aeps3
## ALIGNMENT
**Assessment, Evaluation, and Programming System
for Infants and Children, Third Edition (AEPS®-3)**
**WITH**
**Kansas Early Learning Standards**
---
**Alignment of _Assessment, Evaluation, and Programming System for Infants and Children, Third_**
**_Edition (AEPS -3)®_ with _Kansas Early Learning Standards_**
This document aligns the content from the *Kansas Early Learning Standards* [2023] 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.
*Kansas Early Learning Standards: Building the Foundation for Successful Children.* (2023). Retrieved from:
https://www.ksde.gov/Portals/0/Early%20Childhood/Kansas_Early_Learning_Standards.pdf
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 April 2025
---
| | KS Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- | --- |
| Approaches to Learning | | | | |
| Persistence and Engagement in Learning | | | | |
| Engagement and Attention | | | | |
| Young Infant (by 8 months) | ATL.PEL.i.1: Demonstrates awareness of happenings and surroundings. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Infant (by 8 months) | ATL.PEL.i.2: Controls caregiver's attention by babbling, looking at face, smiling or at times looking away to disengage. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (by 8 months) | ATL.PEL.i.3: Shows interest in other children. | Cognitive | A. Sensory Exploration | Child orients to auditory, visual, and tactile events/stimulation produced by caregiver, another person, animal, or objects by turning, looking, reaching, moving toward, or locating. |
| Mobile Infant (by 18 months) | ATL.PEL.mi.1: Focuses on an activity, but is easily distracted. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Mobile Infant (by 18 months) | ATL.PEL.mi.2: Actively participates in social games with adults, anticipating own turn (e.g., peek-a-boo). | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Toddler (by 36 months) | ATL.PEL.t.1: Begins to maintain focus, despite distractions, during brief delays in task. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Toddler (by 36 months) | ATL.PEL.t.2: Plays side-by-side with another child, at times observing, imitating or engaging child in play. | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Toddler (by 36 months) | ATL.PEL.t.3: Continues to play when a caregiver leaves the area. | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Pre 3 (by 48 months) | ATL.PEL.p3.1: Sustains attention to task, especially when adults offer suggestions, comments and questions as a means of support. | Social-Emotional | D. Independent and Group Participation | 1 (all) |
| Pre 3 (by 48 months) | ATL.PEL.p3.2: Ignores distractions briefly when engrossed in an activity. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Pre 3 (by 48 months) | ATL.PEL.p3.3: Remembers and follows one- or two-step directions. | Social-Communication | B. Communicative Understanding | 3.2 Follows one-step direction without contextual cues |
| Pre 4 (by 60 months) | ATL.PEL.p4.1: Sustains attention to task despite distractions. | Social-Emotional | D. Independent and Group Participation | 3. Follows multistep directions without contextual cues |
| Pre 4 (by 60 months) | ATL.PEL.p4.2: Gathers information through listening. Remembers what was said in brief group discussion. | Cognitive | B. Initation and Memory | 3. Initiates and completes independent activities |
| Kindergarten | No specific standards. | | | 3.1 Relates recent events without contextual cues |
| Persistence | | | | |
| Young Infant (by 8 months) | ATL.PEL.i.4: Tries to reproduce interesting and pleasurable effects and events (e.g., swats at mobile, reaches out for objects). | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Mobile Infant (by 18 months) | ATL.PEL.mi.3: Repeats actions intentionally to achieve a goal (e.g., drops food on the floor so adult will engage in the "pick-it-up" game). | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Mobile Infant (by 18 months) | ATL.PEL.mi.4: Executes simple two-step plan (i.e., means-to-end task). | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Toddler (by 36 months) | ATL.PEL.t.4: Engages in self-initiated activities for a sustained period of time. | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Toddler (by 36 months) | ATL.PEL.t.5: Returns to an activity after being distracted. | Social-Emotional | D. Independent and Group Participation | 1.3 Remains with group during small-group activities |
| Toddler (by 36 months) | ATL.PEL.p3.4: Practices an activity many times until successful. | Cognitive | D. Reasoning | 2.3 Remains with group during large-group activities |
| Pre 3 (by 48 months) | ATL.PEL.p4.3: Carries out tasks, activities, projects or experiences from beginning to end. | Social-Emotional | D. Independent and Group Participation | 3. Solves problems using multiple strategies |
| Pre 4 (by 60 months) | ATL.PEL.p4.4: Remains focused on the task at hand even when frustrated or challenged. | Social-Emotional | D. Independent and Group Participation | 1 (all) |
| Pre 4 (by 60 months) | No specific standards. | | | 2 (all) |
| Initiative | | | | |
| Curiosity and Initiative | | | | |
| Young Infant (by 8 months) | ATL.I.i.1: Shows preferences for certain toys or activities. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (by 8 months) | ATL.I.i.2: Lifts arms toward caregiver to be picked up; explores own fingers and toes. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Mobile Infant (by 18 months) | ATL.I.mi.1: Explores the environment through a variety of senses. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Mobile Infant (by 18 months) | ATL.I.mi.2: Chooses toys/things for play. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Toddler (by 36 months) | ATL.I.t.1: Explores materials in the environment to cause a result (e.g., takes things apart, turns faucet on and off, pours water in sandbox to fill a hole). | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| Toddler (by 36 months) | ATL.I.t.2: Expresses preferences for familiar people, books, toys and activities; often insists on some choices. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Toddler (by 36 months) | ATL.I.t.3: Asks questions about items/objects. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Pre 3 (by 48 months) | ATL.I.p3.1: Investigates environment with purpose during play (e.g., opens, closes, fills, empties, builds up and knocks down objects and containers). | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Pre 3 (by 48 months) | ATL.I.p3.2: Initiates play with other children and takes on a variety of roles while playing. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Pre 3 (by 48 months) | ATL.I.p3.3: Explores, practices, understands social roles through play. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Pre 4 (by 60 months) | ATL.I.p4.1: Seeks new and varied experiences and challenges through play. | Cognitive | E. Scientific Discovery | 3 (all) |
| Pre 4 (by 60 months) | ATL.I.p4.1: Seeks new and varied experiences and challenges through play. | Cognitive | E. Scientific Discovery | 4 (all) |
| Pre 4 (by 60 months) | ATL.I.p4.2: Chooses activities to do alone or with others. | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| Pre 4 (by 60 months) | ATL.I.p4.2: Chooses activities to do alone or with others. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Pre 4 (by 60 months) | ATL.I.p4.3: Invites other children to join groups or activities. | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| Pre 4 (by 60 months) | ATL.I.p4.4: Makes and follows plans for games or activities with other children. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Pre 4 (by 60 months) | ATL.I.p4.4: Makes and follows plans for games or activities with other children. | Social-Emotional | C. Interactions with Peers | 4. Maintains engagement in games with rules |
| Kindergarten | No specific standards. | | | |
| Sense of Competence | | | | |
| Young Infant (by 8 months) | ATL.I.i.3: Repeats an action to get more effect (e.g., kicking in crib to shake mobile or smiling and cooing to get attention). | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Young Infant (by 8 months) | ATL.I.i.4: Comforts self by cooing, babbling, clutching or mouthing favorite object (e.g., blanket or toy). | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Mobile Infant (by 18 months) | ATL.I.mi.3: Shows a sense of satisfaction when making things happen (e.g., claps with delight after touching a toy to make the music play). | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Mobile Infant (by 18 months) | ATL.I.mi.4: Points or protests to indicate likes and dislikes. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Mobile Infant (by 18 months) | ATL.I.mi.5: Expresses and responds to a variety of emotions. | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Mobile Infant (by 18 months) | ATL.I.mi.5: Expresses and responds to a variety of emotions. | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Toddler (by 36 months) | ATL.I.t.4: Refers to own abilities when communicating with others (e.g., "I'll do it!" or "Watch me!"). | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Toddler (by 36 months) | ATL.I.t.5: Begins to show assertiveness (e.g., giving orders to others). | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Toddler (by 36 months) | ATL.I.t.6: Feels comfortable in a variety of places with familiar adults. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Pre 3 (by 48 months) | ATL.I.p3.4: Recognizes own abilities and expresses satisfaction when demonstrating them to others. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Pre 3 (by 48 months) | ATL.I.p3.5: Knows self as part of family, culture, spiritual group or community. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Pre 3 (by 48 months) | ATL.I.p3.6: Begins to be able to release and or redirect emotional tensions, becoming more relaxed and cooperative afterwards. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Pre 4 (by 60 months) | ATL.I.p4.5: Shows pride in family composition; recognizes self as important to family and friends. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Pre 4 (by 60 months) | ATL.I.p4.6: Recognizes and respects similarities and differences between self and others (e.g., gender, race, special needs, cultures, languages, family structures). | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Pre 4 (by 60 months) | ATL.I.p4.7: Associates emotions with words and facial expressions. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Pre 4 (by 60 months) | ATL.I.p4.7: Associates emotions with words and facial expressions. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Kindergarten | No specific standards. | | | |
3.1 Explains or shows others how to do tasks mastered
---
| | KS Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- | --- |
| Creativity | | | | |
| Problem Solving | | | | |
| Young Infant (by 8 months) | ATL.C.i.1: Expresses discomfort when needs are not met. | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Young Infant (by 8 months) | ATL.C.i.10: Looks for caregiver response in new or uncertain situation. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Mobile Infant (by 18 months) | ATL.C.mi.1: Seeks out trusted adult for comfort or support and/or accepts adult assistance. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Mobile Infant (by 18 months) | ATL.C.mi.2: Tries to do things on own. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Mobile Infant (by 18 months) | ATL.C.mi.3: Begins to exhibit response inhibition (e.g., waits briefly if instructed not to touch something). | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Mobile Infant (by 18 months) | ATL.C.mi.3: Begins to exhibit response inhibition (e.g., waits briefly if instructed not to touch something). | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Toddler (by 36 months) | ATL.C.t.1: Seeks alternate method when first attempt fails and/or seeks adult assistance. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Toddler (by 36 months) | ATL.C.t.2: Observes and imitates how other people solve problems (e.g., blows on warm cereal after seeing someone blow on cereal). | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions1.1 Imitates novel simple motor action not already in repertoire |
| Toddler (by 36 months) | ATL.C.t.3: Sometimes remembers and follows simple rules and routines, with adult guidance; stops doing something when directed by an adult. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Pre 3 (by 48 months) | ATL.C.p3.1: Identifies a problem and attempts multiple ways to solve it, including working with others as part of a team, with some adult assistance. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Pre 3 (by 48 months) | ATL.C.p3.2: Recognizes making a mistake and sometimes is able to correct it. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| Pre 3 (by 48 months) | ATL.C.p3.3: Remembers and applies two rules simultaneously (e.g., books go here, trucks there). | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Pre 4 (by 60 months) | ATL.C.p4.1: Identifies a problem, demonstrates flexibility in solving it and changes plans if a better solution is proposed. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Pre 4 (by 60 months) | ATL.C.p4.2: Is able to delay gratification for better payoff later; anticipates consequences of own behavior. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Pre 4 (by 60 months) | ATL.C.p4.3: Understands what is real and what is make-believe. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Kindergarten | SECD:K-2.11.B Responsible Decision Making and Problem-Solving: Develops, implements and models effective problem-solving skills.1. Develops self-control skills (for example, stop, take a deep breath and relax).2. Identifies and illustrates the problem.3. Identifies desired outcome.4. Identifies possible solutions and the pros and cons of each solution.5. Identifies and selects the best solution.6. Puts the solution into action.7. Reflects on the outcome of the solution. | CognitiveCognitiveCognitiveCognitive | E. Scientific DiscoveryD. ReasoningD. ReasoningD. Reasoning | 4. Transfers knowledge3. Solves problems using multiple strategies3.1 Evaluates common solutions to solve problems or reach goals4. Draws plausible conclusions about events beyond personal experience |
| Kindergarten | SECD:K-2.11.B Responsible Decision Making and Problem-Solving: Develops, implements and models effective problem-solving skills.1. Develops self-control skills (for example, stop, take a deep breath and relax).2. Identifies and illustrates the problem.3. Identifies desired outcome.4. Identifies possible solutions and the pros and cons of each solution.5. Identifies and selects the best solution.6. Puts the solution into action.7. Reflects on the outcome of the solution. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| Creativity and Flexibility | | | | |
| Young Infant (by 8 months) | ATL.C.i.3: Shows interest in looking at, feeling or exploring new objects. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Mobile Infant (by 18 months) | ATL.C.mi.4: Makes discoveries about self, others and the environment through play (e.g., loudly bangs a spoon on the table, notices the sound and does it again). | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Mobile Infant (by 18 months) | ATL.C.mi.5: May apply something already learned to something new (e.g., bangs spoon on table, then bangs spoon on overturned bowl). | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Mobile Infant (by 18 months) | ATL.C.mi.6: May test caregiver's response to new or uncertain situation (e.g., reaching for forbidden object and then checking adult response). | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Toddler (by 36 months) | ATL.C.t.4: Imitates others in using objects in new and/or unanticipated ways during play (e.g., imitates child who puts basket on head as a hat). | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| Toddler (by 36 months) | ATL.C.t.5: May change behavior based on previous learning. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Pre 3 (by 48 months) | ATL.C.p3.4: Creates own ideas for play, using imagination and inventing new ways to use everyday materials. | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Pre 3 (by 48 months) | ATL.C.p3.5: Identifies questions and situations that are puzzling or interesting and has ideas for possible solutions. | Cognitive | E. Scientific Discovery | 2. Anticipates outcome of investigation |
| Pre 3 (by 48 months) | ATL.C.p3.5: Identifies questions and situations that are puzzling or interesting and has ideas for possible solutions. | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| Pre 3 (by 48 months) | ATL.C.p3.6: Identifies ways to change behavior to respond to desires and needs of others. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Pre 4 (by 60 months) | ATL.C.p4.4: Invents new activities through play | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Pre 4 (by 60 months) | ATL.C.p4.5: Begins to enjoy games where must adjust response to changing rules (e.g., Simon Says); adjusts behavior to different activities/settings. | Social-Emotional | C. Interactions with Peers | 4. Maintains engagement in games with rules |
| Pre 4 (by 60 months) | ATL.C.p4.6: Begins to hold an arbitrary rule in mind and follows it to produce a response that differs from natural instinct (e.g., sort animal cards by color rather than by animals). | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Kindergarten | No specific standards. | | | |
| Physical Health and Development | | | | |
| Large Motor Skills | | | | |
| Young Infant (by 8 months) | PHD.GMS.i.1: Crawls through and around objects | Gross Motor | B. Movement and Coordination | 1. Creeps forward using alternating arm and leg movements |
| Young Infant (by 8 months) | PHD.GMS.i.2: Demonstrates strength and control of head, arms, legs and trunk using purposeful movements. | Gross Motor | A. Body Control and Weight Transfer | All |
| Young Infant (by 8 months) | PHD.GMS.i.3: Reaches for objects. | Gross Motor | A. Body Control and Weight Transfer | 2. Puts weight on one hand or arm while reaching with opposite hand |
| Mobile Infant (by 18 months) | PHD.GMS.mi.1: Creeps up or down stairs. | Gross Motor | B. Movement and Coordination | 4.2 Moves up and down stairs |
| Mobile Infant (by 18 months) | PHD.GMS.mi.2: Takes independent steps. | Gross Motor | B. Movement and Coordination | 3.1 Walks without support |
| Mobile Infant (by 18 months) | PHD.GMS.mi.3: Throws ball and other objects independently. | Fine Motor Area | A. Reach, Grasp, and Release | 3.2 Releases object into nondefined space |
| Toddler (by 36 months) | PHD.GMS.t.1: Maintains balance when performing actions. | Gross Motor | B. Movement and Coordination | 2. Stoops and regains balanced standing position |
| Toddler (by 36 months) | PHD.GMS.t.2: Catches a ball with both hands. | Gross Motor | C. Active Play | 1.3 Catches ball |
| Toddler (by 36 months) | PHD.GMS.t.3: Begins to run. | Gross Motor | B. Movement and Coordination | 5.1 Runs |
| Pre 3 (by 48 months) | PHD.GMS.p3.1: Uses locomotor skills with increasing coordination and balance. | Gross Motor | B. Movement and Coordination | 4 (all) |
| Pre 3 (by 48 months) | PHD.GMS.p3.1: Uses locomotor skills with increasing coordination and balance. | Gross Motor | B. Movement and Coordination | 5 (all) |
| Pre 3 (by 48 months) | PHD.GMS.p3.1: Uses locomotor skills with increasing coordination and balance. | Gross Motor | B. Movement and Coordination | 6 (all) |
| Pre 3 (by 48 months) | PHD.GMS.p3.1: Uses locomotor skills with increasing coordination and balance. | Gross Motor | B. Movement and Coordination | 7 (all) |
| Pre 3 (by 48 months) | PHD.GMS.p3.1: Uses locomotor skills with increasing coordination and balance. | Gross Motor | C. Active Play | 1 (all) |
| Pre 4 (by 60 months) | PHD.GMS.p4.1: Demonstrates locomotor skills with control, coordination and balance in active play. | Gross Motor | B. Movement and Coordination | 5 (all) |
| Pre 4 (by 60 months) | PHD.GMS.p4.1: Demonstrates locomotor skills with control, coordination and balance in active play. | Gross Motor | B. Movement and Coordination | 6 (all) |
| Pre 4 (by 60 months) | PHD.GMS.p4.1: Demonstrates locomotor skills with control, coordination and balance in active play. | Gross Motor | C. Active Play | 2.1 Moves swing back and forth |
| Pre 4 (by 60 months) | PHD.GMS.p4.1: Demonstrates locomotor skills with control, coordination and balance in active play. | Gross Motor | C. Active Play | 2.2 Climbs play equipment |
| Pre 4 (by 60 months) | PHD.GMS.p4.2: Demonstrates coordination in using objects during active play. | Gross Motor | C. Active Play | All |
| Pre 4 (by 60 months) | PHD.GMS.p4.3: Explores, practices and performs skill sets. | Gross Motor | C. Active Play | All |
| Kindergarten | PHD.K.1: Demonstrates competency in a variety of motor skills and movement patterns. | Gross Motor | C. Active Play | All |
| Fine Motor Skills | | | | |
| Young Infant (by 8 months) | PHD.FMS.i.1: Transfers objects from one hand to other. | Fine Motor | B. Functional Skill Use | 3.5 Transfers object from hand to hand |
| Young Infant (by 8 months) | PHD.FMS.i.2: Grasps and releases object using entire hand. | Fine Motor | A. Reach, Grasp, and Release | 3.2 Releases object into nondefined space |
| Mobile Infant (by 18 months) | PHD.FMS.mi.1: Coordinates the use of arms, hands and fingers to accomplish tasks. | Fine Motor | A. Reach, Grasp, and Release | 2.2 Grasps small cylindrical object |
| Mobile Infant (by 18 months) | PHD.FMS.mi.2: Coordinates eye-hand movements. | Fine Motor | A. Reach, Grasp, Hold, and Release | 3.1 Releases object into targeted space |
| Toddler (by 36 months) | PHD.FMS.t.4: Coordinates the use of arms, hands and fingers to accomplish more complex tasks. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Pre 3 (by 48 months) | PHD.FMS.p3.1: Uses classroom and household tools independently and with eye-hand coordination to carry out more complex activities. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Pre 4 (by 60 months) | PHD.FMS.p4.1: With fluency and accuracy, uses classroom and household tools independently and with eye-hand coordination to carry out activities. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Kindergarten | No specific standards. | | | |
| Physical Fitness | | | | |
| Young Infant (by 8 months) | PHD.PF.i.1: Interacts with caregivers in a variety of physical activities. | Gross Motor | A. Body Control and Weight Transfer | 1 (all) |
| Young Infant (by 8 months) | PHD.PF.i.1: Interacts with caregivers in a variety of physical activities. | Gross Motor | A. Body Control and Weight Transfer | 2 (all) |
| Mobile Infant (by 18 months) | PHD.PF.mi.1: Participates in a variety of active physical play. | Gross Motor | B. Movement and Coordination | 1 (all) |
| Mobile Infant (by 18 months) | PHD.PF.mi.1: Participates in a variety of active physical play. | Gross Motor | B. Movement and Coordination | 4.3 Gets up and down from low structure |
| Toddler (by 36 months) | PHD.PF.t.1: Participates in a variety of active physical play for longer periods of time. | Social-Emotional | C. Interactions with Peers | 4.2 Participates in game |
| Toddler (by 36 months) | PHD.PF.t.1: Participates in a variety of active physical play for longer periods of time. | Gross Motor | C. Active Play | All |
| Pre 3 (by 48 months) | PHD.PF.p3.1: Participates in a variety of active play exhibiting strength and stamina. | Gross Motor | C. Active Play | All |
| Pre 4 (by 60 months) | PHD.PF.p4.1: Participates in a variety of active play exhibiting strength and stamina for increasing amounts of time. | Gross Motor | C. Active Play | All |
| Kindergarten | Kansas Model PK-K Standards for Physical Education Standard 2: Applies knowledge of concepts, principles, strategies and tactics related to movement and performance. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Nutrition/Healthy Eating | | | | |
| Young Infant (by 8 months) | PHD.NHE.i.1: Communicates hunger and when full. | Social-Communication | A. Early Social Communication | 1.1 Meets internal physical needs of hunger and thirst |
| Young Infant (by 8 months) | PHD.NHE.i.1: Communicates hunger and when full. | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Mobile Infant (by 18 months) | PHD.NHE.mi.7: Eats during regular meals and snack times; anticipates routine meals; and asks for more if still hungry. | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Mobile Infant (by 18 months) | PHD.NHE.mi.7: Eats during regular meals and snack times; anticipates routine meals; and asks for more if still hungry. | Social-Communication | A. Early Social Communication | 1.1 Meets internal physical needs of hunger and thirst |
| Toddler (by 36 months) | PHD.t.6: Makes simple food choices; has food preferences; and demonstrates a willingness to try new foods. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Pre 3 (by 48 months) | PHD.NHE.p3.1: Eats a variety of foods. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Pre 3 (by 48 months) | PHD.NHE.p3.2: Drinks from a cup without spilling and takes bites from whole foods. | Adaptive | A. Eating and Drinking | 4. Drinks from open-mouth container |
| Pre 3 (by 48 months) | PHD.NHE.p3.2: Drinks from a cup without spilling and takes bites from whole foods. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Pre 4 (by 60 months) | PHD.NHE.p4.1: Demonstrates basic understanding that eating a variety of foods helps the body grow and be healthy. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Pre 4 (by 60 months) | PHD.NHE.p4.2: Demonstrates increasingly complex oral motor skills. | Adaptive | A. Eating and Drinking | 4. Drinks from open-mouth container |
| Pre 4 (by 60 months) | PHD.NHE.p4.2: Demonstrates increasingly complex oral motor skills. | Adaptive | A. Eating and Drinking | 5.2 Takes in appropriate amount of liquid and returns cup to surface |
| Kindergarten | K-2 Content Standards for Nutrition: | | | |
| Kindergarten | 2.2: The role of food and nutrients in providing energy. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Kindergarten | 2.2: The role of food and nutrients in providing energy. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Kindergarten | 2.3: What is meant by a balanced diet. | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| Kindergarten | 2.4: The impact of food choices. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Kindergarten | 2.4: The impact of food choices. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Kindergarten | 2.5: Identifying the food groups. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Kindergarten | 2.6: The recommended daily requirements for water. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Self-Care | | | | |
| Young Infant (by 8 months) | PHD.SC.i.1: Signals need by crying. | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Mobile Infant (by 18 months) | PHD.SC.mi.1: Expresses physical needs. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Toddler (by 36 months) | PHD.SC.t.1: Washes hands and face with assistance. | Adaptive | B. Personal Care Routines | 2.1 Washes and dries face |
| Toddler (by 36 months) | PHD.SC.t.1: Washes hands and face with assistance. | Adaptive | B. Personal Care Routines | 2.2 Washes and dries hands |
| Toddler (by 36 months) | PHD.SC.t.2: May begin to initiate interest in self-toileting. | Adaptive | B. Personal Care Routines | 1.1 Indicates need to use toilet |
| Pre 3 (by 48 months) | PHD.SC.p3.1: Follows basic health practices with occasional reminders. | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Pre 3 (by 48 months) | PHD.SC.p3.2: Completes personal care tasks with some assistance. | Adaptive | B. Personal Care Routines | 1. Carries out all toileting functions |
| Pre 3 (by 48 months) | PHD.SC.p3.2: Completes personal care tasks with some assistance. | Adaptive | B. Personal Care Routines | 2 (all) |
| Pre 3 (by 48 months) | PHD.SC.p3.2: Completes personal care tasks with some assistance. | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Pre 4 (by 60 months) | PHD.SC.p4.1: Follows basic health practices. | Adaptive | B. Personal Care Routines | 3. Completes all steps for personal hygiene, including brushing teeth, combing hair, and wiping nose |
| Pre 4 (by 60 months) | PHD.SC.p4.2: Completes personal care tasks with increasing responsibility. | Adaptive | B. Personal Care Routines | 1 (all) |
| Pre 4 (by 60 months) | PHD.SC.p4.2: Completes personal care tasks with increasing responsibility. | Adaptive | B. Personal Care Routines | 2 (all) |
| Pre 4 (by 60 months) | PHD.SC.p4.2: Completes personal care tasks with increasing responsibility. | Adaptive | B. Personal Care Routines | 3 (all) |
| Kindergarten | K-2 Content Standards for Personal Health: | | | |
| Kindergarten | 2.2: How to maintain clean skin, hair, teeth and clothes. | Adaptive | B. Personal Care Routines | 3. Completes all steps for personal hygiene, including brushing teeth, combing hair, and wiping nose |
| Kindergarten | 2.4: The importance of personal health. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Kindergarten | 2.1: Steps to take for germ protection for disease prevention. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Kindergarten | 2.6: How germs are transmitted. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Safety | | | | |
| Young Infant (by 8 months) | PHD.S.i.1: Shows preference for primary caregiver. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Mobile Infant (by 18 months) | PHD.S.mi.1: Stops/waits when caregiver says "no" or gives a nonverbal cue for alarm/danger. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Toddler (by 36 months) | PHD.s.t.1: Follows adult interaction/guidance regarding safety. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Toddler (by 36 months) | PHD.S.t.2: Differentiates between some harmful and safe situations. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Toddler (by 36 months) | PHD.S.t.2: Differentiates between some harmful and safe situations. | Adaptive | D. Personal Safety | 2.1 Complies with graphic or written warning signs and symbols |
| Pre 3 (by 48 months) | PHD.s.p3.1: Knows common safety rules that have been discussed or taught. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Pre 3 (by 48 months) | PHD.S.p3.2: Alerts adults to potentially harmful situations. | Adaptive | D. Personal Safety | 4.2 Reports inappropriate events, actions, or language by others |
| Pre 4 (by 60 months) | PHD.S.p4.1: Identifies and follows basic safety rules with possible reminders, guidance and support. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Pre 4 (by 60 months) | PHD.S.p4.2: Demonstrates an ability to follow emergency routines with adult support. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Pre 4 (by 60 months) | PHD.S.p4.2: Demonstrates an ability to follow emergency routines with adult support. | Social-Emotional | E. Meeting Social Expectations | 3. Takes independent action when faced with dangerous conditions or substances |
| Pre 4 (by 60 months) | PHD.S.p4.2: Demonstrates an ability to follow emergency routines with adult support. | Social-Emotional | E. Meeting Social Expectations | 3.1 Responds appropriately to warnings of dangerous conditions or substances |
| Pre 4 (by 60 months) | PHD.S.p4.3: Identifies how adults help to keep us safe | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Kindergarten | K-2 Content Standards for Injury Prevention and Safety: | | | |
| Kindergarten | 2.1: Safety rules and laws (ex. - seat belts, helmets, crossing the street, sunscreen, fire safety, etc.). | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Kindergarten | 2.2: Emergency and non-emergency situations. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Kindergarten | 2.5: Strategies to report verbal, mental and physical harm. | Adaptive | D. Personal Safety | 4.2 Reports inappropriate events, actions, or language by others |
| Social and Emotional Development | | | | |
| Character Development | | | | |
| Foundations of Character Development | | | | |
| Develop understanding of appropriate behaviors. | | | | |
| Young Infant (by 8 months) | N/A | | | |
| Mobile Infant (by 18 months) | N/A | | | |
| Toddler (by 36 months) | N/A | | | |
| Pre 3 (by 48 months) | SED.CD.p3.1: Responds to feedback from familiar adults about appropriate behavior. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Pre 4 (by 60 months) | SED.CD.p4.1: Follows adult guidelines and expectations for appropriate behavior. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Kindergarten | SED.CD.K.1: Recognizes and celebrates the natural beneficial consequence of acts of character. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Kindergarten | SED.CD.K.2: Identifies community needs in the larger community, discusses effects on the community and identifies positive, responsible action. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten | SED.CD.K.2: Identifies community needs in the larger community, discusses effects on the community and identifies positive, responsible action. | Cognitive | D. Reasoning | 4. Recognizes and reports information regarding safety |
| Kindergarten | SED.CD.K.3: Learns about ethical reasoning by giving examples of what makes behaviors appropriate and inappropriate. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Kindergarten | SED.CD.K.4: Exhibits clear and consistent expectations of good character throughout all school activities and in all areas of the school. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Kindergarten | SED.CD.K.5: Learns about, receives and accepts feedback for responsible actions in academic and behavioral skills. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Foster caring attachments between fellow children, staff and the community. | | | | |
| Young Infant (by 8 months) | SED.CD.1.1: Initiates and engages in reciprocal interactions with familiar adults. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Mobile Infant (by 18 months) | SED.CD.mi.1: Participates in routines and experiences that involve give-and-take interaction with familiar adults. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Toddler (by 36 months) | SED.CD.1.1: Interacts with familiar adults to communicate about experiences, ideas or to solve problems. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Toddler (by 36 months) | SED.CD.1.2: Feels comfortable in a variety of places with familiar adults. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Pre 3 (by 48 months) | SED.CD.p3.2: Becomes increasingly aware of effects of own behavior on others. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Pre 4 (by 60 months) | SED.CD.p4.2: Recognizes effect of own behavior on others most of the time. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Pre 4 (by 60 months) | SED.CD.p4.3: Recognizes examples and non-examples of words and actions that are helpful or hurtful. | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Kindergarten | SED.CD.K.6: Recognizes characteristics of a caring relationship. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Kindergarten | SED.CD.K.7: Recognizes characteristics of a hurtful relationship. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Demonstrate mutual respect and utilize strategies to build a safe and productive culture. | | | | |
| Young Infant (by 8 months) | SED.CD.1.2: Begins to form relationships with consistent caregivers. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Mobile Infant (by 18 months) | SED.CD.mi.2: Demonstrates a secure relationship with at least one consistent caregiver. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Toddler (by 36 months) | SED.CD.1.3: Begins to separate from caregiver more easily. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Pre 3 (by 48 months) | SED.CD.p3.3: Shows awareness of feelings of others with adult guidance and support. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Pre 4 (by 60 months) | SED.CD.p4.4: Shows awareness of and responds to feelings of others with adult guidance and support. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Kindergarten | SED.CD.K.8: Demonstrates caring and respect for others. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| | SED.CD.K.9: Describes active listening. | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| Demonstrate actions and facilitate experiences that promote empathy, positive interactions and respectful relationships. | | | | |
| Young Infant (by 8 months) | N/A | | | |
| Mobile Infant (by 18 months) | N/A | | | |
| Toddler (by 36 months) | N/A | | | |
| Pre 3 (by 48 months) | SED.CD.p3.4: Expresses interests, acceptance, affection for others. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Pre 4 (by 60 months) | SED.CD.p4.5: Demonstrates an understanding of what it means to be a friend. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Pre 4 (by 60 months) | SED.CD.p4.5: Demonstrates an understanding of what it means to be a friend. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Kindergarten | SED.CD.K.10: Recognizes and defines bullying and teasing. K-2: Illustrates or demonstrates what "tattling" is and what "telling" or "reporting" is. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Kindergarten | SED.CD.K.11: Models positive peer interactions. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Responsible Decision-Making & Problem-Solving | | | | |
| Begin to develop the skills necessary to recognize and acknowledge the feelings and needs of others and how positive choices contribute to a safe community. | | | | |
| Young Infant (by 8 months) | N/A | | | |
| Mobile Infant (by 18 months) | SED.R.mi.1: Shows emerging signs of responding to choices offered by adults to help guide behavior. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Toddler (by 36 months) | SED.R.t.1: Demonstrates increasing capacity to manage actions and emotional expressions with guidance from adults. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Pre 3 (by 48 months) | SED.R.p3.1: Begin to understand consequences of own actions with adult support. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Pre 4 (by 60 months) | SED.R.p4.1: Anticipates and usually accepts consequences of own actions. | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| Kindergarten | SED.R.K.1: Identify and illustrate safe and unsafe situations. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Kindergarten | SED.R.K.2: State the difference between appropriate and inappropriate behaviors. | Adaptive | D. Personal Safety | 4.2 Reports inappropriate events, actions, or language by others |
| Kindergarten | SED.R.K.3: Explain the consequences and rewards of individual and community actions. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Demonstrates awareness of personal time and responsibilities within predictable routines. | | | | |
| Young Infant (by 8 months) | N/A | | | |
| Mobile Infant (by 18 months) | SED.R.mi.2: Anticipates and participates in some familiar routines with adult assistance. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Toddler (by 36 months) | SED.R.t.2: Remember and follows expectations for familiar routines some of the time, but may find it hard to transition from preferred activities. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Pre 3 (by 48 months) | SED.R.p3.2: Follows predictable classroom routines and manages transitions positively most of the time when supported by an adult. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Pre 4 (by 60 months) | SED.R.p4.2: Follows predictable classroom routines, manages transitions positively most of the time with minimal adult support as needed. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Kindergarten | SED.R.K.4: Identifies activities scheduled for the day and how much time is spent on each. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Kindergarten | SED.R.K.5: Identifies and performs steps necessary to accomplish personal responsibilities in scheduled activities. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| Develop, implement and model effective problem solving skills | | | | |
| Young Infant (by 8 months) | N/A | | | |
| Mobile Infant (by 18 months) | SED.R.mi.3: Shows emerging signs of responding positively to limits and choices offered by adults to help guide behavior. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Toddler (by 36 months) | SED.R.t.3: Demonstrates increasing capacity to manage actions and emotional expressions with guidance from adults. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states 2.3 Responds appropriately to soothing by adult |
| Pre 3 (by 48 months) | SED.R.p3.3: Manages (i.e., expresses, inhibits or redirects) emotions, impulses and behaviors with support from an adult. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Pre 3 (by 48 months) | SED.R.p3.4: Uses simple conflict resolution techniques. | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Pre 4 (by 60 months) | SED.R.p4.3: Manages emotions, impulses and behaviors with minimal guidance from adults. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Pre 4 (by 60 months) | SED.R.p4.4: Attempts to solve social problems independently, by negotiation or with adult assistance. | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Kindergarten | SED.R.K.6: Develops self-control skills (e.g., stop, take a deep breath and relax). | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Kindergarten | SED.R.K.7: Identifies and illustrates the problem. | Adaptive | D. Personal Safety | 1. Takes independent action to alleviate distress, discomfort, and pain |
| Kindergarten | SED.R.K.8: Identifies desired outcome. | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| Kindergarten | SED.R.K.9: Identifies possible solutions and the pros and cons of each solution. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| Kindergarten | SED.R.K.10: Identifies and selects the best solution. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| Kindergarten | SED.R.K.11: Puts the solution into action. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten | SED.R.K.12: Reflects on the outcome of the solution. | Cognitive | B. Imitation and Memory | 3.1 Relates recent events without contextual cues |
| Personal Development | | | | |
| Self-Awareness | | | | |
| Expresses and develops an understanding of thoughts and emotions of self and others. | | | | |
| Young Infant (by 8 months) | SED.PD.i.1 Expresses a variety of emotions through facial expressions, gestures, movement and sounds. | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Young Infant (by 8 months) | SED.PD.i.1 Expresses a variety of emotions through facial expressions, gestures, movement and sounds. | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Mobile Infant (by 18 months) | SED.PD.mi.1 Communicates a variety of emotions purposefully and intentionally. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Toddler (by 36 months) | SED.PD.t.1: Shows awareness of own emotions and uses verbal and nonverbal ways to express them. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Pre 3 (by 48 months) | SED.PD.p3.1: Recognizes and identifies own emotions and starts to recognize and identify the emotions of others with adult support. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Pre 3 (by 48 months) | SED.PD.p3.1: Recognizes and identifies own emotions and starts to recognize and identify the emotions of others with adult support. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Pre 3 (by 48 months) | SED.PD.p3.2: Begins to express and respond to a range of emotions in socially acceptable ways. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Pre 4 (by 60 months) | SED.PD.p4.1: Recognizes and identifies more complex emotions in self and others, with accuracy and with adult support. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Pre 4 (by 60 months) | SED.PD.p4.1: Recognizes and identifies more complex emotions in self and others, with accuracy and with adult support. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Pre 4 (by 60 months) | SED.PD.p4.2: Expresses and responds to a range of emotions in socially acceptable ways. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Kindergarten | SED.PD.K.1: Identifies and describes basic emotions. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Kindergarten | SED.PD.K.1: Identifies and describes basic emotions. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Kindergarten | SED.PD.K.2: Identifies situations that might evoke emotional responses. | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Kindergarten | SED.PD.K.2: Identifies situations that might evoke emotional responses. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| Kindergarten | SED.PD.K.3: Identifies positive and negative emotions. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Develops and communicates a sense of self and positive identity. | | | | |
| Young Infant (by 8 months) | SED.PD.i.2: Begins to understand self as separate person from others. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Mobile Infant (by 18 months) | SED.PD.mi.2: Recognizes self as separate person with distinct characteristics. | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Toddler (by 36 months) | SED.PD.t.2: Shows awareness of self as belonging to one or more groups. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Toddler (by 36 months) | SED.PD.t.3: Identifies own feelings, needs and interests. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Pre 3 (by 48 months) | SED.PD.p3.3: Describes self by using several basic characteristics. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Pre 3 (by 48 months) | SED.PD.p3.4: States basic personal information (e.g., name and age). | Adaptive | E. Meeting Social Expectations | 4.2 States age |
| Pre 3 (by 48 months) | SED.PD.p3.4: States basic personal information (e.g., name and age). | Adaptive | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Pre 3 (by 48 months) | SED.PD.p3.5: Displays awareness of own thoughts and feelings. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Pre 4 (by 60 months) | SED.PD.p4.3: Describes characteristics of self and in relationship to others. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Pre 4 (by 60 months) | SED.PD.p4.4: States more complex personal information, like names of family members or names of neighbors. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Kindergarten | SED.PD.K.4: Identifies personal likes and dislikes. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Kindergarten | SED.PD.K.5: Identifies personal strengths and weaknesses. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Kindergarten | SED.PD.K.6: Identifies consequences of behaviors. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Kindergarten | SED.PD.K.7: Asks clarifying questions. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Kindergarten | SED.PD.K.8: Identifies positive responses to problems (e.g., get help, try harder, use a different solution). | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten | SED.PD.K.9: Identifies people, places and other resources to go for help (e.g., parents, relatives, school personnel). | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Self-Management | | | | |
| Understand and practice strategies for managing emotions and behaviors | | | | |
| Young Infant (by 8 months) | SED.PD.i.3: Begins to self soothe in simple ways. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Young Infant (by 8 months) | SED.PD.i.4: Communicates needs for help through vocalizations and gestures. | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Mobile Infant (by 18 months) | SED.PD.mi.3: Self soothes in a variety of ways. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Mobile Infant (by 18 months) | SED.PD.mi.4: Seeks close proximity to familiar adults for security and support, especially when distressed. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Toddler (by 36 months) | SED.PD.t.4: Anticipates the need for comfort and tries to prepare for changes in routine. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Pre 3 (by 48 months) | SED.PD.p3.6: Makes personal needs and desires known. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Pre 3 (by 48 months) | SED.PD.p3.7: Begins to demonstrate the ability to release and/or redirect emotional tensions, with adult help, becoming more relaxed and cooperative afterward. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Pre 4 (by 60 months) | SED.PD.p4.5: Expresses preferences in a socially acceptable way most of the time. | Social-Communication | D. Social Use of Language | 1.1 Follows social conventions of language |
| Pre 4 (by 60 months) | SED.PD.p4.6: Develops strategies to express strong emotion and calm self with adult help. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Kindergarten | SED.PD.K.10: Describes and practices sending effective verbal and nonverbal messages. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Kindergarten | SED.PD.K.10: Describes and practices sending effective verbal and nonverbal messages. | Social-Communication | D. Social Use of Language | 1.1 Follows social conventions of language |
| Kindergarten | SED.PD.K.11: Recognizes behavior choices in response to situations. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Reflect on perspectives and emotional responses | | | | |
| Young Infant (by 8 months) | SED.PD.i.5: Imitates the expression of feelings of those around them. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Mobile Infant (by 18 months) | SED.PD.mi.5: Demonstrates an awareness of others' feelings. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Mobile Infant (by 18 months) | SED.PD.t.5: May respond to peer's distress by doing something to make him/her feel better. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Pre 3 (by 48 months) | SED.PD.p3.8: Recognizes own feelings when an adult labels them. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies labels own emotions |
| Pre 4 (by 60 months) | SED.PD.p4.7: Recognizes and accurately describes own feelings most of the time. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies labels own emotions |
| Kindergarten | SED.PD.K.12: Describes common responses to failures and disappointments. | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Set, monitor, adapt and evaluate goals to achieve success in social settings. | | | | |
| Young Infant (by 8 months) | N/A | | | |
| Mobile Infant (by 18 months) | N/A | | | |
| Toddler (by 36 months) | N/A | | | |
| Pre 3 (by 48 months) | SED.PD.p3.9: Completes own goal-directed activities and recognizes accomplishments while learning rules and values of family and culture. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Pre 4 (by 60 months) | SED.PD.p4.8: Demonstrates age-appropriate independence in decision-making regarding activities and materials. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Kindergarten | SED.PD.K.13: Defines success and the process of goal setting. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Kindergarten | SED.PD.K.14: Identifies personal goals and home goals (e.g., dreams, aspirations, hopes). | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Kindergarten | SED.PD.K.15: Identifies factors that lead to goal achievement and success (e.g., confidence, motivation, understanding). | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| Kindergarten | SED.PD.K.16: Identifies specific steps for achieving a particular goal. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| Social Development | | | | |
| Social Awareness | | | | |
| Demonstrate awareness of the thoughts, feelings and perspectives of others. | | | | |
| Young Infant (by 8 months) | SED.SD.i.1: Reacts to emotional expressions of others. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Mobile Infant (by 18 months) | SED.SD.m.i.1: Demonstrates awareness of feelings expressed by others. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Toddler (by 36 months) | SED.SD.t.1: Begins to identify own feelings, needs and interests and show awareness that others have feelings. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Toddler (by 36 months) | SED.SD.t.2: Responds in caring ways to another's distress in some situations. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Pre 3 (by 48 months) | SED.SD.p3.1: Expresses concern for the needs of others and people in distress. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Pre 4 (by 60 months) | SED.SD.p4.1: Responds to needs of others and people in distress in caring ways. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Pre 4 (by 60 months) | SED.SD.p4.2: Demonstrates an understanding of which forms of emotional expression are acceptable for a given environment. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Pre 4 (by 60 months) | SED.SD.p4.2: Demonstrates an understanding of which forms of emotional expression are acceptable for a given environment. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Kindergarten | SED.SD.K.1: Identifies a range of emotions in others (e.g., identify "sad" by facial expression; identify "mad" by tone of voice). | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Kindergarten | SED.SD.K.2: Identifies possible causes for emotions (e.g., losing dog may make you "sad," your birthday may make you "happy"). | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Kindergarten | SED.SD.K.2: Identifies possible causes for emotions (e.g., losing dog may make you "sad," your birthday may make you "happy"). | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| Kindergarten | SED.SD.K.3: Identifies possible behaviors and anticipates reactions in response to a specific situation (e.g., sharing candy may make your classmate smile; taking pencil may make your classmate yell at you). | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Kindergarten | SED.SD.K.3: Identifies possible behaviors and anticipates reactions in response to a specific situation (e.g., sharing candy may make your classmate smile; taking pencil may make your classmate yell at you). | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| Express comfort and joy in human diversity and develop accurate language for differences. | | | | |
| Young Infant (by 8 months) | SED.SD.i.2: Responds to people and objects in their immediate environment based on past experience. | Social-Emotional | A. Interactions with Adults | 2.3 Responds to familiar game or action |
| Mobile Infant (by 18 months) | SED.SD.mi.2: Identifies similarities and differences in objects and people. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Mobile Infant (by 18 months) | SED.SD.t.3: Expresses preferences for familiar people, books, toys and activities. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Toddler (by 36 months) | SED.SD.t.3: Expresses preferences for familiar people, books, toys and activities. | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Toddler (by 36 months) | SED.SD.t.4: Uses previous learning to inform new experiences with people and objects in their environment. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Pre 3 (by 48 months) | SED.SD.p3.2: Compares own characteristics with those of others. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Pre 4 (by 60 months) | SED.SD.p4.3: Recognizes and respects similarities and differences between self and others. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Pre 4 (by 60 months) | SED.SD.p4.4: Treats others with respect when conflict or differences occur, given adult support. | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Kindergarten | SED.SD.K.4: Describes ways that people are similar and different. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Kindergarten | SED.SD.K.5: Uses respectful language and actions with conflict or differences of opinion. | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| Interpersonal Skills | | | | |
| Demonstrate communication and social skills to interact effectively | | | | |
| Young Infant (by 8 months) | SED.SD.i.3: Shows interest in other children. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Infant (by 8 months) | SED.SD.i.4: Repeats actions that elicit social responses from others. | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Mobile Infant (by 18 months) | SED.SD.mi.3: Briefly engages in simple interaction with another child. | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Toddler (by 36 months) | SED.SD.t.5: Plays side-by-side with another child, at times observing, imitating or engaging child in play. | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Pre 3 (by 48 months) | SED.SD.p.3.3: Follows rules and simple one-two-step directions. | Social-Communication | B. Communicative Understanding | 3 (all) |
| Pre 3 (by 48 months) | SED.SD.p.3.4: Begins to display socially competent behavior with peers. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Pre 3 (by 48 months) | SED.SD.p.3.4: Begins to display socially competent behavior with peers. | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Pre 3 (by 48 months) | SED.SD.p.3.4: Begins to display socially competent behavior with peers. | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Pre 3 (by 48 months) | SED.SD.p.3.5: Begins to participate in conversational turn-taking. | Social-Communication | D. Social Use of Language | 3.4 Alternates between speaker and listener roles during conversations with others |
| Pre 4 (by 60 months) | SED.SD.p.4.5: Displays socially competent behavior with peers. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Pre 4 (by 60 months) | SED.SD.p.4.5: Displays socially competent behavior with peers. | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Pre 4 (by 60 months) | SED.SD.p.4.5: Displays socially competent behavior with peers. | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Pre 4 (by 60 months) | SED.SD.p.4.5: Displays socially competent behavior with peers. | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large-group activities |
| Pre 4 (by 60 months) | SED.SD.p.4.6: Participates in conversational turn-taking by listening and responding to what was said. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Pre 4 (by 60 months) | SED.SD.p.4.7: Demonstrates strategies to join a play group with adult support. | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Pre 4 (by 60 months) | SED.SD.p.4.8: Invites other children to join groups or activities. | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| Kindergarten | SED.SD.K.6: Follows rules that respect classmates' needs and uses polite language (e.g., waits for his or her turn, stands in line, lets classmate finish speaking). | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Kindergarten | SED.SD.K.7: Uses "I" statements. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Kindergarten | SED.SD.K.8: Pays attention to others when they are speaking. | Social-Communication | D. Social Use of Language | 3.1 Uses socially appropriate physical orientation |
| Kindergarten | SED.SD.K.9: Understands the importance of respecting personal space. | Social-Communication | D. Social Use of Language | 3.1 Uses socially appropriate physical orientation |
| Kindergarten | SED.SD.K.10: Recognizes how facial expressions, body language and tone communicate feelings. | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Kindergarten | SED.SD.K.11: Takes turns and practices sharing. | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Kindergarten | SED.SD.K.12: Practices sharing encouraging comments. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Kindergarten | SED.SD.K.13: Identifies and demonstrates good manners. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Develop and maintain positive relationships | | | | |
| Young Infant (by 8 months) | SED.SD.i.5: Initiates and engages in give-and-take interactions with familiar adults. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Young Infant (by 8 months) | SED.SD.i.5: Initiates and engages in give-and-take interactions with familiar adults. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Young Infant (by 8 months) | SED.SD.i.5: Initiates and engages in give-and-take interactions with familiar adults. | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Mobile Infant (by 18 months) | SED.SD.mi.4: Participates in routines and experiences that involve give-and-take interactions with familiar adults. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Toddler (by 36 months) | SED.SD.t.6: Seeks out trusted adult for comfort or support. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Toddler (by 36 months) | SED.SD.t.7: Shows interest in unfamiliar adults with support from familiar adults. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Pre 3 (by 48 months) | SED.SD.p3.6: Shows interest in having a friend. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Pre 4 (by 60 months) | SED.SD.p4.9: Develops friendships with one or two preferred peers. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Pre 4 (by 60 months) | SED.SD.p4.10: Demonstrates an understanding of which forms of emotional expression are acceptable for a given environment. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Pre 4 (by 60 months) | SED.SD.p4.11: Adjusts behavior to different settings. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Kindergarten | SED.SD.K.14: Recognizes how various relationships in life are different. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Kindergarten | SED.SD.K.15: Identifies and practices appropriate behaviors to maintain positive relationships (e.g., personal space, voice volume). | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Kindergarten | SED.SD.K.15: Identifies and practices appropriate behaviors to maintain positive relationships (e.g., personal space, voice volume). | Social-Communication | D. Social Use of Language | 3.1 Uses socially appropriate physical orientation |
| Kindergarten | SED.SD.K.15: Identifies and practices appropriate behaviors to maintain positive relationships (e.g., personal space, voice volume). | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Demonstrate an ability to prevent, manage and resolve interpersonal conflicts | | | | |
| Young Infant (by 8 months) | N/A | | | |
| Mobile Infant (by 18 months) | SED.SD.mi.5: Shows emerging signs of responding positively to limits and choices offered by adults to help guide behavior. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Toddler (by 36 months) | SED.SD.t.8: Demonstrates an increasing capacity to manage actions and emotional expressions with guidance from adults. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Toddler (by 36 months) | SED.SD.t.8: Demonstrates an increasing capacity to manage actions and emotional expressions with guidance from adults. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Toddler (by 36 months) | SED.SD.t.9: Seeks adult assistance when encountering a problem. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Pre 3 (by 48 months) | SED.SD.p3.7: Begins to resolve conflicts with peers, given adult assistance. | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Pre 4 (by 60 months) | SED.SD.p4.12: Resolves conflicts with peers, seeking adult assistance when necessary. | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Pre 4 (by 60 months) | SED.SD.p4.13: Demonstrates flexibility in solving problems; will change plans if a better idea is thought of or proposed. | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| Kindergarten | SED.SD.K.16: Identifies conflict. | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| Kindergarten | SED.SD.K.17: Identifies what actions cause conflict. | Social-Communication | D. Social Use of Language | 3.5 Responds to contingent questions from others |
| Kindergarten | SED.SD.K.18: Identifies appropriate and inappropriate ways to resolve conflict. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| Communication and Literacy | | | | |
| Speaking and Listening | | | | |
| Conversation and Comprehension | | | | |
| Young Infant (by 8 months) | CL.SL.i.1: Reacts to adults through vocalizations and/or facial expressions in response to social contact and sounds produced by others. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Young Infant (by 8 months) | CL.SL.i.2: Listens to and begins to respond to familiar words. | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Young Infant (by 8 months) | CL.SL.i.3: Uses gestures, movements or vocalizations to gain attention of a familiar person. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Mobile Infant (by 18 months) | CL.SL.mi.1: Interacts with caregivers and peers using gestures, sounds and words. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Mobile Infant (by 18 months) | CL.SL.mi.2: Shows understanding of simple requests and of statements referring to people and objects around them. | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| Mobile Infant (by 18 months) | CL.SL.mi.3: Uses gestures, movements or vocalizations to initiate interactions to get needs met. | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Toddler (by 36 months) | CL.SL.t.1: In a conversation with a peer or caregiver, answers simple questions and begins to ask questions using inflection and intonation. | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| Toddler (by 36 months) | CL.SL.t.1: In a conversation with a peer or caregiver, answers simple questions and begins to ask questions using inflection and intonation. | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Toddler (by 36 months) | CL.SL.t.1a: In a conversation with a peer or caregiver, sustains a conversation with two or more turns. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Toddler (by 36 months) | CL.SL.t.2: Confirms understanding of information presented orally through verbalizations of one or two words or actions. | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Toddler (by 36 months) | CL.SL.t.3: Uses language to seek help, get information or clarify something that is not understood. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Pre 3 (by 48 months) | CL.SL.p3.1: Participates in conversations with a small group. | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Pre 3 (by 48 months) | CL.SL.p3.1a: Begins to follow agreed-upon rules for discussions. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Pre 3 (by 48 months) | CL.SL.p3.1b: Continues a conversation through two or three exchanges. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Pre 3 (by 48 months) | CL.SL.p3.2: Asks and answers "Who, What, Where" questions. | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| Pre 4 (by 60 months) | CL.SL.p4.1: Participates in conversations in increasing group sizes. | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Pre 4 (by 60 months) | CL.SL.p4.1a: Follows agreed-upon rules for discussions. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Pre 4 (by 60 months) | CL.SL.p4.1b: Continues a conversation through multiple exchanges, while increasingly staying on topic. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Pre 4 (by 60 months) | CL.SL.p4.2: Asks and answers questions and makes predictions. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Kindergarten | SL.K.1: Participates in collaborative conversations with diverse partners about topics and texts with peers and adults in small and larger groups to expand language comprehension. | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Kindergarten | SL.K.1a: Follows agreed-upon rules for discussions. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Kindergarten | SL.K.1b: Extends a conversation through multiple exchanges. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Kindergarten | SL.K.2: Confirms sequence of events of a read-aloud or media presentation by asking and answering questions about key details or requesting clarification of what is not understood. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Kindergarten | SL.K.3: 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 |
| Expressive Language | | | | |
| Young Infant (by 8 months) | CL.SL.i.4: Uses gestures, movements or vocalizations to communicate wants and needs. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Infant (by 8 months) | CL.SL.i.5: Uses differing cries to signal various needs. | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Young Infant (by 8 months) | CL.SL.i.6: Uses some consonant-vowel (CV) combinations. | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Mobile Infant (by 18 months) | CL.SL.mi.4: Demonstrates an understanding of a few simple concepts. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Mobile Infant (by 18 months) | CL.SL.mi.5: Speaks so that familiar adults can understand about 50% of what child says. | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| Mobile Infant (by 18 months) | CL.SL.mi.5: Speaks so that familiar adults can understand about 50% of what child says. | Social-Communication | C. Communicative Expression | 1.4 Uses consistent consonant-vowel combinations |
| Toddler (by 36 months) | CL.SL.t.4: Uses words to label actions. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Toddler (by 36 months) | CL.SL.t.5: Uses language to express wants and needs, likes and dislikes. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Toddler (by 36 months) | CL.SL.t.6: Speaks so that familiar listeners can understand ideas, feelings and needs. | Social-Communication | C. Communicative Expression | 1 (all) |
| Pre 3 (by 48 months) | CL.SL.p3.3: Begins to describe familiar people, places, things and events with support. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Pre 3 (by 48 months) | CL.SL.p3.4: Begins to describe objects and actions depicted in pictures. | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| Pre 3 (by 48 months) | CL.SL.p3.5: Speaks so that unfamiliar listeners are usually able to understand ideas, feelings and needs. | Social-Communication | C. Communicative Expression | 1 (all) |
| Pre 4 (by 60 months) | CL.SL.p4.3: Able to describe familiar people, places, things and events with support. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of a social exchange |
| Pre 4 (by 60 months) | CL.SL.p4.4: Able to tell another person about what they have drawn. | Literacy | E. Writing | 1.2 Verbally labels representational drawings |
| Pre 4 (by 60 months) | CL.SL.p4.5: Speaks understandably to express ideas, feelings and needs. | Social-Communication | C. Communicative Expression | 1 (all) |
| Kindergarten | SL.K.4: Uses details to describe familiar people, places, things or events with prompting and support. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Kindergarten | SL.K.5: Adds drawings or other visual displays to supply additional detail to descriptions. | Literacy | E. Writing | 2.1 Makes representational drawings |
| Kindergarten | SL.K.6: Speak with appropriate volume, enunciation and rate to express thoughts, feelings and ideas clearly. | Social-Communication | C. Communicative Expression | 1 (all) |
| Language | | | | |
| Conventions of Language | | | | |
| Young Infant (by 8 months) | N/A | | | |
| Mobile Infant (by 18 months) | N/A | | | |
| Toddler (by 36 months) | CL.LS.t.1: Begins to use frequently occurring nouns and verbs when speaking. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Toddler (by 36 months) | CL.LS.t.1: Begins to use frequently occurring nouns and verbs when speaking. | Social-Communication | C. Communicative Expression | 3. Uses helping verbs |
| Toddler (by 36 months) | CL.LS.t.1: Begins to use frequently occurring nouns and verbs when speaking. | Social-Communication | C. Communicative Expression | 3.1 Uses irregular past tense of common verbs |
| Toddler (by 36 months) | CL.LS.t.1: Begins to use frequently occurring nouns and verbs when speaking. | Social-Communication | C. Communicative Expression | 3.2 Uses regular past tense of common verbs |
| Toddler (by 36 months) | CL.LS.t.1: Begins to use frequently occurring nouns and verbs when speaking. | Social-Communication | C. Communicative Expression | 3.3 Uses to be verbs |
| Toddler (by 36 months) | CL.LS.t.2: Begins to combine words. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Toddler (by 36 months) | CL.LS.t.2: Begins to combine words. | Social-Communication | C. Communicative Expression | 1.1 Uses two-word utterances |
| Pre 3 (by 48 months) | CL.LS.p3.1: Demonstrates an emerging understanding of the conventions of grammar and usage when writing or speaking. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Pre 3 (by 48 months) | CL.LS.p3.1a: Begins to make letter-like forms and print some letters. | Fine Motor | C. Mechanics of Writing | 1.3 Writes or draws using straight lines |
| Pre 3 (by 48 months) | CL.LS.p3.1b: Uses frequently occurring nouns and verbs when speaking. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Pre 3 (by 48 months) | CL.LS.p3.1c: Begins to form regular plural nouns orally by adding /s/ or /es/. | Social-Communication | C. Communicative Expression | 2.2 Uses regular plural nouns |
| Pre 3 (by 48 months) | CL.LS.p3.1d: Understands and uses some question words. | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Pre 3 (by 48 months) | CL.LS.p3.1e: Uses some prepositions. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Pre 3 (by 48 months) | CL.LS.p3.1f: Communicates using at least three- to four-word sentences. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Pre 3 (by 48 months) | CL.LS.p3.2: Demonstrates a beginning awareness of writing by using strings of letter-like forms or a series of random letters. | Literacy | E. Writing | 3.4 Writes using "scribble writing" |
| Pre 4 (by 60 months) | CL.LS.p4.1: Demonstrates an emerging command of the conventions of grammar and usage when writing or speaking. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Pre 4 (by 60 months) | CL.LS.p4.1: Demonstrates an emerging command of the conventions of grammar and usage when writing or speaking. | Literacy | E. Writing | 3. Writes words using conventional spelling |
| Pre 4 (by 60 months) | CL.LS.p4.1a: Prints some uppercase and lowercase letters. | Literacy | E. Writing | 3.2 Prints first name |
| Pre 4 (by 60 months) | CL.LS.p4.1b: Uses basic nouns and verbs. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Pre 4 (by 60 months) | CL.LS.p4.1c: Begins to form regular plural nouns orally by correctly adding /s/ or /es/ on a more frequent basis. | Social-Communication | C. Communicative Expression | 2.2 Uses regular plural nouns |
| Pre 4 (by 60 months) | CL.LS.p4.1d: Understands and uses most question words. | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Pre 4 (by 60 months) | CL.LS.p4.1e: Uses an increasing amount of frequently occurring prepositions. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Pre 4 (by 60 months) | CL.LS.p4.1f: Produces complete sentences in shared language activities. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Pre 4 (by 60 months) | CL.LS.p4.2: Demonstrates a beginning awareness of the conventions of writing by using some letters to match sounds in words and usually writing from left to right (may reverse some letters). | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| Kindergarten | SL.K.7: Demonstrates command of the conventions of standards English grammar and usage when speaking. | Social-Communication | C. Communicative Expression | 2. Uses plural pronouns to indicate subjects, objects, and possession in multiple-word sentences |
| Kindergarten | SL.K.7: Demonstrates command of the conventions of standards English grammar and usage when speaking. | Social-Communication | C. Communicative Expression | 2.1 Uses irregular plural nouns in multiple-word sentences |
| Kindergarten | SL.K.7: Demonstrates command of the conventions of standards English grammar and usage when speaking. | Social-Communication | C. Communicative Expression | 3. Uses helping verbs |
| Kindergarten | SL.K.7: Demonstrates command of the conventions of standards English grammar and usage when speaking. | Social-Communication | C. Communicative Expression | 3.1 Uses irregular past tense of common verbs |
| Kindergarten | SL.K.7: Demonstrates command of the conventions of standards English grammar and usage when speaking. | Social-Communication | C. Communicative Expression | 3.2 Uses regular past tense of common verbs |
| Kindergarten | SL.K.7: Demonstrates command of the conventions of standards English grammar and usage when speaking. | Social-Communication | C. Communicative Expression | 3.3 Uses to be verbs |
| Kindergarten | SL.K.7: Demonstrates command of the conventions of standards English grammar and usage when speaking. | Social-Communication | C. Communicative Expression | 4. Asks questions using inverted auxiliary |
| Kindergarten | SL.K.7.a: Uses frequently occurring nouns and verbs in speech. | Social-Communication | C. Communicative Expression | 2.1 Uses irregular plural nouns in multiple-word sentences |
| Kindergarten | SL.K.7.a: Uses frequently occurring nouns and verbs in speech. | Social-Communication | C. Communicative Expression | 3. Uses helping verbs |
| Kindergarten | SL.K.7.a: Uses frequently occurring nouns and verbs in speech. | Social-Communication | C. Communicative Expression | 3.1 Uses irregular past tense of common verbs |
| Kindergarten | SL.K.7.a: Uses frequently occurring nouns and verbs in speech. | Social-Communication | C. Communicative Expression | 3.2 Uses regular past tense of common verbs |
| Kindergarten | SL.K.7.a: Uses frequently occurring nouns and verbs in speech. | Social-Communication | C. Communicative Expression | 3.3 Uses to be verbs |
| Kindergarten | SL.K.7.b: 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 |
| Kindergarten | SL.K.7.c: Understands and uses question words (interrogatives) (e.g., who, what, where, when, why, how). | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Kindergarten | SL.K.7.d: Uses the most frequently occurring prepositions in written work (e.g., to, from, in, out, on, off, for, of, by, with). | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Kindergarten | SL.K.7.e: Produces and expands complete sentences in shared language activities. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Kindergarten | SL.K.8: Uses words and phrases acquired through conversations, reading and read-alouds. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Vocabulary Acquisition and Use | | | | |
| Young Infant (by 8 months) | CL.L.S.1.1: Recognizes the names of familiar people and objects. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Mobile Infant (by 18 months) | CL.L.S.mi.1: Shows understanding of simple requests and of statements referring to familiar people and objects around them. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Toddler (by 36 months) | CL.L.S.t.3: Shows an understanding of requests and statements referring to familiar people and objects. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Pre 3 (by 48 months) | CL.L.S.p.3.3: Provides a label when given a child-friendly definition of a familiar word. | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| Pre 3 (by 48 months) | CL.L.S.p.3.4: Begins to demonstrate an understanding of some frequently occurring verbs and adjectives to name opposites. | Cognitive | D. Reasoning | 4. Uses early conceptual comparisons |
| Pre 3 (by 48 months) | CL.L.S.p.3.4: Begins to demonstrate an understanding of some frequently occurring verbs and adjectives to name opposites. | Social-Communication | C. Communicative Expression | 3. Uses helping verbs |
| Pre 3 (by 48 months) | CL.L.S.p.3.4: Begins to demonstrate an understanding of some frequently occurring verbs and adjectives to name opposites. | Social-Communication | C. Communicative Expression | 3.1 Uses irregular past tense of common verbs |
| Pre 3 (by 48 months) | CL.L.S.p.3.4: Begins to demonstrate an understanding of some frequently occurring verbs and adjectives to name opposites. | Social-Communication | C. Communicative Expression | 3.2 Uses regular past tense of common verbs |
| Pre 3 (by 48 months) | CL.L.S.p.3.4: Begins to demonstrate an understanding of some frequently occurring verbs and adjectives to name opposites. | Social-Communication | C. Communicative Expression | 3.3 Uses to be verbs |
| Pre 3 (by 48 months) | CL.L.S.p.3.4a: Distinguishes among a few verbs describing the same general action. | Cognitive | D. Reasoning | 3.1 Classifies according to function |
| Pre 3 (by 48 months) | CL.L.S.p.3.4a: Distinguishes among a few verbs describing the same general action. | Social-Communication | C. Communicative Expression | 3. Uses helping verbs |
| Pre 3 (by 48 months) | CL.L.S.p.3.4a: Distinguishes among a few verbs describing the same general action. | Social-Communication | C. Communicative Expression | 3.1 Uses irregular past tense of common verbs |
| Pre 3 (by 48 months) | CL.L.S.p.3.4a: Distinguishes among a few verbs describing the same general action. | Social-Communication | C. Communicative Expression | 3.2 Uses regular past tense of common verbs |
| Pre 3 (by 48 months) | CL.L.S.p.3.4a: Distinguishes among a few verbs describing the same general action. | Social-Communication | C. Communicative Expression | 3.3 Uses to be verbs |
| Pre 3 (by 48 months) | CL.L.S.p.3.5: With prompting and support, begins to experiment with new words and phrases acquired through conversations, reading and being read to and responding to texts. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Pre 4 (by 60 months) | CL.L.S.p.4.3: Determines or clarifies the meaning of unknown and multiple meaning words with assistance or cues from an adult. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Pre 4 (by 60 months) | CL.L.S.p.4.4: Demonstrates an understanding of some frequently occurring verbs and adjectives to name opposites. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Pre 4 (by 60 months) | CL.L.S.p.4.4a: Distinguishes among some verbs describing the same general action by acting out the meanings. | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| Pre 4 (by 60 months) | CL.L.S.p.4.5: With prompting and support, begins to use new words and phrases acquired through conversations, reading and being read to and responding to texts. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Kindergarten | RLK.11: Determines or clarifies the meaning of unknown and multiple-meaning words and phrases to expand language comprehension. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Kindergarten | RLK.11.a: Identifies new meanings for familiar words and applies them accurately (e.g., knowing duck is a bird and learning the verb "duck"). | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Kindergarten | RLK.11.b: Use the most frequently occurring inflectional endings and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten | RLK.12: With guidance and support from adults, explores word relationships and nuances in word meanings to expand language comprehension. | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| Kindergarten | RLK.12.a: Sorts common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Kindergarten | RLK.12.b: Demonstrates understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Kindergarten | RLK.12.c: Identifies real-life connections between words and their use (e.g., notes places at school that are colorful). | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Kindergarten | RLK.12.d: Distinguishes shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| Speaking and Listening | | | | |
| Key Ideas and Details | | | | |
| Young Infant (by 8 months) | CL.L.i.1: Sits on an adult's lap while being read to and gazes at pictures in books and pats individual pictures. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Mobile Infant (by 18 months) | CL.L.mi.1: Responds to a verbal prompt by pointing to a requested picture. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Toddler (by 36 months) | CL.L.t.1: With prompting and support, asks and answers simple questions about a book or story's content using pictures. | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| Toddler (by 36 months) | CL.L.t.2: Retells some events from a familiar book or story with close adult prompting. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Pre 3 (by 48 months) | CL.L.p3.1: With prompting and support, asks and answers simple questions about the book or story's content. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Pre 3 (by 48 months) | CL.L.p3.2: Uses pictures and illustrations to tell and retell parts of a book or story. | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| Pre 4 (by 60 months) | CL.L.p4.1: With prompting and support, asks and answers questions about key details in a book or story. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Pre 4 (by 60 months) | CL.L.p4.2: With prompting and support, retells books or stories with increasing detail and accuracy. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Pre 4 (by 60 months) | CL.L.p4.3: With prompting and support, identifies characters, settings and major events or facts from a book or story. | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |
| Kindergarten | RI.K.1: 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 |
| Kindergarten | RI.K.2: With prompting and support, identifies the main topic and retells key details of a text. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Kindergarten | RI.K.3: 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 | 3. Demonstrates understanding of abstract story vocabulary |
| Structure and Format | | | | |
| Young Infant (by 8 months) | CL.L.i.2: Shows interest in books, pictures, songs and rhyming. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Infant (by 8 months) | CL.L.i.2: Shows interest in books, pictures, songs and rhyming. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Mobile Infant (by 18 months) | CL.L.mi.2: Attends to reading books, telling stories and singing. | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| Toddler (by 36 months) | CL.L.t.3: Actively participates in book reading, storytelling and singing. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Toddler (by 36 months) | CL.L.t.3: Actively participates in book reading, storytelling and singing. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Toddler (by 36 months) | CL.L.t.4: Identifies the front cover of a book to orient the book correctly for reading. | Literacy | A. Awareness of Print Concepts | 2.2 Holds book or other printed material with pictures correctly oriented |
| Pre 3 (by 48 months) | CL.L.p3.3: Exhibits curiosity and interest in learning new words. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Pre 3 (by 48 months) | CL.L.p3.4: Interacts with a variety of books. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Pre 3 (by 48 months) | CL.L.p3.5: Understands that books have both illustrations and print. | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Pre 3 (by 48 months) | CL.L.p3.6: Identifies the front and back cover of a book. | Literacy | D. Vocabulary and Story Comprehension | 3.3 Demonstrates understanding of vocabulary associated with early literacy concepts |
| Pre 4 (by 60 months) | CL.L.p4.4: Asks and answers questions about unknown words in a book. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Pre 4 (by 60 months) | CL.L.p4.5: Interacts with a larger variety of books and text. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Pre 4 (by 60 months) | CL.L.p4.6: With prompting and support, describes the role of an author and an illustrator. | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| Kindergarten | RI.K.4: 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 |
| Kindergarten | RI.K.5: Identifies the front cover, back cover and title page of a book. | Literacy | D. Vocabulary and Story Comprehension | 3.3 Demonstrates understanding of vocabulary associated with early literacy concepts |
| Kindergarten | RI.K.6: Names the author and illustrator of a text and defines the role of each in presenting the ideas or information in a text. | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| Integration of Knowledge and Ideas | | | | |
| Young Infant (by 8 months) | CL.L.i.3: Shows interest in photographs of familiar people/objects. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Infant (by 8 months) | CL.L.i.3: Shows interest in photographs of familiar people/objects. | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| Mobile Infant (by 18 months) | CL.L.mi.3: Points to familiar pictures in a book. | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| Mobile Infant (by 18 months) | CL.L.mi.4: Names familiar people/objects in photographs. | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| Toddler (by 36 months) | CL.L.t.5: Given a familiar repetitive and predictable story, anticipates what comes next based on pictures and begins to fill in words in the story. | Literacy | D. Vocabulary and Story Comprehension | 2.1 Makes predictions about what will happen next in story |
| Toddler (by 36 months) | CL.L.t.6: Relates characteristics or actions of the characters in a story to self. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| Toddler (by 36 months) | CL.L.t.7: Draws meaning from pictures, print and text. | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Pre 3 (by 48 months) | CL.L.p3.7: With prompting and support, makes connections between self, illustrations and the story when talking through the pictures of a book. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| Pre 3 (by 48 months) | CL.L.p3.8: With prompting and support, compares and contrasts the adventures and experiences of the characters to self. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Pre 4 (by 60 months) | CL.L.p4.7: With prompting and support, uses the illustrations to retell major events in the story. | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| Pre 4 (by 60 months) | CL.L.p4.8: With prompting and support, begins to compare and contrast the adventures and experiences of characters in familiar stories. | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |
| Pre 4 (by 60 months) | CL.L.p4.9: With prompting and support, answers "wh" questions, such as what, when, where or why, based on information presented in the book or story. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Kindergarten | RI.K.7: With prompting and support, describes the relationship between illustrations and the text in which they appear (e.g., what person, place, thing or idea in the text an illustration depicts). | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| Kindergarten | RI.K.8: With prompting and support, identifies the reasons an author gives to support points in a text. | Literacy | D. Vocabulary and Story Comprehension | 3.1 Demonstrates understanding of key vocabulary in picture books |
| Kindergarten | RI.K.9: With prompting and support, identifies basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions or procedures). | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |
| Range of Reading and Level of Text Complexity | | | | |
| Young Infant (by 8 months) | CL.L.i.4: Listens briefly to stories being read by an adult. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Mobile Infant (by 18 months) | CL.L.mi.5: Listens to books and stories being read by an adult. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Toddler (by 36 months) | CL.L.t.8: Engages in reading activities with an adult and one or two peers. | Literacy | A. Awareness of Print Concepts | 1. Participants in shared group reading |
| Pre 3 (by 48 months) | CL.L.p3.9: Actively engages in small group reading activities with purpose and understanding. | Literacy | A. Awareness of Print Concepts | 1. Participants in shared group reading |
| Pre 4 (by 60 months) | CL.L.p4.10: Actively engages in large and small group reading activities with purpose and understanding. | Literacy | A. Awareness of Print Concepts | 1. Participants in shared group reading |
| Kindergarten | RI.K.13: Actively engages in individual or group readings of informational text with purpose and understanding. | Literacy | A. Awareness of Print Concepts | 1. Participants in shared group reading |
| Foundational Reading Skills | | | | |
| Print Concepts | | | | |
| Young Infant (by 8 months) | CL.F.i.1: Explores books by touching, patting and mouthing. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Mobile Infant (by 18 months) | CL.F.mi.1: Explores a book by turning the pages (may be more than one at a time or back to front). | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Toddler (by 36 months) | CL.F.t.1: Holds a book right side up to look at pictures. | Literacy | A. Awareness of Print Concepts | 2.2 Holds book or other printed material with pictures correctly oriented |
| Toddler (by 36 months) | CL.F.t.2: Begins to demonstrate an understanding that print conveys meaning. | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| Pre 3 (by 48 months) | CL.F.p3.1: Shows an understanding that print conveys meaning. | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| Pre 3 (by 48 months) | CL.F.p3.1a: Demonstrates an understanding of how print is read (i.e., left to right, top to bottom, front to back). | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |
| Pre 3 (by 48 months) | CL.F.p3.1b: Demonstrates an understanding that print conveys meaning (i.e., environmental print). | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| Pre 3 (by 48 months) | CL.F.p3.1c: Recognizes letters in their name. | Literacy | A. Awareness of Print Concepts | 3.1 Recognizes own first name in print |
| Pre 4 (by 60 months) | CL.F.p4.1: Begins to demonstrate 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 |
| Pre 4 (by 60 months) | CL.F.p4.1a: 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 |
| Pre 4 (by 60 months) | CL.F.p4.1b: Recognizes that spoken words are represented in written language by specific sequences of letters. | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| Pre 4 (by 60 months) | CL.F.p4.1c: Recognizes that letters are grouped to form words. | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| Pre 4 (by 60 months) | CL.F.p4.1d: Recognizes and names some uppercase and lowercase letters, in addition to those in first name. | Literacy | C. Alphabet Knowledge | 1.2 Names 12 frequently occurring letters |
| Kindergarten | RF.K.1: Demonstrates understanding of the organization and basic features of print. | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| Kindergarten | RF.K.1.a: 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 |
| Kindergarten | RF.K.1.b: Recognizes that spoken words are represented in written language by specific sequences of letters. | Literacy | C. Alphabet Knowledge | 2. Reads simple CVC and sight word text |
| Kindergarten | RF.K.1.c: Understands that words are separated by spaces in print and can point with one-to-one correspondence. | Literacy | C. Alphabet Knowledge | 2. Reads simple CVC and sight word text |
| Kindergarten | RF.K.1.d: Recognizes and names all uppercase and lowercase letters of the alphabet. | Literacy | C. Alphabet Knowledge | 1. Names all uppercase and lowercase letters of alphabet |
| Phonological Awareness | | | | |
| Young Infant (by 8 months) | CL.F.i.2: Plays and experiments with sounds through cooing, babbling and simple sounds. | Social-Communication | A. Early Social-Communication | 2.1 Coos and gurgles |
| Young Infant (by 8 months) | CL.F.i.3: Recognizes sounds that pertain to their native language. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Mobile Infant (by 18 months) | CL.F.mi.2: Shows a varied response to sounds in the environment. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Mobile Infant (by 18 months) | CL.F.mi.3: Demonstrates enjoyment when listening to nursery rhymes, finger plays, jingles, songs and books that are read to them. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Toddler (by 36 months) | CL.F.t.3: Differentiates between sounds that are the same and different. | Literacy | B. Phonological Awareness | 4.5 Produces words that begin with specified sound |
| Toddler (by 36 months) | CL.F.t.4: Participates in saying words in nursery rhymes, finger plays, jingles, songs and books that are read to them. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Pre 3 (by 48 months) | CL.F.p.3.2: Plays with the sounds of language. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Pre 3 (by 48 months) | CL.F.p.3.2a: Distinguishes whether two words rhyme or not. | Literacy | B. Phonological Awareness | 1.1 Identifies rhyming words |
| Pre 3 (by 48 months) | CL.F.p.3.2b: Blends compound words and syllables in spoken words. | Literacy | B. Phonological Awareness | 2.1 Blends two simple words into compound words |
| Pre 3 (by 48 months) | CL.F.p.3.2b: Blends compound words and syllables in spoken words. | Literacy | B. Phonological Awareness | 3.1 Blends syllables into two- and three-syllable words |
| Pre 3 (by 48 months) | CL.F.p.3.2c: Identifies two words that start with the same sound. | Literacy | B. Phonological Awareness | 4.5 Produces words that begin with specified sound |
| Pre 3 (by 48 months) | CL.F.p.3.3: Begins to recognize and “read” familiar words or environmental print. | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| Pre 4 (by 60 months) | CL.F.p.4.2: Demonstrates understanding of spoken words, syllables and sounds. | Literacy | B. Phonological Awareness | 2 (all) |
| Pre 4 (by 60 months) | CL.F.p.4.2: Demonstrates understanding of spoken words, syllables and sounds. | Literacy | B. Phonological Awareness | 3 (all) |
| Pre 4 (by 60 months) | CL.F.p.4.2: Demonstrates understanding of spoken words, syllables and sounds. | Literacy | B. Phonological Awareness | 4 (all) |
| Pre 4 (by 60 months) | CL.F.p.4.2a: Recognizes rhyming words. | Literacy | B. Phonological Awareness | 1.1 Identifies rhyming words |
| Pre 4 (by 60 months) | CL.F.p.4.2b: Produces rhyming words. | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| Pre 4 (by 60 months) | CL.F.p.4.2c: Blends syllables in spoken words. | Literacy | B. Phonological Awareness | 3.1 Blends syllables into two- and three-syllable words |
| Pre 4 (by 60 months) | CL.F.p.4.2d: Segments syllables in spoken word. | Literacy | B. Phonological Awareness | 3. Segments syllables of two- and three-syllable words |
| Pre 4 (by 60 months) | CL.F.p.4.2e: With prompting and support, blends and segments initial and ending sounds of single syllable words. | Literacy | B. Phonological Awareness | 4. Segments CVC words into individual sounds |
| Pre 4 (by 60 months) | CL.F.p.4.2e: With prompting and support, blends and segments initial and ending sounds of single syllable words. | Literacy | B. Phonological Awareness | 4.1 Blends separate CVC sounds into simple words |
| Pre 4 (by 60 months) | CL.F.p.4.2f: States the initial sound (phoneme) in consonant-vowel consonant (CVC) words. | Literacy | B. Phonological Awareness | 4.4 Identifies beginning sounds in CVC words |
| Pre 4 (by 60 months) | CL.F.p.4.3: Demonstrates basic knowledge of letter-sound correspondence by producing the sound of some letters. | Literacy | C. Alphabet Knowledge | 2.4 Produces correct sounds for six letters of alphabet |
| Kindergarten | RF.K.2: Demonstrates understanding of phonemes (sounds). | Literacy | C. Alphabet Knowledge | 2.3 Produces correct sounds for 20 letters of alphabet |
| Kindergarten | RF.K.2.a: Manipulates (segment, blend or substitute) sounds in the initial, final and medial positions (phonemic awareness). | Literacy | B. Phonological Awareness | 4. Segments CVC words into individual sounds |
| Kindergarten | RF.K.2.a: Manipulates (segment, blend or substitute) sounds in the initial, final and medial positions (phonemic awareness). | Literacy | B. Phonological Awareness | 4.1 Blends separate CVC sounds into simple words |
| Kindergarten | RF.K.2.b: Isolates and pronounces the initial, medial vowel and final phonemes (sounds) in threephoneme (consonant-vowel-consonant or CVC) words. This does not include CVC ending with /l/, /r/ or /x/. (Phonemic awareness). | Literacy | B. Phonological Awareness | 4 (all) |
| Kindergarten | RF.K.2.c: Counts, produces, blends and segments syllables in spoken words. | Literacy | B. Phonological Awareness | 3 (all) |
| Kindergarten | RF.K.2.d: Blends and segments onsets and rimes (word families) of single-syllable spoken words. | Literacy | B. Phonological Awareness | 4. Segments CVC words into individual sounds |
| Kindergarten | RF.K.2.d: Blends and segments onsets and rimes (word families) of single-syllable spoken words. | Literacy | B. Phonological Awareness | 4.1 Blends separate CVC sounds into simple words |
| Fluency | | | | |
| Young Infant (by 8 months) | N/A | | | |
| Mobile Infant (by 18 months) | CL.F.mi.4: Begins to vocalize as if reading when looking at a book. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Toddler (by 36 months) | CL.F.t.5: Imitates reading in play. | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Pre 3 (by 48 months) | CL.F.p.3.4: Begins to identify own name in print. | Literacy | A. Awareness of Print Concepts | 3.1 Recognizes own first name in print |
| Pre 4 (by 60 months) | CL.F.p.4.4: Identifies own name in print. | Literacy | A. Awareness of Print Concepts | 3.1 Recognizes own first name in print |
| Pre 4 (by 60 months) | CL.F.p.4.4a: Recognizes and “reads” familiar words or environmental print. | Literacy | A. Awareness of Print Concepts | 3 (all) |
| Kindergarten | RF.K.4: Reads decodable texts that support instruction. | Literacy | C. Alphabet Knowledge | 2. Reads simple CVC and sight word text |
| Writing | | | | |
| Young Infant (by 8 months) | CL.W.i.1: Shows ability to transfer and manipulate an object with hands. | Fine Motor | B. Functional Skill Use | 3.5 Transfers object from hand to hand |
| Young Infant (by 8 months) | CL.W.i.2: Grasps objects using the entire hand. | Fine Motor | A. Reach, Grasp, and Release | 2.4 Grasps hand-size object using whole hand |
| Mobile Infant (by 18 months) | CL.W.mi.1: Picks up objects between thumb and finger (i.e., pincer grasp). | Fine Motor | A. Reach, Grasp, and Release | 2. Grasps pea-size object |
| Mobile Infant (by 18 months) | CL.W.mi.2: Uses a full-hand grasp to hold a writing tool to make scribbles. | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Toddler (by 36 months) | CL.W.t.1: Uses thumb and fingers of one hand to hold writing tools. | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| Toddler (by 36 months) | CL.W.t.2: Begins to use drawing to represent objects and ideas. | Literacy | E. Writing | 2.1 Makes representational drawings |
| Pre 3 (by 48 months) | CL.W.p3.1: Uses drawing, scribbling, letter-like forms, random letter strings and/or dictation to express thought and ideas. | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Pre 3 (by 48 months) | CL.W.p3.2: Uses consistent marks to represent their name when writing. | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Pre 3 (by 48 months) | CL.W.p3.3: With guidance and support, imitates shapes and strokes. | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Pre 3 (by 48 months) | CL.W.p3.4: With guidance and support, explores a variety of digital tools to express ideas. | Fine Motor | C. Mechanics of Writing | 1. Uses finger to interact with electronic device |
| Pre 3 (by 48 months) | CL.W.p3.5: Participates in shared writing projects. | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| Pre 3 (by 48 months) | CL.W.p3.6: With guidance and support from adults, collaborates with peers to recall information from experiences. | Cognitive | B. Imitation and Memory | 3.2 Relates recent events with contextual cues |
| Pre 4 (by 60 months) | CL.W.p4.1: Uses a combination of drawing, dictating or emergent writing to express thoughts and ideas. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Pre 4 (by 60 months) | CL.W.p4.2: Recognizably writes most of the letters in their name. | Literacy | E. Writing | 3.2 Prints first name |
| Pre 4 (by 60 months) | CL.W.p4.3: With guidance and support, responds to questions and suggestions and adds details to drawings or emergent writing as needed. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Pre 4 (by 60 months) | CL.W.p4.4: With guidance and support, explores a variety of digital tools to produce and publish emergent writing. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Pre 4 (by 60 months) | CL.W.p4.5: Participates in shared research and writing projects. | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| Pre 4 (by 60 months) | CL.W.p4.6: With guidance and support from adults, recalls information from experiences or gathers information from provided sources to answer a question. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten | W.K.1: 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 states an opinion or preference about the topic or book. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Kindergarten | W.K.2: Uses a combination of drawing, dictating and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Kindergarten | W.K.3: 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 | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| Kindergarten | W.K.5: With guidance and support from adults, 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 |
| Kindergarten | W.K.6: With guidance and support from adults, 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 |
| Kindergarten | W.K.7: 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 | 1.2 Responds appropriately to directions during small-group activities |
| Kindergarten | W.K.8: With guidance and support from adults, recalls information from experiences or gathers information from provided sources to answer a question. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten | W.K.10: Demonstrates command of the conventions of standards English grammar and usage when writing. | Literacy | E. Writing | 3. Writes words using conventional spelling |
| Kindergarten | W.K.10.a: Correctly forms uppercase and lowercase letters with line awareness. | Literacy | E. Writing | 3. Writes words using conventional spelling |
| Kindergarten | W.K.10.b: Uses frequently occurring nouns and verbs in writing. | Literacy | E. Writing | 3. Writes words using conventional spelling |
| Kindergarten | W.K.10.c: Understands and uses question words. | Literacy | E. Writing | 3. Writes words using conventional spelling |
| Kindergarten | W.K.10.d: Uses the most frequently occurring prepositions in written work. | Literacy | E. Writing | 3. Writes words using conventional spelling |
| Kindergarten | W.K.10.e: Produces and expands complete sentences in shared language activities. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Kindergarten | W.K.11: Demonstrates command of the conventions of standard English capitalization, punctuation and spelling when writing. | Literacy | E. Writing | 3. Writes words using conventional spelling |
| Kindergarten | W.K.11.a: Capitalizes the first word in a sentence and the pronoun I. | Literacy | E. Writing | 3. Writes words using conventional spelling |
| Kindergarten | W.K.11.b: Recognizes and names end punctuation. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Kindergarten | W.K.11.c: Writes a letter or letters for most consonant and short vowel sounds. | Literacy | E. Writing | 3. Writes words using conventional spelling |
| Kindergarten | W.K.11.d: Spells simple words phonetically, drawing on knowledge of letter-sound relationships. | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| Mathematical Knowledge | | | | |
| Counting and Cardinality | | | | |
| Know number names and counting sequence. | | | | |
| Young Infant (by 8 months) | N/A | | | |
| Mobile Infant (by 18 months) | M.CC.mi.1: Names some number words but not in sequence. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Toddler (by 36 months) | M.CC.t.1: Verbally counts in sequence to three. | Math | A. Counting | 1.2 Recites numbers 1-3 |
| Pre 3 (by 48 months) | M.CC.p3.1: Counts in sequence to 10. | Math | A. Counting | 2.2 Recites numbers 1-10 |
| Pre 3 (by 48 months) | M.CC.p3.2: Demonstrates an understanding that number names can be represented with a written numeral. | Math | C. Reading and Writing Numbers | 1.2 Labels numerals 1-5 |
| Pre 4 (by 60 months) | M.CC.p4.1: Counts in sequence to 20. | Math | A. Counting | 3.2 Recites numbers 1-20 |
| Pre 4 (by 60 months) | M.CC.p4.2: Represents a group of objects with a written numeral 0-12 (with 0 representing a count of no objects). | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1-5 |
| Pre 4 (by 60 months) | M.CC.p4.2: Represents a group of objects with a written numeral 0-12 (with 0 representing a count of no objects). | Math | C. Reading and Writing Numbers | 2.1 Demonstrates understanding of mathematical meaning of written numerals 6-10 |
| Pre 4 (by 60 months) | M.CC.p4.2: Represents a group of objects with a written numeral 0-12 (with 0 representing a count of no objects). | Math | C. Reading and Writing Numbers | 3.1 Demonstrates understanding of mathematical meaning of written numerals 11-20 |
| Pre 4 (by 60 months) | M.CC.p4.3: Counts forward beginning from a given number (under 10) within the known sequence (instead of having to begin at 1). | Math | D. Addition and Subtraction | 1.2 Counts forward to 10 |
| Kindergarten | K.CC.1: Counts to 100 by ones and by 10s. | Math | A. Counting | 2.2 Recites numbers 1-10 |
| Kindergarten | K.CC.1: Counts to 100 by ones and by 10s. | Math | A. Counting | 3.2 Recites numbers 1-20 |
| Kindergarten | K.CC.1: Counts to 100 by ones and by 10s. | Math | A. Counting | 4.1 Recites numbers 31-100 |
| Kindergarten | K.CC.1: Counts to 100 by ones and by 10s. | Math | A. Counting | 4.2 Recites numbers 1-30 |
| Kindergarten | K.CC.1: Counts to 100 by ones and by 10s. | Math | A. Counting | 4. Skip counts by tens to 100 |
| Kindergarten | K.CC.2: Counts forward beginning from a given number within the known sequence (instead of having to begin at 1). | Math | D. Addition and Subtraction | 1.2 Counts forward to 10 |
| Kindergarten | K.CC.3: Writes numbers from 0 to 20. | Math | C. Reading and Writing Numbers | 1 (all) |
| Kindergarten | K.CC.3: Writes numbers from 0 to 20. | Math | C. Reading and Writing Numbers | 2 (all) |
| Kindergarten | K.CC.3: Writes numbers from 0 to 20. | Math | C. Reading and Writing Numbers | 3 (all) |
| Count to tell the number of objects | | | | |
| Young Infant (by 8 months) | N/A | | | |
| Mobile Infant (by 18 months) | M.CC.mi.2: Attends to quantities when interacting with objects. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Toddler (by 36 months) | M.CC.t.2: Shows understanding that numbers represent quantity and demonstrates understanding of words that identify how much. | Math | B. Quantitative Relations | 1.1 Compares items in sets to 5 by matching |
| Toddler (by 36 months) | M.CC.t.3: Shows understanding of one-to-one correspondence. | Math | A. Counting | 1.1 Counts 3 items to determine "How many?" |
| Pre 3 (by 48 months) | M.CC.p3.3: Uses one-to-one correspondence during play situations. | Math | A. Counting | 1.1 Counts 3 items to determine "How many?" |
| Pre 3 (by 48 months) | M.CC.p3.4: Initiates counting without prompting. | Math | A. Counting | 1.2 Recites numbers 1-3 |
| Pre 3 (by 48 months) | M.CC.p3.5: Uses number words to indicate the quantity in small sets of objects. | Math | A. Counting | 1. Counts out 3 items |
| Pre 4 (by 60 months) | M.CC.p4.4: Understands that numbers represent quantities and that the last number name identifies the quantity of objects counted (cardinality). | Math | A. Counting | 2.1 Counts 10 items to determine "How many?" |
| Pre 4 (by 60 months) | M.CC.p4.4a: Uses one-to-one correspondence when counting objects, saying the number names in the standard order pairing with each object. | Math | A. Counting | 2. Counts out 10 items |
| Pre 4 (by 60 months) | M.CC.p4.4b: Understands that the number of objects remains the same regardless of the order in which the objects were counted. | Math | A. Counting | 2.1 Counts 10 items to determine "How many?" |
| Pre 4 (by 60 months) | M.CC.p4.5: Counts to answer "how many?" questions about as many as 10 things arranged in a line, a rectangular array or a circle or as many as five things in a scattered configuration. | Math | A. Counting | 2.1 Counts 10 items to determine "How many?" |
| Kindergarten | K.CC.4: Understands the relationship between numbers and quantities; connects counting to cardinality. | Math | A. Counting | 3. Counts out 20 items |
| Kindergarten | K.CC.4a: When counting objects, says the number names in sequential 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 |
| Kindergarten | K.CC.4b: Understands that the last number name said tells the number of objects counted. Understands that the number of objects is the same regardless of their arrangement or the order in which they were counted. | Math | A. Counting | 3.1 Counts 20 items to determine "How many?" |
| Kindergarten | K.CC.4c: Understands successive number name refers to a quantity that is one larger. | Math | A. Counting | 3.1 Counts 20 items to determine "How many?" |
| Kindergarten | K.CC.5: 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?" |
| Compare Numbers | | | | |
| Young Infant (by 8 months) | M.CC.i.1: Holds an object in each hand. | Fine Motor | A. Reach, Grasp, and Release | 2.4 Grasps hand-size object using whole hand |
| Mobile Infant (by 18 months) | M.CC.mi.3: Places objects using one-to-one correspondence but does not fully understand this creates equal groups. | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Toddler (by 36 months) | M.CC.t.4: Demonstrates an understanding that one collection has more than another when the collections are quite different in size (e.g., one collection is at least twice the other). | Math | B. Quantitative Relations | 1.1 Compares items in sets to 5 by matching |
| Pre 3 (by 48 months) | M.CC.p3.6: Identifies whether the number of objects in one group is more or less as compared to the number of objects in another group up to five. | Math | B. Quantitative Relations | 1.1 Compares items in sets to 5 by matching |
| Pre 3 (by 48 months) | M.CC.p3.7: When shown a collection of up to three items, creates another collection of equal amounts. | Math | B. Quantitative Relations | 1.2 Creates equivalent sets of 5 items |
| Pre 4 (by 60 months) | M.CC.p4.6: Identifies whether the number of objects in one group is greater than, less than or equal to the number of objects in another group up to 10. | Math | B. Quantitative Relations | 2.2 Creates equivalent sets of 10 items |
| Pre 4 (by 60 months) | M.CC.p4.7: Subitizes to five. | Math | A. Counting | 2.1 Counts 10 items to determine "How many?" |
| Pre 4 (by 60 months) | M.CC.p4.8: Compares two numbers between 1 and 5 when presented as written numerals. | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1-5 |
| Kindergarten | K.CC.6: 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). | Math | B. Quantitative Relations | 3. Compares items in sets of 11 to 20 by counting |
| Kindergarten | K.CC.7: Compares two numbers between 1 and 10 presented as written numerals. | Math | C. Reading and Writing Numbers | 1.1 Counts 3 items to determine "How many?" |
| Kindergarten | K.CC.7: Compares two numbers between 1 and 10 presented as written numerals. | Math | C. Reading and Writing Numbers | 2.1 Counts 10 items to determine "How many?" |
| Operations and Algebraic Thinking | | | | |
| Understand addition as putting together and subtraction as taking from. | | | | |
| Young Infant (by 8 months) | N/A | | | |
| Mobile Infant (by 18 months) | N/A | | | |
| Toddler (by 36 months) | M.OA.t.1: Demonstrates an understanding that adding to a group increases the number of objects in the group. | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Toddler (by 36 months) | M.OA.t.2: Copies and anticipates a repeating pattern. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Pre 3 (by 48 months) | M.OA.p3.1: Demonstrates an understanding of addition by using objects in practical situations. | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| Pre 3 (by 48 months) | M.OA.p3.2: Uses concrete objects including shapes to copy simple patterns. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Pre 4 (by 60 months) | M.OA.p4.1: Demonstrates an understanding of addition and subtraction by using objects, fingers and acting out practical situations. | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| Pre 4 (by 60 months) | M.OA.p4.2: Composes and decomposes numbers less than or equal to 5 into pairs in more than one way by using objects. | Math | D. Addition and Subtraction | 2.3 Demonstrates understanding of concept of subtraction |
| Pre 4 (by 60 months) | M.OA.p4.3: Identifies patterns in the real world and in numbers. | Math | B. Quantitative Relations | 1.1 Compares items in sets to 5 by counting |
| Pre 4 (by 60 months) | M.OA.p4.3: Identifies patterns in the real world and in numbers. | Math | A. Counting | 4.1 Recites numbers 31-100 |
| Pre 4 (by 60 months) | M.OA.p4.3: Identifies patterns in the real world and in numbers. | Math | A. Counting | 4.2 Recites numbers 1-30 |
| Kindergarten | K.OA.1: Represents addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions or equations. | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| Kindergarten | K.OA.2: 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 | 2.3 Demonstrates understanding of concept of subtraction |
| Kindergarten | K.OA.2: 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 | 1.3 Solves picture or object problems using count all strategy |
| Kindergarten | K.OA.2: 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 | 2.1 Solves picture or object subtraction problems with set of 10 or less |
| Kindergarten | K.OA.3: 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 | Math | B. Quantitative Relations | 1.1 Compares items in sets to 5 by counting |
| Kindergarten | K.OA.3: 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 | Math | B. Quantitative Relations | 2. Compares items in sets of 6 to 10 by counting |
| Kindergarten | K.OA.4: 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 | 1.3 Solves picture or object problems using count all strategy |
| Kindergarten | K.OA.5: Fluently adds and subtracts within 5. | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| Kindergarten | K.OA.5: Fluently adds and subtracts within 5. | Math | D. Addition and Subtraction | 2.3 Demonstrates understanding of concept of subtraction |
| Measurement and Data | | | | |
| Describe and compare measurable attributes | | | | |
| Young Infant (by 8 months) | M.MD.i.1: Explores properties of objects. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Mobile Infant (by 18 months) | M.MD.mi.1: Shows awareness of the size of objects where the size difference is great. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Toddler (by 36 months) | M.MD.t.1: Starts to use words to describe measurable attributes. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Pre 3 (by 48 months) | M.MD.p3.1: Demonstrates an understanding that objects can be compared by one attribute and begins to use words such as bigger, smaller and longer. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Pre 4 (by 60 months) | M.MD.p4.1: Describes and compares objects using measurable attributes (length, size, capacity and weight). | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Pre 4 (by 60 months) | M.MD.p4.2: Directly compares two objects with a measurable attribute in common to see which objects has "more than"/"less than" the attribute. | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Kindergarten | K.MD.1: Describes measurable attributes of objects (e.g., length or weight). Describes several measurable attributes of a single object. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Kindergarten | K.MD.2: 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 (e.g., directly compare the heights of two children and describe one child as taller/shorter). | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Classify objects and count the number of objects in each category | | | | |
| Young Infant (by 8 months) | N/A | | | |
| Mobile Infant (by 18 months) | M.MD.mi.2: Matches two objects that are the same and selects similar items from a group. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Toddler (by 36 months) | M.MD.t.2: Groups two or more objects by one attribute. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Toddler (by 36 months) | M.MD.t.3: Names groups of one to two items (precursor to subitizing). | Math | A. Counting | 1.1 Counts 3 items to determine "How many?" |
| Pre 3 (by 48 months) | M.MD.p3.2: Sorts objects into two or more groups by their properties or uses. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Pre 3 (by 48 months) | M.MD.p3.2: Sorts objects into two or more groups by their properties or uses. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Pre 4 (by 60 months) | M.MD.p4.3: Sorts objects into categories, counts the numbers of objects in each category (limit category counts to less than or equal to 10), and makes comparisons between the categories based on quantity. | Math | B. Quantitative Relations | 2. Compares items in sets of 6 to 10 by counting |
| Pre 4 (by 60 months) | M.MD.p4.4: Collects data by categories to answer simple questions. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Kindergarten | K.MD.3: Classifies objects into given categories, counts the numbers of objects in each category, and sorts the categories by count. | Math | B. Quantitative Relations | 3. Compares items in sets of 11 to 20 by counting |
| Geometry | | | | |
| Identify and describe shapes | | | | |
| Young Infant (by 8 months) | M.G.i.1: Focuses attention on size, color and shape of objects in the environment. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Mobile Infant (by 18 months) | M.G.mi.1: Explores geometric shapes through manipulating objects. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Toddler (by 36 months) | M.G.t.1: Matches basic shapes with different orientations and sizes. (Circles, squares, typical triangles) | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Toddler (by 36 months) | M.G.t.2: Demonstrates an understanding of simple location/position words. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Pre 3 (by 48 months) | M.G.p3.1: Correctly names shapes regardless of their orientations or overall size. (Squares, circles, triangles, rectangles) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Pre 3 (by 48 months) | M.G.p3.2: Describes objects in the environment using names of shapes, uses actions and words to indicate relative positions of these objects. | Cognitive | C. Conceptual Knowledge | 4 (all) |
| Pre 4 (by 60 months) | M.G.p4.1: Correctly names shapes regardless of their orientations or overall size. (Squares, circles, triangles, rectangles, cubes, cones, cylinders and spheres) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Pre 4 (by 60 months) | M.G.p4.2: Describes objects in the environment using names of shapes, describes the relative positions of these objects using terms. | Cognitive | C. Conceptual Knowledge | 4 (all) |
| Kindergarten | K.G.1: Describes objects in the environment using names of shapes and describes the relative positions of these objects using terms (e.g., above, below, beside, in front of, behind and next to). (Squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres) | Cognitive | C. Conceptual Knowledge | 4 (all) |
| Kindergarten | K.G.2: Correctly names shapes regardless of their orientations or overall size. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Kindergarten | K.G.3: Identifies shapes as two dimensional (lying in a plane, "flat") or three-dimensional (solid"). | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Analyze, compare, create and compose shapes. | | | | |
| Young Infant (by 8 months) | M.G.i.2: Explores the properties of objects by reaching for and grasping a toy or by mouthing the object. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Mobile Infant (by 18 months) | M.G.mi.2: Uses trial-and-error strategies to fit objects together. | Fine Motor | A. Reach, Grasp, and Release | 3 (all) |
| Mobile Infant (by 18 months) | M.G.mi.2: Uses trial-and-error strategies to fit objects together. | Fine Motor | B. Functional Skill Use | 2.1 Turns object using either hand |
| Toddler (by 36 months) | M.G.t.3: Manipulates shapes to place in a form board or simple puzzle. | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Pre 3 (by 48 months) | M.G.p3.3: Analyzes and compares shapes of different sizes and orientations and describes similarities, differences, parts and other attributes. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Pre 3 (by 48 months) | M.G.p3.4: Plays with and manipulates shapes. | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Pre 3 (by 48 months) | M.G.p3.4: Plays with and manipulates shapes. | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Pre 4 (by 60 months) | M.G.p4.3: Analyzes and compares two- and three-dimensional shapes of different sizes and orientations. Describes similarities, differences, parts and other attributes. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Pre 4 (by 60 months) | M.G.p4.4: Creates shapes during play by building, drawing, etc. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Pre 4 (by 60 months) | M.G.p4.5: Puts together several shapes to make a picture and fill simple outline puzzles. | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Kindergarten | K.G.4: 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 | E. Scientific Discovery | 4. Transfers knowledge |
| Kindergarten | K.G.5: 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 |
| Kindergarten | K.G.6: Composes simple shapes to form larger shapes (e.g., “Can you join these two triangles with full sides touching to make a rectangle?”). | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy |
| Science | | | | |
| Scientific Inquiry | | | | |
| Young Infant (by 8 months) | S.S.i.1.1: Uses senses to investigate their environment by mouthing, touching, shaking or dropping. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Mobile Infant (by 18 months) | S.S.i.mi.1: Acts intentionally to achieve a goal or when manipulating an object. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Toddler (by 36 months) | S.S.i.t.1: Uses five senses to observe objects, materials, organisms and events. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Pre 3 (by 48 months) | S.S.i.p3.1: Observes and experiments with how things work, seeks information from others. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Pre 3 (by 48 months) | S.S.i.p3.2: Provides simple verbal or signed descriptions. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Pre 3 (by 48 months) | S.S.i.p3.2: Provides simple verbal or signed descriptions. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Pre 3 (by 48 months) | S.S.i.p3.3: Begins to look for answers through active investigation. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Pre 4 (by 60 months) | S.S.i.p4.1: Makes increasingly complex observations of objects, materials, organisms and events. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Pre 4 (by 60 months) | S.S.i.p4.2: Provides greater detail in descriptions. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Pre 4 (by 60 months) | S.S.i.p4.2: Provides greater detail in descriptions. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Pre 4 (by 60 months) | S.S.i.p4.3: Asks questions, predicts, experiments, draws conclusions and explains results. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Kindergarten | N/A | | | 4.2 Demonstrates knowledge of properties of change resulting from investigations |
| Movement and Simple Machines | | | | |
| Young Infant (by 8 months) | S.MS.i.1: Occasionally uses simple problem-solving to reach objects. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Young Infant (by 8 months) | S.MS.i.2: Repeats behaviors to figure out cause and effect. | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Mobile Infant (by 18 months) | S.MS.mi.1: Purposefully initiates actions on objects to make things happen. | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Mobile Infant (by 18 months) | S.MS.mi.2: Notices objects in motion and acts on that object to replicate the motion. | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Toddler (by 36 months) | S.MS.t.1: Demonstrates an understanding of basic cause and effect. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| Toddler (by 36 months) | S.MS.t.2: Acts upon objects to see any novel movement their action causes. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Pre 3 (by 48 months) | S.MS.p3.1: Explores and experiments with familiar and unfamiliar objects to examine how objects move when acted on by force. | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Pre 4 (by 60 months) | S.MS.p4.1: Describes and compares the effects of common forces (like push and pull) on objects and the impact of gravity, magnetism and mechanical forces, such as ramps, gears, pendulums and other simple machines. | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Pre 4 (by 60 months) | S.MS.p4.2: Recognizes and describes the effect of his/her own actions on objects. | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| Kindergarten | K-PS2-1: Plans and conducts an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Kindergarten | K-PS2-1: Plans and conducts an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| Kindergarten | K-PS3-C: Understands the relationship between energy and forces (e.g., a bigger push or pull makes things go faster). | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of change resulting from investigations |
| Kindergarten | K-PS3-C: Understands the relationship between energy and forces (e.g., a bigger push or pull makes things go faster). | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| Kindergarten | K-PS2-2: Analyzes data to determine if a design solution works as intended to change the speed or directions of an object with a push or pull. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Kindergarten | K-PS2-A: Forces and motion: Understands that pushes and pulls can have different strengths and directions. | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| Kindergarten | K-PS2-A: Forces and motion: Understands that pushes and pulls can have different strengths and directions. | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| Kindergarten | K-PS2-B: Types of interactions: Understands that when objects touch or collide, they push one another and can change motion. | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of change resulting from investigations |
| Living Things | | | | |
| Young Infant (by 8 months) | S.L.T.i.1: Shows interest in animals and living things. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Mobile Infant (by 18 months) | S.L.T.mi.1: Shows interest in and engages with living things. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Toddler (by 36 months) | S.L.T.t.1: Names familiar objects, animals, body parts. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Toddler (by 36 months) | S.L.T.t.2: Begins to identify traits of living things, such as the need for food and water to survive. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Pre 3 (by 48 months) | S.L.T.p3.1: Notices and asks questions about what is the same and what is the difference between categories of plants and animals. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Pre 3 (by 48 months) | S.L.T.p3.2: Understands that living things need water and food. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Pre 4 (by 60 months) | S.L.T.p4.1: Asks/answers questions about objects, organisms and events in their environments. | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| Pre 4 (by 60 months) | S.L.T.p4.2: Understands plants and animals need air, food and water. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Kindergarten | K-LS1-1: Uses observations to describe patterns of what plants and animals (including humans) need to survive. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Kindergarten | K-LS1-C: Organization for Matter and Energy Flow in Organisms: Understands that all animals need food in order to live and grow and that they obtain their food from plants or from other animals. Understands that plants need water and light to live and grow. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Environment and Climate | | | | |
| Young Infant (by 8 months) | N/A | | | |
| Mobile Infant (by 18 months) | N/A | | | |
| Toddler (by 36 months) | S.EC.t.1: Beginning to identify basic weather occurrences. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Pre 3 (by 48 months) | S.EC.p3.1: Makes simple observations of the weather. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Pre 4 (by 60 months) | S.EC.p4.1: Observes and discusses changes in weather and seasons using common weather-related vocabulary. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Pre 4 (by 60 months) | S.EC.p4.2: Observes and explains how plants and animals respond to changes in the environment and in seasons. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Pre 4 (by 60 months) | S.EC.p4.3: Understands how actions people take may change the environment and the impact actions have on the environment. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Pre 4 (by 60 months) | S.EC.p4.4: Demonstrates an understanding that the sun provides light and warmth. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Pre 4 (by 60 months) | S.EC.p4.5: Demonstrates an understanding that different weather conditions require different clothing or accessories. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Kindergarten | K-ESS2-1: Uses and share observations of local weather conditions to describe patterns over time. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Kindergarten | K-ESS2-D: Weather and climate: Understands that weather is the combination of sunlight, wind, snow or rain and temperature in a particular region at a particular time. Understands that people measure these conditions to describe and record the weather and to notice patterns over time. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Kindergarten | K-ESS3-2: Asks questions to obtain information about the purpose of weather forecasting to prepare for and respond to severe weather. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Kindergarten | K-ESS3-B: Natural hazards: Understands that some kinds of severe weather are more likely than others in a given region. Understands that weather scientists forecast severe weather so that communities can prepare for and respond to these events. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Kindergarten | K-PS3-1: Makes observations to determine the effect of sunlight on Earth's surface. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Kindergarten | K-PS3-2: Uses tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of change resulting from investigations |
| Kindergarten | K-PS3-3-B: Conservations of Energy and Energy Transfer: Understands that sunlight warms the Earth's surface. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Habitats and Human Impact | | | | |
| Young Infant (by 8 months) | S.HHI.i.1: Observes animals in their natural habitat. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Infant (by 8 months) | S.HHI.i.1: Observes animals in their natural habitat. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Mobile Infant (by 18 months) | S.HHI.mi.1: Begins to observe and place animals in categories (farm, zoo, etc.). | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Toddler (by 36 months) | S.HHI.t.1: Demonstrates an understanding that people and animals can live in different places. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Toddler (by 36 months) | S.HHI.t.2: Enacts animals' activities in pretend play. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Pre 3 (by 48 months) | S.HHI.p.3.1: Comments on an animal's appearance, behavior or habitat. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Pre 3 (by 48 months) | S.HHI.p.3.2: Acquires and uses basic vocabulary for plants, animals and humans. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Pre 3 (by 48 months) | S.HHI.p.3.3: With adult direction, participates in activities to preserve the environment. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Pre 4 (by 60 months) | S.HHI.p.4.1: Demonstrates an understanding that living things exist in different habitats. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Pre 4 (by 60 months) | S.HHI.p.4.2: Demonstrates ways in which the environment provides natural resources that are needed by people. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Pre 4 (by 60 months) | S.HHI.p.4.3: Recognizes actions impact the environment. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Kindergarten | K-ESS3-1: Uses a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Kindergarten | K-ESS3-A: Natural resources: Understands that living things need water, air and resources from the land, and they live in places that have the things they need; understands that humans use natural resources for everything they do. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Kindergarten | K-ESS3-3: Communicates solutions that will reduce the impact of humans on the land, water, air and/or other living things in the local environment. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Kindergarten | K-ESS3-C: Human Impacts on Earth Systems: Understands things that people do to live comfortably can affect the world around them, but they can make choices that reduce their impacts on the land, water, air and other living things. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Kindergarten | K-ESS2-1: Constructs an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Kindergarten | K-ESS2.E: Biogeology: Understands that plants and animals can change their environment. | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| Kindergarten | K-ESS3-C: Human Impacts on Earth Systems: Understands things that people do to live comfortably can affect the world around them, but they can make choices that reduce their impacts on the land, water, air and other living things. | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| Social Studies | | | | |
| Community | | | | |
| Young Infant (by 8 months) | SS.C.i.1 Shows awareness of self and others. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Mobile Infant (by 18 months) | SS.C.mi.1: Prefers familiar adults over strangers. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Toddler (by 36 months) | SS.C.t.1: Identifies family members by name. | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Pre 3 (by 48 months) | SS.C.p.3.1: Names family members by relationships. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Pre 4 (by 60 months) | SS.C.p.4.1: Identifies leaders at home and school. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Kindergarten | Kansas History, Government, and Social Studies Kindergarten Standard 1: Choices have consequences. | | | |
| Kindergarten | Human choices cause change dependent upon conditions which the decision maker may not be able to control or anticipate. | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Kindergarten | Every choice comes with a cost. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| Kindergarten | Human choice is affected by culture, geography, politics, economics, social emotional attachments, and other factors including other people. | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Economics | | | | |
| Young Infant (by 8 months) | SS.E.i.2: Demonstrates a beginning awareness of objects in the environment. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Mobile Infant (by 18 months) | SS.E.mi.2: Identifies objects as "mine." | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| Toddler (by 36 months) | SS.E.t.2: Begins to share with others and take turns with adult guidance. | Social-Emotional | D. Independent and Group Participation | 4.2 Claims and defends possessions |
| Pre 3 (by 48 months) | SS.E.p.3.2: Trades or exchanges materials or objects with others. | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Pre 3 (by 48 months) | SS.E.p.3.3: Discriminates between "yours" and "mine." | Social-Communication | C. Communicative Expression | 2. Uses plural pronouns to indicate subjects, objects, and possession in multiple-word sentences |
| Pre 4 (by 60 months) | SS.E.p.4.2: Recognizes that people have wants and must make choices because resources and materials are limited. | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| Pre 4 (by 60 months) | SS.E.p.4.3: Demonstrates an understanding that money can be exchanged for goods and services. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Kindergarten | Kansas History, Government, and Social Studies Kindergarten Standard 1: Choices have consequences. | | | |
| Kindergarten | Human choices cause change dependent upon conditions which the decision maker may not be able to control or anticipate. | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Kindergarten | Every choice comes with a cost. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| Kindergarten | Human choice is affected by culture, geography, politics, economics, social emotional attachments, and other factors including other people. | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Geography | | | | |
| Young Infant (by 8 months) | N/A | | | |
| Mobile Infant (by 18 months) | SS.G.mi.3: Demonstrates an understanding that objects and persons exist when not in sight. | Cognitive | C. Conceptual Knowledge | 1.1 Locates object in second of two hiding places |
| Toddler (by 36 months) | SS.G.t.3: Talks about objects and people in familiar environments. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Pre 3 (by 48 months) | SS.G.p.3.4: Uses words to indicate direction. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Pre 3 (by 48 months) | SS.G.p.3.5: Creates representations of familiar places through various materials, like building a fire station with blocks or drawing a picture of a home. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Pre 3 (by 48 months) | SS.G.p.3.6: Demonstrates an emerging understanding that helping with home and classroom routines improves the quality of the environment. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Pre 4 (by 60 months) | SS.G.p.4.4: Identifies and correctly uses terms related to location, direction and distance. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Pre 4 (by 60 months) | SS.G.p.4.5: Creates simple "maps" or drawings of familiar places. | Literacy | E. Writing | 2.1 Makes representational drawings |
| Pre 4 (by 60 months) | SS.G.p.4.6: Matches objects to usual locations and identifies features of familiar places. | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| Kindergarten | Kansas History, Government, and Social Studies Kindergarten Standard 1: Choices have consequences. | | | |
| Kindergarten | Human choices cause change dependent upon conditions which the decision maker may not be able to control or anticipate. | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Kindergarten | Every choice comes with a cost. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| Kindergarten | Human choice is affected by culture, geography, politics, economics, social emotional attachments, and other factors including other people. | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Kansas, United States, and World History | | | | |
| Young Infant (by 8 months) | N/A | | | |
| Mobile Infant (by 18 months) | SS.H.mi.4: Recognizes and anticipates familiar routines. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Toddler (by 36 months) | SS.H.t.4: Identifies routines and common occurrences in his/her life. | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Pre 3 (by 48 months) | SS.H.p3.7: Uses words or phrases that differentiate between events that occur within a timeline of the past, the present and the future (e.g., “when I was a baby...” or “before I moved into my new house...”). | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Pre 4 (by 60 months) | SS.H.p4.7: Describes some of the holidays, foods and special events related to his/her own culture or acts them out in dramatic play. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Pre 4 (by 60 months) | SS.H.p4.8: Names city and state where he/she lives. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Pre 4 (by 60 months) | SS.H.p4.9: Demonstrates an understanding of time in the context of daily experiences. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Kindergarten | Kansas History, Government, and Social Studies Kindergarten Standard 1: Choices have consequences. | | | |
| Kindergarten | Human choices cause change dependent upon conditions which the decision maker may not be able to control or anticipate. | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Kindergarten | Every choice comes with a cost. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| Kindergarten | Human choice is affected by culture, geography, politics, economics, social emotional attachments, and other factors including other people. | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Creative Arts | | | | |
| Dance | | | | |
| Young Infant (by 8 months) | CA.D.i.1: Responds to sounds, visual images and motions. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (by 8 months) | CA.D.i.2: Moves body when happy and excited. | Social-Emotional | A. Interactions with Adults | 2.3 Responds to familiar game or action |
| Mobile Infant (by 18 months) | CA.D.m.i.1: Responds to familiar movement that has a beat or rhythm. | Social-Emotional | A. Interactions with Adults | 2.3 Responds to familiar game or action |
| Mobile Infant (by 18 months) | CA.D.m.i.2: Starts and stops with music cues with adult guidance. | Social-Emotional | A. Interactions with Adults | 2.3 Responds to familiar game or action |
| Mobile Infant (by 18 months) | CA.D.m.i.2a: Explores bending and stretching, small and big. | Gross Motor | B. Movement and Coordination | 2. Stoops and regains balanced standing position |
| Mobile Infant (by 18 months) | CA.D.m.i.3: Controls some body movements. | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Mobile Infant (by 18 months) | CA.D.m.i.3a: Demonstrates following simple directions. | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| Toddler (by 36 months) | CA.D.t.1: Bends, reaches, stretches, rocks, sways, shakes and kicks different parts of the body in response to music. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Toddler (by 36 months) | CA.D.t.2: Stops and starts with music cues. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Toddler (by 36 months) | CA.D.t.2a: Improvises movement to fast and slow music. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Toddler (by 36 months) | CA.D.t.3: Stops and starts with music cues. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Toddler (by 36 months) | CA.D.t.3a: Improvises movement to fast and slow music. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Pre 3 (by 48 months) | CA.D.p3.1: Explores moving all body parts in isolation. | Gross Motor | B. Movement and Coordination | 3 (all) |
| Pre 3 (by 48 months) | CA.D.p3.1: Explores moving all body parts in isolation. | Gross Motor | B. Movement and Coordination | 4 (all) |
| Pre 3 (by 48 months) | CA.D.p3.1: Explores moving all body parts in isolation. | Gross Motor | B. Movement and Coordination | 5 (all) |
| Pre 3 (by 48 months) | CA.D.p3.1: Explores moving all body parts in isolation. | Gross Motor | B. Movement and Coordination | 6 (all) |
| Pre 3 (by 48 months) | CA.D.p3.1: Explores moving all body parts in isolation. | Gross Motor | B. Movement and Coordination | 7 (all) |
| Pre 3 (by 48 months) | CA.D.p3.1a: Explores cross-lateral movements. | Gross Motor | C. Active Play | 1. Swings bat, club, or stick to strike stationary object |
| Pre 3 (by 48 months) | CA.D.p3.2: Moves one body part in response to a simple rhythm pattern. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Pre 3 (by 48 months) | CA.D.p3.2a: Demonstrates the difference between still and moving. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Pre 3 (by 48 months) | CA.D.p3.2b: Moves over, under and around objects. | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Pre 3 (by 48 months) | CA.D.p3.2b: Moves over, under and around objects. | Gross Motor | B. Movement and Coordination | 4.3 Gets up and down from low structure |
| Pre 3 (by 48 months) | CA.D.p3.2b: Moves over, under and around objects. | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Pre 3 (by 48 months) | CA.D.p3.3: Creates high, medium and low shapes. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Pre 3 (by 48 months) | CA.D.p3.3a: Explores and creates patterns. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Pre 3 (by 48 months) | CA.D.p3.3b: Combines axial and locomotor movements together. | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Pre 3 (by 48 months) | CA.D.p3.4: Listens to musical cues and teacher instruction. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Pre 3 (by 48 months) | CA.D.p3.4a: Dances with purpose attentive to music and instruction. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Pre 4 (by 60 months) | CA.D.p4.1: Explores one body part in conjunction with other body parts, balances on one foot. | Gross Motor | B. Movement and Coordination | 7.2 Hops forward on one foot |
| Pre 4 (by 60 months) | CA.D.p4.1a: Skips, slides, leaps. | Gross Motor | B. Movement and Coordination | 7. Skips |
| Pre 4 (by 60 months) | CA.D.p4.2: Dances to music with varying tempos. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Pre 4 (by 60 months) | CA.D.p4.2a: Creates simple rhythm patterns and is able to repeat them. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Pre 4 (by 60 months) | CA.D.p4.2b: Moves through combinations of pathways, straight, zigzag, diagonal and curve. | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Pre 4 (by 60 months) | CA.D.p4.2c: Expands movement vocabulary by exploring words (e.g., suspend, swing, point, burst, float, droop, carve, creep, open and close). | Social-Communication | C. Communicative Expression | 3.1 Uses irregular past tense of common verbs |
| Pre 4 (by 60 months) | CA.D.p4.2c: Expands movement vocabulary by exploring words (e.g., suspend, swing, point, burst, float, droop, carve, creep, open and close). | Social-Communication | C. Communicative Expression | 3.2 Uses regular past tense of common verbs |
| Pre 4 (by 60 months) | CA.D.p4.3: Creates movement based on imagery from pictures, books or other ideas. | Social-Emotional | D. Independent and Group Activities | 3. Initiates and completes independent activities |
| Pre 4 (by 60 months) | CA.D.p4.4: Demonstrates the ability to listen and carry out instruction. | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Pre 4 (by 60 months) | CA.D.p4.4a: Demonstrates the ability to create movement and discovery and maintain spatial awareness. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten | DA:Pr4.1.K Physical | | | |
| Kindergarten | a. Makes still and moving body shapes that show lines (for example, straight, bent and curved), change levels, and vary in size (large/small). Joins with others to make a circle formation and works with others to change its dimensions. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten | b. Demonstrates tempo contrasts with movements that match to tempo of sound stimuli. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Kindergarten | c. Identifies and applies different characteristics to movements (for example, slow, smooth or wavy). | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Kindergarten | DA:Pr5.1.K: Physical | | | |
| Kindergarten | a. Demonstrates same-side and crossbody locomotor and nonlocomotor movements, body patterning movements and body shapes. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten | a. Demonstrates same-side and crossbody locomotor and nonlocomotor movements, body patterning movements and body shapes. | Gross Motor | B. Movement and Coordination | All |
| Kindergarten | b. Moves safely in general space; starts and stops on cue during activities; group formations; and uses creative explorations while maintaining personal space. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Kindergarten | c. Moves body parts in relation to other body parts and repeats and recalls movements upon request. | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| Kindergarten | DA:Pr6.1.K: Physical | | | |
| Kindergarten | a. Dances for and with others in a designated space. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Kindergarten | b. Selects a prop to use as part of a dance. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Music | | | | |
| Young Infant (by 8 months) | CA.M.i.1: Attends to sounds through music exposure. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Infant (by 8 months) | CA.M.i.2: Begins to make vocal sounds. | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| Young Infant (by 8 months) | CA.M.i.3: Moves body to music. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (by 8 months) | CA.M.i.4: Attends to music and rhythm patterns through music exposure. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Mobile Infant (by 18 months) | CA.M.i.1: Responds physically to various rhythmic patterns in sound. | Social-Emotional | A. Interactions with Adults | 2.3 Responds to familiar game or action |
| Mobile Infant (by 18 months) | CA.M.i.1a: Vocalizes in response to rhythm. | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Mobile Infant (by 18 months) | CA.M.i.2: Identifies sources of sounds (i.e., dog, cat, car, etc.). | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Mobile Infant (by 18 months) | CA.M.i.2a: Moves to music-rhythm. | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Mobile Infant (by 18 months) | CA.M.i.3: Chooses from variety of objects (instruments/toys). | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Mobile Infant (by 18 months) | CA.M.i.3a: Explores bringing objects together to make sounds. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Mobile Infant (by 18 months) | CA.M.i.4: Follows and tracks various types of music through movement, facial expressions and verbalizations. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Toddler (by 36 months) | CA.M.t.1: Begins to verbalize words to simple songs. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Toddler (by 36 months) | CA.M.t.2: Responds to tempos presented in a variety of ways (physically, verbally, with instruments). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Toddler (by 36 months) | CA.M.t.3: Follows simple rhythmic patterns with musical instruments. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Pre 3 (by 48 months) | CA.M.p.3.1: Repeats sound and rhythm patterns. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Pre 3 (by 48 months) | CA.M.p.3.2: Sings familiar, simple songs. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Pre 3 (by 48 months) | CA.M.p.3.3: Repeats song patterns and rhythmic movements to music. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Pre 3 (by 48 months) | CA.M.p.3.4: Demonstrates understanding of concepts using vocal and physical movement and instruments, e.g., soft/loud, high/low, fast/slow. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Pre 4 (by 60 months) | CA.M.p.4.1: Participates in more complex songs (songs with numbers, physical movements, musical games, etc.). | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Pre 4 (by 60 months) | CA.M.p.4.2: Demonstrates movement without prompting (e.g., march, hop, tiptoe, skip). | Gross Motor | B. Movement and Coordination | 7. Skips |
| Pre 4 (by 60 months) | CA.M.p.4.2: Demonstrates movement without prompting (e.g., march, hop, tiptoe, skip). | Gross Motor | B. Movement and Coordination | 7.1 Gallops |
| Pre 4 (by 60 months) | CA.M.p.4.3: Creates own songs and movements, including musical instruments. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten | Pr.1.K Physical: With guidance, demonstrates and states personal interest in varied musical selections. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Kindergarten | Pr.2.K Physical: With guidance, explores and demonstrates awareness of music contrasts (such as high/low, loud/soft, same/different) in a variety of music selected for performance. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Kindergarten | Pr.3.K Physical: With guidance, demonstrates an awareness of expressive qualities (such as voice quality, dynamics and tempo) that support the creators' expressive intent. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Kindergarten | Pr.4.K.a Physical: With guidance, applies personal, teacher and peer feedback to refine performances. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Kindergarten | Pr.4.2.K.b Physical: With guidance, uses suggested strategies in rehearsal to improve the expressive qualities of music. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten | Pr.5.K.a Physical: With guidance, performs music with expression. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Kindergarten | Pr.5.K.b Physical: Performs appropriately for the audience. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Dramatic Play | | | | |
| Young Infant (by 8 months) | CA.i.10a: Responds to voices. | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Young Infant (by 8 months) | CA.i.10a: Responds to voices. | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Young Infant (by 8 months) | CA.DP.i.1a: Repeats sounds vocally and physically. | Social-Emotional | A. Interactions with Adults | 2.3 Responds to familiar game or action |
| Young Infant (by 8 months) | CA.DP.i.1b: Responds to songs, chants, nursery rhymes, rhythms, pictures in books. | Social-Emotional | A. Interactions with Adults | 2.3 Responds to familiar game or action |
| Mobile Infant (by 18 months) | CA.DP.mi.1: Enjoys listening to stories and songs. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Mobile Infant (by 18 months) | CA.DP.mi.1a: Understands and responds to pictures in books that create a story. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Mobile Infant (by 18 months) | CA.DP.mi.1b: Initiates and playfully interacts with familiar people. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Mobile Infant (by 18 months) | CA.DP.mi.2: Demonstrates simple character/animal sounds with motions. | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Mobile Infant (by 18 months) | CA.DP.mi.3: Responds to favorite songs, stories, etc., by repeating repetitive phrases of stories at appropriate times or anticipating and verbalizing action of story and responds playfully with props. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Toddler (by 36 months) | CA.DP.t.1: Participates in acting out nursery rhymes, fingerplays, songs (e.g., Jack Be Nimble, Jack in the Box). | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Toddler (by 36 months) | CA.DP.t.1a: Recreates the plot of familiar stories or movies. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Toddler (by 36 months) | CA.DP.t.2: Moves inanimate objects (e.g., toy characters) in a play situation. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Toddler (by 36 months) | CA.DP.t.3: Shows enjoyment in wearing costumes to pretend to be other than self. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Pre 3 (by 48 months) | CA.DP.p.3.1: Retells nursery rhymes and sings simple songs. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Pre 3 (by 48 months) | CA.DP.p.3.2: Begins to differentiate between real and pretend. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Pre 3 (by 48 months) | CA.DP.p.3.2a: Participates in songs, stories, fingerplays, chants with voice and body together. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Pre 3 (by 48 months) | CA.DP.p.3.2b: Begins to change voice, emotion and body in play situations. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Pre 3 (by 48 months) | CA.p.3.11: Creating: | | | |
| Pre 3 (by 48 months) | CA.DP.p.3.3: Follows simple instructions to recreate story and dramatic movement. | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| Pre 3 (by 48 months) | CA.DP.p.3.3a: Uses costumes to become a character in everyday environment. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Pre 3 (by 48 months) | CA.DP.p.3.3b: Uses props/objects in creative ways to promote and create a story. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Pre 4 (by 60 months) | CA.DP.p.4.1: Takes a role in acting out a story. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Pre 4 (by 60 months) | CA.DP.p.4.1a: Creates dialogue specific to a type of character. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Pre 4 (by 60 months) | CA.DP.p.4.2: Anticipates story plot and structure of story. | Cognitive | E. Scientific Discovery | 2. Anticipates outcome of investigation |
| Pre 4 (by 60 months) | CA.DP.p.4.2a: Participates with others in listening and responding in dramatic role. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Pre 4 (by 60 months) | CA.DP.p.4.2b: Acts out feelings with body and voice in dramatic play situations. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Pre 4 (by 60 months) | CA.DP.p.4.3: Creates a story and assigns roles for self and others. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Pre 4 (by 60 months) | CA.DP.p.4.3a: Repeats dialogue and movement to tell a story. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Pre 4 (by 60 months) | CA.DP.p.4.3b: Creates and executes complicated plot with conflict and resolution. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Pre 4 (by 60 months) | CA.DP.p.4.3c: Creates unique characters using imagination. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Kindergarten | N/A | | | |
| Visual Arts | | | | |
| Young Infant (by 8 months) | CA.VA.i.1: Begins to respond to visual elements present in the environment (light, color, patterns, etc.). | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (by 8 months) | CA.VA.i.2: Explores and responds to various textures and sensory materials - fabric, water, sand, etc. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Mobile Infant (by 18 months) | CA.VA.mi.1: Scribbles with a crayon. | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Mobile Infant (by 18 months) | CA.VA.mi.2: Examines details of pictures, photographs and illustrations. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Mobile Infant (by 18 months) | CA.VA.mi.3: Explores sensory materials (e.g., nontoxic paint, finger paint, paper, playdough, sand, etc.). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Mobile Infant (by 18 months) | CA.VA.mi.4: Repeats actions, sounds, activities, etc. | Cognitive | B. Imitation and Memory | 1 (all) |
| Mobile Infant (by 18 months) | CA.VA.mi.4: Repeats actions, sounds, activities, etc. | Cognitive | B. Imitation and Memory | 2 (all) |
| Toddler (by 36 months) | CA.VA.t.1: Grips paint brush, crayons, pipette, spray bottle, etc. | Fine Motor | A. Reach, Grasp, and Release | 2.2 Grasps small cylindrical object |
| Toddler (by 36 months) | CA.VA.t.1a: Makes random and disordered scribbles. | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Toddler (by 36 months) | CA.VA.t.2: Explores a variety of art media (e.g., painting, gluing, printing, fingerpainting, clay, etc.). | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Toddler (by 36 months) | CA.VA.t.3: Explores and manipulates sensory materials. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Toddler (by 36 months) | CA.VA.t.4: Demonstrates self-expression with art materials. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Pre 3 (by 48 months) | CA.VA.p3.1: Begins to use scissors. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Pre 3 (by 48 months) | CA.VA.p3.1a: Creates visual art with various materials; begins to use color, lines and shapes to communicate meaning. | Literacy | E. Writing | 2.1 Makes representational drawings |
| Pre 3 (by 48 months) | CA.VA.p3.2: Uses materials to build and create a three-dimensional structure to represent another item (blocks become a castle, clay becomes a snake). | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Pre 3 (by 48 months) | CA.VA.p3.3: Creates work that requires some planning. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Pre 3 (by 48 months) | CA.VA.p3.3a: Works independently to create art. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Pre 3 (by 48 months) | CA.VA.p3.4: Mixes colors to create a new color. | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Pre 3 (by 48 months) | CA.VA.p3.4a: Identifies shapes in art. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Pre 4 (by 60 months) | CA.VA.p4.1: Uses a variety of materials and tools to create art. | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| Pre 4 (by 60 months) | CA.VA.p4.2: Begins to create drawings that are better defined, more detailed and more realistic. | Literacy | E. Writing | 2.1 Makes representational drawings |
| Pre 4 (by 60 months) | CA.VA.p4.3: Demonstrates understanding of art vocabulary and concepts. | Social-Communication | B. Communicative Understanding | 1.2 Uses 50 single words, signs, or symbols |
| Pre 4 (by 60 months) | CA.VA.p4.4: Discusses own artistic creations and those of others. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Kindergarten | Kindergarten Pr4.1.K Presenting: Selects art objects for personal portfolio and display, explains why they were chosen. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Kindergarten | Kindergarten Pr5.1.K Presenting: Explains the purpose of a portfolio or collection. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Kindergarten | Kindergarten Pr.6.1.K Presenting: Explains what an art museum is and distinguishes how an art museum is different from other buildings. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |