Seattle Kindergarten Readiness Assessment Framework

8/9/2019 Seattle Kindergarten Readiness Assessment Framework

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Seattle Universal PreschoolAssessment & Accountability Work Group

December 2008

Seattle KindergartenSeattle Kindergarten Readiness AssessmentReadiness Assessment

Framework Framework

A Culturally and Linguistically

Competent Approach

Seattle early education collaborative


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The Universal Preschool Assessment & Accountability Work Group hasbeen charged with the task of creating culturally and linguisticallycompetent kindergarten readiness guidelines to support assessment of

preschool children in the city of Seattle. This framework providesguidelines for early learning professionals to be able to assesschildrens development in four domains 1) Cognitive & GeneralKnowledge, 2) Language, Literacy, & Communication, 3) PhysicalDevelopment, and 4) Social & Emotional Development. This draft wasprepared for distribution to constituents early learning serviceproviders, community members, and other stakeholders for a


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vetting process to gather feedback in finalizing the assessment

guidelines and recommendations for the UPK Planning Council.


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TABLE OF CONTENTS

Page

Introduction ................................................................................................... 1

Developmental Domains

I. Cognitive & General Knowledge ......................................................... 3

II. Language, Literacy & Communication ............................................... 8

III. Physical Development ....................................................................... 16

IV. Social & Emotional Development ..................................................... 19


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Seattle Kindergarten Readiness Assessment Framework Page 1

Introduction

Dear Early Learning Professional,

On behalf of the Seattle Early Education Collaborative, we would like to present to you a draft of the Seattle KindergartenReadiness Assessment Framework. It is our hope that you will lend your perspective to help us determine the usability andrelevance of this tool, as a measure of a childs readiness for kindergarten.

As city-wide early learning activities intensified, it was recognized that the Seattle early childhood community needed a forumto cultivate our collective vision for early learning. Led by the City of Seattles Office for Education and Human ServicesDepartment, a consortium of stakeholders including Seattle area early learning providers, community members, school districtrepresentatives, early learning professional development support organizations, came together to discuss early learningexperiences of the children we serve, and how teachers, agencies and existing support systems may more effectively impactschool readiness.

Members agreed that we need to have standards to help frame and define school readiness. These standards would alsoserve to measure success of school readiness efforts by those involved in a childs early learning experiences.

Such standards would be founded on the following key elements:

Academic preparedness, including math science and literacy skills as critical to success in school and life Cultural relevance, in acknowledgment of serving all children in our multicultural community Developmentally appropriate standards and approaches Social-emotional skills as key means to school readiness Suggestions for teacher practice to foster application of the standards in the classroom Utilizing standardized assessment tools that may accurately measure the various components of school readiness,

reflecting a multidimensional view of the child and his or her environment

Please take a moment to share this framework with your colleagues and provide us with feedback on its content, format andusability. We greatly appreciate your continued work on behalf of the children in our community.

**Code switching as a key to being successful in school


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I. COGNITIVE & GENERAL KNOWLEDGE DOMAIN

*All goals should reflect work and assessments through the lens of the childsculture and home language *

DOMAIN ELEMENTS: Geometry and Spatial Relations

Goals Indicator/SkillsSuggested Teacher1. Recognizes, describes,compares and namescommon shapes, theirparts and attributes.

2. Understandsdirectionality, order and

positions of objects, andwords such as up, down,over, under, top, bottom,inside, outside, in frontand behind.

3. Uses visualization,spatial reasoning, andmodeling to solveproblems.

Feely boxteacher places

shapes or objects hereafter they are donetalking about itChild picks it out andtries to repeat whatthey remember aboutthe object

Use blocks to createshapes in the block areaUse puzzles with differentshapesUse music, scarves, andgames like Follow theLeaderWhen using blocks, the

teacher can describe whatthe child is doingI see you put theBLUE block on TOP

When using legos forbuilding, ask the child openended questions:

What will happenif?How many.?How did youknow?

(1) Puts together andtakes apart two- andthree dimensionalshapes, to make anothershape (e.g., uses twotriangles to make arectangle).

(1, 3) Begins to beable to determinewhether or not twoshapes are the same sizeand shape.

(1, 2) Describesfamiliar geometric andnon-geometric shapes inenvironment andspecifies their location(e.g. circle,restaurant/store signs,etc.).

(2, 3) Describes,names and interpretsobject positions in space(a car is on the bottomshelf under a little box;we went inside and tookthe stairs to go down).

(3) Progresses inability to put togetherand take apart shapes,such as uzzles or build


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DOMAIN ELEMENTS: Patterns, Measurement, and Relationships

Goals Indicator/SkillsSuggested Teacher1. Matches, sorts, puts in a

series and regroupsobjects according to oneor two attributes such ascolor, shape or size.

2. Recognizes, duplicatesand extends simplepatterns using a variety of materials.

3. Uses standard and non-standard measures.

Sensory box:Sort large seashellsbased on color, shapeetc.

Wooden beads:Lace beads on yarn tocreate a simplepattern or shape

Use stamps to createpatterns for a paintingactivityLine up using a boy, girl, boy,girl patternUse blocks or yarn as ameasurementFill paper cups with water tosee how many is needed to

fill a larger unit e.g. a pitcher

(1, 2) Makescomparisons betweenseveral objects based ona single attribute.

(3) Understands anduses measurement

vocabulary to describe:e.g. quantity, length andsize of objects, volume,height, and/or weight.

(2) Moves in time todifferent patterns of beatand rhythm.

(3) Measures sand orwater using a variety of containers.

(3) Measuresingredients for a cookingproject, with guidance.

(2) Completes apattern.


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DOMAIN ELEMENTS: Logic and Reasoning

Goals Indicator/SkillsSuggested Teacher1. Shows a basicunderstanding of simplemathematical reasoning.

2. Has an awareness of cause and effect.

3. Compares, contrasts,

examines, and evaluatesexperiences, tasks, andevents.

4. Uses past knowledge tobuild new knowledge.

5. Uses materials torepresent objects.

Graph the methods inwhich the children arrivedto school that day e.g.bus, walk etc.

Nutrition activity:Have the childrentaste fruits and/orvegetables and graphwho like what

Place ice cubes in the waterarea and observe-ask thechildren what happens. Thenplace water in ice cube traysand freeze-ask the childrenwhat happensAsk open ended questionslike why how and what

After a field trip, read booksrelating to that tripIf you go to the zooread animal books andask the children aboutthe animals that theysawIn the block area,

recreate the zoo bydividing the differentanimal areas, placing the

animals in the right cagesetc.

(1) Can reason throughgraphing, measuring,estimating, and predicting.(2) Wonders what willhappen if and tests outpossibilities(3) Notes and offers reasons

events occurred (e.g. Carlosisnt here today because hegot sick yesterday).(1, 3, 4) Uses a variety of problem solving skills byfinding multiple solutions toquestions, tasks, problems,and challenges.(4) Draws on everydayexperience and applies thisknowledge to similarsituations.(4) Applies new informationor vocabulary to an activityor interaction.(3, 4) Generates a rule,strategy, or idea from onelearning experience andapplies it in a new context.(3) Identifies characteristicsfor comparison (e.g., size,color)

(5) Represents ideas orobjects through drawings,movement, mime, three-dimensional constructions.

(4) Uses physical objects to


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DOMAIN ELEMENTS: Scientific Inquiry

Goals Indicator/SkillsSuggested Teacher1. Identifies anddistinguishes betweensenses (e.g. tastes,sounds, tactile).

2. Uses a variety of toolsand devices to gatherinformation, investigatematerials and observeprocesses andrelationships.

3. Participates in simpleinvestigations to testhypotheses, discuss anddraw conclusions andform generalizations.

4. Understands that objects

and materials canundergo changes (e.g.ice/water, snow/water,baking, mixing paintcolors).

Tasting activity: sweetvs. sour

Assist with the care of plants and animals e.g.water the plants, feed thefish

Plant seeds and placethem in differentelements (more sun, nosun, etc) and water themregularly-observe whathappens.

Mix paint colors andhave the children guesswhich color might appear

Allow them toexperiment to make

their own, new colors

(1) Describes andcompares experiencesthrough senses.

(1, 2, 3) Uses non-standard (e.g., blocks,paper tubes) and

standard tools (e.g.magnets, magnifyingglass, computer) toexplore the environment.

(2, 3, 4) Observes,collects, describes andrecords informationthrough a variety of means, includingdiscussion, drawings,maps and charts (e.g.observes and describescharacteristics, basicneeds, and life cycles of living things).

(3, 4) Participates inexperiments anddescribes observations(e.g., mixing vinegar andbaking soda).


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II. LANGUAGE, LITERACY & COMMUNICATION DOMAIN


DOMAIN ELEMENTS: Listening and Understanding

Goals Indicator/SkillsSuggested Teacher1. Demonstrates an under-standing of conversations,stories, songs, andpoems.

2. Follows simple andmultiple-step directions.

3. Understands variedvocabulary.

4. Uses receptivevocabulary.

5. Demonstratescomprehension andmeaning in language.

6. Understands complexsentences.

7. Actively participates inturn-taking conversations.

8. Focuses attention forshort periods of timeduring large and smallgroup time.

1. Teacher will read outloud to children in groupsand individually at least 3times a day.

2 . Give children directionsand questions that movefrom simple to more

complex-increasecomplexity as the yeargoes on.

3,4. Teacher deliberately usesnew words to extendchildrens vocabularythroughout the day.5. Teacher uses different

tones while reading outloud to children.

6. Teacher will providemultiple opportunities forstorytelling throughout theday.

7. Teacher engages childrenin conversation with atleast 4 back and forthsthroughout the day.

We will eatsnack and then we willclean up and go to thegym.

What did youeat last night fordinner, what did youhave for breakfast,what are you going to

(4,5)Expresses feelingsand emotions.

(6)Names some non-present objects usingappropriate words.

(3,4,5)Defines words withassistance.

(2,3,5,6)Follows two-partand three-part directionsunfamiliar to the dailyroutine.

(1,4,5)Begins to representa storyline thoughdrawing, acting, orsinging, with assistance.

(1,4,5)Retells simplestories.

(3)Describes the details of a recent event oroccurrence.

(1,3,5)Uses oral languageto express emotions andthoughts.

(1,3)Creates made-up

stories.

(8) Sits through entirepicture book read aloud.


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DOMAIN ELEMENTS: Speaking and Communication

Goals Indicator/SkillsSuggested Teacher1. Understands and useslanguage to communicateinformation, experiences,ideas, feelings, opinions,needs, questions and forother varied purposes.

2. Initiates and respondsappropriately inconversation anddiscussions with peersand adults.

3. Uses complex and variedspoken vocabulary .

4. Demonstratescompetency inpronunciation.

5. Appropriately appliesnoun/verb agreement inpast, present, and futuretenses.

6. Uses language to solveproblems.

1. Teacher makes it safe forchildren to use theirlanguage to communicatetheir feelings and expresstheir needs and supportschildrens natural curiosity.

2. Throughout the day, theteacher facilitatesdiscussions at everopportunity, posesquestions that inviteconversation and giveschildren time (5-7 seconds)to think before responding

3. Teacher deliberatelyuses vocabulary to extendconversations.

4. Teacher uses games, actionoriented activities, and realobjects to provideopportunities to practicespeaking.

5. Teacher models and usecommunication games topractice verb agreementand tenses.

6. Teacher encourageschildren to use language to

(1,2,3) Listens to othersand responds in groupconversations anddiscussions.

(1,5)Notices differenttones and cadences to list

and understand.(1,2,3,5)Initiatesconversation by makingstatements or askingquestions.

(1,3)Expresses an idea inmore than one way.

(1,2,3,5)Adjustscommunication style tolistener (e.g., whentalking to a younger childuses simple words).

(1) Uses character voiceswhen retelling a story orevent.

(1,2,3,4,5) Selectslanguage according tohome language(s) of listener.

(1,2) Chooses the homelanguage and/or non-verbalgestures to communicateaccording to audience,

ur ose, and settin .


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DOMAIN ELEMENTS: Book Knowledge

II. Goals Indicator/SkillsSuggested Teacher1. Shows interest andinvolvement in listeningto and discussing avariety of fiction and non-fiction books and poetry.

2. Demonstrates abilities toretell and dictate storiesfrom books andexperiences

3. Act out stories in dramaticplay

4. Predict what will happennext in a story.

5. Asks and answersquestions related to abook or story.

6. Learns how to handle andcare for books knows toturn and view one page ata time in sequence fromfront to back, andunderstands that a bookhas a title, author, andillustrator.

7. Recognizes stereotypicalor unfair images/words inbooks.

8. Chooses to read on own;seeks information inbooks; sees self as

1. Teacher should do personal silentreading to show children that you loveto read. Talk to children about what,when, and how much you read athome. Also show enthusiasm forreading e.g. This is my favoritebook!

2. Ask students questions about recentlyread books to encourage them to re-tell the stories. Spend time with thechild twice a month taking dictationabout a recently read book orexperience.

3. Set up materials in the dramatic playarea that corresponds to stories readin class. Place books here as well.

4. Ask questions such as What do youthink will happen next?

5. Model for children how to askquestions about the books you arereading as you read to them. Readbook several times modeling differentkinds of questions during differentreadings.

6. Talk with children about caring for abooks; show them the parts of a bookand make a poster labeling the partsof a book. Create a book hospital withmaterials to repair books if they aredamaged.

7. Educate yourself about childdevelopment and bias, using websitessuch as Teaching for Change

www.teachingforchange.org/node/91

Use personal dolls to provide childfriendly ways to problem solve issues

of stereotype and bias (Story Tellingwith Personal Dolls- Julie FofondoBisson)

8. Model silent reading and let childrenknow that you enjoy reading. Let the

(1) Attends to bookreading/story telling.

Points to the title of a book,when asked.

(4) Uses strategies such asquestioning or predicting to

comprehend printedmaterial.(2) Recalls a story with somelevel of detail pertaining tothe characters and setting.(4) Uses picture clues forinformation (e.g., attemptsto predict weather bylooking at picture of cloudsand rain in newspaper or ontelevision news).

(1)Shares and talks aboutbooks with peers.(8) Selects books of interest.(1,8) Makes attempts atreading favorite booksaloud.(1) Shows interest inreading-related activities,(such as asking to have afavorite book read; choosingto look at books; drawing

pictures based on stories;asking to take books home;going to the library; andengaging in pretend-readingwith other children).
http://www.teachingforchange.org/node/91http://www.teachingforchange.org/node/91http://www.teachingforchange.org/node/91http://www.teachingforchange.org/node/91


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DOMAIN ELEMENTS: Print Awareness

Distinguish between picturesand words on a page.

(7) Begins to understandthat English progressesfrom left to right.

(4,5) Recognizesdifference between lettersand numerals.

(5) Identifies letters infirst name.

(1,2,4,5) Reads familiarsight words (e. g., nameson cereal boxes).

(5) Reads own first nameand those of some peers.

(1,2,5) Reads someenvironmental print (e.g.,bus).

(3)Knows that printconveys meaning.

(2) Recognizes function of common labels in theenvironment (e.g.,restroom sign).

Goals Indicator/SkillsSuggested Teacher1. Shows awareness of printin classroom, home andcommunity settings.

2. Develops understanding of the different functions of forms of print such assigns, letters, newspapers,lists, messages, andmenus.

3. Recognizes the associationbetween spoken andwritten words by followingprint as it is read aloud.

4. Recognizes a word as aunit of print and hasawareness that letters aregrouped to form words.

5. Recognizes written words,including own name.

6. Recognizes that wordsmake up sentences.

7. Recognizes that words areorganized in specific waysdepending on language.

1. Make and displayrelevant and meaningfulsigns, pictures, and labelsthat support daily activities.Display and discuss printthat could be found inchildrens homes andcommunities including printin home languages.

2. Show children a variety of printed materials that willhelp them gain informationsuch as magazines, cookbooks, newspapers, maps,and encyclopedias.

3. Create poster boards withrelevant and familiar songsand chants. As you singthem point to the words toallow children to connect theprint to the word.

4. Ask children what signs needto be placed in class andhave them design and makethem.5. Create word walls withwords that are useful andrelated to their interests.Also create opportunities forchildrens names to bevisible, valued, and validatedthroughout the room e.g.name puzzles, artwork,rhyme games that matchtheir name etc.

6. Listen to childrens play and


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DOMAIN ELEMENTS: Phonological Awareness

(1)Begins to recognizealphabet sounds.

(1,2,3)Begins to createand invent words bysubstituting one sound foranother (e.g. rhyming).

(1,4)Begins to understandthat letters have a nameand a sound.

(1)Makes someletter/sound matches.

Goals Indicator/SkillsSuggested Teacher1. Shows ability to identifysounds in spokenlanguage.

2. Shows awareness of beginning and endingsounds of words.

3. Recognizes rhymes infamiliar words, games,songs, stories and poems.

4. Shows ability to hear andidentify syllables in words.

5. Demonstrates awarenessthat different words beginwith the same sound.


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DOMAIN ELEMENTS: Early Writing / Alphabet Knowledge

(2)Draws pictures withobjects and people tocommunicate an idea orevent, with assistance.

(1,2)Matches picture witharticulated initial lettersound (e.g., matches thepicture of a dog with thesound /d/).

(2,3) Identifies a letter fora given letter name, forsome letter in their name.

Goals Indicator/SkillsSuggested TeacherEarly Writing

1. Understands that writing isa way of communicatingfor a variety of purposes.

2. Begins to represent storiesand experiences through

pictures, dictation, and inplay.

3. Experiments with a varietyof writing tools andmaterials, such as pencils,crayons, and computers.

4. Uses details while dictatingtheir ideas to an adult toscribe.

5. Copies and/or writes

familiar words such as ownname.

Alphabet Knowledge

1. Associates the names of letters with their shapesand sounds.

2. Notices the beginningletters in familiar words.

3. Identifies at least 10 letters

of the alphabet, especiallythose in their own name .


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DOMAIN ELEMENTS: CREATIVE ARTS Music / Art

(1) Participates in a varietyof music activities, includinglistening, singing, poetry,finger plays, games, andperformances.

(1) Demonstrates familiaritywith sound qualities of a

variety of musicalinstruments (such as wind,string and percussion).

(1) Recognizes a variety of connections between basicoral and written musicannotations

(1)Recognizes patterns inmusic.

(1)Demonstrates care andhandling of musicalinstruments.(1)Uses different art mediaand materials in a variety of ways for creative expressionand to represent what theyknow, think, believe, or feel.

(1)Understands and sharesopinions about artisticproducts and experiences.

(1)Creates detaileddrawings, paintings, models,and other art work.

(1)Demonstrates ability toplan, carry out, and persistin a variet of art ro ects.

Goals Indicator/SkillsSuggested TeacherMusic and Art

1. Children use creativearts to express andrepresent what they know,think, believe, or feel.


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DOMAIN ELEMENTS: CREATIVE ARTS Movement / Dramatic Play (1)Expresses throughmovement and dancingwhat is felt and heard invarious musical temposand styles.

(1)Moves to different

patterns of beat andrhythm in music.

(2)Participates in a varietyof dramatic play activities.

(2)Demonstratescreativity and imaginationin using materials and inassuming different rolesin dramatic playsituations.

Goals Indicator/SkillsSuggested Teacher

Movement

1. Children demonstrateunderstanding andappreciation of creativearts.

Dramatic Play

2. Children are able toexperiment, problemsolve, and make sense of their diverse worldexperiences throughdramatic play.


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III. PHYSICAL DEVELOPMENT DOMAIN


DOMAIN ELEMENTS: Large Motor/Sensorimotor/Physical Fitness

Hops at least 6 times oneach foot.

Maintains balance whilebending, twisting, orstretching.

Walks up and down stairsusing alternating feet.Catches a ball/beanbag/item thrown from atleast 5 feet.

Skips.

Runs 50 to 75 feetwithout stopping.

Participates in physicalplay/activity (e.g., dances,tag, climbing).

Demonstrates ability tooperate large motortools/items (e.g. broom,tricycle, etc.).

Goals Indicator/SkillsSuggested Teacher1. Shows proficiency, controland balance in walking,climbing, running,

jumping, hopping, andskipping.

2. Demonstrates ability tocoordinate large musclemovements.


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DOMAIN ELEMENTS: Fine Motor Skills

Removes and replaceseasy-to-open containerlids.

Prints some symbols andletters in own name.

Zips clothes and buttonslarge buttons on clothing.Builds a 3 block tower andbridge using 1 inch cubes.

Puts together ageappropriate puzzles withlittle or no assistance.

Strings large beads.

Uses scissors to cut astraight line.

Goals Indicator/SkillsSuggested TeacherDemonstrates strength,dexterity, and control of small muscles needed touse age appropriate tools.

Demonstrates growth inhand-eye coordination.


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DOMAIN ELEMENTS: Health Status and Physical Development / Safety

Demonstrates thestamina and energy toparticipate in dailyactivities.

Demonstrates ability totake care of toiletingneeds.

Shows ability to feed self.

Identifies adults who canassist in dangeroussituations.

Responds appropriately inemergency situations.

Demonstrates safe play.

Follows safety rules.

Goals Indicator/SkillsSuggested TeacherHealth Status andPhysical Development

Progresses in physicalgrowth, strength,stamina, and flexibility.

Participates actively in

outdoor play and otherforms of exercise thatenhance physical fitness.

Shows independence inhygiene, nutrition andpersonal care.

Safety

Demonstrates awarenessof and ability tounderstand and followbasic health and safetyrules.


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IV. SOCIAL AND EMOTIONAL DEVELOPMENT DOMAIN


DOMAIN ELEMENTS: Social Relations / Emotional Development & Self Concept

(1)Demonstrates comfortin communicating with atleast one adult.

(3)Names someone as afriend.

(1,2,4)Asks for help frompeers and adults whenneeded.

(4)Responds to peers whoare in need, upset, hurt,or angry.

(1,2)Demonstrates pridein accomplishments andshares own excitementwith peers and adults.

(1) Begins to nameemotions and ways toexpress them in varioussettings (e.g. happy, sad,glad, and angry).

(2)Takes on new tasksand improves skills with

Goals Indicator/SkillsSuggested TeacherSocial Relations

1. Enjoys being with adultsand shows progress indeveloping relationshipswith adults.

2. Accepts guidance and

directions from a range of familiar adults.

3. Enjoys being with otherchildren and showprogress in developingfriendships with peers.

4. Shows empathy andcaring for other childrenand adults.

Emotional Development &Self Concept

1. Expresses appropriately arange of emotions.

2. Develops growingcapacity for independencein a range of activities,routines, and tasks andhas a basic understandingof their capabilities.

Recognize the differentcultural cues for when achild needs help and letthem know it is okay to askAsk children if they needhelp and provide supportwhen necessary.

Be mindful of children whoneed extra support inentering play and makingfriends; adjust strategy tosupport children who mayhave a range of specialneedsWatch for beginningfriendships and provideopportunities forfriendships to grow

Uses pictures, stories withdifferent cultural themes,and visual prompts fromthe childrens homecommunity to help childrenlearn to recognize facialand body clues andexpression of feelings.

Acknowledge childrensefforts i.e. the processrather than the endproduct.


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DOMAIN ELEMENTS: Self Control

(2) Expresses feelings(e.g. anger, frustration),needs and opinions indifferent situations andconflicts without harmingthemselves, others, orproperty.

(1,3) Follows and appliesrules in differentsituations.

(3,4)Explains familyand/or classroom rules toothers.

(1,2,3,4,5) Shares, waits,and takes turns duringplay and transitions.

Goals Indicator/SkillsSuggested TeacherSelf Control

1. Demonstrates self-control.

2. Develops growingunderstanding of howtheir actions affect othersand begins to learn the

consequences of theiractions.

3. Demonstrates increasingcapacity to follow rulesand routines and usematerials purposefully,safely, and respectfully.

4. Demonstrates social skillsthat lead to positiveinteractions with others.

5. Adapts to changes inroutines and able tomanage transitions.

Validate that it is hardto wait, share, and taketurns.

Adapt and review ruleswith children as childrengrow and change in theclassroom.

Encourage and modelmultiple ways for childrento communicate whenthey are hurt or upsetwith peers or adults in theclassroom.


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DOMAIN ELEMENTS: Knowledge of Families and Communities / Cooperation

Recognizes similaritiesand differences amongpeople such as gender,race, special needs,cultures, languages,

communities and familystructures.

Participates cooperativelyin large and small group

activities.Uses multiple strategiesto solve problems whichmay include negotiating.Interacts with peers byhelping, sharing andhaving discussions.Questions rules when theyfeel they are unfair.

Goals Indicator/SkillsSuggested TeacherKnowledge of Familiesand Communities

1. Demonstrates increasingknowledge of therelationship betweenpeople, places, andregions.

2. Demonstrates increasingunderstanding of similarities and respectingdifferences amongpeople.

3. Recognizes that familiesare different.

Cooperation1. Follows simple rules of

participation in groupactivities.

2. Shows increasing abilityto collaborate andcompromise in working,playing and resolvingconflicts with peers.

3. Begins to understanddynamics of being part of a group.

4. Shows concern about

fairness within peergroup.

Invite families into theclassroom and participate inactivities.

Encouraging children tobring in pictures and storiesof family members andhome activities, to be sharedand displayed in theclassroom e.g. story boardsand All About Me book.

Find opportunities toattend community/culturalevents and incorporatethese events into curriculumactivities.

Introduce an Anti-biascurriculum and model wordssuch as community,together, and fair.

Incorporate childrensstories about lifeexperiences into furtherconversations, activities, anddramatic play.

Provide and modelmultiple strategies forchildren to understand howto negotiate conflict andprovide help when needed.

Allow children time tonegotiate conflicts rather

than fixing the problem forthem.Encourage other children

in the classroom to helproblem solve conflicts and


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DOMAIN ELEMENTS: Initiative and Curiosity / Engagement and Persistence

Participates in anincreasing variety of tasksand activities.

Shows excitement tolearn about and discuss agrowing range of topics,ideas and tasks.

Uses play as a way toexplore and understandlife experiences.

Shows initiative by askingquestions or exploring orexperimenting.

Persists in and completesa variety of tasks,activities, projects andexperiences.

Shows self direction inactions and can workindependently.

Engages in and completessimple routines withoutassistance.

Goals Indicator/SkillsSuggested TeacherInitiative and Curiosity

1. Develops increased abilityto make independentchoices.

2. Exhibits enthusiasm andcuriosity for learning

3. Explores and tries newthings and newexperiences.

4. Develops increased abilityto show initiative.

Engagement andPersistence

1. Demonstrates anincreasing ability to setgoals and develop andfollow through on plans.

2. Shows growing capacityto maintainconcentration over timeon a task, question, orset of directions.

Take opportunities torotate materials andchange learning areas inthe classroom.

Use a variety of methods to introduce newtopics and ideas e.g.

introduction to differentlanguages both writtenand oral and make roomfor open ended discussionto emerge in small grouptime.

Acknowledge each childsinterest and create lessonplans that reflect theirinterests.Engage in conversationswith children, askingopen-ended questions toextend playProvide additionalmaterials that build onchildrens ideas to extendplay.


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DOMAIN ELEMENTS: Reasoning and Problem Solving

Shows ability to find morethan one solution to aquestion, task or problem.

Takes risks to challengerules when they feel theyare unfair.

Verbalizes theirpreferences with peersand adults.

Goals Indicator/SkillsSuggested TeacherGrows in recognizing andsolving problems throughactive exploration.

Develops an increasingability to classify,compare and contrastobjects, events andexperiences.

Purposely investigatesmaterials and theenvironment to gaininformation.

Demonstrates negotiationskills.

Seattle Kindergarten Readiness Assessment Framework

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