South Dakota Early Learning Guidelines Alignment with ... Dakota 3-5 Year Alignm… · Curiosity,...

South Dakota Early Learning GuidelinesAlignment with FunShine Express® Curriculum

Ages 3 - 5 Years

South Dakota Early Learning Guidelines FunShine Early Learning and DevelopmentContinuum

AL Approaches to Learning 6: Approaches to LearningCuriosity, Information-Seeking, and Eagerness AL1 Curiosity, Initiative, and Risk-Taking

AL-1:A(3) Seek out a trusted person to approachsomething new

AL1.1(3) Shows a willingness to participate; showseagerness to join play events, experiments, and exploringactivities; tries new activities independently

AL-1:B(3) Discover things that interest and amaze themand express that interest to others.

SE1.2(3) Expresses preferences; chooses activities thatare preferred or come easily

AL-1:C(3) Share what they have done with othersthrough verbal and nonverbal means (take teacher to theeasel to see a painting).


AL-1:D(3) Show interest in a growing range of topicsideas, and tasks.

AL1.1(3) Shows a willingness to participate; showseagerness to join play events, experiments, and exploringactivities; tries new activities independentlyAL2.2(3) Asks more complex questions for clarificationto seek meaningful information; makes comparisonsamong objects and groups; explores cause/effectrelationships and varies action to change the reaction

AL-1:A(4) Share discoveries with a trusted person whenreunited with that person at a later time.

AL1.1(4) Welcomes play experiences and showscreativity and inventiveness; demonstratesinquisitiveness about subjects and objects

AL-1:B(4) Demonstrate eagerness to find out more aboutother people, discover new things in their environment,and talk about these things with others.


AL-1:C(4) Choose to participate in a wide variety ofactivities and demonstrate willingness to try newexperiences.


Al-1:D(4) Demonstrate interest in mastering new skills(writing name, riding a bike, dancing, building skills).


AL3.1(4) Works at a task despite problems, distractions,or interruptions; completes reasonable tasks or staysengaged; works independently and seeks help whenneeded

AL-2:A(3) Ask questions about the people and thingsaround them.

AL2.2(3) Asks more complex questions for clarificationto seek meaningful information; makes comparisonsamong objects and groups; explores cause/effectrelationships and varies action to change the reaction

AL-2:B(3) Use all available senses, tools, and a varietyof strategies to actively explore the environment (dropobjects in water to see if they sink or float).


AL-2:C(3) Purposefully try different ways of doingthings to see how they work (adjust blocks used as aramp to make a ball roll faster and farther).


AL-2:A(4) Ask questions and wonder about things thatinterest them (ask questions about future events, describechanges they notice in the seasons).


AL-2:B(4) Choose among different ways to explore theenvironment based on past experience (use a magnifyingglass that the class used previously to explore somethingnew).

AL4.1(4) Reflects and applies knowledge of pastexperiences to new situations; makes predictions basedon past experiences; uses strategy during memory games

AL-2:C(4) Use what they know from past experience tounderstand a current situation (get an umbrella to gooutside because it is raining).


Initiative, Effort, Engagement, and Persistence AL3 Attention, Engagement, and PersistenceAL-3:A(3) Show increasing independence and initiativewhen making choices. ("I want to go to blocks.")

SE1.2(3) Expresses preferences; chooses activities thatare preferred or come easily

AL-3:B(3) Express goals or plans and follow through onthem. ("I'm going to build a really tall tower.")

AL2.3(3) Begins to think problems through, consideringpossibilities with adult assistance; makes a simple planand follows through with adult reminders

AL-3:C(3) Expand self-help skills, interest, andenjoyment in doing things on their own (brushing teeth,putting on boots).

PD4.2(3) Develops independence in daily routines(dresses and undresses with assistance with fasteners,uses tissues for nose and napkins for face with

reminders, washes hands and face and brushes teeth withassistance, cares for toileting needs with assistance)

AL-3:A(4) Demonstrate increasing independence,initiative, self-direction, and purpose when makingchoices. ("I'm going to the block area to make a track formy race car.")

SE1.2(4) Expresses personal preferences and opinions;makes choices

AL-3:B(4) Demonstrate self-help skills, independentlyidentifying and seeking things they need to completeactivities or carry out play scenarios (gather supplies andcreate a sign for the block building they created).

AL2.3(4) Uses new strategies to solve a problem;generates ideas and selects/explains best solution; makesa plan before beginning a task and follows through

AL-3:C(4) Set simple goals that extend over time, makeplans and put effort into following through. ("Let's makea rocket ship. We need blocks.")


AL-3:D(4) Move independently to another activity oncetheir current activity is completed.

SE4.1(4) Manages own behavior and showsage-appropriate self-regulation; calms self and sharesstrategies with others; considers social standards ofenvironment before responding to emotions or actions ofothersAL3.1(4) Works at a task despite problems, distractions,or interruptions; completes reasonable tasks or staysengaged; works independently and seeks help whenneeded

AL-4:A(3) Remain engaged in more complex activitiesthey have chosen.

AL3.1(3) Attends to tasks even when challenged; seekshelp to overcome problems; ignores some interruptionsand distractions

AL-4:B(3) Focus on age-appropriate activities for a shortperiod of time, even with interruptions (continue paintingafter answering another child's question).


AL-4:C(3) Maintain interest and focus and return to anactivity after a break.


AL-4:A(4) Consistently remain engaged in self-directedactivities (finishes a card they chose to make for a lovedone).


AL-4:B(4) Sometimes able to ignore irrelevantinformation when focusing on a task (sorting buttons bycolor regardless of shape).


AL-5:A(3) When something does not work, try differentways to complete the task (when a block tower falls, tryputting the blocks together in a different way to build thetower again).


AL-5:B(3) When experiencing difficulty with achallenging task, ask for and accept help from peers oradults (ask for help putting materials away on a highshelf; ask a friend for help in naming an unfamiliaranimal in a book).


AL-5:A(4) Persists in working to complete tasks, tryingdifferent ways until successful (when a block tower falls,try putting the blocks together in a different way to buildthe tower again).


AL-5:B(4) Plan and follow through on longer-term tasks(planting a seed and caring for the plant).


AL-5:C(4) Keep trying until a challenging activity iscomplete despite distractions or interruptions(multi-piece puzzle started before lunch and completedlater).


AL-5:D(4) Seek help and work cooperatively with othersto complete a challenging activity (ask and work withpeers to build a block bridge across the water table).


Risk-Taking, Problem-Solving, Flexibility, andResiliency AL2 Creative Thinking, Problem-Solving, Reasoning

AL-7:D(4) Demonstrate satisfaction or delight whensolving a problem or completing a task.


AL-7:E(4) Exhibit flexibility in considering alternativesuggestions offered by others

SE2.2(4) Begins to participate as a member of a group;takes turns and shares; sustains interaction by helping,cooperating, expressing interest; plays cooperativelywith others; resolves some conflicts, uses constructivelanguage; offers and seeks help from peers

Al-7:F(4) Quickly recover from setbacks when workingand playing with others.

SE4.1(4) Manages own behavior and showsage-appropriate self-regulation; calms self and sharesstrategies with others; considers social standards ofenvironment before responding to emotions or actions ofothers

AL-6:A(3) Express a belief that they can do things thatare hard.

AL2.3(3) Begins to think problems through, consideringpossibilities with adult assistance; makes a simple planand follows through with adult remindersAL3.1(3) Attends to tasks even when challenged; seekshelp to overcome problems; ignores some interruptionsand distractions

AL-6:B(3) Choose to participate in an increasing varietyof new experiences when offered.


AL-6:C(3) Show flexibility by adapting to changes inroutines and situations.

SE4.1(3) Demonstrates increasing self-direction,independence, and control; calms self with minimal adultsupport; increasingly handles transitions appropriately

AL-6:D(3) Accept new challenges and opportunitieswhen offered.


AL-6:E(3) Try things they are not sure they can do,while avoiding dangerous risks.


AL-6:A(4) Expand their sense of self-reliance.

SE1.3(4) Shows confidence of self as having certainabilities; displays interest and respect for the work ofothers; exhibits increasing awareness of own charactertraits; takes pride in cleaning up work/play spaceindependently

AL-6:B(4) Approach new experiences independently.


AL-6:C(4) Ask to participate in new experiences thatthey have observed or heard about


AL-6:D(4) Independently seek new challenges.AL1.1(4) Welcomes play experiences and showscreativity and inventiveness; demonstratesinquisitiveness about subjects and objects

AL-6:E(4) Demonstrate resiliency and coping skillswhen faced with challenges (after spilling paint on theirfavorite shirt are able to help clean up and continuepainting).


AL-7:A(3) Welcome new challenges (add additionalpieces to a new construction toy).


AL-7:B(3) Seek and make use of ideas and help fromadults and peers to solve problems.


AL-7:C(3) Purposefully attempt several differentstrategies when encountering difficulty during dailyroutines or when using materials.


AL-7:D(3) Talk to themselves to work through the stepsto solve a problem.


AL-7:E(3) Recovers from setbacks with the support ofan adult.


AL-7:A(4) Describe the steps they will use to solve aproblem.


AL-7:B(4) Apply their prior knowledge to evaluatedifferent strategies for solving a problem.


AL-7:C(4) Explain how they reasoned and solved aproblem to another person.


Play and Imagination AL2 Creative Thinking, Problem-Solving, ReasoningAL-8:A(3) Engage in pretend play themes that includeinteracting with other children, but often are notcoordinated.

AL2.1(3) Generates ideas and suggestions in playsituations; creates imaginative stories and begins toattempt joke telling

AL-8:B(3) Talk to peers and share materials during play.

SE2.2(3) Interacts with one or more children; developsspecial friendships; participates in group song, dance,acting/role-play; uses play to explore and practice socialroles and relationships; seeks and accepts adult help tosolve conflicts with peers

AL-8:C(3) Engage in make-believe play with imaginaryobjects.

CA4.1(3) Participates in creative dramatic play andmake believe across learning domains

AL-8:D(3) Use language to begin and carry on play withothers.


AL-8:E(3) Express knowledge of their everyday livesand culture through play (pretends to shop at a Farmer'sMarket and prepare a meal, pretends to fix hair the wayhis/her family styles hair).

SS3.3(3) Recognizes and identifies some communityhelpers, parents' jobs, and careers; adopts roles of familyand community helpers during dramatic play withrealistic props

AL-8:A(4) Develop and sustain more complex pretendplay themes in cooperation with peers.

AL2.1(4) Participates creatively in play situations;creates and acts out imaginative stories/scenarios;changes words in sentences to employ humor; may usehumor to amuse others to build friendships; tells/repeatssimple jokes that make sense

AL-8:B(4) Use more complex and varied language toshare ideas and influence others during play.

AL2.1(4) Participates creatively in play situations;creates and acts out imaginative stories/scenarios;changes words in sentences to employ humor; may use

humor to amuse others to build friendships; tells/repeatssimple jokes that make sense

AL-8:C(4) Choose to use new knowledge and skillsduring play (add features to pretend play scene related toclass project, write list, build a structure like thatdisplayed in a book they have read).


AL-8:D(4) Demonstrate their cultural values and "roles"through play (uses a blanket as a shawl while dancing).

SS3.3(4) Identifies and describes the roles of a variety ofcommunity helpers, parents' jobs, and careers; adoptswide variety of family and community helpers duringdramatic play

AL-9:A(3) Explore and experiment with a wide varietyof materials and activities.


AL-9:B(3) Use imagination to try new ways of doingthings and work with materials in creative ways.

CA4.2(3) Uses or makes props to represent anotherobject (pretends a box is a boat); acts out familiar roles(teachers, doctors)AL2.1(3) Generates ideas and suggestions in playsituations; creates imaginative stories and begins toattempt joke telling

AL-9:C(3) Use materials (art materials, instruments,construction, writing implements) or actions to representexperiences or ideas in inventive ways.

CA4.1(3) Participates in creative dramatic play andmake believe across learning domainsCA4.2(3) Uses or makes props to represent anotherobject (pretends a box is a boat); acts out familiar roles(teachers, doctors)

AL-9:D(3) Experiment with language, musical sounds,and movement.

CA2.2(3) Explores musical rhythm, patterns, and beatthrough movement, musical instruments, and propsCA3.1(3) Participates in solo or group creativemovement activities and dance; uses creative movementand dance across learning domainsAL2.1(3) Generates ideas and suggestions in playsituations; creates imaginative stories and begins toattempt joke telling

AL-9:A(4) Plan pretend play scenarios and use or createa variety of roles, props, or tools to bring them to life.

CA4.1(4) Shows growing creativity and imagination inassuming different roles in play situations across learning

domains; demonstrates understanding of differencebetween pretend and realityCA4.2(4) Uses props in increasingly creative ways indramatic play (molds playdough to represent a phone)

AL-9:B(4) Use materials or actions in increasinglyvaried, creative, and resourceful ways to representexperiences or ideas.

CA4.2(4) Uses props in increasingly creative ways indramatic play (molds playdough to represent a phone)

AL-9:C(4) Develop creative solutions in play and dailysituations.


AL-9:D(4) Make up stories, songs or dances for funduring play.


SED Social and Emotional Development 5: Social-Emotional DevelopmentDeveloping a Positive Sense of Self SE1 Self-Awareness and Self-Concept

SED-1:A(3) Use more complex terms to describe bodyparts and physical characteristics (accurately identify"where it hurts").

L2.2(3) Converses with a rapidly expanding vocabulary;understands words and meanings from growing numberof topics and learning domains; demonstratesunderstanding of some opposite concepts.

SED-1:B(3) Identify themselves by first and last name.

SE1.1(3) Describes self by things they can do and thingsthey have; begins to understand being a part of theirfamily or a classroom; knows and can say first and lastname

SED-1:C(3) Aware of the idea of ownership. ("This ismine, that is yours.")


SED-1:D(3) Describe themselves in positive terms,including what they like and dislike, what they can do,and what they have done.

SE1.2(3) Expresses preferences; chooses activities thatare preferred or come easilySE1.3(3) Shows awareness of ability to do many thingsand interest in work of others; begins to clean upwork/play space with adult prompting

SED-1:E(3) Demonstrate emerging sense ofindependence in their choices and confidence that theycan do many things.

SE1.3(3) Shows awareness of ability to do many thingsand interest in work of others; begins to clean upwork/play space with adult prompting

SED-1:F(3) Express a sense of belonging to a group.("There's Destiny from my class.")


SED-1:A(4) Use detail to describe positive feelingsabout themselves, their physical characteristics, whatthey can do, and what they have accomplished in avariety of areas.

SE1.1(4) Recognizes similarities and differencesbetween self and others; (gender, cultural identity, selfand family characteristics); develops positive self-image;knows and can say first, middle, and last name

SED-1:B(4) Express preferences and explain reasons forchoices.


SED-1:C(4) Express awareness that they are members ofdifferent groups (family, clan, preschool class).


Developing Relationships SE2 Trust and RelationshipsSED-2:A(3) Seek out trusted adults for approval,emotional support, assistance, and help solving problemswhen needed.

SE2.1(3) Interacts comfortably with familiar adults;engages in interactions with less familiar adults; acceptsguidance

SED-2:B(3) Show affection for adults they are close toand refer to them by name. ("Hi Nana!")


SED-2:C(3) Given time, form positive relationships withnew teachers or caregivers.


SED-2:D(3) Show ease and comfort in their interactionswith familiar adults.


SED-2:A(4) Seek out and accept help from trusted adultsas needed for emotional support, approval, assistance,social interaction, and help solving problems.

SE2.1(4) Seeks help, approval, or information from awidening group of adults in trusted roles; uses sociallyappropriate behavior with adults

SED-2:B(4) Build and strengthen positive relationshipswith new teachers or caregivers over time.


SED-2:C(4) Use language effectively to converse withfamiliar adults, to ask for help, or to do something.


SED-3:A(3) Demonstrate developing social skills withguidance and support when interacting with otherchildren (improving turn-taking, conflict-resolution,sharing).


SED-3:B(3) Form and maintain friendships with a fewother children.


SED-3:C(3) Identify another child as a friend.


SED-3:D(3) Begin to initiate positive interactions andplay with other children.


SED-3:E(3) Seek comfort from and give support tofamiliar children.


SED-3:F(3) Begin to demonstrate a respect for the rightsand property of others (ask to play with someone else'stoy).


SED-3:G(3) Notice and accept similarities anddifferences among people, including people withdisabilities and those from different cultures (hair color,gender, or favorite activities).

SS3.1(3) Shows awareness of and appreciation forfamily and cultural stories, music, and rhymes; identifiescultural characteristics of self, family, and community

SED-3:A(4) Demonstrate social skills when interactingwith other children (turn-taking, conflict-resolution,sharing).


SED-3:B(4) Form and maintain friendships with otherchildren of diverse cultural backgrounds, abilities, andgenders.


SED-3:C(4) Can name qualities that make a good friend.


SED-3:D(4) Have effective back-and-forthconversations, negotiate, and plan with other children.


SED-3:E(4) Play, interact, and make decisionscollaboratively with other children in pairs and smallgroups (work on project together, exchange ideas).


SED-3:F(4) Express respect and caring for all people,celebrating similarities and differences among people ofall abilities and cultures.

SS3.1(4) Shows awareness of diverse backgroundsamong the cultural characteristics of people, families,and communities; demonstrates an appreciation for arts,music, and world culture

Self-Regulation and Pro-Social Behaviors SE3 Feelings and Emotions, SE4 Self-Regulation

SED-4:A(3) Demonstrate pro-social behaviors (waitingfor a turn), participate in routines, and transitionsmoothly from one activity to the next with some adultguidance and support.


SED-4:B(3) Often make requests clearly and effectively. SE1.2(3) Expresses preferences; chooses activities thatare preferred or come easily

SED-4:C(3) Show awareness that their actions affectothers (move carefully around classmate's blockstructure).


SED-4:D(3) Wait for a short time to get what they want(a turn with a toy, a snack).


SED-4:E(3) Work to resolve conflicts effectively, withguidance and support


SED-4:A(4) Demonstrates pro-social behaviors,participate in routines, and transition smoothly from oneactivity to the next with minimal support.


SED-4:B(4) Make requests clearly and effectively mostof the time.


SED-4:C(4) Balance their own needs with those ofothers in the group most of the time.


SED-4:C(4)

SED-4:D(4) Anticipate consequences of their actions andplan ways to solve problems effectively, with a small

SE4.1(4) Manages own behavior and showsage-appropriate self-regulation; calms self and shares

amount of guidance and support. strategies with others; considers social standards ofenvironment before responding to emotions or actions ofothers

SED-4:E(4) Use a variety of strategies to solve conflictswith increasing independence and show greaterunderstanding of when to bring a problem to an adult.


SED-4:F(4) Defend self while respecting the rights ofothers.


SED-4:G(4) Play independently, in pairs, andcooperatively in small groups.


SED-4:H(4) Initiate play and know how to enter into agroup of children who are already involved in play.


SED-4:I(4) Show social support through encouragingwords or actions. ("I'll be your friend.")

SE3.1(4) Shows empathy and caring to others; respondsto others emotions appropriately

SED-5:A(3) Use words or signs to express their needsand feelings most of the time.

SE3.2(3) Explores emotions through play, art, music,and dance; uses variety of words to express and managefeelings; provides reasoning for feelings

SED-5:B(3) Suggest reasons for their feelings. ("I'm sadbecause Grandma's leaving." "That makes me mad whenyou do that!")


SED-5:C(3) Manage emotions, control impulses, andcalm themselves with adult support and guidance.


SED-5:A(4) Use increasingly more complex vocabularyto express their feelings, as well as to identify the

SE3.2(4) Recognizes and describes a wide range ofemotions in self and others; provides reasoning for

emotions of others. feelings and problem-solving strategies for dealing withnegative emotions

SED-5:B(4) Describe reasons for their feelings that mayinclude thoughts and beliefs as well as outside events.("I'm happy because I wanted to win and I did.").

SE3.2(4) Recognizes and describes a wide range ofemotions in self and others; provides reasoning forfeelings and problem-solving strategies for dealing withnegative emotions

SED-5:C(4) Manage emotions, control impulses, anddelay gratification with minimal support, coming up withpossible problem-solving strategies and solutions formanaging their frustrations, calming, and regulatingthemselves.


SED-6:A(3) Use words to comfort another child or adultwho is upset (bring a comfort object, pat the person onthe back).

SE3.1(3) Acknowledges various emotions and feelingsof others; may offer to help meet the needs of others

SED-6:B(3) Communicate concern for others. ("Are youOK?")


SED-6:C(3) Use words and/or actions to meet the needsof others (pick up item someone dropped, help anotherchild who is having trouble building a block tower).


SED-6:D(3) With guidance and support, show respectfor others' feelings and points of view (work outconflicts, listen to opinions expressed by others).


SED-6:A(4) Communicate understanding, empathy, andsupport for others' feelings.

SE3.1(4) Shows empathy and caring to others; respondsto others emotions appropriately

SED-6:B(4) Show awareness that their behavior canaffect the feelings of others. ("I didn't mean to hurt youwhen I threw that.")


SED-6:C(4) Choose to act in ways that show respect forothers' feelings and points of view most of the time(complement each other during play, work out conflicts,show respect for opinions expressed by others).


SED-6:D(4) Recognize that everyone has emotions andthat other people may not feel the same way they doabout everything.

SE3.2(4) Recognizes and describes a wide range ofemotions in self and others; provides reasoning forfeelings and problem-solving strategies for dealing withnegative emotions

CLL Communication, Language, and Literacy 1: Language/Literacy, 9: Dual Language Learners

Communicating and Oral Language Development L1 Receptive Language (Listening), L2 ExpressiveLanguage (Speaking)

CLL-1:A(3) With prompting and support, initiate andcarry on conversations, make comments, and askquestions related to the topic of discussion.

L2.1(3) Speaks more clearly and is understood by mostfamiliar adults; asks simple questions to extendconversation; begins to use some verbal and nonverbalconversational rules; listens to and repeats words inworld languages and sign language.

CLL-1:B(3) With prompting and support, provideresponses to questions and pose questions to learn newinformation, clarify ideas, and have their needs met.


CLL-1:C(3) Follow simple multi-step directions withvisual cues if needed.

L1.1(3) Follows two and three-step directions ofincreasing complexity; listens and responds to simplerhymes and rhythms; gains meaning listening to stories,informational texts, directions, and conversations withadult support; understands verbal and nonverbal cues.

CLL-1:D(3) Show understanding of increasinglycomplex sentences.


CLL-1:E(3) Demonstrate motivation to communicate inplay and everyday activities (excitedly describe blockstructure they are working on as adult sits down to jointhem).

L2.2(3) Converses with a rapidly expanding vocabulary;understands words and meanings from growing numberof topics and learning domains; demonstratesunderstanding of some opposite concepts.L2.3(3) Communicates in expanding sentences; usesgrammar rules that are age-appropriate.

CLL-1:A(4) Initiate and engage in conversation anddiscussions with adults and other children that includemultiple back-and-forth exchanges.

L2.1(4) Speaks clearly and is understood by mostfamiliar and unfamiliar adults; initiates asking questionsand responds in conversation with others; sharesopinions, experiences, and ideas with others; uses mostverbal and nonverbal conversational rules appropriately;

listens to, repeats, and recalls words expressed in worldlanguages and sign language.

CLL-1:B(4) Participate in a group discussion, makingcomments and asking questions related to the topic.

L2.1(4) Speaks clearly and is understood by mostfamiliar and unfamiliar adults; initiates asking questionsand responds in conversation with others; sharesopinions, experiences, and ideas with others; uses mostverbal and nonverbal conversational rules appropriately;listens to, repeats, and recalls words expressed in worldlanguages and sign language.

CLL-1:C(4) Provide meaningful responses to questionsand pose questions to learn new information, clarifyideas, and have their needs met.


CLL-1:D(4) Follow multi-step directions that containdetails. ("Please go to your room, find your blue shirt andput the dirty one in the laundry basket.")

L1.1(4) Follows multi-step directions of increasingcomplexity; listens and responds to more complexrhymes and rhythms; gains meaning listening to stories,informational texts, directions, and conversations.

CLL-1:E(4) Appreciate and use humor.


CLL-2:A(3) Communicate messages with expression,tone, volume, and inflection appropriate to the situationmost of the time.


CLL-2:B(3) Speak clearly enough to be understood byfamiliar adults and children.


CLL-2:C(3) Communicate in longer sentences and usemany of the conventions of grammar in their home

L2.3(3) Communicates in expanding sentences; usesgrammar rules that are age-appropriate.

language (plurals, tenses, prepositions), although mayover-generalize grammatical rules. ("There are lots ofchilds in our room.")

CLL-2:A(4) Adapt their communication to meet socialexpectations (speak quietly in library, speak politely toolder relative).


CLL-2:B(4) Speak clearly enough to be understood bymost people, although may make some pronunciationerrors.


CLL-2:C(4) Use complete sentences that aregrammatically correct most of the time to express ideas,feelings, and intentions.

L2.3(4) Connects phrases and sentences to build ideas;speaks in complex sentences using some correct rules ofgrammar.

CLL-3:A(3) Use many newly acquired words to describemeaningful objects and activities in their environment,including words for parts of objects (tail, paw) and morethan one word for the same object (cat, kitty).


CLL-3:B(3) Describe experiences and create shortstories.

L2.3(3) Communicates in expanding sentences; usesgrammar rules that are age-appropriate.

CLL-3:C(3) Repeat familiar songs, chants, or rhymes.


CLL-3:D(3) Use simple phrases and responses to peersin their dramatic play as they imitate familiar people andevents.


CLL-3:E(3) Demonstrate understanding of anincreasingly rich vocabulary.


CLL-3:F(3) Use cues in the environment to figure outwhat words mean (figure out the meaning of "breeze"when out flying kites and adult says, "Wow, look at yourkite flying in the breeze!").


CLL-3:G(3) Make up names for things using words theyknow (froggy-fish for tadpole).


CLL-3:A(4) Use an increasingly rich and sophisticatedvocabulary to clearly express their thoughts (using twoor more new words each day in play and meaningfulcontexts).

L2.2(4) Demonstrates understanding and use of rapidlyexpanding vocabulary, including language of specificlearning domains and more abstract concepts; identifiesword pairs that describe opposite concepts.

CLL-3:B(4) Tell real or imaginary personal stories withmore detail.

L2.3(4) Connects phrases and sentences to build ideas;speaks in complex sentences using some correct rules ofgrammar.

CLL-3:C(4) Independently sing or create their ownsongs, chants, and rhymes.

L1.1(4) Follows multi-step directions of increasingcomplexity; listens and responds to more complexrhymes and rhythms; gains meaning listening to stories,informational texts, directions, and conversations.L2.2(4) Demonstrates understanding and use of rapidlyexpanding vocabulary, including language of specificlearning domains and more abstract concepts; identifiesword pairs that describe opposite concepts.

CLL-3:D(4) Act out defined roles and storylines indramatic play with back-and-forth dialogue with eachother.

CA4.1(4) Shows growing creativity and imagination inassuming different roles in play situations across learningdomains; demonstrates understanding of differencebetween pretend and reality

CLL-3:E(4) Uses new subject-specific words afterrepeated exposure to meaningful experiences andvocabulary (after playing in the block area with an adult,using ramps and balls, talks about ramps and inclines).


CLL-3:F(4) Infer the meaning of new words from thecontext in which they are used (figuring out the correctnames for two new foods when the adult says, "Todaywe're having tortillas with beans and empanadas withsauce" by distinguishing between the beans and sauce)

L1.1(4) Follows multi-step directions of increasingcomplexity; listens and responds to more complexrhymes and rhythms; gains meaning listening to stories,informational texts, directions, and conversations.

CLL-3:G(4) Name other words for objects and actions(synonyms such as walk and stroll) and accuratelychoose the most appropriate term from two similarwords. ("It's not just warm, it's burning hot!")


CLL-3:H(4) Put similar words into categories (hat,mitten, coat, boot).


CLL-3:I(4) Name common opposites for some words.


Foundations for Reading L3 Foundational Reading

CLL-4:D(3) Identify a variety of print resources, such asbooks and magazines.

L3.1(3) Shows interest/motivation in readingfiction/nonfiction; follows along as a book is read;attempts to retell a story by looking at illustrations;handles books appropriately; chooses books; identifiescover of a book; begins to understand story structure(beginning, middle, end).

CLL-4:A(4) Engage in reading behaviors independentlywith increased focus for longer periods of time.

L3.1(4) Shows increasing interest/motivation in readingfiction/nonfiction; follows along as book is read; retellsor "reads" a story by reviewing illustrations or frommemory; demonstrates understanding of process ofreading (left to right, front to back, top to bottom);describes the roles of author and illustrator; understandsstory structure (beginning, middle, end).

CLL-4:B(4) Demonstrate motivation, interest andenjoyment in reading books and other printed materials,acting out stories while engaged in play independentlyand with others


L3.2(4) Shows understanding of texts read aloud byrecalling part or most and representing it with play ormedia, asking and answering questions, connecting itwith personal experiences, making predictions andcomparing similar texts, discussing parts of a text (tableof contents, index, glossary, characters, etc).

CLL-4:C(4) Listen to and discuss increasingly complexstory books, information books, and poetry.


CLL-4:D(4) Identify a variety of print resources,including books, magazines, invitations, and cards, aswell as e-books and other electronic media if available.


CLL-4:E(4) Point to title of book when asked after adulthas read title and author.


CLL-5:A(3) Imitate repeated phrases in storybooks andstory dialogue with some accuracy and detail.

L3.2(3) With adult support and picture cues, showsunderstanding of texts read aloud by answering simplequestions, acting out parts, and identifying charactersfrom literature or important facts from nonfiction texts.

CLL-5:B(3) Discuss storybooks by responding toquestions about what is happening and predicting whatwill happen next, with prompting and support from anadult.


CLL-5:C(3) Use books and other media thatcommunicate information to learn about the world bylooking at pictures, asking questions, and talking aboutthe information, with prompting and support from anadult.


CLL-5:D(3) Use their knowledge of the world (whatthings are, how things work) to make sense of stories andinformational texts.


CLL-5:E(3) Relate personal experiences to eventsdescribed in familiar books, with prompting and support.


CLL-5:F(3) Ask questions about a story or theinformation in a book.


CLL-5:G(3) Describe what they like or don't like in astory or book.


CLL-5:A(4) Retell a story from a familiar book andrelate it to real-life experiences, with prompting andsupport from an adult.

CLL-5:A(4)

CLL-5:B(4) Make predictions of next steps in a story.


CLL-5:C(4) Name two or more similarities anddifferences between two characters, their experiences, orsettings, when prompted by an adult.


CLL-5:D(4) Use informational texts and other media tolearn about the world, infer from illustrations, ask

L3.2(4) Shows understanding of texts read aloud byrecalling part or most and representing it with play or

questions, and talk about the information. media, asking and answering questions, connecting itwith personal experiences, making predictions andcomparing similar texts, discussing parts of a text (tableof contents, index, glossary, characters, etc).

CLL-5:E(4) Use knowledge of the world to make senseof more challenging texts.


CLL-5:F(4) Relate personal experiences to an increasingvariety of events described in familiar and new books.


CLL-5:G(4) Ask more focused and detailed questionsabout a story or the information in a book.


CLL-5:H(4) Give a reason for liking, or not liking, astory or book.


CLL-6:A(3) Demonstrate book-handling skills, such asholding a book right-side up and turning pages fromfront to back.


CLL-6:B(3) Recognize that print occurs in differentforms and is used for a variety of functions, such astelling people what to do, where to store things, andwhen they will have a turn with prompting and supportfrom an adult.

L3.2(3) With adult support and picture cues, showsunderstanding of texts read aloud by answering simplequestions, acting out parts, and identifying charactersfrom literature or important facts from nonfiction texts.L3.4(3) Begins to develop alphabetic knowledge (sings

the alphabet song, may identify some letters, especiallythose in own name, recognizes and names some letters)and identifies some environmental print when prompted.

CLL-6:C(3) Recognize familiar environmental print,such as "STOP" signs, and realize the meaning of thewords.

L3.4(3) Begins to develop alphabetic knowledge (singsthe alphabet song, may identify some letters, especiallythose in own name, recognizes and names some letters)and identifies some environmental print when prompted.

CLL-6:A(4) Hold a book upright while turning pagesone by one from front to back.


CLL-6:B(4) Demonstrate understanding of some basicprint conventions (the concept of what a letter is, theconcept of words, directionality of print).

L3.1(4) Shows increasing interest/motivation in readingfiction/nonfiction; follows along as book is read; retellsor "reads" a story by reviewing illustrations or frommemory; demonstrates understanding of process ofreading (left to right, front to back, top to bottom);describes the roles of author and illustrator; understandsstory structure (beginning, middle, end).L3.4(4) Demonstrates growing alphabetic knowledge(recites alphabet; names and recognizes most letters andsounds); shows awareness of the uses and functions ofenvironmental print, symbols, and other forms of print toconvey meaning; recognizes that different text forms areused for different purposes.

CLL-6:C(4) Run their finger under or over print as theypretend to read text, with prompting and support from anadult.


CLL-6:D(4) Recognize own first name in print and thatof some friends.

L3.4(4) Demonstrates growing alphabetic knowledge(recites alphabet; names and recognizes most letters andsounds); shows awareness of the uses and functions ofenvironmental print, symbols, and other forms of print toconvey meaning; recognizes that different text forms areused for different purposes.

CLL-6:E(4) Demonstrate knowledge that a symbol canrepresent something else; a word can stand for an object,a name for a person, or a picture for the real object (putblocks away on shelf labeled "blocks").


CLL-7:A(3) Play with the sounds of language and beginto identify rhymes (make up silly-sounding words, repeatrhyming words).

L3.3(3) Begins to exhibit phonological awareness(recognizes and produces rhyming words with support,pronounces and segments syllables with support usingactions [clapping], repeats alliteration [series of wordsbeginning with same letter sound in a text] during wordplay and recognizes words with common beginningsound).

CLL-7:B(3) Participate in rhyming and rhythmicexperiences with books and other media, learning wordsand refrains well enough to repeat them and fill inmissing words and sounds.


CLL-7:C(3) Repeat rhythmic patterns in poems andsongs using words, clapping, marching, and/or usinginstruments.


CLL-7:D(3) Identify sounds and words in their dailyenvironment.

L3.3(3) Begins to exhibit phonological awareness(recognizes and produces rhyming words with support,pronounces and segments syllables with support usingactions [clapping], repeats alliteration [series of wordsbeginning with same letter sound in a text] during wordplay and recognizes words with common beginningsound).L3.4(3) Begins to develop alphabetic knowledge (singsthe alphabet song, may identify some letters, especiallythose in own name, recognizes and names some letters)and identifies some environmental print when prompted.

CLL-7:A(4) Show joy in playing with the sounds oflanguage, repeating songs, poems, finger plays, and

L3.3(4) Exhibits age-appropriate phonological awareness(combines syllables to make a word, combines words to

rhymes, occasionally adding their own rhymes. make compound words, associate sounds with letters andwords, recognizes alliteration and words that rhyme).

CLL-7:B(4) Demonstrate the ability to hear individualparts of words and separate the parts using clapping,finger snapping, or other movement (e.g., clapping outeach syllable of pup-py, di-no-saur).

L3.3(4) Exhibits age-appropriate phonological awareness(combines syllables to make a word, combines words tomake compound words, associate sounds with letters andwords, recognizes alliteration and words that rhyme).

CLL-7:C(4) Repeat familiar songs, rhymes, and phrasesfrom favorite storybooks.

L3.2(4) Shows understanding of texts read aloud byrecalling part or most and representing it with play ormedia, asking and answering questions, connecting itwith personal experiences, making predictions andcomparing similar texts, discussing parts of a text (tableof contents, index, glossary, characters, etc).L3.3(4) Exhibits age-appropriate phonological awareness(combines syllables to make a word, combines words tomake compound words, associate sounds with letters andwords, recognizes alliteration and words that rhyme).

CLL-7:D(4) Discriminate sounds in spoken language,recognizing rhyming sounds and the first sounds in somewords.


CLL-7:E(4) Listen and respond to conversations withadults and other children during play


CLL-7:D(4) Listen attentively to books and stories.


CLL-8:A(3) Demonstrate interest in learning thealphabet. (Draw abstract symbols on paper and ask adult,"What does this say?")

L3.4(3) Begins to develop alphabetic knowledge (singsthe alphabet song, may identify some letters, especiallythose in own name, recognizes and names some letters)

and identifies some environmental print when prompted.

CLL-8:B(3) Recognize and name some letters of thealphabet, especially those in their own name (mayinitially think all words starting with the first letter intheir name IS their name).


CLL-8:C(3) Recognize that letters of the alphabet as aspecial category of print, different from pictures, shapes,and numerals.


CLL-8:A(4) Demonstrate knowledge of the AlphabeticPrinciple, the concept that the sounds of speech can berepresented by one or more letters of the alphabet.


CLL-8:B(4) Recognize and name at least half of bothupper and lower-case letters of the alphabet, includingthose in their own name and other words that are themost meaningful to them.


CLL-8:C(4) Make some sound-to-letter matches, usingletter name knowledge. (Notice the letter "b" with a balland say, "ball," say, "a-a-apple.")


CLL-8:D(4) Associate sounds with the letters at thebeginning of some words, such as awareness that twowords begin with the same letter and the same sound.


CLL-4:A(3) Engage in reading behaviors independentlyfor several minutes at a time.


CLL-4:B(3) Show an interest in words and printedmaterials and other reading-related activities.

L3.1(3) Shows interest/motivation in readingfiction/nonfiction; follows along as a book is read;attempts to retell a story by looking at illustrations;handles books appropriately; chooses books; identifiescover of a book; begins to understand story structure(beginning, middle, end).L3.2(3) With adult support and picture cues, showsunderstanding of texts read aloud by answering simplequestions, acting out parts, and identifying charactersfrom literature or important facts from nonfiction texts.

CLL-4:C(3) Listen to and discuss storybooks, simpleinformation books, and poetry with a small group orindividually with an adult.


Foundations for Writing L4 Writing

CLL-9:A(3) Represent thoughts and ideas throughmarks, scribbles, drawings, and paintings (draw a pictureof something they did during the day, indicate what theywant for lunch with a mark under the picture of the foodthey want).

L4.1(3) Shows interest in written expression: scribblingand letter-like forms, drawing shapes or people, retellingrecent events; shows awareness that a word is made upof letters; demonstrates age-appropriate writing (tracing,copying letters in own name and numbers, copyingshapes and symbols).

CLL-9:B(3) Communicate their thoughts for an adult towrite, with prompting and support.


CLL-9:C(3) Engage in writing behaviors that imitatereal-life situations (make marks to take food order duringpretend restaurant play).


CLL-9:D(3) Explore typing letters on keyboard or otherelectronic device.

SS4.3(3) Uses familiar and tries unfamiliar technologyand media with adult guidance (tablets, smart phones,music players, etc.)

CLL-9:A(4) Represent thoughts and ideas in drawingsand by writing letters or letter-like forms.

L4.1(4) Engages in written expression; draws people,responds to texts, describes or dictates experiences andevents; prints some letters in meaningful words withadult modeling; uses invented spelling; writes mostnumerals to 20; copies or writes own name.

CLL-9:B(4) Demonstrate understanding that their spokenwords can be represented with written letters or symbolsas they dictate their thoughts, stories, and experiences foran adult to write.


CLL-9:C(4) Independently engage in writing behaviorsfor various purposes (write symbols or letters for names,use materials at writing center, write lists with symbols/letters in pretend play, write messages that include lettersor symbols).


CLL-9:D(4) Demonstrate motivation to draw and writeduring play, experimenting with writing tools, such aspencils, crayons, markers, computers and other electronicdevices.

SS4.3(4) Uses technology and media for a variety ofpurposes with adult guidance across learning domains(uses a mouse to point and click; uses keyboard ortouchscreen to enter simple words)L4.1(4) Engages in written expression; draws people,responds to texts, describes or dictates experiences andevents; prints some letters in meaningful words withadult modeling; uses invented spelling; writes mostnumerals to 20; copies or writes own name.

CLL-10:A(3) Use a variety of writing tools and materialswith purpose and control (pencils, chalk, markers,crayons, paintbrushes, finger paint, computers).


CLL-10:B(3) Make marks they call "writing" that lookdifferent from drawings (vertical series of marks for a"grocery list," horizontal line of marks for a "story").


CLL-10:C(3) Play with writing letters and makingletter-like forms, using letters and letter-like marks towrite their name.

L4.1(3) Shows interest in written expression: scribblingand letter-like forms, drawing shapes or people, retellingrecent events; shows awareness that a word is made up

of letters; demonstrates age-appropriate writing (tracing,copying letters in own name and numbers, copyingshapes and symbols).

CLL-10:D(3) Show they know that written words aremade up of particular letters (point to the first letter oftheir own name, find the first letter of their own name ina book or where multiple letters are present).


CLL-10:A(4) Use a variety of writing tools and materialswith increasing precision.


CLL-10:B(4) Use drawing to represent their ideas andbegin to use some recognizable letters andapproximations of letters to attempt to write somefamiliar words and communicate a message.


CLL-10:C(4) Attempt to write their own name using avariety of materials (crayons, markers, in sand or shavingcream)


CLL-10:D(4) Try to connect the sounds in spoken wordswith letters in the written word. (Write "M" and say,"This is Mommy.")


CLL-10:E(4) Use environmental print (such as signs,labels on food, and general print around them) to help intheir writing, and ask adults for help in writing messages,lists, and stories.

L3.4(4) Demonstrates growing alphabetic knowledge(recites alphabet; names and recognizes most letters andsounds); shows awareness of the uses and functions ofenvironmental print, symbols, and other forms of print toconvey meaning; recognizes that different text forms areused for different purposes.L4.1(4) Engages in written expression; draws people,responds to texts, describes or dictates experiences andevents; prints some letters in meaningful words withadult modeling; uses invented spelling; writes most

numerals to 20; copies or writes own name.

Learning New LanguagesDL1 Receptive Language (Listening andUnderstanding), DL2 Expressive Language (SpeakingSecond Language)

CLL-11:A(3) Listen to peers and adults speaking in otherlanguages to learn new information, and show someunderstanding of the new language

DL1.1(B) Responds to gestures and simple directions inhome and second language; begins to understand simplewords in home and second language; listens with interestto picture books read aloud

CLL-11:B(3) Engage in nonverbal communication withthose who speak a language other than their nativelanguage.

DL2.1(B) Uses gestures, facial expressions, andsingle-word utterances to communicate needs and wantsin home language, moving to second language; respondsto rhymes and songs by repeating simple words orphrases

CLL-11:C(3) Use simple words and phrases in alanguage other than their home language to communicatewith adults and other children.

DL2.1(M) Begins to combine words from home andsecond languages to communicate needs and wants, andto participate in two-way conversations; responds to textsread aloud, songs, and rhymes, repeating simple wordsand phrases and answering simple questions as a sign ofcomprehension with adult support

CLL-11:A(4) Name at least one example of a languageother than their home language.


CLL-11:B(4) Say simple greetings in another language,such as "hola" ("hello" in Spanish) and "adios"("goodbye" in Spanish) or use sign language to express agreeting.


CLL-11:C(4) Play with sounds and intonation of newlanguages as well as their home language.

DL2.1(B) Uses gestures, facial expressions, andsingle-word utterances to communicate needs and wantsin home language, moving to second language; respondsto rhymes and songs by repeating simple words orphrases

CLL-11:D(4) Identify names of common objects in theenvironment in a language other than their home

DL2.1(L) Communicates with others in second languageby expanding sentences using increased vocabulary;

language. listens and responds to texts read aloud, answering morecomplex questions in second language with adult support

CD Cognitive Development 2: Math, 3: Science, 4: Social Studies, 6: Approachesto Learning, 8: Creative Arts

Construction of Knowledge: Thinking and Reasoning AL2 Creative Thinking, Problem-Solving, Reasoning,AL4 Memory and Reflection

CD-1:D(4) Organize and use information throughmatching, grouping, and sequencing.

AL2.2(4) Gathers information and asks complexquestions in order to understand a new or familiarconcept; makes and explains comparisons among objectsand groups and uses "if/then" and "cause/effect"reasoning across learning domains

CD-2:A(3) Recognize whether a picture or object is thesame as or different from something they have seenbefore.

AL4.1(3) Recalls and applies routine knowledge (looksfor seatbelt in vehicle, expects ball to come back whenbounced); plays memory games

CD-2:B(3) Apply what they know about everydayexperiences to new situations (look for the seatbelt on thebus).


CD-2:C(3) Describe or act out a memory or a situation oraction, with adult support.


CD-2:D(3) Express expectations based on pastexperiences ("We brush our teeth after we eat.")


CD-2:E(3) Make predictions about what will happenusing what they know.


CD-2:F(3) Use multiple strategies to solve problems,including trial and error, simple tools, or asking for help(try to fix a broken toy by taping it back together).


CD-2:G(3) Introduce ideas or actions in play based onprevious knowledge or experience.

AL2.1(3) Generates ideas and suggestions in playsituations; creates imaginative stories and begins toattempt joke tellingAL4.1(3) Recalls and applies routine knowledge (looksfor seatbelt in vehicle, expects ball to come back whenbounced); plays memory games

CD-2:H(3) Ask questions about why things happen tobuild their understanding of the cause and effect.


CD-2:A(4) Demonstrate their ability to apply what theyknow about everyday experiences to new situations.


CD-2:B(4) Describe past events in order, includingdetails or personal reactions.


CD-2:C(4) Describe how a past event relates tosomething happening currently or in the future. ("Wefound worms at Grandpa's, too!")


CD-2:D(4) Make predictions about what will happen andexplain their thinking.


CD-2:E(4) Try to solve problems they have solved in thepast in new ways, using what they have learned.


CD-2:F(4) Introduce detailed or complex ideas or actionsinto play, based on previous knowledge or experience.

AL2.1(4) Participates creatively in play situations;creates and acts out imaginative stories/scenarios;changes words in sentences to employ humor; may usehumor to amuse others to build friendships; tells/repeatssimple jokes that make senseAL4.1(4) Reflects and applies knowledge of pastexperiences to new situations; makes predictions basedon past experiences; uses strategy during memory games

CD-2:G(4) Use reasoning to come to conclusions(including conclusions regarding cause and effect) aboutfamiliar situations and materials, based on informationgathered with their senses.


CD-3:A(3) Use language to identify pretend ormake-believe situations. ("Let's pretend we're going on a

AL2.1(3) Generates ideas and suggestions in playsituations; creates imaginative stories and begins to

trip.") attempt joke telling

CD-3:B(3) Use words like "think" and "know" to talkabout thoughts and beliefs.


CD-3:C(3) Recognize that beliefs and desires candetermine what people do (e.g., a person will look for amissing object based on where they think it is rather thanwhere it actually is).


CD-3:A(4) Compare differences between pretend andreal experiences; use language to identify pretend ormake-believe situations. ("That's a pretend story.")


CD-3:B(4) Express understanding that others may havedifferent thoughts, beliefs, or feelings than their own. ("Ilike ketchup and you don't.")


CD-3:C(4) Use language to describe their thinkingprocesses with adult support.

AL2.2(4) Gathers information and asks complexquestions in order to understand a new or familiarconcept; makes and explains comparisons among objectsand groups and uses "if/then" and "cause/effect"reasoning across learning domainsAL2.3(4) Uses new strategies to solve a problem;generates ideas and selects/explains best solution; makesa plan before beginning a task and follows through

CD-3:D(4) Explain how they draw conclusions based onevidence they have gathered.

AL2.2(4) Gathers information and asks complexquestions in order to understand a new or familiarconcept; makes and explains comparisons among objectsand groups and uses "if/then" and "cause/effect"reasoning across learning domainsAL2.3(4) Uses new strategies to solve a problem;generates ideas and selects/explains best solution; makesa plan before beginning a task and follows through

CD-1:A(3) Intentionally explore and investigate objects,tools, and materials to learn about their properties (weighan object, observe something from the top and from thebottom).


CD-1:B(3) Share something they have discoveredthrough their senses using play, art, language, and otherforms of representation. ("This smells like the flower atGrandma's.")


CD-1:C(3) Group familiar objects that go together (shoeand sock, brush and paint, hammer and nail).


CD-1:A(4) Intentionally explore objects, tools, andmaterials and make simple comparisons about theirproperties (compare the weight of two objects on abalance scale).


CD-1:B(4) Express knowledge gathered through theirsenses using play, art, language, and other forms ofrepresentation in a way that communicates their thoughtsto others (dance like a thunderstorm).


CD-1:C(4) Distinguish appearance from reality (theperson behind a mask is still the same person; recognizethat a make-believe story was not real).


Mathematical Thinking and ExpressionM1 Number Sense, Quantity, and Operations, M2Geometry and Spatial Sense, M3 Measurement andData, M4 Patterns, Sorting/Classifying, Reasoning

CD-4:A(3) Rote count by ones to 10 with increasingaccuracy.

M1.1(3) Grows in rote counting and sequencing ofnumbers to 10 and beyond; identifies some writtennumerals in everyday environment; begins to understandone-to-one correspondence; compares quantities andidentifies more/less; begins to subitize (recognizesnumber of objects in a small set without counting - twoblocks); understands ordinal terms (1st, 2nd, etc.).

CD-4:B(3) Count up to 5 objects arranged in a line usingone-to-one correspondence with increasing accuracy, andanswer the question "How many?"

M1.1(3) Grows in rote counting and sequencing ofnumbers to 10 and beyond; identifies some writtennumerals in everyday environment; begins to understandone-to-one correspondence; compares quantities andidentifies more/less; begins to subitize (recognizesnumber of objects in a small set without counting - two

blocks); understands ordinal terms (1st, 2nd, etc.).

CD-4:C(3) Compare two groups (containing up to 5objects each) and compare them in terms of more, less,fewer, or equal.

M1.1(3) Grows in rote counting and sequencing ofnumbers to 10 and beyond; identifies some writtennumerals in everyday environment; begins to understandone-to-one correspondence; compares quantities andidentifies more/less; begins to subitize (recognizesnumber of objects in a small set without counting - twoblocks); understands ordinal terms (1st, 2nd, etc.).

CD-4:D(3) Show they understand that adding objects toa group will make a bigger group and taking awayobjects will make a smaller group.

M1.2(3) Understands adding objects to a group makes itlarger and taking away objects from a group makes itsmaller.

CD-4:A(4) Rote count by ones to 20 with increasingaccuracy.

M1.1(4) Grows in rote counting and sequencing ofnumbers to 20 and beyond; identifies written numerals toat least 20; compares quantities in sets and identifiesmore/less/equal; subitizes (recognizes small number ofobjects in a set without counting - three blocks, dots on adie); understands and uses ordinal terms (1st, 2nd, 3rd,etc.).

CD-4:B(4) Look at a group of up to 5 objects andquickly see and say, or sign the number of objects.


CD-4:C(4) With guidance and support, match numerals1-5 to sets of objects.


CD-4:D(4) Count the number of items in a group of up to10 objects and know that the last number tells how many


CD-4:E(4) Use fingers, objects, and drawings to showadding and taking away up to 5.

M1.2(4) Understands adding and subtracting from a set;begins to understand dividing sets into parts up tofourths.

CD-4:F(4) Explore simple addition with support. (Whenadding a group of 3 and a group of 2, counts, keepingtrack on fingers, "One, two, three..." and then counts on,"Four, five!")

M1.2(4) Understands adding and subtracting from a set;begins to understand dividing sets into parts up tofourths.

CD-4:G(4) Verbally count backward from 5 usingfingers and use that skill to subtract a given number.(When asked how many would be left if we took 2fingers away, counts, "Five, four, three!")

M1.1(4) Grows in rote counting and sequencing ofnumbers to 20 and beyond; identifies written numerals toat least 20; compares quantities in sets and identifiesmore/less/equal; subitizes (recognizes small number ofobjects in a set without counting - three blocks, dots on adie); understands and uses ordinal terms (1st, 2nd, 3rd,etc.).M1.2(4) Understands adding and subtracting from a set;begins to understand dividing sets into parts up tofourths.

CD-4:H(4) Recognize numerals up to 10 and attempt towrite them during play and daily activities.


CD-4:I(4) Use and understand the terms "first" through"fifth" and"last" in their play and daily activities. ("Theengine is first, and the caboose is last.")


CD-5:A(3) Demonstrate and begin to use the language ofthe relative position of objects in the environment andplay situations, such as up, down, over, under, top,bottom, inside, outside, in front, behind, between, nextto.

M2.2(3) Uses simple positional words (top/bottom,up/down, in/out, on/off, etc.) to describe location acrosslearning domains; uses simple directions to move fromplace to place.

CD-5:B(3) Build and describe 2- dimensional shapes,such as making circles and triangles with blocks and playdough.

M2.1(3) Locates and names different sizes andorientations of shapes in the environment; describesattributes of shapes; uses 2D and 3D shapes to createpictures or structures; decomposes shapes.

CD-5:C(3) Find shapes in the environment and describethem in his/her own words.

M2.1(3) Locates and names different sizes andorientations of shapes in the environment; describesattributes of shapes; uses 2D and 3D shapes to createpictures or structures; decomposes shapes.

CD-5:A(4) Create 2-dimensional shapes and3-dimensional structures to create symmetry (are thesame on both sides) or to represent real-world objects.("We are building a castle and we need a round block forthe tunnel.")

M2.1(4) Names 2D shapes no matter the size ororientation; describes and compares attributes of 2D and3D shapes of different sizes and orientations notingsimilarities and differences; uses 2D and 3D shapes tocreate real-world representations of objects; begins tounderstand symmetry; composes and decomposesshapes; copies/draws simple shapes independently.

CD-5:B(4) Name basic shapes, such as circle, triangle,square, and rectangle, and describe their characteristicsusing descriptive and geometric attributes. ("That's atriangle; it's pointy." "It's a circle because it's round.")


CD-5:C(4) Recognize that a shape remains the sameshape when it changes position.


CD-5:D(4) Take a shape apart to make new shapes, suchas finding two triangles in a square.


CD-6:A(3) Use simple measurement tools with guidanceand support to measure objects (a ruler, measuring cup,scale).

M3.1(3) Uses words to describe measurable attributes(quantity, length, weight); observes and explores ways touse tools to measure objects; identifies/names/uses

standard and non-standard units/tools of measure (paperclips, ruler, scale, measuring cups, etc.) in activities withadult support across learning domains; arranges objectsaccording to one measurable attribute.

CD-6:B(3) Compare the size or weight of two objectsand identify which one is longer/taller/heavier that theother. ("That rock is heavier than this one; I can't lift it.""A cow is bigger than a cat.")

M3.1(3) Uses words to describe measurable attributes(quantity, length, weight); observes and explores ways touse tools to measure objects; identifies/names/usesstandard and non-standard units/tools of measure (paperclips, ruler, scale, measuring cups, etc.) in activities withadult support across learning domains; arranges objectsaccording to one measurable attribute.

CD-6:C(3) Identify familiar objects as the same ordifferent.

M4.2(3) Shows increasing ability to match/sort/classifyby color, size, shape; classifies by one attribute andmakes comparisons across learning domains.

CD-6:D(3) Sort familiar objects into categories withincreasing accuracy (tools for woodworking and utensilsfor cooking; rectangle blocks on one shelf and squareblocks on another shelf).


CD-6:E(3) Recognize simple repeating patterns andattempt to create them during play (repeat a movementpattern during a song, make a line of blocks inalternating colors).

M4.1(3) Recognizes patterns telling what comes next;duplicates simple patterns; identifies pattern groups;seriates a group of like objects (small, medium, large;light, dark).

CD-6:A(4) Identify and use measurements tools, such asruler, scales, measuring cups, thermometer, clock, aswell as non-standard objects (measure length of shadowusing shoes).

M3.1(4) Uses words to describe and comparemeasurable attributes (quantity, length, weight, time,capacity) between two or more groups across learningdomains; uses standard and non-standard units ofmeasure (paper clips, ruler, scale, measuring cups, etc.)in activities and discusses findings; arranges objectsaccording to one or more attributes (longer, shorter,same); begins to understand time concepts (one minutevs. ten minutes) and tools (clocks, timers, calendars).

CD-6:B(4) Directly compare more than two objects bysize, length, or weight. ("That rock is heavier than theseothers; I can't lift it." Look at three strings that aredifferent lengths and select the longest string).

M3.1(4) Uses words to describe and comparemeasurable attributes (quantity, length, weight, time,capacity) between two or more groups across learningdomains; uses standard and non-standard units ofmeasure (paper clips, ruler, scale, measuring cups, etc.)in activities and discusses findings; arranges objectsaccording to one or more attributes (longer, shorter,same); begins to understand time concepts (one minute

vs. ten minutes) and tools (clocks, timers, calendars).

CD-6:C(4) Sort a group of up to 10 objects using twoattributes (color, size, shape, quantity) with increasingaccuracy (sort blocks by shape and color).

M4.2(4) Matches/sorts/classifies by color, size, shape,texture; describes sorting rules; classifies by more thanone attribute into two or more groups across learningdomains.

CD-6:D(4) Arrange up to 5 objects in order according tocharacteristics or attributes, such as height (put 4 watertoys in order from shortest to tallest).


CD-6:E(4) Sort objects onto a large graph according toone attribute, such as size, shape, or color and name thecategory that has the most, least.


CD-6:F(4) Identify, repeat, extend, and describe a simplepattern in the context of play or daily activities, routines,play, or in nature. ("Look, that zebra has a white stripe,black stripe, white stripe, black stripe!")

M4.1(4) Duplicates/extends simple patterns; creates newpatterns; seriates a group of like objects in more than oneway (lighter to darker; smallest to largest, etc.).

CD-7:A(3) Seek answers to questions by usingmathematical thinking during play and daily activities(determine who is taller by standing next to classmate;find two smaller blocks to replace larger block).

M4.3(3) Uses simple strategies to solve mathematicalproblems and seeks answers to questions in play anddaily activities; experiments with puzzles and blocks tocreate solutions; builds simple structures and workstoward simple goals.

CD-7:B(3) Use observation and counting (not alwayscorrectly) to find out how many things are needed duringplay and other daily activities (figure out how manyspoons are needed for snack, find enough dolls so eachperson has one when playing in the dramatic play area).


CD-7:C(3) Use drawing and concrete materials torepresent mathematical ideas (draw many circles to show"lots" of people, put PopsicleÂ® sticks in a pile to showthe number of children who want crackers for snack).


CD-7:A(4) Seek answers to questions during play anddaily activities using an increasing variety ofmathematical strategies.

M4.3(4) Uses multiple strategies to solve mathematicalproblems and seeks answers to questions in play anddaily activities; begins to use mathematical language to

explain a solution; solves puzzles, uses blocks to buildstructures to create solutions; moves through a process toreach a goal.

CD-7:B(4) Use observation and counting with increasingaccuracy to answer questions such as "How many do weneed?" and "How many more do we need?" during playand other daily activities (count new children to see howmany more plates are needed for snack; return extradrinks to cooler at picnic to arrive at the correct number).

M4.3(4) Uses multiple strategies to solve mathematicalproblems and seeks answers to questions in play anddaily activities; begins to use mathematical language toexplain a solution; solves puzzles, uses blocks to buildstructures to create solutions; moves through a process toreach a goal.

CD-7:C(4) Use drawing and concrete materials torepresent an increasing variety of mathematical ideas(draw shapes to represent pattern; stack differentlycolored blocks to represent classmates' answers to asurvey question).


CD-7:D(4) Begin to explain how a mathematicalproblem was solved. ("I saw that there was always a blueflower after a red flower so I knew to put a blue onenext." "I counted four friends who didn't have cookies soI got four more.")


CD-7:E(4) Gather mathematical information (quantity,measurement of objects, etc.) to answer questions ofinterest.


Scientific Exploration and KnowledgeSC1 Observation and Inquiry, SC2 Physical Science,SC3 Life Science, SC4 Earth Science andEnvironment

CD-8:A(3) Demonstrate interest in the natural world andthe outdoor environment (plays in dirt and sand, askquestions about things seen outdoors).

SC1.1(3) Uses senses to make increasingly complexobservations in the environment; makes simplepredictions and plans to carry out investigations;describes observations.

CD-8:B(3) Participate in activities that help to care forthe environment, with guidance and support (picks uptrash, recycle paper).

SC3.2(3) Shows respect for living things.SC4.2(3) Begins to understand that people share theenvironment with other people, animals, and plants, andthat we must take care of it.

CD-8:C(3) Participate in the care of living things withguidance and support (water plants, help to feedclassroom pet).

SC3.2(3) Shows respect for living things.SC4.2(3) Begins to understand that people share theenvironment with other people, animals, and plants, andthat we must take care of it.

CD-8:D(3) Notice and describe characteristics of plantsand animals, such as appearance, similarities,differences, behavior, and habitat.

SC3.1(3) Identifies and compares attributes andproperties of living vs. non-living things; recognizeschanges in living things over lifespans; distinguishesbetween adults and offspring; understands needs ofliving things in order to live (water, food, sunlight,shelter).

CD-8:E(3) Investigate the effect they can have on motion(push, pull, build ramp for a toy car with blocks, put footin the path of moving toy).

SC2.1(3) With adult prompting and support, investigatesand describes how an object's speed and direction can bechanged by using different forces (kick, push, pull);experiments with light and sound; identifies andcategorizes familiar sounds; experiments and observeshow properties of matter can transform or combine(water + dirt; freezing water to ice).

CD-8:F(3) Notice and describe properties of materialsand changes in substances (water freezes into ice,pudding thickens, clay hardens).


CD-8:G(3) Compare and sort objects or materialsaccording to one or more attributes.


CD-8:H(3) Observe and state simple weather patterns(sunny, rainy, cloudy, snowy)

SC4.1(3) Names objects seen in the sky and describesfeatures of the earth and sky and differences between dayand night; describes common weather conditions incurrent season.

CD-8:A(4) Demonstrate respect, wonder andappreciation for the environment by participating inactivities that help to care for the environment. Withsupport explain that their actions and actions of otherscan change the environment (gathering cans forrecycling, planting trees).

SC4.2(4) Engages in caring for the environment andconservation.

CD-8:B(4) Take responsibility for the care of livingthings (independently feed pet as daily chore, water plantwhen leaves drop, help weed vegetable garden)

SC3.2(4) Shows respect and cares for living things(water plants; cares for class pets).

CD-8:C(4) Describe basic things plants and animals needto live and grow (sunlight, water, food). Identify changesthat take place over time.

SC3.1(4) Groups and classifies living things by features;investigates and compares living vs. non-living things;shows understanding and describes life cycles; knowsand explains basic needs of living things (food chains,energy from sun, habitats).

CD-8:D(4) Collect items from nature (rocks, leaves,insects) and classify them using physical characteristics(color, size, shape, texture).

SC3.1(4) Groups and classifies living things by features;investigates and compares living vs. non-living things;shows understanding and describes life cycles; knowsand explains basic needs of living things (food chains,energy from sun, habitats).

CD-8:E(4) Provide simple rationale for future movementand speed of an object based on past experience. ("Lasttime I made the ramp really high the marble went reallyfast.")

SC2.1(4) With adult support, predicts and experimentswith the movement of objects by changing direction andspeed to see how far objects move; creates and describesdifferent sounds; explores shadows and light;experiments, observes, and describes how matter canchange from one form to another (solids, liquids, gases).

CD-8:F(4) Observe and use words to describe physicalchanges and their possible causes, such as solid turningto liquid.

SC2.1(4) With adult support, predicts and experimentswith the movement of objects by changing direction andspeed to see how far objects move; creates and describesdifferent sounds; explores shadows and light;experiments, observes, and describes how matter canchange from one form to another (solids, liquids, gases).

CD-8:G(4) Sort objects or materials by attributes anddescribe the attributes used to sort (size, color, shape,sound).


CD-8:H(4) Notice and describe weather conditions,position of the sun and moon at different times, andseasonal changes.

SC4.1(4) Compares seasons and describes currentweather conditions and how weather changes each day;understands and describes the effects of sunlight;specifies earth features.

CD-9:A(3) Represent what they learn during scientificexploration through simple drawings, building,movement, or other methods, with adult support.

SC1.1(3) Uses senses to make increasingly complexobservations in the environment; makes simplepredictions and plans to carry out investigations;

describes observations.

CD-9:B(3) Use simple tools and measuring devices, suchas balance scales, sifter, and rulers to explore theenvironment, with guidance and support.

SC1.2(3) Uses simple tools to investigate and gatherinformation (magnifying glass, scale, bug catcher);groups materials according to observed features.

CD-9:C(3) Observe objects, materials, and phenomenaand describe what they notice (temperature, texture, size,weight, color, etc.).


CD-9:D(3) State a purpose when constructing somethingnew. ("I'm gonna build a bridge for my dump truck.")


CD-9:E(3) Test a variety of materials and configurationsto design an end product.


CD-9:F(3) Ask questions to find out more about thenatural world.


CD-9:G(3) With adult support, make simple predictionsabout what will happen next.


CD-9:H(3) Use simple descriptions and scientificvocabulary during experiments and experiences, withadult prompting and support (describe changes takingplace while mixing, and using words such as "question,""experiment," and "measure").


CD-9:A(4) Represent what they learn during theirscientific explorations through drawing, 3-D models,diagrams, movement, or other methods.

SC1.1(4) Uses steps of the scientific inquiry process andall five senses to purposely explore materials; asksquestions (why, where, when, how, what) and seeks

answers through exploration; makes and explainsobservations, makes predictions based on observationsand past experiences, and draws conclusions; classifiesobjects by function.

CD-9:B(4) Identify the five senses as ways they canlearn more about the world and uses their senses to doso.

SC1.1(4) Uses steps of the scientific inquiry process andall five senses to purposely explore materials; asksquestions (why, where, when, how, what) and seeksanswers through exploration; makes and explainsobservations, makes predictions based on observationsand past experiences, and draws conclusions; classifiesobjects by function.

CD-9:C(4) Use an increasing variety of tools toinvestigate the world around them, solve problems, andcomplete tasks, extending what they can observe and dothrough their senses alone (measuring tools, magnifyingglasses, balance, prism, droppers).

SC1.2(4) Uses equipment and tools to gather informationand explains findings to aid in investigation (scale, map,binoculars).

CD-9:D(4) Compare objects, materials, and phenomenaby observing and describing their physicalcharacteristics.


CD-9:E(4) Ask questions and identify ways to findanswers (look in a book, use the computer, try somethingand watch what happens).


CD-9:F(4) Make predictions, providing a rationale basedon past experiences and then carry out simpleinvestigations to test their predictions. Gather data andcommunicate simple conclusions (with adult support,predict which objects will sink or float, make twocolumn chart labeled by picture of object sinking andanother floating, and draw the objects in appropriatecolumns after observing which ones sink).


CD-9:G(4) Follow a simple visual plan or model toconstruct something new.


CD-9:H(4) Make adjustments to their constructions orcreations to improve function, stability, or appearance.


CD-9:I(4) Use scientific process words (predict,experiment, compare, measure) and scientific contentwords (plant, animal, magnet, weather) in discussionsduring science experiences.


CD-9:I(4)

CD-9:J(4) Use the computer and other technology, ifavailable, to explore how their actions can cause aneffect.


Social Studies, Family, and Community Connections

SS1 History and Events, SS2 Geography andSymbolic Representation, SS3 Culture, Family, andCommunity, SS4 Government, Economics, andTechnology

CD-10:A(3) Talk about close family members, nametheir relationships to each other, and describe familyroutines. ("Marika is my sister." "My grandma takes careof me at night.")

SS3.2(3) Understands family roles, relationships, rules,and household jobs

CD-10:B(3) Adopt roles of family and communitymembers during play, given support and realistic props.


CD-10:C(3) Identify self as a part of a specific family,preschool class, or other familiar group (e.g., point topicture and say, "That's my family." or "I'm in Ms.Emily's class.")


CD-10:D(3) With prompting and support, participate as amember of a group, such as a classroom community(vote for name of class pet, wait turn to paint wheneasels are full).

SS4.1(3) Demonstrates growing awareness of andfollows classroom, home, and community rules withadult reminders; tells why rules are important

CD-10:E(3) Talk about "fairness" and demonstrate awillingness to take turns and share with others.

SS4.1(3) Demonstrates growing awareness of andfollows classroom, home, and community rules withadult reminders; tells why rules are important

CD-10:A(4) Talk about a wide circle of family membersand other people important to the family, theirrelationships to each other, and their shared experiences.


CD-10:B(4) Adopt roles of a wide variety of family andcommunity members during dramatic play, using props,language, and actions in a way that demonstrates theirunderstanding of the roles.

SS3.3(4) Identifies and describes the roles of a variety ofcommunity helpers, parents' jobs, and careers; adoptswide variety of family and community helpers duringdramatic play

CD-10:C(4) Identify themselves as individuals and asbelonging to a family, as well as other groups such astheir preschool class or faith community).


CD-10:D(4) View themselves as contributing membersof various groups with both rights and responsibilities(share, take turns, follow rules, take responsibility forsimple jobs).

SS4.1(4) Recognizes classroom and community rules;follows established rules and talks about importance ofrules/consequences, rights of self and others; begins tounderstand fairness and personal responsibilities; carriesout classroom responsibilities with reminders;demonstrates growing awareness of governance,democracy

CD-10:E(4) Participate in creating and followingexpectations/rules and routines.


CD-10:F(4) Demonstrate confidence in expressingindividual opinions and thoughts, while respecting thoseof others.


CD-11:A(3) Show acceptance of people who aredifferent from themselves as well as people who aresimilar.


CD-11:B(3) Explore differences in backgrounds andtraditions during play and planned activities, givensupport and guidance (try on various traditional outfits inthe dramatic play area).

SS3.1(3) Shows awareness of and appreciation forfamily and cultural stories, music, and rhymes; identifiescultural characteristics of self, family, and communityCA4.1(3) Participates in creative dramatic play andmake believe across learning domains

CD-11:A(4) Name several similarities and differencesbetween themselves and others as well as benefits ofthose similarities and differences.


CD-11:B(4) Show acceptance of differences throughexploration of varying customs and traditions, past andpresent (how people dress, how people speak, food,music, art, etc.).


CD-11:C(4) Demonstrate an understanding that there arediverse families and backgrounds and all have value (talkpositively about how other children have different familystructures than their own; share familytraditions/routines, ask questions to learn about thetraditions of others).


CD-11:D(4) Demonstrate respect for the thoughts andopinions of others, even when different from their own.


Creative Arts and Expression

CA1 Visual Arts, CA2 Music, CA3 Movement andDance, CA4 Dramatic Play and Imagination

CD-13:A(4) Show appreciation for a variety of art,including that of their own culture and community, aswell as others.

SS3.1(4) Shows awareness of diverse backgroundsamong the cultural characteristics of people, families,and communities; demonstrates an appreciation for arts,music, and world cultureCA1.2(4) Appreciates artistic creations of others and artevents; shares opinions about likes and dislikes

CD-13:B(4) Participate in and use art-specificvocabulary to express ideas and thoughts about artisticcreations more clearly. ("We need a stage for our puppetshow.")

CA1.2(4) Appreciates artistic creations of others and artevents; shares opinions about likes and dislikes

CD-13:C(4) Demonstrate value and respect for their ownartwork and that of their peers.

CA1.2(4) Appreciates artistic creations of others and artevents; shares opinions about likes and dislikes

CD-12:A(3) Explore the properties of art materials anduse them for constructing, painting, drawing, andsculpting.

CA1.1(3) Creates art with different types of materialsand techniques across learning domains

CD-12:B(3) Choose to participate and use visual art,music, movement, and dramatic play to communicateand express feelings, ideas, and experiences.


CD-12:C(3) Show creativity and imagination when usingmaterials, singing, moving, and assuming roles duringpretend play.


CD-12:D(3) Use words and actions to imitate a variety offamiliar stories, roles, and new understandings fromtopics of study (set up a store in the dramatic play areaand act out roles of shopkeeper and customer).


CD-12:E(3) Show awareness of different musicalinstruments, and rhythms, as they make music orparticipate in music activities.

CA2.2(3) Explores musical rhythm, patterns, and beatthrough movement, musical instruments, and props

CD-12:F(3) Show awareness of various patterns of beat,rhythm, and movement through music and movement

CA2.2(3) Explores musical rhythm, patterns, and beatthrough movement, musical instruments, and props

activities.

CD-12:G(3) Explore ways to move imaginatively withand without music, such as stretching, galloping,twisting, bending, swaying, marching, and clapping

CA3.1(3) Participates in solo or group creativemovement activities and dance; uses creative movementand dance across learning domains

CD-12:A(4) Demonstrate enjoyment and confidence intheir ability to freely plan and create artwork of theirown design individually and collaboratively, includingdrawings, paintings, collages, and sculptures.

CA1.1(4) Creates art using various art media,techniques, colors, textures, and shapes across learningdomains; responds to literature, depicts experiences, ordemonstrates feelings via art experiences

CD-12:B(4) Describe experiences, ideas, emotions,people, and objects represented in their artwork.

CA1.1(4) Creates art using various art media,techniques, colors, textures, and shapes across learningdomains; responds to literature, depicts experiences, ordemonstrates feelings via art experiences

CD-12:C(4) Draw or build representations of familiarpeople, places, and new understandings from topics ofstudy with a variety of materials.

CA4.2(4) Uses props in increasingly creative ways indramatic play (molds playdough to represent a phone)

CD-12:D(4) Plan and act out scenes based on books,stories, everyday life, and imagination alone or withothers, creating and engaging in increasingly detailedand extended scenarios in their dramatic play.

CA4.1(4) Shows growing creativity and imagination inassuming different roles in play situations across learningdomains; demonstrates understanding of differencebetween pretend and reality

CD-12:E(4) Recall and imitate different musical tones,rhythms, rhymes, and songs as they make music andparticipate in a variety of musical and rhythmicexperiences, including singing, clapping to the beat,listening, and using musical instruments.

CA2.2(4) Explores, repeats, and creates rhythms,patterns, and beats with a variety of movements, musicalinstruments, and props

CD-12:F(4) Recall and imitate patterns of beat, rhythm,tempo, and dynamics of music, as they create expressivemovements or participate in movement activities.

CA2.1(4) Knows and sings more complex songs; usessinging voice to echo short, melodic patterns and tone;participates in music across learning domainsCA2.2(4) Explores, repeats, and creates rhythms,patterns, and beats with a variety of movements, musicalinstruments, and props

CD-13:A(3) Express pleasure in different forms of art(call something "pretty," express preferences, or listen tomusic again).

CA1.2(3) Shows interest in others' art; may comment onthe works of others with prompting

CD-13:B(3) Participate in and use words to describe artin terms of color, texture, space, sound and movement.

CA1.2(3) Shows interest in others' art; may comment onthe works of others with prompting

HPD Health and Physical Development 7: Physical Development and HealthPhysical Health and Growth PD1 Physical Health, Growth

HPD-1:A(3) Demonstrate willingness to try new healthyfoods when offered several times and sometimes able tomake nutritious choices with support.

PD1.2(3) Begins to identify healthy and unhealthy foods;tries new foods, expressing preferences for some foodsover others; explains that some foods help our bodiesgrow and remain healthy; begins to help with foodpreparation (mixing, etc.)

HPD-1:B(3) Feed themselves with utensilsindependently.


HPD-1:C(3) Communicate that some foods are good forthem (fresh fruits, vegetables, milk) and some are nothealthy (potato chips, soda)


HPD-1:A(4) Demonstrate willingness to try new healthyfoods and make nutritious eating choices independentlyand with support.

PD1.2(4) Exhibits knowledge about healthy eating andgood nutrition; expresses some benefits of a healthy diet;tries new foods; shows willingness to eat a well-balanceddiet; interested in various tastes, colors, and textures offood; helps with food preparation (mixing, measuring,etc.)

HPD-1:B(4) Regulate food consumption based on theirown feelings of hunger and fullness.


HPD-1:C(4) Given a selection of familiar foods, identifywhich foods are nutritious and which are not.


HPD-1:D(4) Talk about variety and serving size of foodsneeded to be healthy, naming some foods and beveragesthat help to build healthy bodies.


HPD-2:A(3) Choose a variety of structured andunstructured physical activities indoors and outdoors.

PD1.1(3) Chooses to participate in active play andexercise for extended periods of time; develops strength,flexibility, and stamina; plays familiar games

HPD-2:A(3)

HPD-2:B(3) Participate in simple games and otherstructured motor activities that enhance physical fitness(songs with movement, throwing and catching)


HPD-2:C(3) Transition from active to quiet activitieswith limited guidance and support.


HPD-2:D(3) Develop strength and stamina by spendingmoderate periods of time playing vigorously.


HPD-2:A(4) Communicate ways exercise keeps ushealthy and makes us feel good.

PD1.1(4) Chooses to participate in moderate to vigorousphysical activities and exercise for extended time;continues to develop strength, flexibility, and staminawhile playing on equipment and creating new games

HPD-2:B(4) Participate in structured and unstructuredmotor activities that build strength, speed, flexibility, andcoordination (red light, green light; chase; free play)


HPD-2:C(4) Transition independently from active toquiet activities most of the time.


HPD-2:D(4) Develop strength and stamina by increasingtheir amount of play and activity, using more muscles for

PD1.1(4) Chooses to participate in moderate to vigorousphysical activities and exercise for extended time;

longer periods of time. continues to develop strength, flexibility, and staminawhile playing on equipment and creating new games

HPD-3:A(3) Recognize and communicate signs of beingtired.

PD4.2(3) Develops independence in daily routines(dresses and undresses with assistance with fasteners,uses tissues for nose and napkins for face withreminders, washes hands and face and brushes teeth withassistance, cares for toileting needs with assistance)

HPD-3:B(3) With increasing independence, start andparticipate in sleep routines, including listening tocalming songs and/or stories.

PD4.2(3) Develops independence in daily routines(dresses and undresses with assistance with fasteners,uses tissues for nose and napkins for face withreminders, washes hands and face and brushes teeth withassistance, cares for toileting needs with assistance)SE4.1(3) Demonstrates increasing self-direction,independence, and control; calms self with minimal adultsupport; increasingly handles transitions appropriately

HPD-3:C(3) Stay awake except during nap time.PD1.1(3) Chooses to participate in active play andexercise for extended periods of time; develops strength,flexibility, and stamina; plays familiar games

HPD-3:A(4) Communicate ways sleep keeps us healthyand makes us feel good.

PD4.2(4) Exhibits independent self-care in daily routines(dresses and undresses except some difficult fasteners,uses tissues for nose and napkins for face appropriately,washes hands and face, brushes teeth, cares for toiletingneeds, etc.)

HPD-3:B(4) Independently start and participate in sleeproutines most of the time, including listening to calmingsongs and/or stories.

PD4.2(4) Exhibits independent self-care in daily routines(dresses and undresses except some difficult fasteners,uses tissues for nose and napkins for face appropriately,washes hands and face, brushes teeth, cares for toiletingneeds, etc.)SE4.1(4) Manages own behavior and showsage-appropriate self-regulation; calms self and sharesstrategies with others; considers social standards ofenvironment before responding to emotions or actions ofothers

HPD-3:C(4) Stay awake and alert except duringvoluntary nap time.


HPD-6:A(3) Dress and undress themselves withoccasional assistance.


HPD-6:B(3) Follow basic hygiene practices withreminders (brush teeth, wash hands, use toilet, cough intoelbow).


HPD-6:C(3) Serve food for themselves.


HPD-6:A(4) Dress and undress themselvesindependently.


HPD-6:B(4) Independently practice personal care andself-help skills, including washing hands, brushing teeth,toileting, flushing, throwing tissues away.


HPD-6:C(4) Help with meal and snack preparation.


HPD-6:D(4) Describe the value of good health practicesto their well-being (wash hands to get rid of germs, drinkmilk to build strong bones).

PD4.2(4) Exhibits independent self-care in daily routines(dresses and undresses except some difficult fasteners,uses tissues for nose and napkins for face appropriately,washes hands and face, brushes teeth, cares for toiletingneeds, etc.)PD1.2(4) Exhibits knowledge about healthy eating andgood nutrition; expresses some benefits of a healthy diet;tries new foods; shows willingness to eat a well-balanced

diet; interested in various tastes, colors, and textures offood; helps with food preparation (mixing, measuring,etc.)

Motor Development PD2 Gross Motor Development, PD3 Fine MotorDevelopment

HPD-4:A(3) Demonstrate increasing stamina, bodystrength, endurance and balance, managing unevensurfaces such as hills, ramps, and steps.

PD2.1(3) Moves body to travel/play games (runs well,gallops, walks on uneven surfaces, walks backward/instraight line, broad jumps, hops forward on two feet)

HPD-4:B(3) Refine movements and show generallyincreasing coordination (throwing and catching).

PD2.2(3) Coordinates body movements in place withincreasing skill (begins to kick ball with purpose, throwsoverhand with some accuracy, dribbles balls withincreased coordination, throws and attempts to catchballs, begins using bat/racket to make contact withobjects)

HPD-4:B(3)

HPD-4:C(3) Use a variety of toys and equipment thatenhance gross motor development (balls, slides, pedalingtoys, assistive technology).

PD2.2(3) Coordinates body movements in place withincreasing skill (begins to kick ball with purpose, throwsoverhand with some accuracy, dribbles balls withincreased coordination, throws and attempts to catchballs, begins using bat/racket to make contact withobjects)

HPD-4:D(3) Move their bodies in space with increasingcoordination and ability to cross the midline, such asusing alternate feet on steps, touching toes on one side ofthe body with the opposite hand.

PD2.3(3) Shows increasing flexibility, balance, andbilateral control (begins to stand on one foot for up to 3seconds, performs stretching exercises); Coordinatesbody movements (crosses midlines by bending, twistingto participate in activities, jumps on two feet, begins tohop on one foot, uses more complex ride-on toys)

HPD-4:A(4) Demonstrate stability, flexibility, andbalance while performing complex movements bystanding on one foot, turning, stretching, bending,hopping, balancing on beams, jumping, and moving tomusic.

PD2.3(4) Demonstrates flexibility, balance, and bilateralcontrol in purposeful movements (stretches limbs duringexercise, crosses midlines by bending, twisting toachieve a goal such as playing a game, balances on eachfoot for up to 6 seconds, manipulates riding toys, ridestricycles/bicycles)

HPD-4:B(4) Demonstrate more coordination of upperand lower body when, throwing, catching, kicking,bouncing objects, swinging, and hitting objects withracquets or paddles.

PD2.2(4) Coordinates body movements in place toaccomplish a goal (kicks ball accurately in game, throwsoverhand, dribbles, and catches balls with increasingaccuracy, swings bat/racket and makes contact with

stationary objects, bounces and passes ball)

HPD-4:B(4)

HPD-4:C(4) Move quickly through the environment andbe able to both change directions and stop (run fast,pedal fast).

PD2.3(4) Demonstrates flexibility, balance, and bilateralcontrol in purposeful movements (stretches limbs duringexercise, crosses midlines by bending, twisting toachieve a goal such as playing a game, balances on eachfoot for up to 6 seconds, manipulates riding toys, ridestricycles/bicycles)

HPD-4:D(4) Show awareness of own body in relation toother people and objects while moving through space.When asked, can move in front of, beside, or behindsomeone or something else.

M2.2(4) Uses positional and relational words(above/below, front/behind, near/far, beside, next to,between, etc.) to describe location across learningdomains; uses increasingly complex directions to movefrom place to place; begins to distinguish between rightand left.PD2.1(4) Refines mobility and moves with a purpose(walks backward in games/activities, runs smoothly,gallops, skips, walks heel-to-toe, hops on one foot)

HPD-4:E(4) Participate in play and movement activitiesand describe how physical activity contributes to theiroverall health ("Exercise helps make me strong!").


HPD-5:A(3) Engage in activities that require hand-eyecoordination (build with manipulatives mold play dough,work puzzles with smaller pieces).

PD3.2(3) Demonstrates growing hand-eye coordination(strings beads, completes multi-piece puzzles, useslacing cards, tears paper, uses a keyboard)

HPD-5:B(3) Draw simple shapes and figures (square forblock, circles).

PD3.3(3) Uses tools requiring small muscle dexterity(crayons, markers, scissors to cut straight lines, eatingutensils)

HPD-5:C(3) Use tools that require strength, control, anddexterity of small muscles (forks, crayons, markers,safety scissors, adapted tools).

PD3.3(3) Uses tools requiring small muscle dexterity(crayons, markers, scissors to cut straight lines, eatingutensils)

HPD-5:A(4) Engage in complex hand-eye coordinationactivities and play with a moderate degree of precisionand control (fasten clothing, cut shapes, put togethersmall pieces, string beads).

PD3.2(4) Demonstrates more precise hand-eyecoordination (uses connecting blocks, small pop beads,Lego bricks, forms playdough into more recognizableshapes, builds more intricate block structures, weaves)

HPD-5:B(4) Display strength and control while using avariety of tools and materials including scissors, pencils,crayons, small toys, spray bottles, and hole punchers.

PD3.3(4) Uses tools that require strength and dexterity ofsmall muscles with moderate control (holds scissorscorrectly to cut shapes and curved lines; controls use ofwriting, drawing, art tools, and art/craft media; usesspray bottles, paper punch)

HPD-5:C(4) Draw and write figures with more detail(faces with features, letters, or letter-like forms).

PD3.3(4) Uses tools that require strength and dexterity ofsmall muscles with moderate control (holds scissorscorrectly to cut shapes and curved lines; controls use ofwriting, drawing, art tools, and art/craft media; usesspray bottles, paper punch)

HPD-5:D(4) Participate in self-help skills, such asbuttoning, zipping, snapping and pouring.

PD4.2(4) Exhibits independent self-care in daily routines(dresses and undresses except some difficult fasteners,uses tissues for nose and napkins for face appropriately,washes hands and face, brushes teeth, cares for toiletingneeds, etc.)PD3.1(4) Uses small, precise hand movements tocomplete tasks (fastens clothing, folds paper withaccuracy and symmetry; begins attempting to tie shoes,uses a dominant hand)

Self-Care, Safety, and Well-Being PD4 Safety Awareness and Self-CareHPD-7:B(4) Consistently recognize and avoid people,objects, substances, activities, and environments thatmight cause harm.

PD4.1(4) Identifies and alerts others to potentiallyharmful items, behaviors, situations with guidance;identifies and follows basic safety and health rules

HPD-7:C(4) With support, show how to respond safelyin emergency situations, such as fire or tornado, and inthe presence of strangers or dangerous objects.Recognize basic safety symbols, such as poison symbols.


HPD-7:D(4) Know how and when to alert adults todangerous situations or in an emergency, including inpublic places, such as a store, identifying people whomay be able to help them.


HPD-7:A(3) Learn what their bodies can do, andprimarily play within their abilities to avoid injury to selfor others.

PD4.1(3) Recognizes and avoids potentially harmfulitems and situations with guidance; begins to followbasic safety and health rules

HPD-7:B(3) Usually recognize and avoid objects andsituations that might cause harm.


HPD-7:C(3) Usually follow basic safety rules.PD4.1(3) Recognizes and avoids potentially harmfulitems and situations with guidance; begins to followbasic safety and health rules

HPD-7:D(3) Call a trusted adult when someone getsinjured or is in an unsafe situation.


HPD-7:A(4) Identify, avoid, and alert other children topotentially dangerous behaviors, such as keeping a safedistance from swings.


Source: South Dakota Early Learning Guidelines (2017)

South Dakota Early Learning Guidelines Alignment with ... Dakota 3-5 Year Alignm… · Curiosity,...

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