mea
ning
,al
oud,
ques
tions
bas
ed o
n th
em
ater
ial r
ead.
thro
ugh
para
phra
sing
,an
swer
ing,
and
form
ing
ques
tions
.
(Sta
ndar
ds 1
.1.3
G.)
.
(Rec
omm
end:
25
book
s/ y
ear)
Dem
onst
rate
unde
rsta
ndin
g of
sto
rybe
ing
read
or
told
.
Dem
onst
rate
conn
ectio
ns w
ith s
tory
bein
g re
ad o
r to
ld.
Dem
onst
rate
conn
ectio
ns w
ithin
form
atio
n w
hile
read
ing.
App
ly in
form
atio
nan
d co
nnec
tions
fro
mre
adin
g.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.1
Lea
rnin
g to
Rea
d In
depe
nden
tly19
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.2
Rea
ding
Cri
tical
ly in
All
Con
tent
Are
as
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
A. D
emon
stra
teA
. Rec
all c
onte
nt o
fA
. Dis
cuss
con
tent
of
A. R
ead
and
unde
rsta
ndA
. Rea
d an
dun
ders
tand
ing
that
info
rmat
iona
l tex
ts.
info
rmat
iona
l ite
ms
esse
ntia
l con
tent
of
unde
rsta
ndso
me
text
con
tain
sin
form
atio
n,in
text
.in
form
atio
nal t
exts
.es
sent
ial c
onte
nt o
fin
form
atio
nal t
exts
and
docu
men
ts in
all a
cade
mic
are
as.
Iden
tify
fact
s in
aD
istin
guis
h be
twee
nId
entif
y th
eId
entif
y fa
cts
and
Dif
fere
ntia
te f
act
stor
y.fa
cts
and
othe
rdi
ffer
ence
bet
wee
nop
inio
ns w
ithin
text
.fr
om o
pini
on w
ithin
Iden
tify
info
rmat
ion
info
rmat
ion,
Iden
tify
esse
ntia
l
fact
s an
d op
inio
ns.
Iden
tify
esse
ntia
lId
entif
y es
sent
ial a
nd
text
.
Dis
tingu
ish
betw
een
from
illu
stra
tions
or
info
rmat
ion
from
info
rmat
ion
such
as
non-
esse
ntia
les
sent
ial a
ndst
ory
bein
g re
ad.
illus
trat
ions
or
text
fact
s, m
ain
idea
, and
info
rmat
ion
in a
text
.no
ness
entia
lre
ad.
supp
ortin
gin
form
atio
n fr
omill
ustr
atio
ns a
nd te
xt.
info
rmat
ion
with
ina
text
.
Use
illu
stra
tion
clue
sU
se il
lust
ratio
ns a
ndM
ake
pred
ictio
nsM
ake
infe
renc
es a
ndM
ake
infe
renc
esto
infe
r an
d pr
edic
tpo
rtio
ns o
f st
ory
toab
out w
hat h
appe
nsdr
aw c
oncl
usio
nsfr
om te
xt w
hen
wha
t hap
pens
nex
t in
infe
r an
d pr
edic
tne
xt in
a s
tory
or
from
a v
arie
ty o
fst
udyi
ng a
topi
ca
stor
y.w
hat h
appe
ns n
ext i
na
stor
y.pr
oces
s an
d ju
stif
y.re
adin
g m
ater
ials
.(e
.g.,
scie
nce,
soc
ial
stud
ies)
and
dra
wco
nclu
sion
s ba
sed
on te
xt.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.2
Rea
ding
Cri
tical
ly in
All
Con
tent
Are
as20
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3R
ecog
nize
the
book
sR
ecog
nize
the
Iden
tify
the
Des
crib
e th
eA
naly
ze te
xtar
e or
gani
zed
inor
gani
zatio
nal
orga
niza
tiona
lor
gani
zatio
nal
orga
niza
tion
and
diff
eren
t way
s.pa
ttern
s an
dst
ruct
ures
of
text
and
stru
ctur
es o
f te
xt a
ndco
nten
t to
deri
vest
ruct
ures
of
a st
ory
indi
cate
con
nect
ion
indi
cate
sig
nifi
canc
em
eani
ng f
rom
text
or te
xt.
to th
e in
form
atio
n,to
info
rmat
ion,
usin
g es
tabl
ishe
dcr
iteri
a.
B. U
se a
var
iety
of
B. U
se a
var
iety
of
B. I
dent
ify
and
use
aB
. Ide
ntif
y an
d us
e a
B. U
se a
nd u
nder
stan
dm
edia
to e
xper
ienc
em
edia
to g
ain
vari
ety
of m
edia
tova
riet
y of
med
ia to
a va
riet
y of
med
iast
orie
s. (
e.g.
, boo
kson
tape
, sof
twar
e or
vide
os)
info
rmat
ion
(e.g
.,vi
deo,
aud
io,
com
pute
r-ge
nera
ted
stru
ctur
ed le
arni
ngex
peri
ence
s).
gain
info
rmat
ion,
(e.g
., co
mpu
ter,
tape
reco
rder
, tel
evis
ion,
vide
os, f
ilmst
rips
,fi
lms)
.
gain
info
rmat
ion
and
eval
uate
qua
lity
ofin
form
atio
n ga
ined
,
and
eval
uate
the
qual
ity o
f m
ater
ial
prod
uced
.
Use
ele
ctro
nic
Use
ele
ctro
nic
med
iaU
se e
lect
roni
c m
edia
Use
ele
ctro
nic
med
iaU
se e
lect
roni
cm
edia
.fo
r a
part
icul
arto
dev
elop
a p
roje
ctto
dev
elop
med
ia f
or r
esea
rch.
purp
ose.
cons
istin
g of
illus
trat
ions
, wor
ds,
and
sent
ence
s.
illus
trat
ions
and
text
-ba
sed
stor
ies
base
don
sub
ject
con
tent
.
Iden
tify
diff
eren
tId
entif
y va
riou
sId
entif
y ty
pe o
fA
cces
s ap
prop
riat
ety
pes
of e
lect
roni
cpu
rpos
es f
orm
edia
to b
e us
ed f
orty
pe o
f m
edia
for
med
ia.
diff
eren
t typ
es o
fel
ectr
onic
med
ia.
a sp
ecif
ic ta
sk.
spec
ific
task
.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.2
Rea
ding
Cri
tical
ly in
All
Con
tent
Are
as21
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3Id
entif
y di
ffer
ent
Iden
tify
and
disc
uss
Iden
tify
and
disc
uss
Iden
tify
and
disc
uss
Iden
tify
tech
niqu
esty
pes
of te
levi
sion
diff
eren
ces
betw
een
diff
eren
t tec
hniq
ues
diff
eren
t tec
hniq
ues
used
in te
levi
sion
prog
ram
s (e
.g.,
ente
rtai
nmen
t,in
form
atio
nal,
adve
rtis
emen
t),
type
s of
tele
visi
onpr
ogra
ms.
used
in te
levi
sion
prog
ram
s an
ddi
stin
guis
h fa
cts
from
mak
e be
lieve
,
in te
levi
sion
prog
ram
s an
ddi
scus
s an
d ev
alua
tefa
cts
and
mis
lead
ing
info
rmat
ion,
and
use
the
know
ledg
e to
dist
ingu
ish
betw
een
fact
s an
dm
isle
adin
gin
form
atio
n.
Iden
tify
diff
eren
tD
escr
ibe
diff
eren
tD
iffe
rent
iate
Ass
ess
the
qual
ity o
fA
sses
s th
e qu
ality
of
type
s of
med
iaty
pes
of m
edia
betw
een
diff
eren
tdi
ffer
ent t
ypes
of
med
ia p
roje
cts
proj
ects
.pr
ojec
ts.
type
s of
med
iapr
ojec
ts a
nd id
entif
ych
arac
teri
stic
s of
each
.
med
ia p
roje
cts.
(e.g
., sc
ript
, pla
y,au
diot
ape)
that
have
bee
nde
velo
ped
for
ata
rget
ed a
udie
nce.
C. R
ecog
nize
dif
fere
ntC
. Ide
ntif
y di
ffer
ent
C. I
dent
ify
the
C. P
rodu
ce w
ork
in o
neC
. Pro
duce
wor
k in
at
type
s of
gen
re (
e.g.
,nu
rser
y rh
ymes
,po
ems,
tale
s).
type
s of
gen
re.
conv
entio
ns o
f a
vari
ety
of g
enre
.fo
rm o
f ge
nre
(e.g
.,bi
ogra
phie
s, p
oem
s,ta
les,
mys
teri
es,
fabl
es)
and
use
iden
tifie
dco
nven
tions
of
the
genr
e.
leas
t one
lite
rary
genr
e th
at f
ollo
ws
the
conv
entio
ns o
fth
e ge
nre.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.2
Rea
ding
Cri
tical
ly in
All
Con
tent
Are
as22
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.3
Rea
ding
, Ana
lyzi
ng a
nd I
nter
pret
ing
Lite
ratu
re
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3A
. Res
pond
to a
var
iety
A. R
espo
nd to
and
A. R
ead
a va
riet
y of
A. R
ead
and
disc
uss
A. R
ead
and
of li
tera
ture
. (e.
g.,
fair
y ta
les,
rhy
mes
,po
ems,
fic
tion
and
disc
uss
a va
riet
y of
liter
atur
e th
roug
hre
ad-a
loud
s an
d
wor
ks o
f lit
erat
ure
and
part
icip
ate
ingu
ided
dis
cuss
ion.
sim
ilari
ties
and
diff
eren
ces
in a
vari
ety
of w
orks
of
unde
rsta
nd w
orks
of li
tera
ture
.
non-
fict
ion)
.sh
ared
rea
ding
.lit
erat
ure.
B. I
dent
ify
the
B. D
escr
ibe
the
B. D
escr
ibe
the
B. I
dent
ify
liter
ary
B. I
dent
ify
liter
ary
char
acte
rs a
ndch
arac
ters
, set
ting
char
acte
rs a
ndel
emen
ts in
sto
ries
elem
ents
in s
tori
esse
tting
in a
sto
ry.
and
mai
n id
ea o
f a
stor
y.se
tting
indi
catin
gim
pact
on
the
mai
nid
ea o
f th
e st
ory.
incl
udin
g ch
arac
ters
,se
tting
, and
plo
t,de
scri
bing
char
acte
rs, s
ettin
gan
d pl
ot.
C. P
artic
ipat
e in
sto
ries
C. I
dent
ify
the
liter
ary
C. I
dent
ify
the
liter
ary
C. I
dent
ify
liter
ary
C. I
dent
ify
liter
ary
with
rhy
thm
, rhy
me,
patte
rns
and
repe
titio
n.
devi
ces
in r
hym
e an
dre
petit
ion.
devi
ces
in r
hym
e,re
petit
ion,
rhy
thm
and
patte
rns.
devi
ces
in s
tori
es(e
.g.,
rhym
e, r
hyth
m,
repe
titio
n an
dpa
ttern
s).
devi
ces
in s
tori
es(e
.g.,
rhym
e,rh
ythm
,pe
rson
ific
atio
n).
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.3
Rea
ding
, Ana
lyzi
ng a
nd I
nter
pret
ing
Lite
ratu
re23
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3D
. Rec
ogni
ze la
ngua
geD
. Ide
ntif
y la
ngua
geD
. Ide
ntif
y an
dD
. Rec
ogni
ze th
eD
. Ide
ntif
y th
epa
ttern
s (e
.g.,
chor
alpa
ttern
s, (
e.g.
, cho
ral
com
plet
e pr
edic
tabl
est
ruct
ures
in p
oetr
yst
ruct
ures
in p
oetr
yre
citin
g, p
oetr
y,nu
rser
y rh
ymes
).re
adin
g, r
eadi
ngal
oud,
pre
dict
able
book
s, p
atte
rnbo
oks,
nur
sery
rhym
es).
lang
uage
pat
tern
s(e
.g.,
patte
rn b
ooks
,pr
edic
tabl
e bo
oks,
nurs
ery
rhym
es).
(e.g
., pa
ttern
boo
ks,
pred
icta
ble
book
s,nu
rser
y rh
ymes
).
(e.g
., pa
ttern
boo
ks,
pred
icta
ble
book
s,nu
rser
y rh
ymes
).
E. R
e-en
act o
rE
. Ide
ntif
y di
alog
ue in
E. I
dent
ify
dial
ogue
E. R
ecog
nize
the
E. I
dent
ify
the
dram
atiz
e st
orie
s or
sim
ple
text
bei
ngan
d st
ory
actio
n in
stru
ctur
es in
dra
ma
stru
ctur
es in
dra
ma
part
s of
sto
ries
.re
ad.
play
s an
d st
orie
s,in
clud
ing
stor
y, a
cts,
scen
es.
(e.g
., di
alog
ue, s
tory
enac
tmen
t, ac
ts,
scen
es).
F. R
espo
nd to
a v
arie
tyF.
Res
pond
to a
ndF.
Rea
d bo
th f
ictio
n an
dF.
Rea
d an
dF.
Rea
d an
d re
spon
dof
type
s of
lite
ratu
re,
disc
uss
a va
riet
y of
type
s of
lite
ratu
re,
nonf
ictio
n.co
mpr
ehen
d bo
thno
nfic
tion
and
fict
ion.
to n
onfi
ctio
n an
dfi
ctio
n in
clud
ing
poet
ry a
nd d
ram
a.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.3
Rea
ding
, Ana
lyzi
ng a
nd I
nter
pret
ing
Lite
ratu
re24
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.4
Typ
es o
f W
ritin
g
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3A
. Use
illu
stra
tions
or
A. U
se e
arly
for
ms
ofA
. Dic
tate
and
/or
wri
teA
. Wri
te n
arra
tive
A. W
rite
nar
rativ
epi
ctur
es a
s a
repr
esen
tatio
n fo
ror
al la
ngua
ge.
wri
ting,
dic
tatio
n, o
rill
ustr
atio
ns (
e.g.
,st
ory,
per
sona
lex
peri
ence
, poe
m)
toex
pres
s id
eas.
narr
ativ
e pi
eces
fro
mpe
rson
al e
xper
ienc
e,pi
eces
incl
udin
gst
orie
s an
d po
ems.
piec
es (
e.g.
, sto
ries
,po
ems
and
play
s).
Des
crib
e pe
ople
,pl
aces
and
thin
gs in
Des
crib
e ro
le o
fpe
ople
, pla
ces
and
Incl
ude
peop
le,
plac
es a
nd th
ings
inIn
clud
e ba
sic
desc
ript
ions
of
Incl
ude
deta
iled
desc
ript
ions
of
a st
ory.
Iden
tify
purp
ose
of
thin
gs in
a s
tory
.
Iden
tify
illus
trat
ions
dict
atio
n, s
tory
boar
ds a
nd w
ritin
g,
Sele
ct a
ppro
pria
te
peop
le, p
lace
s an
dth
ings
in w
ritin
g.
Use
illu
stra
tions
to
peop
le, p
lace
s,th
ings
.
Use
rel
evan
till
ustr
atio
ns in
ath
at d
epic
t sto
ryill
ustr
atio
ns to
acco
mpa
ny w
ritin
g.ill
ustr
atio
nsst
ory.
cont
ent.
acco
mpa
ny s
tory
.
Incl
ude
mai
n id
ea in
Incl
ude
mai
n id
eaIn
clud
e si
mpl
e pl
otIn
clud
e pl
otIn
clud
e lit
erar
yor
al d
escr
iptio
ns a
ndan
d de
tails
in o
ral
whe
n sh
arin
gel
emen
ts in
wri
ting.
elem
ents
(St
anda
rddr
awin
gs.
desc
ript
ions
and
draw
ings
.in
form
atio
n.1.
3.3.
B.)
.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.4
Typ
es o
f W
ritin
g25
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3B
. Use
ear
ly f
orm
s of
B. D
raw
or
wri
te to
B. W
rite
info
rmat
iona
lB
. Wri
te a
nB
. Wri
tew
ritin
g, d
icta
tion,
or
illus
trat
ions
toin
form
(e.
g., l
ists
,le
tters
, lab
els)
.
info
rm (
e.g.
, lis
ts,
lette
rs, d
escr
iptio
ns,
defi
nitio
ns,
colle
ctio
ns o
f fa
cts,
sim
ple
inst
ruct
ions
),
sent
ence
s (e
.g.,
lette
rs, d
escr
iptio
ns,
defi
nitio
ns,
colle
ctio
ns o
f fa
cts,
sim
ple
inst
ruct
ions
)us
ing
illus
trat
ions
info
rmat
iona
lpa
ragr
aph
abou
t asp
ecif
ied
topi
c (e
.g.,
lette
rs, r
epor
ts,
desc
ript
ions
,in
stru
ctio
ns)
usin
g
info
rmat
iona
lpi
eces
(e.
g.,
desc
ript
ions
,le
tters
, rep
orts
, and
inst
ruct
ions
) us
ing
illus
trat
ions
whe
nw
hen
rele
vant
,ill
ustr
atio
ns w
hen
rele
vant
.re
leva
nt.
C. D
evel
op v
ocab
ular
yC
. Use
illu
stra
tions
toC
. Dif
fere
ntia
teC
. Sta
te a
n op
inio
n an
dC
. Wri
te a
n op
inio
nto
exp
ress
pref
eren
ces.
stat
e an
opi
nion
,be
twee
n fa
ct a
ndop
inio
n.
supp
ort i
t with
fac
ts.
and
supp
ort i
t with
fact
s.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.4
Typ
es o
f W
ritin
g26
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.5
Qua
lity
of W
ritin
g
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3A
. Fol
low
bas
ic w
ritin
gpr
ogre
ssio
n (e
.g.,
pict
ures
and
scri
bble
s, le
tter-
like
form
s, le
tters
fro
mco
mm
on w
ords
inth
e en
viro
nmen
t,st
ring
s of
lette
rs).
A. W
rite
, dra
w o
r us
epi
ctur
es to
dep
ict
spec
ific
exp
erie
nces
,st
orie
s, p
eopl
e,ob
ject
s or
eve
nts.
A. W
rite
with
a s
elec
ted
focu
s.A
. Gro
up r
elat
ed id
eas
to w
rite
with
aco
nsis
tent
foc
us.
A. W
rite
with
a s
harp
,di
stin
ct f
ocus
iden
tifyi
ng to
pic,
task
and
aud
ienc
e.
B. C
olle
ct a
nd s
hare
B. W
rite
wor
dsB
. Wri
te c
onte
ntB
. Exp
and
idea
s to
B. W
rite
usi
ng w
ell-
info
rmat
ion
abou
t aap
prop
riat
e fo
r a
sent
ence
s us
ing
wri
te p
arag
raph
sde
velo
ped
cont
ent
topi
c.sp
ecif
ied
topi
c.co
nten
t app
ropr
iate
usin
g co
nten
tap
prop
riat
e fo
r th
efo
r th
e to
pic.
appr
opri
ate
for
the
topi
c.to
pic.
Iden
tify
rele
vant
Iden
tify
info
rmat
ion
Iden
tify
poss
ible
Gat
her
info
rmat
ion
Gat
her
and
info
rmat
ion
in a
rela
ted
to a
topi
c.or
gani
zatio
nal
and
dete
rmin
eor
gani
zest
ory.
stru
ctur
es f
orin
form
atio
n.or
gani
zatio
nal
form
at.
info
rmat
ion.
Dic
tate
a s
ente
nce.
Wri
te a
sen
tenc
e.W
rite
a s
erie
s of
Wri
te a
ser
ies
ofW
rite
a s
erie
s of
sent
ence
s.re
late
d se
nten
ces
with
one
cen
tral
idea
.
rela
ted
sent
ence
s or
para
grap
hs w
ith o
nece
ntra
l ide
a.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.5
Qua
lity
of W
ritin
g27
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
Dis
tingu
ish
betw
een
Iden
tify
and
Inco
rpor
ate
deta
ilsR
efin
e an
d ex
pand
Inco
rpor
ate
deta
ilsde
tails
and
the
mai
nin
corp
orat
e de
tails
rele
vant
to th
e to
pic
deta
ils a
ppro
pria
te to
rele
vant
and
idea
in a
sto
ry.
whe
n di
ctat
ing
orus
ing
shor
tth
e to
pic
usin
g sh
ort
appr
opri
ate
to th
ew
ritin
g a
stor
y.se
nten
ces.
para
grap
hs.
topi
c.
C. R
ecog
nize
the
C. O
rgan
ize
wor
ds in
toC
. Wri
te o
rgan
ized
C. U
se tr
ansi
tion
wor
dsC
. Wri
te w
ithor
gani
zatio
n of
a co
mpl
ete
sent
ence
.se
nten
ces.
to w
rite
an
orga
nize
dco
ntro
lled
and/
orw
ords
link
ed to
for
ma
com
plet
e th
ough
t.pa
ragr
aph.
subt
le o
rgan
izat
ion.
Rec
ount
exp
erie
nces
Arr
ange
wor
ds in
aR
ecog
nize
and
use
Wri
te a
seq
uenc
e of
Sust
ain
a lo
gica
lor
pre
sent
sto
ries
inlo
gica
l sen
tenc
eth
e co
rrec
t wor
dev
ents
in lo
gica
lor
der.
a lo
gica
l seq
uenc
e.st
ruct
ure.
orde
r in
wri
tten
sent
ence
s.or
der
usin
g ke
yw
ords
(e.
g., f
irst
,ne
xt, t
hen,
fin
ally
,ca
use-
effe
ct, i
f-th
en).
Rec
ogni
ze th
ebe
ginn
ing,
mid
dle
Incl
ude
the
begi
nnin
g, m
iddl
eIn
clud
e a
begi
nnin
g,m
iddl
e an
d en
dIn
clud
e a
begi
nnin
g,m
iddl
e, a
nd e
ndIn
clud
e a
reco
gniz
able
and
end
of a
sto
ry.
and
end
whe
n te
lling
a st
ory.
whe
n w
ritin
g a
stor
y.w
hen
wri
ting
para
grap
hs.
begi
nnin
g, m
iddl
e,an
d en
d.
D. R
ecog
nize
ther
e ar
eD
. Use
a v
arie
ty o
fD
. Use
a v
arie
ty o
fD
. Use
a v
arie
ty o
fD
. Wri
te w
ith a
na
vari
ety
of w
ays
tow
ords
in e
arly
for
ms
wor
ds to
cre
ate
wor
ds a
nd s
ente
nce
awar
enes
s of
the
expr
ess
a th
ough
t.of
wri
ting,
dic
tatio
nco
nsis
tent
wri
ter's
stru
ctur
es to
cre
ate
styl
istic
asp
ects
of
or il
lust
ratio
ns to
expr
ess
com
plet
eth
ough
ts.
voic
e,co
nsis
tent
wri
ter's
voic
e an
d to
ne.
com
posi
tion.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.5
Qua
lity
of W
ritin
g28
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3U
se p
ictu
res
toW
rite
wor
ds in
Wri
te c
ompl
ete
Use
sen
tenc
es o
fU
se s
ente
nces
of
repr
esen
t a c
ompl
ete
thou
ght.
sent
ence
s th
at f
ollo
wa
com
plet
e th
ough
t.si
mpl
e se
nten
ces.
diff
erin
g le
ngth
and
type
.di
ffer
ing
leng
ths
and
com
plex
ities
.
Des
crib
e pe
ople
,pl
aces
, thi
ngs,
loca
tions
and
actio
ns.
Use
des
crip
tive
wor
ds a
nd v
erbs
whe
n w
ritin
g,
Wri
te s
ente
nces
cont
aini
ngde
scri
ptiv
e w
ords
and
verb
s in
con
text
.
Wri
te s
hort
para
grap
hsco
ntai
ning
desc
ript
ive
wor
dsan
d ve
rbs
in c
onte
xt.
Use
des
crip
tive
wor
ds a
nd a
ctio
nve
rbs.
E.
Rev
ise
stor
y to
E.
Rev
ise
earl
y fo
rms
E.
Rev
ise
wri
ting
toE
.R
evis
e w
ritin
g to
E. R
evis
e w
ritin
g to
supp
ly m
issi
ngof
wri
ting
orad
d or
elim
inat
eim
prov
e de
tail
and
impr
ove
deta
il an
din
form
atio
n,ill
ustr
atio
n to
ord
erst
ory
elem
ents
or
add
deta
il,
deta
ils a
nd c
orre
ctid
eas
so a
logi
cal
orde
r is
pre
sent
.
sequ
entia
l ord
er.
orde
r by
iden
tifyi
ngm
issi
ngin
form
atio
n an
dde
term
inin
gw
heth
er id
eas
follo
w lo
gica
lly.
F.R
ecog
nize
F.Id
entif
y th
e co
rrec
tF.
Edi
t wri
ting
for
F.E
dit w
ritin
g us
ing
F. E
dit w
ritin
g us
ing
punc
tuat
ion
and
gram
mar
in w
ritte
nw
ork.
conv
entio
ns o
fla
ngua
ge in
ase
nten
ce o
rse
nten
ces
(gra
mm
ar,
punc
tuat
ion)
.
gram
mar
and
punc
tuat
ion.
gram
mar
,pu
nctu
atio
n, s
pelli
ngan
d se
nten
cefo
rmat
ion.
the
conv
entio
ns o
fla
ngua
ge.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.5
Qua
lity
of W
ritin
g29
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
Ass
ocia
te s
ound
sw
ith th
e w
ritte
nle
tter.
Spel
l pho
netic
ally
.Sp
ell h
igh-
freq
uenc
ysi
ght w
ords
corr
ectly
.
Spel
l mos
t com
mon
,fr
eque
ntly
use
dw
ords
cor
rect
ly.
Spel
l com
mon
,fr
eque
ntly
use
dw
ords
cor
rect
ly.
Iden
tify
uppe
r an
dD
iffe
rent
iate
Cap
italiz
e th
e fi
rst
Cap
italiz
e pr
oper
Use
cap
ital l
ette
rslo
wer
cas
e le
tters
inbo
oks.
betw
een
uppe
r an
dlo
wer
cas
e le
tters
inbo
oks.
wor
d of
a s
ente
nce,
nam
es o
f pe
ople
, and
the
pron
oun
I.
noun
s.co
rrec
tly (
firs
tw
ord
in s
ente
nces
,pr
oper
nou
ns,
pron
oun
"I")
.
Use
cor
rect
ora
lU
se c
orre
ct o
ral
Use
pro
per
end
Use
pro
per
end
Punc
tuat
e co
rrec
tlyla
ngua
ge e
mph
asis
for
peri
od a
ndex
clam
atio
n,
lang
uage
em
phas
isfo
r pe
riod
, que
stio
ns,
excl
amat
ion
and
com
mas
.
punc
tuat
ion
(per
iod,
excl
amat
ion
and
ques
tion
mar
k).
punc
tuat
ion
and
com
mas
.(p
erio
d,ex
clam
atio
n po
int,
ques
tion
mar
k,co
mm
as in
a s
erie
s).
Use
nou
ns,
pron
ouns
, ver
bs,
adje
ctiv
es a
ndad
verb
s in
ora
lla
ngua
ge.
Use
nou
ns,
pron
ouns
, ver
bs,
adje
ctiv
es, a
dver
bs,
and
conj
unct
ions
prop
erly
in o
ral
lang
uage
.
Use
nou
ns, p
rono
uns
and
verb
s in
wri
ting,
Use
nou
ns,
pron
ouns
, ver
bs a
ndad
ject
ives
in w
ritin
g,
Use
nou
ns,
pron
ouns
, ver
bs,
adje
ctiv
es, a
dver
bsan
d co
njun
ctio
nspr
oper
ly.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.5
Qua
lity
of W
ritin
g30
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
Use
com
plet
ese
nten
ces
in o
ral
lang
uage
.
Use
com
plet
e,si
mpl
e an
dco
mpo
und
sent
ence
sin
ora
l lan
guag
e.
Use
com
plet
e,si
mpl
e, d
ecla
rativ
e,in
terr
ogat
ive
and
excl
amat
ory
sent
ence
s in
wri
ting,
Use
com
plet
e,si
mpl
e, d
ecla
rativ
e,in
terr
ogat
ive,
excl
amat
ory
and
impe
rativ
e se
nten
ces
in w
ritin
g,
Use
com
plet
ese
nten
ces
(sim
ple,
com
poun
d,de
clar
ativ
e,in
terr
ogat
ive,
excl
amat
ory
and
impe
rativ
e).
G. S
hare
dra
win
gs w
ithG
. Pre
sent
wri
tten
wor
kG
. Pre
sent
wri
tten
wor
kG
. Pre
sent
and
def
end
G. P
rese
nt a
nd/o
rcl
assm
ates
and
teac
hers
.to
sm
all g
roup
s.to
larg
e gr
oups
.w
ritte
n w
ork.
defe
nd w
ritte
n w
ork
for
publ
icat
ion
whe
nap
prop
riat
e.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.5
Qua
lity
of W
ritin
g31
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.6
Spea
king
and
Lis
teni
ng
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
A. L
iste
n in
ord
er to
A. L
iste
n in
ord
er to
A. L
iste
ns to
oth
ers
A. L
iste
n to
oth
ers
inA
. Lis
ten
to o
ther
s.un
ders
tand
and
give
, res
tate
and
whe
n th
ey a
reor
der
to r
espo
ndfo
llow
dir
ectio
ns.
follo
w s
impl
e tw
o-sp
eaki
ng a
ndap
prop
riat
ely
tost
ep d
irec
tions
.de
mon
stra
teun
ders
tand
ing
of th
em
essa
ge.
ques
tions
, dir
ectio
ns,
and
situ
atio
ns.
Ask
que
stio
ns in
Ask
rel
evan
tA
sk q
uest
ions
toA
sk q
uest
ions
toA
sk q
uest
ions
as
anco
nver
satio
n an
d in
ques
tions
.ob
tain
cla
rify
ing
obta
in c
lari
fyin
gai
d to
stru
ctur
ed s
ettin
gs.
info
rmat
ion,
info
rmat
ion
and
chec
k un
ders
tand
ing
unde
rsta
ndin
g.
Iden
tify
fact
s in
an
Dis
tingu
ish
betw
een
Iden
tify
the
Iden
tify
and
Dis
tingu
ish
fact
oral
sel
ectio
n,fa
cts
and
othe
rin
form
atio
n,di
ffer
ence
bet
wee
nfa
cts
and
opin
ions
,di
ffer
entia
te b
etw
een
fact
s an
d op
inio
ns.
from
opi
nion
.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.6
Spea
king
and
Lis
teni
ng32
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
B. L
iste
n at
tent
ivel
y to
B. L
iste
n to
a s
elec
tion
B. L
iste
n to
sel
ectio
n of
B. L
iste
n to
a s
elec
tion
B. L
iste
n to
a s
elec
tion
a st
ory.
and
shar
elit
erat
ure
(fic
tion
of li
tera
ture
(fi
ctio
nof
lite
ratu
re (
fict
ion
info
rmat
ion
and
idea
s.an
d/or
non
fict
ion)
.an
d/or
non
fict
ion)
.an
d/or
non
fict
ion)
.
Com
pare
and
Iden
tify
the
Lis
ten
to a
sel
ectio
nL
iste
n to
a s
elec
tion
Rel
ate
it to
sim
ilar
cont
rast
dif
fere
nces
char
acte
rist
ics
of a
and
conn
ect s
imila
ran
d cl
assi
fy s
imila
rex
peri
ence
s.in
exp
erie
nces
,si
mila
r ex
peri
ence
,ex
peri
ence
s to
rea
llif
e ev
ents
.ex
peri
ence
s.
Pred
ict w
hat w
illM
ake
pred
ictio
nsM
ake
real
istic
Mak
e re
ason
able
Pred
ict w
hat w
illha
ppen
nex
t with
abou
t wha
t will
pred
ictio
ns a
bout
the
pred
ictio
ns a
bout
happ
en n
ext.
prom
pts.
happ
en n
ext.
outc
omes
of
sim
ple
even
ts a
nd r
ecog
nize
diff
eren
t out
com
esar
e po
ssib
le
wha
t will
hap
pen
next
.
Iden
tify
com
pone
nts
Iden
tify
the
even
tsId
entif
ySt
ate
the
Ret
ell a
sto
ry in
of o
rder
in a
sto
ry.
that
hap
pen
firs
t,ne
xt a
nd la
st in
ast
ory.
chro
nolo
gica
l ord
erw
ithin
a s
tory
.ch
rono
logi
cal o
rder
of a
sto
ry.
chro
nolo
gica
lor
der.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.6
Spea
king
and
Lis
teni
ng33
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
Rec
ogni
ze d
iffe
rent
Iden
tify
diff
eren
tId
entif
y ch
arac
ter
Dis
tingu
ish
betw
een
Rec
ogni
zeto
nes
of s
tori
es,
(e.g
., ha
ppy,
sad
,ex
cite
men
t)
type
s of
tone
in a
stor
y.an
d to
ne in
spo
ken
info
rmat
ion,
char
acte
r an
d to
ne in
spok
en in
form
atio
n.ch
arac
ter
and
tone
.
Iden
tify
wor
dId
entif
y an
d us
e ne
wL
iste
n in
ord
er to
Lis
ten
in o
rder
toId
entif
y an
d de
fine
mea
ning
s th
roug
hw
ords
fro
m a
iden
tify
and
use
new
appl
y ne
w w
ords
and
new
wor
ds a
ndlis
teni
ng.
liste
ning
sel
ectio
n.w
ords
and
con
cept
s.co
ncep
ts.
conc
epts
.
C. S
tay
on to
pic
whe
nC
. Rel
ate
a st
ory
orC
. Use
cor
rect
C. P
rese
nt id
eas
usin
gC
. Spe
ak u
sing
ski
llssp
eaki
ng.
expe
rien
ce u
sing
voca
bula
ry a
nd w
ord
appr
opri
ate
spea
king
appr
opri
ate
tosi
mpl
e sp
eaki
ngsk
ills.
usag
e w
hen
spea
king
.sk
ills,
form
al s
peec
hsi
tuat
ions
.
Dif
fere
ntia
teU
se a
ppro
pria
teU
se a
ppro
pria
teU
se v
olum
eU
se a
ppro
pria
tebe
twee
n le
vels
of
volu
me
in r
espo
nse
volu
me
whi
leap
prop
riat
e fo
rvo
lum
e.vo
lum
e w
hen
spea
king
.to
mod
elin
g,in
itiat
ing
answ
ers
and
conv
ersa
tion.
setti
ng.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.6
Spea
king
and
Lis
teni
ng34
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3Pr
onou
nce
wor
dsPr
onou
nce
wor
dsPr
onou
nce
sing
lePr
onou
nce
two
and
Pron
ounc
e m
ost
unde
rsta
ndab
ly b
yun
ders
tand
ably
by
and
mul
tiple
syl
labl
eth
ree
sylla
ble
wor
dsw
ords
acc
urat
ely.
appr
oxim
atin
g an
din
clud
ing
sylla
bles
and
soun
ds.
incl
udin
g sy
llabl
esan
d so
unds
.w
ords
cor
rect
ly.
corr
ectly
.
Use
pau
ses
betw
een
Use
app
ropr
iate
Use
app
ropr
iate
pac
eU
se a
ppro
pria
tePa
ce s
peec
h so
it is
wor
ds, p
hras
es a
ndse
nten
ces.
paus
es w
hen
spea
king
.in
sen
tenc
es, r
hym
es,
poet
ry a
nd q
uest
ions
.pa
ce.
unde
rsta
ndab
le.
Rec
ogni
zeex
pres
sion
s, g
estu
res
Iden
tify
expr
essi
ons,
gest
ures
and
bod
yIn
terp
ret
expr
essi
ons,
ges
ture
sIn
terp
ret a
nd r
espo
ndap
prop
riat
ely
toD
emon
stra
te a
naw
aren
ess
ofan
d bo
dy la
ngua
gela
ngua
ge c
ues
from
and
body
lang
uage
expr
essi
ons,
ges
ture
sau
dien
ce.
cues
fro
m o
ther
s.ot
hers
.cu
es f
rom
aud
ienc
e.an
d bo
dy la
ngua
gecu
es f
rom
aud
ienc
e.
D. S
hare
info
rmat
ion
D. S
hare
info
rmat
ion
D. R
elat
e a
real
-lif
eD
. Rec
ount
exp
erie
nces
D. C
ontr
ibut
e to
on a
spe
cifi
ed ty
pean
d id
eas
on a
expe
rien
ce to
aor
pre
sent
sto
ries
on
disc
ussi
ons.
of e
xper
ienc
e.sp
ecif
ied
type
of
expe
rien
ce.
spec
ifie
d to
pic.
a sp
ecif
ied
topi
c.
Ask
que
stio
ns.
Ask
que
stio
ns in
Ask
rel
ated
Ask
rel
ated
Ask
rel
evan
tre
spon
se to
sto
ries
.qu
estio
ns to
gai
nin
form
atio
n,qu
estio
ns f
orcl
arif
icat
ion
and
unde
rsta
ndin
g.
ques
tions
.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.6
Spea
king
and
Lis
teni
ng35
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
Dif
fere
ntia
tes
Res
pond
to q
uest
ions
Res
pond
with
rel
ated
Res
pond
with
rel
ated
Res
pond
with
betw
een
ques
tion
wor
ds a
nd s
tate
men
tW
ords
.
aske
d.in
form
atio
n to
ques
tions
ask
ed.
info
rmat
ion
orop
inio
ns to
que
stio
nsas
ked.
appr
opri
ate
info
rmat
ion
orop
inio
ns to
ques
tions
ask
ed.
Lis
ten
atte
ntiv
ely
toR
ecog
nize
the
Lis
ten
to th
eL
iste
n cr
itica
lly a
ndL
iste
n to
and
othe
rs.
impo
rtan
ce o
fco
ntri
butio
ns o
fot
hers
.
cont
ribu
tions
of
othe
rs.
resp
ond
appr
opri
atel
y to
the
cont
ribu
tions
of
othe
rs.
ackn
owle
dge
the
cont
ribu
tions
of
othe
rs.
Dem
onst
rate
Dem
onst
rate
and
Dis
play
Dis
play
app
ropr
iate
Dis
play
unde
rsta
ndin
g of
part
icip
ate
inco
nver
satio
nal t
urn-
turn
ing-
taki
ngap
prop
riat
e tu
rn-
conv
ersa
tiona
l tur
n-ta
king
.co
nver
satio
nal t
urn-
taki
ng.
taki
ng b
ehav
iors
beha
vior
s by
add
ing
info
rmat
ion
todi
scus
sion
sfo
llow
ing
anot
her
pers
on's
inpu
t.
taki
ng b
ehav
iors
.
E. P
artic
ipat
e in
E.
Part
icip
ate
in s
mal
lE
.Pa
rtic
ipat
e in
sm
all
E.
Part
icip
ate
in s
mal
lE
. Par
ticip
ate
in s
mal
ldi
scus
sion
s.gr
oup
disc
ussi
ons
with
ass
igne
d ro
les.
and
larg
e gr
oup
disc
ussi
ons
with
assi
gned
rol
es.
and
larg
e gr
oup
disc
ussi
ons.
and
larg
e gr
oup
disc
ussi
ons
and
pres
enta
tions
.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.6
Spea
king
and
Lis
teni
ng36
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3In
itiat
e fo
llow
-up
Part
icip
ate
in e
very
-Pa
rtic
ipat
e in
eve
ry-
Part
icip
ate
in e
very
-Pa
rtic
ipat
e in
eve
ry-
resp
onse
s to
oth
ers'
resp
onse
s.da
y co
nver
satio
n by
turn
taki
ng a
ndin
itiat
ing
sent
ence
s.
day
conv
ersa
tion
bytu
rn-t
akin
g, in
itiat
ing
sent
ence
s an
d as
king
ques
tions
.
day
conv
ersa
tion
indi
ffer
ent s
ubje
cts
byas
king
app
ropr
iate
ques
tions
and
initi
atin
g se
nten
ces.
day
conv
ersa
tion.
Rec
ite r
hym
es a
ndso
ngs.
Rec
ite s
hort
poe
ms,
rhym
es a
nd s
ongs
.R
ecite
poe
ms,
rhym
es, s
ongs
and
stor
ies.
Del
iver
bri
efre
cita
tions
and
ora
lpr
esen
tatio
ns.
Pres
ent o
ral
read
ings
.
Des
crib
e an
Giv
e si
mpl
ePr
esen
t a s
hort
rep
ort
Del
iver
a s
hort
Del
iver
sho
rtex
peri
ence
or
obje
ct.
Ask
que
stio
ns.
pres
enta
tions
(e.
g.,
Show
and
Tel
l),
Use
que
stio
ns to
obta
in in
form
atio
nfr
om o
ther
per
sons
.
(e.g
., Sh
ow a
nd T
ell,
sum
mar
y of
an
activ
ity),
Rec
ord
info
rmat
ion
obta
ined
for
m o
ther
pers
ons.
repo
rt o
n a
topi
cw
ith s
uppo
rtiv
e fa
cts
and
deta
il.
Rec
ord
info
rmat
ion
obta
ined
for
m o
ther
pers
ons
in q
uest
ion
and
answ
erse
quen
ce.
repo
rts
(e.g
., Sh
ow-
and-
Tel
l, fi
eld
trip
sum
mar
y).
Con
duct
sho
rtin
terv
iew
s.
Und
erst
and
and
Iden
tify
sequ
ence
of
Sequ
ence
ste
ps in
an
Giv
e si
mpl
eG
ive
sim
ple
follo
w d
irec
tions
.st
eps
in a
n ac
tivity
,ev
ent o
r si
tuat
ion.
activ
ity, e
vent
or
situ
atio
n.di
rect
ions
in c
orre
ctse
quen
ce a
ndpr
ovid
e ra
tiona
le.
dire
ctio
ns a
ndex
plan
atio
ns.
Dif
fere
ntia
teR
epor
t an
emer
genc
yR
epor
t an
emer
genc
yR
epor
t an
emer
genc
yR
epor
t an
betw
een
anem
erge
ncy
and
are
gula
r si
tuat
ion
and
repo
rt to
adu
lts.
to a
dults
.to
app
ropr
iate
adu
lts.
to a
ppro
pria
te a
dults
or a
genc
y an
d gi
veid
entif
ying
info
rmat
ion.
emer
genc
y.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.6
Spea
king
and
Lis
teni
ng37
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3F.
Atte
nd to
ele
ctro
nic
F.R
espo
nd to
F.U
se e
lect
roni
c m
edia
F.U
se m
edia
for
F. U
se m
edia
for
med
ia in
an
inst
ruct
iona
lsi
tuat
ion.
elec
tron
ic m
edia
acco
rdin
g to
teac
her
ques
tions
.
for
lear
ning
purp
oses
, suc
h as
gene
ratin
g a
jour
nal
or s
tory
.
lear
ning
pur
pose
s,su
ch a
s w
ord
proc
essi
ng, e
ditin
g,se
arch
ing
inte
rnet
.
lear
ning
pur
pose
s.
Vie
w, l
iste
n to
and
Rec
ogni
ze a
nd u
seId
entif
y th
e ro
le o
fR
ecog
nize
the
role
Exp
lain
the
use
a va
riet
y of
diff
eren
t for
ms
ofdi
ffer
ent f
orm
s of
and
impo
rtan
ce o
fim
port
ance
of
med
ia (
e.g.
, TV
,ra
dio,
film
,co
mpu
ter)
.
med
ia (
e.g.
,te
levi
sion
, rad
io,
film
, and
Int
erne
t).
med
ia (
e.g.
,te
levi
sion
, rad
io,
film
, and
Int
erne
t).
tele
visi
on, r
adio
,fi
lm, a
nd I
nter
net i
nth
e liv
es o
f pe
ople
.
tele
visi
on, r
adio
,fi
lm, a
nd I
nter
net
in th
e liv
es o
fpe
ople
.
Iden
tify
Rec
ogni
ze th
atR
ecog
nize
Dis
tingu
ish
betw
een
Exp
lain
how
adve
rtis
emen
ts,
adve
rtis
ing
sells
prod
ucts
.ad
vert
isem
ents
and
expl
ain
thei
rpu
rpos
e.
adve
rtis
emen
ts a
ndin
form
atio
nal p
iece
s.ad
vert
isin
g se
llspr
oduc
ts.
Ret
ell k
ey w
ords
Show
pri
nt-o
ut f
rom
Exp
lain
con
tent
fro
mId
entif
y w
hat w
asSh
ow o
r ex
plai
nfr
om m
edia
med
ia u
se, s
uch
asm
edia
use
, suc
h as
lear
ned
thro
ugh
wha
t was
lear
ned
pres
enta
tion.
wor
d w
all,
jour
nal,
stor
y ge
nera
tion.
wor
d pr
oces
sed
docu
men
t, co
mpa
ctdi
sc p
rese
ntat
ion.
med
ia in
spe
cifi
csu
bjec
ts.
(e.g
., au
diot
ape,
com
pute
rdo
wnl
oad)
.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.6
Spea
king
and
Lis
teni
ng38
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.7
Cha
ract
eris
tics
and
Func
tions
of
the
Eng
lish
Lan
guag
e
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
A. R
ecog
nize
that
ther
eA
. Rec
ogni
ze w
ords
A. D
istin
guis
hA
. Rec
ogni
ze th
at s
ome
A. I
dent
ify
wor
dsar
e la
ngua
ges
othe
rfr
om o
ther
lang
uage
sco
mm
only
use
wor
dsw
ords
fro
m o
ther
from
oth
erth
an E
nglis
h.as
enc
ount
ered
.fr
om o
ther
lang
uage
s ar
ela
ngua
ges
that
are
lang
uage
s.co
mm
only
use
dco
mm
only
use
dE
nglis
h w
ords
.E
nglis
h w
ords
.
B. R
ecog
nize
var
iatio
nsB
. Ide
ntif
y va
riat
ions
inB
. Ide
ntif
y va
riat
ions
inB
. Ide
ntif
y va
riat
ions
inB
. Ide
ntif
y va
riat
ions
in d
ialo
gue
(e.g
.,co
mm
erci
als,
liter
atur
e, c
arto
ons,
role
-pla
y).
dial
ogue
s,th
e di
alog
ues
oflit
erar
y ch
arac
ters
.th
e di
alog
ues
oflit
erar
y ch
arac
ters
and
rela
te th
em to
vari
ous
setti
ngs,
in th
e di
alog
ues
oflit
erar
y ch
arac
ters
and
rela
te th
em to
diff
eren
ces
inoc
cupa
tion
orge
ogra
phic
allo
catio
n.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.7
Cha
ract
eris
tics
and
Func
tions
of
the
Eng
lish
Lan
guag
e39
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.8
Res
earc
h
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
A. T
ell a
bout
idea
s or
A. C
hoos
e a
topi
c to
A. D
iscu
ss r
easo
ns f
orA
. Dif
fere
ntia
teA
. Sel
ect a
topi
c fo
rto
pics
to e
xplo
re,
lear
n m
ore
abou
t.ch
oosi
ng a
topi
c.be
twee
n to
pics
that
can
and
cann
ot b
ere
sear
ched
.
rese
arch
.
B. L
ocat
e in
form
atio
nB
. Loc
ate
info
rmat
ion
B. L
ocat
e in
form
atio
nB
. Loc
ate
info
rmat
ion
B. L
ocat
e in
form
atio
nus
ing
pict
ure
and
usin
g vi
sual
usin
g to
pica
l wor
dsus
ing
tabl
e of
usin
g ap
prop
riat
eob
ject
cue
s.re
pres
enta
tions
and
and
sent
ence
s.co
nten
ts a
ndso
urce
s an
dke
y w
ords
.he
ader
s.st
rate
gies
.
Iden
tify
way
s to
Iden
tify
gene
ral
Dif
fere
ntia
te b
etw
een
Und
erst
and
the
Loc
ate
reso
urce
slo
cate
info
rmat
ion,
sour
ces
ofin
form
atio
n.va
riou
s so
urce
s of
info
rmat
ion
(e.g
.,di
ctio
nary
,ne
wsp
aper
s,m
agaz
ines
, ele
ctro
nic
med
ia).
purp
oses
of
vari
ous
reso
urce
s (e
.g.,
dict
iona
ry,
new
spap
ers,
mag
azin
es,
ency
clop
edia
s,el
ectr
onic
med
ia).
for
a pa
rtic
ular
task
(e.
g.,
new
spap
ers,
dict
iona
ry).
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.8
Res
earc
h40
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
Iden
tify
sour
ces
for
gath
erin
gin
form
atio
n (e
.g.,
fam
ily, p
ictu
res,
fam
iliar
boo
ks).
Sele
ct s
ourc
es f
orga
ther
ing
info
rmat
ion
(e.g
.,ob
serv
atio
n, f
amily
,pi
ctur
es, f
amili
arbo
oks,
ele
ctro
nic
med
ia).
Sele
ct s
ourc
es f
orga
ther
ing
info
rmat
ion
(e.g
., di
ctio
nari
es,
ency
clop
edia
s,ob
serv
atio
ns a
ndel
ectr
onic
med
ia).
Sele
ct s
ourc
es to
gath
er a
nd o
rgan
ize
info
rmat
ion
arou
ndan
out
line
(e.g
.,di
ctio
nari
es,
ency
clop
edia
s,ob
serv
atio
ns a
ndel
ectr
onic
med
ia).
Sele
ct s
ourc
es (
e.g.
,di
ctio
nari
es,
ency
clop
edia
s,in
terv
iew
s to
wri
tea
fam
ily h
isto
ry,
obse
rvat
ions
and
elec
tron
ic m
edia
).
Use
pic
ture
s to
loca
te in
form
atio
n,U
se p
ictu
re c
lues
and
key
wor
ds to
loca
te in
form
atio
n,
Use
pic
ture
clu
es, k
eyw
ords
and
hea
ding
sto
loca
te in
form
atio
n,
Use
key
wor
ds,
guid
e w
ords
and
head
ings
to lo
cate
info
rmat
ion.
Use
tabl
e of
cont
ents
, key
wor
dsan
d gu
ide
wor
ds.
Use
pic
ture
s an
dte
levi
sion
med
ia to
Use
wor
d w
all,
book
s an
d el
ectr
onic
Sear
ch w
ord
wal
l,lis
ts, b
ooks
and
Use
car
d ca
talo
g,te
ache
r-ca
tego
rize
dU
se tr
aditi
onal
and
elec
tron
ic s
earc
hob
tain
info
rmat
ion,
med
ia to
obt
ain
info
rmat
ion,
teac
her-
cate
gori
zed
data
base
s to
obt
ain
info
rmat
ion,
data
base
s an
d cl
osed
elec
tron
ic s
earc
hes
to o
btai
nin
form
atio
n.
tool
s.
C. I
dent
ify
the
mai
nC
. Ide
ntif
y im
port
ant
C. G
athe
r im
port
ant
C. G
athe
r an
d or
gani
zeC
. Org
aniz
e an
did
ea.
conc
epts
rel
ated
toin
form
atio
n re
late
d to
info
rmat
ion
rela
ted
pres
ent t
he m
ain
the
mai
n id
ea.
the
mai
n id
ea.
to th
e m
ain
idea
.id
eas
from
the
rese
arch
.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.8
Res
earc
h41
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
Ret
ell a
nd d
raw
pict
ures
to r
epre
sent
info
rmat
ion
from
text
.
Ret
ell k
ey id
eas.
Tak
e no
tes
byse
quen
cing
pic
ture
sto
rep
rese
ntin
form
atio
n,
Ora
lly id
entif
y ke
yco
ncep
ts.
Tak
e no
tes
usin
g ke
yw
ords
and
pic
ture
sfr
om s
truc
ture
din
form
atio
n.
Sum
mar
ize
mai
nid
eas
oral
ly f
rom
key
fact
s an
d co
ncep
ts.
Tak
e no
tes
usin
g a
grap
hic
orga
nize
r to
repr
esen
t im
port
ant
info
rmat
ion.
Sum
mar
ize
mai
nid
eas
in w
ritin
g fr
omke
y fa
cts
and
conc
epts
.
Tak
e no
tes
from
sour
ces
usin
g a
stru
ctur
ed f
orm
at.
Sum
mar
ize,
ora
llyor
in w
ritin
g, th
em
ain
idea
s.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
1.8
Res
earc
h42
EA
RL
Y C
HIL
DH
OO
DL
EA
RN
ING
CO
NT
INU
UM
IN
DIC
AT
OR
S
MA
TH
EM
AT
ICS
Pre-
K th
roug
h G
rade
2 I
ndic
ator
s
Gra
de 3
Pen
nsyl
vani
a A
cade
mic
Sta
ndar
ds (
BO
LD
)
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
43
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.1
Num
bers
, Num
ber
Syst
ems
and
Num
ber
Rel
atio
nshi
ps
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
A. C
ount
usi
ng w
hole
A. C
ount
usi
ng w
hole
A. C
ount
usi
ng w
hole
A. C
ount
usi
ng w
hole
A. C
ount
usi
ng w
hole
num
bers
(to
20)
by
num
bers
(to
100
) by
num
bers
(to
100
) by
num
bers
(to
1,0
00)
num
bers
(to
10,
000)
ones
. (R
ote
coun
ting)
.on
es a
nd te
ns (
Rot
eco
untin
g).
l's, 2
's, 5
's a
nd 1
0's.
by l'
s, 2
's, 3
's, 5
's,
10's
, 25'
s an
d 10
0's.
and
by 2
's, 3
's, 5
's,
10's
, 25'
s an
d 10
0's.
B. U
se c
oncr
ete
obje
cts
B. U
se c
oncr
ete
obje
cts
B. U
se w
hole
num
bers
toB
. Use
con
cret
e ob
ject
sB
. Use
who
le n
umbe
rsto
rep
rese
ntto
rep
rese
ntre
pres
ent q
uant
ities
to id
entif
y a
mix
edan
d fr
actio
ns to
quan
titie
s up
to a
ndqu
antit
ies
up to
and
up to
100.
num
ber
as a
who
lere
pres
ent
incl
udin
g 5.
incl
udin
g 20
.an
d pa
rts.
quan
titie
s.
Div
ide
a se
t of
Div
ide
a se
t of
Div
ide
a se
t of
Use
con
cret
e ob
ject
sco
ncre
te o
bjec
ts in
totw
o eq
ual p
arts
. Use
obje
cts
into
equ
alpa
rts
usin
g te
rms
conc
rete
obj
ects
into
equa
l par
ts u
sing
to r
epre
sent
who
le,
one-
half
, one
-thi
rdte
rms
part
and
who
le.
who
le, p
art a
nd o
ne-
half
term
s w
hole
, hal
f,th
ird
and
quar
ter.
and
one-
four
th.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.1
Num
bers
, Num
ber
Syst
ems
and
Num
ber
Rel
atio
nshi
ps45
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
C. R
epre
sent
equ
ival
ent
C. R
epre
sent
equ
ival
ent
C. R
epre
sent
equ
ival
ent
C. R
epre
sent
equ
ival
ent
C. R
epre
sent
form
s of
the
sam
efo
rms
of th
e sa
me
form
s of
the
sam
efo
rms
of th
e sa
me
equi
vale
nt f
orm
s of
num
ber
thro
ugh
the
num
ber
thou
gh th
enu
mbe
r us
ing
num
ber
usin
gth
e sa
me
num
ber
use
of c
oncr
ete
obje
cts
and
draw
ings
up to
and
incl
udin
g
use
of c
oncr
ete
obje
cts
and
draw
ings
up to
and
incl
udin
g
conc
rete
obj
ects
,dr
awin
gs, w
ord
nam
es a
nd s
ymbo
ls
conc
rete
obj
ects
,dr
awin
gs, w
ord
nam
es a
nd s
ymbo
ls
thro
ugh
the
use
ofco
ncre
te o
bjec
ts,
draw
ings
, wor
d5.
20.
up to
and
incl
udin
gup
to a
nd in
clud
ing
nam
es a
nd s
ymbo
ls.
100.
1000
.
D. U
se c
oncr
ete
obje
cts
to s
epar
ate
a se
t int
oD
. Use
dra
win
gs,
diag
ram
s or
mod
els
D. U
se d
raw
ings
,di
agra
ms
or m
odel
sD
. Use
dra
win
gs,
diag
ram
s or
mod
els
D. U
se d
raw
ings
diag
ram
s or
mod
els
two
equa
l par
ts u
sing
to s
how
the
conc
ept
to s
how
the
conc
ept
to s
how
the
conc
ept
to s
how
the
conc
ept
the
term
's p
art a
ndof
one
-hal
f as
par
t of
of o
ne-h
alf,
one
-thi
rdof
fra
ctio
n as
par
t of
of f
ract
ion
as p
art
who
le.
a w
hole
.an
d on
e-fo
urth
as
part
of
a w
hole
.a
who
le (
1/6,
1/8
).of
a w
hole
.
E. R
ecog
nize
that
E. I
dent
ify
and
nam
eE
. Ide
ntif
y an
d kn
owE
. Cou
nt, c
ompa
re a
ndE
. Cou
nt, c
ompa
redi
ffer
ent c
oins
hav
epe
nny,
nic
kel a
ndth
e va
lue
of c
oins
mak
e ch
ange
usi
ng a
and
mak
e ch
ange
diff
eren
t val
ue.
dim
e.an
d sh
ow d
iffe
rent
colle
ctio
n of
coi
nsus
ing
a co
llect
ion
ofco
mbi
natio
ns o
fco
ins
that
equ
al th
esa
me
valu
e.
up to
one
dol
lar.
coin
s an
d on
e-do
llar
bills
.
F. R
epro
duce
pat
tern
sF.
Ide
ntif
y, d
escr
ibe
F. I
dent
ify
desc
ribe
and
F. I
dent
ify,
des
crib
e an
dF.
App
ly n
umbe
rus
ing
conc
rete
and
exte
nd s
impl
eex
tend
sim
ple
exte
nd p
atte
rns
usin
gpa
ttern
s (e
ven
and
obje
cts.
patte
rns
by s
hape
,si
ze o
r co
lor
usin
gco
ncre
te o
bjec
ts.
patte
rns
usin
gsy
mbo
ls.
the
hund
red
boar
d.od
d) a
nd c
ompa
reva
lues
of
num
bers
on th
e hu
ndre
dbo
ard.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.1
Num
bers
, Num
ber
Syst
ems
and
Num
ber
Rel
atio
nshi
ps46
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
G. U
se c
oncr
ete
obje
cts
G. G
roup
and
com
pare
G. C
ount
and
gro
upG
. Cou
nt a
nd g
roup
G. U
se c
oncr
ete
to g
roup
into
set
s.co
ncre
te o
bjec
ts in
sets
of
10.
obje
cts
by o
nes
and
tens
.ob
ject
s by
one
s, te
nsan
d hu
ndre
ds.
obje
cts
to c
ount
,or
der
and
grou
p.
H. U
se c
oncr
ete
obje
cts
H. U
se c
oncr
ete
obje
cts
H. D
emon
stra
te u
nder
-H
. Gro
up a
nd c
ompa
reH
. Dem
onst
rate
to d
emon
stra
teto
dem
onst
rate
stan
ding
of
one-
to-
and
equa
l num
ber
ofun
ders
tand
ing
ofun
ders
tand
ing
ofun
ders
tand
ing
ofon
e co
rres
pond
ence
item
s in
dif
fere
nton
e-to
-one
one-
to-o
neon
e-to
-one
up to
and
incl
udin
gse
ts.
corr
espo
nden
ce.
corr
espo
nden
ce u
p to
and
incl
udin
g 5.
corr
espo
nden
ce u
pto
and
incl
udin
g 20
.10
0.
I. I
dent
ify
the
num
bers
I. C
ount
, rea
d an
d w
rite
I. C
ount
, rea
d an
d w
rite
I.C
ount
, rea
d an
dI.
App
ly p
lace
-val
ue0
to 5
.w
hole
num
bers
0 to
who
le n
umbe
rs to
wri
te w
hole
num
bers
conc
epts
and
10.
100
and
iden
tify
the
in s
tand
ard
and
num
erat
ion
topl
ace
valu
e fo
r ea
chex
pand
ed f
orm
toco
untin
g, o
rder
ing
digi
t.10
00 w
ith th
e pl
ace
valu
e fo
r ea
ch d
igit.
and
grou
ping
.
J. C
ompa
re g
roup
s of
conc
rete
obj
ects
toJ.
Est
imat
e us
ing
conc
rete
obj
ects
up
J.E
stim
ate
usin
gco
ncre
te o
bjec
ts u
pJ.
Use
est
imat
ion
stra
tegi
es th
atJ.
Est
imat
e,ap
prox
imat
e, r
ound
build
voc
abul
ary
ofto
20.
to 1
00.
invo
lve
num
bers
up
or u
se e
xact
mor
e an
d le
ss.
to 1
,000
.nu
mbe
rs a
sap
prop
riat
e.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.1
Num
bers
, Num
ber
Syst
ems
and
Num
ber
Rel
atio
nshi
ps47
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
K. I
dent
ify
addi
tion
and
K. I
dent
ify
the
inve
rse
K. U
se th
e in
vers
eK
. Und
erst
and
and
use
K. D
escr
ibe
the
subt
ract
ion
rela
tions
hip
betw
een
rela
tions
hip
betw
een
the
inve
rse
inve
rse
rela
tions
hip
oper
atio
ns u
sing
addi
tion
and
addi
tion
and
rela
tions
hip
betw
een
betw
een
addi
tion
conc
rete
obj
ects
.su
btra
ctio
n us
ing
subt
ract
ion
to s
olve
addi
tion
and
and
subt
ract
ion.
conc
rete
obj
ects
.pr
oble
ms
with
conc
rete
obj
ects
.su
btra
ctio
n to
sol
vepr
oble
ms
and
chec
kso
lutio
ns.
L. D
emon
stra
te th
eL
. Det
erm
ine
the
L. K
now
the
addi
tion
L. D
emon
stra
teL
. Dem
onst
rate
conc
ept o
f jo
inin
gan
swer
s to
add
ition
fact
s (s
ums
to 2
0)kn
owle
dge
ofkn
owle
dge
of b
asic
and
sepa
ratin
g se
ts,
usin
g co
ncre
tean
d su
btra
ctio
npr
oble
ms
for
two
and
the
corr
espo
ndin
gm
ultip
licat
ion
fact
sof
2's
, 5's
, and
10'
s.fa
cts
in f
our
basi
cop
erat
ions
.ob
ject
s.nu
mbe
rs th
at a
reea
ch le
ss th
an te
n.su
btra
ctio
n fa
cts.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.1
Num
bers
, Num
ber
Syst
ems
and
Num
ber
Rel
atio
nshi
ps48
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.2
Com
puta
tion
and
Est
imat
ion
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
A. U
se c
oncr
ete
obje
cts
A. U
se c
oncr
ete
obje
cts
A. S
olve
add
ition
and
A. S
olve
add
ition
and
A. A
pply
add
ition
and
to r
epre
sent
join
ing
to r
epre
sent
join
ing
subt
ract
ion
prob
lem
ssu
btra
ctio
n pr
oble
ms
subt
ract
ion
inan
d se
para
ting
up to
and
sepa
ratin
g up
toin
eve
ryda
yin
eve
ryda
yev
eryd
ay s
ituat
ions
5 ob
ject
s in
eve
ryda
y10
obj
ects
insi
tuat
ions
with
one
situ
atio
ns w
ith tw
ous
ing
conc
rete
situ
atio
ns.
ever
yday
situ
atio
ns.
and
two
digi
tnu
mbe
rs.
and
thre
e di
git
num
bers
.ob
ject
s.
B. U
se c
oncr
ete
obje
cts
B. U
se c
oncr
ete
obje
cts
B. S
olve
add
ition
B. S
olve
add
ition
B. S
olve
sin
gle-
and
to s
how
join
ing
ofgr
oups
and
to s
how
join
ing
ofgr
oups
and
prob
lem
s w
ith o
ne,
two
and
thre
e on
e-pr
oble
ms
with
3,
two-
digi
t num
bers
doub
le-
digi
tad
ditio
n an
dse
para
ting
a gr
oup
inse
para
ting
a gr
oup
indi
git n
umbe
rs a
ndan
d su
btra
ctio
nsu
btra
ctio
nqu
antit
ies
up to
and
quan
titie
s up
to a
ndsu
btra
ctio
n pr
oble
ms
prob
lem
s w
ithpr
oble
ms
with
incl
udin
g 5.
incl
udin
g 10
.w
ith o
ne a
nd tw
odo
uble
-dig
itre
grou
ping
indi
git n
umbe
rsw
ithou
t reg
roup
ing.
num
bers
with
regr
oupi
ng.
vert
ical
for
m.
C. G
roup
con
cret
eC
. Det
erm
ine
the
sum
C. D
eter
min
e th
e su
mC
. Use
rep
eate
dC
. Dem
onst
rate
obje
cts
into
equ
alof
the
sam
e tw
o on
e-of
the
sam
e th
ree
addi
tion,
arr
ays
and
conc
ept o
fse
ts.
digi
t num
bers
usi
ngon
e-di
git n
umbe
rsco
untin
g by
mul
tiplic
atio
n as
conc
rete
obj
ects
(e.g
., 3+
3+3=
9).
mul
tiple
s to
repe
ated
add
ition
(e.g
., 3
+ 3
= 6
).de
mon
stra
te th
eco
ncep
t of
mul
tiplic
atio
n.
and
arra
ys.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.2.
Com
puta
tion
and
Est
imat
ion
49
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
D. S
epar
ate
conc
rete
D. D
escr
ibe
sepa
ratin
gD
. Det
erm
ine
the
D. U
se r
epea
ted
D. D
emon
stra
teob
ject
s in
to e
qual
conc
rete
obj
ects
into
diff
eren
ce b
ysu
btra
ctio
n an
d eq
ual
conc
ept o
f di
visi
ongr
oups
.eq
ual g
roup
s.fo
rmin
g eq
ual
shar
ing
to f
orm
equ
alas
rep
eate
dgr
oups
.gr
oups
.su
btra
ctio
n an
d as
shar
ing.
E. M
ake
estim
ates
of
E. M
ake
estim
ates
of
E. M
ake
estim
ates
of
E. M
ake
estim
ates
of
E. U
se e
stim
atio
nob
ject
s in
a s
et u
p to
obje
cts
in a
set
up
toob
ject
s in
a s
et u
p to
obje
cts
in a
set
up
tosk
ills
to a
rriv
e at
and
incl
udin
g 10
and
and
incl
udin
g 20
and
and
incl
udin
g 50
and
and
incl
udin
g 10
0co
nclu
sion
s.ve
rify
,
F. M
ake
an e
stim
atio
n
veri
fy,
F. M
ake
an e
stim
atio
n
veri
fy,
F. R
ecog
nize
whe
n an
and
veri
fy.
F. C
ompa
re e
stim
atio
nF.
Det
erm
ine
the
and
veri
fy,
and
expl
ain,
estim
atio
n is
or
isno
t a r
easo
nabl
ean
swer
.
with
cal
cula
ted
answ
er.
reas
onab
lene
ss o
fca
lcul
ated
ans
wer
s.
G. E
xpla
in th
e re
sults
of
G. E
xpla
in a
nd d
escr
ibe
G. E
xpla
in a
nd d
escr
ibe
G. E
xpla
in a
nd d
escr
ibe
G. E
xpla
in a
dditi
onjo
inin
g an
dth
e pr
oces
s of
add
ing
the
com
puta
tion
the
com
puta
tion
and
subt
ract
ion
sepa
ratin
g se
ts.
and
subt
ract
ing
proc
ess
in a
dditi
onpr
oces
s in
algo
rith
ms
with
and
subt
ract
ion.
regr
oupi
ng.
regr
oupi
ng.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.2.
Com
puta
tion
and
Est
imat
ion
50
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.3
Mea
sure
men
t and
Est
imat
ion
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
A. I
dent
ify
how
item
sA
. Com
pare
two
A. C
ompa
re m
easu
rabl
eA
. Com
pare
mea
sura
ble
A. C
ompa
reca
n be
mea
sure
d.ob
ject
s, u
sing
dir
ect
char
acte
rist
ics
ofch
arac
teri
stic
s of
mea
sura
ble
com
pari
son
ofdi
ffer
ent o
bjec
ts o
ndi
ffer
ent o
bjec
ts o
nch
arac
teri
stic
s of
nons
tand
ard
units
of
the
sam
e di
men
sion
sth
e sa
me
dim
ensi
ons
diff
eren
t obj
ects
on
mea
sure
.(t
ime,
tem
pera
ture
,le
ngth
, wei
ght)
.(t
ime,
tem
pera
ture
,ar
ea, l
engt
h, w
eigh
t,pe
rim
eter
),
the
sam
edi
men
sion
s (t
ime,
tem
pera
ture
, are
a,le
ngth
, wei
ght,
capa
city
,pe
rim
eter
).
B. U
se n
on-s
tand
ard
B. D
eter
min
e th
e le
ngth
B. D
eter
min
e th
e le
ngth
B. E
xplo
re, d
iscu
ss a
ndB
. Det
erm
ine
the
item
s to
mea
sure
and
heig
ht o
f ob
ject
san
d he
ight
and
wid
thus
e no
n-st
anda
rd a
ndm
easu
rem
ent o
fob
ject
s (e
.g.,
hand
s,sh
oe le
ngth
s).
with
non
-sta
ndar
dun
its. (
e.g.
, han
ds,
shoe
leng
ths,
jelly
bean
s).
of o
bjec
ts u
sing
stan
dard
uni
ts o
fm
easu
rem
ent.
stan
dard
sys
tem
s of
mea
sure
men
t.ob
ject
s w
ith n
on-
stan
dard
and
stan
dard
uni
ts (
e.g.
,U
S cu
stom
ary
and
met
ric)
.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.3
Mea
sure
men
t and
Est
imat
ion
51
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
C. O
rder
tim
e ev
ents
C. N
ame
and
orde
r th
eC
. Nam
e an
d or
der
the
C. P
roje
ct th
e da
te(s
)C
. Det
erm
ine
and
usin
g te
rms
mor
ning
,af
tern
oon
and
nigh
t.4
seas
ons
and
days
of th
e w
eek.
mon
ths
of th
e ye
ar,
loca
te a
nd r
epor
t the
date
(in
clud
ing
mon
th, d
ay, a
ndye
ar)
on a
cal
enda
r,an
d id
entif
yye
ster
day'
s, to
day'
san
d to
mor
row
's d
ate.
for
the
follo
win
gw
eek.
com
pare
ela
psed
times
.
D. I
dent
ify
cloc
ks a
sD
. Tel
l tim
e to
the
D. T
ell t
ime
to th
eD
. Rea
d an
d re
pres
ent
D. T
ell t
ime
(ana
log
inst
rum
ents
for
near
est h
our
usin
gne
ares
t hou
r an
dtim
e to
the
near
est
and
digi
tal)
to th
ete
lling
tim
e.an
alog
and
dig
ital
half
-hou
r us
ing
half
-hou
r an
d in
5-
min
ute.
cloc
ks,
anal
og a
nd d
igita
lcl
ocks
.m
inut
e in
terv
als.
E. I
dent
ify
non-
stan
dard
E. I
dent
ify
diff
eren
tE
. Des
crib
e th
e un
its f
orE
. Exp
lain
why
E. D
eter
min
eun
its o
fm
easu
rem
ent.
units
of
mea
sure
men
t.m
easu
ring
tim
e,le
ngth
, wei
ght,
capa
city
and
tem
pera
ture
.
diff
eren
t uni
ts o
fm
easu
rem
ent s
houl
dbe
use
d.
appr
opri
ate
unit
ofm
easu
re.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.3
Mea
sure
men
t and
Est
imat
ion
52
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
F. U
nder
stan
d th
eF.
Und
erst
and
the
F. E
xplo
re th
e co
ncep
tsF.
Dif
fere
ntia
te b
etw
een
F. U
se c
oncr
ete
obje
cts
spat
ial c
once
pts
ofov
er, u
nder
, bes
ide,
in a
nd n
ext t
o.
spat
ial c
once
pts
ofov
er, u
nder
, bes
ide,
in, n
ext t
o, o
ut,
arou
nd, o
n, a
ndbe
twee
n.
of a
rea
and
peri
met
er,
area
and
per
imet
er,
to d
eter
min
e ar
eaan
d pe
rim
eter
.
G. U
sing
con
cret
eG
. Usi
ng c
oncr
ete
G. E
stim
ate
and
G. E
stim
ate
and
G. E
stim
ate
and
veri
fyob
ject
s, to
rep
rese
ntob
ject
s, to
rep
rese
ntm
easu
re o
bjec
tsm
easu
re o
bjec
ts.
mea
sure
men
ts.
non-
stan
dard
uni
ts,
estim
ate
the
mea
sure
men
ts u
p to
non-
stan
dard
uni
ts,
estim
ate
the
mea
sure
men
ts u
p to
usin
g no
n-st
anda
rdun
its.
5 un
its.
10 u
nits
.
H. I
dent
ify
diff
eren
tH
. Ide
ntif
y an
d de
scri
beH
. Des
crib
e th
e va
riou
sH
. Des
crib
e th
eH
. Dem
onst
rate
that
aat
trib
utes
of
obje
cts
diff
eren
t attr
ibut
es o
fat
trib
utes
of
andi
ffer
ent a
ttrib
utes
of
sing
le o
bjec
t has
(e.g
., sm
alle
r, la
rger
,si
ze, s
hape
).ob
ject
s (e
.g.,
colo
r,sh
ape,
siz
e).
obje
ct a
nd id
entif
yho
w it
can
be
an o
bjec
t and
how
itca
n be
mea
sure
ddi
ffer
ent a
ttrib
utes
that
can
be
mea
sure
d (e
.g.,
tem
pera
ture
, len
gth,
wei
ght)
.
(e.g
., tim
e,te
mpe
ratu
re, a
rea,
leng
th, w
eigh
t,pe
rim
eter
),
mea
sure
d in
diff
eren
t way
s (e
.g.,
leng
th,
mas
s/w
eigh
t, tim
e,ar
ea, t
empe
ratu
re,
capa
city
and
peri
met
er).
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.3
Mea
sure
men
t and
Est
imat
ion
53
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.4
Mat
hem
atic
al R
easo
ning
and
Con
nect
ions
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
A. U
se te
rms
rela
ting
toA
. Mak
e pr
edic
tions
A. V
erif
y pr
edic
tions
A. V
erif
y an
d ex
plai
nA
. Mak
e, c
heck
and
quan
tity
(mor
e/le
ss),
and
size
(sm
alle
r/la
rger
/sh
orte
r/ lo
nger
) to
desc
ribe
bas
ic s
hape
s(s
quar
e/ci
rcle
/rec
tan
gle/
tria
ngle
).
rega
rdin
g qu
antit
y,si
ze a
nd s
hape
of
obje
cts.
abou
t qua
ntity
, siz
e,an
d sh
ape
of o
bjec
ts.
pred
ictio
ns a
bout
quan
tity,
siz
e an
dsh
ape
of o
bjec
ts.
veri
fy p
redi
ctio
nsab
out t
he q
uant
ity,
size
and
sha
pe o
fob
ject
s an
d gr
oups
of o
bjec
ts.
B. E
xplo
reB
. Ide
ntif
y th
e us
e of
B. E
xpla
in th
e us
e of
B. U
se m
easu
rem
ent t
oB
. Use
mea
sure
men
tsm
easu
rem
ent i
nm
easu
rem
ent i
nm
easu
rem
ent t
oso
lve
prob
lem
s in
in e
very
day
ever
yday
situ
atio
ns.
ever
yday
situ
atio
ns.
solv
e pr
oble
ms
inev
eryd
ay s
ituat
ions
.ev
eryd
ay s
ituat
ions
.si
tuat
ions
(e.
g.,
dete
rmin
e th
ege
ogra
phy
of th
esc
hool
bui
ldin
g).
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.4
Mat
hem
atic
al R
easo
ning
and
Con
nect
ions
54
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.5
Mat
hem
atic
al P
robl
em S
olvi
ng a
nd C
omm
unic
atio
n
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
A. I
dent
ify
a pr
oble
mA
. Ide
ntif
y a
prob
lem
A. D
escr
ibe
appr
opri
ate
A. S
elec
t app
ropr
iate
A. U
se a
ppro
pria
tean
d po
ssib
lean
d im
plem
ent
prob
lem
sol
ving
prob
lem
sol
ving
prob
lem
sol
ving
solu
tions
.po
ssib
le s
olut
ions
tode
term
ine
the
mos
tap
prop
riat
e,
stra
tegi
es (
e.g.
,pi
ctur
es, g
uess
and
chec
k).
stra
tegy
(e.
g., g
uess
and
chec
k, w
orki
ngba
ckw
ards
) to
sol
vepr
oble
m.
stra
tegi
es (
e.g.
,gu
ess
and
chec
k,w
orki
ngba
ckw
ards
).
B. T
ell o
ther
s ho
w to
B. I
dent
ify
wha
tB
. Des
crib
e w
hat
B. C
hoos
e an
d ex
plai
nB
. Det
erm
ine
whe
nso
lve
a pr
oble
m.
info
rmat
ion
isin
form
atio
n is
the
corr
ect s
trat
egy
suff
icie
ntne
eded
to s
olve
ane
eded
to s
olve
ato
sol
ve a
pro
blem
.in
form
atio
n is
prob
lem
.pr
oble
m.
pres
ent t
o so
lve
apr
oble
m a
ndex
plai
n ho
w to
solv
e a
prob
lem
.
C. R
ecog
nize
ther
e is
C. D
emon
stra
te v
ario
usC
. Sel
ect a
nd u
se a
nC
. Sel
ect a
nd u
se a
nC
. Sel
ect a
nd u
se a
nm
ore
than
one
way
to s
olve
a p
robl
em.
stra
tegi
es to
sol
ve a
prob
lem
.ap
prop
riat
e m
etho
d,m
ater
ials
, and
appr
opri
ate
met
hod,
mat
eria
ls, a
ndap
prop
riat
em
etho
d, m
ater
ials
stra
tegy
to s
olve
stra
tegy
to s
olve
and
stra
tegy
topr
oble
ms.
equa
tions
.so
lve
prob
lem
s,in
clud
ing
men
tal
mat
hem
atic
s, p
aper
and
penc
il, a
ndco
ncre
te o
bjec
ts.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.5
Mat
hem
atic
al P
robl
em S
olvi
ng a
nd C
omm
unic
atio
n55
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.6
Stat
istic
s an
d D
ata
Ana
lysi
s
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
A. O
rgan
ize
and
disp
lay
obje
cts
on a
gra
ph.
A. G
athe
r, o
rgan
ize,
sort
, cou
nt a
ndA
. Gat
her,
org
aniz
e an
ddi
spla
y da
ta o
n a
bar
A. G
athe
r, o
rgan
ize
and
disp
lay
data
usi
ngA
. Gat
her,
org
aniz
e,an
d di
spla
y da
tadi
spla
y da
ta.
grap
h an
d/or
pict
ogra
ph.
pict
ures
, bar
gra
phs
and
pict
ogra
phs.
usin
g pi
ctur
es,
talli
es, c
hart
s, b
argr
aphs
and
pict
ogra
phs.
B. T
ell a
bout
the
data
B. D
escr
ibe
the
data
B. I
nter
pret
info
rmat
ion
B. A
nsw
er q
uest
ions
B. F
orm
ulat
e an
dpr
esen
ted
in a
pres
ente
d in
bar
disp
laye
d on
a g
raph
.ba
sed
on d
ata
show
nan
swer
que
stio
nspi
ctog
raph
.gr
aph
or p
icto
grap
h.on
gra
phs.
base
d on
dat
ash
own
on g
raph
s.
C. D
iscu
ss d
ata
from
an
C. R
evie
w a
cha
rt th
atC
. Col
lect
and
dis
play
C. C
olle
ct a
nd d
ispl
ayC
. Pre
dict
the
likel
yev
eryd
ay e
vent
and
disp
lays
dat
a an
dda
ta o
ver
time
and
data
ove
r tim
e an
dnu
mbe
r of
tim
es a
pred
ict w
hat w
illpr
edic
t wha
t will
disc
uss
obse
rvab
lepr
edic
t wha
tco
nditi
on w
ill o
ccur
happ
en n
ext (
e.g.
,bi
rthd
ays,
wea
ther
,ho
liday
s, w
eeke
nds)
.
occu
r (e
.g.,
milk
coun
t, te
mpe
ratu
re).
patte
rns.
cond
ition
s w
illch
ange
the
data
.ba
sed
on th
ean
alyz
ed d
ata.
D. T
ell a
bout
the
data
D. S
tate
an
opin
ion
onD
. Sta
te a
nd ju
stif
y an
D. A
nsw
er q
uest
ions
D. F
orm
and
just
ify
anpr
esen
ted
in a
whe
ther
a g
iven
opin
ion
on w
heth
er a
and
just
ify
anop
inio
n on
whe
ther
pict
ogra
ph.
stat
emen
t is
give
n st
atem
ent i
sop
inio
n ab
out d
ata
a gi
ven
stat
emen
t is
reas
onab
le b
ased
on
reas
onab
le b
ased
on
from
gra
phs.
reas
onab
le b
ased
data
.a
com
pari
son
ofda
ta.
on a
com
pari
son
toda
ta.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.6
Stat
istic
s an
d D
ata
Ana
lysi
s56
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.7
Prob
abili
ty a
nd P
redi
ctio
ns
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
A. P
redi
ct th
eA
. Gat
her
and
disc
uss
A. S
tate
and
exp
lain
the
A. P
redi
ct th
eA
. Pre
dict
and
likel
ihoo
d of
data
abo
ut r
ecur
ring
likel
ihoo
d of
alik
elih
ood
of a
nm
easu
re th
eco
mm
on, e
very
day
and
quan
tifia
ble
chan
ce e
vent
usi
ngev
ent a
nd v
erif
y th
elik
elih
ood
of e
vent
sev
ents
(e.
g., W
hat i
sth
e lik
elih
ood
that
itw
ill r
ain
in o
urcl
assr
oom
toda
y?).
even
ts (
e.g.
dai
lyte
mpe
ratu
re,
atte
ndan
ce).
the
term
s: li
kely
,un
likel
y, o
r ce
rtai
n,pr
edic
tion.
and
reco
gniz
e th
atth
e re
sults
of
anex
peri
men
t may
not
mat
ch p
redi
cted
outc
omes
.
B. I
dent
ify
if a
n ev
ent i
sB
. Exp
lain
if a
n ev
ent
B. I
dent
ify
a sp
inne
rB
. Ide
ntif
y a
spin
ner
B. D
esig
n a
fair
and
an
fair
or
unfa
ir (
e.g.
gam
e).
was
fai
r or
unf
air.
that
is f
air
or u
nfai
r.th
at is
fai
r or
unf
air
and
expl
ain
why
.un
fair
spi
nner
.
C. T
ell s
ome
poss
ible
C. D
iscu
ss p
ossi
ble
C. L
ist a
nd e
xpla
in th
eC
. Lis
t and
rep
rese
nt th
eC
. Lis
t or
grap
h th
ere
sults
fro
m a
nre
sults
of
anpo
ssib
le r
esul
ts o
f an
poss
ible
res
ults
of
anpo
ssib
le r
esul
ts o
fex
peri
men
t.ex
peri
men
t.ex
peri
men
t.ex
peri
men
t,an
exp
erim
ent.
D. I
dent
ify
sets
of
D. C
ompa
re d
ata
usin
gD
. Col
lect
and
des
crib
eD
. Col
lect
and
des
crib
eD
. Ana
lyze
dat
a us
ing
obje
cts
usin
g sm
alle
rth
e co
ncep
ts o
fda
ta u
sing
con
cept
sda
ta u
sing
con
cept
sth
e co
ncep
ts o
fan
d la
rger
.la
rges
t, sm
alle
st,
mos
t and
leas
t.of
larg
est,
smal
lest
,m
ost o
ften
, lea
stof
larg
est,
smal
lest
,m
ost o
ften
, lea
stla
rges
t, sm
alle
st,
mos
t oft
en, l
east
ofte
n.of
ten,
and
mid
dle.
ofte
n an
d m
iddl
e.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.7
Prob
abili
ty a
nd P
redi
ctio
ns57
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.8
Alg
ebra
and
Fun
ctio
ns
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
A. R
ecog
nize
attr
ibut
esof
like
ness
and
diff
eren
ce in
a g
roup
of e
very
day
obje
cts.
A. I
dent
ify
a pa
ttern
base
d on
sha
pe, s
ize,
colo
r an
d/or
sou
nd.
A. I
dent
ify,
des
crib
ean
d ex
tend
pat
tern
sba
sed
on s
hape
, siz
e,co
lor,
sou
nd o
rnu
mbe
r.
A. I
dent
ify,
des
crib
e,ex
tend
and
rep
licat
epa
ttern
s ba
sed
onsh
ape,
siz
e, c
olor
,so
und
or n
umbe
r.
A. R
ecog
nize
,de
scri
be, e
xten
d,cr
eate
and
rep
licat
ea
vari
ety
ofpa
ttern
s in
clud
ing
attr
ibut
e, a
ctiv
ity,
num
ber
and
geom
etri
c pa
ttern
s.
B. U
se c
oncr
ete
obje
cts
B. U
se c
oncr
ete
obje
cts
B. U
se c
oncr
ete
obje
cts
B. S
olve
num
ber
B. U
se c
oncr
ete
to m
odel
the
even
tsan
d tr
ial a
nd e
rror
toan
d sy
mbo
ls (
+, -
, =)
sent
ence
s us
ing
obje
cts
and
tria
lin
a n
umbe
r st
ory.
repr
esen
t a n
umbe
rto
cre
ate
num
ber
conc
rete
obj
ects
and
and
erro
r to
sol
vest
ory.
sent
ence
s.sy
mbo
ls (
+, -
, =).
num
ber
sent
ence
san
d ch
eck
ifso
lutio
ns a
rese
nsib
le a
ndac
cura
te.
C. U
se c
oncr
ete
obje
cts
C. U
se c
oncr
ete
obje
cts
C. U
se c
oncr
ete
obje
cts
C. U
se c
oncr
ete
obje
cts
C. S
ubst
itute
a m
issi
ngor
pic
ture
s to
to r
epre
sent
ato
sho
w a
mis
sing
to d
eter
min
e a
adde
nd in
aid
entif
y w
hat i
snu
mbe
r st
ory
that
adde
nd in
a n
umbe
rm
issi
ng a
dden
d in
anu
mbe
r se
nten
cem
issi
ng.
invo
lves
a m
issi
ngad
dend
.se
nten
ce in
whi
chth
e su
m is
20
or le
ss.
num
ber
sent
ence
.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.8
Alg
ebra
and
Fun
ctio
ns58
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
D. E
xplo
re a
sim
ple
stor
y pr
oble
m.
D. R
e-cr
eate
a s
impl
est
ory
prob
lem
usi
ngD
. Cre
ate
and
solv
est
ory
prob
lem
s us
ing
D. D
emon
stra
te, s
olve
,an
d de
scri
be s
tory
D. C
reat
e a
stor
y to
mat
ch a
giv
enco
ncre
te o
bjec
ts o
rnu
mbe
r se
nten
ces
prob
lem
s us
ing
com
bina
tion
ofpi
ctur
es.
and
pict
ures
.ad
ditio
n or
subt
ract
ion
equa
tions
.
sym
bols
and
num
bers
.
E. I
dent
ify
sets
of
E. U
se c
oncr
ete
obje
cts
E. U
se c
oncr
ete
obje
cts
E. U
se c
oncr
ete
obje
cts
E. U
se c
oncr
ete
conc
rete
obj
ects
as
to s
how
equ
al a
ndto
sho
w th
e co
ncep
tsto
sho
w th
e co
ncep
tsob
ject
s an
d sy
mbo
lseq
ual o
r no
t equ
al.
not e
qual
.of
var
iabl
e an
din
equa
litie
s,of
var
iabl
es,
equa
tions
, and
ineq
ualit
ies,
to m
odel
the
conc
epts
of
vari
able
s,ex
pres
sion
s,eq
uatio
ns, a
ndin
equa
litie
s.
F. D
emon
stra
te a
nF.
Iden
tify
the
purp
ose
F. U
se th
e ap
prop
riat
eF.
Use
the
appr
opri
ate
F. E
xpla
in th
eun
ders
tand
ing
that
sym
bols
hav
eof
the
sym
bols
for
plus
, min
us a
ndsy
mbo
l for
plu
s,m
inus
and
equ
al to
sym
bol f
or p
lus,
min
us, e
qual
, gre
ater
mea
ning
of
solu
tions
and
diff
eren
t pur
pose
s.eq
ual.
solv
e eq
uatio
ns.
than
, les
s th
an,
mul
tiplic
atio
n to
solv
e eq
uatio
ns.
sym
bols
.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.8
Alg
ebra
and
Fun
ctio
ns59
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
G. G
athe
r an
d di
spla
yob
ject
s on
aG
. Gat
her,
sor
t, co
unt
and
disp
lay
data
toG
. Gat
her,
org
aniz
e an
ddi
spla
y da
ta o
n a
bar
G. G
athe
r, o
rgan
ize,
disp
lay
and
com
pare
G. U
se a
tabl
e or
ach
art t
o di
spla
ypi
ctog
raph
.cr
eate
a p
icto
grap
h.gr
aph
and
pict
ogra
ph.
data
usi
ng b
argr
aphs
, tal
lies,
and
pict
ogra
phs.
info
rmat
ion.
H. D
ispl
ay s
impl
eH
. Dis
play
and
exp
lain
H. D
ispl
ay a
nd e
xpla
inH
. Ide
ntif
y an
d in
terp
ret
H. D
escr
ibe
and
pict
ure
and
real
sim
ple
pict
ure
and
data
fro
m a
bar
data
sho
wn
in ta
bles
inte
rpre
t the
dat
aob
ject
gra
phs.
real
obj
ect g
raph
s.gr
aph.
and
char
ts.
show
n in
tabl
es a
ndch
arts
.
I.Id
entif
y th
e te
rms
inI.
Ide
ntif
y +
and
sign
s.I.
Use
+ a
ndsi
gns
inI.
Use
con
cret
e ob
ject
sI.
Dem
onst
rate
sim
ple
and
out.
prob
lem
s.to
dem
onst
rate
func
tion
rule
(e.
g.,
inpu
t--o
utpu
t).
func
tion
rule
s.
J.Id
entif
y te
rms
upJ.
Giv
e an
d fo
llow
J.D
escr
ibe
obje
cts
inJ.
Loc
ate
poin
ts o
n a
J. A
naly
ze s
impl
ean
d do
wn.
dire
ctio
ns a
bout
loca
tions
,sp
ace
by p
ositi
onan
d di
rect
ion
(e.g
.up
, dow
n, le
ft, r
ight
,ab
ove
and
belo
w),
sim
ple
grid
,fu
nctio
ns a
ndre
latio
nshi
ps a
ndlo
cate
poi
nts
on a
sim
ple
grid
.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.8
Alg
ebra
and
Fun
ctio
ns60
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.9
Geo
met
ry
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
A. R
ecog
nize
com
mon
A. I
dent
ify
two-
A. I
dent
ify
and
labe
lA
. Ide
ntif
y th
ree-
A. N
ame
and
labe
ltw
o-di
men
sion
aldi
men
sion
altw
o-di
men
sion
aldi
men
sion
al s
hape
s.ge
omet
ric
shap
es in
geom
etri
c sh
apes
(e.g
. cir
cle,
squ
are,
tria
ngle
and
rect
angl
e).
geom
etri
c sh
apes
.sh
apes
.tw
o an
d th
ree
dim
ensi
ons
(e.g
.,ci
rcle
/ sph
ere,
squa
re/c
ube,
tria
ngle
/pyr
amid
,re
ctan
gle/
pris
m).
B. B
uild
with
geo
met
ric
B. R
epro
duce
sim
ple
B. C
reat
e an
d re
prod
uce
B. R
epro
duce
thre
e-B
. Bui
ldin
g ge
omet
ric
shap
ed c
oncr
ete
desi
gns
usin
gge
omet
ric
desi
gns
dim
ensi
onal
shap
es u
sing
obje
cts
in p
lay.
geom
etri
c sh
aped
usin
g co
ncre
tege
omet
ric
shap
esco
ncre
te o
bjec
tsco
ncre
te o
bjec
ts.
obje
cts.
usin
g co
ncre
teob
ject
s.(e
.g.,
man
ipul
ativ
es).
C. M
ake
shap
es u
sing
conc
rete
obj
ects
.C
. Dra
w a
cir
cle,
tria
ngle
and
squ
are.
C. D
raw
two-
dim
ensi
onal
C. D
raw
and
con
stru
cttw
o-di
men
sion
alC
. Dra
w tw
o an
d th
ree
dim
ensi
onal
geom
etri
c sh
apes
.ge
omet
ric
shap
es.
geom
etri
c sh
apes
and
cons
truc
tre
ctan
gles
, squ
ares
and
tria
ngle
s on
the
geob
oard
and
on
grap
h pa
per
satis
fyin
g sp
ecif
iccr
iteri
a.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.9
Geo
met
ry61
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
D. R
ecog
nize
com
mon
D. F
ind
and
nam
e tw
o-D
. Nam
e an
d de
scri
beD
. Nam
e an
d de
scri
beD
. Fin
d an
d de
scri
bege
omet
ric
figu
res
indi
men
sion
altw
o-di
men
sion
alth
ree-
dim
ensi
onal
geom
etri
c fi
gure
s in
real
life
,
E. I
nfor
mal
ly e
xplo
re
geom
etri
c fi
gure
s in
real
life
,
E. I
dent
ify
sym
met
ry.
geom
etri
c fi
gure
s in
real
life
,
E. I
dent
ify
and
crea
te
geom
etri
c fi
gure
s in
real
life
.
E. I
dent
ify
and
draw
real
life
.
E. I
dent
ify
and
draw
sym
met
ry.
lines
of
sym
met
ry.
lines
of
sym
met
ryfo
r sq
uare
s an
dre
ctan
gles
.
lines
of
sym
met
ryin
geo
met
ric
figu
res.
F. I
nfor
mal
ly e
xplo
reF.
Exp
lore
sym
met
ry in
F.Id
entif
y in
cide
nce
ofF.
Iden
tify
F. I
dent
ify
sym
met
rysy
mm
etry
in r
eal
natu
re (
e.g.
, lea
ves
sym
met
ry in
nat
ure.
char
acte
rist
ics
ofin
nat
ure.
life,
G. E
xplo
re r
efle
ctio
ns.
and
butte
rflie
s),
G. I
dent
ify
a re
flec
tion.
G. D
iscu
ss th
e id
ea o
f
sym
met
ry in
nat
ure.
G. I
dent
ify
refl
ectio
nsG
. Fol
d pa
per
tore
flec
tion
and
itsre
latio
nshi
p to
sym
met
ry.
abou
t a li
ne,
dem
onst
rate
the
refl
ectio
ns a
bout
alin
e.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.9
Geo
met
ry62
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3
H. E
xplo
re s
hape
s in
aH
. Ide
ntif
y sh
apes
in a
H. I
dent
ify
and
disc
uss
H. C
reat
e a
refl
ectio
n.H
. Sho
w r
elat
ions
hips
refl
ectio
n.re
flec
tion.
the
char
acte
rist
ics
ofsh
apes
in a
refl
ectio
n.
betw
een
and
amon
gfi
gure
s us
ing
refl
ectio
ns.
I.E
xplo
re s
hape
s us
ing
I.Id
entif
y ge
omet
ric
I.Id
entif
y sm
alle
rI.
Inve
stig
ate
and
I. P
redi
ct h
ow s
hape
sco
ncre
te o
bjec
ts a
ndsh
apes
turn
ed in
shap
es w
ithin
giv
enpr
edic
t the
res
ults
of
can
be c
hang
ed b
ypi
ctur
es.
diff
eren
t way
s.sh
apes
.co
mbi
ning
geo
met
ric
shap
es.
com
bini
ng o
rdi
vidi
ng th
em.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.9
Geo
met
ry63
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.10
Tri
gono
met
ry
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3A
. Exp
lore
ang
les
A. I
dent
ify
angl
es a
ndA
. Ide
ntif
y th
e nu
mbe
rA
. Ide
ntif
y an
d gi
veA
. Ide
ntif
y ri
ght
(cor
ners
) an
d lin
es in
lines
in th
eof
sid
es a
nd a
ngle
sex
ampl
es o
f ri
ght
angl
es in
the
the
envi
ronm
ent.
envi
ronm
ent,
in a
squ
are,
tria
ngle
,an
d re
ctan
gle.
angl
es in
rea
l lif
eob
ject
s.en
viro
nmen
t.
B. E
xplo
re tr
iang
les
inB
. Ide
ntif
y tr
iang
les
inB
. Sor
t dif
fere
ntB
. Ide
ntif
y a
righ
tB
. Mod
el r
ight
ang
les
the
envi
ronm
ent,
the
envi
ronm
ent a
nddi
scus
s ho
w th
ey a
real
ike
and
diff
eren
t.
tria
ngle
s,tr
iang
le a
nd r
ight
angl
e.an
d ri
ght t
rian
gles
usin
g co
ncre
teob
ject
s.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.10
Tri
gono
met
ry64
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.11
Con
cept
s of
Cal
culu
s
Thr
ough
Pre
-KPr
e-K
- K
K -
11
- 2
3A
. Ide
ntif
y le
ast a
ndA
. Ord
er w
hole
A. O
rder
who
leA
. Ord
er w
hole
A. I
dent
ify
who
legr
eate
st q
uant
ities
num
bers
fro
m le
ast
num
bers
fro
m le
ast
num
bers
fro
m le
ast
num
ber
quan
titie
sus
ing
up to
5to
gre
ates
t val
ue 0
toto
gre
ates
t bet
wee
n 0
to g
reat
est t
o 1,
000.
and
mea
sure
men
tsco
ncre
te o
bjec
ts.
20.
and
100.
from
leas
t to
mos
tan
d gr
eate
st v
alue
.
B. E
xplo
re c
once
pts
ofB
. Ide
ntif
y le
ast a
ndB
. Use
mor
e or
B. E
xpla
in le
ast a
ndB
. Ide
ntif
y le
ast a
ndle
ss a
nd m
ore.
grea
test
val
ues
infe
wer
/sam
e or
few
est
grea
test
val
ues
grea
test
val
ues
pict
ogra
phs.
to d
escr
ibe
sets
of
repr
esen
ted
in b
arre
pres
ente
d in
bar
pict
ures
or
grap
hs.
grap
hs a
ndpi
ctog
raph
s.gr
aphs
and
pict
ogra
phs.
C. D
iffe
rent
iate
C. I
dent
ify
fast
er a
ndC
. Des
crib
e fa
ster
and
C. D
escr
ibe
rate
s of
C. C
ateg
oriz
e ra
tes
ofbe
twee
n th
e co
ncep
tssl
ower
situ
atio
ns th
atsl
ower
situ
atio
ns th
atch
ange
as
fast
er a
ndch
ange
as
fast
erof
fas
ter
and
slow
erin
rea
l lif
e si
tuat
ions
.oc
cur
in r
eal l
ife,
occu
r in
rea
l lif
e,sl
ower
usi
ng r
eal l
ife
situ
atio
ns.
and
slow
er.
D. R
ecog
nize
like
ness
esan
d di
ffer
ence
s in
aD
. Ide
ntif
y a
patte
rnba
sed
on s
hape
, siz
eD
. Ide
ntif
y, d
escr
ibe
and
exte
nd p
atte
rns
D. I
dent
ify,
des
crib
e,ex
tend
and
rep
licat
eD
. Con
tinue
a p
atte
rnof
num
bers
or
grou
p of
eve
ryda
yob
ject
s.co
lor
or s
ound
.ba
sed
on s
ize,
sha
pe,
colo
r, s
ound
or
num
bers
.
patte
rns
base
d on
shap
e, s
ize,
col
or,
soun
d or
num
bers
.
obje
cts
that
cou
ldbe
ext
ende
din
fini
tely
.
Ear
ly C
hild
hood
Lea
rnin
g C
ontin
uum
Ind
icat
ors
2.11
Con
cept
s of
Cal
culu
s65
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