Seattle Kindergarten Readiness Assessment Framework
Content
Seattle Kindergarten Readiness Assessment Framework
A Culturally and Linguistically Competent Approach
Seattle Universal Preschool Assessment & Accountability Work Group December 2008
Seattle early education collaborative
The Universal Preschool Assessment & Accountability Work Group has been charged with the task of creating culturally and linguistically competent kindergarten readiness guidelines to support assessment of preschool children in the city of Seattle. This framework provides guidelines for early learning professionals to be able to assess children’s development in four domains – 1) Cognitive & General Knowledge, 2) Language, Literacy, & Communication, 3) Physical Development, and 4) Social & Emotional Development. This draft was prepared for distribution to constituents — early learning service providers, community members, and other stakeholders — for a
vetting process to gather feedback in finalizing the assessment guidelines and recommendations for the UPK Planning Council.
TABLE OF CONTENTS Page Introduction ................................................................................................... 1 Developmental Domains
I. II. III. IV.
Cognitive & General Knowledge ......................................................... 3 Language, Literacy & Communication ............................................... 8 Physical Development ....................................................................... 16 Social & Emotional Development ..................................................... 19
Seattle Kindergarten Readiness Assessment Framework Introduction
Dear Early Learning Professional,
Page 1
On behalf of the Seattle Early Education Collaborative, we would like to present to you a draft of the “Seattle Kindergarten Readiness Assessment Framework.” It is our hope that you will lend your perspective to help us determine the usability and relevance of this tool, as a measure of a child’s readiness for kindergarten. As city-wide early learning activities intensified, it was recognized that the Seattle early childhood community needed a forum to cultivate our collective vision for early learning. Led by the City of Seattle’s Office for Education and Human Services Department, a consortium of stakeholders including Seattle area early learning providers, community members, school district representatives, early learning professional development support organizations, came together to discuss early learning experiences of the children we serve, and how teachers, agencies and existing support systems may more effectively impact school readiness. Members agreed that we need to have standards to help frame and define school readiness. These standards would also serve to measure success of school readiness efforts by those involved in a child’s early learning experiences. Such standards would be founded on the following key elements: • • • • • • Academic preparedness, including math science and literacy skills as critical to success in school and life Cultural relevance, in acknowledgment of serving all children in our multicultural community Developmentally appropriate standards and approaches Social-emotional skills as key means to school readiness Suggestions for teacher practice to foster application of the standards in the classroom Utilizing standardized assessment tools that may accurately measure the various components of school readiness, reflecting a multidimensional view of the child and his or her environment
Please take a moment to share this framework with your colleagues and provide us with feedback on its content, format and usability. We greatly appreciate your continued work on behalf of the children in our community.
**Code switching as a key to being successful in school
Seattle Kindergarten Readiness Assessment Framework
I.
Page 3
COGNITIVE & GENERAL KNOWLEDGE DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Mathematics, Numbers and Operations 1. Goals Has an awareness of numbers and counting as means for solving problems and determining quantity. Associates number concepts, vocabulary, quantities and written numerals in meaningful ways. Compares objects and quantities with terms such as more, less, greater than, fewer, equal to, and to demonstrate knowledge of size, volume, height, weight, and length. Suggested Teacher Count Practices number of children when counting outside Point numbers out in the environment e.g. the numbers on a telephone in the dramatic play area Setting the table i.e. oneon-one correspondence table setting, count the number of items on the plate Integrating stories that are quantitative e.g. Goldilocks and the Three Bears classify, match, talk about size Count the number of boys and girls in the class Are there more boys or more girls? Create a graph of this data Indicator/Skills (1) Uses variety of methods and tools in daily math activities to compute (e.g. manipulatives, mental computation, estimations) for solving problems and determining quantity. (1, 2) Uses of one-toone correspondence in counting objects and matching groups of objects. (1, 2) Understands that the last number counted represents the total quantity of objects (cardinality). (2) Counts in sequence to 10 and beyond. (3) Compares, categorizes, and classifies objects based on characteristics e.g. size, color and shape. (3) Describes how and why objects are arranged or sorted the way they
2.
3.
I. COGNITIVE & GENERAL KNOWLEDGE DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Geometry and Spatial Relations 1. Goals Recognizes, describes, compares and names common shapes, their parts and attributes. Suggested Teacher Feely box Practices teacher places shapes or objects here after they are done talking about it Child picks it out and tries to repeat what they remember about the object Use blocks to create shapes in the block area Use puzzles with different shapes Use music, scarves, and games like “Follow the Leader” When using blocks, the teacher can describe what the child is doing “I see you put the BLUE block on TOP” When using legos for building, ask the child open ended questions: “What will happen if…?” “How many….?” “How did you know…?” Indicator/Skills (1) Puts together and takes apart two- and three dimensional shapes, to make another shape (e.g., uses two triangles to make a rectangle). (1, 3) Begins to be able to determine whether or not two shapes are the same size and shape. (1, 2) Describes familiar geometric and non-geometric shapes in environment and specifies their location (e.g. circle, restaurant/store signs, etc.). (2, 3) Describes, names and interprets object positions in space (a car is on the bottom shelf under a little box; we went inside and took the stairs to go down). (3) Progresses in ability to put together and take apart shapes, such as puzzles or build
2. Understands directionality, order and positions of objects, and words such as up, down, over, under, top, bottom, inside, outside, in front and behind. 3. Uses visualization, spatial reasoning, and modeling to solve problems.
I.
COGNITIVE & GENERAL KNOWLEDGE DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Patterns, Measurement, and Relationships Goals 1. Matches, sorts, puts in a series and regroups objects according to one or two attributes such as color, shape or size. 2. Recognizes, duplicates and extends simple patterns using a variety of materials. Suggested Teacher Sensory box: Practices Sort large seashells based on color, shape etc. Wooden beads: Lace beads on yarn to create a simple pattern or shape Use stamps to create patterns for a painting activity Line up using a boy, girl, boy, girl pattern Use blocks or yarn as a measurement Fill paper cups with water to see how many is needed to fill a larger unit e.g. a pitcher Indicator/Skills (1, 2) Makes comparisons between several objects based on a single attribute. (3) Understands and uses measurement vocabulary to describe: e.g. quantity, length and size of objects, volume, height, and/or weight. (2) Moves in time to different patterns of beat and rhythm. (3) Measures sand or water using a variety of containers. (3) Measures ingredients for a cooking project, with guidance. (2) Completes a pattern.
3. Uses standard and nonstandard measures.
I.
COGNITIVE & GENERAL KNOWLEDGE DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Logic and Reasoning 1. Goals Shows a basic understanding of simple mathematical reasoning. Has an awareness of cause and effect. Compares, contrasts, examines, and evaluates experiences, tasks, and events. Uses past knowledge to build new knowledge. Uses materials to represent objects. Suggested Teacher in Graph the methods Practices which the children arrived to school that day e.g. bus, walk etc. Nutrition activity: Have the children taste fruits and/or vegetables and graph who like what Place ice cubes in the water area and observe-ask the children what happens. Then place water in ice cube trays and freeze-ask the children what happens Ask open ended questions like “why” “how” and “what” After a field trip, read books relating to that trip If you go to the zoo read animal books and ask the children about the animals that they saw In the block area, recreate the zoo by dividing the different animal areas, placing the animals in the right cages etc.
2. 3.
4. 5.
Indicator/Skills (1) Can reason through graphing, measuring, estimating, and predicting. (2) Wonders “what will happen if” and tests out possibilities (3) Notes and offers reasons events occurred (e.g. Carlos isn’t here today because he got sick yesterday”). (1, 3, 4) Uses a variety of problem solving skills by finding multiple solutions to questions, tasks, problems, and challenges. (4) Draws on everyday experience and applies this knowledge to similar situations. (4) Applies new information or vocabulary to an activity or interaction. (3, 4) Generates a rule, strategy, or idea from one learning experience and applies it in a new context. (3) Identifies characteristics for comparison (e.g., size, color)
(5) Represents ideas or objects through drawings, movement, mime, threedimensional constructions. (4) Uses physical objects to
I.
COGNITIVE & GENERAL KNOWLEDGE DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Scientific Inquiry Goals 1. Identifies and distinguishes between senses (e.g. tastes, sounds, tactile). 2. Uses a variety of tools and devices to gather information, investigate materials and observe processes and relationships. 3. Participates in simple investigations to test hypotheses, discuss and draw conclusions and form generalizations. 4. Understands that objects and materials can undergo changes (e.g. ice/water, snow/water, baking, mixing paint colors). Suggested Teacher Tasting activity: sweet Practices vs. sour Assist with the care of plants and animals e.g. water the plants, feed the fish Plant seeds and place them in different elements (more sun, no sun, etc) and water them regularly-observe what happens. Mix paint colors and have the children guess which color might appear Allow them to experiment to make their own, new colors (1) Indicator/Skills Describes and compares experiences through senses. (1, 2, 3) Uses nonstandard (e.g., blocks, paper tubes) and standard tools (e.g. magnets, magnifying glass, computer) to explore the environment. (2, 3, 4) Observes, collects, describes and records information through a variety of means, including discussion, drawings, maps and charts (e.g. observes and describes characteristics, basic needs, and life cycles of living things). (3, 4) Participates in experiments and describes observations (e.g., mixing vinegar and baking soda).
II. LANGUAGE, LITERACY & COMMUNICATION DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Listening and Understanding Goals 1. Demonstrates an understanding of conversations, stories, songs, and poems. 2. Follows simple and multiple-step directions. 3. Understands varied vocabulary. 4. Uses receptive vocabulary. 5. Demonstrates comprehension and meaning in language. 6. Understands complex sentences. 7. Actively participates in turn-taking conversations. 8. Focuses attention for short periods of time during large and small group time. Suggested Teacher Teacher will read out loud to Practices groups children in and individually at least 3 times a day. 2. Give children directions and questions that move from simple to more complex-increase complexity as the year goes on. 3,4. Teacher deliberately uses new words to extend children’s vocabulary throughout the day. 5. Teacher uses different tones while reading out loud to children. 6. Teacher will provide multiple opportunities for storytelling throughout the day. 7. Teacher engages children in conversation with at least 4 back and forths throughout the day. “We will eat snack and then we will clean up and go to the gym.” “What did you eat last night for dinner, what did you have for breakfast, what are you going to eat for lunch?”
1.
Indicator/Skills (4,5)Expresses feelings and emotions. (6)Names some nonpresent objects using appropriate words. (3,4,5)Defines words with assistance. (2,3,5,6)Follows two-part and three-part directions unfamiliar to the daily routine. (1,4,5)Begins to represent a storyline though drawing, acting, or singing, with assistance. (1,4,5)Retells simple stories. (3)Describes the details of a recent event or occurrence. (1,3,5)Uses oral language to express emotions and thoughts. (1,3)Creates made-up stories. (8) Sits through entire picture book read aloud.
II. LANGUAGE, LITERACY & COMMUNICATION DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Speaking and Communication Goals 1. Understands and uses language to communicate information, experiences, ideas, feelings, opinions, needs, questions and for other varied purposes. 2. Initiates and responds appropriately in conversation and discussions with peers and adults. Suggested Teacher 1. Teacher makes it safe for Practices children to use their language to communicate their feelings and express their needs and supports children’s natural curiosity.
2. Throughout the day, the teacher facilitates discussions at ever opportunity, poses questions that invite conversation and gives children time (5-7 seconds) to think before responding 3. Teacher deliberately uses vocabulary to extend conversations. 4. Teacher uses games, action oriented activities, and real objects to provide opportunities to practice speaking. 5. Teacher models and use communication games to practice verb agreement and tenses. Teacher encourages children to use language to solve problems by
Indicator/Skills (1,2,3) Listens to others and responds in group conversations and discussions. (1,5)Notices different tones and cadences to list and understand. (1,2,3,5)Initiates conversation by making statements or asking questions. (1,3)Expresses an idea in more than one way. (1,2,3,5)Adjusts communication style to listener (e.g., when talking to a younger child uses simple words). (1) Uses character voices when retelling a story or event. (1,2,3,4,5) Selects language according to home language(s) of listener. (1,2) Chooses the home language and/or non-verbal gestures to communicate according to audience, purpose, and setting.
3. Uses complex and varied spoken vocabulary. 4. Demonstrates competency in pronunciation. 5. Appropriately applies noun/verb agreement in past, present, and future tenses. 6. Uses language to solve problems.
6.
II.
LANGUAGE, LITERACY & COMMUNICATION DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Book Knowledge II. Goals 1. Shows interest and involvement in listening to and discussing a variety of fiction and nonfiction books and poetry. 2. Demonstrates abilities to retell and dictate stories from books and experiences 3. Act out stories in dramatic play 4. Predict what will happen next in a story. 5. Asks and answers questions related to a book or story. 6. Learns how to handle and care for books knows to turn and view one page at a time in sequence from front to back, and understands that a book has a title, author, and illustrator. 7. Recognizes stereotypical or unfair images/words in books. 8. Chooses to read on own; seeks information in books; sees self as 1.
Teacher should do personal silent Practices reading to show children that you love to read. Talk to children about what, when, and how much you read at home. Also show enthusiasm for reading e.g. “This is my favorite book!” Ask students questions about recently read books to encourage them to retell the stories. Spend time with the child twice a month taking dictation about a recently read book or experience. Set up materials in the dramatic play area that corresponds to stories read in class. Place books here as well. Ask questions such as “What do you think will happen next?” Model for children how to ask questions about the books you are reading as you read to them. Read book several times modeling different kinds of questions during different readings. Talk with children about caring for a books; show them the parts of a book and make a poster labeling the parts of a book. Create a book hospital with materials to repair books if they are damaged. Educate yourself about child development and bias, using websites such as Teaching for Change www.teachingforchange.org/node/
Suggested Teacher
Indicator/Skills (1) Attends to book reading/story telling.
Points to the title of a book, when asked. (4) Uses strategies such as questioning or predicting to comprehend printed material. (2) Recalls a story with some level of detail pertaining to the characters and setting. (4) Uses picture clues for information (e.g., attempts to predict weather by looking at picture of clouds and rain in newspaper or on television news). (1)Shares and talks about books with peers. (8) Selects books of interest. (1,8) Makes attempts at ‘reading’ favorite books aloud. (1) Shows interest in reading-related activities, (such as asking to have a favorite book read; choosing to look at books; drawing pictures based on stories; asking to take books home; going to the library; and engaging in pretend-reading with other children).
2.
3. 4. 5.
6.
7.
91 Use personal dolls to provide child friendly ways to problem solve issues of stereotype and bias (Story Telling with Personal Dolls- Julie Fofondo Bisson) 8. Model silent reading and let children know that you enjoy reading. Let them know what information you have
II. LANGUAGE, LITERACY & COMMUNICATION DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Print Awareness Goals 1. Shows awareness of print in classroom, home and community settings.
2. Develops understanding of the different functions of forms of print such as signs, letters, newspapers, lists, messages, and menus. 3. Recognizes the association between spoken and written words by following print as it is read aloud.
1.Suggesteddisplay Make and Teacher Practices relevant and meaningful signs, pictures, and labels that support daily activities. Display and discuss print that could be found in children’s homes and communities including print in home languages. Show children a variety of printed materials that will help them gain information such as magazines, cook books, newspapers, maps, and encyclopedias. Create poster boards with relevant and familiar songs and chants. As you sing them point to the words to allow children to connect the print to the word. Ask children what signs need to be placed in class and have them design and make them. 5. Create word walls with words that are useful and related to their interests. Also create opportunities for children’s names to be visible, valued, and validated throughout the room e.g. name puzzles, artwork, rhyme games that match their name etc. Listen to children’s play and
Indicator/Skills Distinguish between pictures and words on a page.
2.
(7) Begins to understand that English progresses from left to right. (4,5) Recognizes difference between letters and numerals. (5) Identifies letters in first name. (1,2,4,5) Reads familiar sight words (e. g., names on cereal boxes). (5) Reads own first name and those of some peers. (1,2,5) Reads some environmental print (e.g., bus). (3)Knows that print conveys meaning. (2) Recognizes function of common labels in the environment (e.g., restroom sign).
4. Recognizes a word as a unit of print and has awareness that letters are grouped to form words.
5. Recognizes written words, including own name.
3.
4.
6. Recognizes that words make up sentences. 7. Recognizes that words are organized in specific ways depending on language.
6.
II. LANGUAGE, LITERACY & COMMUNICATION DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Phonological Awareness Goals 1. Shows ability to identify sounds in spoken language. 2. Shows awareness of beginning and ending sounds of words. 3. Recognizes rhymes in familiar words, games, songs, stories and poems. 4. Shows ability to hear and identify syllables in words. 5. Demonstrates awareness that different words begin with the same sound. Suggested Teacher Practices Indicator/Skills
(1)Begins to recognize alphabet sounds. (1,2,3)Begins to create and invent words by substituting one sound for another (e.g. rhyming). (1,4)Begins to understand that letters have a name and a sound. (1)Makes some letter/sound matches.
II. LANGUAGE, LITERACY & COMMUNICATION DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Early Writing / Alphabet Knowledge Goals Early Writing
1. Understands that writing is a way of communicating for a variety of purposes. 2. Begins to represent stories and experiences through pictures, dictation, and in play. 3. Experiments with a variety of writing tools and materials, such as pencils, crayons, and computers. 4. Uses details while dictating their ideas to an adult to scribe. 5. Copies and/or writes familiar words such as own name.
Suggested Teacher Practices
Indicator/Skills (2)Draws pictures with objects and people to communicate an idea or event, with assistance.
Alphabet Knowledge
1. Associates the names of letters with their shapes and sounds. 2. Notices the beginning letters in familiar words.
(1,2)Matches picture with articulated initial letter sound (e.g., matches the picture of a dog with the sound /d/). (2,3) Identifies a letter for a given letter name, for some letter in their name.
3. Identifies at least 10 letters of the alphabet, especially those in their own name.
II. LANGUAGE, LITERACY & COMMUNICATION DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: CREATIVE ARTS – Music / Art Music and Goals Art 1. Children use creative arts to express and represent what they know, think, believe, or feel. Suggested Teacher Practices Indicator/Skills (1) Participates in a variety of music activities, including listening, singing, poetry, finger plays, games, and performances.
(1) Demonstrates familiarity with sound qualities of a variety of musical instruments (such as wind, string and percussion). (1) Recognizes a variety of connections between basic oral and written music annotations (1)Recognizes patterns in music. (1)Demonstrates care and handling of musical instruments. (1)Uses different art media and materials in a variety of ways for creative expression and to represent what they know, think, believe, or feel. (1)Understands and shares opinions about artistic products and experiences. (1)Creates detailed drawings, paintings, models, and other art work. (1)Demonstrates ability to plan, carry out, and persist in a variety of art projects.
II. LANGUAGE, LITERACY & COMMUNICATION DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: CREATIVE ARTS – Movement / Dramatic Play Movement (1)Expresses through movement and dancing 1. Children demonstrate Indicator/Skills Goals Suggested Teacher what is felt and heard in understanding and various musical tempos Practices appreciation of creative and styles. arts. Dramatic Play 2. Children are able to experiment, problem solve, and make sense of their diverse world experiences through dramatic play. (1)Moves to different patterns of beat and rhythm in music. (2)Participates in a variety of dramatic play activities. (2)Demonstrates creativity and imagination in using materials and in assuming different roles in dramatic play situations.
III.
PHYSICAL DEVELOPMENT DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Large Motor/Sensorimotor/Physical Fitness Goals 1. Shows proficiency, control and balance in walking, climbing, running, jumping, hopping, and skipping. 2. Demonstrates ability to coordinate large muscle movements. Suggested Teacher Practices Indicator/Skills Hops at least 6 times on each foot. Maintains balance while bending, twisting, or stretching. Walks up and down stairs using alternating feet. Catches a ball/bean bag/item thrown from at least 5 feet. Skips. Runs 50 to 75 feet without stopping. Participates in physical play/activity (e.g., dances, tag, climbing). Demonstrates ability to operate large motor tools/items (e.g. broom, tricycle, etc.).
III.
PHYSICAL DEVELOPMENT DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Fine Motor Skills Goals Demonstrates strength, dexterity, and control of small muscles needed to use age appropriate tools. Demonstrates growth in hand-eye coordination. Suggested Teacher Practices Indicator/Skills Removes and replaces easy-to-open container lids. Prints some symbols and letters in own name. Zips clothes and buttons large buttons on clothing. Builds a 3 block tower and bridge using 1 inch cubes. Puts together age appropriate puzzles with little or no assistance. Strings large beads. Uses scissors to cut a straight line.
III.
PHYSICAL DEVELOPMENT DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Health Status and Physical Development / Safety Goals Health Status and Physical Development Progresses in physical growth, strength, stamina, and flexibility. Participates actively in outdoor play and other forms of exercise that enhance physical fitness. Shows independence in hygiene, nutrition and personal care. Suggested Teacher Practices Indicator/Skills Demonstrates the stamina and energy to participate in daily activities. Demonstrates ability to take care of toileting needs. Shows ability to feed self.
Safety Demonstrates awareness of and ability to understand and follow basic health and safety rules.
Identifies adults who can assist in dangerous situations. Responds appropriately in emergency situations. Demonstrates safe play. Follows safety rules.
IV.
SOCIAL AND EMOTIONAL DEVELOPMENT DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Social Relations / Emotional Development & Self Concept Social Relations Goals 1. Enjoys being with adults and shows progress in developing relationships with adults. 2. Accepts guidance and directions from a range of familiar adults. 3. Enjoys being with other children and show progress in developing friendships with peers. 4. Shows empathy and caring for other children and adults. Emotional Development & Self Concept 1. Expresses appropriately a range of emotions. 2. Develops growing capacity for independence in a range of activities, routines, and tasks and has a basic understanding of their capabilities.
Recognize the different Suggested Teacher cultural cues for when a Practices child needs help and let them know it is okay to ask Ask children if they need help and provide support when necessary. Be mindful of children who need extra support in entering play and making friends; adjust strategy to support children who may have a range of special needs Watch for beginning friendships and provide opportunities for friendships to grow Uses pictures, stories with different cultural themes, and visual prompts from the children’s home community to help children learn to recognize facial and body clues and expression of feelings. Acknowledge children’s efforts i.e. the process rather than the end product.
(1)Demonstrates comfort Indicator/Skills in communicating with at least one adult. (3)Names someone as a “friend.” (1,2,4)Asks for help from peers and adults when needed. (4)Responds to peers who are in need, upset, hurt, or angry.
(1,2)Demonstrates pride in accomplishments and shares own excitement with peers and adults. (1) Begins to name emotions and ways to express them in various settings (e.g. happy, sad, glad, and angry). (2)Takes on new tasks and improves skills with
IV.
SOCIAL AND EMOTIONAL DEVELOPMENT DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Self Control Self Control Goals 1. Demonstrates self-control. 2. Develops growing understanding of how their actions affect others and begins to learn the consequences of their actions. 3. Demonstrates increasing capacity to follow rules and routines and use materials purposefully, safely, and respectfully. 4. Demonstrates social skills that lead to positive interactions with others. 5. Adapts to changes in routines and able to manage transitions. Validate that it is hard Suggested Teacher to wait, share, and take turns. Practices Adapt and review rules with children as children grow and change in the classroom. Encourage and model multiple ways for children to communicate when they are hurt or upset with peers or adults in the classroom. (2) Expresses feelings Indicator/Skills (e.g. anger, frustration), needs and opinions in different situations and conflicts without harming themselves, others, or property. (1,3) Follows and applies rules in different situations. (3,4)Explains family and/or classroom rules to others. (1,2,3,4,5) Shares, waits, and takes turns during play and transitions.
IV.
SOCIAL AND EMOTIONAL DEVELOPMENT DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Knowledge of Families and Communities / Cooperation Knowledge of Families Goals and Communities 1. Demonstrates increasing knowledge of the relationship between people, places, and regions. 2. Demonstrates increasing understanding of similarities and respecting differences among people. 3. Recognizes that families are different. Cooperation 1. Follows simple rules of participation in group activities. 2. Shows increasing ability to collaborate and compromise in working, playing and resolving conflicts with peers. 3. Begins to understand dynamics of being part of a group. 4. Shows concern about fairness within peer group.
Invite families into the Suggested Teacher classroom and participate in Practices activities. Encouraging children to bring in pictures and stories of family members and home activities, to be shared and displayed in the classroom e.g. story boards and “All About Me” book. Find opportunities to attend community/cultural events and incorporate these events into curriculum activities. Introduce an Anti-bias curriculum and model words such as “community, together, and fair.” Incorporate children’s stories about life experiences into further conversations, activities, and dramatic play. Provide and model multiple strategies for children to understand how to negotiate conflict and provide help when needed. Allow children time to negotiate conflicts rather than fixing the problem for them. Encourage other children in the classroom to help problem solve conflicts and
Indicator/Skills Recognizes similarities and differences among people such as gender, race, special needs, cultures, languages, communities and family structures.
Participates cooperatively in large and small group activities. Uses multiple strategies to solve problems which may include negotiating. Interacts with peers by helping, sharing and having discussions. Questions rules when they feel they are unfair.
IV.
SOCIAL AND EMOTIONAL DEVELOPMENT DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Initiative and Curiosity / Engagement and Persistence Initiative and Curiosity Goals 1. Develops increased ability to make independent choices. 2. Exhibits enthusiasm and curiosity for learning 3. Explores and tries new things and new experiences. 4. Develops increased ability to show initiative. Suggested Teacher to Take opportunities rotate materials and Practices change learning areas in the classroom. Use a variety of methods to introduce new topics and ideas e.g. introduction to different languages both written and oral and make room for open ended discussion to emerge in small group time. Participates in an Indicator/Skills increasing variety of tasks and activities. Shows excitement to learn about and discuss a growing range of topics, ideas and tasks. Uses play as a way to explore and understand life experiences. Shows initiative by asking questions or exploring or experimenting.
Engagement and Persistence 1. Demonstrates an increasing ability to set goals and develop and follow through on plans. 2. Shows growing capacity to maintain concentration over time on a task, question, or set of directions. Acknowledge each child’s interest and create lesson plans that reflect their interests. Engage in conversations with children, asking open-ended questions to extend play Provide additional materials that build on children’s ideas to extend play.
Persists in and completes a variety of tasks, activities, projects and experiences. Shows self direction in actions and can work independently. Engages in and completes simple routines without assistance.
IV.
SOCIAL AND EMOTIONAL DEVELOPMENT DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Reasoning and Problem Solving Grows inGoals recognizing and solving problems through active exploration. Develops an increasing ability to classify, compare and contrast objects, events and experiences. Purposely investigates materials and the environment to gain information. Demonstrates negotiation skills. Suggested Teacher Practices Indicator/Skills Shows ability to find more than one solution to a question, task or problem. Takes risks to challenge rules when they feel they are unfair. Verbalizes their preferences with peers and adults.
A Culturally and Linguistically Competent Approach
Seattle Universal Preschool Assessment & Accountability Work Group December 2008
Seattle early education collaborative
The Universal Preschool Assessment & Accountability Work Group has been charged with the task of creating culturally and linguistically competent kindergarten readiness guidelines to support assessment of preschool children in the city of Seattle. This framework provides guidelines for early learning professionals to be able to assess children’s development in four domains – 1) Cognitive & General Knowledge, 2) Language, Literacy, & Communication, 3) Physical Development, and 4) Social & Emotional Development. This draft was prepared for distribution to constituents — early learning service providers, community members, and other stakeholders — for a
vetting process to gather feedback in finalizing the assessment guidelines and recommendations for the UPK Planning Council.
TABLE OF CONTENTS Page Introduction ................................................................................................... 1 Developmental Domains
I. II. III. IV.
Cognitive & General Knowledge ......................................................... 3 Language, Literacy & Communication ............................................... 8 Physical Development ....................................................................... 16 Social & Emotional Development ..................................................... 19
Seattle Kindergarten Readiness Assessment Framework Introduction
Dear Early Learning Professional,
Page 1
On behalf of the Seattle Early Education Collaborative, we would like to present to you a draft of the “Seattle Kindergarten Readiness Assessment Framework.” It is our hope that you will lend your perspective to help us determine the usability and relevance of this tool, as a measure of a child’s readiness for kindergarten. As city-wide early learning activities intensified, it was recognized that the Seattle early childhood community needed a forum to cultivate our collective vision for early learning. Led by the City of Seattle’s Office for Education and Human Services Department, a consortium of stakeholders including Seattle area early learning providers, community members, school district representatives, early learning professional development support organizations, came together to discuss early learning experiences of the children we serve, and how teachers, agencies and existing support systems may more effectively impact school readiness. Members agreed that we need to have standards to help frame and define school readiness. These standards would also serve to measure success of school readiness efforts by those involved in a child’s early learning experiences. Such standards would be founded on the following key elements: • • • • • • Academic preparedness, including math science and literacy skills as critical to success in school and life Cultural relevance, in acknowledgment of serving all children in our multicultural community Developmentally appropriate standards and approaches Social-emotional skills as key means to school readiness Suggestions for teacher practice to foster application of the standards in the classroom Utilizing standardized assessment tools that may accurately measure the various components of school readiness, reflecting a multidimensional view of the child and his or her environment
Please take a moment to share this framework with your colleagues and provide us with feedback on its content, format and usability. We greatly appreciate your continued work on behalf of the children in our community.
**Code switching as a key to being successful in school
Seattle Kindergarten Readiness Assessment Framework
I.
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COGNITIVE & GENERAL KNOWLEDGE DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Mathematics, Numbers and Operations 1. Goals Has an awareness of numbers and counting as means for solving problems and determining quantity. Associates number concepts, vocabulary, quantities and written numerals in meaningful ways. Compares objects and quantities with terms such as more, less, greater than, fewer, equal to, and to demonstrate knowledge of size, volume, height, weight, and length. Suggested Teacher Count Practices number of children when counting outside Point numbers out in the environment e.g. the numbers on a telephone in the dramatic play area Setting the table i.e. oneon-one correspondence table setting, count the number of items on the plate Integrating stories that are quantitative e.g. Goldilocks and the Three Bears classify, match, talk about size Count the number of boys and girls in the class Are there more boys or more girls? Create a graph of this data Indicator/Skills (1) Uses variety of methods and tools in daily math activities to compute (e.g. manipulatives, mental computation, estimations) for solving problems and determining quantity. (1, 2) Uses of one-toone correspondence in counting objects and matching groups of objects. (1, 2) Understands that the last number counted represents the total quantity of objects (cardinality). (2) Counts in sequence to 10 and beyond. (3) Compares, categorizes, and classifies objects based on characteristics e.g. size, color and shape. (3) Describes how and why objects are arranged or sorted the way they
2.
3.
I. COGNITIVE & GENERAL KNOWLEDGE DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Geometry and Spatial Relations 1. Goals Recognizes, describes, compares and names common shapes, their parts and attributes. Suggested Teacher Feely box Practices teacher places shapes or objects here after they are done talking about it Child picks it out and tries to repeat what they remember about the object Use blocks to create shapes in the block area Use puzzles with different shapes Use music, scarves, and games like “Follow the Leader” When using blocks, the teacher can describe what the child is doing “I see you put the BLUE block on TOP” When using legos for building, ask the child open ended questions: “What will happen if…?” “How many….?” “How did you know…?” Indicator/Skills (1) Puts together and takes apart two- and three dimensional shapes, to make another shape (e.g., uses two triangles to make a rectangle). (1, 3) Begins to be able to determine whether or not two shapes are the same size and shape. (1, 2) Describes familiar geometric and non-geometric shapes in environment and specifies their location (e.g. circle, restaurant/store signs, etc.). (2, 3) Describes, names and interprets object positions in space (a car is on the bottom shelf under a little box; we went inside and took the stairs to go down). (3) Progresses in ability to put together and take apart shapes, such as puzzles or build
2. Understands directionality, order and positions of objects, and words such as up, down, over, under, top, bottom, inside, outside, in front and behind. 3. Uses visualization, spatial reasoning, and modeling to solve problems.
I.
COGNITIVE & GENERAL KNOWLEDGE DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Patterns, Measurement, and Relationships Goals 1. Matches, sorts, puts in a series and regroups objects according to one or two attributes such as color, shape or size. 2. Recognizes, duplicates and extends simple patterns using a variety of materials. Suggested Teacher Sensory box: Practices Sort large seashells based on color, shape etc. Wooden beads: Lace beads on yarn to create a simple pattern or shape Use stamps to create patterns for a painting activity Line up using a boy, girl, boy, girl pattern Use blocks or yarn as a measurement Fill paper cups with water to see how many is needed to fill a larger unit e.g. a pitcher Indicator/Skills (1, 2) Makes comparisons between several objects based on a single attribute. (3) Understands and uses measurement vocabulary to describe: e.g. quantity, length and size of objects, volume, height, and/or weight. (2) Moves in time to different patterns of beat and rhythm. (3) Measures sand or water using a variety of containers. (3) Measures ingredients for a cooking project, with guidance. (2) Completes a pattern.
3. Uses standard and nonstandard measures.
I.
COGNITIVE & GENERAL KNOWLEDGE DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Logic and Reasoning 1. Goals Shows a basic understanding of simple mathematical reasoning. Has an awareness of cause and effect. Compares, contrasts, examines, and evaluates experiences, tasks, and events. Uses past knowledge to build new knowledge. Uses materials to represent objects. Suggested Teacher in Graph the methods Practices which the children arrived to school that day e.g. bus, walk etc. Nutrition activity: Have the children taste fruits and/or vegetables and graph who like what Place ice cubes in the water area and observe-ask the children what happens. Then place water in ice cube trays and freeze-ask the children what happens Ask open ended questions like “why” “how” and “what” After a field trip, read books relating to that trip If you go to the zoo read animal books and ask the children about the animals that they saw In the block area, recreate the zoo by dividing the different animal areas, placing the animals in the right cages etc.
2. 3.
4. 5.
Indicator/Skills (1) Can reason through graphing, measuring, estimating, and predicting. (2) Wonders “what will happen if” and tests out possibilities (3) Notes and offers reasons events occurred (e.g. Carlos isn’t here today because he got sick yesterday”). (1, 3, 4) Uses a variety of problem solving skills by finding multiple solutions to questions, tasks, problems, and challenges. (4) Draws on everyday experience and applies this knowledge to similar situations. (4) Applies new information or vocabulary to an activity or interaction. (3, 4) Generates a rule, strategy, or idea from one learning experience and applies it in a new context. (3) Identifies characteristics for comparison (e.g., size, color)
(5) Represents ideas or objects through drawings, movement, mime, threedimensional constructions. (4) Uses physical objects to
I.
COGNITIVE & GENERAL KNOWLEDGE DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Scientific Inquiry Goals 1. Identifies and distinguishes between senses (e.g. tastes, sounds, tactile). 2. Uses a variety of tools and devices to gather information, investigate materials and observe processes and relationships. 3. Participates in simple investigations to test hypotheses, discuss and draw conclusions and form generalizations. 4. Understands that objects and materials can undergo changes (e.g. ice/water, snow/water, baking, mixing paint colors). Suggested Teacher Tasting activity: sweet Practices vs. sour Assist with the care of plants and animals e.g. water the plants, feed the fish Plant seeds and place them in different elements (more sun, no sun, etc) and water them regularly-observe what happens. Mix paint colors and have the children guess which color might appear Allow them to experiment to make their own, new colors (1) Indicator/Skills Describes and compares experiences through senses. (1, 2, 3) Uses nonstandard (e.g., blocks, paper tubes) and standard tools (e.g. magnets, magnifying glass, computer) to explore the environment. (2, 3, 4) Observes, collects, describes and records information through a variety of means, including discussion, drawings, maps and charts (e.g. observes and describes characteristics, basic needs, and life cycles of living things). (3, 4) Participates in experiments and describes observations (e.g., mixing vinegar and baking soda).
II. LANGUAGE, LITERACY & COMMUNICATION DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Listening and Understanding Goals 1. Demonstrates an understanding of conversations, stories, songs, and poems. 2. Follows simple and multiple-step directions. 3. Understands varied vocabulary. 4. Uses receptive vocabulary. 5. Demonstrates comprehension and meaning in language. 6. Understands complex sentences. 7. Actively participates in turn-taking conversations. 8. Focuses attention for short periods of time during large and small group time. Suggested Teacher Teacher will read out loud to Practices groups children in and individually at least 3 times a day. 2. Give children directions and questions that move from simple to more complex-increase complexity as the year goes on. 3,4. Teacher deliberately uses new words to extend children’s vocabulary throughout the day. 5. Teacher uses different tones while reading out loud to children. 6. Teacher will provide multiple opportunities for storytelling throughout the day. 7. Teacher engages children in conversation with at least 4 back and forths throughout the day. “We will eat snack and then we will clean up and go to the gym.” “What did you eat last night for dinner, what did you have for breakfast, what are you going to eat for lunch?”
1.
Indicator/Skills (4,5)Expresses feelings and emotions. (6)Names some nonpresent objects using appropriate words. (3,4,5)Defines words with assistance. (2,3,5,6)Follows two-part and three-part directions unfamiliar to the daily routine. (1,4,5)Begins to represent a storyline though drawing, acting, or singing, with assistance. (1,4,5)Retells simple stories. (3)Describes the details of a recent event or occurrence. (1,3,5)Uses oral language to express emotions and thoughts. (1,3)Creates made-up stories. (8) Sits through entire picture book read aloud.
II. LANGUAGE, LITERACY & COMMUNICATION DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Speaking and Communication Goals 1. Understands and uses language to communicate information, experiences, ideas, feelings, opinions, needs, questions and for other varied purposes. 2. Initiates and responds appropriately in conversation and discussions with peers and adults. Suggested Teacher 1. Teacher makes it safe for Practices children to use their language to communicate their feelings and express their needs and supports children’s natural curiosity.
2. Throughout the day, the teacher facilitates discussions at ever opportunity, poses questions that invite conversation and gives children time (5-7 seconds) to think before responding 3. Teacher deliberately uses vocabulary to extend conversations. 4. Teacher uses games, action oriented activities, and real objects to provide opportunities to practice speaking. 5. Teacher models and use communication games to practice verb agreement and tenses. Teacher encourages children to use language to solve problems by
Indicator/Skills (1,2,3) Listens to others and responds in group conversations and discussions. (1,5)Notices different tones and cadences to list and understand. (1,2,3,5)Initiates conversation by making statements or asking questions. (1,3)Expresses an idea in more than one way. (1,2,3,5)Adjusts communication style to listener (e.g., when talking to a younger child uses simple words). (1) Uses character voices when retelling a story or event. (1,2,3,4,5) Selects language according to home language(s) of listener. (1,2) Chooses the home language and/or non-verbal gestures to communicate according to audience, purpose, and setting.
3. Uses complex and varied spoken vocabulary. 4. Demonstrates competency in pronunciation. 5. Appropriately applies noun/verb agreement in past, present, and future tenses. 6. Uses language to solve problems.
6.
II.
LANGUAGE, LITERACY & COMMUNICATION DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Book Knowledge II. Goals 1. Shows interest and involvement in listening to and discussing a variety of fiction and nonfiction books and poetry. 2. Demonstrates abilities to retell and dictate stories from books and experiences 3. Act out stories in dramatic play 4. Predict what will happen next in a story. 5. Asks and answers questions related to a book or story. 6. Learns how to handle and care for books knows to turn and view one page at a time in sequence from front to back, and understands that a book has a title, author, and illustrator. 7. Recognizes stereotypical or unfair images/words in books. 8. Chooses to read on own; seeks information in books; sees self as 1.
Teacher should do personal silent Practices reading to show children that you love to read. Talk to children about what, when, and how much you read at home. Also show enthusiasm for reading e.g. “This is my favorite book!” Ask students questions about recently read books to encourage them to retell the stories. Spend time with the child twice a month taking dictation about a recently read book or experience. Set up materials in the dramatic play area that corresponds to stories read in class. Place books here as well. Ask questions such as “What do you think will happen next?” Model for children how to ask questions about the books you are reading as you read to them. Read book several times modeling different kinds of questions during different readings. Talk with children about caring for a books; show them the parts of a book and make a poster labeling the parts of a book. Create a book hospital with materials to repair books if they are damaged. Educate yourself about child development and bias, using websites such as Teaching for Change www.teachingforchange.org/node/
Suggested Teacher
Indicator/Skills (1) Attends to book reading/story telling.
Points to the title of a book, when asked. (4) Uses strategies such as questioning or predicting to comprehend printed material. (2) Recalls a story with some level of detail pertaining to the characters and setting. (4) Uses picture clues for information (e.g., attempts to predict weather by looking at picture of clouds and rain in newspaper or on television news). (1)Shares and talks about books with peers. (8) Selects books of interest. (1,8) Makes attempts at ‘reading’ favorite books aloud. (1) Shows interest in reading-related activities, (such as asking to have a favorite book read; choosing to look at books; drawing pictures based on stories; asking to take books home; going to the library; and engaging in pretend-reading with other children).
2.
3. 4. 5.
6.
7.
91 Use personal dolls to provide child friendly ways to problem solve issues of stereotype and bias (Story Telling with Personal Dolls- Julie Fofondo Bisson) 8. Model silent reading and let children know that you enjoy reading. Let them know what information you have
II. LANGUAGE, LITERACY & COMMUNICATION DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Print Awareness Goals 1. Shows awareness of print in classroom, home and community settings.
2. Develops understanding of the different functions of forms of print such as signs, letters, newspapers, lists, messages, and menus. 3. Recognizes the association between spoken and written words by following print as it is read aloud.
1.Suggesteddisplay Make and Teacher Practices relevant and meaningful signs, pictures, and labels that support daily activities. Display and discuss print that could be found in children’s homes and communities including print in home languages. Show children a variety of printed materials that will help them gain information such as magazines, cook books, newspapers, maps, and encyclopedias. Create poster boards with relevant and familiar songs and chants. As you sing them point to the words to allow children to connect the print to the word. Ask children what signs need to be placed in class and have them design and make them. 5. Create word walls with words that are useful and related to their interests. Also create opportunities for children’s names to be visible, valued, and validated throughout the room e.g. name puzzles, artwork, rhyme games that match their name etc. Listen to children’s play and
Indicator/Skills Distinguish between pictures and words on a page.
2.
(7) Begins to understand that English progresses from left to right. (4,5) Recognizes difference between letters and numerals. (5) Identifies letters in first name. (1,2,4,5) Reads familiar sight words (e. g., names on cereal boxes). (5) Reads own first name and those of some peers. (1,2,5) Reads some environmental print (e.g., bus). (3)Knows that print conveys meaning. (2) Recognizes function of common labels in the environment (e.g., restroom sign).
4. Recognizes a word as a unit of print and has awareness that letters are grouped to form words.
5. Recognizes written words, including own name.
3.
4.
6. Recognizes that words make up sentences. 7. Recognizes that words are organized in specific ways depending on language.
6.
II. LANGUAGE, LITERACY & COMMUNICATION DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Phonological Awareness Goals 1. Shows ability to identify sounds in spoken language. 2. Shows awareness of beginning and ending sounds of words. 3. Recognizes rhymes in familiar words, games, songs, stories and poems. 4. Shows ability to hear and identify syllables in words. 5. Demonstrates awareness that different words begin with the same sound. Suggested Teacher Practices Indicator/Skills
(1)Begins to recognize alphabet sounds. (1,2,3)Begins to create and invent words by substituting one sound for another (e.g. rhyming). (1,4)Begins to understand that letters have a name and a sound. (1)Makes some letter/sound matches.
II. LANGUAGE, LITERACY & COMMUNICATION DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Early Writing / Alphabet Knowledge Goals Early Writing
1. Understands that writing is a way of communicating for a variety of purposes. 2. Begins to represent stories and experiences through pictures, dictation, and in play. 3. Experiments with a variety of writing tools and materials, such as pencils, crayons, and computers. 4. Uses details while dictating their ideas to an adult to scribe. 5. Copies and/or writes familiar words such as own name.
Suggested Teacher Practices
Indicator/Skills (2)Draws pictures with objects and people to communicate an idea or event, with assistance.
Alphabet Knowledge
1. Associates the names of letters with their shapes and sounds. 2. Notices the beginning letters in familiar words.
(1,2)Matches picture with articulated initial letter sound (e.g., matches the picture of a dog with the sound /d/). (2,3) Identifies a letter for a given letter name, for some letter in their name.
3. Identifies at least 10 letters of the alphabet, especially those in their own name.
II. LANGUAGE, LITERACY & COMMUNICATION DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: CREATIVE ARTS – Music / Art Music and Goals Art 1. Children use creative arts to express and represent what they know, think, believe, or feel. Suggested Teacher Practices Indicator/Skills (1) Participates in a variety of music activities, including listening, singing, poetry, finger plays, games, and performances.
(1) Demonstrates familiarity with sound qualities of a variety of musical instruments (such as wind, string and percussion). (1) Recognizes a variety of connections between basic oral and written music annotations (1)Recognizes patterns in music. (1)Demonstrates care and handling of musical instruments. (1)Uses different art media and materials in a variety of ways for creative expression and to represent what they know, think, believe, or feel. (1)Understands and shares opinions about artistic products and experiences. (1)Creates detailed drawings, paintings, models, and other art work. (1)Demonstrates ability to plan, carry out, and persist in a variety of art projects.
II. LANGUAGE, LITERACY & COMMUNICATION DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: CREATIVE ARTS – Movement / Dramatic Play Movement (1)Expresses through movement and dancing 1. Children demonstrate Indicator/Skills Goals Suggested Teacher what is felt and heard in understanding and various musical tempos Practices appreciation of creative and styles. arts. Dramatic Play 2. Children are able to experiment, problem solve, and make sense of their diverse world experiences through dramatic play. (1)Moves to different patterns of beat and rhythm in music. (2)Participates in a variety of dramatic play activities. (2)Demonstrates creativity and imagination in using materials and in assuming different roles in dramatic play situations.
III.
PHYSICAL DEVELOPMENT DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Large Motor/Sensorimotor/Physical Fitness Goals 1. Shows proficiency, control and balance in walking, climbing, running, jumping, hopping, and skipping. 2. Demonstrates ability to coordinate large muscle movements. Suggested Teacher Practices Indicator/Skills Hops at least 6 times on each foot. Maintains balance while bending, twisting, or stretching. Walks up and down stairs using alternating feet. Catches a ball/bean bag/item thrown from at least 5 feet. Skips. Runs 50 to 75 feet without stopping. Participates in physical play/activity (e.g., dances, tag, climbing). Demonstrates ability to operate large motor tools/items (e.g. broom, tricycle, etc.).
III.
PHYSICAL DEVELOPMENT DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Fine Motor Skills Goals Demonstrates strength, dexterity, and control of small muscles needed to use age appropriate tools. Demonstrates growth in hand-eye coordination. Suggested Teacher Practices Indicator/Skills Removes and replaces easy-to-open container lids. Prints some symbols and letters in own name. Zips clothes and buttons large buttons on clothing. Builds a 3 block tower and bridge using 1 inch cubes. Puts together age appropriate puzzles with little or no assistance. Strings large beads. Uses scissors to cut a straight line.
III.
PHYSICAL DEVELOPMENT DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Health Status and Physical Development / Safety Goals Health Status and Physical Development Progresses in physical growth, strength, stamina, and flexibility. Participates actively in outdoor play and other forms of exercise that enhance physical fitness. Shows independence in hygiene, nutrition and personal care. Suggested Teacher Practices Indicator/Skills Demonstrates the stamina and energy to participate in daily activities. Demonstrates ability to take care of toileting needs. Shows ability to feed self.
Safety Demonstrates awareness of and ability to understand and follow basic health and safety rules.
Identifies adults who can assist in dangerous situations. Responds appropriately in emergency situations. Demonstrates safe play. Follows safety rules.
IV.
SOCIAL AND EMOTIONAL DEVELOPMENT DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Social Relations / Emotional Development & Self Concept Social Relations Goals 1. Enjoys being with adults and shows progress in developing relationships with adults. 2. Accepts guidance and directions from a range of familiar adults. 3. Enjoys being with other children and show progress in developing friendships with peers. 4. Shows empathy and caring for other children and adults. Emotional Development & Self Concept 1. Expresses appropriately a range of emotions. 2. Develops growing capacity for independence in a range of activities, routines, and tasks and has a basic understanding of their capabilities.
Recognize the different Suggested Teacher cultural cues for when a Practices child needs help and let them know it is okay to ask Ask children if they need help and provide support when necessary. Be mindful of children who need extra support in entering play and making friends; adjust strategy to support children who may have a range of special needs Watch for beginning friendships and provide opportunities for friendships to grow Uses pictures, stories with different cultural themes, and visual prompts from the children’s home community to help children learn to recognize facial and body clues and expression of feelings. Acknowledge children’s efforts i.e. the process rather than the end product.
(1)Demonstrates comfort Indicator/Skills in communicating with at least one adult. (3)Names someone as a “friend.” (1,2,4)Asks for help from peers and adults when needed. (4)Responds to peers who are in need, upset, hurt, or angry.
(1,2)Demonstrates pride in accomplishments and shares own excitement with peers and adults. (1) Begins to name emotions and ways to express them in various settings (e.g. happy, sad, glad, and angry). (2)Takes on new tasks and improves skills with
IV.
SOCIAL AND EMOTIONAL DEVELOPMENT DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Self Control Self Control Goals 1. Demonstrates self-control. 2. Develops growing understanding of how their actions affect others and begins to learn the consequences of their actions. 3. Demonstrates increasing capacity to follow rules and routines and use materials purposefully, safely, and respectfully. 4. Demonstrates social skills that lead to positive interactions with others. 5. Adapts to changes in routines and able to manage transitions. Validate that it is hard Suggested Teacher to wait, share, and take turns. Practices Adapt and review rules with children as children grow and change in the classroom. Encourage and model multiple ways for children to communicate when they are hurt or upset with peers or adults in the classroom. (2) Expresses feelings Indicator/Skills (e.g. anger, frustration), needs and opinions in different situations and conflicts without harming themselves, others, or property. (1,3) Follows and applies rules in different situations. (3,4)Explains family and/or classroom rules to others. (1,2,3,4,5) Shares, waits, and takes turns during play and transitions.
IV.
SOCIAL AND EMOTIONAL DEVELOPMENT DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Knowledge of Families and Communities / Cooperation Knowledge of Families Goals and Communities 1. Demonstrates increasing knowledge of the relationship between people, places, and regions. 2. Demonstrates increasing understanding of similarities and respecting differences among people. 3. Recognizes that families are different. Cooperation 1. Follows simple rules of participation in group activities. 2. Shows increasing ability to collaborate and compromise in working, playing and resolving conflicts with peers. 3. Begins to understand dynamics of being part of a group. 4. Shows concern about fairness within peer group.
Invite families into the Suggested Teacher classroom and participate in Practices activities. Encouraging children to bring in pictures and stories of family members and home activities, to be shared and displayed in the classroom e.g. story boards and “All About Me” book. Find opportunities to attend community/cultural events and incorporate these events into curriculum activities. Introduce an Anti-bias curriculum and model words such as “community, together, and fair.” Incorporate children’s stories about life experiences into further conversations, activities, and dramatic play. Provide and model multiple strategies for children to understand how to negotiate conflict and provide help when needed. Allow children time to negotiate conflicts rather than fixing the problem for them. Encourage other children in the classroom to help problem solve conflicts and
Indicator/Skills Recognizes similarities and differences among people such as gender, race, special needs, cultures, languages, communities and family structures.
Participates cooperatively in large and small group activities. Uses multiple strategies to solve problems which may include negotiating. Interacts with peers by helping, sharing and having discussions. Questions rules when they feel they are unfair.
IV.
SOCIAL AND EMOTIONAL DEVELOPMENT DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Initiative and Curiosity / Engagement and Persistence Initiative and Curiosity Goals 1. Develops increased ability to make independent choices. 2. Exhibits enthusiasm and curiosity for learning 3. Explores and tries new things and new experiences. 4. Develops increased ability to show initiative. Suggested Teacher to Take opportunities rotate materials and Practices change learning areas in the classroom. Use a variety of methods to introduce new topics and ideas e.g. introduction to different languages both written and oral and make room for open ended discussion to emerge in small group time. Participates in an Indicator/Skills increasing variety of tasks and activities. Shows excitement to learn about and discuss a growing range of topics, ideas and tasks. Uses play as a way to explore and understand life experiences. Shows initiative by asking questions or exploring or experimenting.
Engagement and Persistence 1. Demonstrates an increasing ability to set goals and develop and follow through on plans. 2. Shows growing capacity to maintain concentration over time on a task, question, or set of directions. Acknowledge each child’s interest and create lesson plans that reflect their interests. Engage in conversations with children, asking open-ended questions to extend play Provide additional materials that build on children’s ideas to extend play.
Persists in and completes a variety of tasks, activities, projects and experiences. Shows self direction in actions and can work independently. Engages in and completes simple routines without assistance.
IV.
SOCIAL AND EMOTIONAL DEVELOPMENT DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Reasoning and Problem Solving Grows inGoals recognizing and solving problems through active exploration. Develops an increasing ability to classify, compare and contrast objects, events and experiences. Purposely investigates materials and the environment to gain information. Demonstrates negotiation skills. Suggested Teacher Practices Indicator/Skills Shows ability to find more than one solution to a question, task or problem. Takes risks to challenge rules when they feel they are unfair. Verbalizes their preferences with peers and adults.
