Oregon AEPS-3 Alignment

aeps3

Oregon

ALIGNMENT

Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3)

WITH Oregon's Early Learning Standards Oregon's Early Learning and Kindergarten Guidelines

Alignment of Assessment, Evaluation, and Programming System for Infants and Children, Third ® Edition (AEPS -3) with Oregon’s Early Learning Standards and Early Learning and Kindergarten Guidelines

This document aligns Oregon’s Early Learning Standards and Early Learning and Kindergarten Guidelines [2016] with the areas, strands, goals, and objectives of Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3).

References

Bricker, D., Dionne, C., Grisham, J., Johnson, J.J., Macy, M., Slentz, K., & Waddell, M. (2022). Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3). Brookes Publishing Co. Oregon Department of Education. Early Learning Standards. https://oregonearlylearning.com/parents-families/kindergarten- ready/early-learning-standards/ Oregon Department of Education. (2016). Oregon’s Early Learning and Kindergarten Guidelines. Retrieved from: https://www.oregon.gov/ode/students-and-family/FullDayK/Pages/Early-Learning-and-Kindergarten-Guidelines.aspx

AEPS-3 products can be purchased online at www.brookespublishing.com/aeps or by calling 1-800-638-3775.

AEPS® is a registered trademark of and the AEPS logo is owned by Paul H. Brookes Publishing, Co., Inc.

Created March 2022

Age Range Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
EARLY LEARNING STANDARDS
Approaches to Learning (ATL)
Subdomain: Emotional and Behavioral Self-Regulation
Goal IT-ATL 1. Child manages feelings and emotions with support of familiar adults.
Birth to 9 Months Engages with familiar adults for calming and comfort, to focus attention, and to share joy. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
8 to 18 Months Seeks to be close, makes contact, or looks to familiar adults for help with strong emotions. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
16 to 36 Months Uses various strategies to help manage strong emotions, such as removing oneself from the situation, covering eyes or ears, or seeking support from a familiar adult. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
By 36 Months Looks to others for help in coping with strong feelings and emotions. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
By 36 Months Uses strategies, such as seeking contact with a familiar adult or removing oneself from a situation to handle strong feelings and emotions. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
Goal IT-ATL 2. Child manages actions and behavior with support of familiar adults.
Birth to 9 Months Responds to attentive caregiving by quieting or calming down, such as when being fed or being comforted during moments of physical distress. Social-Emotional B. Social-Emotional Expression and Regulation 2.3 Responds appropriately to soothing by adult
8 to 18 Months Looks to familiar adults for assistance and guidance with actions and behavior. May try to calm self by sucking on fingers or thumb when overly excited or distressed. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
16 to 36 Months Begins to manage and adjust actions and behavior with the guidance of familiar adults using words or signs such as “Stop” or “No” during conflict with a peer instead of hitting. Lets the adult know when they are hungry or tired. Social-Emotional E. Meeting Social Expectations 2.2 Adjusts behavior based on feedback from others or environment
By 36 Months Participates in and follows everyday routines with the support of familiar adults. Social-Emotional A. Interactions with Adults 3.2 Follows familiar social routines with familiar adults
By 36 Months Communicates verbally or non-verbally about basic needs. Manages short delays in getting physical needs met with the support of familiar adults. Social-Emotional E. Meeting Social Expectations 1. Meets observable physical needs in socially appropriate ways
By 36 Months Communicates verbally or non-verbally about basic needs. Manages short delays in getting physical needs met with the support of familiar adults. Social-Emotional E. Meeting Social Expectations 1.1 Meets internal physical needs of hunger and thirst
By 36 Months Learns and follows some basic rules for managing actions and behavior in familiar settings, such as holding an adult’s hand when crossing the street. Social-Emotional E. Meeting Social Expectations 3. Follows context-specific rules
By 36 Months Learns and follows some basic rules for managing actions and behavior in familiar settings, such as holding an adult’s hand when crossing the street. Social-Emotional E. Meeting Social Expectations 3.2 Follows established social rules in familiar environments
Subdomain: Cognitive Self-Regulation (Executive Functioning)
Goal IT-ATL 3. Child maintains focus and sustains attention with support.
Birth to 9 Months Develops some ability to filter out distracting sensory stimuli in order to focus on and attend to important people or objects in the environment with support. Social-Emotional A. Interactions with Adults 1. Orients to events or stimulation
8 to 18 Months Shows increasing ability to attend to people, objects and activities in order to extend or complete an activity, or to join others in a common focus. Social-Emotional A. Interactions with Adults 2. Maintains social interaction with familiar adult
16 to 36 Months Participates in activities and experiences with people, objects, or materials that require attention and common focus. Social-Emotional D. Independent and Group Participation 1. Interacts appropriately with others during small-group activities
16 to 36 Months Participates in activities and experiences with people, objects, or materials that require attention and common focus. Social-Emotional D. Independent and Group Participation 1.2 Responds appropriately to directions during small-group activities
16 to 36 Months Participates in activities and experiences with people, objects, or materials that require attention and common focus. Social-Emotional D. Independent and Group Participation 2. Interacts appropriately with others during large-group activities
16 to 36 Months Participates in activities and experiences with people, objects, or materials that require attention and common focus. Social-Emotional D. Independent and Group Participation 2.2 Responds appropriately to directions during large-group activities
By 36 Months Maintains engagement in interactions with familiar adults and children. Social-Emotional A. Interactions with Adults 2. Maintains social interaction with familiar adult
By 36 Months Maintains engagement in interactions with familiar adults and children. Social-Emotional C. Interactions with Peers 1. Maintains interaction with peer
By 36 Months Chooses to join in activities or pays attention to tasks and activities that are self-initiated. Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
By 36 Months Maintains focus and attention on a simple task or activity for short periods of time. Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
Goal IT-ATL 4. Child develops the ability to show persistence in actions and behavior.
Birth to 9 Months Shows increasing ability to continue interactions with familiar adults or toys for more than just a brief time. Social-Emotional A. Interactions with Adults 2. Maintains social interaction with familiar adult
8 to 18 Months Shows willingness to repeat attempts to communicate or to repeat actions to solve a problem even when encountering difficulties. Social-Emotional A. Interactions with Adults 4.3 Expresses desire to continue activity
16 to 36 Months Shows increasing ability to stay engaged when working towards a goal or solving a problem Often tries different strategies until successful. Cognitive D. Reasoning 2.1 Tries different simple actions to achieve goal
By 36 Months Persists in learning new skills or solving problems. Cognitive D. Reasoning 3. Solves problems using multiple strategies
By 36 Months Continues efforts to finish a challenging activity or task with support of an adult. Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
Goal IT-ATL 5. Child demonstrates the ability to be flexible in actions and behavior.
Birth to 9 Months Shows repetitive patterns in actions or behaviors but sometimes tries more than one approach to solving a problem or engaging someone in interaction. Social-Emotional A. Interactions with Adults 2.3 Responds to familiar game or action
8 to 18 Months Shows ability to shift focus in order to attend to something else, participate in a new activity or try a new approach to solving a problem. Cognitive D. Reasoning 2.1 Tries different simple actions to achieve goal
16 to 36 Months Modifies actions or behavior in social situations, daily routines, and problem solving, such as playing quietly when asked or adjusting to changes in schedule. Social-Emotional E. Meeting Social Expectations 2.2 Adjusts behavior based on feedback from others or environment
By 36 Months Adjusts to changes in routines or usual activities when informed ahead of time by adults. Social-Emotional A. Interactions with Adults 3. Participates in familiar social routines with caregivers
By 36 Months Makes common, everyday transitions that are part of a daily schedule. Social-Emotional A. Interactions with Adults 3.2 Follows familiar social routines with familiar adults
By 36 Months Shows flexibility in problem solving by trying more than one approach. Cognitive D. Reasoning 3. Solves problems using multiple strategies
Subdomain: Initiative and Curiosity
Goal IT-ATL 6. Child demonstrates emerging initiative in interactions, experiences, and explorations.
Birth to 9 Months Initiates interactions with familiar adults through expressions, actions, or behaviors. Social-Emotional A. Interactions with Adults 2.1 Initiates simple social interaction with familiar adult
8 to 18 Months Points to desired people, objects or places, and initiates actions, such as looking for a favorite toy or bringing a book to an adult to read. Actively resists actions or items not wanted. Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
8 to 18 Months Points to desired people, objects or places, and initiates actions, such as looking for a favorite toy or bringing a book to an adult to read. Actively resists actions or items not wanted. Social-Communication A. Early Social Communication 4.1 Makes requests of others
8 to 18 Months Points to desired people, objects or places, and initiates actions, such as looking for a favorite toy or bringing a book to an adult to read. Actively resists actions or items not wanted. Social-Communication A. Early Social Communication 4.4 Expresses negation or protests
16 to 36 Months Prepares for or starts some activities without being directed by others, such as getting ready for the next activity or bringing a ball to a new child at the playground. Social-Emotional A. Interactions with Adults 3.1 Initiates next step of familiar social routine
16 to 36 Months Prepares for or starts some activities without being directed by others, such as getting ready for the next activity or bringing a ball to a new child at the playground. Social-Emotional C. Interactions with Peers 1.1 Initiates social behavior toward peer
By 36 Months Engages others in interactions or shared activities. Social-Emotional C. Interactions with Peers 1. Maintains interaction with peer
By 36 Months Demonstrates initiative by making choices or expressing preferences. Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
By 36 Months Attempts challenging tasks with or without adult help. Cognitive D. Reasoning 3. Solves problems using multiple strategies
Goal IT-ATL 7. Child shows interest in and curiosity about objects, materials, or events.
Birth to 9 Months Shows excitement when engaged in learning, such as smiling at an adult, laughing after batting at a mobile, or knocking over a toy. Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
8 to 18 Months Approaches new events, experiences with others, or materials with interest and curiosity, such as intently listening to a new song or examining new toys or materials. Cognitive E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry
16 to 36 Months Participates in new experiences, ask questions, and experiments with new thing or materials, such as collecting leaves and pinecones in the fall. Cognitive E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry
16 to 36 Months Participates in new experiences, ask questions, and experiments with new thing or materials, such as collecting leaves and pinecones in the fall. Cognitive E. Scientific Discovery 3. Investigates to test hypotheses
By 36 Months Asks questions about what things are, how they are used, or what is happening. Cognitive E. Scientific Discovery 2.1 Generates specific questions for investigation
By 36 Months Experiments with different ways of using new objects or materials. Cognitive E. Scientific Discovery 1.1 Uses simple tools to gather information
By 36 Months Shows awareness of and interest in changes in the environment, such as changes in room arrangement, weather, or usual activities. Cognitive E. Scientific Discovery 2.3 Makes observations
Subdomain: Creativity
Goal IT-ATL 8. Child uses creativity to increase understanding and learning.
Birth to 9 Months Uses a variety of ways to interact with other people. Modifies expressions, actions, or behaviors based on responses of others. Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
8 to 18 Months Finds new things to do with familiar, everyday objects, such as using a cooking pot for a hat or a spoon as a drumstick. Cognitive D. Reasoning 2. Coordinates actions with objects to achieve new outcomes
8 to 18 Months Finds new things to do with familiar, everyday objects, such as using a cooking pot for a hat or a spoon as a drumstick. Cognitive C. Conceptual Knowledge 2.1 Uses object to represent another object
16 to 36 Months Combines objects or materials in new and unexpected ways. Shows delight in creating something new. Cognitive D. Reasoning 2. Coordinates actions with objects to achieve new outcomes
By 36 Months Pays attention to new or unusual things. Cognitive E. Scientific Discovery 2.3 Makes observations
By 36 Months Shows willingness to participate in new activities or experiences. Social-Emotional D. Independent and Group Participation All
By 36 Months Uses language in creative ways, sometimes making up words or rhymes. Literacy B. Phonological Awareness 1.2 Participates in repetitive verbal play
Goal IT-ATL 9. Child shows imagination in play and interactions with others.
Birth to 9 Months Emerging
8 to 18 Months Uses sounds, gestures, signs, or words playfully through songs, finger plays, or games. Literacy B. Phonological Awareness 1.2 Participates in repetitive verbal play
16 to 36 Months Uses imagination to explore possible uses of objects and materials. Engages in pretend or make-believe play with other children. Social-Emotional C. Interactions with Peers 2.2 Uses imaginary props in play
By 36 Months Uses pretend and imaginary objects or people in play or interaction with others. Social-Emotional C. Interactions with Peers 2.2 Uses imaginary props in play
By 36 Months Uses materials such as paper, paint, crayons, or blocks to make novel things. Cognitive D. Reasoning 3. Solves problems using multiple strategies
Social and Emotional Development
Subdomain: Relationships with Adults
Goal IT-SE 1. Child develops expectations of consistent, positive interactions through secure relationships with familiar adults.
Birth to 9 Months Interacts in predictable ways with familiar adults. Responds positively to familiar adults’ efforts to help with stressful moments. Social-Emotional A. Interactions with Adults 1.2 Responds to familiar adult’s positive social behavior
8 to 18 Months Looks to familiar adults for emotional support and encouragement. Reacts or may become distressed when separated from familiar adults. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
16 to 36 Months Engages in positive interactions in a wide variety of situations with familiar adults. Looks to or seeks familiar adults for comfort when distressed or tired. Social-Emotional A. Interactions with Adults 1.2 Responds to familiar adult’s positive social behavior
By 36 Months Shows emotional connection and attachment to familiar adults. Social-Emotional A. Interactions with Adults All
By 36 Months Turns to familiar adults for protection comfort, and getting needs met. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
Goal IT-SE 2. Child uses expectations learned through repeated experiences in primary relationships to develop relationships with other adults.
Birth to 9 Months Shows recognition of familiar adults by turning head toward familiar voice, smiling, reaching, or quieting when held. May avoid or withdraw from unfamiliar adults. Social-Communication A. Early Social Communication 1. Turns and looks toward person speaking
8 to 18 Months Moves or stays close to familiar adults for emotional security when unfamiliar adult approaches. May look at familiar adults to gauge comfort level with unfamiliar adult. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
16 to 36 Months Often watches from a distance or waits for reassurance from familiar adult before approaching someone new. May engage in positive interactions when meeting new people, such as sharing a book with a visitor. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
By 36 Months Engages in and may initiate behaviors that build relationships with familiar adults. Social-Emotional A. Interactions with Adults 1. Initiates positive social behavior toward familiar adult
By 36 Months Engages in and may initiate behaviors that build relationships with familiar adults. Social-Emotional A. Interactions with Adults 2. Maintains social interaction with familiar adult
By 36 Months Uses familiar adults for reassurance when engaging with new adults. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
Goal IT-SE 3. Child learns to use adults as a resource to meet needs.
Birth to 9 Months Communicates needs to familiar adults by using a variety of behaviors, such as, crying, looking, smiling, pointing, dropping, reaching, or banging objects. Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
8 to 18 Months Looks to or seeks help from a familiar adult, such as taking the adult’s hand and leading them to something the child wants or needs. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
16 to 36 Months Asks familiar adult for help or assistance when encountering difficult tasks or situations. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
By 36 Months Seeks assistance from familiar adults in new or difficult situations, such as reaching for a toy on a high shelf. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
By 36 Months Shows preference for familiar adults when in distress. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
Subdomain: Relationships with Other Children
Goal IT-SE 4. Child shows interest in, interacts with, and develops personal relationships with other children.
Birth to 9 Months Looks at attentively, touches or explores another child's face. Shows recognition of familiar children through actions or behaviors, such as smiling, reaching, touching, or making sounds directed to the child. Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
8 to 18 Months Participates in simple back-and-forth interactions with another child. Interacts with a few children on a regular basis, knows some of their names, likes or dislikes. Social-Emotional C. Interactions with Peers 1. Maintains interaction with peer
8 to 18 Months Participates in simple back-and-forth interactions with another child. Interacts with a few children on a regular basis, knows some of their names, likes or dislikes. Social-Emotional C. Interactions with Peers 1.1 Initiates social behavior toward peer
16 to 36 Months Seeks out other children for social interaction including initiating contact and responding to others. Develops friendships and engages in more elaborate play with friends. Social-Emotional C. Interactions with Peers 1. Maintains interaction with peer
16 to 36 Months Seeks out other children for social interaction including initiating contact and responding to others. Develops friendships and engages in more elaborate play with friends. Social-Emotional C. Interactions with Peers 1.1 Initiates social behavior toward peer
By 36 Months Shows increasing interest in interacting with other children. Social-Emotional C. Interactions with Peers 1. Maintains interaction with peer
By 36 Months Shows preference for particular playmates, such as greeting friends by name. Social-Emotional C. Interactions with Peers 1. Maintains interaction with peer
Goal IT-SE 5. Child imitates and engages in play with other children.
Birth to 9 Months Responds to another child's actions or sounds during play with a toy by watching attentively, touching the other child, or reaching for or taking the toy. Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
8 to 18 Months Participates in simple imitation games, such as making similar sounds or running after another child. Plays next to other children with similar toys or materials. Cognitive B. Imitation and Memory 1.2 imitates familiar simple motor action
8 to 18 Months Participates in simple imitation games, such as making similar sounds or running after another child. Plays next to other children with similar toys or materials. Social-Emotional C. Interactions with Peers 1.3 Plays near one or two peers
16 to 36 Months Joins in play with other children by sometimes taking turns or doing joint activities with a common goal, such as building block structures with others or pretending to eat together. Social-Emotional C. Interactions with Peers 3.2 Joins others in cooperative activity
By 36 Months Uses multiple strategies, such as imitating or responding, in order to enter play with other children. Social-Emotional C. Interactions with Peers 3.2 Joins others in cooperative activity
By 36 Months Engages in extended play with other children with a common focus. Social-Emotional C. Interactions with Peers 3. Maintains cooperative activity
By 36 Months Engages in simple cooperative play with other children. Social-Emotional C. Interactions with Peers 3. Maintains cooperative activity
Subdomain: Emotional Functioning
Goal IT-SE 6. Child learns to express a range of emotions.
Birth to 9 Months Expresses feelings of comfort, discomfort, enjoyment, fear, surprise, anger, or unhappiness by crying, smiling, laughing or through facial expressions, body movements or gestures, often to elicit a response from a familiar adult. Social-Communication A. Early Social Communication 4.3 Expresses desire to continue activity
Birth to 9 Months Expresses feelings of comfort, discomfort, enjoyment, fear, surprise, anger, or unhappiness by crying, smiling, laughing or through facial expressions, body movements or gestures, often to elicit a response from a familiar adult. Social-Communication A. Early Social Communication 4.4 Expresses negation or protests
8 to 18 Months Expresses a variety of emotions and modifies their expression according to the reactions of familiar adults, based on the child's cultural background. Social-Emotional A. Interactions with Adults 1.1 Responds appropriately to familiar adult's affective tone
16 to 36 Months Expresses a range of emotions, including surprise, guilt, embarrassment, or pride, based on increasing awareness of their effects on others. Social-Communication B. Communicative Understanding 2. Uses appropriate strategies to manage emotional states
By 36 Months Expresses a variety of emotions through facial expressions, sounds, gestures, or words. Social-Communication B. Communicative Understanding 1.2 Identifies/labels own emotions
By 36 Months Uses words to describe some feelings or emotions that reflect an awareness of other people's emotions. Social-Communication B. Communicative Understanding 1.1 Identifies/labels emotions in others
Goal IT-SE 7. Child recognizes and interprets emotions of others with the support of familiar adults.
Birth to 9 Months Attends with interest when others show they are happy, sad, or fearful by their facial expressions, voices, or actions. Social-Emotional A. Interactions with Adults 1.1 Responds appropriately to familiar adult's affective tone
8 to 18 Months Responds to others' emotional expressions, often by sharing an emotional reaction, such as smiling when an adult smiles or showing excitement when other children are excited. Social-Emotional B. Social-Emotional Expression and Regulation 1. Responds appropriately to others' emotions
16 to 36 Months Shows understanding of some emotional expressions of others by labeling the emotions, asking questions about them, or responding in appropriate non-verbal ways. Social-Emotional B. Social-Emotional Expression and Regulation 1.1 Identifies/labels emotions in others
By 36 Months Recognizes feelings and emotions of others. Social-Emotional B. Social-Emotional Expression and Regulation 1.1 Identifies/labels emotions in others
By 36 Months Responds to feelings and emotions of others with support from familiar adults. Social-Emotional B. Social-Emotional Expression and Regulation 1. Responds appropriately to others' emotions
By 36 Months Describes feelings of characters in a book with support from an adult. Social-Emotional B. Social-Emotional Expression and Regulation 1.1 Identifies/labels emotions in others
Goal IT-SE 8. Child expresses care and concern towards others.
Birth to 9 Months May cry when another child cries. Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
8 to 18 Months Looks sad or concerned when another child is crying or upset. May seek adult's help or offer something, such as a blanket, food, or a soft toy. Social-Emotional B. Social-Emotional Expression and Regulation 1. Responds appropriately to others' emotions
16 to 36 Months Expresses empathy toward other children or adults who have been hurt or are crying by showing concerned attention. May try to comfort them with words or actions. Social-Emotional B. Social-Emotional Expression and Regulation 1. Responds appropriately to others' emotions
By 36 Months Shows care and concern for others, including comforting others in distress. Social-Emotional B. Social-Emotional Expression and Regulation 1. Responds appropriately to others' emotions
By 36 Months Responds to needs of others and tries to help others with simple tasks. Social-Emotional B. Social-Emotional Expression and Regulation 1. Responds appropriately to others' emotions
Goal IT-SE 9. Child manages emotions with the support of familiar adults.
Birth to 9 Months Quiets or stops crying when held and gently rocked or talked to by a familiar adult. Social-Emotional B. Social-Emotional Expression and Regulation 2.3 Responds appropriately to soothing by adult
8 to 18 Months Looks to or seeks comfort when distressed and accepts reassurance from a familiar adult, or engages in self-comforting behaviors, such as sucking on fingers or thumb to calm self when upset or in new situations. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
16 to 36 Months Shows developing ability to cope with stress or strong emotions by using strategies, such as getting a familiar toy or blanket or seeking contact with a familiar adult. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
By 36 Months Uses different ways to calm or comfort self when upset. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
By 36 Months Responds positively to emotional support from adults and other children. Social-Emotional B. Social-Emotional Expression and Regulation 2.1 Responds appropriately to soothing by peer
By 36 Months Responds positively to emotional support from adults and other children. Social-Emotional B. Social-Emotional Expression and Regulation 2.3 Responds appropriately to soothing by adult
Subdomain: Sense of Identity and Belonging
Goal IT-SE 10. Child shows awareness about self and how to connect with others.
Birth to 9 Months Learns about self by exploring hands, feet, body, and movement. Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
8 to 18 Months Experiments with use of hands and body, discovering new capacities and how movement and gestures can be used to relate to others. Cognitive A. Sensory Exploration 2. Combines simple actions to examine people, animals, and objects
16 to 36 Months Shows awareness of own thoughts, feelings, and preferences as well as those of others. Uses different words or signs to refer to self and others. Social-Communication A. Early Social Communication- 4. Uses intentional gestures, vocalizations, and objects to communicate
By 36 Months Shows awareness of self, including own body, abilities, thoughts, and feelings. Social-Emotional B. Communicative Understanding 3. Makes positive statements about self or accomplishments
By 36 Months Shows awareness of others as having thoughts and feelings separate from own. Social-Emotional B. Communicative Understanding 1.1 Identifies/labels emotions in others
Goal IT-SE 11. Child understands some characteristics of self and others.
Birth to 9 Months Listens and responds by quieting, smiling or cooing when name is said to child or when it is used in conversation with a familiar adult. Social-Communication A. Early Social Communication- 1.1 Quiets to familiar voice
8 to 18 Months Responds by looking or coming when called by name. Pays attention when others notice what the child is able to do. Social-Communication B. Communicative Understanding 2.2 Responds to single-word directive
16 to 36 Months Identifies obvious physical similarities and differences between self and others. Compares characteristics of self and others. Cognitive C. Conceptual Knowledge 3.2 Classifies according to physical attribute
By 36 Months Recognizes own name. Social-Communication B. Communicative Understanding 2.1 Recognizes own and familiar names
By 36 Months Identifies some physical characteristics of self, such as hair color, age gender, or size. Social-Emotional E. Meeting Social Expectations 4. Relates identifying information about self
By 36 Months Recognizes some similarities and differences between self and others. Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
Goal IT-SE 12. Child shows confidence in own abilities through relationships with others.
Birth to 9 Months Participates in back-and-forth social interactions through facial expressions sounds, gestures, and responding to the actions of others. Social-Communication A. Early Social Communication- 2. Maintains social interaction with familiar adult
Birth to 9 Months Participates in back-and-forth social interactions through facial expressions sounds, gestures, and responding to the actions of others. Social-Communication C. Communicative Expression 1. Maintains interaction with peer
8 to 18 Months Expresses desires and preferences. Seeks to draw adult's attention to objects of interest or new physical skills and attends to adult's responses. Social-Communication A. Early Social Communication- 4.2 Makes choices to express preferences
16 to 36 Months Contributes own ideas, skills, and abilities to activities and experiences with adults and other children. May call attention to new skills and abilities or seek to do things by self, such as putting on own jacket or pouring juice out of a small pitcher. Social-Emotional B. Communicative Understanding 3. Makes positive statements about self or accomplishments
16 to 36 Months Contributes own ideas, skills, and abilities to activities and experiences with adults and other children. May call attention to new skills and abilities or seek to do things by self, such as putting on own jacket or pouring juice out of a small pitcher. Social-Emotional B. Communicative Understanding 3.1 Explains or shows others how to do tasks mastered
By 36 Months Shows confidence in increasing abilities. Social-Emotional B. Communicative Understanding 3.1 Explains or shows others how to do tasks mastered
By 36 Months Shows others what they can do. Social-Emotional B. Communicative Understanding 3.1 Explains or shows others how to do tasks mastered
Goal IT-SE 13. Child develops a sense of belonging through relationships with others.
Birth to 9 Months Shows awareness of familiar routines by behaviors, such as opening mouth for feeding or lifting arms to be picked up. Social-Emotional A. Interactions with Adults 3.2 Follows familiar social routines with familiar adults
8 to 18 Months Anticipates familiar routines or activities, such as getting shoes when it is time to go outside or watching for a parent when it is time to go home. Social-Emotional A. Interactions with Adults 3.1 Initiates next step of familiar social routine
16 to 36 Months Refers to personal or family experiences and events that have happened in the recent past, such as when a grandparent came to visit or when there was a family celebration. Cognitive B. Imitation and Memory 3. Relates past events
By 36 Months Identifies self as a member of a family. Social-Emotional E. Meeting Social Expectations 4. Relates identifying information about self
By 36 Months Points to or names self and other familiar people, such as in photos or pictures. Literacy D. Vocabulary and Story Comprehension 1.1 Labels familiar people, actions, objects, and events in picture books
By 36 Months Talks about family members, familiar people, or friends who may not be present. Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
Language and Communication
Subdomain: Attending and Understanding
Goal IT-LC 1. Child attends to, understands, and responds to communication and language from others.
Birth to 9 Months Attends to verbal and non-verbal communication by turning toward or looking at a person. Participates in reciprocal interactions by exchanging facial expressions and language sounds with familiar adults. Cognitive A. Sensory Exploration 1. Orients to events or stimulation
8 to 18 Months Shows understanding of the meaning of familiar caregivers' verbal and non-verbal communication and responds with facial expressions, gestures, words or actions, such as looking at people or objects being referred to. Social-Emotional A. Interactions with Adults 1.1 Responds appropriately to familiar adult's affective tone
16 to 36 Months Shows recognition of words, phrases, and simple sentences. Participates in conversations in ways that show understanding by following comments or suggestions with actions or behavior. Social-Communication B. Communicative Understanding 2.2 Responds to single-word directive
By 36 Months Shows understanding of some words and phrases used in conversation, such as by responding to simple questions. Social-Communication B. Communicative Understanding 4.1 Answers who, what, and where questions
By 36 Months Shows comprehension of simple sentences, such as by listening to and following one- or two-step directions. Social-Communication B. Communicative Understanding 3. Follows multistep directions without contextual cues
Goal IT-LC 2. Child learns from communication and language experiences with others.
Birth to 9 Months Pays attention when familiar adults talk or sign about objects, people, or events during face-to-face interactions by changing focus, making eye contact, or looking at people or objects. Social-Communication A. Early Social Communication- 1. Turns and looks toward person speaking
8 to 18 Months Participates in joint attention with an adult by looking back and forth between the adult and object. Points or gestures when an adult is pointing, naming, or signing about a familiar or new object and learns names and uses of objects. Social-Communication B. Communicative Understanding 1.1 Follows pointing gestures with eyes
16 to 36 Months Participates in increasingly complex and lengthy periods of joint attention with adults. Shows interest, understanding, or enjoyment when participating in language activities, such as demonstrating understanding of objects' functions and uses, or when joining in games, songs, rhymes, or stories. Social-Communication D. Social Use of Language 1. Uses language to initiate and sustain social interaction
By 36 Months Acts on descriptions provided by others about people, objects, or events. Social-Communication D. Social Use of Language 3.3 Responds to topic initiations from others
By 36 Months Demonstrates interest and understanding when participating in language activities or games. Literacy B. Phonological Awareness 1.2 Participates in repetitive verbal play
Subdomain: Communicating and Speaking
Goal IT-LC 3. Child communicates needs and wants non-verbally and by using language.
Birth to 9 Months Learns how to use different means of communication to signal distress or discomfort, solicit help, and to communicate interests and needs to others. Social-Communication A. Early Social Communication- 3.2 Vocalizes to another person expressing negative affective state
8 to 18 Months Uses a variety of ways to communicate interests, needs and wants, such as saying or making a sign for “More” when eating. Social-Communication A. Early Social Communication- 4.2 Makes choices to express preferences
16 to 36 Months Combines words or signs from one or more languages into phrases and sentences to communicate needs, wants, or ideas, such as “More milk,” “I want juice,” “Mas leche,” or “Quiero juice.” Children who are dual language learners may combine their two languages or switch between them. Social-Communication A. Early Social Communication- 4. Uses intentional gestures, vocalizations, and objects to communicate
By 36 Months Uses combinations of words and simple sentences or signs in a variety of situations. Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
By 36 Months Uses simple sentences, such as 3-4 word sentences, to communicate needs and wants. Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
Goal IT-LC 4. Child uses non-verbal communication and language to engage others in interaction.
Birth to 9 Months Uses facial expressions, including smiling, or uses gestures or sounds, such as cooing or babbling, to engage familiar adults in social interaction. Social-Communication A. Early Social Communication- 3. Engages in vocal exchanges
8 to 18 Months Repeats actions or single words to initiate or maintain social interactions with other children or adults, such as clapping hands or calling a name to get someone’s attention. Social-Emotional A. Interactions with Adults 2. Maintains social interaction with familiar adult
8 to 18 Months Repeats actions or single words to initiate or maintain social interactions with other children or adults, such as clapping hands or calling a name to get someone’s attention. Social-Emotional A. Interactions with Adults 1. Maintains interaction with peer
16 to 36 Months Uses words, signs, phrases, or simple sentences to initiate, continue, or extend conversations with others about feelings, experiences, or thoughts. Social-Communication D. Social Use of Language 1. Uses language to initiate and sustain social interaction
By 36 Months Initiates and responds in conversations with others. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
By 36 Months Initiates and responds in conversations with others. Social-Communication D. Social Use of Language 3.4 Alternates between speaker and listener roles during conversations with others
By 36 Months Participates in simple conversations with others that are maintained by back-and-forth exchanges of ideas or information. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
By 36 Months Participates in simple conversations with others that are maintained by back-and-forth exchanges of ideas or information. Social-Communication D. Social Use of Language 3.4 Alternates between speaker and listener roles during conversations with others
By 36 Months Engages in simple conversations by expressing own feelings, thoughts, and ideas to others. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
By 36 Months Engages in simple conversations by expressing own feelings, thoughts, and ideas to others. Social-Communication D. Social Use of Language 3.4 Alternates between speaker and listener roles during conversations with others
Goal IT-LC 5. Child uses increasingly complex language in conversation with others.
Birth to 9 Months Explores sounds common in many languages, such as “ma-ma” or “ba-ba.” Social-Communication A. Early Social Communication- 2. Produces speech sounds
8 to 18 Months Initiates and participates in conversations by babbling and using gestures, such as showing or giving, or by using words or signs. Communicates mainly about objects, actions, and events happening in the here and now. Social-Communication A. Early Social Communication- 4. Uses intentional gestures, vocalizations, and objects to communicate
16 to 36 Months Participates in conversations with others using spoken or sign language that includes simple sentences, questions, and responses. Sometimes describes experiences that have happened in the past or are about to happen. Children who are DLLs develop the ability to participate in conversations with increasing complexity in each of their languages. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
16 to 36 Months Participates in conversations with others using spoken or sign language that includes simple sentences, questions, and responses. Sometimes describes experiences that have happened in the past or are about to happen. Children who are DLLs develop the ability to participate in conversations with increasing complexity in each of their languages. Social-Communication D. Social Use of Language 3. Uses conversational rules when communicating with others
By 36 Months Uses sentences of three or more words in conversation with others. Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
By 36 Months Asks and answers simple questions in conversations with others. Social-Communication C. Communicative Expression 4.1 Asks wh- questions
By 36 Months Asks and answers simple questions in conversations with others. Social-Communication B. Communicative Understanding 4.1 Answers who, what, and where questions
By 36 Months Refers to past or future events in conversation with others. Cognitive B. Imitation and Memory 3. Relates past events
Goal IT-LC 6. Child initiates non-verbal communication and language to learn and gain information.
Birth to 9 Months Takes turns in non-verbal conversations by using facial expressions, sounds, gestures or signs to initiate or respond to communication. Social-Communication A. Early Social Communication- 3. Engages in vocal exchanges
8 to 18 Months Asks simple questions using gestures, such as pointing, signs or words with variations in pitch and intonation. Social-Communication A. Early Social Communication- 4. Uses intentional gestures, vocalizations, and objects to communicate
8 to 18 Months Asks simple questions using gestures, such as pointing, signs or words with variations in pitch and intonation. Social-Communication C. Communicative Expression 4.1 Asks wh- questions
16 to 36 Months Seeks information and meaning of words by asking questions in words or signs, such as “What’s that?” or “Who’s that?” or “Why?” Social-Communication D. Social Use of Language 2.1 Asks questions to obtain information
By 36 Months Asks questions in a variety of ways. Social-Communication C. Communicative Expression 4. Asks questions using inverted auxiliary
By 36 Months Asks questions in a variety of ways. Social-Communication D. Social Use of Language 2.1 Asks questions to obtain information
By 36 Months Repeats or re-phrases questions until a response is received. Social-Communication D. Social Use of Language 3. Uses conversational rules when communicating with others
Subdomain: Vocabulary
Goal IT-LC 7. Child understands an increasing number of words used in communication with others.
Birth to 9 Months Looks at familiar people, animals or objects when they are named such as mama, puppy, or ball. Social-Communication B. Communicative Understanding 2. Locates common objects, people, or events
8 to 18 Months Looks or points at a person or object that has been named, follows simple directions, and responds appropriately to the meaning of words or signs. Social-Communication B. Communicative Understanding 2. Locates common objects, people, or events
8 to 18 Months Looks or points at a person or object that has been named, follows simple directions, and responds appropriately to the meaning of words or signs. Social-Communication B. Communicative Understanding 3.1 Follows multistep directions with contextual cues
16 to 36 Months Comprehends an increasing number of words or signs used in simple sentences during conversation and interaction with familiar adults and children. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
By 36 Months Shows understanding of the meaning of common words used in daily activities. Social-Communication B. Communicative Understanding 3.1 Follows multistep directions with contextual cues
By 36 Months Shows understanding of the meaning of common words used in daily activities. Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
By 36 Months Attends to new words used in conversation with others. Social-Communication B. Communicative Understanding 3.1 Follows multistep directions with contextual cues
By 36 Months Understands most positional words, such as on, under, up, or down. Social-Communication B. Communicative Understanding 3.1 Follows multistep directions with contextual cues
Goal IT-LC 8. Child uses an increasing number of words in communication and conversation with others.
Birth to 9 Months May use signs or verbalizations for familiar people or objects. Social-Communication B. Communicative Understanding 2.1 Recognizes own and familiar names
8 to 18 Months Imitates new words or signs and uses some words or signs for naming or making simple one-word requests, such as saying or signing “milk” when asking for a drink. Social-Communication A. Early Social Communication- 4.1 Makes requests of others
16 to 36 Months Uses an increasing number of words in communication and conversation with others and adds new vocabulary words regularly. Children who are DLLs may have a combined vocabulary in both languages that is similar in number to other children’s vocabulary in one language. Social-Communication C. Communicative Expression All
By 36 Months Shows rapid growth in number of words or signs used in conversation with others. Social-Communication C. Communicative Expression All
By 36 Months Demonstrates a vocabulary of at least 300 words in home language. Social-Communication C. Communicative Expression All
By 36 Months Asks questions about the meaning of new words. Social-Communication D. Social Use of Language 2.1 Asks questions to obtain information
Subdomain: Emergent Literacy
Goal IT-LC 9. Child attends to, repeats, and uses some rhymes, phrases, or refrains from stories or songs.
Birth to 9 Months Listens and attends to culturally and linguistically familiar words or signs in rhymes or songs. Social-Communication A. Early Social Communication- 3. Engages in vocal exchanges
8 to 18 Months Says a few words of culturally and linguistically familiar rhymes and repetitive refrains in stories or songs. Literacy B. Phonological Awareness 1.2 Participates in repetitive verbal play
16 to 36 Months Says or repeats culturally and linguistically familiar rhymes, phrases, or refrains from songs or stories. Literacy B. Phonological Awareness 1. Produces rhyming words given oral prompt
16 to 36 Months Says or repeats culturally and linguistically familiar rhymes, phrases, or refrains from songs or stories. Literacy B. Phonological Awareness 1.2 Participates in repetitive verbal play
By 36 Months Repeats simple familiar rhymes or signs favorite songs. Literacy B. Phonological Awareness 1. Produces rhyming words given oral prompt
By 36 Months Retells familiar stories using props. Literacy D. Vocabulary and Story Comprehension 2. Retells simple story
Goal IT-LC 10. Child handles books and relates them to their stories or information.
Birth to 9 Months Explores a book by touching it, patting it, or putting it in mouth. Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
8 to 18 Months Holds books, turns pages, looks at the pictures and uses sounds, signs, or words to identify actions or objects in a book. Literacy A. Awareness of Print Concepts 2.1 Turns pages of book from beginning toward end
8 to 18 Months Holds books, turns pages, looks at the pictures and uses sounds, signs, or words to identify actions or objects in a book. Literacy A. Awareness of Print Concepts 2.2 Holds book or other printed material with pictures correctly oriented
8 to 18 Months Holds books, turns pages, looks at the pictures and uses sounds, signs, or words to identify actions or objects in a book. Literacy D. Vocabulary and Story Comprehension 1.1 Labels familiar people, actions, objects, and events in picture books
16 to 36 Months Pretends to read books by turning pages and talking about or using signs to describe what is happening in the book. Literacy A. Awareness of Print Concepts 2.1 Turns pages of book from beginning toward end
By 36 Months Asks to have several favorite books read over and over. Literacy A. Awareness of Print Concepts 1.1 Participates in shared one-on-one reading
By 36 Months Holds book, turns pages, and pretends to read. Literacy A. Awareness of Print Concepts 2.2 Holds book or other printed material with pictures correctly oriented
Goal IT-LC 11. Child recognizes pictures and some symbols, signs, or words.
Birth to 9 Months Looks at pictures of familiar people, animals, or objects while an adult points at and/or names the person, animal, or object. Literacy D. Vocabulary and Story Comprehension 1.2 Locates familiar objects, people, events, and actions in picture books
8 to 18 Months Points at, signs, or says name of, or talks about animals, people, or objects in photos, pictures, or drawings. Literacy D. Vocabulary and Story Comprehension 1.1 Labels familiar people, actions, objects, and events in picture books
16 to 36 Months Recognizes and uses some letters or numbers, such as letters in one's name, and shows increasing interest in written forms of language, such as print in books or signs on buildings. Children who are DLLS recognize and use written forms of each of their languages. Literacy A. Awareness of Print Concepts 3.1 Recognizes own first name in print
16 to 36 Months Recognizes and uses some letters or numbers, such as letters in one's name, and shows increasing interest in written forms of language, such as print in books or signs on buildings. Children who are DLLS recognize and use written forms of each of their languages. Literacy A. Awareness of Print Concepts 3.2 Recognizes common signs and logos
By 36 Months Points to and names some letters or characters in their names. Literacy C. Alphabet Knowledge 1.5 Recognizes three letters in own first name
By 36 Months Recognizes familiar signs on a building or street. Literacy A. Awareness of Print Concepts 3.2 Recognizes common signs and logos
By 36 Months Attributes meaning to some symbols, such as a familiar logo or design. Literacy A. Awareness of Print Concepts 3.2 Recognizes common signs and logos
Goal IT-LC 12. Child comprehends meaning from pictures and stories.
Birth to 9 Months Looks at picture books and listens to an adult talk about pictures in a book. Literacy A. Awareness of Print Concepts 1. Participates in shared group reading
Birth to 9 Months Looks at picture books and listens to an adult talk about pictures in a book. Literacy A. Awareness of Print Concepts 1.1 Participates in shared one-on-one reading
8 to 18 Months Points at pictures in a book, making sounds or saying words and interacting with an adult reading a book. Literacy D. Vocabulary and Story Comprehension 1.1 Labels familiar people, actions, objects, and events in picture books
16 to 36 Months Talks about books, acts out events from stories, and uses some vocabulary encountered during book reading. Literacy D. Vocabulary and Story Comprehension 2. Retells simple story
By 36 Months Uses pictures as a guide to talk about a story that has been read. Literacy D. Vocabulary and Story Comprehension 2.3 Tells story associated with series of pictures
By 36 Months Asks or answers questions about what is happening in a book or story. Literacy D. Vocabulary and Story Comprehension 2.2 Answers and asks questions related to story
By 36 Months Identifies the feelings of characters in a book or story. Social-Emotional B. Social-Emotional Expression and Regulation 1.1 Identifies/labels emotions in others
Goal IT-LC 13. Child makes marks and uses them to represent objects or actions.
Birth to 9 Months Emerging
8 to 18 Months Makes marks on a paper with a large crayon or marker to explore writing materials. Fine Motor C. Mechanics of Writing 1.4 Scribbles
16 to 36 Months Makes scribbles on paper to represent an object or action even though an adult might not recognize what it is. Fine Motor C. Mechanics of Writing 1.4 Scribbles
By 36 Months Draws pictures using scribbles and talks with others about what they have made. Literacy E. Writing 1.3 Verbally labels nonrepresentational drawings
By 36 Months Draws straight lines or curved lines. Fine Motor A. Reach, Grasp, and Release 1.2 Writes or draws using curved lines
By 36 Months Draws straight lines or curved lines. Fine Motor A. Reach, Grasp, and Release 1.3 Writes or draws using straight lines
By 36 Months Makes letter-like marks or scribbles on paper. Literacy E. Writing 3.4 Writes using “scribble writing”
Cognition
Subdomain: Exploration and Discovery
Goal IT-C 1. Child actively explores people and objects to understand self, others, and objects.
Birth to 9 Months Uses the senses and a variety of actions to examine people and objects, such as mouthing, touching, shaking or dropping. Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
8 to 18 Months Acts intentionally to achieve a goal or when manipulating an object, such as trying to get an adult to do something or trying different ways to reach a toy under a table. Cognitive D. Reasoning 2.1 Tries different simple actions to achieve goal
16 to 36 Months Observes and experiments with how things work, seeks information from others, or experiments with different behaviors to see how people and objects react. Cognitive E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry
By 36 Months Learns about characteristics of people and properties and uses of objects through the senses and active exploration. Cognitive E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry
By 36 Months Learns about characteristics of people and properties and uses of objects through the senses and active exploration. Cognitive E. Scientific Discovery 1.2 Uses senses to explore
By 36 Months Experiments with everyday objects or materials to answer “What?”, “Why?” or “How?” questions. Cognitive E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry
Goal IT-C 2. Child uses understanding of causal relationships to act on social and physical environments.
Birth to 9 Months Repeats an action to make things happen or to get an adult to repeat an action, such as dropping a toy from the high chair repeatedly and waiting for an adult to pick it up. Cognitive D. Reasoning 2.2 Uses simple actions on objects
8 to 18 Months Engages in purposeful actions to cause things to happen, such as making splashes in a puddle or rolling a ball to knock over a tower. Cognitive D. Reasoning 2. Coordinates actions with objects to achieve new outcomes
16 to 36 Months Identifies the cause of an observed outcome, such as the tower fell over because it was built too high. Predicts outcomes of actions or events, such as turning the faucet will make water come out. Cognitive D. Reasoning 4.1 Draws conclusions about causes of events based on personal experience
By 36 Months Makes simple predictions about what will happen next, such as in a story or in everyday routines. Cognitive D. Reasoning 4. Draws plausible conclusions about events beyond personal experience
By 36 Months Anticipates some cause and effects of own actions, such as what happens while running with a cup of water. Cognitive D. Reasoning 4. Draws plausible conclusions about events beyond personal experience
Subdomain: Memory
Goal IT-C 3. Child recognizes differences between familiar and unfamiliar people, objects, actions, or events.
Birth to 9 Months Recognizes familiar people by their faces or voices. Learns to distinguish between familiar and unfamiliar people. Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
8 to 18 Months Remembers actions of familiar adults, the usual location of familiar objects, and parts of familiar routines. Notices and responds to new people, objects, or materials in the environment. Social-Emotional A. Interactions with Adults 3.2 Follows familiar social routines with familiar adults
16 to 36 Months Anticipates and communicates about multiple steps of familiar routines, activities, or events. Expresses surprise or asks about unexpected outcomes or unusual people, actions, or events. Social-Emotional A. Interactions with Adults 3.1 Initiates next step of familiar social routine
By 36 Months Comments about similarities or differences between new people, objects, or events, and ones that are more familiar. Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
By 36 Months Tells others about what will happen next or about changes in usual routines or schedules. Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
Goal IT-C 4. Child recognizes the stability of people and objects in the environment.
Birth to 9 Months Shows awareness that people and objects still exist when they are out of sight or sound range. May turn head or crawl towards a parent or other familiar adult who leaves the room. Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
8 to 18 Months Searches for hidden or missing people or objects in the place they were last seen or found. May wait and watch at a door or window for the return of a family member. Cognitive C. Conceptual Knowledge 1.2 Locates hidden object
16 to 36 Months Uses a variety of search strategies to find hidden or missing people or objects, including looking in multiple locations for things that have been missing for some time. Cognitive C. Conceptual Knowledge 1. Maintains search for object not in its usual location
By 36 Months Notices who is missing from a familiar group, such as family at dinner or children in a playgroup. Cognitive E. Scientific Discovery 2.3 Makes observations
By 36 Months Looks in several different places for a toy that was played with a few days before. Cognitive C. Conceptual Knowledge 1. Maintains search for object not in its usual location
Goal IT-C 5. Child uses memories as a foundation for more complex actions and thoughts.
Birth to 9 Months Shows excitement with a toy or other object that was played with days earlier. Anticipates familiar actions or routines, such as getting picked up or being fed. Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
8 to 18 Months Remembers how to use objects or materials from previous experience. Anticipates routines or events by taking action, such as going to the table when it is time to eat. Social-Emotional A. Interactions with Adults 3. Participates in familiar social routines with caregivers
16 to 36 Months Tells others about memories and past experiences. Remembers how to do a series of actions that were observed at an earlier time. Cognitive B. Imitation and Memory 3. Relates past events
By 36 Months Recalls a similar family event when hearing a story read. Cognitive B. Imitation and Memory 3.2 Relates recent events with contextual cues
By 36 Months Prepares for next routine or activity based on past experiences, such as gets hat or coat when it is time to go outside. Social-Emotional A. Interactions with Adults 3.1 Initiates next step of familiar social routine
By 36 Months Repeats simple rules about expected behavior, such as “We wash our hands before we eat.” Social-Emotional E. Meeting Social Expectations 3. Follows context-specific rules
Subdomain: Reasoning and Problem-Solving
Goal IT-C 6. Child learns to use a variety of strategies in solving problems.
Birth to 9 Months Engages in simple repeated actions to reach a goal, such as trying to get whole hand and then fingers or thumb in mouth. Cognitive D. Reasoning 2.2 Uses simple actions on objects
8 to 18 Months Explores how to make something happen again or how something works by doing actions over and over again, such as repeatedly filling a container and emptying it out. Cognitive D. Reasoning 2. Coordinates actions with objects to achieve new outcomes
16 to 36 Months Engages in activities for longer periods of time and tries several times to solve more challenging problems, often using a combination of actions or behaviors. Cognitive D. Reasoning 3. Solves problems using multiple strategies
By 36 Months Uses a variety of strategies to solve problems, such as trial and error, simple tools, or asking someone to help. Cognitive D. Reasoning 3. Solves problems using multiple strategies
By 36 Months Uses a variety of strategies to solve problems, such as trial and error, simple tools, or asking someone to help. Cognitive E. Scientific Discovery 4. Transfers knowledge
By 36 Months Tries to solve the same problem in several different ways at different times. Cognitive D. Reasoning 3. Solves problems using multiple strategies
By 36 Months Tries to solve the same problem in several different ways at different times. Cognitive E. Scientific Discovery 4. Transfers knowledge
Goal IT-C 7. Child uses reasoning and planning ahead to solve problems.
Birth to 9 Months Uses own actions or movements to solve simple problems, such as rolling to the side to reach an object or kicking to make something move. Cognitive D. Reasoning 2.2 Uses simple actions on objects
8 to 18 Months Tries different solutions to everyday problems until discovering one that works. May try the same strategy multiple times even if it is not working. Cognitive D. Reasoning 2.1 Tries different simple actions to achieve goal
16 to 36 Months Uses problem-solving and experimenting to figure out solutions to everyday problems, including in social situations, such as when two children who both want to fit into a small car agree to take turns. Cognitive D. Reasoning 3. Solves problems using multiple strategies
By 36 Months Tries to fix things that are broken, such as putting a toy back together or using tape to repair a torn paper. Cognitive D. Reasoning 3. Solves problems using multiple strategies
By 36 Months Plans ways to solve problems based on knowledge and experience, such as getting a stool to reach a book that is on a shelf after trying to reach it on tiptoes. Cognitive D. Reasoning 3.1 Evaluates common solutions to solve problems or reach goals
Subdomain: Emergent Mathematical Thinking
Goal IT-C 8. Child develops sense of number and quantity.
Birth to 9 Months Attends to quantity in play with objects, such as reaching or looking for more than one object. Cognitive D. Reasoning 1.2 Retains one object when second object is obtained
8 to 18 Months Uses a few basic words to refer to change in the amount of objects, such as asking for “more” or saying “all gone” when a plate is empty. Math B. Quantitative Relations 1.3 Uses quantity comparison words
16 to 36 Months Uses language to refer to quantity, such as using some number words or signs to identify small amounts, or using other words referring to quantity, such as a little, too much or a lot. Math B. Quantitative Relations 1.3 Uses quantity comparison words
By 36 Months Counts small number of objects (2-3), sometimes counting the same object twice or using numbers out of order. Math A. Counting 1. Counts out 3 items
By 36 Months Identifies “more” or “less” with a small number of items without needing to count them. Math B. Quantitative Relations 1.1 Compares items in sets to 5 by matching
By 36 Months Uses fingers to show how old they are. Social-Emotional E. Meeting Social Expectations 4.2 States age
Goal IT-C 9. Child uses spatial awareness to understand objects and their movement in space.
Birth to 9 Months Explores or examines objects and watches objects when they move. Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
8 to 18 Months Explores how things fit together, how they fit with other things, and how they move through space, such as a ball thrown under a table. Cognitive A. Sensory Exploration 2. Combines simple actions to examine people, animals, and objects
16 to 36 Months Predicts or anticipates how things move through space, or fit together or inside other things, such as putting smaller objects into a small box and larger objects into a large box. Cognitive E. Scientific Discovery 2. Anticipates outcome of investigation
By 36 Months Does puzzles with interlocking pieces, different colors and shapes. Fine Motor B. Functional Skill Use 3.1 Assembles toy
By 36 Months Understands some effects of size or weight when picking up or moving objects. Cognitive E. Scientific Discovery 2.3 Makes observations
Goal IT-C 10. Child uses matching and sorting of objects or people to understand similar and different characteristics.
Birth to 9 Months Explores or examines differences between familiar or unfamiliar people or between different types of objects, such as by mouthing or shaking a toy. Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
8 to 18 Months Matches objects by similar or related characteristics, such as matching shapes with openings in a shape-sorting box or by putting a toy bottle with a baby doll. Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
16 to 36 Months Sorts objects into two groups based on a single characteristic, such as grouping toy animals separately from toy cars, or putting red socks and white socks in different piles. Cognitive C. Conceptual Knowledge 3.2 Classifies according to physical attribute
By 36 Months Sorts toys or other objects by color, shape or size. Cognitive C. Conceptual Knowledge 3.2 Classifies according to physical attribute
By 36 Months Orders some objects by size. Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
By 36 Months Identifies characteristics of people, such as “Mom has black hair like me.” Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
Subdomain: Imitation and Symbolic Representation and Play
Goal IT-C 11. Child observes and imitates sounds, words, gestures, actions, and behaviors.
Birth to 9 Months Engages in reciprocal imitation games, such as patting on a table or handing an object back and forth. Cognitive B. Imitation and Memory 1.2 Imitates familiar simple motor action
8 to 18 Months Imitates what other people did earlier, such as wiping up a spill or closing a door. Cognitive B. Imitation and Memory 1.2 Imitates familiar simple motor action
16 to 36 Months Imitates more complex actions, words, or signs at a later time in order to communicate, make, or do something. Cognitive B. Imitation and Memory 1. Imitates novel coordinated motor actions
16 to 36 Months Imitates more complex actions, words, or signs at a later time in order to communicate, make, or do something. Cognitive B. Imitation and Memory 2. Imitates novel words
By 36 Months Watches and imitates adult actions involving multiple steps, such as getting spoons and forks to set a table. Cognitive B. Imitation and Memory 1. Imitates novel coordinated motor actions
By 36 Months Imitates someone else's conversation, such as in pretend play or on a toy phone. Social-Emotional C. Interactions with Peers 2.1 Enacts roles or identities in imaginary play
Goal IT-C 12. Child uses objects or symbols to represent something else.
Birth to 9 Months Emerging
8 to 18 Months Uses toy objects in ways similar to the real objects they represent, such as talking on a toy phone. Cognitive C. Conceptual Knowledge 2.1 Uses object to represent another object
16 to 36 Months Uses objects as symbols to represent other objects during pretend play, such as using blocks for toy cars or trucks. Cognitive C. Conceptual Knowledge 2.1 Uses object to represent another object
By 36 Months Uses familiar objects to represent something else. Cognitive C. Conceptual Knowledge 2.1 Uses object to represent another object
By 36 Months Improvises with props during pretend play, such as using a towel for a blanket or making a cookie out of play dough. Cognitive C. Conceptual Knowledge 2.1 Uses object to represent another object
By 36 Months Improvises with props during pretend play, such as using a towel for a blanket or making a cookie out of play dough. Social-Emotional C. Interactions with Peers 2.2 Uses imaginary props in play
By 36 Months Understands that some symbols have meaning, such as a sign or a drawing. Cognitive C. Conceptual Knowledge 2. Recognizes symbols
Goal IT-C 13. Child uses pretend play to increase understanding of culture, environment, and experiences.
Birth to 9 Months Emerging
8 to 18 Months Imitates everyday actions of others, such as pretending to feed a doll or stuffed toy. Cognitive B. Imitation and Memory 1.2 Imitates familiar simple motor action
16 to 36 Months Acts out routines, stories, or social roles using toys and other materials as props, such as setting toy dishes and cups on a table or pretending to shop for groceries. Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play
By 36 Months Seeks to involve others in pretend or make-believe play. Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play
By 36 Months Looks for props to use when telling or making up a story. Social-Emotional C. Interactions with Peers 2.2 Uses imaginary props in play
By 36 Months Uses pretend play to try out solutions to everyday problems, such as ways to respond to stressful situations. Cognitive D. Reasoning 3. Solves problems using multiple strategies
Perceptual, Motor, and Physical Development
Subdomain: Perception
Goal IT-PMP 1. Child uses perceptual information to understand objects, experiences, and interactions.
Birth to 9 Months Uses perceptual information to organize basic understanding of objects when given opportunities to observe, handle, and use objects, including recognizing differences in texture and how things feel. Cognitive E. Scientific Discovery 1.2 Uses senses to explore
8 to 18 Months Uses perceptual information about properties of objects in matching and associating them with each other through play and interaction with an adult, such as using a play bottle to feed a baby doll. Social-Emotional C. Interactions with Peers 2.2 Uses imaginary props in play
16 to 36 Months Observes others making things happen to understand the cause and effect relationship of intention and action, such as seeing an adult prepare to go outside and then going to get their own jacket. Cognitive D. Reasoning 4.1 Draws conclusions about causes of events based on personal experience
By 36 Months Combines information gained through the senses to understand objects, experiences, and interactions. Cognitive E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry
By 36 Months Adjusts ways of interacting with materials based on sensory and perceptual information, such as pressing harder on clay than on play dough to make something. Cognitive E. Scientific Discovery 1.2 Uses senses to explore
By 36 Months Modifies responses in social situations based on perceptual information, especially when meeting new people, such as hiding their face from an unfamiliar person. Social-Emotional E. Meeting Social Expectations 2.2 Adjusts behavior based on feedback from others or environment
Goal IT-PMP 2. Child uses perceptual information in directing own actions, experiences, and interactions.
Birth to 9 Months Adjusts balance and movement with the changing size and proportion of own body in response to opportunities in the environment. Gross Motor A. Body Control and Weight Transfer 2. Puts weight on one hand or arm while reaching with opposite hand
Birth to 9 Months Adjusts balance and movement with the changing size and proportion of own body in response to opportunities in the environment. Gross Motor A. Body Control and Weight Transfer 4. Assumes balanced sitting position
Birth to 9 Months Adjusts balance and movement with the changing size and proportion of own body in response to opportunities in the environment. Gross Motor A. Body Control and Weight Transfer 5. Gets out of chair
8 to 18 Months Uses depth perception, scans for obstacles, and makes a plan on how to move based on that information while learning to crawl, walk, or move in another way. Gross Motor B. Movement and Coordination 1. Creeps forward using alternating arm and leg movements
8 to 18 Months Uses depth perception, scans for obstacles, and makes a plan on how to move based on that information while learning to crawl, walk, or move in another way. Gross Motor B. Movement and Coordination 3. Walks avoiding people, furniture, or objects
16 to 36 Months Coordinates perceptual information and motor actions to participate in play and daily routines, such as singing songs with hand motions or practicing self-care skills. Adaptive All All
By 36 Months Adjusts walking or running to the type of surface, such as a rocky, sandy, or slippery surface. Gross Motor B. Movement and Coordination 5.1 Runs
By 36 Months Adjusts walking or running to the type of surface, such as a rocky, sandy, or slippery surface. Gross Motor B. Movement and Coordination 5.2 Walks fast
By 36 Months Handles or explores objects or materials in different ways depending on perceptual information about the objects or materials, such as fragile, messy, or sticky properties. Cognitive E. Scientific Discovery 1.2 Uses senses to explore
Subdomain: Gross Motor
Goal IT-PMP 3. Child demonstrates effective and efficient use of large muscles for movement and position.
Birth to 9 Months Explores new body positions and movements, such as rolling over, sitting, crawling, hitting or kicking at objects to achieve goals. Gross Motor A. Body Control and Weight Transfer All
8 to 18 Months Moves from crawling to cruising to walking, learning new muscle coordination for each new skill, and how to manage changing ground surfaces. Gross Motor B. Movement and Coordination 3.1 Walks without support
16 to 36 Months Gains control of a variety of postures and movements including stooping, going from sitting to standing, running, and jumping. Gross Motor B. Movement and Coordination 5.1 Runs
16 to 36 Months Gains control of a variety of postures and movements including stooping, going from sitting to standing, running, and jumping. Gross Motor B. Movement and Coordination 6. Jumps forward
By 36 Months Coordinates movements and actions for a purpose. Gross Motor C. Active Play All
By 36 Months Walks and runs, adjusting speed or direction depending on the situation. Gross Motor B. Movement and Coordination 3.1 Walks without support
By 36 Months Walks and runs, adjusting speed or direction depending on the situation. Gross Motor B. Movement and Coordination 5.1 Runs
Goal IT-PMP 4. Child demonstrates effective and efficient use of large muscles to explore the environment.
Birth to 9 Months Uses each new posture (raising head, rolling onto back, sitting) to learn new ways to explore the environment. For example, sits up to be able to reach for or hold objects. Gross Motor A. Body Control and Weight Transfer All
8 to 18 Months Uses body position, balance, and especially movement to explore and examine materials, activities, and spaces. Gross Motor B. Movement and Coordination All
16 to 36 Months Uses a variety of increasingly complex movements, body positions, and postures to participate in active and quiet, indoor and outdoor play. Gross Motor C. Active Play All
By 36 Months Explores environments using motor skills, such as throwing, kicking, jumping, climbing, carrying, and running. Gross Motor C. Active Play 1.4 Kicks ball
By 36 Months Explores environments using motor skills, such as throwing, kicking, jumping, climbing, carrying, and running. Gross Motor C. Active Play 1.5 Throws ball overhand at target with one hand
By 36 Months Experiments with different ways of moving the body, such as dancing around the room. Gross Motor B. Movement and Coordination All
Goal IT-PMP 5. Child uses sensory information and body awareness to understand how their body relates to the environment.
Birth to 9 Months Responds to sounds and sights in the environment by orienting head or body to understand the information in the event. For example, a young infant will turn towards an adult and reposition their body to be picked up. Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
8 to 18 Months Shows awareness as an accomplished crawler or walker of new challenges or dangers in the environment, such as steep inclines or drop-offs. Gross Motor B. Movement and Coordination 1.3 Crawls forward on stomach
8 to 18 Months Shows awareness as an accomplished crawler or walker of new challenges or dangers in the environment, such as steep inclines or drop-offs. Gross Motor B. Movement and Coordination 3.1 Walks without support
16 to 36 Months Shows understanding of what size openings are needed for their body to move through. Learns about body size, such as doll clothes won't fit on a child's body or a child's body won't fit on dollhouse furniture. Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
By 36 Months Maintains balance and posture while seated and concentrating, such as working with clay, blocks, or markers or looking at a book. Gross Motor A. Body Control and Weight Transfer 4.4 Sits balanced without support
By 36 Months Adjusts position of body to fit through or into small spaces. Cognitive D. Reasoning 3. Solves problems using multiple strategies
Subdomain: Fine Motor
Goal IT-PMP 6. Child coordinates hand and eye movements to perform actions.
Birth to 9 Months Coordinates hands and eyes when reaching for and holding stable or moving objects. Fine Motor B. Functional Skill Use 3.4 Holds object with one hand and manipulates object or produces action with other hand
8 to 18 Months Uses hand-eye coordination for more complex actions, such as releasing objects into a container, or stacking cups, rings or blocks, or picking up pieces of food one by one. Fine Motor B. Functional Skill Use 3. Manipulates object with two hands, each performing different action
16 to 36 Months Uses hand-eye coordination when participating in routines, play and activities, such as putting on a mitten, painting at an easel, putting pieces of a puzzle together, or folding paper. Fine Motor B. Functional Skill Use 3.1 Assembles toy
By 36 Months Uses hand-eye coordination to manipulate objects and materials such as completing puzzles or threading beads with large holes. Fine Motor B. Functional Skill Use 3.3 Fits variety of shapes into corresponding spaces
By 36 Months Uses hand-eye coordination in handling books, such as turning pages, pointing to a picture, or looking for favorite page. Literacy A. Awareness of Print Concepts 2.1 Turns pages of book from beginning toward end
By 36 Months Uses hand-eye coordination in handling books, such as turning pages, pointing to a picture, or looking for favorite page. Literacy A. Awareness of Print Concepts 2.2 Holds book or other printed material with pictures correctly oriented
Goal IT-PMP 7. Child uses hands for exploration, play, and daily routines.
Birth to 9 Months Uses single actions to explore shape, size, texture, or weight of objects, such as turning an object over or around, or dropping or pushing away an object. Fine Motor B. Functional Skill Use 1.3 Uses fingers to explore object
8 to 18 Months Explores properties of objects and materials by using various hand actions, such as pulling at them, picking them up to examine them, pointing to learn their names, turning knobs on objects, or turning pages in a board book. Fine Motor B. Functional Skill Use 1. Activates object with finger
8 to 18 Months Explores properties of objects and materials by using various hand actions, such as pulling at them, picking them up to examine them, pointing to learn their names, turning knobs on objects, or turning pages in a board book. Fine Motor B. Functional Skill Use 1.1 Uses finger to point or touch
8 to 18 Months Explores properties of objects and materials by using various hand actions, such as pulling at them, picking them up to examine them, pointing to learn their names, turning knobs on objects, or turning pages in a board book. Fine Motor B. Functional Skill Use 1.2 Uses hand to activate object
8 to 18 Months Explores properties of objects and materials by using various hand actions, such as pulling at them, picking them up to examine them, pointing to learn their names, turning knobs on objects, or turning pages in a board book. Fine Motor B. Functional Skill Use 1.3 Uses fingers to explore object
16 to 36 Months Plans ways to use hands for various activities, such as stacking, building, connecting, drawing, painting, and doing self-care skills or routines. Fine Motor B. Functional Skill Use 3. Manipulates object with two hands, each performing different action
16 to 36 Months Plans ways to use hands for various activities, such as stacking, building, connecting, drawing, painting, and doing self-care skills or routines. Fine Motor B. Functional Skill Use 3.4 Holds object with one hand and manipulates object or produces action with other hand
By 36 Months Uses hands efficiently for a variety of actions or activities, such as building with blocks, wiping up a spill, or feeding self. Fine Motor B. Functional Skill Use 3. Manipulates object with two hands, each performing different action
By 36 Months Uses hands efficiently for a variety of actions or activities, such as building with blocks, wiping up a spill, or feeding self. Fine Motor B. Functional Skill Use 3.4 Holds object with one hand and manipulates object or produces action with other hand
By 36 Months Coordinates use of both hands to put things together, such as connecting blocks or linking toys. Fine Motor B. Functional Skill Use 3. Manipulates object with two hands, each performing different action
By 36 Months Coordinates use of both hands to put things together, such as connecting blocks or linking toys. Fine Motor B. Functional Skill Use 3.4 Holds object with one hand and manipulates object or produces action with other hand
Goal IT-PMP 8. Child adjusts reach and grasp to use tools.
Birth to 9 Months Uses increasingly refined grasps, matching the grasp to the task, such as using an index finger and thumb to pick up pieces of cereal or using the whole hand to bang objects together. Fine Motor A. Reach, Grasp, and Release 2. Grasps pea-size object
Birth to 9 Months Uses increasingly refined grasps, matching the grasp to the task, such as using an index finger and thumb to pick up pieces of cereal or using the whole hand to bang objects together. Fine Motor A. Reach, Grasp, and Release 2.4 Grasps hand-size object using whole hand
8 to 18 Months Extends reach by using simple tools, such as a pull string, stick, or rake to pull a distant object closer. Cognitive D. Reasoning 1. Uses object to obtain another object
16 to 36 Months Adjusts grasp to use different tools for different purposes, such as a spoon, paintbrush, or marker. Fine Motor A. Reach, Grasp, and Release 2.1 Grasps hand-size object
16 to 36 Months Adjusts grasp to use different tools for different purposes, such as a spoon, paintbrush, or marker. Fine Motor A. Reach, Grasp, and Release 2.2 Grasps small cylindrical object
By 36 Months Adjusts grasp with ease to new tools and materials. Fine Motor A. Reach, Grasp, and Release 2. Grasps pea-size object
By 36 Months Adjusts grasp with ease to new tools and materials. Fine Motor A. Reach, Grasp, and Release 2.1 Grasps hand-size object
By 36 Months Adjusts grasp with ease to new tools and materials. Fine Motor A. Reach, Grasp, and Release 2.2 Grasps small cylindrical object
By 36 Months Adjusts grasp with ease to new tools and materials. Fine Motor A. Reach, Grasp, and Release 2.3 Grasps pea-size object using fingers in raking or scratching movement
By 36 Months Adjusts grasp with ease to new tools and materials. Fine Motor A. Reach, Grasp, and Release 2.4 Grasps hand-size object using whole hand
By 36 Months Uses pincer grasp with thumb and fingers to manipulate small objects or handle tools, such as stringing small beads. Fine Motor A. Reach, Grasp, and Release 2. Grasps pea-size object
By 36 Months Uses hand tools in a variety of ways, such as a rolling pin with clay or play dough, or a toy shovel with sand. Fine Motor B. Functional Skill Use 3. Manipulates object with two hands, each performing different action
By 36 Months Uses hand tools in a variety of ways, such as a rolling pin with clay or play dough, or a toy shovel with sand. Fine Motor B. Functional Skill Use 3.4 Holds object with one hand and manipulates object or produces action with other hand
Subdomain: Health, Safety, and Nutrition
Goal IT-PMP 9. Child demonstrates healthy behaviors with increasing independence as part of everyday routines.
Birth to 9 Months Emerging
8 to 18 Months Anticipates and cooperates in daily routines, such as washing hands, blowing nose, or holding a toothbrush with assistance from adults. Social-Emotional A. Interactions with Adults 3. Participates in familiar social routines with caregivers
16 to 36 Months Participates in healthy care routines with more independence, such as washing hands, blowing nose, brushing teeth, or drinking from a cup. Adaptive B. Personal Care Routines All
By 36 Months Shows increasing independence in self-care routines with guidance from adults. Adaptive All All
By 36 Months Puts on or takes off some articles of clothing, such as shoes, socks, coat, or hat. Adaptive C. Dressing and Undressing All
Goal IT-PMP 10. Child uses safe behaviors with support from adults.
Birth to 9 Months Emerging
8 to 18 Months Emerging
16 to 36 Months Accepts adult guidance, support, and protection when encountering unsafe situations. Learns some differences between safe and unsafe play behaviors, such as not to stand on chairs or tables, or not to put small objects in mouth. Adaptive D. Personal Safety All
By 36 Months Cooperates with adults when in unsafe situations, such as taking an adult's hand to cross a street or being cautious around an unfamiliar dog. Adaptive D. Personal Safety 3.1 Responds appropriately to warnings of dangerous conditions or substances
By 36 Months Shows some understanding of safe and unsafe behaviors, such as not touching a hot stove. Adaptive D. Personal Safety 3. Takes independent action when faced with dangerous conditions or substances
Goal IT-PMP 11. Child demonstrates increasing interest in engaging in healthy eating habits and making nutritious food choices.
Birth to 9 Months Emerging
8 to 18 Months Shows interest in new foods that are offered. Adaptive A. Eating and Drinking 2. Eats foods from variety of food groups with variety of textures
16 to 36 Months Shows willingness to try new nutritious foods when offered on multiple occasions. Sometimes makes nutritious choices about which foods to eat when offered several choices, with support from an adult. Adaptive A. Eating and Drinking 2. Eats foods from variety of food groups with variety of textures
By 36 Months Expresses preferences about foods, specifically likes or dislikes, sometimes based on whether the food is nutritious. Social-Communication A. Early Social Communication- 4.2 Makes choices to express preferences
By 36 Months Sometimes makes nutritious choices with support from an adult. Adaptive A. Eating and Drinking 4.2 Makes choices to express preferences
By 36 Months Communicates to adults when hungry, thirsty, or has had enough to eat. Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
EARLY LEARNING AND KINDERGARTEN GUIDELINES
Approaches to Learning
Emotional and Behavioral Self-Regulation
Goal 1: Child manages emotions with increasing independence. Social-Emotional Learning Competency: Self-Management
Age 3 Begins to manage less intense emotions, such as mild frustration, independently. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
Age 3 May require a trusted adult’s support to manage more intense emotions. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
Age 3 May require a trusted adult’s support to manage more intense emotions. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
Age 4–5/Not Yet in Kindergarten Has an expanding range of strategies for managing emotions, both less intense emotions and those that cause greater distress. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
Age 4–5/Not Yet in Kindergarten May still look to a trusted adult for support in managing the most intense emotions, but shows increasing skill in successfully using strategies suggested by adults. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
By Entry to Kindergarten Expresses emotions in ways that are appropriate to the situation according to their life experience and cultural beliefs. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
By Entry to Kindergarten Often looks for adult assistance when emotions are most intense. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
By Entry to Kindergarten With the support of an adult, uses a range of coping strategies to manage emotions, such as using words or symbols or taking deep breaths. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
By End of Kindergarten Often expresses emotions in ways that are appropriate to the situation according to their life experience and cultural beliefs. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
By End of Kindergarten Checks in with an adult when emotions are most intense. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
By End of Kindergarten With the occasional support of an adult and/or peer, is able to use a range of coping strategies to manage emotions, such as using words or symbols or taking deep breaths. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
Goal 2: Child follows rules and routines with increasing independence. Social-Emotional Learning Competency: Self-Management
Age 3 When supported by a trusted adult, follows simple established rules and routines (with occasional reminders), such as hanging up their coat or sitting at the table. Social-Emotional A. Interactions with Adults 3. Participates in familiar social routines with caregivers
Age 3 When supported by a trusted adult, follows simple established rules and routines (with occasional reminders), such as hanging up their coat or sitting at the table. Social-Emotional E. Meeting Social Expectations 3.2 Follows established social rules in familiar environments
Age 4–5/Not Yet in Kindergarten With occasional reminders from a trusted adult, usually follows established rules and routines, such as following an end-of-lunch routine that includes putting away their plate, washing their hands, and lining up at the door to go outside. Social-Emotional E. Meeting Social Expectations 3.2 Follows established social rules in familiar environments
By Entry to Kindergarten Often demonstrates awareness of established rules, when asked, and is able to follow these rules most of the time. Social-Emotional E. Meeting Social Expectations 3.2 Follows established social rules in familiar environments
By Entry to Kindergarten Follows most routines, such as putting away their backpack when entering the room or sitting on the rug after outside time. Social-Emotional E. Meeting Social Expectations 3.2 Follows established social rules in familiar environments
By Entry to Kindergarten Responds to signals when transitioning from one activity to another. Social-Emotional E. Meeting Social Expectations 2.2 Adjusts behavior based on feedback from others or environment
By Entry to Kindergarten Responds to signals when transitioning from one activity to another. Social-Emotional E. Meeting Social Expectations 3.2 Follows established social rules in familiar environments
By End of Kindergarten Demonstrates awareness of established rules, when asked, and is able to follow these rules with regularity. Social-Emotional E. Meeting Social Expectations 3.2 Follows established social rules in familiar environments
By End of Kindergarten Follows routines with regularity, such as putting away their backpack when entering the room or sitting on the rug after outside time. Social-Emotional E. Meeting Social Expectations 3.2 Follows established social rules in familiar environments
By End of Kindergarten Consistently responds to signals when transitioning from one activity to another. Social-Emotional E. Meeting Social Expectations 2.2 Adjusts behavior based on feedback from others or environment
By End of Kindergarten Consistently responds to signals when transitioning from one activity to another. Social-Emotional E. Meeting Social Expectations 3.2 Follows established social rules in familiar environments
Goal 3: Child appropriately handles and takes care of materials. Social-Emotional Learning Competency: Self-Management
Age 3 With trusted adult support, handles materials, such as putting them where they belong. Social-Emotional D. Independent and Group Participation 1.1 Interacts appropriately with materials during small-group activities
Age 3 With trusted adult support, handles materials, such as putting them where they belong. Social-Emotional D. Independent and Group Participation 2.1 Interacts appropriately with materials during large-group activities
Age 4–5/Not Yet in Kindergarten Usually handles, takes care of, and manages materials, such as using them in appropriate ways. Social-Emotional D. Independent and Group Participation 1.1 Interacts appropriately with materials during small-group activities
Age 4–5/Not Yet in Kindergarten Usually handles, takes care of, and manages materials, such as using them in appropriate ways. Social-Emotional D. Independent and Group Participation 2.1 Interacts appropriately with materials during large-group activities
By Entry to Kindergarten Often handles materials appropriately during activities. Social-Emotional D. Independent and Group Participation 1.1 Interacts appropriately with materials during small-group activities
By Entry to Kindergarten Often handles materials appropriately during activities. Social-Emotional D. Independent and Group Participation 2.1 Interacts appropriately with materials during large-group activities
By Entry to Kindergarten With minimal adult support, cleans up and puts materials away appropriately, such as placing blocks back on the correct shelf or placing markers in the correct bin. Social-Emotional D. Independent and Group Participation 1.1 Interacts appropriately with materials during small-group activities
By Entry to Kindergarten With minimal adult support, cleans up and puts materials away appropriately, such as placing blocks back on the correct shelf or placing markers in the correct bin. Social-Emotional D. Independent and Group Participation 2.1 Interacts appropriately with materials during large-group activities
By Entry to Kindergarten With minimal adult support, cleans up and puts materials away appropriately, such as placing blocks back on the correct shelf or placing markers in the correct bin. Social-Emotional D. Independent and Group Participation 3.1 Responds to request to finish activity
By End of Kindergarten Consistently handles materials appropriately during activities. Social-Emotional D. Independent and Group Participation 1.1 Interacts appropriately with materials during small-group activities
By End of Kindergarten Consistently handles materials appropriately during activities. Social-Emotional D. Independent and Group Participation 2.1 Interacts appropriately with materials during large-group activities
By End of Kindergarten Independently cleans up and puts materials away appropriately, such as placing blocks back on the correct shelf or placing markers in the correct bin. Social-Emotional D. Independent and Group Participation 1.1 Interacts appropriately with materials during small-group activities
By End of Kindergarten Independently cleans up and puts materials away appropriately, such as placing blocks back on the correct shelf or placing markers in the correct bin. Social-Emotional D. Independent and Group Participation 2.1 Interacts appropriately with materials during large-group activities
By End of Kindergarten Independently cleans up and puts materials away appropriately, such as placing blocks back on the correct shelf or placing markers in the correct bin. Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
Goal 3: Child manages actions, words, and behavior with increasing independence. Social-Emotional Learning Competency: Self-Management
Age 3 Manages own actions, words, and behavior with frequent support from a trusted adult, such as reminders to use gentle touches and friendly words. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
Age 3 Manages own actions, words, and behavior with frequent support from a trusted adult, such as reminders to use gentle touches and friendly words. Social-Emotional E. Meeting Social Expectations 2.2 Adjusts behavior based on feedback from others or environment
Age 4–5/Not Yet in Kindergarten Manages own actions, words, and behavior with occasional support from a trusted adult. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
By Entry to Kindergarten Demonstrates control over actions and words in response to a challenging situation, such as wanting to use the same materials as another child or frustration over not being able to climb to the top of a structure. May need support from an adult. Social-Emotional E. Meeting Social Expectations 2. Meets accepted social norms in community settings
By Entry to Kindergarten Often manages behavior according to expectations, such as using quiet feet when asked or sitting on the rug during circle time. Social-Emotional E. Meeting Social Expectations 2.1 Meets behavioral expectations in familiar environments
By Entry to Kindergarten Often waits for their turn, such as waiting in line to wash their hands or waiting for their turn on a swing. Social-Emotional E. Meeting Social Expectations 2.2 Adjusts behavior based on feedback from others or environment
By Entry to Kindergarten Often refrains from aggressive behavior towards others. Social-Emotional E. Meeting Social Expectations 3. Follows context-specific rules
By Entry to Kindergarten Begins understand the consequences of behavior, such as spilling water on the floor means you will have to clean it up. Can describe the effects their behavior may have on others, such as noticing that another child Social-Emotional E. Meeting Social Expectations 2.2 Adjusts behavior based on feedback from others or environment
By Entry to Kindergarten Begins understand the consequences of behavior, such as spilling water on the floor means you will have to clean it up. Can describe the effects their behavior may have on others, such as noticing that another child Social-Emotional E. Meeting Social Expectations 3.2 Follows established social rules in familiar environments
By End of Kindergarten Demonstrates control over actions and words in response to a challenging situation with increasing frequency. Social-Emotional E. Meeting Social Expectations 2. Meets accepted social norms in community settings
By End of Kindergarten Consistently manages behavior according to expectations. Social-Emotional E. Meeting Social Expectations 2. Meets accepted social norms in community settings
By End of Kindergarten Waits for their turn with increasing frequency. Social-Emotional E. Meeting Social Expectations 2.1 Meets behavioral expectations in familiar environments
By End of Kindergarten Consistently refrains from aggressive behavior towards others. Social-Emotional E. Meeting Social Expectations 2.1 Meets behavioral expectations in familiar environments
By End of Kindergarten Understands the consequences of behavior with increasing frequency. Social-Emotional E. Meeting Social Expectations 3.2 Follows established social rules in familiar environments
Cognitive Self-Regulation (Executive Functioning)
Goal 1: Child demonstrates an increasing ability to control impulses. Social-Emotional Learning Competency: Self-Management
Age 3 When directly supported by a trusted adult, frequently engages in impulsive behaviors, but inhibits them. Social-Emotional E. Meeting Social Expectations 2. Meets accepted social norms in community settings
Age 4–5/Not Yet in Kindergarten Sometimes controls impulses independently and may self-sooth, while at other times needs support from a trusted adult. Social-Emotional E. Meeting Social Expectations 2. Meets accepted social norms in community settings
By Entry to Kindergarten With adult guidance and support, stops an engaging activity to transition to another less desirable activity. Social-Emotional E. Meeting Social Expectations 2.1 Meets behavioral expectations in familiar environments
By Entry to Kindergarten Sometimes delays having desires met, such as agreeing to wait their turn to start an activity. Social-Emotional E. Meeting Social Expectations 2.1 Meets behavioral expectations in familiar environments
By Entry to Kindergarten Without adult reminders, waits to communicate information to a group. Social-Emotional E. Meeting Social Expectations 2.2 Adjusts behavior based on feedback from others or environment
By Entry to Kindergarten Sometimes refrains from responding impulsively, such as waiting to be called on during group discussion or requesting materials rather than grabbing them. Social-Emotional E. Meeting Social Expectations 2.2 Adjusts behavior based on feedback from others or environment
By End of Kindergarten Frequently able to stop an engaging activity to transition to another less desirable activity. Social-Emotional E. Meeting Social Expectations 3. Follows context-specific rules
By End of Kindergarten Frequently delays having desires met. Social-Emotional E. Meeting Social Expectations 3. Follows context-specific rules
By End of Kindergarten Waits to communicate information to a group. Social-Emotional E. Meeting Social Expectations 3.2 Follows established social rules in familiar environments
By End of Kindergarten Consistently refrains from responding impulsively. Social-Emotional E. Meeting Social Expectations 3.2 Follows established social rules in familiar environments
Goal 2: Child maintains focus and sustains attention with minimal trusted adult support. Social-Emotional Learning Competency: Self-Management
Age 3 With trusted adult support, focuses attention on tasks and experiences for short periods of time, despite interruptions or distractions. Social-Emotional D. Independent and Group Participation 1.2 Responds appropriately to directions during small-group activities
Age 3 With trusted adult support, focuses attention on tasks and experiences for short periods of time, despite interruptions or distractions. Social-Emotional D. Independent and Group Participation 1.3 Remains with group during small-group activities
Age 4–5/Not Yet in Kindergarten With increasing independence, focuses attention on tasks and experiences for longer periods of time, despite interruptions or distractions. Social-Emotional D. Independent and Group Participation 1.3 Remains with group during small-group activities
By Entry to Kindergarten Frequently maintains focus on activities for extended periods of time, such as 15 minutes or more. Social-Emotional D. Independent and Group Participation 1.3 Remains with group during small-group activities
By Entry to Kindergarten Often engages in purposeful play for extended periods of time. Social-Emotional D. Independent and Group Participation 1.3 Remains with group during small-group activities
By Entry to Kindergarten With minimal support, attends to an adult during large- and small-group activities. Social-Emotional D. Independent and Group Participation 2.2 Responds appropriately to directions during large-group activities
By Entry to Kindergarten With minimal support, attends to an adult during large- and small-group activities. Social-Emotional D. Independent and Group Participation 2.3 Remains with group during large-group activities
By End of Kindergarten Maintains focus on activities for extended periods of time. Social-Emotional D. Independent and Group Participation 2.3 Remains with group during large-group activities
By End of Kindergarten Engages in purposeful play for extended periods of time. Social-Emotional D. Independent and Group Participation 2.3 Remains with group during large-group activities
By End of Kindergarten Independently attends to an adult during large- and small-group activities. Social-Emotional D. Independent and Group Participation 2.3 Remains with group during large-group activities
Goal 3: Child persists in tasks. Social-Emotional Learning Competency: Self-Management
Age 3 With or without trusted adult support, persists on preferred tasks when presented with small challenges, such as continuing to try to build a tall tower with blocks even when some pieces fall. Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
Age 4–5/Not Yet in Kindergarten Frequently persists on preferred tasks. Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
Age 4–5/Not Yet in Kindergarten With or without the support of a trusted adult, sometimes persists on less-preferred activities, such as working to clean up an activity area. Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
By Entry to Kindergarten With encouragement from an adult, expresses the desire to take on challenges through verbal or nonverbal means. Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
By Entry to Kindergarten Shows some understanding that mistakes can provide information to learn from. Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
By Entry to Kindergarten Sometimes completes tasks that are challenging or less preferred despite frustration, either by persisting independently or by seeking help from a trusted adult or another child. Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
By Entry to Kindergarten Sometimes completes tasks that are challenging or less preferred despite frustration, either by persisting independently or by seeking help from a trusted adult or another child. Cognitive D. Reasoning 3. Solves problems using multiple strategies
By Entry to Kindergarten Sometimes returns with focus to an activity or project after having been away from it. Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
By End of Kindergarten Takes on challenges through verbal or nonverbal means. Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
By End of Kindergarten Demonstrates understanding that mistakes can provide information to learn from. Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
By End of Kindergarten Often completes tasks that are challenging or less preferred despite frustration, either by persisting independently or by seeking help from a trusted adult or another child. Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
By End of Kindergarten Often returns focus to an activity or project after having been away from it. Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
Goal 4: Child holds information in mind and manipulates it to perform tasks. Social-Emotional Learning Competency: Self-Management
Age 3 With the support of a trusted adult or peer, holds small amounts of information in mind, such as two-step directions, to successfully complete simple tasks. Social-Emotional B. Social-Emotional Expression and Regulation 3.1 Initiates next step of familiar social routine
Age 4–5/Not Yet in Kindergarten Holds an increasing amount of information in mind in order to successfully complete tasks. Social-Emotional B. Social-Emotional Expression and Regulation 3. Participates in familiar social routines with caregivers
Age 4–5/Not Yet in Kindergarten Holds an increasing amount of information in mind in order to successfully complete tasks. Social-Emotional B. Social-Emotional Expression and Regulation 3.1 Initiates next step of familiar social routine
By Entry to Kindergarten Often accurately recounts recent experiences in the correct order and includes relevant details. Cognitive B. Imitation and Memory 3. Relates past events
By Entry to Kindergarten Often successfully follows detailed, multistep directions, sometimes with reminders. Cognitive B. Imitation and Memory 3. Relates past events
By Entry to Kindergarten Often remembers actions to go with stories or songs shortly after being taught. Social-Communication B. Communicative Understanding 3.1 Follows multistep directions with contextual cues
By Entry to Kindergarten Often remembers actions to go with stories or songs shortly after being taught. Cognitive B. Imitation and Memory 3.1 Relates recent events without contextual cues
By End of Kindergarten Consistently and accurately recounts recent experiences in the correct order and includes relevant details. Cognitive B. Imitation and Memory 3.1 Relates recent events without contextual cues
By End of Kindergarten Successfully follows detailed, multistep directions, sometimes with few reminders. Cognitive B. Imitation and Memory 3.2 Relates recent events with contextual cues
By End of Kindergarten Consistently remembers actions to go with stories or songs shortly after being taught. Cognitive B. Imitation and Memory 3.2 Relates recent events with contextual cues
Goal 5: Child demonstrates flexibility in thinking and learning. Social-Emotional Learning Competency: Self-Management
Age 3 Demonstrates flexibility, or the ability to switch gears, in thinking and behavior when prompted by a trusted adult, such as trying a new way to climb a structure when the first attempt does not work. Cognitive D. Reasoning 2.1 Tries different simple actions to achieve goal
Age 4–5/Not Yet in Kindergarten Demonstrates flexibility in thinking and behavior without prompting at times. Also responds consistently to a trusted adult's suggestions to show flexibility in approaching tasks or solving problems, such as choosing a different toy when many children want to use the same one. Cognitive D. Reasoning 2.1 Tries different simple actions to achieve goal
By Entry to Kindergarten Tries different strategies to complete work or solve problems, including problems with other children. Cognitive D. Reasoning 2.1 Tries different simple actions to achieve goal
By Entry to Kindergarten Tries different strategies to complete work or solve problems, including problems with other children. Social-Emotional E. Meeting Social Expectations 3. Follows context-specific rules
By Entry to Kindergarten Often applies different rules in contexts that require different behaviors, such as using indoor voices or feet instead of outdoor voices or feet. Cognitive D. Reasoning 3. Solves problems using multiple strategies
By Entry to Kindergarten Often transitions between activities without getting upset. Social-Emotional D. Independent and Group Participation 3.1 Responds to request to finish activity
By End of Kindergarten Often tries different strategies to complete work or solve problems, including problems with other children. Cognitive D. Reasoning 3. Solves problems using multiple strategies
By End of Kindergarten Engages in cooperative and collaborative tasks, activities, and projects. Social-Emotional C. Interactions with Peers 3. Maintains cooperative activity
By End of Kindergarten Consistently applies different rules in contexts that require different behaviors. Social-Emotional E. Meeting Social Expectations 3. Follows context-specific rules
By End of Kindergarten Consistently applies different rules in contexts that require different behaviors. Cognitive D. Reasoning 2. Coordinates actions with objects to achieve new outcomes
By End of Kindergarten Usually transitions between activities without getting upset. Social-Emotional D. Independent and Group Participation 3.1 Responds to request to finish activity
Initiative and Curiosity
Goal 1: Child demonstrates initiative and independence. Social-Emotional Learning Competency: Self-Management
Age 3 Regularly shows initiative, particularly in interactions with trusted adult. Social-Emotional A. Interactions with Adults 1. Initiates positive social behavior toward familiar adult
Age 3 Regularly shows initiative, particularly in interactions with trusted adult. Social-Emotional A. Interactions with Adults 2. Maintains social interaction with familiar adult
Age 3 Without adult prompting, works independently for a brief length of time. Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
Age 4–5/Not Yet in Kindergarten Frequently shows initiative, particularly when engaged in preferred activities. Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
Age 4–5/Not Yet in Kindergarten Demonstrates a willingness and capability to work independently for increasing amounts of time. Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
By Entry to Kindergarten Often engages in independent activities. Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
By Entry to Kindergarten Makes choices and usually communicates these to adults and other children. Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
By Entry to Kindergarten Makes choices and usually communicates these to adults and other children. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
By Entry to Kindergarten Usually independently identifies and seeks supplies to complete activities, such as gathering art supplies to make a mask or gathering cards to play a matching activity. Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
By Entry to Kindergarten Plans play scenarios, such as dramatic play or construction, by establishing roles for play, using appropriate materials, and generating scenarios to be enacted. Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play
By Entry to Kindergarten Plans play scenarios, such as dramatic play or construction, by establishing roles for play, using appropriate materials, and generating scenarios to be enacted. Social-Emotional C. Interactions with Peers 2.1 Enacts roles or identities in imaginary play
By Entry to Kindergarten Plans play scenarios, such as dramatic play or construction, by establishing roles for play, using appropriate materials, and generating scenarios to be enacted. Social-Emotional C. Interactions with Peers 2.2 Uses imaginary props in play
By End of Kindergarten Engages in independent activities. Social-Emotional D. Independent and Group Participation 3. Maintains cooperative activity
By End of Kindergarten Makes choices and effectively communicates these to adults and other children. Social-Communication C. Communicative Expression 2. Provides and seeks information while conversing using words, phrases, or sentences
By End of Kindergarten Independently identifies and seeks supplies to complete activities or tasks. Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
By End of Kindergarten Plans a variety of play scenarios, including establishing roles for peers. Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play
By End of Kindergarten Plans a variety of play scenarios, including establishing roles for peers. Social-Emotional C. Interactions with Peers 2.1 Enacts roles or identities in imaginary play
By End of Kindergarten Plans a variety of play scenarios, including establishing roles for peers. Social-Emotional C. Interactions with Peers 2.2 Uses imaginary props in play
Goal 2: Child shows interest in and curiosity about the world around them. Social-Emotional Learning Competency: Self-Management
Age 3 With trusted adult support, seeks out new information and explores new play and tasks. Social-Emotional D. Independent and Group Participation 2. Interacts appropriately with others during large-group activities
Age 4–5/Not Yet in Kindergarten Independently and with the support of a trusted adult, seeks out new information and explores new play and tasks. Cognitive D. Reasoning 3. Solves problems using multiple strategies
By Entry to Kindergarten Often expresses the belief that they can develop new skills, interests, and talents. Social-Emotional D. Independent and Group Participation 2. Interacts appropriately with others during large-group activities
By Entry to Kindergarten With prompting from adult, asks questions and seeks new information. Social-Emotional D. Independent and Group Participation 2.1 Interacts appropriately with materials during large-group activities
By Entry to Kindergarten Often is willing to participate in new activities or experiences even if they are perceived as challenging. Social-Emotional D. Independent and Group Participation 2.2 Responds appropriately to directions during large-group activities
By Entry to Kindergarten Often demonstrates eagerness to learn about and discuss a range of topics, ideas, and activities Social-Emotional D. Independent and Group Participation 2.2 Responds appropriately to directions during large-group activities
By End of Kindergarten Expresses the belief that they can develop new skills, interests, and talents. Social-Emotional D. Independent and Group Participation 2. Interacts appropriately with others during large-group activities
By End of Kindergarten Asks questions and seeks new information. Social-Emotional D. Independent and Group Participation 2. Interacts appropriately with others during large-group activities
By End of Kindergarten Is willing to participate in new activities or experiences even if they are perceived as challenging. Social-Emotional D. Independent and Group Participation 2.1 Interacts appropriately with materials during large-group activities
By End of Kindergarten Demonstrates eagerness to learn about and discuss a range of topics, ideas, and activities. Social-Emotional D. Independent and Group Participation 2.2 Responds appropriately to directions during large-group activities
Creativity
Goal 1: Child expresses creativity in thinking and communication. Social-Emotional Learning Competency: Relationship Skills
Age 3 Responds to adults' prompts to express creative ideas in words and/or actions. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
Age 4–5/Not Yet in Kindergarten With prompting from a trusted adult, communicates creative ideas and actions. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
By Entry to Kindergarten Occasionally asks questions related to tasks or activities that indicate thinking about new ways to accomplish the task or activity. Social-Communication D. Social Use of Language 2.1 Asks questions to obtain information
By Entry to Kindergarten With and without prompting from an adult, approaches tasks, activities, and play in ways that show creative problem solving. Cognitive D. Reasoning 3. Solves problems using multiple strategies
By Entry to Kindergarten With and without prompting from an adult, uses multiple means of communication to creatively express thoughts, feelings, or ideas. Cognitive D. Reasoning 2.1 Tries different simple actions to achieve goal
By Entry to Kindergarten With and without prompting from an adult, uses multiple means of communication to creatively express thoughts, feelings, or ideas. Cognitive D. Reasoning 3. Solves problems using multiple strategies
By End of Kindergarten Asks questions related to tasks or activities that indicate thinking about new ways to accomplish the task or activity. Cognitive D. Reasoning 3.1 Evaluates common solutions to solve problems or reach goals
By End of Kindergarten Approaches tasks, activities, and play in ways that show creative thinking and problem solving. Social-Communication D. Social Use of Language 1. Uses language to initiate and sustain social interaction
By End of Kindergarten Uses multiple means of communication to creatively express thoughts, feelings, or ideas. Cognitive D. Reasoning 2.1 Tries different simple actions to achieve goal
By End of Kindergarten Uses multiple means of communication to creatively express thoughts, feelings, or ideas. Cognitive D. Reasoning 3. Solves problems using multiple strategies
Goal 2: Child uses imagination in play and interactions with others. Social-Emotional Learning Competency: Relationship Skills
Age 3 Uses imagination in play and other creative works Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play
Age 3 Uses imagination in play and other creative works Social-Emotional C. Interactions with Peers 2.1 Enacts roles or identities in imaginary play
Age 3 Uses imagination in play and other creative works Social-Emotional C. Interactions with Peers 2.2 Uses imaginary props in play
Age 3 Begins to communicate creative ideas to other children and trusted adults. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
Age 4–5/Not Yet in Kindergarten Develops more elaborate imaginary play, stories, and other creative works with children and trusted adults. Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play
By Entry to Kindergarten Engages in social and pretend play. Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play
By Entry to Kindergarten Often uses imagination with materials to create stories or works of art. Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play
By Entry to Kindergarten Often uses objects or materials to represent something else during play, such as using a paper plate or Frisbee as a steering wheel. Social-Emotional C. Interactions with Peers 2.1 Enacts roles or identities in imaginary play
By Entry to Kindergarten Often uses objects or materials to represent something else during play, such as using a paper plate or Frisbee as a steering wheel. Cognitive C. Conceptual Knowledge 2.1 Uses object to represent another object
By End of Kindergarten Frequently engages in social and pretend play. Social-Emotional C. Interactions with Peers 2.1 Enacts roles or identities in imaginary play
By End of Kindergarten Uses imagination with materials to create stories or works of art. Social-Emotional C. Interactions with Peers 2.2 Uses imaginary props in play
By End of Kindergarten Uses a variety of objects or materials to represent something else during play. Social-Emotional C. Interactions with Peers 2.2 Uses imaginary props in play
Social-Emotional Development
Senses of Identity and Belonging
Goal 1: Child recognizes self as a unique individual having own abilities, characteristics, emotions, and interests. Social and Emotional Learning Competency: Self-Awareness
Age 3 With the support of a trusted adult or peer, describes own physical characteristics and behaviors and indicates likes and dislikes when asked. Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
Age 4–5/Not Yet in Kindergarten Describes a larger range of individual characteristics and interests and communicates how these are similar or different from those of other people. Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
By Entry to Kindergarten Describes self using several different characteristics. Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
By Entry to Kindergarten Demonstrates knowledge of uniqueness of self, such as talents, interests, preferences, language(s) spoken, or culture. Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
By Entry to Kindergarten Begins to demonstrate understanding that smartness, abilities, skills, and talents are developed through effort, hard work, and learning. Cognitive E. Scientific Discovery 4. Transfers knowledge
By End of Kindergarten Describes self using several different characteristics with increased confidence. Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
By End of Kindergarten Consistently demonstrates knowledge of uniqueness of self, such as talents, interests, preferences, or culture. Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
By End of Kindergarten Demonstrates that smartness, abilities, skills, and talents are developed through effort, hard work, and learning. Cognitive E. Scientific Discovery 4. Transfers knowledge
Goal 2: Child expresses confidence in own skills and positive feelings about self. Social and Emotional Learning Competency: Self-Awareness
Age 3 Expresses enjoyment in accomplishing daily routines and new skills and may draw trusted adult attention to these accomplishments. Social-Emotional B. Social-Emotional Expression and Regulation 3.2 Shares accomplishment with familiar caregiver
Age 3 When prompted by a trusted adult, may share own ideas or express positive feelings about self. Social-Emotional B. Social-Emotional Expression and Regulation 3. Makes positive statements about self or accomplishments
Age 4–5/Not Yet in Kindergarten Enjoys accomplishing a greater number of tasks and sharing these accomplishments with other children and a trusted adult. Social-Emotional B. Social-Emotional Expression and Regulation 3.2 Shares accomplishment with familiar caregiver
Age 4–5/Not Yet in Kindergarten With or without a trusted adult's prompting, makes increasing number of contributions to group discussion and may share ideas. Social-Emotional D. Independent and Group Participation 1. Interacts appropriately with others during small-group activities
Age 4–5/Not Yet in Kindergarten With or without a trusted adult's prompting, makes increasing number of contributions to group discussion and may share ideas. Social-Emotional D. Independent and Group Participation 2. Interacts appropriately with others during large-group activities
By Entry to Kindergarten Shows satisfaction or seeks acknowledgment when completing a task or solving a problem. Social-Emotional B. Social-Emotional Expression and Regulation 3.2 Shares accomplishment with familiar caregiver
By Entry to Kindergarten Expresses own ideas or beliefs in group contexts or in interactions with others. Social-Communication D. Social Use of Language 1. Uses language to initiate and sustain social interaction
By Entry to Kindergarten Uses descriptive words to define self that are acceptable within the child's culture. Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
By End of Kindergarten Often shows satisfaction or seeks acknowledgment when completing a task or solving a problem. Social-Emotional B. Social-Emotional Expression and Regulation 3.2 Shares accomplishment with familiar caregiver
By End of Kindergarten Frequently expresses own ideas or beliefs in group contexts or in interactions with others. Social-Communication D. Social Use of Language 1. Uses language to initiate and sustain social interaction
By End of Kindergarten Readily uses descriptive words to define self that are acceptable within the child's culture. Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
Goal 3: Child has a sense of belonging to family, community, and other groups. Social and Emotional Learning Competency: Self-Awareness
Age 3 With the support of a trusted adult or peer, communicates feeling a sense of belonging to family and an emerging sense of connections to other communities through words or other forms of expression, such as drawing a picture of their family or sharing a special object related to their cultural heritage. Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
Age 4–5/Not Yet in Kindergarten Has a sense of belonging to family and community and communicates details about these connections, such as sharing a story about a family gathering, both spontaneously and when prompted by a trusted adult or peer. Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
By Entry to Kindergarten Identifies self as being a part of different groups, such as family, community, team, organization, culture, faith, or preschool. Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
By Entry to Kindergarten Identifies self as being a part of different groups, such as family, community, team, organization, culture, faith, or preschool. Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
By Entry to Kindergarten Sometimes relates personal stories about being a part of different groups. Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
By Entry to Kindergarten Identifies similarities and differences about self across familiar environments and settings. Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
By End of Kindergarten Often identifies self as member of different groups, such as family, community, team, organization, culture, faith, or school. Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
By End of Kindergarten Often relates detailed personal stories about being a member of different groups. Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
By End of Kindergarten Often identifies similarities and differences about self across familiar and new environments and settings. Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
Emotional Functioning
Goal 1: Child expresses a broad range of emotions and recognizes these emotions in self and others. Social and Emotional Learning Competency: Self-Awareness and Social Awareness
Age 3 Expresses a broad range of emotions across contexts, such as during play and in interactions with a trusted adult. Social-Emotional B. Social-Emotional Expression and Regulation 1.2 Identifies/labels own emotions
Age 3 Notices when strong emotions are exhibited by others and begins to use words or gestures to describe some of these emotions, such as happy, sad, or mad. Social-Emotional B. Social-Emotional Expression and Regulation 1.2 Identifies/labels own emotions
Age 4–5/Not Yet in Kindergarten Expresses a broad range of emotions and begins to notice more subtle or complex emotions in self and others, such as embarrassment or worry. Social-Emotional B. Social-Emotional Expression and Regulation 1.1 Identifies/labels emotions in others
Age 4–5/Not Yet in Kindergarten Expresses a broad range of emotions and begins to notice more subtle or complex emotions in self and others, such as embarrassment or worry. Social-Emotional B. Social-Emotional Expression and Regulation 1.2 Identifies/labels own emotions
Age 4–5/Not Yet in Kindergarten Communicates to describe own feelings when prompted and may at times communicate without prompting, such as communicating “Don’t be mad” when engaged in play with other children. Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
By Entry to Kindergarten Recognizes and labels basic emotions in books, photographs, or other media images. Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
By Entry to Kindergarten Uses at least 3–5 words or gestures to describe own feelings, such as happy, sad, mad, or surprised. Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
By Entry to Kindergarten Uses at least 3–5 words or gestures to describe the feelings of adults or other children. Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
By End of Kindergarten Frequently recognizes and labels a variety of emotions across different media. Social-Emotional B. Social-Emotional Expression and Regulation 1.1 Identifies/labels emotions in others
By End of Kindergarten Frequently recognizes and labels a variety of emotions across different media. Social-Emotional B. Social-Emotional Expression and Regulation 1.2 Identifies/labels own emotions
By End of Kindergarten Frequently uses a variety of expressive words or gestures to describe own feelings. Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
By End of Kindergarten Often uses words or gestures to describe the feelings of a trusted adult or other children. Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
Goal 2: Child expresses care and concern toward others. Social and Emotional Learning Competency: Social Awareness
Age 3 Often pays attention when others are distressed, but attention and response to this distress may be brief. Social-Emotional B. Social-Emotional Expression and Regulation 1.1 Identifies/labels emotions in others
Age 3 May seek out trusted adult support to help another child who is distressed. Social-Emotional B. Social-Emotional Expression and Regulation 1. Responds appropriately to others’ emotions
Age 4–5/Not Yet in Kindergarten Consistently pays attention when others are distressed and often responds with care, either by seeking out trusted adult support or providing reassurance or support themselves. Social-Emotional B. Social-Emotional Expression and Regulation 1. Responds appropriately to others’ emotions
By Entry to Kindergarten Sometimes makes empathetic statements or gestures to adults or other children. Social-Emotional B. Social-Emotional Expression and Regulation 1. Responds appropriately to others’ emotions
By Entry to Kindergarten Offers support to adults or other children who are distressed. Social-Emotional B. Social-Emotional Expression and Regulation 1. Responds appropriately to others’ emotions
By End of Kindergarten Often makes empathetic statements or gestures to adults or other children. Social-Emotional B. Social-Emotional Expression and Regulation 1. Responds appropriately to others’ emotions
By End of Kindergarten Offers support to adults or other children who are distressed, with increased confidence. Social-Emotional B. Social-Emotional Expression and Regulation 1. Responds appropriately to others’ emotions
Goal 3: Child manages emotions with increasing independence. Social and Emotional Learning Competency: Self-Management
Age 3 Manages less intense emotions, such as mild frustration, independently. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
Age 3 May require trusted adult support to manage more intense emotions. Social-Emotional B. Social-Emotional Expression and Regulation 2.1 Responds appropriately to soothing by peer
Age 3 May require trusted adult support to manage more intense emotions. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
Age 4–5/Not Yet in Kindergarten Has an expanding range of strategies for managing emotions, both less intense emotions and those that cause greater distress. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
Age 4–5/Not Yet in Kindergarten Has an expanding range of strategies for managing emotions, both less intense emotions and those that cause greater distress. Social-Emotional B. Social-Emotional Expression and Regulation 2.1 Responds appropriately to soothing by peer
Age 4–5/Not Yet in Kindergarten Has an expanding range of strategies for managing emotions, both less intense emotions and those that cause greater distress. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
Age 4–5/Not Yet in Kindergarten Sometimes looks to a trusted adult for support in managing the most intense emotions, but shows increasing skill in managing emotions independently. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
By Entry to Kindergarten Expresses feelings in ways that are appropriate to the situation according to their life experience and cultural beliefs. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
By Entry to Kindergarten Looks for adult assistance when feelings are most intense. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
By Entry to Kindergarten With adult support, uses a variety of coping strategies to manage emotions, such as using words or taking a deep breath. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
By End of Kindergarten Expresses feelings in ways that are appropriate to the situation according to their life experience and cultural beliefs, with increasing confidence. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
By End of Kindergarten Looks for adult assistance when feelings are most intense. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
By End of Kindergarten Uses a range of coping strategies to manage emotions, such as using words or taking a deep breath, independently or with some adult support. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
Relationships with a Trusted Adult
Goal 1: Child engages in and maintains positive relationships and interactions with a trusted adult. Social and Emotional Learning Competency: Relationship Skills
Age 3 Engages in positive interactions with a trusted adult, such as by demonstrating affection. Social-Emotional D. Independent and Group Participation 1. Interacts appropriately with others during small-group activities
Age 3 Separates from trusted adults when in familiar settings. Social-Emotional A. Interactions with Adults 2.1 Initiates simple social interaction with familiar adult
Age 3 Uses trusted adults as a resource to solve problems. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
Age 4–5/Not Yet in Kindergarten Shows enjoyment in interactions with trusted adults while also demonstrating skill in separating from these trusted adults with minimal distress when in a familiar setting. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
Age 4–5/Not Yet in Kindergarten Initiates interactions with trusted adults and participates in longer and more reciprocal interactions with both trusted and new adults. Social-Communication D. Social Use of Language 1. Uses language to initiate and sustain social interaction
Age 4–5/Not Yet in Kindergarten Initiates interactions with trusted adults and participates in longer and more reciprocal interactions with both trusted and new adults. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
By Entry to Kindergarten Interacts with trusted adults. Social-Emotional A. Interactions with Adults 1. Initiates positive social behavior toward familiar adult
By Entry to Kindergarten Interacts with trusted adults. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
By Entry to Kindergarten Sometimes engages in positive interactions with less familiar adults, such as volunteers. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
By Entry to Kindergarten Shows affection and preference for trusted adults who interact with them on a regular basis. Social-Emotional A. Interactions with Adults 1. Initiates positive social behavior toward familiar adult
By Entry to Kindergarten Shows affection and preference for trusted adults who interact with them on a regular basis. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
By Entry to Kindergarten Usually seeks help from adults when needed. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
By End of Kindergarten Interacts with adults when needed. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
By End of Kindergarten Often engages in positive interactions with less familiar adults, such as volunteers. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
By End of Kindergarten Often shows affection and preference for adults who interact with them on a regular basis. Social-Emotional A. Interactions with Adults 1. Initiates positive social behavior toward familiar adult
By End of Kindergarten Often shows affection and preference for adults who interact with them on a regular basis. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
By End of Kindergarten Seeks help from adults when needed. Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
Goal 2: Child engages in prosocial and cooperative behavior with trusted adult. Social and Emotional Learning Competency: Relationship Skills
Age 3 Sometimes engages in prosocial behavior with a trusted adult, such as greeting the teacher or saying goodbye, and responds to trusted adult requests and directions that may include assistance or prompting. Social-Emotional B. Social-Emotional Expression and Regulation 1. Initiates positive social behavior toward familiar adult
Age 3 Sometimes demonstrates uncooperative behavior with a familiar trusted adult, such as saying “No” to requests, but these moments are typically resolved with support from the trusted adult. Social-Communication A. Early Social Communication 4.4 Expresses negation or protests
Age 4–5/Not Yet in Kindergarten Engages in prosocial behavior with a trusted adult and usually responds to trusted adult requests and directions without significant assistance or prompting. Social-Emotional A. Interactions with Adults 2. Maintains social interaction with familiar adult
Age 4–5/Not Yet in Kindergarten Uncooperative behavior with familiar adults is rare and the child is able to resolve minor conflicts with support, such as being given reminders to use a quiet voice or follow directions. Social-Emotional D. Independent and Group Participation 4. Resolves conflicts using negotiation
By Entry to Kindergarten Engages in prosocial behaviors with adults, such as using respectful language or greetings. Social-Emotional A. Interactions with Adults 1.2 Responds to familiar adult’s positive social behavior
By Entry to Kindergarten Attends to an adult when asked. Social-Emotional A. Interactions with Adults 1.1 Responds appropriately to familiar adult’s affective tone
By Entry to Kindergarten Often follows adult guidelines and expectations for behavior. Social-Emotional E. Meeting Social Expectations 3. Follows context-specific rules
By Entry to Kindergarten Often follows adult guidelines and expectations for behavior. Social-Emotional E. Meeting Social Expectations 3.2 Follows established social rules in familiar environments
By Entry to Kindergarten Often asks or waits for adult permission before doing something when they are unsure. Social-Emotional E. Meeting Social Expectations 3.1 Seeks adult permission when appropriate
By End of Kindergarten Engages in prosocial behaviors with adults when needed. Social-Emotional A. Interactions with Adults 1.2 Responds to familiar adult’s positive social behavior
By End of Kindergarten Follows adult guidelines and expectations for behavior. Social-Emotional A. Interactions with Adults 3. Follows context-specific rules
By End of Kindergarten Asks or waits for adult permission before doing something when they are unsure. Social-Emotional E. Meeting Social Expectations 3.1 Seeks adult permission when appropriate
Relationships with Other Children
Goal 1: Child engages in and maintains positive relationships and interactions with other children. Social and Emotional Learning Competency: Relationship Skills
Age 3 Sometimes engages in and maintains interactions with other children without support from a trusted adult, or demonstrates skills in doing this when prompted by a trusted adult. Social-Emotional C. Interactions with Peers 1. Maintains interaction with peer
Age 3 May spontaneously engage in prosocial behaviors with other children, such as sharing and taking turns with materials and in conversations or may engage with prompting from a trusted adult. Social-Emotional C. Interactions with Peers 1.1 Initiates social behavior toward peer
Age 3 May spontaneously engage in prosocial behaviors with other children, such as sharing and taking turns with materials and in conversations or may engage with prompting from a trusted adult. Social-Emotional C. Interactions with Peers 1.2 Responds appropriately to peer social behavior
Age 4–5/Not Yet in Kindergarten Sustains interactions with other children more often and for increasing periods of time. Social-Emotional C. Interactions with Peers 3. Maintains cooperative activity
Age 4–5/Not Yet in Kindergarten With and without prompting from a trusted adult, demonstrates prosocial behaviors with other children. Social-Emotional C. Interactions with Peers 3.1 Initiates cooperative activity
Age 4–5/Not Yet in Kindergarten Likely to show at least some preference for playing with particular children. Social-Emotional C. Interactions with Peers 3.2 Joins others in cooperative activity
Age 4–5/Not Yet in Kindergarten Likely to show at least some preference for playing with particular children. Social-Emotional C. Interactions with Peers 3.3 Shares or exchanges objects
By Entry to Kindergarten Engages in and maintains positive interactions with other children at times. Social-Emotional C. Interactions with Peers 3. Maintains cooperative activity
By Entry to Kindergarten Uses a variety of skills for entering social situations with other children, such as suggesting something to do together, joining an existing activity, or sharing a toy. Social-Emotional C. Interactions with Peers 3.1 Initiates cooperative activity
By Entry to Kindergarten Uses a variety of skills for entering social situations with other children, such as suggesting something to do together, joining an existing activity, or sharing a toy. Social-Emotional C. Interactions with Peers 3.2 Responds to request to begin activity
By Entry to Kindergarten Often takes turns in conversations and interactions with other children. Social-Communication C. Communicative Expression 3.4 Alternates between speaker and listener roles during conversations with others
By Entry to Kindergarten Often takes turns in conversations and interactions with other children. Social-Communication C. Communicative Expression 1. Maintains interaction with peer
By Entry to Kindergarten Develops at least one friendship with another child. Social-Communication C. Communicative Expression 1.1 Initiates social behavior toward peer
By Entry to Kindergarten Develops at least one friendship with another child. Social-Communication C. Communicative Expression 1.2 Responds appropriately to peer social behavior
By End of Kindergarten Consistently engages in and maintains positive interactions with other children. Social-Communication C. Communicative Expression 1. Maintains interaction with peer
By End of Kindergarten Enters familiar and new social situations with other children when needed, such as suggesting something to do together, joining an existing activity, or sharing a toy. Social-Communication C. Communicative Expression 1.1 Initiates social behavior toward peer
By End of Kindergarten Enters familiar and new social situations with other children when needed, such as suggesting something to do together, joining an existing activity, or sharing a toy. Social-Communication C. Communicative Expression 1.2 Responds appropriately to peer social behavior
By End of Kindergarten Initiates and responds to conversations and interactions with other children while attending to social cues. Social-Communication D. Social Use of Language 3.3 Responds to topic initiations from others
By End of Kindergarten Develops and maintains friendships with other children. Social-Emotional C. Interactions with Peers 1. Maintains interaction with peer
By End of Kindergarten Develops and maintains friendships with other children. Social-Emotional C. Interactions with Peers 1.1 Initiates social behavior toward peer
By End of Kindergarten Develops and maintains friendships with other children. Social-Emotional C. Interactions with Peers 1.2 Responds appropriately to peer social behavior
Goal 2: Child engages in cooperative play with other children. Social and Emotional Learning Competency: Relationship Skills
Age 3 With the support of an adult, often plays cooperatively with other children. Social-Emotional C. Interactions with Peers 1. Maintains interaction with peer
Age 3 With the support of an adult, often plays cooperatively with other children. Social-Emotional C. Interactions with Peers 1.2 Responds appropriately to peer social behavior
Age 3 For at least short periods during this play, works with other children to plan and enact play in a coordinated way. Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play
Age 3 For at least short periods during this play, works with other children to plan and enact play in a coordinated way. Social-Emotional C. Interactions with Peers 3. Maintains cooperative activity
Age 4–5/Not Yet in Kindergarten Cooperatively plays with other children in an increasingly coordinated way. Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play
Age 4–5/Not Yet in Kindergarten Works with other children to make plans for what and how they will play together. Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play
Age 4–5/Not Yet in Kindergarten When given the opportunity, coordinated play periods get longer. Social-Emotional C. Interactions with Peers 3. Maintains cooperative activity
By Entry to Kindergarten Engages in joint play, such as using coordinated goals, planning, roles, and games with rules, with at least one other child at a time. Social-Emotional C. Interactions with Peers 3.2 Joins others in cooperative activity
By Entry to Kindergarten Engages in joint play, such as using coordinated goals, planning, roles, and games with rules, with at least one other child at a time. Social-Emotional C. Interactions with Peers 4. Maintains engagement in games with rules
By Entry to Kindergarten Shows a willingness to include others' ideas during interactions and play. Social-Emotional C. Interactions with Peers 3.1 Initiates cooperative activity
By Entry to Kindergarten Demonstrates enjoyment of play with other children, such as through verbal exchanges, smiles, and laughter. Social-Emotional C. Interactions with Peers 3. Maintains cooperative activity
By Entry to Kindergarten Engages in reflection and conversation about past play experiences. Cognitive B. Imitation and Memory 3. Relates past events
By End of Kindergarten Often engages in joint activities and projects, such as using coordinated goals, planning, roles, and games with rules, with at least one other child or small groups of peers. Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play
By End of Kindergarten Often shows a willingness to include others' ideas during interactions and play. Social-Emotional C. Interactions with Peers 3. Maintains cooperative activity
By End of Kindergarten Often demonstrates enjoyment of play with other children, such as through verbal exchanges, smiles, and laughter. Social-Emotional C. Interactions with Peers 3. Maintains cooperative activity
By End of Kindergarten Engages in reflection and conversation about past play experiences with increasing complexity. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
Goal 3: Child uses basic problem-solving skills to resolve conflicts with other children. Social and Emotional Learning Competency: Relationship Skills
Age 3 Begins to recognize and describe social problems. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
Age 3 With trusted adult guidance and support, suggests solutions to conflicts. Social-Emotional D. Independent and Group Participation 4.1 Uses strategies to resolve conflicts
Age 4–5/Not Yet in Kindergarten Sometimes recognizes and describes social problems, suggests solutions to conflicts, and compromises when working or playing in a group. Social-Emotional D. Independent and Group Participation 4. Resolves conflicts using negotiation
Age 4–5/Not Yet in Kindergarten Although simple conflicts may be resolved without trusted adult assistance, may seek out or need trusted adult support in more challenging moments. Social-Emotional D. Independent and Group Participation 4.1 Uses strategies to resolve conflicts
By Entry to Kindergarten Often recognizes and describes basic social problems in books or pictures, such as both children wanting the same toy, and during interactions with other children, such as “Why do you think your friend might be sad?” Cognitive D. Reasoning 4.1 Draws conclusions about causes of events based on personal experience
By Entry to Kindergarten Uses basic strategies for dealing with common conflicts, such as sharing, taking turns, and compromising some of the time. Social-Emotional D. Independent and Group Participation 4.1 Uses strategies to resolve conflicts
By Entry to Kindergarten Often expresses feelings, needs, and opinions in conflict situations. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
By Entry to Kindergarten Often seeks adult help when needed to resolve conflicts. Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
By End of Kindergarten Recognizes and describes basic social problems in books, newspapers, and electronic media, such as game playing, sports, and during interactions with other children, such as “How will you share computer time?” Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
By End of Kindergarten Recognizes and describes basic social problems in books, newspapers, and electronic media, such as game playing, sports, and during interactions with other children, such as “How will you share computer time?” Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
By End of Kindergarten Independently uses strategies for dealing with common conflicts, such as sharing, taking turns, and compromising. Social-Emotional D. Independent and Group Participation 4.1 Uses strategies to resolve conflicts
By End of Kindergarten Consistently expresses feelings, needs, and opinions in conflict situations. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
By End of Kindergarten Consistently expresses feelings, needs, and opinions in conflict situations. Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
By End of Kindergarten Seeks adult help when needed to resolve conflicts. Social-Emotional D. Independent and Group Participation 4.1 Uses strategies to resolve conflicts
Language and Communication
Attending and Understanding
Goal 1: Child attends to communication and language from others.
Age 3 With the support of a trusted adult or peer, shows acknowledgment of comments or questions and is able to attend to conversations, either spoken or signed. Social-Communication B. Communicative Understanding 1. Follows gaze to establish joint attention
Age 3 With the support of a trusted adult or peer, shows acknowledgment of comments or questions and is able to attend to conversations, either spoken or signed. Social-Communication B. Communicative Understanding 1.1 Follows pointing gestures with eyes
Age 4–5/Not Yet in Kindergarten Shows acknowledgment of complex comments or questions. Social-Communication B. Communicative Understanding 4. Responds to comprehension questions related to why, how, and when
Age 4–5/Not Yet in Kindergarten Shows acknowledgment of complex comments or questions. Social-Communication B. Communicative Understanding 4.1 Answers who, what, and where questions
Age 4–5/Not Yet in Kindergarten Is able to attend to longer, multi-turn conversations, either spoken or signed. Social-Communication D. Social Use of Language 3. Uses conversational rules when communicating with others
Age 4–5/Not Yet in Kindergarten Is able to attend to longer, multi-turn conversations, either spoken or signed. Social-Communication D. Social Use of Language 3.4 Alternates between speaker and listener roles during conversations with others
By Entry to Kindergarten Uses verbal and nonverbal signals to acknowledge the comments or questions of others. Social-Communication B. Communicative Understanding 4. Responds to comprehension questions related to why, how, and when
By Entry to Kindergarten Uses verbal and nonverbal signals to acknowledge the comments or questions of others. Social-Communication B. Communicative Understanding 4.1 Answers who, what, and where questions
By Entry to Kindergarten Shows ongoing connection to a conversation, group discussion, or presentation. Social-Communication D. Social Use of Language 1.2 Responds appropriately to directions during small-group activities
By Entry to Kindergarten Shows ongoing connection to a conversation, group discussion, or presentation. Social-Communication D. Social Use of Language 2.2 Responds appropriately to directions during large-group activities
By End of Kindergarten There is no corresponding CCSS for this goal.
Goal 2: Child understands and responds to increasingly complex communication and language from others.
Age 3 With the support of a trusted adult or peer, understands and responds (verbally and nonverbally) to increasingly longer sentences, simple questions, and simple stories. Social-Communication D. Social Use of Language 1. Uses language to initiate and sustain social interaction
Age 3 With the support of a trusted adult or peer, understands and responds (verbally and nonverbally) to increasingly longer sentences, simple questions, and simple stories. Social-Communication D. Social Use of Language 3.4 Alternates between speaker and listener roles during conversations with others
Age 3 With the support of a trusted adult or peer, understands and responds (verbally and nonverbally) to increasingly longer sentences, simple questions, and simple stories. Social-Communication D. Social Use of Language 3.5 Responds to contingent questions from others
Age 4–5/Not Yet in Kindergarten Understands and responds (verbally and nonverbally) to complex statements, questions, and stories containing multiple phrases and ideas. Social-Communication B. Communicative Understanding 4. Responds to comprehension questions related to why, how, and when
Age 4–5/Not Yet in Kindergarten Understands and responds (verbally and nonverbally) to complex statements, questions, and stories containing multiple phrases and ideas. Social-Communication B. Communicative Understanding 4.1 Answers who, what, and where questions
By Entry to Kindergarten Shows an ability to recall (in order) multiple step directions. Social-Communication B. Communicative Understanding 3. Follows multistep directions without contextual cues
By Entry to Kindergarten Shows an ability to recall (in order) multiple step directions. Social-Communication B. Communicative Understanding 3.1 Follows multistep directions with contextual cues
By Entry to Kindergarten Demonstrates understanding of a variety of question types, such as “Yes/No?” or “Who/ What/When/ Where?” or “How/ Why?” Social-Communication B. Communicative Understanding 4. Responds to comprehension questions related to why, how, and when
By Entry to Kindergarten Demonstrates understanding of a variety of question types, such as “Yes/No?” or “Who/ What/When/ Where?” or “How/ Why?” Social-Communication B. Communicative Understanding 4.1 Answers who, what, and where questions
By Entry to Kindergarten Shows understanding of a variety of sentence types, such as multiclause, cause- effect, sequential order, or if-then. Cognitive E. Scientific Discovery 4. Transfers knowledge
By Entry to Kindergarten Shows an understanding of talk related to the past or future. Cognitive B. Imitation and Memory 3. Relates past events
By Entry to Kindergarten Shows understanding, such as nodding or gestures, in response to the content of books read aloud, stories that are told, or lengthy explanations on a given topic. Social-Communication D. Social Use of Language 3. Uses conversational rules when communicating with others
By Entry to Kindergarten Children who are dual language learners may demonstrate more complex communication and language in their home language than in English. Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
By End of Kindergarten Confirms understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
By End of Kindergarten Asks and answers questions in order to seek help, get information, or clarify something that is not understood. Social-Communication D. Social Use of Language 2.1 Asks questions to obtain information
Communicating and Speaking
Goal 1: Child varies the amount of information provided to meet the demands of the situation.
Age 3 Uses language, spoken or sign, for different purposes and is sometimes able to provide sufficient detail to get needs met from a variety of trusted adults. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
Age 4–5/Not Yet in Kindergarten Uses language, spoken or sign, for a variety of purposes and can typically provide sufficient detail in order to get needs met from a variety of trusted adults. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
By Entry to Kindergarten Usually provides sufficient detail in order to get needs met, such as explaining a point of difficulty in a task or sharing a request from home with the teacher. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
By Entry to Kindergarten Uses language, spoken or sign, to clarify a word or statement when misunderstood. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
By Entry to Kindergarten Children who are dual language learners may switch between their languages. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
By End of Kindergarten Describes familiar people, places, things, and events and, with prompting and supports, provides additional detail. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
By End of Kindergarten Describes familiar people, places, things, and events and, with prompting and supports, provides additional detail. Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
By End of Kindergarten Adds drawings or other visual displays to descriptions as desired to provide additional detail. Literacy E. Writing 2. Writes and draws for a variety of purposes
Goal 2: Child understands, follows, and uses appropriate social and conversational rules.
Age 3 Engages in conversations with trusted adults, other children, or within the group setting lasting 2–3 conversations per month, and, with support, will sometimes adjust tone and volume for different situations. Social-Communication D. Social Use of Language 3. Uses conversational rules when communicating with others
Age 4–5/Not Yet in Kindergarten Maintains multi-turn conversations with trusted adults or other children by being responsive to the conversational partner in a variety of ways, such as by asking a question. Social-Communication D. Social Use of Language 3. Uses conversational rules when communicating with others
Age 4–5/Not Yet in Kindergarten Maintains multi-turn conversations with trusted adults or other children by being responsive to the conversational partner in a variety of ways, such as by asking a question. Social-Communication D. Social Use of Language 3.3 Responds to topic initiations from others
Age 4–5/Not Yet in Kindergarten Maintains multi-turn conversations with trusted adults or other children by being responsive to the conversational partner in a variety of ways, such as by asking a question. Social-Communication D. Social Use of Language 3.4 Alternates between speaker and listener roles during conversations with others
Age 4–5/Not Yet in Kindergarten With increasing independence, varies tone and volume of expression to match the social situation. Social-Communication D. Social Use of Language 3.2 Varies voice to impart meaning and recognize social or environmental conditions
By Entry to Kindergarten Maintains multi-turn conversations with adults, other children, and within larger groups by responding in increasingly sophisticated ways, such as asking related questions or expressing agreement. Social-Communication D. Social Use of Language 3.4 Alternates between speaker and listener roles during conversations with others
By Entry to Kindergarten Maintains multi-turn conversations with adults, other children, and within larger groups by responding in increasingly sophisticated ways, such as asking related questions or expressing agreement. Social-Communication D. Social Use of Language 3.5 Responds to contingent questions from others
By Entry to Kindergarten With increasing independence, matches the tone and volume of expression to the content and social situation, such as by using a whisper to tell a secret. Social-Communication D. Social Use of Language 3.2 Varies voice to impart meaning and recognize social or environmental conditions
By End of Kindergarten Participates in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Social-Communication D. Social Use of Language 3. Uses conversational rules when communicating with others
By End of Kindergarten Follows agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Social-Communication D. Social Use of Language 3.4 Alternates between speaker and listener roles during conversations with others
By End of Kindergarten Continues conversations through multiple exchanges. Social-Communication D. Social Use of Language 3.4 Alternates between speaker and listener roles during conversations with others
Goal 3: Child expresses self in increasingly long, detailed, and sophisticated ways.
Age 3 Communicates clearly enough to be understood by familiar adults, but may make some pronunciation and grammatical errors. Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
Age 3 Typically uses 3–5 word phrases/ sentences when communicating. Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
Age 3 With some prompting, can offer multiple (2–3) pieces of information on a single topic. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
Age 3 Children who are dual language learners may use 2–3 words to communicate an entire idea or thought, such as “Me paint.” Social-Communication C. Communicative Expression 1.1 Uses two-word utterances
Age 4–5/Not Yet in Kindergarten Communicates clearly enough to be understood by familiar and unfamiliar adults, but may make some pronunciation errors and some isolated grammatical errors. Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
Age 4–5/Not Yet in Kindergarten Uses longer sentences, as well as sentences that are slightly more complex, such as “I need a pencil because this one broke.” Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
Age 4–5/Not Yet in Kindergarten Can offer multiple pieces of information on a topic with increasing independence and answer simple questions. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
Age 4–5/Not Yet in Kindergarten Children who are dual language learners may use the language structure of the home language when speaking English, such as “I have a dog big.” Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
By Entry to Kindergarten Communicates clearly enough to be understood by a trusted adult across a range of situations. Pronunciation errors and grammatical errors are isolated and infrequent. Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
By Entry to Kindergarten Shows proficiency with prepositions, regular/irregular past tense, possessives, and noun-verb agreement. Social-Communication C. Communicative Expression 2. Uses plural pronouns to indicate subjects, objects, and possession in multiple-word sentences
By Entry to Kindergarten Shows proficiency with prepositions, regular/irregular past tense, possessives, and noun-verb agreement. Social-Communication C. Communicative Expression 2.1 Uses irregular plural nouns in multiple-word sentences
By Entry to Kindergarten Shows proficiency with prepositions, regular/irregular past tense, possessives, and noun-verb agreement. Social-Communication C. Communicative Expression 2.2 Uses regular plural nouns
By Entry to Kindergarten Shows proficiency with prepositions, regular/irregular past tense, possessives, and noun-verb agreement. Social-Communication C. Communicative Expression 3. Uses helping verbs
By Entry to Kindergarten Shows proficiency with prepositions, regular/irregular past tense, possessives, and noun-verb agreement. Social-Communication C. Communicative Expression 3.1 Uses irregular past tense of common verbs
By Entry to Kindergarten Shows proficiency with prepositions, regular/irregular past tense, possessives, and noun-verb agreement. Social-Communication C. Communicative Expression 3.2 Uses regular past tense of common verbs
By Entry to Kindergarten Shows proficiency with prepositions, regular/irregular past tense, possessives, and noun-verb agreement. Social-Communication C. Communicative Expression 3.3 Uses to be verbs
By Entry to Kindergarten Typically uses complete sentences of more than 5 words with complex structures, such as sentences involving sequence and causal relations. Cognitive E. Scientific Discovery 4. Transfers knowledge
By Entry to Kindergarten Can produce and organize multiple sentences on a topic, such as giving directions or telling a story, including information about the past or present or things not physically present, and can answer a variety of question types. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
By End of Kindergarten Demonstrates command of the conventions of Standard English grammar and usage when writing or speaking. Social-Communication D. Social Use of Language 1.1 Follows social conventions of language
By End of Kindergarten Uses frequently occurring nouns and verbs. Social-Communication C. Communicative Expression 2.1 Uses irregular plural nouns in multiple-word sentences
By End of Kindergarten Uses frequently occurring nouns and verbs. Social-Communication C. Communicative Expression 3. Uses helping verbs
By End of Kindergarten Forms regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). Social-Communication C. Communicative Expression 2.2 Uses regular plural nouns
By End of Kindergarten Understands and uses question words (interrogatives) (e.g., who, what, where, when, why, how). Social-Communication C. Communicative Expression 4.1 Asks wh- questions
By End of Kindergarten Uses the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
By End of Kindergarten Produces and expands complete sentences in shared language activities. Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
By End of Kindergarten Applies audibly and expresses thoughts, feelings, and ideas clearly. Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
Vocabulary
Goal 1: Child understands and uses a wide variety of words for a variety of purposes.
Age 3 Shows a rapid increase in acquisition of new vocabulary words that describe actions, emotions, things, or ideas that are meaningful within the everyday environment. Social-Communication B. Communicative Understanding 4. Responds to comprehension questions related to why, how, and when
Age 3 Shows a rapid increase in acquisition of new vocabulary words that describe actions, emotions, things, or ideas that are meaningful within the everyday environment. Social-Communication B. Communicative Understanding 4.1 Answers who, what, and where questions
Age 3 Uses new vocabulary words to describe relations among things or ideas. Shows repetition of new words offered by trusted adults. Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
Age 3 Uses new vocabulary words to describe relations among things or ideas. Shows repetition of new words offered by trusted adults. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
Age 4–5/Not Yet in Kindergarten Shows a steady increase in vocabulary through the acquisition of words with increasing specificity and variety. Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
Age 4–5/Not Yet in Kindergarten Shows a steady increase in vocabulary through the acquisition of words with increasing specificity and variety. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
Age 4–5/Not Yet in Kindergarten Shows repetition of new words offered by adults and may ask about the meaning of unfamiliar words. Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
Age 4–5/Not Yet in Kindergarten Shows repetition of new words offered by adults and may ask about the meaning of unfamiliar words. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
By Entry to Kindergarten Demonstrates the use of multiple (2–3) new words or signs a day during play and other activities. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
By Entry to Kindergarten Shows recognition of and/or familiarity with key domain-specific words heard during reading or discussions. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
By Entry to Kindergarten With multiple exposures, uses new domain-specific vocabulary during activities, such as using the word “cocoon” when learning about the lifecycle of caterpillars or “cylinder” when learning about 3D shapes. Cognitive E. Scientific Discovery 4. Transfers knowledge
By Entry to Kindergarten With support, forms guesses about the meaning of new words from context clues. Cognitive E. Scientific Discovery 4. Transfers knowledge
By End of Kindergarten Determines or clarifies the meaning of unknown and multiple meaning words and phrases based on kindergarten reading and content. Cognitive E. Scientific Discovery 4. Transfers knowledge
By End of Kindergarten Identifies new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). Cognitive E. Scientific Discovery 4. Transfers knowledge
By End of Kindergarten Uses the most frequently occurring inflections and affixes (e.g., -ed, s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. Cognitive E. Scientific Discovery 4. Transfers knowledge
By End of Kindergarten With guidance and support from adults, explores word relationships and nuances in word meanings. Cognitive E. Scientific Discovery 4. Transfers knowledge
By End of Kindergarten Sorts common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. Cognitive E. Scientific Discovery 3. Classifies using multiple attributes
By End of Kindergarten Demonstrates understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). Cognitive E. Scientific Discovery 4. Uses early conceptual comparisons
By End of Kindergarten Identifies real-life connections between words and their use (e.g., note places at school that are colorful). Social-Communication C. Communicative Expression 3.1 Uses irregular past tense of common verbs
By End of Kindergarten Distinguishes shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. Social-Communication C. Communicative Expression 3.2 Uses regular past tense of common verbs
By End of Kindergarten Uses words and phrases acquired through conversations, reading and being read to, and responding to texts. Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
Goal 2: Child shows understanding of word categories and relationships among words.
Age 3 Typically uses known words in the correct context and, with support, shows an emerging understanding of how words are related to broader categories, such as sorting things by color. Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
Age 4–5/Not Yet in Kindergarten Demonstrates an increasingly sophisticated understanding of words and word categories with support, such as listing multiple examples of a familiar category or identifying words that have the same meaning (synonyms) and words that have opposite meanings (antonyms). Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
Age 4–5/Not Yet in Kindergarten Demonstrates an increasingly sophisticated understanding of words and word categories with support, such as listing multiple examples of a familiar category or identifying words that have the same meaning (synonyms) and words that have opposite meanings (antonyms). Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
Age 4–5/Not Yet in Kindergarten Demonstrates an increasingly sophisticated understanding of words and word categories with support, such as listing multiple examples of a familiar category or identifying words that have the same meaning (synonyms) and words that have opposite meanings (antonyms). Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
By Entry to Kindergarten Categorizes words or objects, such as sorting a hard hat, machines, and tools into the construction group, or giving many examples of farm animals. Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
By Entry to Kindergarten Discusses new words in relation to known words and word categories, such as “It fell to the bottom when it sank” or “When you hop it’s like jumping on one leg” or “The bear and fox are both wild animals.” Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
By Entry to Kindergarten Identifies shared characteristics among people, places, things, or actions, such as identifying that both cats and dogs are furry and have four legs. Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
By Entry to Kindergarten Identifies key common antonyms, such as black/white or up/down. Identifies 1–2 synonyms for very familiar words, such as glad or happy. Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
By Entry to Kindergarten Shows an ability to distinguish similar words, such as “I don’t like it, I love it!” or “It’s more than tall, it’s gigantic” or “It’s so cold, it’s freezing.” Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
By End of Kindergarten With guidance and support from adults, explores word relationships and nuances in word meanings. Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
By End of Kindergarten Sorts common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
By End of Kindergarten Demonstrates understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
By End of Kindergarten Identifies real-life connections between words and their use (e.g., notes places at school that are colorful). Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
By End of Kindergarten Distinguishes shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
By End of Kindergarten Distinguishes shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
Literacy
Phonological Awareness
Goal 1: Child demonstrates awareness that spoken language is composed of smaller segments of sound.
Age 3 Shows rote imitation and enjoyment of rhyme and words that start with the same sound (alliteration). Literacy B. Phonological Awareness 1. Produces rhyming words given oral prompt 1.2 Participates in repetitive verbal play
Age 3 With support, distinguishes when two words rhyme and when two words begin with the same sound. Literacy B. Phonological Awareness 1.1 Identifies rhyming words 4.4 Identifies beginning sounds in CVC words
Age 3 With support, distinguishes when two words rhyme and when two words begin with the same sound. Literacy B. Phonological Awareness 4.5 Produces words that begin with specified sound
Age 3 With support, distinguishes when two words rhyme and when two words begin with the same sound. Literacy B. Phonological Awareness 1.1 Identifies rhyming words
Age 4–5/Not Yet in Kindergarten Demonstrates rhyme recognition, such as identifying which words rhyme from a group of three: hat, cat, log. Literacy B. Phonological Awareness 1.2 Participates in repetitive verbal play
Age 4–5/Not Yet in Kindergarten Recognizes changes in the sounds of words (phonemic awareness), such as noticing the problem with “Old McDonald had a charm.” Literacy B. Phonological Awareness 4.4 Identifies beginning sounds in CVC words
Age 4–5/Not Yet in Kindergarten Is able to count syllables and understand sounds in spoken words. Literacy B. Phonological Awareness 3.2 Claps for each syllable in two- and three-syllable words
By Entry to Kindergarten Provides one or more words that rhyme with a given word, such as “What rhymes with log?” Literacy B. Phonological Awareness 1. Produces rhyming words given oral prompt
By Entry to Kindergarten Provides one or more words that rhyme with a given word, such as “What rhymes with log?” Literacy B. Phonological Awareness 4.5 Produces words that begin with specified sound
By Entry to Kindergarten Produces the beginning sound in a spoken word, such as “Dog begins with /d/.” Literacy B. Phonological Awareness 4.5 Produces words that begin with specified sound
By Entry to Kindergarten With adult support, provides a word that fits with a group of words that have the same beginning sound, such as “Sock, Sara, and song all start with the /s/ sound. What else starts with the /s/ sound?” Literacy B. Phonological Awareness 4.5 Produces words that begin with specified sound
By End of Kindergarten Demonstrates understanding of spoken words, syllables, and sounds (phonemes). Literacy B. Phonological Awareness 3. Segments syllables of two- and three-syllable words 3.1 Blends syllables into two- and three-syllable words
By End of Kindergarten Demonstrates understanding of spoken words, syllables, and sounds (phonemes). Literacy B. Phonological Awareness 1. Produces rhyming words given oral prompt
By End of Kindergarten Recognizes and produces rhyming words. Literacy B. Phonological Awareness 3. Segments syllables of two- and three-syllable words
By End of Kindergarten Counts, pronounces, blends, and segments syllables in spoken words. Literacy B. Phonological Awareness 3. Segments syllables of two- and three-syllable words
By End of Kindergarten Blends and segments the beginning sound in a word (onset) and the last letters of the word (rime) of single-syllable spoken words. For example, in the word “CAT”, the onset is “C” and the rime is “AT”. Literacy B. Phonological Awareness 3.1 Blends syllables into two- and three-syllable words
By End of Kindergarten Blends and segments the beginning sound in a word (onset) and the last letters of the word (rime) of single-syllable spoken words. For example, in the word “CAT”, the onset is “C” and the rime is “AT”. Literacy B. Phonological Awareness 4. Segments CVC words into individual sounds
By End of Kindergarten Isolates and pronounces the beginning (initial), middle (medial) vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel- consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/ or /x/.) Literacy B. Phonological Awareness 4. Segments CVC words into individual sounds
By End of Kindergarten Adds or substitutes individual sounds (phonemes) in simple, one syllable words to make new words. Literacy B. Phonological Awareness 4.1 Blends separate CVC sounds into simple words
Print and Alphabet Knowledge
Goal 1: Child demonstrates an understanding of how print is used (functions of print) and the rules that govern how print works (conventions of print).
Age 3 Distinguishes print from pictures and shows an understanding that print is something meaningful, such as asking a trusted adult “What does this say?” or “Read this.” Literacy A. Awareness of Print Concepts 3. Recognizes print words for common or familiar people, objects, or pictures
Age 4–5/Not Yet in Kindergarten Begins to demonstrate an understanding of the connection between speech and print. Literacy E. Writing 1. “Reads” back own dictation to label or caption picture
Age 4–5/Not Yet in Kindergarten Shows a growing awareness that print has rules, such as holding a book correctly or following a book left to right when reading in English. Literacy A. Awareness of Print Concepts 2.1 Turns pages of book from beginning toward end
Age 4–5/Not Yet in Kindergarten Shows a growing awareness that print has rules, such as holding a book correctly or following a book left to right when reading in English. Literacy A. Awareness of Print Concepts 2.2 Holds book or other printed material with pictures correctly oriented
By Entry to Kindergarten Understands that print is organized differently for different purposes, such as a note, list, or storybook. Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
By Entry to Kindergarten Understands that written words are made up of a group of individual letters. Literacy C. Alphabet Knowledge 2.2 Reads frequently occurring sight words
By Entry to Kindergarten Begins to point to one-syllable words while reading simple, memorized texts. Literacy C. Alphabet Knowledge 2.2 Reads frequently occurring sight words
By Entry to Kindergarten Identifies book parts and features, such as the front, back, title, and author. Literacy D. Vocabulary and Story Comprehension 3.2 Demonstrates understanding of title, author, and illustrator
By End of Kindergarten Demonstrates understanding of the organization and basic features of print. Literacy A. Awareness of Print Concepts 2.1 Turns pages of book from beginning toward end
By End of Kindergarten Demonstrates understanding of the organization and basic features of print. Literacy A. Awareness of Print Concepts 2.2 Holds book or other printed material with pictures correctly oriented
By End of Kindergarten Follows words from left to right, top to bottom, and page by page. Literacy A. Awareness of Print Concepts 2. Demonstrates understanding that text is read in one direction and from top to bottom of page
By End of Kindergarten Recognizes that spoken words are represented in written language by specific sequences of letters. Literacy A. Awareness of Print Concepts 2. Demonstrates understanding that text is read in one direction and from top to bottom of page
By End of Kindergarten Recognizes that spoken words are represented in written language by specific sequences of letters. Literacy E. Writing 1. “Reads” back own dictation to label or caption picture
By End of Kindergarten Understands that words are separated by spaces in print. Literacy A. Awareness of Print Concepts 3. Recognizes print words for common or familiar people, objects, or pictures
By End of Kindergarten Recognizes common types of texts (e.g., storybooks, poems). Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
By End of Kindergarten With prompting and support, names the author and illustrator of a story and defines the role of each in telling the story. Literacy D. Vocabulary and Story Comprehension 3.2 Demonstrates understanding of title, author, and illustrator
Goal 2: Child identifies letters of the alphabet and produces correct sounds associated with letters.
Age 3 With support from a trusted adult, shows an awareness of alphabet letters, such as singing the ABC song, recognizing letters from one’s name, or naming some letters that are encountered often. Literacy C. Alphabet Knowledge 1.3 Recognizes five frequently occurring letters not in first name
Age 3 With support from a trusted adult, shows an awareness of alphabet letters, such as singing the ABC song, recognizing letters from one’s name, or naming some letters that are encountered often. Literacy C. Alphabet Knowledge 1.4 Names letters in own first name
Age 4–5/Not Yet in Kindergarten Recognizes and names at least half of the letters in the alphabet, including letters in own name (first name and last name), as well as letters often seen in the environment. Literacy C. Alphabet Knowledge 1.2 Names 12 frequently occurring letters
Age 4–5/Not Yet in Kindergarten Recognizes and names at least half of the letters in the alphabet, including letters in own name (first name and last name), as well as letters often seen in the environment. Literacy C. Alphabet Knowledge 2.4 Produces correct sounds for six letters of alphabet
Age 4–5/Not Yet in Kindergarten Produces the sound of many recognized letters. Literacy C. Alphabet Knowledge 1.3 Recognizes five frequently occurring letters not in first name
Age 4–5/Not Yet in Kindergarten Produces the sound of many recognized letters. Literacy C. Alphabet Knowledge 1.4 Names letters in own first name
By Entry to Kindergarten Names 18 uppercase and 15 lowercase letters. Literacy C. Alphabet Knowledge 1. Names all uppercase and lowercase letters of alphabet
By Entry to Kindergarten Knows the sounds associated with several letters. Literacy C. Alphabet Knowledge 2.4 Produces correct sounds for six letters of alphabet
By End of Kindergarten Demonstrates understanding of the organization and basic features of print. Literacy A. Awareness of Print Concepts 2. Demonstrates understanding that text is read in one direction and from top to bottom of page
By End of Kindergarten Demonstrates understanding of the organization and basic features of print. Literacy A. Awareness of Print Concepts 3. Recognizes print words for common or familiar people, objects, or pictures
By End of Kindergarten Recognizes and name all uppercase and lowercase letters of the alphabet. Literacy C. Alphabet Knowledge 1. Names all uppercase and lowercase letters of alphabet
By End of Kindergarten Know and apply grade-level phonics and word analysis skills in decoding words. Literacy B. Phonological Awareness 3. Segments syllables of two- and three-syllable words
By End of Kindergarten Know and apply grade-level phonics and word analysis skills in decoding words. Literacy B. Phonological Awareness 4. Segments CVC words into individual sounds
By End of Kindergarten Demonstrates basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. Literacy C. Alphabet Knowledge 2.3 Produces correct sounds for 20 letters of alphabet
By End of Kindergarten Demonstrates basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. Literacy C. Alphabet Knowledge 2.1 Sounds out CVC words
By End of Kindergarten Demonstrates basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. Literacy C. Alphabet Knowledge 2.2 Reads frequently occurring sight words
By End of Kindergarten Associates the long and short sounds with the common spellings (graphemes) for the five major vowels. Literacy C. Alphabet Knowledge 2. Reads simple CVC and sight word text
Comprehension and Text Structure
Goal 1: Child demonstrates an understanding of narrative structure through storytelling/re-telling.
Age 3 With support, may be able to tell one or two key events from a story or may act out a story with pictures or props. Literacy D. Vocabulary and Story Comprehension 2.3 Tells story associated with series of pictures
Age 3 With support, may be able to tell one or two key events from a story or may act out a story with pictures or props. Literacy D. Vocabulary and Story Comprehension 3.1 Demonstrates understanding of key vocabulary in picture books
Age 4–5/Not Yet in Kindergarten Retells 2–3 key events from a well-known story, typically in the right order and using some simple sequencing terms, such as “first ... And then.” Cognitive B. Imitation and Memory 3. Relates past events
Age 4–5/Not Yet in Kindergarten Retells 2–3 key events from a well-known story, typically in the right order and using some simple sequencing terms, such as “first ... And then.” Cognitive B. Imitation and Memory 3.1 Relates recent events without contextual cues
By Entry to Kindergarten Retells or acts out a story that was read, putting events in the appropriate sequence, and demonstrating more sophisticated understanding of how events relate, such as cause-and-effect relationships. Cognitive B. Imitation and Memory 3.2 Relates recent events with contextual cues
By Entry to Kindergarten Retells or acts out a story that was read, putting events in the appropriate sequence, and demonstrating more sophisticated understanding of how events relate, such as cause-and-effect relationships. Cognitive B. Imitation and Memory 3.3 Relates events immediately after they occur
By Entry to Kindergarten Tells fictional or personal stories using a sequence of at least 2–3 connected events. Literacy D. Vocabulary and Story Comprehension 2. Retells simple story
By Entry to Kindergarten Identifies characters and main events in books and stories. Literacy D. Vocabulary and Story Comprehension 2. Retells simple story
By Entry to Kindergarten Identifies characters and main events in books and stories. Literacy D. Vocabulary and Story Comprehension 3. Demonstrates understanding of abstract story vocabulary
By End of Kindergarten With prompting and support, retells familiar stories, including key details. Literacy D. Vocabulary and Story Comprehension 2. Retells simple story
By End of Kindergarten With prompting and support, identifies the main topic and retells key details of a text. Literacy D. Vocabulary and Story Comprehension 1. Demonstrates understanding that pictures represent text
By End of Kindergarten With prompting and support, identifies characters, settings, and major events in a story. Literacy D. Vocabulary and Story Comprehension 3. Demonstrates understanding of abstract story vocabulary
By End of Kindergarten With prompting and support, describes the connection between two individuals, events, ideas, or pieces of information in a text. Literacy D. Vocabulary and Story Comprehension 2.2 Answers and asks questions related to story
By End of Kindergarten With prompting and support, describes the relationship between illustrations and the story/ text in which they appear. Literacy D. Vocabulary and Story Comprehension 1. Demonstrates understanding that pictures represent text
By End of Kindergarten With prompting and support, compares and contrasts the adventures and experiences of characters in familiar stories. Cognitive E. Scientific Discovery 4. Transfers knowledge
By End of Kindergarten With prompting and support, identifies basic similarities in and differences between two texts on the same topic. Literacy D. Vocabulary and Story Comprehension 2. Retells simple story
Goal 2: Child asks and answers questions about a book that was read aloud.
Age 3 With support, can answer basic questions about likes or dislikes in a book or story. Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
Age 3 With support, asks and answers questions about main characters or events in a familiar story. Literacy D. Vocabulary and Story Comprehension 2.2 Answers and asks questions related to story
Age 3 With modeling and support, makes predictions about events that might happen next. Literacy D. Vocabulary and Story Comprehension 2.1 Makes predictions about what will happen next in story
Age 4-5/Not Yet in Kindergarten With support, provides basic answers to specific questions about details of a story, such as who, what, when, or where. Literacy D. Vocabulary and Story Comprehension 2.2 Answers and asks questions related to story
Age 4-5/Not Yet in Kindergarten With support, can answer questions about stories, such as predictions or how/why something is happening in a particular moment. Literacy D. Vocabulary and Story Comprehension 2.1 Makes predictions about what will happen next in story
Age 4-5/Not Yet in Kindergarten With support, can answer questions about stories, such as predictions or how/why something is happening in a particular moment. Literacy D. Vocabulary and Story Comprehension 2.2 Answers and asks questions related to story
By Entry to Kindergarten Answers questions about details of a story with increasingly specific information, such as when asked “Who was Mary?” responds “She was the girl who was riding the horse and then got hurt.” Literacy D. Vocabulary and Story Comprehension 2.2 Answers and asks questions related to story
By Entry to Kindergarten Answers increasingly complex questions that require making predictions based on multiple pieces of information from the story, understanding characters’ feelings or intentions, or explaining why something happened in the story. Literacy D. Vocabulary and Story Comprehension 2.2 Answers and asks questions related to story
By Entry to Kindergarten Provides a summary of a story, highlighting a number of the key ideas in the story and how they relate. Literacy D. Vocabulary and Story Comprehension 2. Retells simple story
By End of Kindergarten With prompting and support, asks and answers questions about key details in a text. Literacy D. Vocabulary and Story Comprehension 2.2 Answers and asks questions related to story
By End of Kindergarten Asks and answers questions about unknown words in a text. Literacy D. Vocabulary and Story Comprehension 2.2 Answers and asks questions related to story
By End of Kindergarten Actively engages in group reading activities with purpose and understanding. Literacy A. Awareness of Print Concepts 1. Participates in shared group reading
Writing
Goal 1: Child writes for a variety of purposes using increasingly sophisticated marks.
Age 3 With support, holds a writing tool and copies single lines and circles. Fine Motor C. Mechanics of Writing 1. Holds writing tool using three-finger grasp to write or draw
Age 3 With support, engages in writing activities that consist largely of drawing and scribbling. Fine Motor C. Mechanics of Writing 1.2 Writes or draws using curved lines
Age 3 With support, engages in writing activities that consist largely of drawing and scribbling. Fine Motor C. Mechanics of Writing 1.3 Writes or draws using straight lines
Age 3 With support, engages in writing activities that consist largely of drawing and scribbling. Fine Motor C. Mechanics of Writing 1.4 Scribbles
Age 3 With support, begins to convey meaning. Literacy E. Writing 3.1 Writes using developmental spelling
Age 3 With modeling and support, writes some letter-like forms and letters. Literacy E. Writing 3.1 Writes using developmental spelling
Age 3 With modeling and support, writes some letter-like forms and letters. Literacy E. Writing 3.4 Writes using “scribble writing”
Age 4–5/Not Yet in Kindergarten With trusted adult prompting, holds a writing tool with a three-finger grasp. Fine Motor C. Mechanics of Writing 1. Holds writing tool using three-finger grasp to write or draw
Age 4–5/Not Yet in Kindergarten Able to imitate zigzag and crossed lines, trace dotted lines, and draw simple figures. Fine Motor C. Mechanics of Writing 1.1 Writes or draws using mixed strokes
Age 4–5/Not Yet in Kindergarten Able to imitate zigzag and crossed lines, trace dotted lines, and draw simple figures. Fine Motor C. Mechanics of Writing 1.2 Writes or draws using curved lines
Age 4–5/Not Yet in Kindergarten Able to imitate zigzag and crossed lines, trace dotted lines, and draw simple figures. Fine Motor C. Mechanics of Writing 1.3 Writes or draws using straight lines
Age 4–5/Not Yet in Kindergarten Progressively uses drawing, scribbling, letter-like forms, and letters to intentionally convey meaning. Literacy E. Writing 2. Writes and draws for a variety of purposes
Age 4–5/Not Yet in Kindergarten With support, may use invented spelling consisting of main or beginning sounds, such as MV for movie or B for bug. Literacy E. Writing 2. Writes and draws for a variety of purposes
Age 4–5/Not Yet in Kindergarten With support, may use invented spelling consisting of main or beginning sounds, such as MV for movie or B for bug. Literacy E. Writing 3.1 Writes using developmental spelling
By Entry to Kindergarten With minimal adult prompting, holds a writing tool with a three-finger grasp. Fine Motor C. Mechanics of Writing 1. Holds writing tool using three-finger grasp to write or draw
By Entry to Kindergarten Able to copy more sophisticated figures, such as squares, crossed lines, and triangles. Fine Motor C. Mechanics of Writing 1.1 Writes or draws using mixed strokes
By Entry to Kindergarten Able to copy more sophisticated figures, such as squares, crossed lines, and triangles. Fine Motor C. Mechanics of Writing 1.2 Writes or draws using curved lines
By Entry to Kindergarten Able to copy more sophisticated figures, such as squares, crossed lines, and triangles. Fine Motor C. Mechanics of Writing 1.3 Writes or draws using straight lines
By Entry to Kindergarten Creates a variety of written products that may or may not Literacy E. Writing 2. Writes and draws for a variety of purposes
By Entry to Kindergarten Shows an interest in copying simple words posted in the environment. Literacy E. Writing 3. Writes words using conventional spelling
By Entry to Kindergarten Attempts to independently write some words using invented spelling, such as K for kite. Literacy E. Writing 3.1 Writes using developmental spelling
By Entry to Kindergarten Writes first name correctly or close to correctly. Literacy E. Writing 3.2 Prints first name
By Entry to Kindergarten Writes (draws, illustrates) for a variety of purposes and demonstrates evidence of many aspects of print, such as creating a book that moves left to right. Literacy E. Writing 2. Writes and draws for a variety of purposes
By End of Kindergarten Uses a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is ...). Literacy E. Writing 2. Writes and draws for a variety of purposes
By End of Kindergarten Uses a combination of drawing, dictating, and writing to compose informative or explanatory texts in which they name what they are writing about and supply some information about the topic. Literacy E. Writing 3.1 Writes using developmental spelling
By End of Kindergarten Uses a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. Literacy E. Writing 2. Writes and draws for a variety of purposes
By End of Kindergarten With guidance and support from trusted adult, responds to questions and suggestions from peers and add details to strengthen writing as needed. Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
By End of Kindergarten With guidance and support from trusted adult, responds to questions and suggestions from peers and add details to strengthen writing as needed. Literacy E. Writing 2. Writes and draws for a variety of purposes
By End of Kindergarten With guidance and support from trusted adult, explores a variety of digital tools to produce and publish writing, including in collaboration with peers. Cognitive D. Reasoning 3. Solves problems using multiple strategies
By End of Kindergarten Participates in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). Social-Emotional D. Independent and Group Participation 1. Interacts appropriately with others during small-group activities
By End of Kindergarten Participates in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). Social-Emotional D. Independent and Group Participation 2. Interacts appropriately with others during large-group activities
By End of Kindergarten With guidance and support from an adult, recalls information from experiences or gathers information from provided sources to answer a question. Cognitive E. Scientific Discovery 4. Transfers knowledge
By End of Kindergarten Demonstrates commands of the conventions of Standard English capitalization, punctuation, and spelling when writing. Literacy E. Writing 3. Writes words using conventional spelling
By End of Kindergarten Capitalizes the first word in a sentence and the pronoun I. Recognizes and names end punctuation. Literacy E. Writing 3. Writes words using conventional spelling
By End of Kindergarten Writes a letter or letters for most consonant and short-vowel sounds (phonemes). Literacy E. Writing 3. Writes words using conventional spelling
By End of Kindergarten Spells simple words phonetically, drawing on knowledge of sound-letter relationships. Literacy E. Writing 3. Writes words using conventional spelling
By End of Kindergarten Spells simple words phonetically, drawing on knowledge of sound-letter relationships. Literacy E. Writing 3.1 Writes using developmental spelling
By End of Kindergarten Demonstrates command of the conventions of Standard English grammar and usage when writing or speaking. Social-Communication D. Vocabulary and Story Comprehension 1.1 Follows social conventions of language
By End of Kindergarten Prints many uppercase and lowercase letters. Literacy E. Writing 3. Writes words using conventional spelling
Mathematics
Counting and Cardinality
Goal 1: Child knows number names and the count sequence.
Age 3 Says or signs some number words in sequence (up to 10), starting with one. Math A. Counting 2.2 Recites numbers 1–10
Age 3 With support, understands that counting words are separate words, such as “one,” “two,” “three” versus “onetwothree.” Math A. Counting 1. Counts out 3 items
Age 4–5/Not Yet in Kindergarten Says or signs more number words in sequence. Math A. Counting 4.1 Recites numbers 31–100
Age 4–5/Not Yet in Kindergarten Says or signs more number words in sequence. Math A. Counting 4.2 Recites numbers 1–30
By Entry to Kindergarten Counts verbally or signs to at least 20 by ones. Math A. Counting 3. Counts out 20 items
By End of Kindergarten Counts to 100 by ones and by 10's. Math A. Counting 4. Skip counts by tens to 100
By End of Kindergarten Counts forward beginning from a given number within the known sequence (instead of having to begin at one). Math A. Counting 4. Skip counts by tens to 100
By End of Kindergarten Counts forward beginning from a given number within the known sequence (instead of having to begin at one). Math D. Addition and Subtraction 1.2 Counts forward to 10
Goal 2: Child recognizes the number of objects in a small set.
Age 3 Develops an understanding of what whole numbers mean. Math A. Counting 1.1 Counts 3 items to determine “How many?”
Age 3 With support, begins to recognize the number of small objects in groups without counting (referred to as “subitizing”). For example, there are two cars in a pile. A child looks and quickly says, “Look, two cars!” Math A. Counting 2.1 Counts 10 items to determine “How many?”
Age 4–5/Not Yet in Kindergarten Quickly recognizes the number of objects in a small set (referred to as “subitizing”). Math A. Counting 3.1 Counts 20 items to determine “How many?”
By Entry to Kindergarten Instantly recognizes, without counting, small quantities of up to five objects and says or signs the number. Math A. Counting 3.1 Counts 20 items to determine “How many?”
By End of Kindergarten No matching CCSS standard.
Goal 3: Child understands the relationship between numbers and quantities.
Age 3 With support, begins to coordinate verbal counting with objects by pointing to or moving objects or small groups of objects laid in a line (referred to as one-to-one correspondence). Math A. Counting 1. Counts out 3 items
Age 3 With support, begins to coordinate verbal counting with objects by pointing to or moving objects or small groups of objects laid in a line (referred to as one-to-one correspondence). Math A. Counting 2. Counts out 10 items
Age 3 With support, begins to coordinate verbal counting with objects by pointing to or moving objects or small groups of objects laid in a line (referred to as one-to-one correspondence). Math A. Counting 3. Counts out 20 items
Age 3 With support, begins to understand that the last number represents how many objects are in a group (cardinality). For example, a child is asked to count a pile of bears. The adult asks "How many?" The child points and counts one, two, three and says, "Three!" Math A. Counting 1.1 Counts 3 items to determine "How many?"
Age 3 With support, begins to understand that the last number represents how many objects are in a group (cardinality). For example, a child is asked to count a pile of bears. The adult asks "How many?" The child points and counts one, two, three and says, "Three!" Math A. Counting 2.1 Counts 10 items to determine "How many?"
Age 3 With support, begins to understand that the last number represents how many objects are in a group (cardinality). For example, a child is asked to count a pile of bears. The adult asks "How many?" The child points and counts one, two, three and says, "Three!" Math A. Counting 3.1 Counts 20 items to determine "How many?"
Age 4–5/Not Yet in Kindergarten Understands that number words refer to quantity. May point to or move objects while counting objects to 10 and beyond (one-to-one correspondence). Math A. Counting 1. Counts out 3 items
Age 4–5/Not Yet in Kindergarten Understands that number words refer to quantity. May point to or move objects while counting objects to 10 and beyond (one-to-one correspondence). Math A. Counting 2. Counts out 10 items
Age 4–5/Not Yet in Kindergarten Understands that number words refer to quantity. May point to or move objects while counting objects to 10 and beyond (one-to-one correspondence). Math A. Counting 3. Counts out 20 items
Age 4–5/Not Yet in Kindergarten Understands that the last number represents how many objects are in a group (cardinality). Math A. Counting 1.1 Counts 3 items to determine "How many?"
Age 4–5/Not Yet in Kindergarten Understands that the last number represents how many objects are in a group (cardinality). Math A. Counting 2.1 Counts 10 items to determine "How many?"
Age 4–5/Not Yet in Kindergarten Understands that the last number represents how many objects are in a group (cardinality). Math A. Counting 3.1 Counts 20 items to determine "How many?"
By Entry to Kindergarten When counting objects, says or signs the number names in order, pairing one number word that corresponds with one object, up to at least 10. Math A. Counting 1. Counts out 3 items
By Entry to Kindergarten When counting objects, says or signs the number names in order, pairing one number word that corresponds with one object, up to at least 10. Math A. Counting 2. Counts out 10 items
By Entry to Kindergarten When counting objects, says or signs the number names in order, pairing one number word that corresponds with one object, up to at least 10. Math A. Counting 3. Counts out 20 items
By Entry to Kindergarten When counting objects, says or signs the number names in order, pairing one number word that corresponds with one object, up to at least 10. Math A. Counting 2.1 Counts 10 items to determine "How many?"
By Entry to Kindergarten When counting objects, says or signs the number names in order, pairing one number word that corresponds with one object, up to at least 10. Math A. Counting 3.1 Counts 20 items to determine "How many?"
By Entry to Kindergarten Accurately counts as many as five objects in a scattered configuration. Math A. Counting 2. Counts out 10 items
By Entry to Kindergarten Understands that each successive number name refers to a quantity that is one larger. For example, knows that six is larger than five. Math B. Quantitative Relations 1.3 Uses quantity comparison words
By Entry to Kindergarten Understands that the last number said represents the number of objects in a set. Math A. Counting 1.1 Counts 3 items to determine "How many?"
By Entry to Kindergarten Understands that the last number said represents the number of objects in a set. Math A. Counting 2.1 Counts 10 items to determine "How many?"
By Entry to Kindergarten Understands that the last number said represents the number of objects in a set. Math A. Counting 3.1 Counts 20 items to determine "How many?"
By End of Kindergarten Understands the relationship between numbers and quantities; connect counting to cardinality. Math A. Counting 1. Counts out 3 items
By End of Kindergarten Understands the relationship between numbers and quantities; connect counting to cardinality. Math A. Counting 2. Counts out 10 items
By End of Kindergarten Understands the relationship between numbers and quantities; connect counting to cardinality. Math A. Counting 3. Counts out 20 items
By End of Kindergarten a. When counting objects, says the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Math A. Counting 1. Counts out 3 items
By End of Kindergarten a. When counting objects, says the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Math A. Counting 2. Counts out 10 items
By End of Kindergarten a. When counting objects, says the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Math A. Counting 3. Counts out 20 items
By End of Kindergarten b. Understands that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Math A. Counting 1.1 Counts 3 items to determine "How many?"
By End of Kindergarten c. Understands that each successive number name refers to a quantity that is one larger. Math A. Counting 2.1 Counts 10 items to determine "How many?"
By End of Kindergarten Counts to answer "How many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, counts out that many objects. Math A. Counting 3.1 Counts 20 items to determine "How many?"
Goal 4: Child compares numbers.
Age 3 With support, begins to accurately count and compare objects that are about the same size and are in small groups with trusted adult assistance, such as counts a pile of two blocks and a pile of four, and determines whether the piles have the same or different numbers of blocks. Math B. Quantitative Relations 1.1 Compares items in sets to 5 by matching
Age 3 Identifies the first and second objects in a sequence. Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
Age 3 Identifies the first and second objects in a sequence. Math B. Quantitative Relations 2.1 Compares items in sets of 6 to 10 by matching
Age 4–5/Not Yet in Kindergarten Counts to determine and compare number amounts even when the larger group's objects are smaller in size, such as buttons, compared with the smaller group's objects that are larger in size, such as markers. Math B. Quantitative Relations 3.1 Compares items in sets of 11 to 20 by matching
Age 4–5/Not Yet in Kindergarten Uses numbers related to order or position. For example, the child knows that three comes before four. Math B. Quantitative Relations 1. Compares items in sets to 5 by counting
Age 4–5/Not Yet in Kindergarten Uses numbers related to order or position. For example, the child knows that three comes before four. Math B. Quantitative Relations 2. Compares items in sets of 6 to 10 by counting
Age 4–5/Not Yet in Kindergarten Uses numbers related to order or position. For example, the child knows that three comes before four. Math B. Quantitative Relations 3. Compares items in sets of 11 to 20 by counting
By Entry to Kindergarten Identifies whether the number of objects in one group is more than, less than, or the same as objects in another group for up to at least five objects. Math B. Quantitative Relations 1. Compares items in sets to 5 by counting
By Entry to Kindergarten Identifies and uses numbers related to order or position from 1–10. Math B. Quantitative Relations 2. Compares items in sets of 6 to 10 by counting
By End of Kindergarten Identifies whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching and counting strategies, including groups with up to 10 objects). Math B. Quantitative Relations 2. Compares items in sets of 6 to 10 by counting
By End of Kindergarten Compares two numbers between 1 and 10 presented as written numerals. Math C. Reading and Writing Numbers 1.1 Demonstrates understanding of mathematical meaning of written numerals 1–5
By End of Kindergarten Compares two numbers between 1 and 10 presented as written numerals. Math C. Reading and Writing Numbers 2.1 Demonstrates understanding of mathematical meaning of written numerals 6–10
Goal 5: Child associates a quantity with written numerals and begins to write numbers.
Age 3 With support, begins to understand that a written numeral represents a quantity and may draw objects or use informal symbols to represent numbers. Math C. Reading and Writing Numbers 1.1 Demonstrates understanding of mathematical meaning of written numerals 1–5
Age 4–5/Not Yet in Kindergarten Understands that written numbers represent quantities of objects and uses information symbols, such as a tally, to represent numerals. Math C. Reading and Writing Numbers 2.1 Demonstrates understanding of mathematical meaning of written numerals 6–10
Age 4–5/Not Yet in Kindergarten Understands that written numbers represent quantities of objects and uses information symbols, such as a tally, to represent numerals. Math C. Reading and Writing Numbers 3.1 Demonstrates understanding of mathematical meaning of written numerals 11–20
Age 4–5/Not Yet in Kindergarten With trusted adult support, writes some numerals up to 10. Math C. Reading and Writing Numbers 2. Reads and writes numerals for quantities 6–10
By Entry to Kindergarten Associates a number of objects with a written numeral 0–5. Math C. Reading and Writing Numbers 1.1 Demonstrates understanding of mathematical meaning of written numerals 1–5
By Entry to Kindergarten Recognizes and, with support, writes some numerals up to 10. Math C. Reading and Writing Numbers 2. Reads and writes numerals for quantities 6–10
By End of Kindergarten Writes numbers from 0–20. Math C. Reading and Writing Numbers 1. Reads and writes numerals for quantities to 5
By End of Kindergarten Writes numbers from 0–20. Math C. Reading and Writing Numbers 2. Reads and writes numerals for quantities 6–10
By End of Kindergarten Writes numbers from 0–20. Math C. Reading and Writing Numbers 3. Reads and writes numerals for quantities 11–20
By End of Kindergarten Represents a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Math C. Reading and Writing Numbers 1. Reads and writes numerals for quantities to 5
By End of Kindergarten Represents a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Math C. Reading and Writing Numbers 2. Reads and writes numerals for quantities 6–10
By End of Kindergarten Represents a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Math C. Reading and Writing Numbers 3. Reads and writes numerals for quantities 11–20
Operations and Algebraic Thinking
Goal 1: Child understands addition as adding to and understands subtraction as taking away from.
Age 3 Begins to add and subtract very small collections of objects with trusted adult support. For example, the adult says, “You have three grapes and get one more. How many in all?” Child counts out three, then counts out one more, then counts all four: “One, two, three, four. I have four!” Math D. Addition and Subtraction 1.3 Selves picture or object problems using count all strategy
Age 4–5/Not Yet in Kindergarten With adult support, solves addition problems by joining objects together and subtraction problems by separating, using manipulatives and fingers to represent objects. Math D. Addition and Subtraction 1.3 Selves picture or object problems using count all strategy
By Entry to Kindergarten Represents addition and subtraction in different ways, such as with fingers, objects, and drawings. Math D. Addition and Subtraction 1.5 Demonstrates understanding of concept of addition
By Entry to Kindergarten Solves addition and subtraction word problems. For example, when told “You have two carrots and your friend gives you two more. How many do you have now?” Adds and subtracts up to five to or from a given number. Math D. Addition and Subtraction 1.5 Demonstrates understanding of concept of addition
By Entry to Kindergarten Solves addition and subtraction word problems. For example, when told “You have two carrots and your friend gives you two more. How many do you have now?” Adds and subtracts up to five to or from a given number. Math D. Addition and Subtraction 2.3 Demonstrates understanding of concept of subtraction
By Entry to Kindergarten With adult assistance, begins to use counting on from the larger number for addition. For example, when adding a group of three and a group of two, counts “One, two, three …” and then counts on “four, five!” (keeping track with fingers). When counting back for subtraction such as taking away three from five, counts, “Five, four, three … two!” (keeping track with fingers). Math D. Addition and Subtraction 1.1 Solves picture or object addition problems using shortcut sum strategy
By Entry to Kindergarten With adult assistance, begins to use counting on from the larger number for addition. For example, when adding a group of three and a group of two, counts “One, two, three …” and then counts on “four, five!” (keeping track with fingers). When counting back for subtraction such as taking away three from five, counts, “Five, four, three … two!” (keeping track with fingers). Math D. Addition and Subtraction 2.3 Demonstrates understanding of concept of subtraction
By End of Kindergarten Represents addition and subtraction with objects, fingers, mental images, or drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the standards.) Math D. Addition and Subtraction 1.5 Demonstrates understanding of concept of addition
By End of Kindergarten Represents addition and subtraction with objects, fingers, mental images, or drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the standards.) Math D. Addition and Subtraction 2.3 Demonstrates understanding of concept of subtraction
By End of Kindergarten Solves addition and subtraction word problems and adds and subtracts within 10, (e.g., by using objects or drawings to represent the problem). Math D. Addition and Subtraction 1.5 Demonstrates understanding of concept of addition
By End of Kindergarten Decomposes numbers less than or equal to 10 into pairs in more than one way (e.g., by using objects or drawings) and records each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Math D. Addition and Subtraction 2.3 Demonstrates understanding of concept of subtraction
By End of Kindergarten For any number from 1 to 9, finds the number that makes 10 when added to the given number (e.g., by using objects or drawings) and records the answer with a drawing or equation. Math D. Addition and Subtraction 1.1 Solves picture or object addition problems using shortcut sum strategy
By End of Kindergarten Fluently adds and subtracts within five. Math D. Addition and Subtraction 1.1 Solves picture or object addition problems using shortcut sum strategy
By End of Kindergarten Fluently adds and subtracts within five. Math D. Addition and Subtraction 2.1 Solves picture or object subtraction problems with set of 10 or less
Goal 2: Child understands simple patterns.
Age 3 With support, recognizes a simple pattern, and with trusted adult assistance, fills in the missing element of a pattern, such as red, blue, red, blue, ___, blue. Duplicates and extends ABABAB patterns. Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
Age 3 With support, recognizes a simple pattern, and with trusted adult assistance, fills in the missing element of a pattern, such as red, blue, red, blue, ___, blue. Duplicates and extends ABABAB patterns. Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
Age 4–5/Not Yet in Kindergarten Creates, identifies, extends, and duplicates simple repeating patterns in different forms, such as with objects, numbers, sounds, and movements. Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
Age 4–5/Not Yet in Kindergarten Creates, identifies, extends, and duplicates simple repeating patterns in different forms, such as with objects, numbers, sounds, and movements. Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
By Entry to Kindergarten Fills in missing elements of simple patterns. Duplicates simple patterns in a different location than demonstrated, such as making the same alternating color pattern with blocks at a table that was demonstrated on the rug. Extends patterns, such as making an eight block tower of the same pattern that was demonstrated with four blocks. Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
By Entry to Kindergarten Fills in missing elements of simple patterns. Duplicates simple patterns in a different location than demonstrated, such as making the same alternating color pattern with blocks at a table that was demonstrated on the rug. Extends patterns, such as making an eight block tower of the same pattern that was demonstrated with four blocks. Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
By Entry to Kindergarten Identifies the core unit of sequentially repeating patterns, such as color in a sequence of alternating red and blue blocks. Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
By Entry to Kindergarten Identifies the core unit of sequentially repeating patterns, such as color in a sequence of alternating red and blue blocks. Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
By End of Kindergarten Not addressed in CCSS.
Numbers and Operations in Base Ten
Goal 1: Child works with numbers 11 to 19 to gain foundations for place value.
Age 3 Not addressed in HEAD START EARLY LEARNING OUTCOMES FRAMEWORK.
Age 4–5/Not Yet in Kindergarten Not addressed in HEAD START EARLY LEARNING OUTCOMES FRAMEWORK.
By Entry to Kindergarten Not addressed in HEAD START EARLY LEARNING OUTCOMES FRAMEWORK.
By End of Kindergarten Composes and decomposes numbers from 11 to 19 into 10 ones and some further ones (e.g., by using objects or drawings) and records each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understands that these numbers are composed of 10 ones and one, two, three, four, five, six, seven, eight, or nine ones. Math D. Vocabulary and Story Comprehension 1.5 Demonstrates understanding of concept of addition
By End of Kindergarten Composes and decomposes numbers from 11 to 19 into 10 ones and some further ones (e.g., by using objects or drawings) and records each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understands that these numbers are composed of 10 ones and one, two, three, four, five, six, seven, eight, or nine ones. Math D. Vocabulary and Story Comprehension 2.3 Demonstrates understanding of concept of subtraction
Measurement and Data
Goal 1: Child measures objects by their various attributes using standard and non-standard measurement and uses differences in attributes to make comparisons.
Age 3 With trusted adult support, begins to understand that attributes can be compared, such as one child can be taller than another child. Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
Age 4–5/Not Yet in Kindergarten With some trusted adult support, uses measurable attributes to make comparisons, such as identifies objects as the same/different and more/less. Math B. Quantitative Relations 1.3 Uses quantity comparison words
By Entry to Kindergarten Measures using the same unit, such as putting together snap cubes to see how tall a book is. Math B. Quantitative Relations 1.3 Uses quantity comparison words
By Entry to Kindergarten Compares or orders up to five objects based on their measurable attributes, such as height or weight. Cognitive C. Conceptual Knowledge 3.2 Classifies according to physical attribute
By Entry to Kindergarten Compares or orders up to five objects based on their measurable attributes, such as height or weight. Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
By Entry to Kindergarten Uses comparative language, such as shortest, heavier, or biggest. Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
By End of Kindergarten Describes measurable attributes of objects, such as length or weight. Describes several measurable attributes of a single object. Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
By End of Kindergarten Directly compares two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describes the difference. For example, directly compares the heights of two children and describes one child as taller/shorter. Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
Goal 2: Child classifies objects into given categories; counts the numbers of objects in each category and sorts the categories by count. (Limit category counts to be less than or equal to 10).
Age 3 Not addressed in HEAD START EARLY LEARNING OUTCOMES FRAMEWORK.
Age 4–5/Not Yet in Kindergarten Not addressed in HEAD START EARLY LEARNING OUTCOMES FRAMEWORK.
By Entry to Kindergarten Not addressed in HEAD START EARLY LEARNING OUTCOMES FRAMEWORK.
By End of Kindergarten Classifies objects into given categories; counts the numbers of objects in each category and sorts the categories by count. (Limit category counts to be less than or equal to 10.) Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
Geometry and Spatial Sense
Goal 1: Child identifies, describes, compares, and composes shapes.
Age 3 Recognizes and names a typical circle, square, and (sometimes) triangle. Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
Age 3 With trusted adult support, matches some shapes that are different sizes and orientations. Cognitive C. Conceptual Knowledge 3.2 Classifies according to physical attribute
Age 4–5/Not Yet in Kindergarten Recognizes and compares a greater number of shapes of different sizes and orientations. Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
Age 4–5/Not Yet in Kindergarten Begins to identify sides and angles as distinct parts of shapes. Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
By Entry to Kindergarten Names and describes shapes in terms of length of sides, number of sides, and number of angles. Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
By Entry to Kindergarten Correctly names basic shapes regardless of size and orientation. Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
By Entry to Kindergarten Analyzes, compares, and sorts two- and three-dimensional shapes and objects in different sizes. Describes their similarities, differences, and other attributes, such as size and shape. Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
By Entry to Kindergarten Creates and builds shapes from components. Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
By End of Kindergarten Correctly names shapes regardless of their orientations or overall size. Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
By End of Kindergarten Identifies shapes as two-dimensional (lying in a plane, “flat”) or three- dimensional (“solid”). Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
By End of Kindergarten Analyzes and compares two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
By End of Kindergarten Analyzes and compares two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Cognitive C. Conceptual Knowledge 3. Solves problems using multiple strategies
By End of Kindergarten Models shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
By End of Kindergarten Models shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
By End of Kindergarten Models shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Cognitive D. Reasoning 3. Solves problems using multiple strategies
By End of Kindergarten Composes simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
By End of Kindergarten Composes simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
By End of Kindergarten Composes simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Cognitive D. Reasoning 3. Solves problems using multiple strategies

  1. Uses early conceptual comparisons

  2. Uses early conceptual comparisons

  3. Uses early conceptual comparisons

Age Range Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
Goal 2: Child explores the positions of objects in space.
Age 3 Begins to understand spatial vocabulary. Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
Age 3 With trusted adult support, follows directions involving their own position in space, such as “Stand up and stretch your arms to the sky.” Social-Communication B. Communicative Understanding 3.1 Follows multistep directions with contextual cues
Age 3 With trusted adult support, follows directions involving their own position in space, such as “Stand up and stretch your arms to the sky.” Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
Age 4–5/Not Yet in Kindergarten Increasingly understands spatial vocabulary. Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
Age 4–5/Not Yet in Kindergarten Follows directions involving their own position in space, such as “Move to the front of the line.” Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
By Entry to Kindergarten Understands and uses language related to directionality, order, and the position of objects, including up/down, and front/behind. Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
By Entry to Kindergarten Correctly follows directions involving their own position in space, such as “Stand up” and “Move forward.” Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
By End of Kindergarten Describes objects in the environment using names of shapes and describes the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
By End of Kindergarten Describes objects in the environment using names of shapes and describes the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts